BSBCRT411

APPLY CRITICAL THINKING

TO WORK PRACTICES
Learner Guide
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Table of Contents

Unit of Competency ................................................................................................................................................................................. 3

Application ................................................................................................................................................................................................ 3

Performance Criteria ............................................................................................................................................................................... 3

Foundation Skills ........................................................................................................................................................................................ 4

Assessment Requirements ...................................................................................................................................................................... 5

1. Establish role of critical thinking in workplace ................................................................................................................................. 7

1.1 – Identify key characteristics of critical thinking processes .......................................................................................................... 8

What is critical thinking? ......................................................................................................................................................................... 8

Identifying key characteristics of critical thinking. ........................................................................................................................... 8

Relating context to critical thinking ................................................................................................................................................... 11

Recap information, Q&A….................................................................................................................................................................. 12

1.2 – Evaluate situations in which critical thinking concepts are applied in work practices ................................................... 13

Identifying situations .............................................................................................................................................................................. 13

Exploring situations ................................................................................................................................................................................. 14

Recap information, Q&A….................................................................................................................................................................. 16

1.3 – Articulate benefits of applying critical thinking practices in the workplace ...................................................................... 17

Benefits of applying critical thinking to work your workplace .................................................................................................... 17

Improving your skillset ............................................................................................................................................................................ 18

Recap information, Q&A….................................................................................................................................................................. 19

2. Lead critical thinking processes ....................................................................................................................................................... 20

2.1 – Analyse existing and proposed work practices and identify limitations.............................................................................. 21

Workplace processes ............................................................................................................................................................................ 21

Addressing limitations ............................................................................................................................................................................ 22

Recap information, Q&A….................................................................................................................................................................. 23

2.2 – Locate information on selected work practices for the development of solutions ......................................................... 24

Sourcing information ............................................................................................................................................................................. 24

Relevant legislation ................................................................................................................................................................................ 25

Recap information, Q&A….................................................................................................................................................................. 26

2.3 – Determine solutions for workplace limitations using critical thinking concepts ................................................................. 27

Finding solutions through critical thinking......................................................................................................................................... 27

Recap information, Q&A….................................................................................................................................................................. 29

2.4 – Develop a proposal for solutions using a decision-making framework according to organisational policies and
procedures .................................................................................................................................................................................................... 30

What is a decision-making framework? ........................................................................................................................................... 30

Applying a decision-making framework .......................................................................................................................................... 30

Recap information, Q&A….................................................................................................................................................................. 33

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2.5 – Present ideas for solutions and justify decision-making process to relevant stakeholders ............................................. 34

Justifying the decision-making process ............................................................................................................................................ 34

Articulating the decision-making process ....................................................................................................................................... 35

Recap information, Q&A….................................................................................................................................................................. 36

.................................................................................................................................................................................................................... 36

3. Develop critical thinking mindset .................................................................................................................................................... 37

3.1 – Review decision-making practices in the work area................................................................................................................ 38

Review the effectiveness of decision making ................................................................................................................................ 38

Recap information, Q&A….................................................................................................................................................................. 41

3.2 – Seek feedback from relevant stakeholders on use of critical thinking from relevant stakeholders ............................. 42

Seeking feedback from relevant personnel.................................................................................................................................... 42

Recap information, Q&A….................................................................................................................................................................. 43

3.3 – Identify areas for self-development in relation to own job role ............................................................................................. 44

Identifying areas for self-development ............................................................................................................................................ 44

Recap information, Q&A….................................................................................................................................................................. 46

.................................................................................................................................................................................................................... 46

3.4 – Develop plan for future process evaluations and incorporate improvements identified .............................................. 47

Developing a plan for process evaluations .................................................................................................................................... 47

Recap information, Q&A….................................................................................................................................................................. 48

Reviews of the full unit study ..................................................................................................................................................................... 49

References and useful links ....................................................................................................................................................................... 50

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Unit of Competency
Application

This unit describes the skills and knowledge required to use advanced-level critical
thinking skills in a workplace context. This includes using methods of analysis, synthesis
and evaluation.

The unit applies to individuals who evaluate existing or proposed work practices. These
individuals are typically responsible for reviewing or developing work processes,
products or services that may be proposed or already existing.

No licensing, legislative or certification requirements apply to this unit at the time of

publication.

Unit Mapping Information

This unit supersedes and is equivalent to BSBCRT404 Apply advanced critical thinking to
work processes

Unit Sector

Critical Thinking & Problem Solving – Critical Thinking

Performance Criteria
Element Performance Criteria
Elements describe the essential Performance criteria describe the performance needed to demonstrate
outcomes. achievement of the element.

1. Establish role of critical 1.1 Identify key characteristics of critical thinking processes
thinking in workplace 1.2 Evaluate situations in which critical thinking concepts are applied in
work practices
1.3 Articulate benefits of applying critical thinking practices in the
workplace

2. Lead critical thinking 2.1 Analyse existing and proposed work practices and identify limitations
process 2.2 Locate information on selected work practices for the development
of solutions
2.3 Determine solutions for workplace limitations using critical thinking
concepts
2.4 Develop a proposal for solutions using a decision-making framework
according to organisational policies and procedures
2.5 Present ideas for solutions and justify decision-making process to
relevant stakeholders

3. Develop critical thinking 3.1 Review decision-making practices in the work area
mindset 3.2 Seek feedback from relevant stakeholders on use of critical thinking
from relevant stakeholders
3.3 Identify areas for self-development in relation to own job role
3.4 Develop plan for future process evaluations and incorporate
improvements identified

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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Learning:

➢ Reflects on own performance and seeks opportunities to improve own skills and knowledge

➢ Identifies the key themes and ideas to be explored and ways to response to and use diverse
perspectives.

Numeracy:

➢ Interprets and critically analyses numerical data to determine work process requirements.

Oral communication:

➢ Articulates ideas and requirements clearly and persuasively using techniques appropriate to
audience and environment

➢ Participates in a verbal exchange of ideas and elicits the view and opinions of others by listening
and questioning.

Reading:

➢ Interprets, evaluates and extracts relevant information from a range of texts for work requirements.

Writing:

➢ Develops clear workplace documents appropriate to audience and context

➢ Selects appropriate channel, format, tone and content to suit purpose and audience.

Teamwork:

➢ Seeks to establish interpersonal connections to facilitate work with a diverse range of people.

Initiative and enterprise:

➢ Identifies the implications of legal and regulatory responsibilities on own work

➢ Adheres to implicit and explicit organisational procedures and policies, seeking advice from others
if necessary.

Planning and organisation:

➢ Uses systematic processes to gather and analyse information required to make decisions.

Problem-solving:

➢ Uses problem-solving skills to evaluate and challenge ideas and move towards solutions.

Technology:

➢ Uses features and functions of digital tools and technologies to store and present information.

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Assessment Requirements

Performance Evidence

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

➢ Develop solutions for two different workplace limitations using critical thinking
concepts.

In the course of the above the candidate must:

➢ Use a range of critical thinking techniques to identify and address limitations in

workplace practices

➢ Ask questions to broaden understanding of task requirements

➢ Use various information sources to provide answers to proposed questions

➢ Develop a proposal to articulate to a broad range of workplace stakeholders a

solution to an identified issue

➢ Incorporate feedback and self-reflection to critically assess performance.

Knowledge Evidence

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:

➢ Critical thinking concepts and the value of applying such approaches in a work
environment

➢ Key characteristics of critical thinking processes

➢ Sources of reliable information relevant to workplace practices

➢ Key components of decision-making frameworks

➢ Features and limitations of workplace practices

➢ Legislative requirements relating to workplace practices

➢ Components of self-evaluation and development.

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Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the
conditions are typical of those in a working environment in this industry.

This includes access to:

➢ Technology, software and resources required to implement and maintain

internal control procedures

➢ Corporate governance documentation required for role

➢ Organisational operational policies and procedures required for role.

Assessors of this unit must satisfy the assessor requirements in applicable vocational
education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet-

https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-
9d87-4da407e23c10

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1. Establish role of critical thinking in workplace

1.1. Identify key characteristics of critical thinking processes

1.2. Evaluate situations in which critical thinking concepts are applied in work
practices

1.3. Articulate benefits of applying critical thinking practices in the workplace.

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1.1 – Identify key characteristics of critical thinking processes

By the end of this chapter, the learner should be able to:
➢ Identify skills associated with critical thinking

➢ Suggest how context can influence the critical thinking process.

What is critical thinking?

Critical thinking is the process of carefully thinking about a subject or an issue without
being influenced by emotion or opinion. Often critical thinking plays a huge part in
problem-solving and can be a very attractive quality from an employability
perspective. Employers need to be able to trust that their employees can resolve issues
quickly and effectively to ensure maximum productivity within the workplace.

Critical thinkers will often not accept things on face value, choosing to meticulously
analyse information so that they can understand it from multiple perspectives. As a
critical thinker, you must be prepared to discard assumptions and search for alternative
options, despite personal experience or preference. The ability to detach from the
situation or issue that you are faced with is vital when applying critical thinking to work
processes.

Identifying key characteristics of critical thinking.

The best critical thinkers will possess a shared skill set that enables them to approach an
issue and methodically break it down.
Critics have suggested that successful critical thinkers have specific characteristics,
including:
➢ Observation: A simple skill that we develop in infancy but enables us to
acquire a deeper understanding of our environment. Observational skills
help us to learn through experience and is essential for growth and
development
➢ Inquisitiveness: A professional curiosity that leads us to challenge what
we are told or presented with. It has been suggested that this is the
characteristic that determines critical thinkers to be life-long learners
➢ Introspection: This can be described as a form of self-reflection. Through
introspection, critical thinkers can question their own point of view and
how relevant this is on solving the problem
➢ Analytical thinking: A key process for critical thinking; analytical thinking
gives individuals the ability to foresee potential problems and outcomes
and apply the most appropriate method to the situation

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➢ Inference: Inference is the ability to offer logical and accurate

conclusions without bias, the rejection of assumptions and concluding a
realistic solution based upon the facts alone
➢ Empathy and Humility: As much as we have discussed that critical
thinking should not be influenced by experience or opinion, the impact
on human wellbeing will need to be taken into account when problem-
solving to ensure appropriate outcomes. Consequences that will affect
those involved in the situation must be considered before any actions are
taken
➢ Creativity: A natural aspect of critical thinking. Creativity allows
alternatives to be identified and implemented should they be viable and
appropriate. Creativity can bring invention and fun into the critical
thinking process.
(Source: www.cleverism.com)

Critical thinkers will adopt a sceptical approach and realise that there is always the
possibility of change for improved outcomes. It will be necessary to think and make
quick decisions based on the information that is provided in some instances. However,
you should be aware that there will be a risk of making ill-judged decisions when acting
in such a manner. You should be confident that any decisions are made in full
consideration of the information that is given.

The decision-making process should be as systematic and organised as possible. To

achieve this, critics have suggested that critical thinkers routinely apply a set of
intellectual standards to the elements of reasoning to develop intellectual traits, as
follows:

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Relating context to critical thinking

One of the key aspects of critical thinking is challenging the importance of context. The
context of a situation will influence how it is interpreted and the methods you might
implement in regards to solving it.

To fully comprehend the context of a situation, you should

consider:
➢ What was said?

➢ Who said it?

➢ Where did they say it?

➢ When did they say it?

➢ Why did they say it?

➢ How did they say it?

(Source: https://www.skillsyouneed.com/learn/critical-thinking.html)

Many factors will influence the context of a situation, and a good critical thinker will be
able to take the information given and form an accurate opinion of how to resolve the
situation. This can be concluded by analysing the context alongside the content of an
issue or situation. For example, someone's mood or emotion may have influenced how
they interpreted a situation. They may have been hypersensitive or angry, affecting
their own interpretation but maybe not that of a third party.

Throughout this unit, we will explore how you can develop and apply critical thinking
skills to your role or workplace in order to improve working practice.

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Recap information, Q&A….

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1.2 – Evaluate situations in which critical thinking concepts are

applied in work practices
By the end of this chapter, the learner should be able to:
➢ Outline a situation in which critical thinking concepts have been applied
in the workplace.

Identifying situations
Before you can apply critical thinking to a situation appropriately, you must be able to
identify the issue and analytically break it down into stages.

These include:
➢ Identify the problem

➢ Analyse the situation

➢ Brainstorm and come up with solutions

➢ Identify the most effective solution

➢ Act.

By applying this process, the task will be easier to tackle. This process can be applied to
any situation that arises within the workplace as guidance for methodical problem-
solving or everyday working practices. Critical thinking will apply to and be used by all
employees at any level.

Critical thinking processes can then be applied to:

➢ Strategic planning – the formulation of
alternative scenarios and planning of
appropriate responses

➢ Effective decision making – involving the

asking of questions and application of critical
thinking concepts to recognise and deal with
the unquantifiable

➢ Creative problem solving – the readiness to

question established beliefs and to make
changes from established ways of thinking

➢ Situational leadership – the ability to adapt one’s leadership style following

a range of contexts

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➢ Entrepreneurial risk taking – the process of freeing oneself from

conventional ideas about the most appropriate means of business
operation

➢ Research and development – encouraging workers to engage in creative

thought and action to develop new systems and ways of working.

Exploring situations
There are a wide variety of situations in which critical thinking concepts may be applied
in the workplace. If you are able to adopt the practice of critical thinking, then you can
avoid making hasty decisions that can lead to mistakes at work. It will involve the
objective consideration of all relevant information to make the best possible decision.

Critically thought out decisions will be based upon solid and reliable evidence, rather
than emotional judgements. That said, as we have discussed before, a degree of
humility must be applied to critical thinking.

Critical thinking can be instrumental in resolving personal or people issues within the
workplace, such as:
➢ Staffing levels

➢ Workplace disputes

➢ Disciplinary processes.

To ensure any of these situations are resolved professionally and fairly, critical thinking
must be applied. All outcomes must be identified and evaluated emphatically to avoid
unnecessary ill-feeling between colleagues. It is vital that situations are diffused, and
resolutions implemented comply with the organisation’s policies and procedures.

Critical thinking will regularly be used as part of the development process to improve
business products and services. This may involve considering the priorities of customers
and the problems that they want to address. You may also consider the employee’s
perspectives on the workplace for identification of appropriate methods for retention
and the minimisation of conflict.

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Other examples of critical thinking in the workplace include:

➢ Designing and implementing
initiatives

➢ Allocating resources

➢ Anticipating and preventing errors

➢ Analysing markets

➢ Using & managing information

systems

➢ Evaluating the effects of initiatives

➢ Identifying & analysing emergent

concerns

➢ Developing data security protocols

➢ Evolving long-term goals and plans

➢ Communicating effectively with team members

➢ Evaluating feedback and customer service

➢ Hiring and promoting leaders

➢ Analysing and resolving personnel issues

➢ Explaining policies and procedures

➢ Designing & evaluating departmental reports.

The more confident you get when applying the critical thinking process, the more
competent you will become within your role. You will find that you are able to apply
critical thinking to your role almost subconsciously.

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Recap information, Q&A….

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1.3 – Articulate benefits of applying critical thinking practices in the

workplace
By the end of this chapter, the learner should be able to:
➢ List the qualities of a level 3 thinker

➢ Identify the benefits of applying critical thinking to working practice.

Benefits of applying critical thinking to work your workplace

Now we have explored the characteristics and basic principles of applying critical
thought processes, we shall start to look at how and why this is beneficial to the
workplace. The truth is there are many reasons that employers will endeavour to
employ those with more sophisticated thought processes, but ultimately those who are
able to think most critically are likely to be the top performers.

Critics have suggested that there are three levels of thinking ability:

•Explicitly reflective
Level 3 - Highest •Highest skill level
order thinking •Routine use of critical thinking tools in analysing and
assessing thinking

•Selectively reflective
Level 2 - Higher •High skill level
order thinking •Lacks critical thinking vocabulary
•Inconsistently fair, may be skilled in sophistry

•Unreflective
Level 3 - Lower •Low to mixed skill level
order thinking •Frequently relies on gut intuition
•Largely self-serving/self-decieved

When people adopt critical thinking concepts and engage in constructive behaviours,
they generate more ideas, make fewer mistakes, and come to sound decisions.
However, when action is taken in association in haste without proper consideration,
there is a high chance of the proposed actions being flawed, or based on assumptions
or bias.

As a critical thinker, you will appreciate that there is a range of perspectives which can
be adopted in relation to any single issue. You will be able to consider such issues from
other people’s perspectives, weighing up the associated merits. You will draw

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conclusions and make decisions based upon solid evidence, rather than having to rely
on intuition or guesswork. The process of critical thinking should also allow you to
maintain some emotional control, considering all possible options for the successful
resolution of problems. You will find it easier to collaborate with others if you adopt this
practice.

Improving your skillset

Employees possessing strong critical thinking abilities offer a vast amount of benefits to
employers due to possessing enhanced skills in various areas.

For example:
➢ Encouraged curiosity: The ability to think outside the box while questioning what is
presented to them. This can be beneficial to businesses as this curiosity can often
result in taking calculated risks that can increase productivity and revenue

➢ Enhanced creativity: The ability to approach problems with creativity can be very
rewarding within the workplace. Looking at problems from multiple perspectives
can lead to positive outcomes and changes to procedure

➢ Boosts independence: Critical thinking is empowering for

employees. It enables them to improve on transferrable
skills and gives them the confidence to make informed
decisions about their work

➢ Reinforced problem-solving abilities: Albert Einstein once

said, “It is not that I’m so smart; it’s just that I stay with
problems longer.” Now whilst this may be only part truth,
the patience and commitment critical thinkers apply to
problem-solving undoubtedly benefits the workplace upon
being able to diagnose a solution

➢ A multi-faceted practice: Critical thinking encompasses a

wide array of disciplines and encourages employees to
expand a range of talents. This ensures a diverse workforce
with a broad range of capabilities

➢ Life skill: Although we have focused on the benefits of critical thinking from a work
perspective, it has also been suggested that critical thinkers are happier and more
successful with life in general. Happier people are simply more productive.

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Recap information, Q&A….

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2. Lead critical thinking processes

2.1. Analyse existing and proposed work practices and identify limitations

2.2. Locate information on selected work practices for the development of solutions

2.3. Determine solutions for workplace limitations using critical thinking concepts

2.4. Develop a proposal for solutions using a decision-making framework according

to organisational policies and procedures

2.5. Present ideas for solutions and justify decision making process to relevant
stakeholders

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2.1 – Analyse existing and proposed work practices and identify

limitations
By the end of this chapter, the learner should be able to:
➢ Identify the main types of workplace processes

➢ Suggest limitations to workplace processes.

Workplace processes
Workplace processes are systems which may have a range of inputs from multiple
aspects making up a business. These inputs; finance, employees, marketing etc., are
typically transformed into outputs such as products, services, and behaviours. Processes
may also be defined as a collection of tasks or activities which will allow for the
achievement of objectives upon completion. They are associated with set actions
which must be taken to complete such objectives. There is likely to be some variation
between processes, and there is usually always room for development which is where
we can apply the critical thinking processes to.

There are three main types of workplace processes:

➢ Operational processes – these relate to the primary business and the
primary value stream (may involve taking customer orders, opening
accounts, and manufacturing components)

➢ Management processes – these processes relate to

overseeing aspects of business operation such as
corporate governance and
budgetary/employee oversight

➢ Supporting processes – these support the

primary operational processes and may include
accounting, recruitment, and technical support.

The review of business processes should allow for the identification of ways in which
they can be improved and made more efficient. Steps should be identified to maximise
employee productivity and ensure that as much time is spent on producing work. You
should commence with the organisation of a group of employees representing
different levels of the business and who have a direct stake in the processes.

Objectives based processes

Objective-based processes are in effect, target-based methods. Employees are set
targets using objectives and time frames to record progress and productivity. Employers
will sometimes introduce a competitive element to this process so that employees

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compete against each other’s results. This is popular within sales-based workplaces,
and often employers will alter benchmarks to tighten competition.

Whilst some champion this method as an effective work process, it is not without its
limitations. A competitive work environment can become stressful for employees, and
the circumstance of the workplace can become overlooked due to a target focused
approach.

A critical thought process may apply analytical thinking and consider the humane
aspect of the situation to argue that employee wellbeing is vital to positive outcomes. It
could be suggested that competition is not always the most successful process for
motivating individuals.

(Source https://www.managementstudyguide.com/management-by-objectives.htm)

Addressing limitations
There are a variety of critical thinking techniques that can be used to address
limitations associated with workplace processes, products, and services. It will be
important for you to have an open mind and consider the merits of various
solutions to such limitations.

You should also have the ability to reflect and critically analyse the
limitations. It will be necessary to gather all of the relevant facts
and data for investigation. There should then be some
consideration of associated assumptions and risks. Means of
addressing the limitations should be considered from a wide variety
of perspectives.

The following questions should be asked:

➢ Are there other perspectives that I can view this
from?

➢ What are these other viewpoints?

➢ How can I use these perspectives to resolve this challenge?

➢ Do I understand the cause and effect of decisions made or actions

taken?

Within the workplace, there will be processes that are applied to working practice. To
apply critical thinking to these processes, we would challenge how the processes are
applied and look for alternatives that could potentially boost workplace morale or
increase productivity. Limitations can serve as an inspiration to evolve working

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practices; therefore, identifying limitations can promote development in the

workplace.

Recap information, Q&A….

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2.2 – Locate information on selected work practices for the

development of solutions
By the end of this chapter, the learner should be able to:
➢ Explain why it will be necessary to refer to legislation before deciding on
a solution to an issue

➢ Identify an external source they might consult when locating information

to develop a solution.

Sourcing information
Within your role, you should apply the process of critical thinking to the selection of
credible and verifiable sources. Aspects that should be taken into consideration
include the source’s reputation for reliability, whether the source has a vested interest,
whether the claims are supported by independent sources, and whether the producer
of the source has relevant knowledge and expertise. You should also account for the
nature of the claim and whether credible reasons are provided in support.

Critical thinking typically involves seeking out the most relevant and reliable evidence
to support personal arguments and checking the evidence provided by others. You
may want to carry out further investigation into topics that are addressed in writing or
programmes that you watch. It will be particularly important to verify information if
there are any doubts about the accuracy of reporting.

Another way of finding additional information for verification will be to refer to the
sources that are cited in any books or articles that you read. Reference to such sources
should enable you to establish whether the source material has been presented
accurately and whether the author’s claims are verified.

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Furthermore, you may consider procuring the services of a business consultant, who is
specialised to advise you in a professional and unbiased fashion. This can be hugely
beneficial to a business as it gives another perspective to situations whilst being able to
use the advisor’s experience and expertise to develop and inspire your own business.

Information provided within sources will ideally be:

➢ Authentic – you should be entirely sure that any
evidence presented is legitimate

➢ Valid – the validity of evidence relates to the

satisfaction of requirements and conventions for the
circumstances

➢ Current – information that is considered current will

have relevancy at present. This may be because it was
recently published or updated

➢ Reliable – the source of evidence may be considered

reliable if it is written by trustworthy experts without any vested
interests in the outcome.

Relevant legislation
Workplace legislation should always be authentic, valid, current and reliable.
Legislation can provide a huge amount of information for workplace conduct. These
acts endeavour to create a fair and safe work environment for both employers and
employees. Multiple acts must be considered during the decision-making process and
will inform decisions made regarding work practices.

Legislation includes:
➢ The Fair Work Act 2009

➢ Work employment Standards (WES)

➢ Work Health and Safety Standards (WHS)

➢ State and federal Anti-discrimination laws

➢ Privacy Act 1988

➢ Workplace Gender Equality Act 2012

➢ Employment and Labour Law 2020.

Workplace legislation must be followed during the critical thinking process as any
outcomes must comply. The humility characteristic of the critical thinking process needs

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to ensure anyone concerned with the decision is treated fairly and legally, or there
could be legal repercussions for the organisation. Be sure to be familiar with the
relevant legislation for your state or territory.

Recap information, Q&A….

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2.3 – Determine solutions for workplace limitations using critical

thinking concepts
By the end of this chapter, the learner should be able to:
➢ Identify how to apply critical thinking concept to find solutions to
workplace issues.

Finding solutions through critical thinking

There are a variety of critical thinking techniques that can be used to address
limitations associated with workplace processes, products, and services. It will be
important for you to have an open mind and consider the merits of various solutions to
such limitations.

You should also have the ability to reflect and critically analyse the limitations. It will be
necessary to gather all of the relevant facts and data for investigation. There should
then be some consideration of associated assumptions and risks. Means of addressing
the limitations should be considered from a wide variety of perspectives.

The following questions should be asked:

➢ Are there other perspectives that I can view this from?

➢ What are these other viewpoints?

➢ How can I use these perspectives to resolve this

challenge?

➢ Do I understand the cause and effect of decisions

made or actions were taken?

(Source http://www.problem-solving-techniques.com/Developing-
Critical-Thinking-Skills.html)

The following techniques might be applied:

➢ Establishing reasons and causes – this may involve a root cause analysis
in which the underlining causes of events will be established. It should
enable the identification and implementation of the most effective
solutions. There may be a range of causes and solutions which should be
evaluated in terms of their likely effectiveness

➢ Referring to evidence – this may involve reference to a range of sources

to establish information specific to the workplace. You can read about
the various sources of evidence in criteria 2.2 of this Learner Guide

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➢ Drawing inferences – this will involve making guesses based upon the
information included within sources that are referred to. You may be
expected to review and evaluate text, drawing conclusions which
haven’t been explicitly stated

➢ Identifying alternatives – this will involve the identification of various

possible choices which may be taken for the successful resolution of
business issues. The various options may be established through the
process of brainstorming, before being evaluated

➢ Coming to logical deductions – this refers to the process of coming to a

reasonable conclusion through the process of logical inference. It will
involve taking a general statement, or hypothesis, and then examining
the various possibilities to conclude

➢ Establishing sequences of events – this will involve the establishment of a

particular series of events which may have occurred in the workplace.
There may be some examination of different events in the sequence to
establish their effectiveness.

Modern workplaces have been said to be as much a living and breathing entity as the
world that they operate within; ever-changing and evolving they offer new challenges
and goals constantly. This is why it is so important to be able to apply critical thinking
processes to flexible environments so that solutions are found to unexpected or
unpredictable situations.

(Source: https://wabisabilearning.com/blogs/critical-thinking/10-modern-workplace-
skills-students-need)

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Recap information, Q&A….

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2.4 – Develop a proposal for solutions using a decision-making

framework according to organisational policies and procedures
By the end of this chapter, the learner should be able to:
➢ Develop a plan for addressing a workplace issue.

What is a decision-making framework?

In simple terms, a decision-making framework the method that a team may implement
when making decisions within the workplace. A decision-making framework will act as
a general format which can be used to reach defensible conclusions in a variety of
workplace contexts. Different criteria or components will be applied to ensure that well
informed and calculated decisions are made to be in line with organisational policy
and procedures.

There will be a risk of making poor decisions when:

➢ Matters aren’t given enough thought

➢ Possible alternatives aren’t considered

➢ The consequences of different courses of action aren’t considered

➢ More information should have been obtained

➢ There is too much emotional involvement

➢ The recommendations of others are accepted and acted upon without

due consideration.

A good decision must:

➢ Be based on all of the available information

➢ Be realistic

➢ Allow for all associated objectives to be met

➢ Ensure that objectives are met in an efficient

manner

➢ Have the acceptance of all affiliated

parties.

Applying a decision-making framework

There may be some consideration of the ethics that apply to the decision. Ethical
questions may be asked with a variety of possible answers. There should also be some

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consideration of what is known and what is not known about the matter being
addressed. Another important consideration may be the perspectives and values of
stakeholders. There should be an attempt to place oneself in the shoes of such
stakeholders and consider aspects that they think of particular importance.

A wide range of possible choices may be listed and considered with regards to the
final decision. This may involve brainstorming with other staff members. The implications
of such decisions should also be considered. Some effects of decisions will be quite
obvious, while others may require some imagination and additional staff input to
finalise.

Particular implications should be considered as to how desirable or

undesirable they are. You may analyse the tolerable level of risk
concerning the decision-making process. The risk level might be
deemed acceptable if the expected consequences aren’t too great
and the benefits are significant. Calculated risks can be profitable
but will require thorough consideration before acting upon.

There are likely to be strict expectations regarding the amount of time that
can be assigned to the decision-making process. A staff member may also
be assigned ultimate authority for any decision that is made. All
relevant information should be gathered and reviewed with regards
to the different decisions. Such information will ideally be up-to-
date and entirely accurate. Different staff members may be
assigned responsibility for conducting research and investigating the various types of
information.

There should be some consideration of the various solutions that may be proposed by
different stakeholders. The solutions may be assigned ratings based upon their feasibility
and expected effectiveness. The pros and cons may be assigned ratings of between 1
and 10 based upon their relative levels of importance. The list may then be reviewed in
preparation for making the final decision. There should be some evaluation of this
decision and consideration of any changes that could be made for increased
effectiveness.

You should follow this process concerning the communication of decisions:

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Break the decision down into basic elements

Discuss the main objectives associated with

the decision

Provide details of actions that need to be

taken for achievement of the objectives

Provide staff members with deadlines for

the completion of set actions

Agree regular times for the review of

progress

The following information should be shared:

➢ The reasons for taking the particular decision – this should involve a short
description of the issue or challenge and the basic justification for the
decision

➢ The decision that has been made – the final decision should be
explained in clear and easily understandable terms

➢ The implications – you should share details of the effects upon

employees, customers, and the wider group of business stakeholders. The
pros and cons of the decision should be detailed in the presentation.

(Source
http://www.ombudsman.wa.gov.au/Publications/Documents/guidelines/Giving-
reasons-for-decisions.pdf)

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Recap information, Q&A….

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2.5 – Present ideas for solutions and justify decision-making process

to relevant stakeholders
By the end of this chapter, the learner should be able to:
➢ Present ideas for solutions to a stakeholder.

Justifying the decision-making process

It is expected that you will provide sound justification for any decisions that are made
to ensure support and commitment. Such justification should involve reference to
acknowledged facts. It will be particularly important when decisions have not been
made following organisational policies and/or guidelines.

Employees should be provided with justification for the following reasons:

➢ So that they are able to understand the facts and reasons for taking the
decision

➢ So that they realise that the decision wasn’t made arbitrarily or based on
irrelevant information

➢ So that they can establish whether they have been treated fairly.

To fully justify how the decision-making process has been undertaken, the issue must be
broken down and explained to stakeholders as thoroughly as possible. Offering
different perspectives on the issue can help stakeholders to appreciate why and how
the process came about.

You might be expected to justify decisions in the form of a documented statement of

reasons. This statement should be written in an easily understandable style, including
short and simple sentences. The language should be clear and unambiguous. You are
also advised against using technical terms and abbreviations as some stakeholders
may not understand these terms.

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The following information should be included in a statement of reasons:

➢ The decision

➢ Date of decision

➢ The decision-maker

➢ Relevant legislation

➢ Key steps that are taken in making the decision

➢ Details of evidence considered

➢ Details of rights of appeal or review.

(Source
http://www.ombudsman.wa.gov.au/Publications/Documents/guidelines/Giving-
reasons-for-decisions.pdf)

Articulating the decision-making process

You should ensure that the decision-making process is clearly articulated to all
stakeholders, and they have a good understanding of the decisions that are made. This
will maximise the prospect of commitment to such decisions and support for their
implementation. The employees should gain a comprehensive insight into the reasons
for decisions and their responsibilities with regards to any follow-up action.

You will have to evidence that you have dismissed assumptions and considered
multiple perspectives. Providing you are confident in your thought process and can
demonstrate your thinking, you’ll have a good chance of winning support and being
able to introduce your ideas to working practice.

There should be some consideration as to whether the presentation is appropriate for

the intended audience and how this will be received. The communication will ideally
address their needs, values, and desires and depict a health business proposal. You
should focus upon particular characteristics, tailoring your communications accordingly
to ensure your ideas are interpreted as you would wish.

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Recap information, Q&A….

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3. Develop critical thinking mindset

3.1. Review decision-making practices in the work area

3.2. Seek feedback from relevant stakeholders on use of critical thinking from
stakeholders

3.3. Identify areas for self-development in relation to own job role

3.4. Develop plan for future process evaluations and incorporate improvements
identified

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3.1 – Review decision-making practices in the work area

By the end of this chapter, the learner should be able to:
➢ Determine how feedback can be effective in reviewing decision-making
practices

➢ Explain the benefit of attaining feedback when reviewing decision-

making practices.

Review the effectiveness of decision making

If you have followed a methodical decision-making process, then the chances of
making successful decisions will be increased. However, there will always be some risk
of negative repercussions associated with any decision that is taken. It will be necessary
to carry out a follow-up review to establish the effectiveness of such decisions.

Various criteria can be applied to ascertain how effective current decision-making

processes are. You may consider financial performance; weighing actual expenditure
against the business budget. You could also be advised to develop an updated
forecast with details of final costs income generated and profit margins. Regular
reviews should be scheduled to establish the continued viability of decisions. It would
be worth considering whether you would see fit to repeat the decision; if not, then you
should consider making changes or seeking alternative solutions.

Feedback from customers is equally as important. You can send out digital surveys and
ask customers questions about the effects of any changes that have been made to
your business services. It is quite likely that you will receive negative feedback about
the impacts of decisions. Such feedback should be taken into serious consideration as
this can be a real opportunity to improve processes throughout the organisation.

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Feedback from customers gives a first-hand perspective as to how products or services

work for those who buy them. By analysing the feedback provided by customers,
businesses have the opportunity to improve their services and in turn, make their
product more desirable.

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These steps should be taken as part of the review process:

Define the original problem that had

to be addressed in making a decision

Analyse the apparent cause of the

problem that was identified

Review the corrective action taken

Evaluate the effectiveness of the

corrective action

Consider the lessons learnt and how

they may be applied

Key questions relating to business decisions include:

➢ Why was the decision made?

➢ Has the decision been accepted and embraced by all those affected?

➢ Have the costs and benefits of the decision been as expected?

➢ Have there been any unexpected direct and indirect effects? How
serious have these been?

➢ Have people responded as you thought they would?

➢ What will be the costs of reviewing and coming to a new decision?

➢ What is best for the organisation?

Without reviewing the decision-making practices within your workplace, the

opportunity for development and growth becomes limited. Applying critical thinking to

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the review process will enable different perspectives to be considered. Seeking

alternatives may, in turn, increase productivity, meaning growth for the organisation.

Recap information, Q&A….

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3.2 – Seek feedback from relevant stakeholders on use of critical

thinking from relevant stakeholders
By the end of this chapter, the learner should be able to:
➢ Demonstrate how to seek feedback from a stakeholder on work
performance.

Seeking feedback from relevant personnel

It is expected that you will seek feedback from organisational management regarding
your role in the decision-making process. Management should have time to consider
your request and prepare for a meeting during which the feedback can be provided.
You may send an email detailing the aspects of decision-making that you would like
feedback on and requesting the arrangement of a meeting at a suitable time.

A specific agenda should be set for the feedback meeting. This will mean focussing on
a few aspects of the decision-making process that you are particularly keen to address.
The feedback process should be as simple and straightforward as possible. You should
ask clear and direct questions which will prompt the organisational management to
provide the type of feedback that you are interested in.

The following types of questions could be asked:

➢ What improvements do you think could be
made to the decision-making process?

➢ How would you approach the decision-making

process if you were in my position?

➢ Why do you think that my decision wasn’t as

effective as expected?

➢ What is your opinion on how I handled this

particular issue?

You are advised to take notes during the feedback session which you will be able to
refer back to at an appropriate time. This should ensure that none of the key points is
forgotten. You may also email stakeholders to detail the actions that you agree to take
in response to their feedback. This should provide them with the opportunity to consider
and make recommendations regarding additional actions that should be taken.

It is quite likely that stakeholders will be critical of your decision-making contributions.

They are likely to raise a variety of points and ask specific questions.

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You may be asked:

➢ How you arrived at particular decisions

➢ To justify decisions that weren’t based on evidence

➢ For examples of supporting information

➢ In which ways particular decisions addressed set objectives.

It is advisable to prepare in advance for such questions. It is expected that you will
provide relevant details and justification for taking particular decisions. At this point, you
need to be confident in delivering your ideas to stakeholders clearly and logically. If
you have applied critical thinking to the process, you will find it much easier to justify
your decisions.

Recap information, Q&A….

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3.3 – Identify areas for self-development in relation to own job role

By the end of this chapter, the learner should be able to:
➢ Identify areas for self-development

➢ Outline own strengths and weaknesses and determine methods for

improvement.

Identifying areas for self-development

The process of identifying areas for self-development should begin with the
establishment of your personal goals. You can then develop a personal vision and
identify areas which will need to be addressed for the improvement of your skills and
capabilities. There should also be some consideration of your personal weaknesses and
how they can be addressed. However, it will also be important to account for those
personal strengths which may be built upon for the development of your skillset. It is
advisable to create a lengthy list of your strengths and a considerably shorter list of
areas of personal development for a sense of positivity and motivation.

Supervisions and appraisals

There should be an opportunity for supervisions and appraisals with line managers or
supervisors which may enable you to identify areas for self-development. This assigns
you time to apply critical thinking to your performance and the opportunity to consider
a different perspective via the opinion of your supervisor or line manager.

You should focus on those areas of knowledge and skills that are necessary for the best
possible performance in your role. Discussions during supervisions may focus upon the
skills and knowledge that you already possess. It might be that you perform aspects of
the role quite effectively. However, the need for further development may still be
identified for other aspects.

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The final step should be to establish your personal development needs. This should
involve focussing upon the differences between what is required/expected in the role
and the skills/knowledge that you are demonstrating. Any significant differences should
be addressed as matters of priority.

Areas for self-development may include:

➢ Improvement of self-awareness

➢ Improvement of self-knowledge

➢ Improvement and development of skills

➢ Improvement of personal communication and

relationships

➢ Development of personal identity/self-esteem

➢ Development of strengths or talents

➢ Improvement of organisation and time-management skills.

You must strive for self-development within your role. Ask yourself if you always try to
think outside the box; could there be missing elements to your work practice that would
enable you to perform better or achieve positive outcomes more effectively.
Challenge how flexible are you when applying problem-solving techniques and how
can you adapt your work methods to strengthen your abilities within your role. Critically
analysing your own performance is just as important as applying critical thinking to
situations within the workplace.

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Recap information, Q&A….

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3.4 – Develop plan for future process evaluations and incorporate

improvements identified
By the end of this chapter, the learner should be able to:
➢ Develop a plan outlining how workplace processes should be evaluated.

Developing a plan for process evaluations

Adequate planning can save a business time and money and can be applied to
virtually all aspects of the business model. For these reasons, the planning stage should
never be overlooked as it will play a vital part in promoting business development via
the implementation of improvements consequent to process evaluations.

Process evaluations may be used for reviewing the benefits of applying critical thinking
principles during business-based decision making. Such evaluations should allow you to
establish whether the processes have been implemented according to expectations
and whether they lead to positive outcomes. You should be able to identify the need
for any changes to achieve improved outcomes.

Such evaluations should commence whenever decisions are implemented. They should
focus on the level of success with regards to associated objectives. There should also
be some consideration of whether the process is being implemented as expected. The
evaluations should alert you to the existence of any problems which will need
to be addressed.

Process evaluations may focus on the following aspects:

➢ Who was affected by the business decision?

➢ What have been the effects of the decision?

➢ When was the decision taken and implemented?

➢ What barriers were encountered, and to what extent were

they overcome?

➢ How can we improve this process in the future?

Process evaluations must consider these aspects so that the

solution is beneficial for those affected and can be implemented
realistically. The positives can go towards future planned processes for
overcoming similar situations.

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Recap information, Q&A….

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Reviews of the full unit study

At the end of your Learner Workbook, you will find the Summative Assessments.

This includes:

➢ Skills Activity

➢ Knowledge Activity

➢ Performance Activity

➢ Assignments to complete

➢ Assessor contact details

➢ What still needs completing

➢ Templates and any forms to be uploaded

➢ Role-plays and practical activities, or presentations

This holistically assesses your understanding and application of the skills, knowledge and
performance requirements for this unit. Once this is completed, you will have finished
this unit and be ready to move onto the next one – well done!

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References and useful links

These suggested references are for further reading and do not necessarily represent the
contents of this unit.

Websites
• Cleversim: www.cleverism.com

• Government Ombudsman:
http://www.ombudsman.wa.gov.au/Publications/Documents/guidelines/Giving-
reasons-for-decisions.pdf

• Management study guide:

https://www.managementstudyguide.com/management-by-objectives.htm

• Problem-solving techniques: http://www.problem-solving-

techniques.com/Developing-Critical-Thinking-Skills.html

• Skills you need: https://www.skillsyouneed.com/learn/critical-thinking.html

• Wabisabi learning: https://wabisabilearning.com/blogs/critical-thinking/10-modern-

workplace-skills-students-need

• Kialoedu – help centre: https://support.kialo-edu.com/hc/en-

us/articles/360035641031-Try-Out-a-Kialo-Classroom-Debate-for-Colleges-and-
Universities#h_47ad709c-4d1e-44aa-a666-59109073f97b

• Foundation for Critical thinking - https://www.criticalthinking.org/pages/our-

conception-of-critical-thinking/411

• Indeed career guide - 6 examples of critical thinking -

https://www.indeed.com/career-advice/career-development/critical-thinking-
examples

All references accessed on and correct as of 19/11/20 unless otherwise stated.

Useful links to watch

• Episode 1.1: What is Critical Thinking? -

https://www.youtube.com/watch?v=J0yEAE5owWw

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• 5 tips to improve your critical thinking - Samantha Agoos

https://www.youtube.com/watch?v=dItUGF8GdTw

• What is critical thinking? - https://www.youtube.com/watch?v=HnJ1bqXUnIM

• Critical thinking - https://www.youtube.com/watch?v=-eEBuqwY-nE

• “Critical Thinking Skills” by David Sotir -

https://www.youtube.com/watch?v=9PsLktb7HTA

• Learning SKILLS of critical thinking -

https://philosophy.hku.hk/think/critical/video.php

• Critical thinking - how and examples -

https://www.youtube.com/watch?v=eBAdfJye2QU

• Wiki-how - https://www.wikihow.com/Improve-Critical-Thinking-Skills

• Critical thinking is a 21st-century essential - https://ideas.ted.com/critical-thinking-is-

a-21st-century-essential-heres-how-to-help-kids-learn-it/

• This tool will help improve your critical thinking - Erick Wilberding -
https://www.youtube.com/watch?v=vNDYUlxNIAA

• 7 Hacks of critical thinking Shaf Rasul -

https://www.youtube.com/watch?v=U1CmfkOQ8G4

• How to Improve Critical Thinking Using a Simple 5-Step Process -

https://wabisabilearning.com/blogs/critical-thinking/improving-critical-thinking-5-
steps

• Critical thinker – BrainWare Learning -

https://www.youtube.com/watch?v=JaLpPoUvO-Y

• Relative leadership (critical thinking in kids) -

https://www.youtube.com/watch?v=TW-FMrft63g

• Teaching in the 21st Century - Education critical thinking -

https://www.youtube.com/watch?v=nkqBDUyNbIc

• Cambridge University Press - Chris Sowton Strategies for Critical Thinking –

https://www.youtube.com/watch?v=2DF1W3t7cHo

• Oxford discover - How to use critical thinking in the classroom -

https://www.youtube.com/watch?v=y7iMEH7jGFk

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• 21 Century Learning presented by: Rob King - 5 Critical Thinking Strategies –

https://www.youtube.com/watch?v=D-wpp64brLk

• Brian Oshiro | TEDxXiguan - Encourage critical thinking with 3 questions -

https://www.youtube.com/watch?v=0hoE8mtUS1E

• Walter hanclosky – Professor – Centre of Teaching excellent - Theory to Practice:

Teaching Critical Thinking - https://www.youtube.com/watch?v=8eWLWnoZms4

• Different definitions of critical thinking -

https://www.youtube.com/watch?v=9oAf3g5_138

• Berkley University of California – Critical Thinking -

https://www.youtube.com/watch?v=PlWaE1OqUgQ

• Develop critical thinking skills – exercises -

https://www.youtube.com/watch?v=1QJ2vNJPWa0&list=RDLVPlWaE1OqUgQ&inde
x=3

• Episode 1.1: What is Critical Thinking? -

https://www.youtube.com/watch?v=J0yEAE5owWw

• Critical Thinking Skills: A Process for Better Problem Solving and Decision Making -
https://www.youtube.com/watch?v=QVwTVM1Iv1c

• Knowledge wave – ProDev – Hart research and associates – PD - Why is critical

thinking important? - https://www.youtube.com/watch?v=OSecVuWkMIk

• Critical Thinking Bloopers -

https://www.youtube.com/watch?app=desktop&v=qutqZXkx6nQ

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