Competency record to be completed by assessor

Table of Contents 1

Case and Context Scenario 8

Activities 24

Activity 1C 28

Activity 1C checklist – for assessor 29

Activity 2A checklist – for assessor 35

Activity 2B 36

Activity 2D checklist – for assessor 41

Activity 2D Observation checklist – for assessor 42

Activity 3C 48

Activity 3C checklist – for assessor 49

Summative Assessments: Section C checklist 58

Competency record to be completed by assessor 59

Assessment instructions

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.

Recognised prior learning

Assessment requirements

Direct observation
Product-based methods e.g. reports, role plays, work samples

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

Candidate Details

Assessment – BSBCRT611 - Apply critical thinking for complex problem solving

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBCRT611 - Apply critical thinking for complex problem solving.

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Instructions: Read the scenario below and then complete the activity according to instructions provided in the task. You will refer to the case scenario to complete your activities.

About Joyfoods

2. Dishonesty or discourtesy.

3. Not cooperating with fellow employees or management or insubordination (not following directions.)

8. Having a firearm or weapon on the premises except where permitted by law.

9. Eating, chewing gum, using cell phone or taking breaks in food-serving areas.

14. Failing to report policy or rule violations.

15. Failure to cooperate in an investigation.

3. Failure to ring up a sale in its entirety.

4. Failure to adhere to restaurant cash-handling procedures.

Your attendance is extremely important to the success of the Company. We expect employees to strive for perfect attendance and to arrive for work on time. We recognize that, on occasion, you may not be able to come to work or need additional time before you arrive. Sickness and other emergencies cannot always be anticipated and may require you to miss all or part of your work day. If you cannot report to work as scheduled, you must notify your manager as soon as possible. If your need for time off is foreseeable, you must provide as much notice as possible. If your need for time off is not foreseeable, you must provide as much notice as practicable, but in no event less than four (4) hours prior to your normally scheduled starting time. Of course, if you cannot contact [e.g., your supervisor] yourself, you must have someone do it for you. When you contact your immediate supervisor you must let them know for how long you will be out and when you expect to return or, as the case may be, arrive for work. You must submit documentation for absences due to illness of three (3) days or more. Generally, you must provide a document from your doctor or other recognized health care provider that would justify your absence. Likewise, you will need to provide documentation justifying your return to work. Excessive absences, or lateness and excessive patterns of absences or lateness may lead to disciplinary action, up to and including termination. If you are absent from work for two (2) consecutive days without notice, the company will consider that you have voluntarily resigned your position.

1. Failure to report to work on a scheduled day or time without proper notice.

6. Working off the clock.

Brodie's Law

Note: This is the extraction of the legislation from Queensland (as examples). Trainers and assessors can search for the same legislation in other states in accordance with student cohorts/locations.

Reference:

Guide to the Work Health and Safety Act 2011 (Qld). Retrieved from https://www.worksafe.qld.gov.au/__data/assets/pdf_file/0023/22289/guide-to-work-health-and-safety-act-2011.pdf

Support and training

Joyfoods had to ensure that the Leadership team got the support that they needed to deal with emotional issues of their staff. They sought the help of Victorian Chamber of Commerce and Industry training services to assist staff in the area of leadership but with a special focus on dealing with and identifying emotional issues of staff and recognising and acting on bullying.

Joyfoods also ran an internal training session to help staff identify bullying behaviour and to reiterate what is expected of them and their managers in order to prevent it. This included training to ensure all managers lead by example with positive behaviours like respectful language, which leads to a respectful culture within the workplace.

Leadership

Joyfood’s leadership team were able to provide a very supportive environment for staff and make tough decisions when needed. The team were communicative and collaborative throughout the training process ensuring that staff were clear around the behavioural expectations of the workplace.

All new and existing staff are advised of Joyfood’s values and the aim to get ‘Towards Zero’.

Increase in awareness of bullying behaviour with all staff, including management.

The ability to handle workplace bully complaints fast and efficiently if they arise.

The right training and support for staff is vital to increase the awareness of bullying behaviour and to prevent bullying.

Managers need to learn how to deal with issues promptly and confidentially and be supported by their workplace to do this effectively.

Activity 1A

Activity 1A checklist – for assessor

Learner’s name
Assessor’s name		Amit Pandya
(Code and Title)		BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment
Did the learner Identify two internal and two external stakeholders?				Yes No
Did the learner discuss the workplace issue in the given scenario?
Did the learner explain how to resolve the issue and discuss with stakeholders?				(Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:

Activity 1B

Refer to the case scenario and complete the following questions:

Activity 1B checklist – for assessor

Activity 1C

Refer to the case scenario and complete the following questions:

Activity 1C checklist – for assessor

Activity 1D

Present your idea to the relevant stakeholder (classmate(s)). Prepare a PowerPoint presentation to present your idea to relevant stakeholders regarding required resources.. Assuming your classmates are the relevant stakeholder, you will present the presentation in class which will be observed by your assessor. Instruction for the presentation given below:

Instruction for preparing presentation: -

Interprets, analyses, and presents numeric and financial information with the aid of graph, chart, and other infographic visual aids.

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1D Observation checklist – for assessor

Activity 1D Presentation task
For each attempt, assessor to indicate if observations were conducted in:
1	in class a simulated exercise		2	in class a simulated exercise
The student is required to demonstrate ALL components from the list below			Assessment			Reassessment		Comments
			Date:			Date:		Comments
Did the student: Tick			S		NS	S	NS	Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria
1	Listen to their partner’s feedback Uses formal vocabulary which appropriate to context to discuss and confirm recommendations. Prepared the PowerPoint with appropriate format.
All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed:
Satisfactory Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
Assessor Declaration:		I declare that I have observed the student perform this task. The task has been conducted as per the assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student.
Assessor Name:
Assessor Signature:

Activity 2A

Activity 2A checklist – for assessor

Learner’s name
Assessor’s name		Amit Pandya
		BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment
Did the learner discuss steps to conduct a brainstorming session with relevant stakeholder to determine actions/activities to resolve the identified issue?
Can the learner lead conversation in the brainstorming discussion?				Yes No (Please circle)
Did the learner use listening and questioning technique in the discussion?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:

Activity 2B

Activity 2B checklist – for assessor

Learner’s name
Assessor’s name		Amit Pandya
		BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment
Did the learner demonstrate understanding of critical thinking skills in workplace?				Yes No (Please circle)
Did the learner discuss at least 2 workplace advantages and 2 disadvantages of critical thinking with examples?
Did the learner list advantages and disadvantages for the 2 actions/activities they selected?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:

Activity 2C

Activity 2C checklist – for assessor

Learner’s name
Assessor’s name		Amit Pandya
		BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment
Did the learner discuss the steps to critical thinking for effective decision-making process to select most feasible solution?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:

Activity 2D

Activity 2D checklist – for assessor

Learner’s name
Assessor’s name		Amit Pandya
(Code and Title)		BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment
Did the learner prepare a brief on proposed solution according to organisational policy?				Yes No
Did the learner prepare a PowerPoint presentation to present the proposed solution to key stakeholders?
Did the learner follow company’s instruction on PPT format?				(Please circle)
Did the learner use clear language in the presentation?				Yes No
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:

Activity 2D Observation checklist – for assessor

Activity 3A

3.Develop a feedback form that you will use to take stakeholder feedback on your proposed solution. (You may use www.jotform.com to build your feedback form). Also discuss where and how you will store clients feedback.

Activity 3A checklist – for assessor

Activity 3B

Objective	To provide you with an opportunity to refine proposal based on analysis of feedback

Activity 3B checklist – for assessor

Activity 3C

1. Describe your process of seeking approval form relevant personnel.

2. Draft an email for your manager with the brief of amended proposal and seek approval.

Activity 3C checklist – for assessor

Summative Assessments

Skills – skill requirements, required skills, essential skills, foundation skills
Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section A: Skills Activity

This activity will enable you to demonstrate the following skills:

Skill	Description
Learning	Evaluates own performance to identify opportunities for improvement
Numeracy
Oral communication
Reading	Gathers, interprets and analyses textual information when developing the proposal and monitoring operational performance
Writing	Communicates relationships between ideas and information, matching style of writing to purpose and audience
Planning and organising
Technology

Section B: Knowledge Activity (Q & A)

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative frameworks and organisational policy or procedures applicable to identified workplace problem
organisational requirements for development and presentation of a brief and feedback register
approval process for workplace solution.

2. a) Based on the scenario above, discuss the decision-making process

b) Discuss at least 3 barriers to effective decision making relevant to the scenario and explain why you consider them as barrier to effective decision making according to the scenario?

Summative Assessments: Section B checklist

calculate resources required for solution development process
develop strategy to facilitate others in idea generation for possible solutions

Summative Assessments: Section C checklist

Learner’s name
Assessor’s name		Amit Pandya
(Code and Title)		BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment
Did the learner identify task objectives and risks involved with pursuing identified problem?				Yes No
Did the learner remonstrate legislative frameworks and applicable frameworks for identified problem?
Did the learner calculate resources required for solution development process?				(Please circle)
Did the learner develop strategy to facilitate others in idea generation for possible solutions?				Yes No
Did the learner demonstrate how feedback would be used to revise solution to achieve stakeholder approval?
Did the learner seek necessary approvals for the implementation of the solution?				(Please circle)
Did the learner demonstrate communication method to seek approval?				Yes No
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment: