BSBCRT611 Apply critical thinking for complex problem solving

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STUDENT GUIDE

BSBCRT611 Apply critical thinking for

complex problem solving

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Contents

Overview 3
Topic 1: A critical thinking approach to identifying complex issues 4
Topic 2: A critical thinking approach to resolving complex issues 14
Topic 3: A critical thinking approach to making and reviewing decisions 21

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Overview

The Student Guide should be used in conjunction with the recommended reading and any further
course notes or activities given by the trainer/assessor.

Application of the unit

This unit describes the skills and knowledge required to apply critical thinking in order to develop
solutions to complex issues arising in the workplace.
The unit applies to individuals who are required to think critically in order to develop structured and
innovative solutions to overcome complex organisational issues. Individuals in these roles operate
with a high degree of autonomy and may undertake non-standard work tasks involving escalated
risks. These individuals are often responsible for a team or work area.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

Learning goals
Learning goals include:

• You are able to think critically in order to identify complex issues in the workplace.

• You are able to use a critical thinking approach to source information about complex issues and
generate alternative solutions.

• You are able to apply sound decision-making principles when selecting the best solution to
complex issues.

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Topic 1: A critical thinking approach to identifying

complex issues

A critical thinking approach

We all make decisions and solve problems each day – in both our personal lives and workplaces.
Some decisions are quick and easy to make. Perhaps the problem or issue you encounter is a
familiar one that has a tried and tested solution. However, often times the solution to your issue is
not straight forward and its resolution requires more than your intuition.
Some decisions you make are critical, whereas others are non-critical. Before we continue, it’s helpful
to fully understand the difference between the two.

Activity: Research and discuss

Do research to answer the following:

• What is meant by the term ‘critical decision’ and what does it encompass?

• Provide at least two examples of critical decisions relevant to your workplace or

industry of interest.

• What is meant by the term ‘non-critical decision’?

• List at least two examples of non-critical decisions relevant to your workplace or

industry of interest.

Being able to think critically about a complex issue at work will help you arrive at the best solution
possible.

Critical thinking is when you deliberately and systematically think about your problem or decision.
As a critical thinker:

• you take other’s opinions and perspectives into account

• you use a variety of information sources

• you set aside any of your own personal opinions and biases

• you are able to separate fact from fiction

• you use foresight to consider the impact of your decision on the people and things around
you.

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Activity: Reflect

Think about some of the issues you have been required to resolve over the past few
weeks.
Did you:

• deliberately think about the issue before decision on a resolution?

• obtain information about the issue from a variety of sources?

• consider the opinions of others and consider how your decision may impact them?

• examine your own personal motives and biases?

• evaluate all possible decision outcomes?

Did you know that critical thinking is a skill and can be learned and practised? In fact, critical thinking
is one of the most valued attributes employers consider when deciding whether to employ or promote
a candidate.

Critical thinking includes six vital skills: analysis, problem solving, creative thinking, interpretation,
evaluation, and reasoning.

The decision-making process

Systematic decision-making facilitates critical thinking.

The decision-making process includes elements such as:

• Identifying and defining the problem

• sourcing information (including legislation, policies and codes of best practise)

• generating alternatives

• making a decision

• communicating a decision

• reviewing a decision.

Activity: Read

If you’re interested, read through the ‘Good decision-making Guide’ written by the
Queensland Ombudsman.
Article: http://www.tdsa.org.au/wp-content/uploads/2016/03/Qld-Govt-Ombudsman-
Good-Decision-making-Guide.pdf

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For the remainder of this topic, we’ll address the first step in the decision-making process as it applies
to addressing complex issues in the workplace (Figure 1).

Topic 1

Source Generate Make a Communicate Review

Identify/define issue information alternatives decisions decision decision

Figure 1: Decision-making process – topic 1

Identifying complex issues in the workplace

Activity: Reflect

Are there any complex issues or problems in your workplace or place of study?

The start of any problem-solving process is knowing what the problem is.

Identifying a problem is in fact sometimes just as important as the solution itself. For example, in the
16th century, Galileo (an Italian natural philosopher, astronomer and mathematician) identified the
problem of not knowing the speed of light. Although he did not find a solution, Galileo was credited
for his scientific work in identifying and defining the parameters of the problem. The speed of light
would not have been calculated if Galileo had not identified the problem in the first place.
At work, complex issues may involve:

• products/services/processes/programs

• people

• resources

• environmental considerations

• political alignment

• regulatory changes

• financial pressure.

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Activity: Discuss

In small groups, think of a few complex issues that may present in the workplace.
Provide at least one example for each of the bullet points listed above.
Your trainer will facilitate a group discussion to form a complete list of examples. Take
notes and keep them for future reference.

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Formal problem identification

Often times, only the symptoms of a complex issue are evident and further investigation is required
to correctly identify the issue. Table 1 outlines a few critical thinking methods that can be used to
identify problems or complex issues.

Method Description

Interview This method uses a formal or informal interview process to obtain

information about a workplace issue (such as how a product is used). It
asks relevant questions to relevant stakeholders and documents the
answers.

Survey This method can obtain information anonymously from a wide group of
people in a relatively short period of time. It asks targeted questions to
understand or identify issues (e.g. How can our business improve?).

Observation This method uses deliberate observation of the issue (e.g. service delivery)
on an operational level. Existing processes are usually mapped to provide
realistic and practical insight to how the issue is being played out in reality.

Existing This method uses research to access existing information (such as market
information analysis) about products, services, processes or procedures.

Performance Workplaces need timely, accurate and constructive feedback in order to

review succeed. A performance review where a manager provides formal
feedback to an employee. You may be in a position at work where you are
required to give feedback. Each organisation will have their own policies
and procedures related to monitoring work performance.

Self-evaluation This method allows you to evaluate your own performance and establish
strengths, weaknesses and any areas required improvement or training.

Table 1: Methods for identifying and defining problems

As you seek to identify issues in the workplace, you may be required to interpret and analyse numeric
or financial information to identify patterns and trends.

Activity: Explore

There are many existing (and sometimes free) market research reports that can
provide a comprehensive understanding of the customer, competitor and market as a
whole. If you’re interested, explore the website below to familiarise yourself with the
type of information available.
Website: https://ciradar.com/competitive-intelligence-blog/insights/2017/10/18/free-
market-research-tools

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Activity: Group work

Work in small groups to practise interpreting, analysing and representing numeric or

financial information to identify patterns and trends (as oftentimes required when
identifying workplace issues).
You may access financial information of your choice or use information from one of
the free resources listed above.
Present your work to a larger group and seek feedback.

Informal problem identification

Sometimes, a formal method is not needed to identify complex issues and issues are raised by an
outside source.

Activity: Brainstorm

Work together in small groups and brainstorm as many informal ways a complex issue
can be identified in the workplace.
Your trainer/assessor will facilitate a larger group discussion to create a complete list.

Image by Startup Stock Photos on Pexels

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Activity: Read

Read the articles below outlining an example of a complex issue faced by Rio Tinto.
Article 1: https://www.abc.net.au/news/2020-05-26/rio-tinto-blast-destroys-area-with-
ancient-aboriginal-heritage/12286652
Article 2: https://www.smh.com.au/business/companies/rio-tinto-blasted-ancient-
aboriginal-caves-for-135m-of-iron-ore-20200807-p55jia.html

Activity: Practical

After reading the article, work in small groups to identify at least two ways the issue
was brought to Rio Tinto’s attention.

Wicked problems
Sometimes issues can be so complex they are highly resistant to resolution. These issues have been
collectively named ‘wicked’ problems. The term ‘wicked’ in this context does not imply evil, but rather
highlights the complexity of the matter.

It’s very hard to solve wicked problems. Some even say these are problems that cannot be
successfully or completely solved, so think carefully before attempting to address a wicked
problem.

Examples of wicked problems include:

• balancing community safety with individual privacy

• the potential for mass unemployment once robotics and artificial intelligence (AI) become
pervasive

• protecting religious freedom and freedom of speech

• maintaining reliable, secure and affordable electricity while meeting emissions reductions
targets

• balancing Australia’s commercial and political interests between China and the USA

• food sustainability.

Task objectives
Once you’ve identified an issue, it’s important to establish why you want to address it and what you
want to achieve by resolving it.

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Well-defined objectives are key to finding a successful solution. They guide your activities and
decisions when addressing the problem. (You can revisit your objectives further along in the
decision-making process when you evaluate and compare alternative solutions.)

Activity: Read

Read the definition of an objective in a business context.

Article: http://www.businessdictionary.com/definition/objective.html
Take notes for future reference.

Activity: Watch

Watch the videos about objectives.

Video 1: https://www.youtube.com/watch?v=gABgNjXpzQk (01:49)
Video 2: https://www.youtube.com/watch?v=voZI75TyeHI (02:32)
Take notes and keep them for future.

Advantages of addressing identified workplace issues

It’s never pleasant to have unresolved issues at work and there are many advantages to addressing
issues you face, even if its time consuming, complicated and just plain hard! A few advantages
include:

• realising business vision

• reduced risk of legal ramifications

• improved financial performance

• social licence to operate.

Activity: Brainstorm

As a group, brainstorm a few more advantages to addressing issues in the workplace.

Risks
While it is essential to establish the objectives and advantages of resolving an issue, it’s equally
important to establish the risks associated with pursuing the identified issue.

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Risk is the chance of something going wrong or not as planned. No outcome is ever one hundred
percent certain.

As such, planning for risk helps mitigate any undesirable effects. Take a look at the table below to
understand more about different types of risks to consider before you begin to resolve your workplace
issues.

Type of risk Description Example Key responsibility

Strategic risk These risks can A business sells natural • CEO

occur at any time and sunscreen in lotion form
• Managing director
are related to the but over time people’s
business or preference for lotion • Board of directors
organisation’s declines and more people
• Owner
strategy. want a spray form of
sunscreen.

Compliance These risks involve Complying to all • Head of safety

risk having to comply with regulations due to COVID-
• Head of operations
rules set by 19 and having a COVID
government or Safe plan that meets • Managers/supervisors
regulatory bodies. requirements.

Financial risk These risks affect the Customers not paying on • CFO
financial health of a time (or paying in
• Financial controller
business (cash flow, instalments).
liquidity, financial • Managers/supervisors
position, debt burden
etc.)

Operational These risks are Targets not being met • Head of operations
risk associated with a because a machine
• Managers/supervisors
business or breaks down.
organisations’
systems and
processes.

Table 2: Types of business risk

Activity: Reflect

What risks have you taken? Have you experienced the negative outcomes from any
risks? Did you ever take a risk and benefit from your decision?

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Here are a few tips to help you identify the risks involved with pursuing a particular complex issue
in a business or organisation:

• ask yourself “when, where, why and how” are risks likely to happen

• brainstorm

• ask “what-if” questions

• consider worse-case scenarios

• use experience – how have similar business/organisations experienced risk.

Activity: Practical

Think back to the article you read about Rio Tinto earlier in this topic
(https://www.smh.com.au/business/companies/rio-tinto-blasted-ancient-aboriginal-
caves-for-135m-of-iron-ore-20200807-p55jia.html). Work in small group to answer:
1. What would the advantages for Rio Tinto have been of addressing the issue
earlier in the decision-making process?
2. Identify any risks involved for Rio Tinto in addressing the issue.

Activity: Develop

Choose a workplace/industry you already work in or are interested in. Identify a

relevant complex issue and answer the following questions:
1. How might you have identified the issue/problem in a real workplace?
2. Formulate at least two objectives of pursuing solutions for the issue.
3. What are the advantages of addressing the issue?
4. Identify at least two risks involved with pursuing the issue.
Think carefully about the issue you choose - you’ll be using the work you do on this
activity to complete other activities as we work through the problem-solving process
step by step.

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Topic 2: A critical thinking approach to resolving

complex issues
This topic explores the use of critical thinking when seeking solutions to workplace issues.

Figure 2: Decision-making process topic 2

Sourcing information
In today’s world, we are constantly confronted with information (both true and false). It is all around
us, readily available and in large quantities.

The quality of information available at the time you address complex issues has a direct impact
on the quality of your solution.

Having all the information about a complex issue readily available helps you to:

• identify any of your biases

• establish fact from fiction

• identify legislative requirements

• adhere to relevant policies or standards

• monitor future performance and assist continuous improvement.

It also prevents possible problems from happening further down the track (for example, an illegal
decision).

Bias
As you address issues at work, always examine yourself for any actual or perceived bias.

Activity: Read

Read the article that define and provide examples of bias.

Article 1: https://dictionary.cambridge.org/dictionary/english/bias
Take notes and keep them for future reference.

In many instances, Natural Justice legally disqualifies you from making decisions if you have a
conflict of interest or are biased. Did you know that even perceived bias may legally disqualify you
from making a decision?

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Activity: Read

If you’re interested, read the article below for more information on natural justice in
administrative decision-making:
Article: https://www.ag.gov.au/sites/default/files/2020-03/best-practice-guide-2-
natural-justice.pdf

Image by Fauxels on Pexels

Fact and fiction

Make sure you fully understand the issues you’re facing by accessing a variety of reliable information
sources. When you do this, you will be in a good position to establish what information is true and
what is false. Sources of information include:

• legislation (e.g. obtained through desk research)

• organisation policies and procedures (e.g. obtained through training)

• stakeholders (e.g. obtained by consultation).

Activity: Reflect

Reflect on the saying “Garbage in, garbage out”. How is this saying applicable to
solving complex issues?

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Legislation and organisational frameworks

Legislation and organisational policies/procedures are put in place to make sure everyone is as safe
as possible and to ensure a successful outcome for the business or organisation. Workplace
problems often occur due to a deviation from legislative and/or organisation policy/procedure
frameworks. Often, policies and procedures are used to ensure legislation is adhered to.

Identify any legislation as well as existing organisational policies and procedures applicable to
issues you face in the workplace. This helps to establish what the ideal situation should look like,
and guides future solutions to the problem.

Activity: Research

Research legislation and codes of best practise associated with your workplace or
industry of interest (such as mining, manufacturing, transport, education or health).
You may consider:

• Corporations Act

• Occupational Health and Safety Acts (industry specific)

• Privacy Act

• Chain of responsibility

• employment practises legislation.

Familiarise yourself with the regulations that are for your specific workplace or
department.
Take any notes to summarise what you have read and keep them for future reference.

Activity: Read

Read a few of the policies on the website below.

Website: https://www.csusb.edu/policies

Activity: Reflect

Do any of the policies you read (from the website above) address any complex issues?

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Stakeholders
Valuable information can be obtained from stakeholders through targeted questioning. To identify
the stakeholders associated with an issue, think about:

• Who could be affected before, during or after the issue?

• Who has an interest in the outcome or solution to the problem?

• Who is responsible for the problem?

There are numerous advantages to considering the perspectives of as many stakeholders as

possible, such as:

• as many opinions and experiences as possible are considered

• a full range of needs and concerns are established

• the problem is viewed from different angles

• you are more likely to get to the root of the problem

• stakeholders feel valued and considered

• different perspectives broaden the solution range.

Activity: Watch

Watch the video on a questioning technique “5 Whys”.

Video: https://www.mindtools.com/pages/article/newTMC_5W.htm
Take notes and keep them for future reference.

In addition to asking “why questions”, you can also ask stakeholders questions that include:

• “how” (e.g. How does the issue affect you?)

• “who” (e.g. Who is impacted?)

• “what” (e.g. What happens when you use a specific product?)

• “where” (e.g. Where does the problem occur?)

• “when” (e.g. When is the issue relevant?).

Resources required for solution development

The information you obtain from legislation, policies and procedures and discussion with
stakeholders will help you calculate the resources you require to develop solutions to workplace
issues. These may affect whether or not you are able to continue addressing the issue. Resources
may include internal staff, external consultants/advisors, technology and finances.

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Presenting scope to relevant stakeholders

If required (for example by an organisational policy or procedure) present the scope of your issue to
any relevant stakeholders to obtain approval to continue addressing it. Table 3 outlines the
information that you may choose to include in your scope. Keep in mind, you may have already
consulted with some of the stakeholders earlier in the decision-making process and as such they’ll
be familiar with the issue.

Scope to include: Description

Ideal situation How things should be as outlined in organisational

policies, procedure, product specifications and
legislation

Reality How things are (established after questioning

relevant stakeholders)

Consequences of the problem What are the effects of the problem?

Advantages of addressing the problem How will the organisation and stakeholders benefit if
the issue is addressed?

Risks of addressing the problem What are the risks of addressing the issue?

Required resources What resources are required to address the

problem?

Table 3: Scope

Activity: Practical

Think back to the article you read in topic 1, outlining Rio Tinto’s bombing of an ancient
traditional site (https://www.smh.com.au/business/companies/rio-tinto-blasted-
ancient-aboriginal-caves-for-135m-of-iron-ore-20200807-p55jia.html).
In a small group, brainstorm:
1. who the potential stakeholders may be (e.g. traditional leaders)
2. what legislation, policies and procedure may be applicable.
Discuss:
1. Do you think Rio Tinto made their decision in an unbiased manner?
2. Before making the decision, did Rio Tinto actively consider the viewpoint of all
stakeholders?
3. Create a list of questions that Rio Tinto could have asked all stakeholders before
making the decision to bomb the traditional site.

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Generating solutions to workplace problems

Creativity is required to generate ideas and solutions to solve real world problems and meet new or
existing needs. It has the potential to transform life as we know it, so as you think of alternative
solutions to workplace issues, be creative!

A team of diverse people will generate diverse ideas.

Here are a few tips:

• consider known solutions as well as new ideas

o list even those ideas that seem impossible or crazy
o don’t neglect the obvious more sensible solutions

• find out whether there’s a solution that has worked well for a similar problem in the past (even if
it’s in a different situation or context)

• add options that were previously considered but not used for the same decision or problem.
Make sure you have the necessary approval from relevant stakeholder before proceeding. There are
a range of critical thinking techniques that can help your team generate solutions to problems. As
you generate solutions, provide adequate descriptions so that everyone involved in the process
understands what the solution involves. The table describes a few critical-thinking methods.

Critical thinking Description

technique

Brainstorming This method uses a group of people to think of as many solutions (even
the crazy ones) in a predetermined time.

Mind mapping This method takes note of every idea that comes to mind and allows you
to link ideas or concepts. Write down obvious and non-obvious ideas and
save the selection process for later.

Lateral thinking This method uses a step by step approach to generate ideas by thinking
laterally rather than in a linear way. Take a look at
https://successatschool.org/advicedetails/609/examples-of-lateral-
thinking-skills for examples.

Opposite thinking This method considers the exact opposite to what’s normal. Take a look
at https://www.linkedin.com/pulse/opposite-thinking-your-secret-success-
ali-anani-phd for a detailed example.

Analogy thinking Think of a successful business/idea and apply its principles to your
need/opportunity. An example of identifying a successful analogy when
using analogy thinking is to say “the [business name] for [industry]”. For
example, “The Uber of public transport” helps you identify Uber as being
a creative idea in the transport industry.

Table 4: Critical thinking methods

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Image by Engin Akyurt on Pexels

Activity: Practical

Consider the article you read about Rio Tinto. Work in small groups to:
1. Choose at least one critical thinking technique.
2. Practise generating solutions to Rio Tinto’s issue using that technique.
3. Present your solutions to a larger group by outlining the problem, explaining the
critical-thinking method you followed and summarising the ideas generated.

Activity: Develop

Continue working on the problem you chose in the “Develop” activity at the end of
Topic 1.
1. Does any legislation apply to your problem?
2. What types of organisational policies and procedures could you use to benchmark
what should be happening?
3. Who are the stakeholders associated with the problem?
4. Develop a set of questions to ask the stakeholders to fully understand the issue
5. Use at least two creative thinking techniques to generate at least three potential
solutions.

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Topic 3: A critical thinking approach to making and

reviewing decisions
This topic focuses on making, communicating and reviewing decisions.

Figure 3: Problem solving process - topic 3

Making a decision
To choose the best solution to a workplace issue:
1. Consider all the information available to you (including legislation, policies and codes of best
practise). By now, you should be aware of any bias you may have so make sure that doesn’t
influence your decision.
2. Evaluate each option to make sure it is feasible (discard any solution ideas that are not feasible).
3. Compare all feasible solutions to one another (revisit your task objectives).

Evaluating options

Success criteria provide a framework against which potential solutions can be evaluated.

Make sure your success criteria reflect the task objectives established at the start of the decision-
making process. Table 4 describes success criteria you may consider.

Criteria Description

Clarity How many unknowns does the solution have?

Stability Will the solution last the test of time, or is it a fad that will lose popularity?

Scalability Does the solution size match the size of the problem?

Usability Is the solution easy to implement and can it be used interchangeably for other
problems?

Integration Does the solution align with legislation, policies and procedures?

Profitability Will the solution generate a profit?

Table 4: Success criteria

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There are a number of other constraints that impact the relevancy and viability of a potential solutions
such as:

• timeframes for the solution to be implemented

• cost of the solution

• resources required (e.g. raw materials, skilled workers)

• manufacturing/content production capability (does your workplace have the ability to design and
develop the solution)

• design capability (e.g. does the in-house designers, engineers have the ability to further develop
the idea or are consultants required?)

• logistics and storage (e.g. do you need to transport materials, end product etc?)

• technology (e.g. do you need to update the company’s website as a result of your idea?).

Comparing options
Once individual solutions have been evaluated, all feasible alternatives can be compared to one
another using a variety of techniques. Choose the best solution.

Activity: Watch

Once technique to compare solution options is comparison analysis.

Watch the video that briefly explains what it involves.
Video: https://www.youtube.com/watch?v=m4o2aJ7YyZ8&feature=emb_logo (02:11)
Take notes and keep them for future reference.

Activity: Research

Analysis in decision making is complex and takes effort. Research other analysis
methods appliable to your workplace or industry of interest. Make sure you include
numeric and financial analysis in your research.
Take notes and keep them for future reference. Share your research with another
student and compare your findings.

Activity: Discuss

How can the representation of numerical and financial data be misleading?

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Activity: Practical

Consider the financial and numeric data in the Rio Tinto article we’ve been analysing
throughout this course (https://www.smh.com.au/business/companies/rio-tinto-
blasted-ancient-aboriginal-caves-for-135m-of-iron-ore-20200807-p55jia.html).
Analyse and present the numeric/financial information in an appropriate format.
Compare your work with another student.

Solution presentation
The policies and procedures of an organisation guide how to brief and present a chosen solution to
relevant stakeholders.

There is no set way to write a brief. Each organisation will have different requirements. The type
of industry (and complex issue) will influence what the brief contains.

Some organisations will have already developed templates to assist you to prepare a brief. Other
organisations may only specify the processes required to present and obtain approval for your
proposed solution.

Activity: Read

Take a look at the examples of different brief templates in the websites below:
Website 1: https://www.wordtemplatesonline.net/project-brief-templates/
Website 2: https://www.smartsheet.com/free-project-proposal-templates
Website 3: https://www.smartsheet.com/business-case-templates

Activity: Discuss

As a group, discuss the similarities and differences in the template examples above.
Take notes and keep them for future reference.

Generally, a solution brief may outline the issue and constraints, describe the solution (including how
it meets objectives and success criteria), highlight advantages, risks and resources required and
substantiate the solution with numerical or financial information.
Remember that the way you communicate will influence whether your solution is accepted or not
(regardless of how good it is).

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The size and nature of your problem will determine:

• how you communicate your concept (face-to-face discussion, email, written document, formal
presentation etc.)

• to who you communicate your concept (individual, group, senior management, employees,
public, customers/clients)
Take a look at the image below for tips on how to communicate well.

Attract attention Hold their interest

• both the idea and form of communication should • so they absorb all you're saying
stand out

Communication
should...

Create a desire Motivate to take action

• make them want to use your idea • spur the decision makers to take action

Figure 3: Communication

Considering feedback
Workplaces need timely, accurate and constructive feedback in order to succeed.

The time during or after a presentation is an opportunity to ask for feedback and then actively
consider the feedback.

Activity: Brainstorm

In a group, brainstorm ways to record and include feedback. Take notes and keep
them for future reference.

Sometimes, it is an organisational requirement to record feedback in a feedback register. The

contents of the register will depend on the organisation and type of stakeholder providing the
feedback.

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Activity: Read

Take a look at the examples of different feedback registers in the websites below:
Website 1: https://www.dlsweb.rmit.edu.au/Toolbox/finservretail/intranet/procedures/
recording_feedback.htm
Website 2: https://www.google.com/search?source=univ&tbm=isch&q=feedback+
register&sa=X&ved=2ahUKEwj_-uG-
qKHsAhW9zDgGHdLmBY0Q7Al6BAgLEEo&biw=1200&bih=581#imgrc=vn
7H3q76tHJiKM

Generally, a feedback register may include information such as:

• date of feedback • person receiving feedback

• project number • comments

• person providing feedback • actions required.

The most important outcome from feedback is the action you take. Use the feedback as an
opportunity to refine your proposal. Remember that not all feedback is relevant, but should be
considered.

Apart from receiving feedback from stakeholders, critical thinkers also reflect on their own
performance. You may benchmark against your peers, your supervisors or recognised industry
standards of excellence.
The purpose of self-evaluation is to:

• highlight your strengths and acknowledge your weakness

• suggest ways to improve your weaknesses and develop your unused skills

• realign the expectations between manager and employee

• set expectations for future growth.

Activity: Watch

Watch the video on 10 tips for making a self-evaluation more meaningful.

Video: https://www.youtube.com/watch?v=-blNWDCjDcQ (05:11)
Take notes and keep them for future reference.

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 BSBCRT611 Apply critical thinking for complex problem solving

Activity: Reflect

What are your strengths? What are your weaknesses? How can you address your
weaknesses? Do you currently have any skills that are unused in the workplace? What
would you like to improve on?

Seeking approval
After careful consideration of feedback, follow the organisation’s procedures to seek approval to
implement the refined solution.

Activity: Discuss

As a group, discuss your experiences with different approval processes at work. Why
is approval to develop and implement a solution necessary even if you’ve already
presented the solution to stakeholders and incorporated their feedback.
Take notes and keep them for future reference.

Approval may be required from:

• the executive committee

• board of directors

• functional managers/leaders

• regulatory approval

• environmental approval.
Many organisations are moving towards automated approval processes.

Activity: Read

Take a look at the website explaining approval processes and their automation.
Website: https://www.smartsheet.com/approval-process-workflow
Take notes and keep them for future reference.

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 BSBCRT611 Apply critical thinking for complex problem solving

Barriers to effective decision making

Activity: Reflect

Think back to topic 1 were the decision-making process was mentioned for the first
time. Why should you follow a systematic decision-making process? As you’ve worked
through the contents of this course, can you see the benefits?

Even though there are many benefits to following a decision-making framework, there are barriers.

Activity: Read

Take a look at the website outlining barriers to effective decision-making.

Website: https://www.proschoolonline.com/blog/hurdles-faced-effective-decision-
making
Take notes and keep them for future reference.

Activity: Reflect

Have you experienced any of the barriers mentioned in the article?

Activity: Develop

Continue with the concept you refined in the previous “Develop” activity.
1. Establish criteria and constraints to evaluate the solutions you generated.
2. Evaluate each potential solution using the established criteria and constraints
(discard any unfeasible solutions).
3. Compare all feasible solutions using an appropriate method.
4. Select the best idea and show how it meets the initial task objectives.
5. Prepare a brief to present your proposed solution to stakeholders.
6. Develop a feedback register to document feedback.
7. Present your brief to at least one other student and use your feedback register to
document feedback.
8. How would you go about seeking approval to implement your solution in a real
work situation?

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