Unit Assessment - BSBCRT611

Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details

Course code
Course name
Unit code BSBCRT611
Unit name Apply critical thinking for complex problem solving
Assessment Submission Method

By hand to trainer/assessor By email to Online submission via Learning
trainer/assessor Management System (LMS)
By Australia Post to RTO Any other method

_________________________________________________
(Please mention here)
Student Declaration
 I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
 I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
 For the purposes of assessment, I give the trainer/assessor of this assessment the
permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Assessment Plan
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Document Type: Unit Assessment Pack (UAP) Version 8 – Compliance and Quality Assurance Department
Unit Name: BSBCRT611 - Apply critical thinking for complex problem solving
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed
Trainer/Assessor
Signature
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to apply critical thinking in order to develop
solutions to complex issues arising in the workplace.
The unit applies to individuals who are required to think critically in order to develop structured and
innovative solutions to overcome complex organisational issues. Individuals in these roles operate
with a high degree of autonomy and may undertake non-standard work tasks involving escalated
risks. These individuals are often responsible for a team or work area.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
What the student can expect to learn by studying this unit of competency
 Scope problem solving process

 Lead solution development process
 Refine solution for implementation

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Training and assessment resources required for this unit of competency
The student will have access to the following:

 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
 undertake studies and research responsibly and with honesty and integrity
 ensure that academic work is in no way falsified
 seek permission to use the work of others, where required
 acknowledge the work of others appropriately
 take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
 Paraphrasing and presenting work or ideas without a reference
 Copying work either in whole or in part
 Presenting designs, codes or images as your own work
 Using phrases and passages verbatim without quotation marks or referencing the author or
web page
 Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
 Work with one or more people to prepare and produce work
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 Allow others to copy your work or share your answer to an assessment task
 Allow someone else to write or edit your work (without rto approval)
 Write or edit work for another student
 Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action.
Other Important unit specific Information
N/A
Unit outcome
 This unit is not graded, and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competencyto be deemed competent.
 Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
 Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
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Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills
essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
 Australian Human Rights Commission Act 1986

 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go tohttps://training.gov.au/Training/Details/BSBCRT611
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
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• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
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Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
 Please make sure you have completed the necessary prior learning before attempting this
assessment.
 Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
 Please make sure you understand what evidence is required to be collected and how.
 Please make sure you know your rights and the Complaints and Appeal process.
 Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
 Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
 Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
 Due date of this assessment task is according to your timetable.
 In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
 Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
 Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments

 Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
 Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
 The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
 Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix”to ensure the explanation and correct strategy have been recorded and
implemented.
 Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
 All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the
skills assessment takes account of the student’s needs
Provision of information or course materials in accessible
format.
Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment
task
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Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
 Supply of specialised equipment or services, e.g. a note-
 Changes in lecture schedules and arrangements, e.g.
Changes to course design, e.g. substituting an assessment
task
Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
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Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Assessment task description:

 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of eight (8) written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.
Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a classroom, learning management system (i.e.
Moodle), workplace, or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:

 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyse them for a few seconds, this will help you to
identify what is really needed.
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 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?

 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
 The purpose of this assessment task is to assess the students’ knowledge to apply critical
thinking for complex problem solving
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Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answered in order to gain competency for this assessment.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
 Access to a computer, the internet and word-processing system such as MS Word.
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Question 1: Answer the following:
A.) What methods can be used to identify the problems at the workplace? (Answer must be between
200-250 words)
B.) Briefly explain the following organisational policies and procedures which are used to identify the
problems: (Answer must be between 60-80 words for each policy)
 Anti-discrimination policy
 Conflict resolution policy
C.) Briefly explain the following legislation which helps in addressing and avoiding problems in the
workplace: (Answer must be between 80-100 words for each policy)
 Disability discrimination act 1992

 Fair work act 2009
Q1 A.) Methods that can be used to identify problems at a workplace:
1 Listen to Feedback: This is one method that is best to identify the problems. You should take
feedback from your clients, employees, etc. Feedbacks can reveal the problems, necessary
changes required at the workplace. This can be done by interviews, surveys, suggestions.
2 Ask Questions: Another method can be asking questions. This can help you understand and give
you a clarification what is going on in your employees mind. This can be done by asking both open
ended and close ended questions. You can get different insights on various topics through this
method.
3 Review and Make Necessary Changes: You should review your policies, working style, processes
and see if any changes are required or if your working style or processes are outdated then make
the necessary changes. This can also make a huge impact.
4 Observe and Measure: In this method, you need to observe your work environment. You need
to observe how your employees reacts to situations of stress, confusion etc., how they
communicate with each other. After observation, you can measure how you need to achieve your
goals and meet the standards, increase your employee enagement etc.
B.) Anti-discrimination Policy: Anti-Discrimination Policy is used to mark the boundaries that
protects the employees from any kind of discrimination at the workplace. It is not only limited to
employees, it is applicable to everyone be it employees, clients, or any other person.
Conflict Resolution Policy: This policy is used to provide freedom to employees to raise a
complaint regarding any issue at their workplace regarding any problems they are facing. It is
applicable to all employees.
Conflict Resolution Policy: Conflict resolution involves the discovery of a peaceful and mutually
agreeable resolution to a disagreement or dispute. Listening, comprehending, and valuing diverse
perspectives, needs, and interests, and seeking agreement or compromise is key. Implementing a
conflict resolution policy and training can offer numerous advantages for staff growth. This entails
giving clear instructions and standards for managing and avoiding workplace conflicts, providing
assistance and resources for employees impacted by conflicts, establishing a safe and respectful
atmosphere, boosting employee contentment, involvement, and retention, and strengthening the
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organization's reputation and performance.
C.) Disability Discrimination Act 1992: The DDA of 1992 prohibits discrimination based on
disability in various public aspects like employment, education, services, housing, and public
spaces. It applies to individuals with various disabilities, including temporary and permanent
disabilities, across different categories. It includes disabilities that individuals have experienced
previously and may experience in the future, along with assumed disabilities. The DDA safeguards
individuals with disabilities from discrimination if they are supported by an assistant, interpreter,
or reader; are guided by a trained animal like a guide, hearing, or assistance dog; or utilize
equipment like a wheelchair or hearing aid.
Fair Work Act 2009: The Fair Work Act is one of the primary federal laws that oversee the
employment of older workers. It establishes the terms and conditions of work and outlines the
rights and duties of employees, employers, and employee organizations regarding that work. The
Fair Work Act governs employers and employees within the 'national system'. Employment
outside the national industrial relations system continues to be governed by the appropriate state
industrial relations systems. Nevertheless, certain benefits granted by the Fair Work Act also apply
to employees who are not covered by the national system. The legislation also sets up a system
for ensuring compliance and enforcement, as well as creating various entities such as Fair Work
Australia (FWA) and the FWO to oversee the Act.
There are several parts of the Fair Work Act that offer potential opportunities to address legal
obstacles for mature age workers to participate, for which the ALRC suggests solutions. Some of
these consist of:
1. The entitlement to ask for flexible work schedules;
2. Contemporary accolades;
3. Provisions regarding notification of end of employment; and
4. The provisions for general protections.
A.) What is meant by creative and critical thinking? (Answer must be between 40-60 words)
B.) Provide a brief description of the following critical and creative thinking techniques used by the
organisation to deal with the arising issues: (Answer must be between 60-90 words)
 Brainstorming
 Mind mapping
 Storyboarding
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Q2. A.) Creative thinking is presenting an original and freshly thought idea that can be useful in any
situation. Examples could be joining waste parts to form something new, thinking of an answer etc.
Critical thinking is presenting already thought idea in a clear manner for better understanding.
Examples can be interpreting any situation, summarizing some work etc.
B.) Brainstorming: Brainstorming is a creative thinking technique that is used to generate new
ideas and solutions between teams or larger groups of people. It can be used for quicker results. It
is a process where people can think without the fear of judgement. It leads to welcoming of
different perspectives.
Mind Mapping: Mind mapping is a technique used to think about ideas without worrying about the
not in any particular order or structure. It is basically a diagram about a particular topic consisting
of pictures, texts, concepts etc. giving an insight what is going on in your mind related to it. It helps
a person in decision making, note taking, presentations etc.
Storyboarding: It is process of arranging the ideas that are thought by people in your preferred
manner. It helps the person understand the solution to something by sequencing the ideas. It can
include presentations, speeches, etc.
Question 3. Answer the following:
A.) What are the benefits of developing solutions for problems arising in the workplace? (Answer
must be between 70-100 words)
B.) What are the risks associated while developing solutions to the problems identified in the
workplace? (Answer must be between 50-80 words)
3A.) Benefits of developing Solutions:

1. Increased Productivity: Efficient remedies can remove obstructions and
inefficiencies, enabling employees to concentrate on their responsibilities
without any disruptions. This results in increased levels of productivity.
2. Improved Employee Morale: Dealing with issues in the workplace shows that
management respects employees' opinions and care about their welfare. This
could result in higher job satisfaction and boost morale among employees.
3. Enhanced Collaboration: Collaboration and effective communication are
necessary for solving problems. This cooperative method boosts team member
relationships and fosters a positive work environment.
4. Cost Savings: Organizations can lessen waste, decrease errors, and prevent expensive
disruptions by finding and applying successful solutions. This could result in considerable
cost savings in the long run.
5. Fostering Innovation: The process of problem-solving promotes innovative
thinking and creativity. Workers have the potential to come up with fresh ideas or
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strategies that could help the organization even more.
B.) Risks associated while developing solutions:

1. Budget Creep: A budget overrun can occur when a cost estimate is too optimistic. This may
occur if the project's completion time or external resource needs are underestimated.
2. Communication: Inadequate communication can result in delays in project completion, failure
to meet goals, or legal disputes.
3. Scope Creep: Scope creep has the potential to disrupt a project's goals and progress. This could
result in stakeholders feeling dissatisfied and resources being squandered.
4. Lack of Expertise: If a company lacks knowledge of the technologies being utilized, they might
need to create alternative methods. This could result in extended timeframes and delays in the
project.
A.) Briefly explain the five steps involved in the decision-making process. (Answer must be between
250-300 words)
B.) Briefly explain how the following barriers impact the decision-making of the organisation:
(Answer must be between 70-100 words)
 Lack of time
 Lack of resources
 Conflict
4A.) Decision making process is a crucial aspect for every organisation. By following good
decision making process, a business can make heaps of profits or by following bad decision
making process, it can lead to loss of some great projects and plans. This process requires
attention to detail, careful planning and choosing the right option out of the given choices and
from relevant information gathered. The five steps involved in decision making process are:
1. Identification of problem: Identifying the purpose and goal of your decision is the initial
step. What is the reason behind wanting to make that decision initially? What issue
does it address, and why is it necessary to address it? Recognizing the objectives
provides a clear understanding and assists in making an unbiased decision. This allows
you to assess the situation and determine the best practices to follow. Before making a
decision, it is important to identify our goals in order to gain varied perspectives and
think rationally. So, the initial stage in making decisions is determining your objectives
and addressing all the "Why's."
2. Gather all information: Collect all the necessary information that is required. Begin by
evaluating yourself internally before seeking information from external sources.
Nowadays, it is much simpler to access any information, find the necessary books, or
seek online assistance to gather knowledge. Additionally, consider the alternative
choices available, if applicable. Collecting all the information is vital in resolving your
issue. If you require to leave and seek guidance from professionals, go ahead and do so.
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After locating the data and the appropriate responses, internalize them to inform your
next logical move.
3. Considering all the alternatives: Every choice we make will result in certain
outcomes. Create a comprehensive list of the potential advantages and
disadvantages of the choice and consider its future ramifications on yourself. This
will assist you in making better decisions and increasing your awareness of the
situation. Reflecting on the outcomes has numerous advantages. It provides a
variety of viewpoints for you to select from. The expected outcomes may differ
from the ones you predict. Nonetheless, it will provide a distinct image for you to
assess and consider based on the outcomes.
4. Make your Decision: Having pinpointed your objective, collected pertinent
information, and considered the implications, now it is the moment to select and
implement your ultimate decision. Recognizing that this process can induce stress
in some individuals is crucial as it is when you must rely on your intuition. Even if
you are still a bit uncertain about your ultimate choice, you need to consider the
emotions it evokes in you. Question yourself, does it seem suitable? Is this choice
most beneficial for you both currently and in the long term? After responding to
those questions, you should be pleased with the outcome.
5. Evaluate your Decision: After making your ultimate choice and implementing it, it
is vital to assess both the decision and the actions taken to guarantee their
effectiveness. This last stage is likely of equal significance to the initial step, if not
more, as it will enhance your ability to make decisions for upcoming challenges.
This stage is crucial as it could mean the need to find fresh data and implement
adjustments throughout the process.
B.) Lack of Time: Managers frequently encounter time limitations that can hinder their ability to
make decisions effectively. Making a good non programmed decision becomes less likely when
there is limited time for collecting information and rational processing. Time constraints may
lead to the use of mental shortcuts instead of engaging in thorough thinking processes. The top
managers are always evaluating the risks of acting hastily versus the risks of not acting fast
enough.
Lack of Resources: A manager might struggle to carry out his decisions because of a shortage of
resources such as time, staff, and equipment. In these situations, he needs to be on the lookout
for different strategies that can be implemented within the current resources. Nevertheless,
necessary measures should be implemented if he believes that insufficient resources could
hinder the organization's development.
Conflict: Process conflict occurs when decision-makers disagree on the optimal action or the
decision-making procedure. This disagreement may cause postponements, inefficiencies, and a
failure to agree, which can make it difficult to make a prompt and successful decision.
Addressing conflicts involves being open to communication and working together to reach a
mutual agreement. Relationship conflicts arise from personal tensions between those making
decisions. When conflicting personal issues or separate goals among decision-makers are not
resolved, it hinders the effectiveness of decision-making. Conflicts within relationships can lead
to significant and continuous expenses for a company, as they obstruct collaboration and
17 | P a g e
impede the capacity to concentrate on the current goal.
A.) List the source of information that helps in identifying the problem at the workplace. (Answer
B.) What is the importance of desk research in identifying the problem at the workplace? (Answer
C.) How stakeholder consultation benefit organisation to identify issues/problems? (Answer must be
5A.) Employee Reviews: Evaluating employee performance is a useful method for pinpointing
issues within the workplace. Before a manager discusses the employee's performance, it is
important for the worker to conduct a self-assessment in order to identify any potential issues that
need to be addressed. Questionnaires, surveys, and oral interviews are among the techniques that
can be utilized to gather this information.
Employee Safety Protocol: Employees who are healthy are more energetic and efficient than those
who are ill. An essential aspect for a business owner is understanding the workplace thoroughly in
order to provide employees with information about the risks related to their job. One method to
accomplish this is by guaranteeing that office equipment is safe to use and complies with
standards. Assessing OSHA guidelines can assist in verifying if your machinery complies with the
requirements. Employers can also alert employees to high-risk areas where accidents are more
likely to happen.
Group Assessment Exercises: Having your employees work in small groups can be beneficial for
identifying issues within the workplace. The teams must be made up of employees from the
identical department collaborating on recognizing a shared issue. An unfamiliar moderator makes
it simpler for employees to address common problems they face. Peer-group evaluation and
collaborative problem-solving techniques aid in uncovering multiple issues within the company's
departments.
B.) Desk research assists companies in recognizing possible risks and obstacles within the
market. Analysing data from multiple sources can help companies prepare for regulatory
changes, economic fluctuations, and competitive threats. This enables them to create plans
to reduce these risks and make better choices. Businesses utilize desk research in the
beginning of a project in order to enhance their comprehension of a subject, pinpoint any
information discrepancies, and guide the subsequent research phases. It can also add to
initial discoveries and offer surrounding details and background data.
C.) Consultation helps us track trends, challenges, and perceptions among certain stakeholder
groups over time. It thus aids us in:
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1. Recognize and monitor requirements and anticipations
2. Recognize and monitor opinions and beliefs.
3. Give input on particular proposed projects.
4. Assess executions and activities.
5. Define the corporate brand values and positioning as perceived by external parties.
6. Minimizing risks: By including viewpoints from stakeholders, possible risks stemming from
resistance to change, conflicts of interest, or misunderstandings can be pre-emptively dealt with
and reduced.
7. Improved decision-making and credibility: Engaging with stakeholders aids in better decision-
making and boosts the credibility of decisions, promoting a feeling of inclusiveness. The
involvement of both internal and external stakeholders is crucial for properly allocating resources,
ensuring the success of projects, and guiding the long-term direction of the company.
A.) What are the requirements for developing the following: (Answer must be between 60-100
words for each)
 Brief
 Feedback register
B.) What is the requirement for presenting the following to the stakeholders: (Answer must be
between 50-80 words for each)
 Brief
 Feedback register
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6A.) Requirements for developing a brief:
6. Clear Purpose: There should a clear purpose why you are writing this brief, what
needs to be informed or summarized.
7. Audience Knowledge: You should be mindful about who is going to read your
content. You should choose your language according to that. This will help you
make them understand your point.
8. To the point content: you should keep your content short and clear. Avoid
beating around the bush and stick to what needs to be conveyed.
9. Structure: 1. Title
2. Introduction
3. Main Body
4. Conclusion
5. Supporting Evidence: Your content should include facts and data that will prove
your content to be correct.
Requirements for developing a feedback register:

1. Objective Clarity: Precisely specify the objective of the feedback register. Is the purpose
to monitor feedback from customers, suggestions from employees, or reviews of
projects? Comprehending the objective will influence the way you create the register.
Clearly state the objective of the feedback registry. Comprehending the objective will
influence the way you plan the register.
2. User Friendly Format: Select a layout that is user-friendly and clear. This might be an
electronic spreadsheet, a database, or a basic paper form. Make sure that users can
effortlessly input and access information.
3. Essential Fields: Include mandatory fields for gathering feedback, such as:
- Date: The time when the feedback was provided.
Source of the feedback (e.g., customer, employee).
- Type of Feedback: Classify the feedback (e.g., complaint, suggestion, praise).
- Information: An area designated for the specific feedback provided.
- Status of Response: Monitor if the feedback has been recognized or dealt with.
- Steps Taken: Record any subsequent steps or outcomes.
4. Regular Updates: Make sure to regularly update the register to show new feedback and
the progress of responses. This ensures that the information remains up-to-date and
valuable.
5. Accessibility: Ensure that the feedback register can be easily accessed by all pertinent
parties involved. This could mean utilizing shared platforms or permissions to access and
make changes to the register.
B.) Requirements for presenting brief to stakeholders:

1. Purpose: Clearly articulate the intention of the brief. Decide if you are providing information,
convincing, or requesting approval. The content and focus of your presentation are driven by a
particular purpose.
2. Audience Analysis: Comprehend the backgrounds, interests, and concerns of your
stakeholders. Customize your presentation to meet their individual requirements and
20 | P a g e
anticipations.
3. Structure: Organise the data in a logical manner.
4. Visual Aids: Utilize visual aids such as slides, graphs, or charts to reinforce your arguments.
Visuals can simplify complex information and increase engagement.
5. Engagement Strategies: Promote stakeholder engagement by posing questions or seeking
feedback. This engagement promotes a cooperative atmosphere.
6. Follow-up Communication: Following the presentation, please give a synopsis or written
overview of the short talk. Provide assistance for any additional inquiries or conversations that
may occur.
Requirements for presenting feedback register to stakeholders:

1. Define the purpose: Understand your presentation goals, identify your audience, and
determine their informational needs.
2. Structure your presentation: Develop a structured and cohesive organization for your
presentation
3. Use Visual Aids: Use slides, graphs, pictures, and videos to improve your presentation
4. Tell a Story: Employ storytelling methods to enhance the effectiveness of your
presentation
5. Be Clear: Ensure you are clear and specific in your presentation by being mindful of your
audience.
6. Demonstrate the impact: Demonstrate the outcomes and advantages of the feedback in
order to confirm its value and importance
7. Update Regularly: Keep the information and contact details up to date to ensure your
report is received by the right audience.
Question 7: Briefly explain the approval process that the organisation must follow for implementing
the solution identified for any problem. (Answer must be between 100-150 words)
7.) Approval Process

1. Submissions: A submission is the work that undergoes approval, with companies typically offering
requirements or guidelines for compliance. In order to start the approval process, the work must be
initially sent to the appropriate department. Submissions from various sources can be received
based on the objectives of a business or department. For instance, a marketing team could receive
a logo design from a graphic designer, or a company's accountant could receive their department's
expense report from a manager.
2. Approvers: An approver is a staff member or team of staff members responsible for authorizing
or denying work as it progresses through the approval procedure. They determine if a piece should
be returned to the original submitter for revisions or if it should be passed along to another
reviewer. The ultimate decision maker determines if the work is prepared for publication or
approval. Selecting appropriate approvers aids in the smooth progression of the approval
procedure and guarantees the uniformity and excellence of the end result
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3. Permissions: During the approval process, the visibility, editing, and approval of work is
determined by permissions or permission levels. Setting permissions for each approver and work
creator is crucial as certain work may have sensitive information that only specific individuals
should be able to modify. Setting the correct permission levels for each approver helps prevent
errors, protect the work's content, and improve the efficiency of the approval process.
4. Due Dates: Submitting work by the required deadlines ensures that it is approved promptly.
Establishing deadlines for those who need to approve is crucial to maintain the flow of work and
guarantee that all approvers have sufficient time to carefully assess the work before giving their
approval or rejection. In order to establish efficient deadlines for approvers, it is important to
determine the ultimate due date for the completion of the project as expected by your company.
Using this data, you can develop a project timeline outlining the specific amount of time allotted for
each reviewer to assess the task before passing it on to the next stage.
5. Records and Logs: Keeping detailed records and logs of every stage in the approval process is
advisable in order to monitor the efficiency and effectiveness of the process. Records and logs help
identify errors in the approval workflow and provide transparency for work creators and the
company to see who is reviewing the work. With records and logs, you can also monitor all tasks
that have completed the approval process.
Question 8: List the resources which are required for resolving any issues at the workplace. (Answer
8.) 1. Dispute Resolution centres: Utilizing conflict resolution expertise through a community
resource can prove to be a cost-efficient option.
2. Conflict Coaches: Guiding employees through a current conflict can also assist them in
developing abilities to manage upcoming challenges.
3. Mediators: An expert can skilfully interpret problems and offer impartiality when it is most
needed.
4. Training Organisations: Training employees in advance to deal with workplace conflict helps
save time and money.
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Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Unit code BSBCRT611
Outcome of Unit First attempt:

Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:

Feedback to Student First attempt:
Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
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that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s

submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
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Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Project (UP)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
 Please make sure you have completed the necessary prior learning before attempting this
assessment.
 Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
 Please make sure you understand what evidence is required to be collected and how.
 Please make sure you know your rights and the Complaints and Appeal process.
 Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
 Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
 Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
 Due date of this assessment task is according to your timetable.
 In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
 Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
 Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments

 Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
 Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
 The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
 Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
 Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
 All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to impact
Speaking  Writing on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the
skills assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
 Supply of specialised equipment or services, e.g. a note-
 Changes to course design, e.g. substituting an assessment
26 | P a g e
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or learning
strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study Provision of information or course materials in accessible
skills and/or learning format, e.g. a text book in braille
strategies  Changes in teaching practices, e.g. wearing an FM
 Supply of specialised equipment or services, e.g. a note
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
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Unit Assessment Task (UAT)
Assessment Task 2 – Unit Project (UP)
Assessment type:
Unit Project (UP)
Assessment task description:

 This is the second (2) assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task requires you to complete a project
 Student is required to complete threeactivities.
 You will receive your feedback within two weeks - you will be notified by your
trainer/assessor when results are available.
 You must attempt all activities of the project for your trainer/assessor to assess your
competency in this assessment task.
Applicable conditions:
 You must read and respond to all criteria of the project.
 You may handwrite/use computers to answer the criteria of the project.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.
Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a classroom, workplace, or independent learning
environment.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.
General Instructions for attempting the project:

 You will be required to correctly attempt all activities of this assessment task.
28 | P a g e
 You must concise to the point and write answers according to the given word-limit to each
question and do not provide irrelevant information.
 You must use non-discriminatory language. The language used should not devalue, demean,
or exclude individuals or groups on the basis of attributes such as gender, disability, culture,
race, religion, sexual preference or age. Gender inclusive language should be used.
How your trainer/assessor will assess your work?

 This assessment task requires the student to successfully complete and submit a project.
 Answers must demonstrate the student’s understanding and skills of the unit.
 You will be assessed according to the provided performance checklist/ performance criteria.
 Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
29 | P a g e
Assessment Task 2 - Unit Project (UP)
Instructions to complete this assessment task:
 Please write responses where applicable using a word processor.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
 This submission must be well presented and follow the guidelines and instructions provided.
 Please follow the format as indicated in the template section below.
 One of the most important steps that you can take: proofread your answers and code.
 All RTO policies are in effect, including the plagiarism policy.
30 | P a g e
Scenario:
Future IT is an IT company which provide different IT services such as application development,

technical issues resolution, software support and other services. It is operating all across Australia
with branches in major cities such as Melbourne, Sydney, Perth and Brisbane.
It has around 133,240 clients and has is providing services to them for the last five years. The
company has been consistent with providing services and is giving tough competition in the industry.
Future IT is expanding their business due to which HR department is hiring staff from diverse
background. Due to the diverse background people, Future IT is facing different problems which are
reducing the productivity of the business. The different problems faced by Future IT are:
 Conflict of interest
 Language barrier
 Cultural disbelief
 Bullying
 Discrimination
Future IT has identified that the common reason behind these issues arising is that the employees
are not reading the organisational policies and procedures. Some employees feel superior to others
due to the language and position assigned to them.
Future IT have the policies and procedures document which is given to all employees on their
induction. The policies and procedures document includes all the relevant policies, which helps in
eliminating these kinds of issues in the workplace.
The common policies and procedures which needs to be addressed in the workplace to deal with the
issues are:
 Discrimination policy
 Recruitment policy
 Conflict resolution policy
 Diversity policy
The documents associated with these policies will be provided by the manager prior to the start of
the activity.
Future It is also aware that they have to do critical thinking to come up with the solutions which can
be used to eliminate and deal with the issues arising in the workplace. The common methods to do
critical thinking which Future IT is going to implement are:
 Brainstorming
 Mind mapping
 Role-play scenarios
 Mood boards
Future IT is aware that critical thinking has several benefits which will help the organisation in the
long run. Some of the benefits of critical thinking are:
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 Helps in better decision making
 Improves relationship between employees and clients
 Promotes a sense of responsibility
Critical thinking also leads to drawbacks which Future IT has identified and are listed below:
 Time-consuming process
 Lead to conflict
 Reduces impulsivity of doing something
Future IT is also aware of the barriers to critical thinking, which are:
 Lack of resources
 Fear of being failed
 Support from management
Based upon all these factors, Future IT has developed the decision-making process which is used to
make critical decisions. The decision-making process of Future IT is given below:
You have joined Future IT as a business analyst who has to identify and resolve issues in the
workplace. You need to go through the scenario and complete the following activities.
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Activity 1: Discussion about the common problems
You need to read and understand the given scenario prior to start this activity.
In this activity, you need to conduct a meeting with the stakeholders to discuss the complex issues
arising in the workplace and gather information on how to resolve them.
You will act as a business analyst who will provide information about the current issues identified in
the workplace. You need to provide information about the cause and impact of the issues on the
workplace. You also need to share the solution which can be implemented to resolve the issues.
Your classmates will act as the stakeholders who will ask questions about the cause and impact of
the issues on the workplace. He/she will also provide solutions that can be implemented in order to
minimise and resolve the problem occurring in the workplace.
In the meeting, you need to discuss the following:
 Discuss common problems arising in the workplace

 Highlight the reason behind the problem
 Discuss how the problems are impacting the organisation
 Ask questions to get a clear idea behind the problem
 Provide solutions to the problems
 Highlight organisational policies which can be used to deal with the problems
You need to complete the meeting in 7-10 minutes. Your trainer will observe your performance and
complete the following performance checklist. You also need to complete the following meeting
minutes template and write the information related to the meeting discussion.
You need to submit the completed meeting minutes document to your assessor.
After the meeting, you need to update the report according to the discussion made in the meeting.
Meeting minute template
Minutes of Meeting
Meeting Objective:
Attendees:
Venue:
Date:
No Points Discussed Actions Suggested Target Date
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Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Does the candidate meet the following criteria Yes No Trainer/Assessor Comments
Conduct a meeting:
 Discussed common problems arising in

the workplace
 Highlighted the reason behind the
problem
 Discussed how the problems are
impacting the organisation
 Asked questions to get a clear idea
behind the problem
 Provided solutions to the problems
 Highlighted organisational policies which
can be used to deal with the problems
 Completed the given meeting minutes
template
 Completed the meeting in the given
timeframe
 Use active listening to understand the
manager’s point of view
 Allow other people to discuss the issues
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Activity 2: Information gathering about the problem-solving process
This activity is in continuation with the previous activity.
In this activity, you need to prepare a report on the objective of identifying the issues and what risk
is associated with the identification of the issues. Apart from that, you also need to provide
information about the legislation and resources required to deal with the issues.
In the report, you need to cover the following information:
 The objective of identifying the problems in the workplace

 The risk associated with the identification of the problems
 The relevant legislation for dealing with the workplace problems
 Organisational policies and procedures which help in dealing and avoiding problems in the
workplace
 Resources and methods required for resolving the problems
Once the report is completed, you need to send an email to the stakeholders involved in the project
to provide an update that the following resources and legislation have been identified which will be
helpful in identifying and resolving the issues in the workplace.
To complete the report, you need to research over the internet and understand the scenario.
Your trainer will provide you with the template of the report. You need to complete the template
and submit it to the trainer.
Template 1: Information about the problem-solving process
The objective of identifying the problems in the workplace
The risk associated with the identification of the problems
The relevant legislation for dealing with the workplace problems
Organisational policies and procedures which help in dealing and avoiding problems in the
workplace
Resources and methods required for resolving the problems
Email template:
To:
From:
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Date:
Subject:
Attachments:
36 | P a g e
Activity 3: Discussion and selection of suitable solution
In this activity, you need to conduct a meeting with the stakeholders to discuss the solutions
identified in the previous activity and do critical thinking to resolve the problems arising in the
organisation. You also need to gather additional ideas which can be helpful for avoiding and tackling
the problems in the organisation.
You will act as a business analyst who will provide information about the different solutions
identified in the previous activity to deal with the issues in the workplace. You will also provide
information about the advantages of implementing the solutions and discuss the limitations of
critical thinking.
Your classmates will act as relevant stakeholders who will do ask questions about the solutions
identified and will help in identifying the relevant solution to address the problems in the workplace.
He/she will also do critical thinking to come up with other solutions for the problems.
Once additional solutions are identified after critical thinking, you need to select the most viable
solution by following the decision-making process of the organisation.
 Discuss report developed in the previous activity

 Do brainstorming to come up with additional solutions to the issues
 Highlight advantages of critical thinking techniques
 Discuss drawbacks of critical thinking techniques
 Select the most suitable solution to the problem by applying the decision-making process
Minutes of Meeting
Meeting Objective:
Attendees:
Venue:
Date:
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Conduct a meeting:
 Discussed report developed in the

previous activity
 Did brainstorming to come up with
additional solutions to the issues
 Highlighted advantages of critical
thinking techniques
 Discussed drawbacks of critical thinking
techniques
 Selected most suitable solution to the
problem by applying decision-making
process
template
timeframe
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Activity 4: Preparation of brief
In this activity, you need to prepare a brief on the solution identified in the previous activity.
The brief needs to include the following:
 Name of brief
 Background of the problem
 Objective of brief
 Target audience
 Message
 Delivery & Format
 Schedule
 Budget
 Comments
Once the brief is developed, you need to send an email to the stakeholders to present the brief to
them and explain how it is developed according to the organisational policies and procedures. You
also need to obtain confirmation if it is covering the aspects of the selected solution.
To complete the brief, you need to research over the internet and complete the previous activities.
You need to prepare a brief template as per the guidelines given in the activity and organisational
policies and procedures. Once the template is developed, you need to submit it to the trainer for
assessment.
Email template:
To:
From:
Date:
Subject:
Attachments:
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Activity 5: Development of feedback form
This activity is in continuation with the previous activity
In this activity, you need to prepare a feedback form based upon the brief prepared in the previous
activity. The feedback form is prepared to obtain feedback from the stakeholders about the solution
which will be implemented in the organisation to deal with the issues. Based upon the feedback
form, changes will be made in the solutions if required.
The feedback form needs to include the following:
 Name of the feedback form

 Date
 Ask relevant questions
 Comments/ suggestion section
Once the feedback form is completed, you need to submit it to the trainer for changes to make for
the upcoming activity.
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Activity 6: Obtain feedback to refine the solution
In this activity, you need to conduct a meeting with the whole team to distribute the feedback form
to obtain feedback that can be used to refine the solution before implementing. In the meeting, you
also need to obtain approval from the manager for implementing the solution selected.
You will act as the business analyst, who will distribute the feedback form to the team and explain
what needs to be filled and why it needs to be filled. Once the feedback forms are developed, you
need to collect the feedback forms and update the solution according to the suggestions obtained
from the feedback form. You also need to obtain approval from the manager to implement the
solution.
Your classmates will act as the team, and one of them will act as the manager. The team will fill the
feedback forms as explained by the Business analyst and provide suggestions for the solution. The
manager will provide the approval for the implementation f the solution is refined after the feedback
and is viable for the organisation.
 Distribute feedback form

 Explain the feedback form
 Explain the importance of completing the feedback form
 Collect the completed feedback form
 Discuss changes that will be made in the solution after obtaining feedback
 Obtain approval from the manager
Minutes of Meeting
Meeting Objective:
Attendees:
Venue:
Date:
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Conduct a meeting:
 Distributed feedback form

 Explained the feedback form
 Explained the importance of completing
the feedback form
 Collected the completed feedback form
 Discussed changes that will be made in
the solution after obtaining feedback
 Obtained approval from the manager
template
timeframe
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Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Project
Unit code BSBCRT611
Outcome of Unit First attempt:

Assessment Task (UAT)

Second attempt:

Feedback to Student First attempt:
Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
43 | P a g e
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s

submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
44 | P a g e

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Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Course and Unit Details

Assessment Submission Method

By Australia Post to RTO Any other method

Student signature: ________________________________

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

 Scope problem solving process

The student will have access to the following:

Academic integrity, plagiarism and collusion

Other Important unit specific Information

 Australian Human Rights Commission Act 1986

Principles of assessment and rules of evidence

For further information about this unit go tohttps://training.gov.au/Training/Details/BSBCRT611

For more information, please refer to RTO Student Handbook.

Section 2: Reasonable adjustments

Category Possible Issue Reasonable Adjustment Strategy

Explanation of reasonable adjustments strategy used (If required)

Assessment task description:

Resubmissions and reattempts:

Instructions for answering written questions:

How your trainer/assessor will assess your work?

Purpose of the assessment task:

Resources required to complete the assessment task:

 Disability discrimination act 1992

Question 2: Answer the following:

Question 3. Answer the following:

3A.) Benefits of developing Solutions:

B.) Risks associated while developing solutions:

Question 4: Answer the following:

Question 5: Answer the following:

Question 6: Answer the following:

Requirements for developing a feedback register:

B.) Requirements for presenting brief to stakeholders:

Requirements for presenting feedback register to stakeholders:

7.) Approval Process

Unit name Apply critical thinking for complex problem solving

Outcome of Unit First attempt:

Outcome (please make sure to tick the correct checkbox):

Date: _______(day)/ _______(month)/ ____________(year)

Outcome (please make sure to tick the correct checkbox):

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student First attempt:

 Current relevant industry skills

 Current knowledge and skills in VET, and undertake

 Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s

Section 2: Reasonable adjustments

Category Possible Issue Reasonable Adjustment Strategy

Explanation of reasonable adjustments strategy used (If required)

Assessment task description:

Resubmissions and reattempts:

General Instructions for attempting the project:

How your trainer/assessor will assess your work?

Future IT is an IT company which provide different IT services such as application development,

In the meeting, you need to discuss the following:

 Discuss common problems arising in the workplace

Meeting minute template

No Points Discussed Actions Suggested Target Date

Trainer/ Assessor to complete

Date: ___(day)/ _(month)/ __________(year)

Date: ___(day)/ _(month)/ __________(year)

Date: ___(day)/ _(month)/ __________(year)

Date: ___(day)/ _(month)/ __________(year)