Scribd
Upload
48 views

01 Defining Critical Thinking

The document provides an overview of a lecture on critical thinking and its application in management contexts. It defines critical thinking as an active, organized cognitive process used to carefully examine one's own and others' thinking to improve understanding. The lecture discusses how critical thinking can help students in their university work and careers. It also provides examples of how managers can use critical thinking skills to observe issues, gather information to address relevant questions, and make improved decisions. The schedule and assignments for the critical thinking module are outlined.

Uploaded by

perry7grine
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
48 views

01 Defining Critical Thinking

The document provides an overview of a lecture on critical thinking and its application in management contexts. It defines critical thinking as an active, organized cognitive process used to carefully examine one's own and others' thinking to improve understanding. The lecture discusses how critical thinking can help students in their university work and careers. It also provides examples of how managers can use critical thinking skills to observe issues, gather information to address relevant questions, and make improved decisions. The schedule and assignments for the critical thinking module are outlined.

Uploaded by

perry7grine
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 15

Critical Thinking in Management

BLB10057-2

Lecture 1: Defining the critical


thinking concept & processes & the
management context
BLB10057-2 K Hilliger 1
Session Aims
• Introduce and explore the concept of critical
thinking and how it can be applied in
academic & organisational contexts.
• Session outline.
• Assignment launch.

BLB10057-2 K Hilliger 2
What is Critical Thinking? Are
You a Critical Thinker?
• Read the excerpt from The Autobiography of
Malcolm X and consider the issues listed on the
handout.

• In groups of 4/5 discuss why Malcolm X said he


had “never been so truly free in my life,” &
whether knowledge is different from thinking.
• In groups of 4/5 discuss/define critical thinking.

BLB10057-2 K Hilliger 3
Defining Critical Thinking
Thinking: • Actively using our
An active, purposeful, minds to figure out a
organized cognitive situation
• To reach a goal, make
process that we use to
a decision, or analyse
make sense of the world an issue
• Thinking can be
organised, involve
steps.
BLB10057-2 K Hilliger 4
Defining Critical Thinking
Thinking Critically:
An active, purposeful, organised cognitive process we use to
carefully examine our thinking & the thinking of others, in order
to clarify & improve our understanding of the world and “as a
guide to belief & action”(Scriven & Paul, 2004).
Thinking actively
Exploring situations with questions
“Intellectually
disciplined Thinking for ourselves
process” View situations from different
perspectives
(Scriven &
Paul, 2004) Discussing ideas in an organised way

BLB10057-2 K Hilliger 5
National Council for Excellence in Critical
Thinking

• Critical thinking can be seen as having 2


components
– A set of skills to process and generate information and
beliefs
– The habit, based on intellectual commitment, of using
those skills to guide behaviour.

No-one is a critical thinker through and through and as


such is a life-long endeavour

BLB10057-2 K Hilliger 6
What can it help you do at
University?
• Assignments
• Develop subject knowledge & then develop
stronger arguments, reasoning etc.
• Know how to develop search strategies to enable
you to critically evaluate a subject or issue.
• Communicate more effectively, non-verbally and
verbally.
• Transferable skill

BLB10057-2 K Hilliger 7
 

Adaptation of Dennison and Kirks’ Experiential Learning


Cycle, (1990)
DO
 
Exercise critical
thinking skills in a
structured learning
experience
LEARN   REVIEW
Become more Evaluate own performance
 
 
confident,enquiring, and reorganisation of
    proficient, analytical & knowledge and
   
 
evaluative of academic understanding as a result of
 
    subjects and topical issues in concrete experience – of
 
 
general. Develop stronger APPLY critical thought
  arguments for example.  
 
Relate learning to new
 
  situations where critical
 
 
thought is required.
  E.g. essay writing,
 
solving a business
problem.

BLB10057-2 K Hilliger 8
Critical Thinking & Career
Success
“Success in work depends on thinking
skills. It isn’t enough for graduates to
possess a large body of information in
their fields. People who want to
succeed must be able to apply what
they know to the challenges of their
jobs. Employers are not looking for
walking encyclopaedias but for
problem solvers & decision makers.”
(Ruggiero, 1996:4)

BLB10057-2 K Hilliger 9
A Thinking Strategy
• OBSERVE Reading, non-print
media, active
listening.
• RECORD YOUR
OBSERVATIONS
What are the various
views on a situation?
• ADDRESS
RELEVANT Effective reflection &
QUESTIONS analysis

BLB10057-2 K Hilliger 10
The Management Context
How does critical thinking apply in the context of
managing organisations?
• Your understanding of the management of organisations will be
enhanced by a more structured and rigorous approach to the
thinking process.
• You will need to adopt a proactive approach to your self
development
• Pull together information and research from different perspectives
and sources to identify problems, solve problems and make
decisions. You will apply various tools from this module to help
you do this.
• Decisions you make – be aware the wider issues and influences on
those decisions and their consequences
• Be able to communicate those ideas effectively in an organisational
scenario.
BLB10057-2 K Hilliger 11
Example: Products to be ‘shipped’ are all over the place in
the warehouse & customers are not receiving
goods/dissatisfied
Observe processes, evaluate
• OBSERVE
procedures and documentation in the
warehouse/staff.

• RECORD YOUR Examine the different issues & discuss


OBSERVATIONS with relevant supervisory staff.

What are the key problems? Is data used


to locate products incorrect, has there been
• ADDRESS a breakdown in procedures, are they
RELEVANT lacking in resources & are rushing etc.
QUESTIONS Then plan what to do to solve the
problem
BLB10057-2 K Hilliger 12
Example: How to apply technology to current practices to
improve effectiveness and efficiency?
Observe current processes and outputs.
• OBSERVE Consider what is needed in addition that would
support the creation of a more effective process
(for the customer and users) and be more
efficient. Discuss with relevant staff.
Record the different perspectives &
• RECORD YOUR requirements from the stakeholders: internal
OBSERVATIONS users, customers and organisational needs.

How best to implement and what


• ADDRESS technology would best meet our needs
RELEVANT
within our budget?
QUESTIONS

BLB10057-2 K Hilliger 13
Schedule of the Module
1. Introducing critical thinking, the 7. Researching & retrieving
critical thinker and learning new
information for your argument
skills and knowledge

2. Relating and organizing information 8. Organisational Decision making &


and memory: using imagery, senses information needs for decisions.
& a mind map.  
  9. Individual Decision Making and
3. Critical thinking processes and Whistle Blowing.
analysing issues. Perception and
influences upon thinking.
 10. IT, e-mail, legislation &
organisational communication.
4. Organisational misbehaviour and
white collar crime
Communicating ideas: verbally
and non-verbally.
 
5. Constructing arguments and debate.
11. Assessment
6. Gender and management  
  12. Assessment

BLB10057-2 K Hilliger 14
Assignment Briefing
• The module will be assessed by a group seminar
presentation (maximum of 4 students per group). The
seminar should last no more than 20 minutes

and

• 1500 individual assignment


 
• 40% of the marks will be allocated to the verbal
presentation and 60% to the assignment.

• Full assessment criteria in the module handbook

BLB10057-2 K Hilliger 15

You might also like