BSBCRT511 DEVELOP CRITICAL

THINKING IN OTHERS

3 MONITOR AND IMPROVE THINKING

PRACTICES
HOUSEKEEPING

Housekeeping rules Session times

breaks First Aid

Personal
comfort Amenities Venue information
PLEASE
INTRODUCTION
As a leader or manager or someone responsible for a group of people, the
responsibility does not stop at encouraging your team or employees to perform
to the best of their abilities. To stay on top and keep up with the changing trends
of your industry, you have to constantly monitor and improve thinking practices.

This lesson focuses on monitoring and improving thinking practices. It starts

with the collection and analysis of feedback on thinking opportunities. By doing
this, you can evaluate whether the opportunities available to your team are
sufficient and effective in developing critical and creative thinking skills. After
receiving feedback, additional support for the team and its members are
identified as part of the process for continuous improvement. The lesson ends
with developing recommendations for improvements in future learning
arrangements according to relevant legislation and organisation policies.
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Feedback works both ways for team leaders and team members. The previous
chapter discusses the importance of giving feedback to team members to
provide opportunities to improve their critical and creative thinking skills. There
are a lot of ways to gather feedback, with each method having its own benefits
and drawbacks. Some of the methods to gather feedback include, but are not
limited to:
 Feedback registers
 One-on-one interviews
 Team meetings
 Feedback surveys
 Suggestion box
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Feedback register

A feedback register is a recording system that will make it easy for you to
systematically record and keep track of all the feedback you received. A
feedback register has no set format. However, you do have to check your
organisational requirements, if any, to make sure that you are compliant with
organisational policies and procedures.

Typical formats for feedback registers include:

● Spreadsheets
● App
● Online tool
● Software program
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
An example feedback register has been provided below:
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
One-on-one interviews

One-on-one interviews to gather feedback are advantageous in that the less outspoken
members of the team are given the opportunity to present their opinions with more
liberty. Feedback is also more undiluted as it is not affected by the opinions of other
team members.

An important reminder for this type of gathering feedback is to not create a stressful
atmosphere; approach the interview as a friendly talk. Assure your team that their
opinions are welcome and valued. Employees often feel like their opinions do not
matter in the grand scheme of the operations, so they hesitate when it comes to giving
feedback. Make sure they understand that

Team meetings

Team meetings are also great for getting feedback from your team members.
Sometimes, it is easier for members of a team to share in a group setting especially
when they feel like they have the support of their fellow colleagues.
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Feedback surveys

When creating a survey, make sure that the questions are straightforward and
understandable. Make it brief so people do not waste their time filling the
survey. Also make sure that the survey questions are well-customised as
necessary to fit the recipients and their expertise. This method for gathering
feedback is great if you do not want to interrupt your team members’ workflow
since they can answer the survey without taking too much of their time.

Suggestion box

Suggestion box as a means of gathering feedback offers anonymity. As such, it

may yield more frank and open feedback. This is ideal if you want to gather
feedback on matters that tend to be on the sensitive side.
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
To effectively get feedback, here are a few tips:
Ensure anonymity It can be nerve-wracking when lower-level employees or team members are asked to share feedback with those in the
higher-level management or leadership. A good way to ease their mind about it is through ensuring anonymity. Whether it
is through old-fashioned methods like suggestion boxes or through a more modern take like an online ticketing system,
anonymity can help employees be more open and will let you get more truthful feedback.
Show interest Show genuine interest in how your team is doing. If they have problems, make them feel that you are truly interested and
ask how you can help. Gauge how employees feel about their environment, workload, and productivity. Ask questions
about their assignment.

How is their project coming along? What do they need to reach their goal? These types of questions will help you
determine which areas the employees need support.
Pay attention to non- Look around the room when you talk to your team. A lot of things are conveyed through body reaction and non-verbal cues
verbals which can then be the basis of your questions. If you regularly see non-verbal reactions that convey frustration, you might
have to take a little more time to dig deeper.
Give honest feedback To get honest feedback is to give honest feedback. Create an environment where your team feels like it is safe to give their
opinion or suggest ideas. The best way to do that is for you, as the leader, to take the lead. Give your team feedback on
what they are doing well and what they can improve on. It is important that you don’t do it condescendingly, rather, with
the honest intention of helping them do better.
Ask them to envision Ask each of your team to envision what their ideal situation is. Assessing the gap between the current situation and the
their ideal situation ideal one will help you identify the gaps that can be filled in.
Follow through The purpose of asking for feedback is to provide opportunities for improvement. As a leader, asking for feedback without
the determination to follow through with meaningful actions may result in the loss of trust from your team members.
Accommodating all feedback and suggestions can be impossible. What is important is that you share the reasons for the
decisions that were made in connection with the feedback.
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Once you have collected and gathered feedback, you then need to document
and analyse it. There are several things that you have to note when it comes to
recording the feedback that matters. The following are some of the things that
you have to consider:

Who is giving the feedback

The type of feedback: prompted or unprompted

Volume and repetition

Stakes
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Who is giving the feedback

Consider the background of the giver of feedback. In this case, most, if not all,
of the people giving feedback are your stakeholders. While every stakeholder
opinion is important, some may be more valid than others. Consider their
background. Are they affiliated in the particular industry or field that your
identified issue and proposed solution are connected with? If yes, then that
stakeholder may have deeper insights into the subject.
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS

The type of feedback: prompted or unprompted

The feedback you receive at this stage is mostly prompted since there is a
deliberate effort to get feedback from them. Sometimes, however, feedback can
be totally unprompted, as when feedback is given in a spur of a moment. Take
note of this type of feedback as you are more likely to hear left-field issues.

Feedback received can be:

 Quantitative data - numeric and/or text that can be categorised and counted,
how much, how many, how often, can be used for statistical analysis
 Qualitative - words, pictures, texts - data then informs on attitudes,
perceptions, experiences, behaviour - use to identify patterns and meanings
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS

Volume and repetition

If the comment or feedback keeps coming up, then it might mean that the note
for improvement is glaring and should be addressed immediately. Repetitive
feedback could be an indicator that a basic factor has been overlooked and
should, therefore, be a priority.

Stakes

High stakes feedbacks are feedback that addresses a severe point in your
proposed solution. Maybe a security loophole has been overlooked, and there is
feedback for a mechanism to resolve that issue.
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Proper analysis of feedback will give you a better opportunity to determine
improvements with regard to whatever you set out to measure. Once you have
the results of the analysis, you can develop recommendations for improvement
based on it. Analysis of feedback can be divided into four steps:

Step 4:
Consolidate
Step 3: Specify results and plan
feedback next move
Step 2: Divide according to its
into sub- nature
Step 1: categories
Categorise
feedback
received
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Step 1: Categorise feedback received

When you read through the feedback received, you will notice that there are recurring patterns
and that the feedbacks fall into certain categories. Watch out for the emerging categories and
note them appropriately. Group the feedback into their categories for reference later on.

Step 2: Divide into sub-categories

Sub-categories are more specific themes within the category. Further placing your feedbacks in
sub-categories will help you address the more nitty-gritty details of your proposed solution.
Remember that the effectiveness of your total solution will depend on the cohesiveness of the
small parts.

Step 3: Specify feedback according to its nature

Feedback may be positive or negative. Specify the feedback into either and deal with them
both. The positive feedback will give you an idea of what you are doing right and will tell you
what you need to keep on doing. The negative ones will prompt you to the aspects that you can
improve on.
3.1 COLLECT AND ANALYSE
FEEDBACK FROM INDIVIDUALS AND
TEAMS
Step 4: Consolidate results and plan next move

Now that you are done categorising all the feedback, you can finally look at all the results and make a plan
of action on how to address them. You can also present the summary of feedback and share the results
with the members of your team to discuss how to address them. Other members of your team or those that
will eventually have a hand in the implementation of your proposed solution might be able to give valuable
insight on how to integrate the feedback into your improvement process best. Feedback data must be
analysed and interpreted to gain insights. An analysis is a process used to generate results, and
interpretation is the process of determining the meaning of the results.

Interpreting feedback supports the identification of:

● Strengths and weaknesses of the solution
● Potential benefits, limitations and/or risks compared to the current situation (the problem)
● How to improve the solution to meet stakeholder needs and expectations
Key questions typically asked and recorded include, but are not limited to:
● What worked well / stakeholder liked
● What didn’t work well / what stakeholder didn’t like
● Suggestions for how it could be improved
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS

Once you have gathered and analysed feedback, you may identify additional
areas of support for teams and individuals. For example, the data might indicate
that an entire team needs more support with their problem-solving skills, or an
individual may express the need for development in a particular area.

In addition to identifying support directly from feedback received, you must also
monitor team and individual performance. You can monitor the team and your
members by seeing them in action. By being in the moment, interacting with
team members, spending time with them and observing how they go about their
work, you get a feel of what additional support they may require. You can also
get some insights as to additional support they might need by going through
regular review of their work progress.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
As the person responsible for team/s and the members in it, you get to know them
over time and develop a sense of each person: their strengths and weaknesses,
habits, level of motivation, etc. With these in mind, you also get to know where your
team members and employees will shine the most and who needs help in improving
some areas. Each one of them will require different modes and opportunities to learn
new things. Watch out for training sessions, seminars, workshops, or any other
learning opportunity that any of your members or employees could benefit from.

As the leader or manager, you can assess or at least get a general grasp of the
team’s current skill level. Think of instances when individuals in your team needed to
use their critical thinking skills. How did they react to the situation? What was the
process used – from identifying the root of the issue to addressing the problem and
finally completing the task? By asking those questions and analysing the situations,
you will know which areas the team and the individual are good at and which ones
need more improvement.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
Comprising your team is a group of individuals with different personalities and
different skill sets. Everyone will require additional support depending upon
these factors.

Additional support, in the context of this unit, can include supplemental

resources or practices that can be implemented when completing workplace
tasks that require critical or creative thinking. Examples of a supplemental
resource are articles and online video tutorials that team members can study on
their own time. To illustrate, a team member is tasked to design a website for a
new product being launched. You could send the team member articles on the
psychology of colours to help choose a colour scheme that is in line with the
product’s branding.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
Additional support can also be exhibited in other forms. For example, idealistic
team members or those who see everything as either right or wrong will need a
gradual introduction to the world of grey areas. Rather than direct teaching of
critical thinking, help them understand through real-life situations.

For example, a client is asking to have their project be entertained first rather
than wait on queue. Rather than directly explaining to your team member the
ethics of skipping the queue or the rule on ‘first come, first serve’, have your
team member evaluate the importance of the project and the capability of the
team to cater to the request without compromising the other projects. From
there, the team member can see other angles to the situation – the urgency of
the request, the ability of the team to accommodate the request without
compromising other clients, the related projects that might potentially come from
accommodating that one request, etc.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
For individuals of your team, consider mentoring sessions. Having a mentor can
help develop a variety of skills, aside from being able to collaborate on solutions
and decisions. Mentors can help learners focus while using critical thinking
techniques, or the mentors could have resources to help learners improve their
critical thinking skills. The mentor, in this case, could be you in your function as
the leader or you can have individual members shadow other competent
individuals for a period.

Giving individuals leadership opportunities will also help individuals as they will
be thrust to manage conflict resolution and make crucial decisions. Consider
asking individuals to lead new projects. By leading a project, the individual put in
charge will necessarily be thrust in a more proactive role, dealing with issues
and challenges that will require critical and creative thinking in their decision-
making.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
While identifying the additional support required for individuals, you can also simultaneously
work to identify the support needed for the team. Teambuilding activities are a great way to
improve critical thinking skills both for groups and individuals. If your organisation employs
these exercises, encourage your team to participate. If your organisation does not currently
employ them, consider introducing your team to similar exercises during your team
meetings. Set aside time for activities that will require them to work together and tap into
their critical and creative thinking skills. These activities need not be elaborate and could be
as simple as a short game before or after a meeting.

An example of an activity that can be done is ‘Game of Possibilities’. This team building
exercise inspires creativity and individual innovation. All you need are random objects and
about 5 minutes. The mechanics are simple, you give a random object to each person in the
group. One at a time, someone then must go up in front and demonstrate a use for that
object other than what the actual object is used for. The rest of the team must guess what is
being demonstrated. The demonstrator cannot speak, and the demonstrations must be
original ideas. So, supposing that the random object is a pen, it could be a hair tie, a magic
wand, a gun or even a chopstick missing its pair. Imagination is the limit for this game.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS

Another teambuilding activity that you can do with your team is ‘If You Build It’.
This will promote critical thinking and teamwork. Divide the people into smaller
teams. Then, give them equal amounts of a certain material like popsicle sticks
or dried spaghetti and have them construct something, like a castle or a tall
building, out of the material given and within a time frame. To summarise,
additional support can be any or a combination of the following:
 Articles and online video tutorials.
 Real-life situations.
 Mentorship.
 Leadership opportunities.
 Teambuilding activities.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS

To learn more about how to effectively support teams and individuals, access
the following:
 7 Ways to Support Employee Growth and Professional Development

 Staff development and training

 How to Encourage Employees to Pursue Professional Development
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
Organisational learning environments play an essential role in how the team
and team members can effectively absorb critical and creative thinking skills
taught to them in a formal learning process.

The learning environment is the educational approach or the physical setting

in which the teaching and the learning occurs. It refers to how the ‘classroom’
environment is set up. There are mainly two learning environments:

Classroom Distance
learning learning
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
Depending upon the circumstances and the resources available for the conduct
of formal learning geared towards developing critical and creative thinking, you
can choose which learning environment can best support your team.

Classroom learning is the traditional type of learning environment. It is usually

composed of one teacher and several students who actively listen and
participate. Both teacher and students need to be physically present in the
classroom so they can instantaneously discuss topics or agenda items.

On the other hand, distance learning is a form of education in which the

teacher and students are physically separated during instruction. Student-
teacher and student-student communication are facilitated using various
technologies. Chat, email, forums, and discussion boards, among other means,
are used. Distance learning is also called eLearning or online learning.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
There are five main differences between classroom learning and distance
learning.

The place to learn

Social interaction

Instructional material

Audio, visual and beyond

Learning time
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
 The place to learn- With classroom learning, the place to learn is typically
one physical classroom. With distance learning, a physical class is not
necessary as it can be accessed through various technological platforms.
 Social interaction - Depending upon the place to learn, social interaction
differs as well. In a classroom setting, the teacher and students engage in
personal communication every time there is a class. Learning occurs
synchronously in real-time since the set-up allows students to ask questions
and get immediate feedback. With distance learning, students typically reach
out to the teacher via email or phone should they need assistance. In online
classrooms wherein everybody is logged in at the same time, students could
ask questions while the class is ongoing. Mainly, student-teacher and
student-student interactions occur through chat, forums, email, and
discussion boards.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
 Instructional material - In classroom learning, the instructional materials are usually
presented verbally, sometimes with the help of visual presentations. In distance
learning, visual and written notes are presented in place of the traditional instructor.
To put emphasis on important parts of the lecture, the notes are highlighted or in bold
text, or come in the form of headlines, bulleted lists, subheadings, and the like.
 Audio, visual and beyond - In classroom learning, materials to aid the discussions
are limited, and most of the teaching techniques cannot be transferred directly to an
online environment. Distance learning, on the other hand, has a broader range of
tools and media that can be used like simulations, visual storytelling and moving
graphics.
 Learning time - Learning time in classroom learning consumes more time than in
distance learning. However, the way the learning environment is designed allows the
students to be guided through the discussions. Distance learning takes less time to
complete, and participants can choose to take smaller sessions to understand the
lectures better.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
Learning systems for classroom learning

Learning systems are the different ways learning can be delivered using each
learning environment. Classroom learning is the more traditional method
between the two types of learning environments. There are several ways this is
conducted. Among them are the following:
Training Training is the act of providing information and instruction to enable the effective performance of tasks and
sessions duties. It aims to address a need that was found in employees to help improve their capability, capacity,
productivity, and performance. In a corporate setting, training sessions refer to the act of training recruits or
new employees – providing them with relevant information, skills, and resources for their job.

Workshops Workshops are like small discussion groups wherein there is a sharing of knowledge or experience, and
demonstration and application of techniques and skills. It can last from a couple of hours to a few days. Its
purpose is to provide additional information so that employees may develop new skills and incorporate that in
their jobs.
Seminars In seminars, there is only the main lecture. Speakers only share information; they do not usually give exercises
or activities for employees to apply the knowledge they have just learned. Seminars tend to have a big audience
or more participants than in workshops or training sessions because of how it is designed – one expert sharing
information with the audience.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
Learning systems for distance learning

Distance learning incorporates developments in technology in the learning environment. Some of its learning
systems are the following:

Webinars

Webinars are informative presentations done online, such as seminars and workshops. The speaker cannot hear
or listen to the audience. If the audience wants to communicate with the speaker, they must type their questions in
the chat window.

Teleconferences

A teleconference is simply a meeting through telecommunications platform. It is used for meetings whose purposes
are usually sharing news and information and making decisions. There are four types of teleconferences:
 Video teleconference – a combination of audio and video providing voice communications and video images.
 Audio teleconference – voice only or conference calling.
 Audio graphics teleconference – also called desktop computer conferencing and enhanced audio; a mix of
visual information such as graphics, documents and video supplemented with voice communication.
 Web teleconference – information such as emails, memos, reports, updates, and newsletters are
simultaneously shared from one computer to another.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS

Industry best practice for instructing others refers to the most effective method
for teaching people in that industry. As such, what could be considered best
practice will vary according to the industry you are in, and the workplace task
identified. Critical and creative thinking methods applied to a workplace task can
subsequently be developed into an industry best practice for that task.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
The Scaffolding Method

Scaffolding is an instructional method that describes the support a learner gets

from an instructor throughout the learning process. The method operates under
the principle that at the beginning, learners will need a lot of help. As the class
progresses, learners will be able to do and understand more on their own and will
require less support from the instructor. In this case, the learners are your team
members, and you are the instructor.
Wood (1976) states that integral to scaffolding is the social interaction between
the learner and instructor. Together, they develop a mutual understanding of the
activity and its goals, thereby sharing ownership of the process. Through this, the
instructor provides support and ongoing diagnosis of the learner’s abilities by
altering the scaffold to accommodate the learner’s needs. Eventually, the
instructor removes the scaffold, so the learner takes responsibility for their own
learning, which, once completed, leaves the learner more capable than before
the use of the scaffold.
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
The Scaffolding Method

Several scaffolds have been identified to help team members move forward in
their learning which include:

Asking team members to put what they are learning into context

Having team members ask open-ended questions

Encouraging team members to take risks

Pushing team members to be more thoughtful when hearing ideas that may not mirror their own
3.2 IDENTIFY ADDITIONAL
SUPPORT REQUIRED FOR TEAMS
AND INDIVIDUALS
Brainstorming

Brainstorming is a creative thinking approach wherein individuals come up with

a solution to a specific problem by sharing various ideas with each other. It
operates under four rules:
All criticisms of ideas generated in a brainstorming session should be put on hold – all ideas are welcome, and no
Withhold idea is too bold, too big, or too crazy. By doing this, the team will feel more at ease and is able to generate more
criticism unusual ideas. Criticisms are reserved for a later stage when all ideas are pooled, and it comes down to
determining the best possible, workable idea.

Quantity breeds quality. The more ideas, the more options to choose from. This principle assumes the greater the
Go for quantity
number of the ideas generated, the greater chance of finding an effective solution.

Wild ideas are encouraged in the session. Wild ideas can be generated by suspending assumptions and looking
Welcome wild
from different angles and new perspectives. The premise is that wild ideas might be able to give you better
ideas
solutions.

Build upon
Take multiple ideas and combine them or build on an existing idea to provide a better solution.
other’s ideas
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS
You now have a full grasp regarding the critical and creative thinking models,
approaches, and its application to the workplace, learning strategies and
creating an environment that is conducive for critical and creative thinking
approaches. As such, you now possess all the data you need for development,
continuous improvement, and developing recommendations for improvements
in future learning arrangements.

Times are constantly changing. Whatever industry you are in, there are bound
to be changing trends as well. Having all the related data and the full
documentation of your continuous learning processes and subsequent
implementation will be your armour for future improvements.

Include learning arrangements for team skill development in your future

planning. Plan for formal and informal learning opportunities to develop critical
and creative thinking skills for your team.
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS

Identifying relevant legislation and organisation policies relating to workplace

procedures is also a must. This is important when developing recommendations
for future learning arrangements; you want to be sure that your
recommendations are legally compliant while hitting the objectives for which the
recommendation is for.

Workplace procedures, no matter how inclined the purpose is to improvements,

must always be compliant to legislative requirements. The projects must remain
well within the acceptable boundaries required by various legislation and other
community interests.
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS

Legislation is the act of making or enacting laws. When people talk about ‘the
legislation’, they mean a law or a body of laws. The legislation in a state or
territory is the laws enacted specifically to control and administer the state or
territory. These laws must be abided with. This section discusses three pieces
of legislation relevant to developing recommendations for future learning
arrangements:
 EEO

 Privacy

 WHS
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS
Equal Employment Opportunity Act (Commonwealth Authorities) 1987

This Act refers to the right of all employees to be treated fairly and equitably regardless of their
culture, religion or beliefs through the recruitment, selection, access to information, supervision,
and management. The focus of EEO is to ensure:
 fair work practices
 the making of unbiased decisions
 recognition and respect of various cultural and social backgrounds of all staff and customers
 training development which meets employee needs and customer satisfaction.
The EEO Act looks to dissolve discrimination in the workplace. It works to improving conditions
to reduce employees feeling any negative attitudes or feeling isolated at work. When hired by an
organisation, employees are to:
 work at the best capacity and complete all tasks and duties given to them
 work in collaboration with all their colleagues, regardless of any cultural diversity that may
exist
 refuse to accept or to tolerate any form of harassment.
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS
Equal Employment Opportunity Act (Commonwealth Authorities) 1987

The EEO Act identifies the following requirements related to the policy that organisations must comply with.
Organisations must:

inform employees of the contents of the program and of the results of any monitoring and evaluation of the
program.
 confer responsibility for the development and implementation of the program (including a continuous
review of the program), on a person or persons having sufficient authority and status within the
management of the relevant authority to enable the person or persons properly to develop and implement
the program.
 consult with employees of the relevant authority, particularly employees who are women or persons in
designated groups.
From the get-go, organisations must:
 collect and record information of applicants relevant to the program; and
 inform applicants of the results of the monitoring and evaluation done for the program implemented.
This legislation provides for the recognition and respect of various cultural and social backgrounds of all staff
and customers. Its significance lies in that it would mean there are certain considerations to be considered
when recommending the conduct of seminar and workshops. For example, if the workshop is labour-extensive
and your team is comprised of many Muslims, it would probably be best not to conduct it during Ramadan.
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS
Privacy Act 1988

The Privacy Act 1988 (Privacy Act) is an Australian law which regulates the handling of personal
information about individuals. This includes the collection, use, storage and disclosure of personal
information, and access to and correction of that information. The Privacy Act protects individual rights,
allowing you to:
 know why your personal information is being collected, how it will be used and who it will be
disclosed to
 have the option of not identifying yourself, or of using a pseudonym in certain circumstances
 ask for access to your personal information (including your health information)
 stop receiving unwanted direct marketing
 ask for your personal information that is incorrect to be corrected
 make a complaint about an organisation or agency the Privacy Act covers, if you think they have
mishandled your personal information.
The Act requires organisations to:
 ensure that the information it collects is accurate, updated, and complete
 protect customers’ information from misuse and unauthorised access or disclosure.
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS

Privacy Act 1988

This law provides for the regulation of the handling of personal information
about individuals. For example, you collected personal information of
participants in one of your training sessions as part of an exercise. You now
wish to conduct the same training to a different team. Considering the legislation
on privacy, you will want to avoid using the information on previous training
participants as points for discussion in the succeeding batch.
3.3 DEVELOP RECOMMENDATIONS
FOR IMPROVEMENTS IN FUTURE
LEARNING ARRANGEMENTS

Work Health and Safety Act 2011

The Work Health and Safety Act of 2011 (WHS) provides for a balanced and
nationally consistent framework to secure the health and safety of workers and
workplaces. WHS mandates, among others, to:
 protect workers and other persons against harm to their health, safety, and
welfare
 provide for fair and effective workplace representation
 provide a framework for continuous improvement and progressively higher
standards of work, health, and safety.
SUMMARY

 To stay on top and keep up with the changing trends of whatever industry, you must
constantly monitor and improve thinking practices.
 Gathering feedback from the team is an effective way to determine additional
support that the team may need.
 Supporting individual team members is different from supporting the team. Everyone
in your team requires different support according to their strengths and weaknesses.
 Organisational learning environments play an essential role in how the team and
team members can effectively absorb critical and creative thinking skills taught to
them.
 Workplace procedures, no matter how inclined the purpose is to improvements,
must always be compliant with legislative requirements.