Critical
naidu143Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay questions:
Which concepts/theories from which week’s learning activities are significant or important to you?
Why are these concepts/theories you have identified important or significant to you? (Theoretical review)
How are the concepts/theories you have learned influencing/impacting your decision-making in relation to your current interpersonal relationships, professional workplaces and/or personal life? (Practical Application)
What have you learned about yourself through the unit activities? What skills do you possess and what skills are you lacking? How are you going to improve your decision-making in the future? (Self-knowledge and self-development)
You should tie all your arguments/insights together at the end of your paper, highlighting how you think you will be able to use your learning in your future career and in life generally.
Aaa assessment 2/Marking Rubrics Assessment 2_40%.pdf
Assessment 2: Written Assessment- Reflective Essay Marking Rubrics
Section/Criteria 40% Fail (< 25%) Fail (26-49%) Pass (50‐59%) Credit (60‐69%) Distinction (70‐79%) High D (80‐100%)
Introduction & Conclusion
6 No introduction. No conclusions provided.
No topic, key points and/or purpose is introduced or the introduction is irrelevant to assessment item. Brief conclusion but no links established to the introduction and body of the essay.
Topic introduced, but the introduction is underdeveloped in terms of key points and/or purpose. Brief conclusion with limited links established to the introduction and body of the essay.
Topic, key points and purpose of the essay is introduced with satisfactory clarity.
The conclusion provided some links to the introduction and body, but was not concise or unclear.
Topic, key points and purpose of the essay is introduced in a clear and interesting way. The conclusion provided links to the introduction and body, but concise or unclear at times.
Topic, key points and purpose of the essay is introduced in a clear and interesting way. Clear and concise summary of the essay with links to the introduction and body of the essay.
Critical review of key concepts/theories Are the following two questions well addressed? Which concepts/theories from each week’s learning activities are significant or important to you? Why are these concepts/theories you have identified important or significant to you?
10 The concepts and theories that will be considered, and their impact on the students’ thinking and decision-making are not clearly identified and justified.
The concepts and theories that will be considered are identified but their impact on the students’ thinking and decision-making are not articulated.
The concepts and theories that will be considered, and their impact on the students’ thinking and decision-making are clearly identified and articulated in an acceptable manner. Containing six (6) concepts theories.
The concepts and theories that will be considered, and their impact on the students’ thinking and decision-making are clearly identified and articulated in an effective manner. Containing more than six (6) concepts theories and strong justifications.
The concepts and theories that will be considered, and their impact on the students’ thinking and decision-making are clearly identified and articulated. Containing more than eight (8) concepts theories and strong justifications.
The concepts and theories that will be considered, and their impact on the students’ thinking and decision-making are clearly identified and articulated. Containing more than ten (10) concepts theories and strong justifications.
Reflection on course impact in
personal decision making
Is the following question well
addressed? How are the concepts/theories you have learned influencing/impacting your decision-making in relation to your current interpersonal relationships, professional workplaces and/or personal life?
10 Demonstrates little, if any reflection on course impact in personal decision making with extremely limited, if any, analysis.
Demonstrates limited reflection on course impact in personal decision making by providing a limited level of analysis.
Demonstrate average level of reflection on course impact in personal decision making by providing an acceptable level of analysis.
Demonstrates a good level of reflection on course impact in personal decision making by providing some level of analysis with evidence.
Demonstrates a high level of reflection on course impact in personal decision making by providing a high level of analysis with evidence.
Demonstrates an exceptional level of reflection on course impact in personal decision making by providing a high level of analysis with strong and compelling evidence.
Assessment 2: Written Assessment- Reflective Essay Marking Rubrics
Reflection on self-knowledge and
future development Are the following questions well addressed? What have you learned about yourself through the course activities? What skills do you possess and what skills are you lacking? How are you going to improve your decision-making in the future?
10 Demonstrates little, if any reflection on Self-knowledge and self-development with extremely limited, if any, analysis.
Demonstrates limited reflection on Self-knowledge and self- development by providing a limited level of analysis
Demonstrate average level of reflection on Self-knowledge and self-development by providing an acceptable level of analysis.
Demonstrates a good level of reflection on Self- knowledge and self- development by providing some level of analysis with evidence.
Demonstrates a high level of reflection on Self-knowledge and self-development by providing a high level of analysis with evidence.
Demonstrates an exceptional level of reflection on Self- knowledge and self- development by providing a high level of analysis with strong and compelling evidence
Presentation: High quality of expression, grammar, spelling, punctuation and proofreading. Format and layout in professional manner (i.e. 1.5 spacing, 12-size font, Times New Roman). Assessment cover page included, within the word count.
2 Quality of writing is at a very poor standard so barely understandable. Many spelling mistakes. Little or no evidence of proof reading.
Some problems with sentence structure and presentation Frequent grammar, punctuation and spelling mistakes. Use of inappropriate language.
Quality of writing is of an average standard. There are a few grammar, spelling and punctuation mistakes.
Quality of writing is of a good standard. Few grammar, spelling and punctuation mistakes.
Quality of writing is of a high standard. Few grammar, spelling and punctuation mistakes.
Quality of writing at a very high standard. Correct grammar, spelling and punctuation.
Referencing: Use of APA referencing system in a consistent and correct manner in the essay itself. Inclusion of an accurate reference list on a separate page listing only the sources that actually have been used. The reference list is arranged in alphabetical order according to the authors’ last names.
2 Utilizes less than 6 academic references. Does not meet the requirement, in terms of in-text style and final reference list. In-text and final reference list are inconsistent.
Utilizes less than 8 academic references There are frequent citation errors, both in- text and in the final reference list.
Utilizes 10 academic references There are occasional referencing errors, either in-text or in the final reference list. However, the in-text and final reference list are consistent.
Utilizes more than 10 academic references There are very few reference errors. In- text and final reference list are consistent.
Utilizes more than 12 excellent, relevant and credible sources. Use of APA referencing system in a consistent and correct manner in the essay itself.
Utilizes more than 14 excellent, relevant and credible sources. Use of APA referencing system in a consistent and correct manner in the essay itself.
Late assessment penalty 5% per day x 40 marks = 2 marks per day
Aaa assessment 2/week-1.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL DECISION-MAKING
Week 1- Lecture 1
9/15/2018
MGMT20144 – Management and Business Context
2
Yourselves?
Where are you from?
What major?
Which year of study?
Why this unit?
Introduction
2
Outline
Unit objectives
Teaching staff around Australia
Assessment requirements
Forming groups for Assessment 3
Expectations
Introduction to critical thinking and managerial decision-making
Workshop, including getting to know each other, experiential exercises, etc.
3
3
Unit objectives
Introduce key concepts and theories and explain how they are applied in the real-world
Explain how we solve more complex problems and then make decisions
Help students become better thinkers and managers, including manage:
Knowledge better
One’s own and other’s comprehension limitations
Methods of analyses
Argument development
Decision-making
4
Unit profile
You should read the Unit profile from beginning to end, contact your lecturer or Unit Coordinator if you have questions or bring your questions to class
5
Week 1. Learning Objectives
What is critical thinking?
What is a statement?
What is an argument?
What is argumentation?
Logic of argument
What are premises and conclusions?
How to recognise premises and conclusions?
Implicit premises and conclusions
Critical thinking defined by Kallet
6
Introducing the Unit
7
What is critical thinking in your opinion?
Critical thinking in University context
8
Following Alexander, Argent & Spencer that we remove the problematic term, critical thinking, and simply see this as thinking, but as a style of thinking that is questioning and transformative.
This kind of thinking, valued in university settings, is also a thinking that reflects and considers its own basis, its background and its reasons as well as considering these things in others' thinking, a thinking that seeks to make original connections between ticks and points of view, but always supported by reasons and evidence, and a thinking that aims to be objective and free of personal bias.
Wrestling with an idea, and expression of the idea
Multiple perspectives, how your idea overlay with them
Ability to scrutinize the relation between evidence and claim
Self-critical, personal biases etc.; method critical
the ability to think systematically and objectively through decision making processes and problem solving processes.
9
Define Critical thinking
---A ‘slippery eel” (Molinary & Kavanagh, 2013)
---Complex
---Context-dependent
--
Three linked terms
Critical thinking
Argument
Argumentation
While critical thinking is more related to thinking and learning, argumentation and argument are more closely related to communicating critical thinking to others.
Argument
What do arguments consist of?
Conclusion
What the author wants you to believe
Signal words: hence, thus, therefore, so, consequently, as a result…
Can be either beginning or end of the argument
Premises
Statements that are used as evidence
Signal words: because, since, due to…
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Important concepts in Critical thinking
Argument disagreements
Argument = presenting a set of reasons that show that a conclusion is correct or valid, in other words, the smallest observable unit of critical thinking.
Argumentation= process of linking arguments together, or taking a certain position or stance in relation to a topic. This position is one supported by critical thinking.
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Exercise
Argument: An attempt to defend, validate or explain a conclusion using specific reasons or evidence.
Are the following statements arguments?
1. I like CQuniverisity.
2. I do not like being a vegetarian.
3. She is late because she missed the tram.
4. The unit is practical, interesting, hence, I recommend it to you.
5. It is a common held belief that female students work harder than males.
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This is actually a statement, not an argument. An argument must have premises and conclusions.
N
Y
Y
Y
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Statement
A statement is any sentence that is either valid or invalid. For example, the sky is blue. Your blood is purple.
It is not a question, nor instructions. E.g., have you eaten yet? Wake up!
Statements can function as either premises or conclusions.
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Example
“Students already have enough work to do. What I really mean is that students do not have to face the difficulties of homework. Teachers should not give out homework because students cannot spend time with their family, students have no time to have fun and students have responsibilities to do at home”
source: http://avoca37.org/18tobiasd/2014/02/21/teachers-should-not-give-out-homework/
Which one is the conclusion?
Which ones are premises?
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Brainstorm with the class
What makes an argument stronger?
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Strong argument use structure of Logic
Premise 1: All international students are foreign.
Premise 2: Patel is an international student.
Conclusion: Therefore, Patel is foreign.
Logic structure:
All A are B,
C is A,
Therefore, C is B.
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B
A
C
Logic
Argument=conclusion + reasoning you have used
The conclusion is only as strong as the evidence/reasons you have used.
In formal logic, if premises are valid, conclusion must be valid. If any of the premises are invalid, the conclusion will be invalid.
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Implicit premises and/or conclusion
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When premises and/or conclusion is left unsaid, because it is common knowledge, or implied by the situation or when we do not want to overstate the point.
All ads are arguments with conclusion: Buy this product
Introducing the Unit
What is critical thinking?
Critical thinking is disciplined thinking that is clear, rational, open-minded, and informed by evidence
Conscious and deliberate
With purpose
Involves being critical of your own thought processes
Best processes or tools are used to aid thinking
Objective is to make better decisions than if just used “gut feel” to inform decision-making
19
Kallet’s definition
Purposeful method for enhancing your thoughts beyond your automatic, everyday way of thinking. It’s a process that uses a framework and tool set.
Some examples?
What have you learned to do in your working/student life that was improved by critically thinking through a problem?
Context: Thinking about problems and critical issues in the wider world,
20
Benefits of critical thinking
Kallet:
Clear understanding of the problems of situations
Faster and accurate conclusions and quality decisions
A richer variety of explanations and solutions
Opportunity recognition
Mistake avoidance
Thought-out strategies and early elimination of dead ends
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Overview
22
Clarity
Conclusions
Decisions
Clear headscratcher (more serious thought and/or process required)
Problem, Issue, or Goal (headscratcher)
Reach conclusions abut the headscratcher (Solution + To Do)
Make a decision (take action on a conclusion)
Automatic versus critical thinking
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Decisions
Conclusions
Clarity
Critical Thinking
Clarity
Conclusions
Decisions
Automatic Thinking
Weak foundations for decisions, less time getting clear, and more time needed for decisions
Strong foundations for decisions, more time getting clear, and less time needed for decisions
Section III: Conclusions
Section IV: Conclusions & Innovation
Section V: Decisions
Section II: Clarity
Critical thinking framework: The textbook
24
Clarity
Conclusions
Decisions
Discovery information and ideas
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Critical thinking framework: This Unit
Clarity
Conclusions
Decisions
Week 1: Module 1: Introduction to critical thinking
Week 3: Module 1:
Accessing and synthesising information, and forming views
Week 2: Module 1: Framing and scoping
Week 4: Module 2:
Understanding and development of self
Week 5: Module 2:
Making major decisions
Week 6: Module 2:
Balancing rational and non-rational approaches
Week 7: Module 3: Decision-making in uncertain or difficult situations
Week 8: Module 3: The nature of the contract
Week 9: Module 3: Working collaboratively
Week 12: Module 4: Managing for all
Aaa assessment 2/week-2.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL DECISION-MAKING
Week 2 - Lecture
Recap of concepts introduced last week
What is critical thinking?
What is a statement?
What is an argument?
What is argumentation?
Logic of argument
What are premises and conclusions?
How to recognise premises and conclusions?
Implicit premises and conclusions
Critical thinking defined by Kallet
2
Outline of this week
Conceptual foundation--what is scientific knowledge: Kuhn versus Popper
Conceptual foundation--Understand formal logical structures
Logical reasoning—Deductive
The first step of critical thinking/managerial decision making—Clarity, and ten points for achieving it.
3
3
Conceptual foundation--what is scientific knowledge: Kuhn versus Popper
4
KUHN | POPPER |
Science enjoys long periods of stable growth but will experience scientific revolution or “paradigm shifts” | Theory of formalised falsification. The objective is through deduction to eliminate theories that are false |
Paradigms are an accepted way or theory for explaining phenomenon | Scientific knowledge is therefore revolutionary. It grows because old theories are discarded |
Paradigms guide research | Move towards truth through an evolutionary process |
Researchers working within the paradigm do not seek to discover new paradigms/ theories but focus on confirming the paradigm | Based on empirical facts. Look at the evidence and test the evidence, progressing by testing increasingly difficult variations of the evidence |
Paradigms suggest a pre-determined answer | Critical of paradigms approaching dogma |
But once there is a enough anomalies/ incongruent findings a new paradigm will be sought/embraced but this can take decades | Argues that there should be no such thing as a dominant paradigm or theory, although they may guide thinking while searching for “truths” |
Kuhn versus Popper
5
https://www.youtube.com/watch?v=zrX6qGjuW54
Kuhn versus Popper
Who is right?
They are both right in their own way…..
Both are important to managers and management scholarship**
Key differences:
Kuhn accepts that science progress through the application of paradigms/theories and these do not impede progress
Popper argues that ruling dogma/dominant paradigms or theories impedes scientific progress and the search for truths
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7
**NB. When you study management you are studying a subject which is a social science!
More on theories
Pervasive, we all use theories every day
Not just something you learn at university
Theories are developed based on observing the real-life.
They require discretion
Example:
The theory that some people are motivated by intrinsic factors was observed
some people do work harder if paid more money, but some people did not work harder because they were paid more
Some people worked harder if they found their work interesting, something they could be proud of and/or found meaningful
Intrinsic versus extrinsic motivators
8
Another example
How to cost effectively get to university on time each week?
9
Fairly fast, cheap and keeps me fit.
Bus is usually fastest and cheap too.
Only losers don’t drive or waste time by not driving.
THEORY
Thinking deeper
10
Bus is cheap but only fastest during peak times.
When I have weekend classes the bike is faster and cheapest.
Parking costs money but I can get to evening classes faster/safely.
Decide cheapest and fastest way to get to class on time
Take the bus when attending university during weekdays and peak periods
Ride bike on weekends to stay fit and save on gym fees
Drive the car when there are evening classes, since it is fastest and safest at night, can get back home to work on assignments faster, and can enjoy car ownership a little then
Integrated the theories
Conceptual foundation--Understand formal logical structures
Formal logic represents the structure of the argument, and is the building blocks of critical reasoning.
The distillation of arguments into “standardised forms for the purpose of building, comparing and analysing” them (Inch & Warnick, 2011, p. 38)
11
Formal logic can be broken down into 3 broad structures for arguments
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Inch & Warnick, 2011
Formal logic
Categorical
Hypothetical
Disjunctive
1. Categorical
Your argument uses classification of things, e.g.,
Major premise: All dogs (A) are mammals (B).
Minor premise: All Labradors (C) are dogs (A).
Conclusion: Therefore, all Labradors (C) are mammals (B).
Also called syllogisms
Logic structure:
All A are B,
All C are A,
Therefore, all C are B.
13
B
A
C
A syllogism is a kind of logical argument that applies deductive reasoning to arrive at a conclusion based on two or more propositions that are asserted or assumed to be true
13
Caveat
Careful not to make mistakes when using the formula. E.g.,
All A are B, All C are B, therefore, All A are C (X).
E.g., all cats are animals, all dogs are animals, therefore, all cats are dogs.
If formal logic is used correctly, it's impossible for the premises to be valid and the conclusion invalid.
14
2. Hypothetical
If A, then B.
A, therefore, B.
This type of structure implies a conditional meaning that an event will occur, if another event occurs.
E.g., If it rains, then the floor will be wet.
It rains, therefore, the floor is wet.
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Caveat
Careful not to change the events around:
If A, then B.
B, therefore, A (X)
If Chris oversleeps, then he will miss his bus.
Chris missed his bus, therefore, he overslept.
(Invalid, could be many other reasons why Chris missed his bus…)
If formal logic is used correctly, it's impossible for the premises to be valid and the conclusion invalid.
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3. Disjunctive
Either A or B.
Not A, therefore, B.
It's either pass or fail.
It's not pass.
Therefore, it's fail.
Interestingly, changing the premises around still results in a logical argument for this structure.
Either A or B
not B. Therefore, A (still correct)
17
Forms of reasoning
Deductive
Inductive
Abductive
Formal logic is the process of breaking down an argument into its parts and evaluating it in terms of the structure of the argument and the structure of the premises.
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Deductive reasoning
Deductive reasoning is a type of logic where general statements, or premises, are used to form a specific conclusion.
Red meat has iron in it and beef is red meat, so beef has iron in it.
Acute angles are less than 90 degrees and this angle is 40 degrees so this angle is acute.
Deductive logic is the kind of formal logic that we've been looking at (three structures of logic) so far. - Go back to the previous three slides for a review
19
Deductive logic In deductive arguments, the truth of the argument is assured by the truth of the premises…
20
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Formal logic
Categorical
All A are B
All C are A
Therefore, All C are B
Hypothetical
If A, then B
A, therefore, B
Disjunctive
Either A or B,
Not A (B), hence, B (A)
Exercise
Get in groups of 3-5 people, come up with examples using deductive logic in your everyday life.
E.g., I like all apples.
Granny smith is an apple.
Therefore, I like Granny Smith.
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Inductive logic
However, some arguments don't follow these structures, i.e., the truth of the premises does not guarantee the truth of the conclusion:
Most CQUniversity students are from India.
Pattini is a CQUniversity student,
Therefore, Pattini is from India.
Valid? Not according to deductive logic, Pattini could be from Nepal, China, Korea…
However, the argument is still logical, this is where Inductive logic comes in. We will talk about inductive logic next week.
22
Moving on to Kallet (2014)
The first step of critical thinking/managerial decision making—Clarity, and ten points for achieving it.
23
Last week introduced the course
Kallet (2014)’s definition:
Purposeful method for enhancing your thoughts beyond your automatic, everyday way of thinking. It’s a process that uses a framework and tool set.
Objective of critical thinking is to make better decisions than if just used “gut feel.”
Benefits:
Clear understanding of the problems of situations
Faster and accurate conclusions and quality decisions
A richer variety of explanations and solutions
Opportunity recognition
Mistake avoidance
Thought-out strategies and early elimination of dead ends
24
Section III: Conclusions
Section IV: Conclusions & Innovation
Section V: Decisions
Section II: Clarity
Critical thinking framework: The textbook
25
Clarity
Conclusions
Decisions
Discovery information and ideas
26
Clarity: Pattern and context recognition
Read the following text:
You mghit tnihk i’ts aaminzg that you can raed this with vrlialuty no diluftficuy even tuohg the ltetres are mxedid up.
It trnus out that all you need are the fsrit and lsat leetrts.
What is happening?
Clarity: Screening, noise as a concept
Read the following in 15 seconds….
How many f’s can you count?
FINISHED FILES ARE THE RE
SULT OF YEARS OF SCIENTI
FIC STUDY COMBINED WITH
THE EXPERIENCE OF THE YEARS
Why didn’t everyone count the same number?
27
Clarity: What shape do you see?
28
But not really there……
Clarity: Automatic versus critical thinking
Automatic thinking, good but…..
Discards, distorts and creates information, limiting
Critical thinking
Purposeful
Aware of the partiality of your thinking
Consider other perspectives
Avoid distortions and biases
Is a process
Conducted within a framework and a toolset
Organise your thoughts
Incorporate others’ thinking
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Automatic versus critical thinking
30
Decisions
Conclusions
Clarity
Critical Thinking
Clarity
Conclusions
Decisions
Automatic Thinking
Weak foundations for decisions, less time getting clear, and more time needed for decisions
Strong foundations for decisions, more time getting clear, and less time needed for decisions
Ten Tools of Clarity
Emptying your bucket
Inspection
Why
Distinguish this from that
Get at the root cause
Determine if the issue is “I don’t know”
To get to because
So what
What is the need
Anticipatory thinking
What else?
The ingredient diagram
Vision
The thinking coach
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1. Emptying your bucket
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WHICH BETTER? WHY | |
Been there, done that? | Every experience is unique |
Conflicting priorities, strategies and projects | Is there scope to include this, juggle things? |
Lack of resources, time and budget | How can we use resources, time and budget better? |
Job of other departments | I think about how the whole organisation can work together to achieve goals |
Focus on the negative | There is always a way |
An open mind?
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Example:
What do you say at a meeting when someone says “we’ve done this before, and the outcome was terrible…”?
Example:
The boss wants to see you in their office later in the day to talk to you in private? Do negative thoughts arise, do you feel nervous?
2. Inspection and 3. Why
Eliminating ambiguity and problems with interpretation through inspection of the problem, etc.
Identify the true meaning
That everyone interpreting the same way
Ask why to get it right the first time, get a better understanding of what is required
Get to the root cause to solve the problem efficiently
Determine that you don’t know, need more information
Identification of the because helps you identify constraints
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Example: Ask 5 whys to get your organizational core purpose
We make X products
We deliver X services
E.g., market research company •
We provide the best market research data available. (Why?) So that our customers could understand their markets better than they could otherwise. (Why?) So that they could be successful. (why?)
• Purpose statement:
• To contribute to our customers’ success by helping them understand their markets.
• Product decision: • Will it sell? (X)
• Will it make a contribution to our customers’ success? (√)
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4. So what and 5. What is the need?
By asking so what you can identify why something is relevant or significant, and should be considered.
Includes actions and consequences.
Example:
Someone is away for 2 weeks….?
Getting everyone aligned behind the need is important to make sure the right problem, decision or goal is addressed and properly.
Example:
Why are you and the people in your team for the group assignment doing this course? What do you want to achieve?
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6. Anticipatory thinking and 7. What else?
By anticipating you think what else should I be doing?
More efficient and think about any unintended consequences.
Example:
Your grandmother or another elderly relative will be visiting you. What do you do in anticipation? ……..Scatter open textbooks around the house, buy her favourite tea and cakes to serve?
What else keeps the thinking going, stimulates new ideas/possibilities and prevent premature closure of issue, idea or solution.
Example:
What else could we include in our group assignment to increase our chances of getting a high mark.
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8. The Ingredient diagram
Diagram to transition between clarity and conclusions.
Example: Going for a long drive diagram.
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Traffic
----------
Tune-up
Number of people
----------
Luggage
----------
Trailer
Tyre pressure
----------
Wind direction
----------
Speed limits
Day of week
----------
Time of day
On roof and in trunk
Roadworks slowing traffic
Distance to gas station. How much to fill up the tank?
Km/tank of the car
Extra weight of the car
Average speed on highway
9. Vision
Vision can be first and/or last tool, and involves lofty goals.
Helps clarify purpose, timelines for goals and problems to solve, gatekeepers know what to accept/reject, get a sense of what constitutes a real need.
Example: CQU University.
Our Vision: To be Australia’s most engaged University by 2020.
“We will become one of Australia’s truly great universities through partnerships with students, industry, and the community.”
How can this statement help everyone at CQU involved in decision-making exactly?
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10. The thinking coach
The thinking coach objectively gets others to think.
Unbiased and helps others to think more deeply and effectively.
Explains the role as coach.
Makes as much time available as is necessary. So won’t take on the role if has no time.
Asks open-ended questions.
“Pretends” knows nothing of the subject.
Do not ask questions designed to sway thinking a particular way.
Always wait for an answer to the question.
Some examples?
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Clarity in Summary
“The single most important reason why projects, initiatives, problem solving, decisions, tactics, and strategies go awry is that the head-scratcher wasn’t clear in the first place.
Getting clear is the first step in the critical thinking process and will help you and others understand a goal or problem.”
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Aaa assessment 2/week-3 (part 1).pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL DECISION-MAKING
Week 3 - Lecture
Recap of concepts introduced in week 2
Conceptual foundation--what is scientific knowledge: Kuhn versus Popper
Conceptual foundation--Understand formal logical structures
Logical reasoning—Deductive
The first step of critical thinking/managerial decision making—Clarity, and ten points for achieving it.
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Outline of this week
Logical reasoning—Inductive
Appreciating the underlying premise
5 Components of the premise
The process of coming to a conclusion
Influencing and persuading
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Deductive logic In deductive arguments, the truth of the argument is assured by the truth of the premises…
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Formal logic
Categorical
All A are B
All C are A
Therefore, All C are B
Hypothetical
If A, then B
A, therefore, B
Disjunctive
Either A or B,
Not A (B), hence, B (A)
Inductive logic
However, some arguments don't follow these structures, i.e., the truth of the premises does not guarantee the truth of the conclusion, e.g.,:
Most CQUniversity students are from India.
Pattini is a CQUniversity student,
Therefore, Pattini is from India.
Valid? Not according to deductive logic, Pattini could be from Nepal, China, Korea…
However, the argument is still logical, this is where Inductive logic comes in.
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Inductive logic
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An inductive argument claims that the truth of the premises show that the conclusion is likely to be true.
Even if all the premises are true, the conclusion to an inductive argument might still be false. Thus, this kind of reasoning relies on showing the probability of an argument being true.
Susan came to school yesterday.
Susan came to school every day before yesterday.
Hence, Susan will come to school tomorrow.
The Sun rose up yesterday.
The Sun rose up every day before yesterday.
Hence, the Sun will rise up tomorrow
Inductive thinking and premises
We mostly engage in inductive thinking
The stronger the premise, the more probable the event.
The outcome is not guaranteed
Almost all of our thinking is inductive, and we come to 1000s of conclusions each day
The stronger the premise, the more probable the outcome
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Misperception
Inductive arguments are inferior than deductive arguments?
NO! They are different.
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Deductive versus Inductive Arguments
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Deductive | Inductive |
Valid or Invalid | Strong or Weak |
All or Nothing | Degrees, to what extent |
Indefeasible * Not open to objection | Defeasible * Open to objection, annulment |
Movement from general statements to specific conclusions. Top down. | Reasoning that moves from specific observations to general conclusions (there are other types too). |
we use deductive reasoning when we do not want our ideas to
be questioned or when we're presenting a fact or a definition of something.
In academic arguments, you need to be careful when you're using deductive logic,
because they can leave your arguments open to attack.
Inductive arguments on the other hand are for when you want to convince people
using probabilities or likelihood of something being the case.
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Different types of inductive reasoning
1. Inference to the best explanation (Abductive reasoning)
E.g., broken plates on the kitchen floor, your son is in school, your wife is on a business trip, hence, it is probably your cat who broke it.
2. Analogy
E.g., This year’s CQU students are very similar to last year’s (similar nationality, age and level of hard work). Last year, 10% students failed this unit, hence, this year, 10% will fail.
3. Generalizing from samples
E.g., the first student I called upon is from India, 2nd…, 3rd..4th…35th
Most of the students in this class are from India.
4. Applying generalizations
E.g., Google reviews, 80% of the customers did not have a pleasant experience in that restaurant, hence, I am not going.
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Defeasibility of Inductive Reasoning
I knew it was him because I saw his face when he was fleeing the scene.
Did you know the perpetrator has a twin brother?
Not so sure, could be his twin brother or him?
Inductive arguments could become weaker (defeasible) in light of new knowledge/information/context
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Section III: Conclusions
Section IV: Conclusions & Innovation
Section V: Decisions
Section II: Clarity
Critical thinking framework: The textbook
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Clarity
Conclusions
Decisions
Discovery information and ideas
Conclusions
The end goal of clarity is to solve problems
You need ideas, solutions and things to do
Must look at situations creatively and make decisions
Critical thinking is about coming to conclusions thoughtfully
Looking at ideas, potential solutions and actions from a variety of perspectives, including taking account of one’s own limitations
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Premises
We have talked about Deductive thinking last week and inductive reasoning this week.
Conclusions are all about the premise
Drawing conclusions from premises Involves both deductive and inductive thinking
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Premises
Using inductive reasoning to come to conclusions involve 5 components coming together:
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Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
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1. Facts
Are absolute truths, not debateable
But saying something is the truth does not necessarily mean it is factual
Disciplines such as mathematics are based on truth
Other disciplines have grey areas, truths are not 100%
Examples:
It is raining outside. (If you are standing outside and it is raining on you then it is true so it is a fact.)
“It currently takes us an average of about 2 hours to complete this task.” (If the data are correct, this would be fact.)
“If we get this contract, we will need to hire 5 people.” (This is not fact, because it is something that is taking place in the future. There are contingencies that have not been explored, such as finding an employee who can do the work of 2 people.)
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2. Observations
Involves what we read and what we hear, what we sense
Observations are not facts
Examples:
You read a review of a restaurant on TripAdvisor. (You are observing what others have thought of the restaurant.)
A weather forecaster says “it is going to rain.” (You are learning about a probable event.)
“I own a home.” (If you think about it, if you have a mortgage then the bank owns a proportion of your home.)
Involve the possibility of being true or untrue
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Quiz
Difficult to sometimes distinguish fact from observation
What do you think, fact or observation?
You are reading this sentence now.
On the Earth, if you drop something, it will fall to the ground.
As a manager, I’m responsible for evaluating the performance of my direct reports
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Answers
You are reading this sentence now.
FACT, unless someone is reading it to you, then it would be an observation.
On the Earth, if you drop something, it will fall to the ground.
OBSERVATION, because if you dropped a helium balloon it will rise.
As a manager, I’m responsible for evaluating the performance of my direct reports
FACT. If it is in your job description, then it is a fact.
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3. Experiences
Come from the past
Sometimes difficult to distinguish from observation
They are your first-hand encounters
Where you have actually been or what you have done or tried or witnessed
You can recollect inaccurately, and so have a distorted view of your experience
Strong experiences lead to more confidence in your premises
Examples:
Someone says to you, “its raining outside.” (Observation)
You were in the rain and you say, “it’s raining outside.” (Experience)
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4. Beliefs
Moderate facts, observations and experiences and ultimately assumptions
Example:
You’re walking down the road and you notice a wallet. You pick it up. There’s about $200 in it and no identification. Should you keep it or turn it over to the police? Your choice depends on what your values are.
You print out a 100-page report and then notice a minor error. The typos will have little or no effect and would probably not be noticed. Do you fix the error and print out again or just hand out as it is?
These values are your beliefs, which consist of your merits and flaws, including prejudices
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Beliefs and others
Beliefs are generally formed when we are young and are influenced by our environment and experiences
People can have very different beliefs
If beliefs and values clash it is important to negotiate:
Acknowledge the differences in beliefs
Weigh up the pros and cons of each person’s underlying belief
Identify what is a reasonable/optimal outcome under the circumstances
Understanding our beliefs does not remove emotion but helps us understand how they influence our conclusions
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5. Assumptions
An assumption is a thought you have and presume to be correct
In automatic mode, you take it for granted your assumptions are correct.
In critical thinking mode, you ask, “How do I know my assumption is a good one?”
Assumptions are formed from facts, observations and experiences
Example:
The store will have milk.
The car’s petrol gauge is correct.
If the facts, observations and experiences are valid and relevant, then the assumption is strong
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Conclusions
If you have a strong premise, then the conclusion you come to is more likely to lead to good results.
Need to constantly ask if the premise was based on facts, observations and experiences that are sound
Easy to jump to conclusions when in automatic mode
Different personalities will apply different premises
Example:
The whole family goes to buy a car. You all hear about the safety features, its running costs and its music system.
One person wants to buy the car because of its safety record, another because it is cheap to run, another does not want to buy the car because the music system is not very good.
Need to negotiate with each other about the conclusion by understanding each person’s assumptions
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Strong conclusion?
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Credibility of the premise
Feasible and realistic
Consistent with your knowledge
Received from a reliable source
Verifiable
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Consistency of the premise components
Are all observations consistent with each other?
Are observations and facts consistent with your experience?
Are you making assumptions consistent with the premise components?
Examples:
You see prices on Ebay for an item - $45, $50, $52, then $10.
You have always enjoyed flying with Qantas and then read one bad review about Qantas.
You are sensing that something is bothering your wife, she tells you that everything is fine, but you see her spend longer than usual time in the bathroom, and also stop to dress up. Is everything really still fine?
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Triangular thinking/triangulating
Identify high confidence estimates of the probable future
You use multiple perspectives or indirect measures
If the answer is mostly the same then you have high confidence in your estimate
Example:
You want to know how long a project will take.
1. You calculate the different steps in hour terms, for instance, step 1 should take 2 hours.
2. You recollect your team’s track record for completing similar projects.
3. You compare to other projects of similar scale and complexity
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Further examples?
Conduct a research on consumer purchasing behaviour of apples, conclusion: royal gala>granny smith
1. interview data on consumer’s preferences (e.g., Royal gala, granny smith)
2. sales volume
3. observation
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Critical thinking at work
Could you think of examples at your workplace in which your conclusion is strengthened with triangular thinking?
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Change
People resist change or are uncomfortable with it because they have less experience
When they think about the components of the premise, they find experience is weak
If you strengthen the premise with observations then change is easier to accept
Example:
You introduce a new computer system and everyone says they hate it
You bring in a trainer who not only trains staff but shows them how the new system is an improvement
People begin to have experiences related to the change
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Influencing and persuading
Influencing is changing others’ conclusions.
It is more subtle than persuasion
Persuasion is directly causing someone to adopt or concur with your conclusion, which may at times be very different from their initial thinking
Example:
Influence someone to adopt different facts, observations and experiences.
For instance, describe interesting facts about the car’s fuel consumption, what reviewers have said and how much you enjoyed driving the car.
Persuade someone by weakening their premise.
For instance, someone who thinks you do not have to invest money in satisfied customers is told “research has shown that even highly satisfied customers defect.”
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Other purposes of arguments?
Explanation
Justification
Can you provide examples from your workplaces?
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Thank you
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Aaa assessment 2/week-3 (part 2).pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL DECISION-MAKING
Week 3 – WHO IS ELIZABETH?
Elizabeth
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Elizabeth Blackburn
The person you met on the train station is Australian, Dr Elizabeth Blackburn, Morris Herzstein Professor in Biology and Physiology in the Department of Biochemistry and Biophysics at the University of California, San Francisco.
She is a leader in the area of telomere and telomerase research, which is an area of research that could one day explain why some people biologically age slower than others, among other things.
In 2009, Elizabeth Blackburn was awarded the Nobel Prize in Physiology or Medicine.
She regularly flies across the world to give talks at scientific conferences.
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Aaa assessment 2/week-4.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL DECISION-MAKING
Week 4 - Lecture
Outline
Important points about the course once more
Student presentations
Self-awareness
Johari Window
Self esteem, and
Self efficacy
Self-awareness and leadership
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Why self-awareness?
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Self-awareness
The most empowering thing you can do in your own life is know yourself. Self-awareness is the key to everything.
Mindy Grossman
Chief Executive Officer of HSN, Inc.
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According to Chris Lowney, bestselling author of “Heroic Leadership”
“…leaders thrive by understanding who they are and what they value, by becoming aware of unhealthy blind spots or weaknesses that can derail them, and by cultivating the habit of continuous self-reflection and learning.”
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When the 75 members of Stanford Graduate School of Business’s Advisory Council were asked to recommend the most important capability for leaders to develop, their answer was nearly unanimous: self-awareness. Yet many leaders, especially those early in their careers, are trying so hard to establish themselves in the world that they leave little time for self-exploration. They strive to achieve success in tangible ways that are recognized in the external world—money, fame, power, status, or a rising stock price. Often their drive enables them to be professionally successful for a while, but they are unable to sustain that success. As they age, they may find something is missing in their lives and realize they are holding back from being the person they want to be. Knowing their authentic selves requires the courage and honesty to open up and examine their experiences. As they do so, leaders become more humane and willing to be vulnerable.
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Good Leaders Know Themselves
Watch YouTube Video on the importance on Knowing Yourself to be a good leader.
https://www.youtube.com/watch?v=eIUkzc9OOZ4
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Netflix
Co-founder Mitch Lowe reveals the people most likely to get hired — and fired
IF YOU utter this phrase at Netflix HQ, you’ll be out the door in no time — no matter who you are, or how senior your position is.
Alexis Carey
news.com.au
Speaking at the 2018 Online Retailer trade event, Netflix co-founder Mitch Lowe said the business was extremely focused on hiring the right people — and firing the wrong ones.
He said Netflix recruited people who were self-motivating, self-aware, self-disciplined and self-improving — and that employees needed to “behave like owners and pick up trash”.
https://www.news.com.au/finance/business/media/cofounder-mitch-lowe-reveals-the-people-most-likely-to-get-hired-and-fired/news-story/8ca48de53ad415c7588ebb006af774d0
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Self awareness – the core of good leadership
Meaning- Knowing one’s own
Attitudes - opinions
Feelings - emotions
Motives - purposes
Desires - needs
Strengths - weaknesses
Accurate self assessment
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Key areas of self awareness
Personality traits
Personal values
Habits
Emotions
Psychological needs
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How to create self awareness?
Seeking feedback from others
Reflecting on one’s own feelings and behaviours
Admitting mistakes
Being aware of your own emotions and the effect you are having on others
Taking self-scored “profiling” tests
Being introspective….
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Johari Window
The Johari window is a technique created in 1955 by Luft and Ingham, used to help people better understand their relationship with self and others.
When performing the exercise, subjects are given a list of 55 adjectives and pick five or six that they feel describe their own personality.
Peers of the subject are then given the same list, and each pick five or six adjectives that describe the subject.
These adjectives are then mapped onto a grid.
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Known to self | Not known to self | |
Known to others | OPEN- Known to me and known to others | BLIND- Known to others but Not known to me |
Not known to others | HIDDEN- Known to Me but not known to others | UNKNOWN- Neither known to me nor known to others. |
Johari Window
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Minimum openness- Ineffective personality for good leadership
Open | Blind |
Hidden | Dark |
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More openness- More Effective personality for leadership
Open | Blind |
Hidden | Dark |
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How to widen the OPEN corner
Open Seeking Feedback Self Disclosure Practice New Behaviours | Blind |
Hidden | Dark |
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Self analysis
It involves asking our selves the following questions:
Do you like where you are and what you have become?
Have you ever wished that your life was different?
Can your relationships be improved?
Are you producing the results that you want?
And, Using psychological profiling instruments
Terms associated with self-awareness:
Self esteem
Self efficacy
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Self analysis
Think for a moment and identify:
The areas you normally excel
The areas you normally face difficulties
Kind of people, events, and things you like the most and those you dislike
The people, events that bring you happiness/sadness
The nature and extent of openness you have with others
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What makes you
Happy
What are your Strengths
What are your Beliefs
What are your Values
What motivates you, inspires you
What challenges you
What’s your passion , what’s your purpose?
What’s your EQ, what impact do you have on others
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Self esteem is based on your attitudes about yourself, such as:
Your value as a person
The job you do
Your achievements
How you think others see you
Your purpose in life
Your place in the world
Your potential for success
Your strengths and weaknesses
Your social status and how you relate to others
Your independence or ability to stand on your own feet
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High and low self esteem
High
Feeling of worth
Happy
Good
Confident
Courage
Results in motivation and drive to excel
Low
Feeling of helplessness
Lack of motivation
Depressed
Fear
Meaninglessness
https://www.facebook.com/ialwaysthinkprettythings
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Self efficacy
Advocated by Albert Bandura
Meaning: Belief in one’s own capability for accomplishment
It is a “Can do” attitude
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What does Self Efficacy theory say?
Individuals who believe their capacity to produce specific performance attainments:
Can have more active and self-determined life course.
Are not threatened by environment
Take adaptive action
Withstand stress
https://www.facebook.com/ialwaysthinkprettythings
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Individuals with high and low self efficacy are
High self efficacy
Active
Courageous
Competent
High self esteem
Optimism
High social integration
High motivation
More effort
Longer persistence of goals
Higher goals
Great results
Low self efficacy
Inactive
Fearful
Inefficient
Low self-esteem
Pessimism
Isolation
Low motivation
Low effort
Shorter persistence
Lower goals
Low results
https://www.facebook.com/ialwaysthinkprettythings
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Stephen Covey
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Daniel Goleman
Emotional Intelligence
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Self-awareness and leadership
You position yourself better
You surround yourself with people who complement you (NOT “Compliment”!)
Helps you know your boundaries
You are more confident [by following your own path]
You have a vision and a purpose
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Self awareness is a journey and not a destination
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Acknowledgement
Some slide content courtesy of:
Rajendra Krishnan, and
Madhujit Singh
{From Slideshare.net}
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Aaa assessment 2/week-5.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL DECISION-MAKING
Week 5- Lecture
Outline
Important points about the course, your progress
Conclusions and Innovation
Decisions and the context
Interpreting your DISC results
Introduction to self-reflection essay
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Important information
You should be accessing Moodle regularly now
Have you finished your DISC Assessment Tool? This is essential for successfully finalising the reflective essay (Assessment 2).
You should start to think about who you want to work with for Assessment 3. You will need to sign up for your group on the unit’s Moodle page. Failure to do so may result in your not receive a grade.
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Conclusions and Innovation
The chapter of the text builds on the idea that conclusions have 5 elements:
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Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
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Conclusions and Innovation
But just knowing how we end up with conclusions by which to base our decisions is not enough when innovating or looking for truly creative outcomes
Define innovation and creativity as:
Providing a new or modified conclusion that obtains a positive result, such as a customised process, fresh product, different marketing approach, or different way of handling a customer call.
If you are looking for a true breakthrough, a paradigm-changing solution more is needed
Conclusions that lead to innovation are something most people can identify with the right effort and mindset
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Conclusions and Innovation
Hierarchy of conclusions that allow one to “push the boundaries” and innovate
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Impossible Thinking
Abductive Thinking
Outside-the-box Thinking
Conclusions
Impossible, abductive, outside-the-box thinking produce solutions you cannot reach otherwise
Conclusions of the basic kind should produce quality solutions
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Outside-the-box thinking
Must think outside the usual boundaries that make up regular conclusions
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Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
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The 5 elements that make up your premise that leads to your conclusion
Outside-the-box thinking
Another way of thinking of it
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Assumptions
Observations
Experiences
Beliefs
Facts
Assumptions
Observations
Experiences
Beliefs
Facts
Example
Place your pen or pencil on one of the dots, and without lifting your pen off the paper, without folding, mutilating or destroying the paper, draw 4 straight lines that connect the dots
Solution see https:// www.youtube.com/watch?v=Rq3ta6SvlTo
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Quick Exercise
In 1 minute write down other uses of brick, as many as you can think of and not be bound by your premise of what bricks are normally for
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Some people can think of quite a lot
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Abductive thinking
Like making an educated guess
Use knowledge and experience as a guide, identifying the most likely scenario
Useful when thinking outside-the-box thinking doesn’t yield results
From the time we were born, out brains are constantly doing what it can to make sense of the world
Some examples:
https://www.youtube.com/watch?v=vflZuk-_ Hz4
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Abductive thinking
Abductive thinking is important if we begin thinking like the old dog that can’t learn new tricks
Experienced professionals who are finding they need a different perspective often invite inexperienced people to help
They find their questions stimulates different ways of thinking
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Key points about abductive thinking
Experience is a tremendous asset
You can infer based on knowledge and experience, that is, identify a high-confidence conclusion
Works most of the time but easy to get a case of “old dog” thinking
Can combat this by teaming with someone who can look at a problem with fresh eyes and has much less experience but willingness to figure things out
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Impossible thinking
How to accomplish the impossible
Put aside any preconceived ideas of what can or cannot be done
Thus, do not discard ideas because the brain had determined that they were not relevant
Putting a man on the moon….
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Example
Pharmaceutical scientists are asked “how long would it take to find a cure for disease X and get it to market?”
They answer “10, 12 or even 15 years.”
Then they are asked “how about in 8 years?”
They say “not going to happen, impossible, too much red tape.”
You then say “a virus called QXX that could kill millions has just emerged, could even wipe out half of Earth’s population, what is the chance of finding a cure in less than six months?
They then start saying things like “1 to 2 months.”
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Decision-making concepts
Contexts are important
Increasingly decision-making starts with identifying if the decisions that need to be made sit in one of the following context categories:
Simple
Complicated
Complex
Chaotic
Unclear (which of the 4 above applies)
Disorder
CHAOTIC
COMPLEX
SIMPLE
COMPLICATED
UNORDERED
ORDERED
Simple
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The Context characteristics | The leader’s job | Danger signals | Response to danger signals | |
Simple (e.g. Getting reports done on time) | Repeating patterns and consistent events Clear cause and effect relationships evident to everyone, right answer exists Known knowns Fact based management | Sense, categorise, respond Ensure proper processes in place Delegate Use best practices Communicate in clear, direct ways Understand that extensive interactive communication may not be necessary | Complacency and comfort Desire to make complex problems simple Entrained thinking No challenge of received wisdom Overreliance on best practice if context shifts | Create communication channels to challenge orthodoxy Stay connected without micromanaging Don’t assume things are simple Recognise both the value and the limitations of best practice |
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Complicated
The Context characteristics | The leader’s job | Danger signals | Response to danger signals | |
Complicated (e.g. Identified that there is a defect in the product) | Expert diagnosis required Cause and effect relationships discoverable but not immediately apparent to everyone, more than one right answer possible Known unknowns Fact based management | Sense, analyse, respond Create panels of experts Listen to conflicting advice | Experts overconfident in their own solutions or in the efficacy of past solutions Analysis paralysis Expert panels Viewpoints of non-experts excluded | Encourage external and internal stakeholders to challenge expert opinions to combat entrained thinking Use experiments and games to force people to think outside the familiar |
Complex
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The Context characteristics | The leader’s job | Danger signals | Response to danger signals | |
Complex (e.g. Must get a crippled space craft back to Earth safely, such as Apollo 13 in real life) | Flux and unpredictability No right answers, emergent instructive patterns Unknown unknowns Many competing ideas A need for creative and innovative approaches Pattern based leadership | Probe, sense, respond Create environments and experiments that allows patterns to emerge Increase levels of interaction and communication Use methods that help generate ideas, open up discussion to the group, set barriers, stimulate attractors, encourage dissent and diversity, manage starting conditions | Temptation to fall back into habitual, command and control mode Temptation to look for facts rather than allowing patterns to emerge Desire to accelerate resolution of problems or exploitation of opportunities | Be patient and allow time for reflection Use approaches that encourage interaction and patterns to emerge |
Chaotic
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The Context characteristics | The leader’s job | Danger signals | Response to danger signals | |
Chaotic (e.g. Major and unexpected disaster, Hurricane Katrina, Twin Towers) | High turbulence No clear cause and effect relationships, so no point in looking for the right answer Unknowables Many decisions to make and no time to think High tension Pattern-based leadership | Act, sense, respond Look for what works instead of seeking right answers Take immediate action to re-establish order (command and control) Provide clear, direct communication | Applying a command and control approach longer than needed “Cult of the leader” Missed opportunity for innovation Chaos unabated | Set up mechanisms (such as parallel teams) to take advantage of opportunities afforded by a chaotic environment Encourage advisers to challenge your point-of-view once the crisis has abated Work to shift the context from chaotic to complex |
Summary
You explore possible assumptions and their viability, the robustness of the premise
You examine your conclusions, defending/testing them
Identify how your conclusions can persuade and influence, lead to change
You look at the full spectrum of conclusion types that are required
Outside-the-box
Abduction
Impossible thinking
Then you move to the decision stage, which in the first instance involves understanding the context
More on decisions next week….
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Aaa assessment 2/week-6.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL DECISION-MAKING
Week 6 –workshop (3 hours)
Outline
Important points about the course, your progress
More on Decisions (from Kallet text)
Assessments preparation
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Important information
For Assessment 3, you should be in a group now. It is your responsibility to get yourself into a group. If you are not in a group, you need to let your Lecturer know asap.
You need to start learning how to work with your team members so that when the time comes to work on your team debate topic (you already have a good idea how to allocate tasks.
You need to finish a team charter (time allocated in this workshop) and attach it as an appendix with your argumentative essay
Keep working on your Second Assessment—Reflective essay
DISK profile finished? Please incorporate it in your reflective essay.
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What we learned and are learning today
In the first instance, decisions involve understanding the context….
As we learned earlier in the course, decision-making involves:
Gaining clarity
Strength of the elements of conclusion – facts, observations, experiences, beliefs, assumptions, and then checking their credibility, consistency, ability to provoke change and persuade/influence
conclusions, including high quality conclusions, outside-the-Identified box, abductive and impossible conclusions
Decision-making also involves understanding Who, the Need, When, the Criteria and Risks for deciding which option
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Last week: Introduced decision contexts
Contexts are important
Increasingly decision-making starts with identifying if the decisions that need to be made sit in one of the following context categories:
Simple
Complicated
Complex
Chaotic
Unclear (which of the 4 above applies)
Disorder
CHAOTIC
COMPLEX
SIMPLE
COMPLICATED
UNORDERED
ORDERED
Simple
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