Course Title: Develop critical thinking in others

Part B: Course Detail

Teaching Period: Term1 2022

Course Code: TCHE5209C

Course Title: Develop critical thinking in others

Important Information:


Please note that this course may have compulsory in-person attendance requirements for some teaching activities. 

To participate in any RMIT course in-person activities or assessment, you will need to comply with RMIT vaccination requirements which are applicable during the duration of the course. This RMIT requirement includes being vaccinated against COVID-19 or holding a valid medical exemption. 

Please read this RMIT Enrolment Procedure as it has important information regarding COVID vaccination and your study at RMIT: https://policies.rmit.edu.au/document/view.php?id=209. 

Please read the Student website for additional requirements of in-person attendance: https://www.rmit.edu.au/covid/coming-to-campus 


Please check your Canvas course shell closer to when the course starts to see if this course requires mandatory in-person attendance. The delivery method of the course might have to change quickly in response to changes in the local state/national directive regarding in-person course attendance. 


See Canvas

School: 525T Business & Enterprise

Campus: City Campus

Program: C5406 - Diploma of Business

Course Contact: Anahita (Annie) Barry

Course Contact Phone: +61 3 9925 5493

Course Contact Email: anahita.barry@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit describes the skills and knowledge required to develop critical and creative thinking skills in others within a workplace context.

The unit applies to individuals who are developing and coaching others, for whom critical thinking skills (including analysis, synthesis, and evaluation) are an important part of their job roles. This unit applies to individuals who are typically responsible for leading teams.

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


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBCRT511 Develop critical thinking in others

Element:

1. Assess individual and team critical and creative thinking skills

Performance Criteria:

1.1 Research models of critical and creative thinking

1.2 Develop questions to identify individual and team knowledge gaps

1.3 Facilitate formal and informal learning opportunities for addressing identified gaps

1.4 Articulate key features of critical and creative thinking concepts to relevant personnel

Element:

2. Establish an environment that encourages the application of critical and creative thinking

Performance Criteria:

2.1 Analyse current organisational systems to identify gaps or barriers to critical thinking

2.2 Develop processes that create a safe environment for critical and creative thinking approaches

2.3 Facilitate opportunities for team members to apply critical thinking skills to workplace problems

2.4 Provide feedback to team members on performance of tasks

Element:

3. Monitor and improve thinking practices

Performance Criteria:

3.1 Collect and analyse feedback from individuals and teams on critical and creative thinking opportunities

3.2 Identify additional support required for teams and individuals

3.3 Develop recommendations for improvements in future learning arrangements according to relevant legislation and organisation policies

Learning Outcomes


This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to develop critical and creative thinking skills in others within a workplace context.


Details of Learning Activities

A range of learning activities are provided in this course. These include collaborative classroom based activities and online self-paced activities.  Classroom: The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practice your skills in a simulated workplace environment.  We expect you to participate and contribute in all scheduled learning activities. 

Pre-Class: This is online, by logging on to your Canvas course, and includes required pre-class reading and activities. Other self-paced activities will be delivered through various technology platforms. These may include your contribution to discussion threads, reflective journals, quizzes and interactive sessions.

Sessions: There is one face-to-face classroom session for this unit each week which includes tutorials and workshops.  There are additional activities to support learning and research.


Teaching Schedule

This course is co-delivered and co-assessed with  (EMPL5993C) BSBPEF502 Develop and use emotional intelligence.

The nominal hours associated with this are a guide only and represent the total teaching time and student effort required to successfully complete the course.  This may include not only scheduled classes but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

The Teaching Schedule for this course is as follows: 

Week / Topic

Topic details

Resources/Activities

Assessment

WEEK 1

Key features of critical, creative thinking and emotional intelligence

This week we will cover course requirements and support documents / resources. Including:

-        Course Canvas access

-        Accuracy of enrolment

-        Assessment requirements

-        Plagiarism / Appeals

-        Extensions / Resubmissions

-        Feedback in this course

-        Getting support


We introduce the topic of critical thinking, creative thinking and emotional intelligence briefly. We apply knowledge of the workplace and how these fit into the Diploma of Business.

Reading

Activities:

  • Getting to know class, enrolment questions and Quiz
  • Required Activities - Week 1 videos


WEEK 2

Assessing emotional strengths and weaknesses

This week we discuss the topic of emotional intelligence further and how it increases self-awareness, self-management, social awareness and positive relationships in the workplace. More specifically, we discuss emotional strengths and weaknesses and evaluate against a range of criteria.

Reading:

  • Lecture slides for Week 2
  • Required videos week 2
  • Recommended reading for week 2

Activities:

  • Individual activity to reflect on how are you currently feeling
  • Johari Window activity
  • Required Activities - Week 2 videos & Quiz


WEEK 3

Identifying potential emotional stressors in the workplace

This week we discuss how to identify stressors in work life. We understand how to rate them, reduce them, cope with them, and eliminate them. We also explore how to respond emotionally to triggers in the workplace.


Reading:

  • Lecture slides for Week 3
  • Read required and recommended articles & video- week 3

Activities:

  • Make a list of six (6) factors that may cause work-related stress - Assessment task 2, Q3
  • Required Activities - Week 3 Complete quiz


WEEK 4

Develop emotional intelligence via feedback

This week we analyse the topic of how to develop emotional intelligence via feedback. We analyse emotional triggers further and how to respond to the emotional state of others.

We explore how to apply emotional intelligence techniques in the workplace with flexibility and adaptability. We consider how decision-making styles should factor in the feelings of others and describe behaviour that is inappropriate for a leader.

Reading:

  • Lecture slides for Week 4
  • Read Chapter 5:

Future Directions - Practical Ways to Develop Emotional Intelligence and Confidence in Young Peopleby Diane Carrington and Helen Whitten

  • Read Required and recommended articles and videos – week 4

Activities:

  • Apply emotional triggers table
  • Explain how you should respond to Monica’s emotional state and assess the emotional cues – Assessment 2, Q5
  • Discussion board activities and quiz – week 4


WEEK 5

Apply EQ techniques to deal with work colleagues

This week we discuss emotional intelligence in the workplace and the impact on teams.
  • Lecture slides – week 5
  • Assessment 1– Role Play
  • Discussion board activities

Assessment  1– Role Play - due

WEEK 6

Consult with stakeholders for improvement of Emotional Intelligence in the workplace

This week we discuss how to build emotional intelligence culture with relevant stakeholders to seek opportunities to improve the workplace.

Reading:

Activities:

  • Required Activity – read article “Improve and Develop Emotional Intelligence and discuss
  • Cultural Intelligence activities (Q6, assessment 2)
  • Dealing with others in a range of situations with flexibility and adaptability (Q7a&b, assessment 2)
  • Discussion Board – complete questions and Quiz.


WEEK 7

Workplace opportunities to express emotions.

This week we identify how to encourage and deal with staff members with a range of thoughts and feelings in the workplace.

We understand how "I" statements help in managing emotions, including negative emotions.

Reading:

Activities:

  • Discuss how to create opportunities for staff to express difficult emotions - Assessment 2, Q8
  • Discuss how to apply EQ to workplace conflict
  • Discuss how to increase team performance using EQ - Assessment 2, Q9
  • Discussion Board – complete questions and Quiz


WEEK 8

Effect of personal behaviour and implement policies and procedures.

This week we understand how another's behaviour can impact team members in a positive and negative way.

We also discuss implementing policies and procedures regarding expected workplace behaviour.

Reading:

  • Lecture slides - week 8
  • Watch recommended video

Activities:

  • Complete assessment task 2


WEEK 9

Models of critical thinking & Learning opportunities from gaps

This week we will be discussing how to identify learning opportunities by discovering gaps. We also investigate key characteristics, concepts and approaches of critical and creative thinking.

We also explore features of best practices around critical and creative thinking.


Reading:

  • Lecture slides - week 9
  • Watch recommended videos to understand this weeks topic: 1. Critical Thinking in the Workplace 2. First Principles


Activities:

  • Read article on "Critical Thinking Models"
  • Question 2 from assessment 3
  • Question 4 from assessment 3
  • Discussion Board – complete questions and Quiz

Assessment 2 Due – Portfolio

WEEK 10

Develop questioning to identify gaps

This week we explore how to develop questioning to identify gaps in the workplace. We distinguish the difference between individual and team knowledge gaps. We develop questions and prompts to understand team dynamics.

Reading:

  • Lecture slides - week 10
  • Watch required videos to understand this weeks topic

Activities:

  • Discussion Board – complete Quiz & Questioning framework to examine your tendency to engage in behaviours related to critical thinking.
  • SCAMPER activity on miro.com



Mid-semester break
14th April to 20th April 2022 inclusive



WEEK 11

Organisational systems to discover barriers to critical thinking.

This week we will be discussing workplace objectives, policies and procedures. We also explore the features of industry practice approaches to creative and critical methods to discover potential barriers.

Reading:

Activities:

  • Read weekly required articles on professional development plan and training needs analysis
  • Complete q1 AT3
  • Complete Q5 AT3
  • Complete Q6 AT3
  • Discussion Board – complete questions and Quiz


WEEK 12

Procedures to promote critical and creative thinking in the workplace.

This week we continue to investigate organisational policies and procedures and benefits of having workplace policies and key legislation.

We also explore how throughout the different levels of management in an organisation, what approaches are used to develop and support critical thinking across the team.

Reading:

  • Lecture slides - week 12
  • Watch recommended weekly video

Activities:

  • Tools for reflection on levels of current and ideal strengths in skills related to critical thinking.
  • Complete Q3 AT3
  • Complete q7 AT3
  • Discussion Board – complete questions and Quiz


WEEK 13

Feedback process for critical thinking

This week we explore the process of feedback for critical thinking opportunities. We will overview: how to collect and analyse feedback and how to provide feedback to team members on their performance. 

Reading:

  • Lecture slides - week 13
  • Watch recommended weekly video

Activities:

  • Complete q8 AT3
  • Discussion Board – complete questions and Quiz


WEEK 14

Strategies for improvements in future learning in the workplace

 

This week we will learn about implementing future planning for team development and developing recommendations for future learning opportunities in accordance with legislation and company policies.

Reading:

  • Lecture slides - week 14
  • Watch recommended weekly video

Activities:

  • Complete q9 AT3
  • Discussion Board – complete questions and Quiz



WEEK 15

Revision

This week will be a revision of the entire semester and finalise Assessment task 3.

Reading:

  • Lecture slides - week 15

Activities:

  • Complete Part B Role Play AT3

Assessment Task 3 due – Portfolio & Role Play

WEEK 16


Resit and Resubmit

This week will be dedicated to re-submission of assessments if needed.



WEEK 17

Resit and Resubmit

This week will be dedicated to re-submission of assessments if needed.




Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

In order to achieve competency in this unit, you must provide:

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 an environment for an organisation or work area that supports the application of critical and creative thinking methods.

In the course of the above, the candidate must:

  • identify critical and creative thinking concepts and approaches, and their application to a workplace context
  • facilitate relevant learning opportunities for others
  • develop questions and prompt questioning to broaden knowledge and understanding of the team member cohort
  • monitor team skill development to develop recommendations on future learning arrangements to be implemented in future planning.


Knowledge Evidence

  • models of critical and creative thinking
  • features of critical thinking concepts and approaches including analysis, synthesis, and evaluation
  • existing workplace objectives, processes and resources
  • characteristics of organisational learning environments and related learning systems
  • legislative requirements relating to workplace procedures
  • sources of reliable information relevant to workplace procedures
  • features of industry best practice approach to instruction on critical and creative thinking methods
  • leading a team and individuals to develop critical and creative thinking skills.


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:

  • organisational policies and procedures required for role.


Feedback

Feedback will be provided throughout the semester in class and/or online discussions.  You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed.  Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.

You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.


Assessment Tasks

This course is co-delivered and co-assessed with  (EMPL5993C) BSBPEF502 Develop and use emotional intelligence.

There are a total of three (3) assessment tasks students need to complete for the two units clustered together.  Students need to complete all three (3) satisfactorily, in order to be deemed competent.

Details of the assessments are available on Canvas
Assessment Task 1: Develop an emotional intelligence and critical thinking role play Due date:  Week 5

Summary and Purpose of Assessment
By completing this assessment, students will demonstrate their skills and knowledge in evaluating their emotional intelligence and critical thinking and how they respond to workplace situations. including working collaboratively with team members and gather their feedback.

Assessment Task 2: Evaluate Emotional Intelligence & Critical Thinking Portfolio Due date:  Week  9
Summary and Purpose of Assessment
 Completing this activity will allow students to demonstrate their skills and knowledge to model workplace behaviours that demonstrate emotional management and critical thinking.

Assessment Task 3: Portfolio & Role Play - Develop Critical Thinking and Emotional Intelligence Due date: Week 15
Summary and Purpose of Assessment
By completing this assessment, students will demonstrate their skills and knowledge in establishing an environment that supports critical, creative thinking and emotional intelligence in the workplace.


Assessment Matrix

The assessment matrix that maps all the assessments is available on Canvas.

Other Information

Submission Requirements

You should:

     • Ensure that you submit assessments on or before the due date via Canvas. 
     • Always retain a copy of your assessment tasks. (hard copy and soft copy)
     • When you submit work for assessment at RMIT University you need to use the Assessment task document that includes
        a declaration and statement of authorship.
     • Each page of your assessment should include a footer with your name, student number, the title of the assessment,
        unit code and title and page numbers.

Late Submission Procedures

You are required to submit assessment items and/or ensure performance based assessment is completed by the due dates.

Extension of Time.  If you are prevented from submitting an assessment item on time by circumstances outside your control, you may apply in advance to your teacher for an extension to the due date of up to seven calendar days.

More information: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work
Form to use is found in the section "How to apply."

Special Consideration. Where more than seven days is needed, you must apply for Special Consideration.  Applications for special consideration must be submitted no later than two working days after the assessment task deadline or scheduled examination.

More information: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/special-consideration

Resubmission (VE Programs)

If you are found to be Not Yet Competent in a course assessment task (or you do not submit the assessment tasks/attend the assessment) you will be allowed one resubmission.  Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission in Canvas. 

If you are still not meeting the assessment requirements you must apply to your Program Manager in writing outlining the steps you will take to demonstrate competence in your course. Your submission will be considered by the Program Team and you will be advised of the outcome as soon as possible.

Adjustments to Assessment

In certain circumstances students may be eligible for an assessment adjustment. 

More information: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/adjustments-to-assessment

Marking Guide (Competency):

You must demonstrate that you have all the required skills/knowledge/elements in the unit of competency you are studying.  You will receive feedback on each assessment task that will inform you about your progress and how well you are performing. 

  • CA Competency Achieved
  • NYC Not Yet Competent
  • DNS Did Not Submit for assessment

Course Overview: Access Course Overview