Critical Thinking: A Necessity for Change

RATIONALE

A synonym for learning is change.  When we learn, there is a change in attitudes, knowledge, skills and/or behaviour.  The converse is also true.  The synonym for change is learning.  Certainly, this is true when we are thinking about organizational learning.  Unfortunately, change is almost universally disliked, questioned and often feared.  Changing organizations desperately need employees to be willing to and confident about their ability to learn and be successful.  What learning, then, is required to enable people to learn in an environment of change that they particularly fear and /or resent?  We propose that the key skill to enable employees to face change and learn with confidence and enthusiasm is the ability to think critically about their current and past experience.

WHAT IS CRITICAL THINKING?

This is what the experts say:

“When we become critical thinkers we develop an awareness of the assumptions under which we, and others, think and act.  We learn to pay attention to the context in which our actions and ideas are generated.  We become skeptical of quick- fix solutions, of single answers to problems, and of claims of universal truth.  We also become open to alternative ways of looking at, and behaving in, the world.”

“Critical Thinking involves calling into question the assumptions underlying our customary, habitual ways of thinking and acting and then becoming ready to think and act differently on the basis of this critical questioning.”  (Stephen Brookfield from “Developing Critical Thinkers”)

“To be critical thinkers, we need to reflect on what assumptions we are making, and whether or not these assumptions are accurate and valid.  Then, we need to think about alternative perspectives to our situation, so that we can make the best decision.”       (Marilyn Herasymowych and Henry Senko from “Solving Real Problems in Real Time Action Learning Guide”)

WHY CRITICAL THINKING? 

 The following situations are times when critical thinking is particularly important.

To give coherence to the unfamiliar:  To understand and cope with differences and to identify similarities with the past and understand issues at a deeper level (i.e. values, drivers, purpose)

• To reassess the justification for what is already known and move beyond received wisdom: to understand what is working and what is not working and why and identify what needs to be different.
• To learn new ways of adapting to change:  To identify the present and possible consequences of current beliefs and actions and identify new and different ways of behaving.
• To combine ideas from unconnected sources as a means for dealing with complexity: To fully understand different perspectives and alternative ways of seeing the world and the solutions that these make possible.  Put these together to create new solutions.
• To solve real problems and take action in a purposeful and logical way:  To be able to fully understand the context in which a problem exists and the opportunities and obstacles that this creates.  

CRITICAL THINKING STEPS

1. Tell the story.
   

   This involves selecting and examining a particular experience i.e. the who, what, when, where, and why.  Usually this experience has created some discomfort and raised questions or concerns.

2. Gather data
   

   This involves asking questions to learn more about the context in which the incident occurred.  What is the same and what is different now?  What differences are important?  What is the impact of these differences?

3. Question assumptions
   

   Questions are asked to uncover the perspective that is currently held about the situation and to consider alternative ways of seeing the issue   e.g. Who else would have a different perspective?  What would that perspective be?  What other perspectives are possible?  What personal values are operating here?  What did this experience mean to you?  To others involved?  What are the options for control or influence over the situation?

4. Generate a summary statement
   

   This is simply a statement that summarizes the problem, issue or opportunity.  It is similar to a problem statement in traditional problem solving, but the exploration of perspectives and assumptions increases the validity of the problem definition.

5. Generate ideas

   These may be possible solutions, alternative ways of seeing the issue, or options for action.

6. Test ideas

   Consequences of possible alternatives are considered and fully explored.

7. Make a decision

   A decision is made and an action plan created

8. Take action

   Although this is the last step in what appears to be a linear problem solving method, this is in fact the step just before the “Tell the Story”.  (See Critical Thinking Model that follows.  This model is used with permission from  of MHA Institute)  This is a repeating process of action and reflection that creates continuous learning.

CRITICAL THINKING MODEL