This unit applies to all individuals who need the capacity to think critically and apply that thinking to a range of situations and challenges. It is relevant to all work and life situations, and focuses on the conscious development of skills to ask essential questions and to consider answers to those questions.

'A mind with no questions is a mind that is not intellectually alive. No questions (asked) equals no understanding (achieved).' Foundation for Critical Thinking

ELEMENT

PERFORMANCE CRITERIA

1. Examine the value of curiosity and questioning

1.1. Appraise the value of curiosity and questioning in both work and life situations

1.2. Consider how different types of questions and styles of questioning apply in diverse situations

2. Develop the habit of asking questions and wondering why

2.1. Reflect on and wonder about issues and situations

2.2. Ask questions of self to challenge and expand individual thinking

2.3. Ask questions of others in a constructive way to seek broader knowledge and understanding

2.4. Identify situations when too much wondering and questioning may be inappropriate or ineffective

2.5. Assess the best ways to structure questions for different situations

3. Contribute to answers as well as questions

3.1. Take responsibility for answering questions as well as for asking them

3.2. From many possible questions, determine the key question to be answered

3.3. Identify and access information needed to answer the question

3.4. Sort the facts from other information in developing a response

3.5. Check own preconceptions and assumptions and determine their validity

3.6. Reach a well-considered conclusion or answer, without ruling out more questions or further exploration

3.7. Use conclusions and answers in positive, practical and timely ways

Required skills

communication skills to actively listen and to ask questions of others in a constructive way

critical thinking and problem-solving skills to formulate and ask relevant questions, and come up with appropriate answers

comprehension skills to interpret and distil key information of relevance to a given situation.

Required knowledge

different types of questions and their relevance to different situations

techniques to assist in forming the habit of asking questions and taking responsibility for answers

typical blockers to the critical thinking process

why questions are important and the benefits of asking good questions for individuals, businesses and communities (the importance of critical thinking).

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

application of a conscious process of questioning to achieve new understandings

knowledge and understanding of how critical thinking and questioning impacts on individual lives, the broader community and work situations.

Context of and specific resources for assessment

Assessment must ensure:

interactions with specific challenges and situations to demonstrate the application of critical thinking (this would usually involve interactions with others).

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

evaluation of a candidate blog exploring different ideas and questions

review of candidate response to scenarios that allow the candidate to apply critical thinking techniques to a particular life or work situation, and to demonstrate ability to portray curiosity and exploration of new concepts

evaluation of candidate response to the challenge of adopting different perspectives on a situation, and ability to both develop and respond to questions from those perspectives

observation of the candidate participating in a group problem-solving session

oral or written questioning to assess knowledge of typical blockers to the critical thinking process.

Guidance information for assessment

Critical thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the critical thinking skills as described in this unit.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Value of curiosity and questioning might relate to:

developing a more efficient way of doing something

developing a new idea

developing and improving products and services

enhancing skills and career opportunities

enhancing the physical environment

financial benefit

greater personal satisfaction

improving interpersonal relationships

Different types of questions may include questions about:

accuracy

breadth

clarity

depth

emotion

fairness

logic

meaning

precision

relevance

significance

social engagement

society

style

taste

Questions of self may include:

am I being distracted by irrelevant information?

are claims warranted?

are there any unstated assumptions?

could I do this differently or better?

do I have any ideas to share about this?

have I seen something that may have application here?

how can I do that?

how can I fix this?

how long will that take?

if they are doing that, could I?

is this a reliable source?

is this relevant to me?

was I fair?

what are the real facts of this situation?

Questions of others may include:

do we have a budget?

how did you come up with that?

how do you feel about that?

how does that work?

what does it mean?

why do you want me to do it like that?

why do we do it like that?

why is it so?

Situations when too much wondering or questioning may be inappropriate or ineffective may relate to:

contractual agreements

extreme time pressure or non-negotiable deadlines

financial limitations

procedures determined by laws or other regulations

safety issues

when others are totally closed to new ideas

Responsibility for answering questions may involve:

acknowledging shared responsibility

adopting a positive 'can do' attitude

following up on practical details

pro-actively seeking information

suggesting a new approach

talking to others about possible answers

Key question to be answered may be determined by:

constraints of the broader context and environment

overall goal - what needs to be achieved

personal hopes and expectations

Information needed to answer the question may be:

accessed by observing people

already inside own head

in journals, books or other printed materials

in workplace documents

in a hardware store

on the internet

with colleagues

with friends or family

Other information may be:

opinions

own assumptions or those of others

personal prejudice

spin or public relations

Preconceptions and assumptions may relate to:

assumptions about the way others are thinking

established ways of doing things

existing ideas, products and services

risk aversion

self-imposed limitations on what is possible

Unit sector

Creativity and Innovation - Creative Thinking

This unit contains employability skills.