Project Portfolio: BSBCRT511 Develop Critical Thinking in Others - M&S

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P R O J E C T
P O R T F O L I O
BSBCRT511
DEVELOP CRITICAL
THINKING IN OTHERS
STUDENT VERSION

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First published 2020
RTO Works
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Business Works is a series of training and assessment resources developed for qualifications within the Business Services
Training Package.

Contents
Section 1: Plan and assess critical thinking................................................................................................5
Section 2: Support critical thinking.............................................................................................................8
Section 3: Monitor and improve critical thinking practices........................................................................11
BSCRT511 PROJECT PORTOLIO 3

Student name:
Assessor:
Date:
Business or
Community/Social group this
assessment is based on:
Documentation reviewed as
preparation:
Leadership role assumed by
student (e.g. Customer
Services manager):
Team using critical thinking
(e.g. Customer services
team):
Job role(s) requiring
coaching/mentoring in critical
thinking within the team (e.g.
sales consultant, shipment
officer, customer
representative):
BSCRT511 PROJECT PORTOLIO 4

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Section 1: Plan and assess critical thinking
1. Research critical and creative thinking. Write a report (approximately two pages) including:
 a summary of at least three models of critical and creative thinking
 at least five characteristics of critical and creative thinking
 features of critical thinking skills such as analysis, synthesis and evaluation
 formal and informal organisational learning environments and systems (at least two each)
 best practice approaches for instructing teams and individuals in critical thinking (at least three)
 examples of how the critical thinking can be applied in the workplace (at least two)
 list of what a safe critical and creative work environment includes (at least two).
Make sure you access at least four sources of information, reference them correctly and attach your
report to this section of the portfolio.
2. Assess critical thinking
About the organisation
Provide an overview of your
chosen organisation and
product/services/programs.
Include:
 name of the business
 description of what the
business does
 key operational
processes.
Marks and Spencer plc is a leading British multi-national retailer with
headquarter in London. It specialise in selling various kind of clothing,
home items, food items. M&S was established in 1884 by Thomas
spencer & Michael Marks. Currently, it has been opened 959 physical
stores across UK, including 615 sell food items.
Key operation of M&S is performed the outsourcing its storage &
distribution that would handle logistics service. it will help for increasing
the efficiency in delivery to customers, the operation is to supply and
deliver an required quantity of product as well as service. as per
demand.
Critical thinking within the
organisation
Identify how critical thinking is
an important part of the
organisation.
Include:
 how critical thinking is a
part of the business,
such as:
o the vision and
objectives of the
organisation
o assessment of the
work environment
The Critical thinking was adapted by managers of M&S in order to
motivate or inspire individual people towards goal or objective. This
can possible when deduce information to find the most important parts
and implement innovative change in business growth and
development.
Critical thinking will support to manager of M&S where they can setup
particular vision, objective of organisation. In context of work
environment, policy making, critical thinking plays important role in
order to find the better solution. that’s why, M&S can utilise the
strategic goals to change the current business performance efficiently
and effectively.
BSCRT511 PROJECT PORTOLIO 5

as it relates to
critical and creative
thinking, including:
 systems,
policies and
procedures
supporting
critical thinking
 barriers to
critical thinking
in existing
organisational
systems
 legislative requirements
related to critical thinking
and training for your
chosen team.
 how critical thinking is
required as part of the
work done by your
chosen team (identified
on Page 4)
 list of critical thinking
skills required for the
employees who are
going to be coached (job
roles identified on Page
4).
Attach relevant policies and
procedures to this section of
your portfolio.
In term of critical thinking, it should be covered the different procedures
and policies such as build a culture of learning, create internal forums,
avoid jumping to conclusion. These are different ways to promote the
critical thinking because of system procedure.
On the basis evaluation, it has been identified the five barriers in critical
thinking in M&S such as societal-cultural, unconscious bias, selective
perception, peer pressure, over reliance on the emotions or feeling in
the workplace.
According to the legislative program evaluation society training, it is
targeted the group member of executives in M&S. organisation can be
applied the legal right for executives to use their own critical thinking
and provide the better opportunity of new candidate through teaching
session. So as, it is performed the classroom exercise for applying the
concept.
Critical thinking is basically applicable in the part of work by selected a
team of executives in M&S.
Critical thinking Skills-
 Research and development
 Curiosity
 Inference
 Identifying biases
 Determining relevance
Plan team meeting
Plan how to articulate key
features of critical and
creative thinking concepts to
the relevant team (attach any
relevant documents you
create e.g. fact sheet).
Develop a set of at least five
questions to identify critical
and creative thinking
knowledge gaps for your
chosen team and one of your
chosen individual(s).
In above analysis, it has been identified the key feature of creative
thing concept and relevant to the individual people to use their own
ability at the time of task execution in the workplace. The ability to think
creatively but it is not innate to everyone, it must be developed as skill.
Questions-
 What are the issues and conclusion?
 What are challenges resolved by strategic plan?
 How good is the evidence in business tasks?
Teamwork
Plan for teamwork, including:
BSCRT511 PROJECT PORTOLIO 6

 what the diverse
requirements are of your
team (e.g. cultural
differences)
 how you will establish
connections and
understanding (e.g. ice-
breaker)
 techniques you’ll use to
negotiate, influence and
elicit the views of your
team.
The diverse requirement of team members are religions, background,
functional task skills, political preferences.
In order to establish a connections and understanding between staff
members on the basis of effective communication skills. it will help to
motivate or inspire employee to achieve desirable targets.
For purpose of negotiation, it will use the different techniques such as
:
 Ask for advice
 Anchor the discussion with agreement
 Reframe anxiety as excitement.
Attach: Research report ☐
Policies and procedures ☐
Documents to articulate critical thinking features to team
(if relevant)
☐
BSCRT511 PROJECT PORTOLIO 7

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Section 2: Support critical thinking
Knowledge gaps
Summarise the outcomes of
your team and individual
meeting(s). Include:
 at two critical and creative
thinking knowledge gaps
for your team
 at least two critical and
creative thinking
knowledge gaps for one
individual team member
 team/individual’s
experience of
organisation’s approach
to critical thinking
 list of workplace problems
identified in the meeting
that are relevant to the
team
 a description of the
problem chosen through
negotiation at the meeting
as the most pressing and
relevant.
Attach proof of your team and
individual job role meeting(s)
(e.g. video, screen recording of
virtual meeting) to this section
of the portfolio (if not already
viewed in person by your
assessor).
Two critical and creative thinking knowledge gap-
1) The mind is not a vessel that needs filling but it wood that
igniting- it would require much training for purpose to improve
brain ability or capability. afterwards, it can easily resolving
complex problem as requires an inquiring mind, willingness to
perform experiment.
2) Creativity has been jumped the ranking as increased demand
of skill for business in executive team. Critical thinking needs
to use essential components of business improvement.
Workplace problems-
 Absence of team
 Difficulty in the making decisions
 Poor communication
Lack of participation
 Lack of creativity
As per selecting the problem of poor communication, it may be
increased issue at the time of negotiation in meeting. This kind of
problem will develop a difference between staff members in the
workplace.
BSCRT511 PROJECT PORTFOLIO 8

Safe processes
Use the work done in Section
1 of your Project Portfolio and
the knowledge you’ve gained
from the team/individual
meeting(s) to develop at least
two processes that create a
safe environment for critical
and creative thinking.
For each process, include:
 a description of the
process
 how the process supports
a safe critical and
creative critical thinking
environment.
 description of at least
three sources of
information related to the
process
 resources required for the
process to be
implemented
 any relevant legislative
requirements.
Attach proof of the developed
processes and information
sources to this section of the
portfolio.
In context of safe environment, it has been considered the two
critical and creative thinking process.
1) Process start with ask basic questions with staff members. In
order to identify the specific need or requirement.
2) Another process to gather, collect information which means
that create a proper assumption on the basis of questions.
Different process supports a safe critical and creating thinking
environment. it can be influenced the team member to improve their
ability while resolving complex issue or problem in proper manner.
It has been identified three source of information related the process
such as expert opinion, web pages, magazine, books & journal.
Before implementing a process, it must require to use sources to
gather large amount of information or data.
The legislation requirements means that consider the approvals,
licences, permission. It is carried out the involvement of specific
direction or path.
Plan learning opportunities
Use the work done in Section
1 of our Project Portfolio and
the knowledge you’ve gained
from the team/individual
meeting(s) to plan one formal
and one informal learning
opportunity to address the
identified knowledge gaps.
For both the formal and
informal learning opportunity,
include:
 a description of how
learning will take who the learning
opportunity is aimed at
The learning will take place on the basis of formal as well as informal
techniques. In context of formal, it can be conducted as classroom
session. Another way, information learning will use method of self-
learning, online videos etc.
BSCRT511 PROJECT PORTFOLIO 9

(e.g. team or individual).
 how the opportunity
complies with
organisational and
legislative requirements
 reason for choosing the
approach
 how you will collect
feedback.
The responsibility of teacher for student learning.”
The opportunity complies with organisational and legislative
requirements with the help of stakeholders who have been
participated into risk management process. it ensure that have been
put in place and ensure all norms, standards.
In order to collect feedback by face to face discussion.
Application
Plan one opportunity for team
member(s) to apply their
critical thinking skills to
address the workplace
problem chosen at the team
meeting.
Include:
 who will participate in the
problem-solving process
(i.e. which team
members?)
 which critical thinking
skills and techniques will
be applied by the team
member(s)
 how you will give
feedback on the
performance of their task
 how you will collect
feedback regarding the
opportunity you provided.
Manager of M&S will participate in the problem-solving process.
Problem solving and analytical critical thinking skills and techniques
will be applied by the team member
By measuring the performance of team member and hen give
feedback of particular task.
 Stay interviews
 Review sites
 Managers
 Employee suggestion box
 Exit interview
Attach: Proof of team/individual meeting(s) (if relevant) ☒
Developed processes (x2) ☒
Proof of information sources ☒
BSCRT511 PROJECT PORTFOLIO 10

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Section 3: Monitor and improve critical thinking
practices
Learning opportunities
reflection
Summarise the outcomes of
the formal and informal
learning opportunities you
facilitated, including:
 feedback received from
team member(s)
 what you did well
 what should be
improved
Attach proof of how you
facilitated the learning
opportunities (e.g. video,
screen recording of virtual
meeting, emails with
instructions etc) to this
section of the portfolio (if not
already viewed in person by
your assessor).
I have been summarised about the learning opportunities in context of
teaching. Usually, I have found that uses different kind of learning
techniques such as informal and formal. Each and every learning
opportunities provided to the team members on the basis of informal or
formal. Afterwards, it will take some feedback and try to improve certain
areas, if required.
Application reflection
Summarise the outcomes of
the application opportunity
you provided to team
member(s), including:
 feedback given to team
member(s)
 additional support
required for teams and
individuals
 feedback received from
team member(s)
 what worked well
 what should be
improved
Attach proof of the
application opportunities you
facilitated (e.g. video,
screenshot of social media
in order to summarise the application opportunity which provided to team
members.
this can possible to give a proper feedback of team and individual on
the basis of performance.
Additionally, it would provide support of training where they can easily
improve their skill and gain more knowledge.
BSCRT511 PROJECT PORTFOLIO 11

post etc) to this section of
the portfolio (if not already
viewed in person by your
assessor).
Recommendations
Develop recommendations
for improvement in future
learning.
Include:
 a list of two
recommendations
improvements to
learning opportunities
 development of at least
one recommendation to
be implemented in the
future
 resources required for
the development of the
recommendation
 how the
recommendation
adheres to explicit
organisational policies
 how the
recommendation
adheres to implicit
organisational policies
 how the
recommendation
adheres to legislative
requirements
Attach proof of the
developed recommendation
(e.g. plan for more
application opportunities) to
this section of your project
portfolio.
Recommendation-
 Build a personal connection with team members
 Helping to motivate or inspire towards goal through strategic
plan.
These are recommendations in order to implement in future learning.
this will help to provide the right direction of learner where they can find
right path. It is also enhance their ability to achieve targets.
Resources are required for development such as staff, partners,
technical experts.
Partner and technical experts adhere the explicit of organisation policies.
in most of situation, different policies are implemented on the basis of
specific demand of business growth. In this way, there are involvement
of technical people.
Recommendation adheres to legislative requirements because of
improve design, enforcement and review of their regulatory. These are
adhere with principle and develop or maintain transparency in rules or
regulations.
Attach: Formal learning opportunity (if relevant) ☐
Informal learning opportunity (if relevant) ☐
Application opportunity (if relevant) ☒
Developed recommendation ☐
BSCRT511 PROJECT PORTFOLIO 12

BSCRT511 PROJECT PORTFOLIO 13

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REFERENCES
Book and Journals
Becker, K., & Bish, A. (2017). Management development experiences and expectations: informal vs formal
learning. Education+ Training.
Chang-Tik, C., & Goh, J. N. (2020). Social and cognitive dimensions of collaboration in informal learning
spaces: Malaysian social science students’ perspectives. Interactive Learning Environments, 1-15.
Peters, M., & Romero, M. (2019). Lifelong learning ecologies in online higher education: Students'
engagement in the continuum between formal and informal learning. British Journal of Educational
Technology, 50(4), 1729-1743.
Whiley, D., Witt, B., Colvin, R. M., Sapiains Arrue, R., & Kotir, J. (2017). Enhancing critical thinking skills in
first year environmental management students: a tale of curriculum design, application and
reflection. Journal of Geography in Higher Education, 41(2), 166-181.
BSCRT511 PROJECT PORTFOLIO 14