critical thinking 2533

Critical Thinking

Lesson Worksheets

© American Management Association. All rights reserved.

Table of ContentsLesson One

RED Reference Sheet—Recognize Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L1.1RED Reference Sheet—Evaluate Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L1.2RED Reference Sheet—Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L1.3

Lesson Two

RED Reference Sheet—Recognize Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.1RED Reference Sheet—Evaluate Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.2RED Reference Sheet—Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.3The Agile Critical Thinking Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.4Your Feedback Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.5Most Important Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.6

Lesson Three

Your Feedback Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L3.1Agile Critical Thinking™ Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L3.2Most Important Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L3.3

Lesson Four

Agile Critical Thinking™ Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L4.1Development Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L4.2Most Important Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L4.3

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Critical Thinking

RED Reference Sheet—RecognizeAssumptions

Notes:

Adapted for the AMA from the “Agile Critical Thinking™ Toolkit” with the permission of Cognetics Corporation, copyright © 2009.

Skill Area Skills

RECOGNIZE ASSUMPTIONS

Assumptions are statements thatare implied to be true withoutproof. They can be statedexplicitly or implied, makingthem difficult to recognize.

Distinguish Fact from Opinion

◗ Point to specific, credibleinformation.

◗ Substantiate why something istrue or can logically beconcluded based on data.

What evidence…?How relevant…?

How do YOU see it?

Consider Relevance

◗ Rather than accept assumptionson face value, question whetherthey make sense based on thesituation.

◗ Keep asking if they still apply asyou learn more.

Seek Alternative Viewpoints

◗ Explore other people’sassumptions and perspectives ofthe same situation.

◗ Make a point to seek outviewpoints from people who seethings differently than you do.

LESSON 1 L1.1


Critical Thinking

RED Reference Sheet—Evaluate Arguments

Notes:


Skill Area Skills

EVALUATE ARGUMENTS

An argument is a line ofreasoning intended tocommunicate a position in aconvincing manner. The goal ofan argument is to get someone tobelieve or act in a certain way.

Be Aware of PersuasionTechniques

◗ Be cautious when people “sell”their ideas, recommendations,or products.

◗ Learn some of the commontechniques they use to convinceyou to agree with them.

“Selling”“Suggesting”

Emotional Reactions

Recognize Bias

◗ Pay close attention to be sureyou don’t see something that’snot there.

◗ Avoid giving more credibility toinformation you already believeis right—make sure the factsback it up.

Check Strong Emotions

◗ Be aware of your own emotionsas well as others’.

◗ When emotions run high, it’simpossible to remain objectiveor reason clearly.

LESSON 1 L1.2


Critical Thinking

RED Reference Sheet—Draw Conclusions

Notes:


Skill Area Skills

DRAW CONCLUSIONS

Conclusions are positions thatare derived based oninformation or belief. The bestconclusions are logically basedon sufficient, accurateinformation.

Weigh Data Carefully◗ Assign appropriate weight to

information and data in a givensituation.

◗ Avoid giving preferredinformation more weight than iswarranted.

◗ Try not to get sidetracked byirrelevant or insignificant data.

Sources

PicturesData

Use Multiple Sources◗ Expand upon, confirm, or question

data from other sources ratherthan relying on a single source.

Ask Others to Critique◗ Ask others to “play devil’s

advocate” to challenge yourconclusions.

◗ A “second pair of eyes” can helpto identify gaps or inconsistencies.

Diagram for Understanding ◗ “A picture is worth a thousand

words.”

◗ Use visual representations such aspictures, diagrams, or charts toconvey information, process, orlogic simply.

◗ Identify flawed logic or missinginformation.

LESSON 1 L1.3


Critical Thinking

RED Reference Sheet—RecognizeAssumptions

Notes:


Skill Area Skills

RECOGNIZE ASSUMPTIONS

Assumptions are statements thatare implied to be true withoutproof. They can be statedexplicitly or implied, makingthem difficult to recognize.

Distinguish Fact from Opinion

◗ Point to specific, credibleinformation.

◗ Substantiate why something istrue or can logically beconcluded based on data.

What evidence…?How relevant…?

How do YOU see it?

Consider Relevance

◗ Rather than accept assumptionson face value, question whetherthey make sense based on thesituation.

◗ Keep asking if they still apply asyou learn more.

Seek Alternative Viewpoints

◗ Explore other people’sassumptions and perspectives ofthe same situation.

◗ Make a point to seek outviewpoints from people who seethings differently than you do.

LESSON 2 L2.1


Critical Thinking

RED Reference Sheet—Evaluate Arguments

Notes:


Skill Area Skills

EVALUATE ARGUMENTS

An argument is a line ofreasoning intended tocommunicate a position in aconvincing manner. The goal ofan argument is to get someone tobelieve or act in a certain way.

Be Aware of PersuasionTechniques

◗ Be cautious when people “sell”their ideas, recommendations,or products.

◗ Learn some of the commontechniques they use to convinceyou to agree with them.

“Selling”“Suggesting”

Emotional Reactions

Recognize Bias

◗ Pay close attention to be sureyou don’t see something that’snot there.

◗ Avoid giving more credibility toinformation you already believeis right—make sure the factsback it up.

Check Strong Emotions

◗ Be aware of your own emotionsas well as others’.

◗ When emotions run high, it’simpossible to remain objectiveor reason clearly.

LESSON 2 L2.2


Critical Thinking

RED Reference Sheet—Draw Conclusions

Notes:


Skill Area Skills

DRAW CONCLUSIONS

Conclusions are positions thatare derived based oninformation or belief. The bestconclusions are logically basedon sufficient, accurateinformation.

Weigh Data Carefully◗ Assign appropriate weight to

information and data in a givensituation.

◗ Avoid giving preferredinformation more weight than iswarranted.

◗ Try not to get sidetracked byirrelevant or insignificant data.

Sources

PicturesData

Use Multiple Sources◗ Expand upon, confirm, or question

data from other sources ratherthan relying on a single source.

Ask Others to Critique◗ Ask others to “play devil’s

advocate” to challenge yourconclusions.

◗ A “second pair of eyes” can helpto identify gaps or inconsistencies.

Diagram for Understanding ◗ “A picture is worth a thousand

words.”

◗ Use visual representations such aspictures, diagrams, or charts toconvey information, process, orlogic simply.

◗ Identify flawed logic or missinginformation.

LESSON 2 L2.3


Critical Thinking

The Agile Critical Thinking ProcessTo become an agile critical thinker:

◗ Recognize Assumptions: This happens when you assume something to be true in the absenceof proof. We all make assumptions, often without knowing it. Try to distinguish what is factfrom what is opinion, consider what assumptions are relevant to your situation, and seekalternative viewpoints.

◗ Evaluate Arguments: This is when you look critically at assertions and evaluate themobjectively and accurately. People will present you with arguments to convince you to believeor act in a particular way. To help you evaluate arguments, watch out for persuasion tacticsand for your own tendency to favor something because of your own personal bias. And keepan eye out for strong emotions—these can get in the way of seeing an argument accurately!

◗ Draw Conclusions: This happens when you draw conclusions based on available evidence andarrive at a logical conclusion. Conclusions are positions that are derived based on informationor belief.


Assess Situation

Take Action

EvaluateArguments

Recognize Assumptions

DrawConclusions

After taking the time to conduct critical thinking–remember to take action. Critical thinking in business is not just a mental exercise! You will need to execute your plan, involve

others, and follow-up.

Remember to assess your situation to get a

clear understanding of what you are dealing

with–such as urgency, stakeholder concerns,

and resources issues.

LESSON 2 L2.4


Critical Thinking

Your Feedback WorksheetReview your Watson-Glaser Development Report. In preparation for the next Critical Thinking LiveOnline Lesson, complete this worksheet.

1. How do you see your critical thinking strengths and weaknesses playing out in your worksituation?

2. What feedback have others given you about your strengths and weaknesses?

3. What do you feel you’d like to develop? What challenges or obstacles do you envision as youattempt to develop your critical thinking skills?

LESSON 2 L2.5


Critical Thinking

Most Important PointsUse the space below to jot down any key points from this review.

LESSON 2 L2.6


Critical Thinking

Your Feedback WorksheetReview your Watson-Glaser Development Report. In preparation for the next Critical Thinkingvirtual lesson, complete this worksheet.

1. How do you see your critical thinking strengths and weaknesses playing out in your worksituation?

2. What feedback have others given you about your strengths and weaknesses?

3. What do you feel you’d like to develop? What challenges or obstacles do you envision as youattempt to develop your critical thinking skills?

LESSON 3 L3.1


Critical Thinking

Agile Critical Thinking™ WorksheetUse this worksheet to think about a situation you are facing or anticipate facing that will requirecritical thinking. Review the chart and make notes about your situation, filling in as much as youcan at this point. Use your R-E-D Reference sheets to help you in the Conduct Critical Thinkingsection of the worksheet.


Skill Area ConsiderationsAssess the Situation

Gain a clearunderstanding of thesituation you are dealingwith.

◗ How urgent is this situation? How much time do I have tocome up with a solution?

◗ Who is affected by this situation and what concerns oragendas do they have?

◗ What resources do I have to work with?

Conduct CriticalThinking

Critically evaluate theinformation available toyou and decide on acourse of action.

◗ What assumptions am I (and others) making? How much canI trust these assumptions?

◗ What arguments are people making that they want me toaccept? How valid are these arguments?

◗ What conclusions can I draw from the information I’veevaluated and what is the best course of action?

Take Action

Plan your course ofaction, implement it, andmake mid-coursecorrections as needed.

◗ What is my action plan?

◗ How will I introduce the plan to others?

◗ How well is the plan working? What adjustments do I needto make?

LESSON 3 L3.2


Critical Thinking


LESSON 3 L3.3


Critical Thinking

Agile Critical Thinking™ WorksheetUse this worksheet to think about a situation you are facing or anticipate facing that will requirecritical thinking. Review the chart and make notes about your situation, filling in as much as youcan at this point. Use your R-E-D Reference sheets to help you in the Conduct Critical Thinkingsection of the worksheet.


Skill Area ConsiderationsAssess the Situation

Gain a clearunderstanding of thesituation you are dealingwith.

◗ How urgent is this situation? How much time do I have tocome up with a solution?

◗ Who is affected by this situation and what concerns oragendas do they have?

◗ What resources do I have to work with?

Conduct CriticalThinking

Critically evaluate theinformation available toyou and decide on acourse of action.

◗ What assumptions am I (and others) making? How much canI trust these assumptions?

◗ What arguments are people making that they want me toaccept? How valid are these arguments?

◗ What conclusions can I draw from the information I’veevaluated and what is the best course of action?

Take Action

Plan your course ofaction, implement it, andmake mid-coursecorrections as needed.

◗ What is my action plan?

◗ How will I introduce the plan to others?

◗ How well is the plan working? What adjustments do I needto make?

LESSON 4 L4.1


Critical Thinking

Development Plan◗ Review your notes from the seminar, homework assignments, worksheets, and the input and

insights you received from others.

◗ Review your Watson-Glaser Report, the developmental suggestions, and any notes you havetaken in your report.

◗ Then use the space below to note one to two areas for development, techniques to help youdevelop, and resources you need.

Development Area #1:

Skills/Tools

◗

◗

Resources

◗

◗

Development Area #2:

Skills/Tools

◗

◗

Resources

◗

◗

Challenges: Action plans are challenged when met with barriers and obstacles back on the job.What are you going to be watchful of as you go back into your role and try to use the criticalthinking skills and techniques you learned here? How will you adjust?

LESSON 4 L4.2


Critical Thinking


LESSON 4 L4.3


Critical Thinking

critical thinking 2533

Documents

feedback worksheet l2

important points

weigh data

based oninformation

positions thatare

statements thatare

aware of persuasiontechniques

credibility toinformation