Critical Thinking and Decision-Making

Critical Thinking and Decision Making

Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world. A person who thinks critically can ask appropriate questions, gather relevant information, efficiently and creatively sort through this information, reason logically from this information, and come to reliable and trustworthy conclusions about the world that enable one to live and act successfully in it. Critical thinking enables an individual to be a responsible citizen who contributes to society, and not be merely a consumer of society 's distractions (Schafersman, 1991). My decision to pursue a Masters degree in psychology is based on being able to help individuals or families struggling with social problems so often encountered in today 's world, such as family strife, poverty, unemployment, disability, violence, substance abuse, or illness. Ginsburg (2001) stated, “Social workers are often the professionals in the front lines of those fighting to improve the lives of others”. Deciding to return to school seemed like the most obvious answer to increase my knowledge in the psychology field as well as an opportunity to secure financial security in a versatility of employment. In pursuing this decision I incorporated the need for financial stability for my family. This program also allows me to work on my education while being in the home with my children. Without knowledge, there would be nothing. The most important aspect of knowledge is learning to deal with others unlike myself. It gives me the ability to adapt to any situation thereby finding success in any circumstance. As a single parent and a full-time employee, the flexibility of such a degree program allows me to adjust the academic flow, so as to increase or decrease any schedule as my circumstance changes. Pursing a psychology degree will enhance my ability to further my success in analyzing my targeted group. I also find a great success in learning through the enrichment of my life experiences. I prefer hands on learning, interacting with people, and seek out task that involves helping others. One author came to the conclusion that "the definition of a learning style is an individual 's preferred and consistent behaviors or approaches to learning" (Greenagel, 2003, "Definition" section, para. 1). When I first began this action research, I defined learning styles in terms of cognitive learning styles: auditory, visual, and kinesthetic. Success can be identified many ways. More goal oriented, the opportunity to obtain more knowledge, to eventually become financially stable and to reach some degree of success, professionally or otherwise, are the primary objectives in pursuing a higher education. It will provide a sense of awareness when dealing with people who may not have the same values or who may not have had the same type of upbringing. As I mentioned before a single parent raising a family, a full time employee and student I face many dilemmas and crises daily. Through these life experiences I am able to draw upon these and format them to my writing and learning style. Learning for me is being able to gain knowledge, skills, and a process of critical self-reflection that can lead to transformation. By this I mean more practical skills, common sense as you outlook trends to change somewhat. In order to walk one has to be taught. It provides knowledge in the sense that one is able to learn about different types of people and different personalities. Greenagel (2003) includes in his definition of learning styles, "personality variables, difference in Western and non-Western cultures, differences between men and women, modes (global, spirited, systematic, and considerate), and global/analytical" ("Definition" section, para 2). As retirement seems to becoming later in life pursing a higher and/or second degree to reach a higher learning standard is no longer a dream. By drawing upon knowledge gained through life experience I find learning more enjoyable as insightful. Most of us don’t take the time to go out in the field and personally select the best grapes on the vine. In addition, recommendations for evaluating and improving decisions are offered. During the development of a system dynamics model (Friedman, 2003) it was discovered that decisions were made by managers of a system based on a perceived causative relationship that did not necessarily exist in reality. Decision-making systems need design (Martin, 2005), and re-jigging formal management systems is a sensitive, difficult, slow (Roberts, 2004) and potentially risky undertaking. So, CEOs really want to know where specifically their systems are already supporting at scale the development of good judgment, creativity, discipline and rigor of thought, and where specific changes and investments need to be made. To help CEOs focus their investments and to speed-up change, we have developed a diagnostic tool which helps leaders understand the decision-making culture and routines in their organization. The tool includes an online-diagnostic, a scorecard and tool box with the ability to drill-down to more than 100 items for measurement. With this, CEOs can focus their investments into formal management systems in line with their priorities on effectiveness, growth, innovation, expectations, complexity, speed, flexibility, uncertainty and efficiency.
Conclusion
Due to the unlimited number of opportunities available after receiving a degree, completing a degree in higher education provides the ultimate degree of success. In order to feel a sense of accomplishment, a sense of pride, and a sense of self worth, I must continue to feel challenged. The realization of such a profound decision can never be made too late, for all who ultimately reach this decision shall eventually feel some form of satisfaction.
References

Friedman, S. (2004). Learning to make more effective

decisions: changing beliefs as a prelude to action. The

Learning Organization, 11(2/3), 110-128. Retrieved September

29, 2007, from AB!/INFORM Global database.

Ginsburg, L. H. (2001). Careers in social work (2nd ed.). Boston, MA: Allyn and Bacon.
Greenagel, R. L. (2003). Lead balloons, stone canoes, and learning styles. Retrieved September 25, 2003, from http://www.learningciicuits.com/2003/sep2003/greenagel.htm.
Martin, R.L. (2005), "Why decisions need design", Business Week Roberts, J. (2004), The Modern Firm: Organizational Design for Performance and Growth, Oxford University Press, Oxford, . Online, available at: www.businessweek.com.

Schafersman, S. D. (January 1991). An Introduction to

Critical Thinking.

References: Friedman, S. (2004). Learning to make more effective decisions: changing beliefs as a prelude to action Learning Organization, 11(2/3), 110-128. Retrieved September 29, 2007, from AB!/INFORM Global database. Ginsburg, L. H. (2001). Careers in social work (2nd ed.). Boston, MA: Allyn and Bacon. Greenagel, R. L. (2003). Lead balloons, stone canoes, and learning styles. Retrieved September 25, 2003, from http://www.learningciicuits.com/2003/sep2003/greenagel.htm. Martin, R.L. (2005), "Why decisions need design", Business Week Roberts, J. (2004), The Modern Firm: Organizational Design for Performance and Growth, Oxford University Press, Oxford, . Online, available at: www.businessweek.com. Schafersman, S. D. (January 1991). An Introduction to Critical Thinking.