Course Title: Develop critical thinking in others
Part B: Course Detail
Teaching Period: Term1 2024
Course Code: TCHE5209C
Course Title: Develop critical thinking in others
Important Information:
See Canvas
School: 525T Business & Enterprise
Campus: City Campus
Program: C5407 - Diploma of Leadership and Management
Course Contact: Steven Hansen
Course Contact Phone: +61 3 9925 5705
Course Contact Email: steven.hansen@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 (EMPL9809C) 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 |
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:
|
|
WEEK 2 |
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:
Activities:
|
|
WEEK 3 |
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:
Activities:
|
|
WEEK 4 |
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:
Future Directions - Practical Ways to Develop Emotional Intelligence and Confidence in Young Peopleby Diane Carrington and Helen Whitten
Activities:
|
|
WEEK 5 |
This week we discuss emotional intelligence in the workplace and the impact on teams. |
|
Assessment 1
|
WEEK 6 |
This week we discuss how to build emotional intelligence culture with relevant stakeholders to seek opportunities to improve the workplace. |
Reading:
Activities:
|
|
WEEK 7 |
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:
|
|
WEEK 8 |
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:
Activities:
|
|
WEEK 9 |
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:
Activities:
|
Assessment 2
|
WEEK 10 |
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:
Activities:
|
|
WEEK 11 |
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:
|
|
WEEK 12 |
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:
Activities:
|
|
WEEK 13 |
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:
Activities:
|
|
|
WEEK 14
|
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:
Activities:
|
|
|
WEEK 15 Revision |
This week will be a revision of the entire semester and finalise Assessment task 3.
|
Reading:
Activities:
|
Assessment Task 3
|
|
WEEK 16
|
This week will be dedicated to re-submission of assessments if needed. |
|
|
WEEK 17 |
This week will be dedicated to re-submission of assessments if needed. |
|
|
Learning Resources
Prescribed Texts
References
Other Resources
Learning resources are available on Canvas.
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 (EMPL9809C) 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: Evaluate Emotional Intelligence & Critical Thinking Portfolio Due date: Week 5
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 2: Develop an emotional intelligence and critical thinking role play Due date: Week 9 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 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 latest 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