Webinar: Critical Thinking and Problem

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Webinar: Critical Thinking and Problem

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UMN College of Continuing & Professional Studies

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University of Minnesota Webinar Rebroadcast: Critical Thinking and Problem Solving
with Nan Gesche. A well-stated problem is half solved. One of the biggest challenges of
problem solving is being clear about what you are trying to accomplish. You need to be
able to define problems in such a way that you can easily explain them to others. To do
this, you have to think critically—slowing down your thinking and challenging your
assumptions by asking hard questions. U of M College of Continuing Education:
http://cce.umn.edu/college-of-continu... Professional development programs:
http://cce.umn.edu/professional-devel... Professional certificates:
http://cce.umn.edu/professional-devel...
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Transcripción
Albert Einstein once said if I had an
hour to solve a problem you'd spend 50
55 minutes thinking about the problem in
just five minutes thinking about the
solution the reality is a well stated
problem is a half solved problem one of
the biggest challenges of problem
solving is being clear about what you're
trying to accomplish we need to be able
to define problems in such a way that
you can easily explain the problem to
others so that you can engage them in
the problem-solving process to do this
we often have to slow down our thinking
to think more critically and really
challenging our assumptions by learning
to ask some hard questions so we are
going to talk about what is critical
thinking and there's many ways to look
at critical thinking one of the ways to
look at critical thinking is really are
we looking at things from multiple
perspectives are we looking outside of
the box are we considering the situation
from other people's perspectives and
during the class when I when I teach a
full class on critical thinking and
problem solving we also talk about the
place of you know people's intuition and
their heart in the critical thinking
process because the reality is thinking
logically isn't the same as thinking
critically thinking logically doesn't
take into consideration how people feel
about a situation or a potential problem
and the best solution to a problem that
no one buys into isn't going to get
implemented and so part of critical
thinking is trying to understand things
from other people's perspectives in
addition to trying to think logically
about what the decision is and what the
potato is so I often break down thinking
critically into three steps and one of
the first things is just to recognize
that we all make assumptions about a
situation we make assumptions about what
caused a problem what might be solutions
to the problem who's involved in the
problem and and so it's important to
understand that we rely very heavily on
assumptions in our everyday lives
so the next step is then to figure out
how do we make those assumptions more
explicit how can we make them more
transparent to ourselves and other
people
so that we can challenge our thinking
and determine the accuracy the accuracy
and validity of those assumptions and on
the screen I've got listed a couple of
questions to get us to think about how
accurate our assumptions really are so
when you look at this picture on a
beautiful sunny 60 degree day in
Minnesota if for those of you who are in
Minnesota what does your mind leap to
what do you think of when you see that
first snowflakes you know the first
snowstorm hitting here in Minnesota or
wherever you live my guess is when you
see that first snowfall something jumps
into your brain some of you may think
you know time for snow angels
snowmobiling downhill skiing
cross-country skiing you know you love
the cold weather others of you are
thinking about Oh time to shovel it's
going to be cold traffic is going to be
tangled when there's snowstorms those
are what we call our mental models when
we see something when we hear something
when we observe an interaction we add
something to what it is we're observing
we add our own meaning to the situation
and that's what our mental model is
what's what's the mental models then
often lead us into making many
assumptions that may not be correct as
this cartoon shows his I'm sure some of
you have been in that situation where
somebody has looked at you somebody has
said something and you're like ah you
know they're thinking you know that I'm
I'm difficult the situation is difficult
that there is a problem and there may
not be a problem that really is that
important to you or anyone else the
point is we make a lot of assumptions
about what is a problem and what isn't a
problem when people see the situation
very differently and so to think
critically we have to think about how do
we clarify those mental models and those
assumptions these come from something
called the ladder of inference the
ladder of inference was developed by
Peter Sangay many years ago and it's
actually a very helpful to
for us to kind of break down and think
through step by step how our thinking
comes about because what happens is when
we see an experience or we have data
that we're observing we sometimes select
the data that is most relevant to us we
add meaning to it with that we then they
we add some additional meaning based on
our prior experiences and then we
sometimes draw conclusions about what's
going on an easy way to think about this
is how many of you have attended a
meeting with someone exacts a meeting
only to leave the meeting talk about the
meeting afterwards and wonder really
were we at the same meeting it feels
like we were in two very different
meetings because we heard different
things we often hear what we want to
hear we often hear what validates our
beliefs our assumptions our experiences
and our mental models so one of the
things we want to do is to slow down and
reflect on what it is or how we came to
the action that we did based on the data
that we really originally looked at one
of the things I'll often do with the
group and and it's a very easy process
to use is when you're having a
conversation with anyone or you're
trying to do any kind of problem-solving
is to make a three columns make three
columns on a piece of paper and you can
just label them F a and Q what are the
facts okay what are the facts the facts
are your data that you're actually
observing a would be what are the
assumptions that you're making about the
situation and the third would be Q for
questions what questions might you have
based on the facts or the data and
what information or questions do you
have based on the assumptions and it can
actually be quite interesting to have
everyone who's working on the same
problem sometimes from different
perspectives to fill out a sheet on fact
assumptions and questions to better
understand everyone's mental models or
beliefs going into your problem-solving
process
okay in my mind to the primary skills
then for critical thinking or what I
refer to as reflection and inquiry a lot
of times when we are trying to solve a
problem or making a decision with
someone else we kind of get stuck on our
own perspective sometimes it's my way or
it's your way and when people will
disagree with us sometimes we just start
advocating for our own position we start
talking faster we start talking louder
we change what we say but we really
don't budge on our way of thinking
it's that bubble above our head the
reality is we want to figure out how do
we make that bubble empty how do we
empty that bubble or at least expand it
to take other people's ways of thinking
the best way in my mind is to do two
things
the first is reflection and the second
is inquiry reflection is what we just
did when you look at the ladder of
inference do you sit down and think
about what is the data what is the
meaning that I give to the data how do I
make assumptions then and come to
conclusions about that data can you find
out how other people reflect on the
situation what is their data how did
they add meeting meaning to the
situation that's what reflection is all
about it's really slowing down and
trying to think about how we climb up
that ladder of inference inquiry then is
the skill you use to ask yourself these
questions but it's also the skills that
you use to ask other people these
questions many times other people don't
understand that they are making
assumptions that their mental models do
make it difficult for them to think
critically so when you are problem
solving especially when you're working
with other people it's really helpful to
learn to ask good questions many times
we make the assumption that it's our
goal to share our expertise where you'd
often be better served just asking some
good questions hopefully to engage
everyone in the process and better
clarify the situation and everyone's
understanding of the situation because
our goal is to figure out how do we as
individuals walk down our own ladder of
inference how do we walk down that and
in addition to that how do we get other
people to walk down that ladder of
inference one way to do that is thinking
simply when we talk about reflection and
inquiry again we have to identify what
conclusions and assumptions are we
making okay using that fact assumption
and question worksheet we need to do it
for the other person maybe if they're
not comfortable doing it you can do a
worksheet you know you've got your
worksheet you've got their worksheet in
front of you but you want to identify
what conclusions they're making what
assumptions they're making and how did
they get there so you may have to spend
some time asking questions asking for
data both about what the meaning what
the data is that they're observing what
meaning they give to that data and then
what conclusions or assumptions they're
coming to so you have to spend some time
inquiring into the reasoning connecting
the dots going kind of looking at that
ladder from the initial data that they
have to the conclusions and so it's
breaking down that process kind of step
by step only when we do this can we
figure out where we are starting to
infer or add meaning to a situation that
may actually not be as accurate as both
we or the other person thought about the
situation
so our goal then is to be able to help
other people clarify their thinking in
addition we have to clarify our own
thinking and we have to state our own
thinking okay we have to make it
transparent to other people because can
people guess what we're thinking
absolutely not okay I'm guessing some of
you have maybe made a mistake when
you've bought a gift for someone okay
because the individual might not have
been explicit about what they wanted and
we made some assumptions based our own
experiences what we thought they might
like doesn't always work sometimes we
have to be very clear about what we want
what we're thinking because we can't
expect other people to guess what we're
thinking and what our thought processes
are so we need to make them as explicit
as possible and you can do that by kind
of dissecting on that ladder of
inference
again I stated this before but the goal
is to think about how do we create that
empty bubble above our head when we
think of the mental model instead of
having a picture of the shovel or the
picture of the snowman how do we create
either an empty bubble or a bubble
that's large enough to include the
perspective of others when we are
looking at a current problem situation
so the goal is to spend a lot of time
listening and asking a lot of good
questions to challenging everyone's
thinking so again how can we look at
this in a way that will empty my bubble
and the goal of this is to have what we
refer to as a beginner's mindset a
beginner's mindset really is just trying
to think to a certain extent like a
seventh grader I mean there are a seven
year old seven year olds don't have a
lot of experiences and perspectives they
don't have as many biases that they
bring to a situation and so a lot of
times we need to think about to find
that beginner's mindset is to think in
terms of if we've never been presented
with this situation before how can we
think about it now in a new way once
we've kind of thought in a perspective
of how to think critically our goal then
is to really think about how do we ask
good questions because it's not enough
just to think that okay I have to change
my mindset I have to be a little more
open I have to understand why I think
the way I do I have to spend time
thinking you know finding out how other
people think then do I have the skills
actually to ask the questions
once I recognize that I do need to ask
myself and other people questions so
learning to ask questions effectively is
a skill that does take some time in
practice and so just a couple of tips
here on the screen for you to think
about
first is you know whenever you're going
to go into a conversation particularly
with a complex problem is always think
of some basic questions on how to start
the conversation ideally they would be
questions to engage the other person
such as how do you feel about the
situation what experiences have you had
around the problem okay the other part
of it is when you're asking other people
questions is just to you know contract
to see if it's a good time for them
guess we have a typo there to see what's
a good time for them because if
somebody's in a hurry they're off to
another meeting they're focused on
another problem it may not be a good
time to engage them in a discussion
about how to solve the problem so
anytime you're going to work with
someone else on a potential problem I
would always contract to say it's now a
good time to talk about this if now
isn't a good time when would be a good
time for this the other part is just use
neutral wording and we'll talk about
this briefly again what do you think of
the complaints how do you see the
problem and I mentioned that earlier the
other trickier part is thinking about
how do you speak in the other person's
language we oftentimes have to modify
the words we use the phrases we use the
acronyms we use the tone of voice that
we used depending on who our audience is
are you working with people who are in
the same field as you are in the same
industry on the same career path or are
you working with people who have very
different perspectives who use very
different acronyms and terms on their
jobs so if you are working on a team or
working with others to do problem
solving you need to think about what is
their language what are the words that
they would understand the other part is
just to make sure that you're just
asking one question at a time how many
of you have ever been working with
someone and all of a sudden they start
running on and they ask you like three
questions at one time
well what time were you were there and
how did you feel about the situation
and what do you think we should do about
it and you're like wait I can't even
remember the first question okay slow
down and that's why I said have some
basic questions to start the
conversation maybe right script them out
allow yourself time and the other person
to think through and give you some good
answers
okay so we know we have to ask questions
we know why we have to do it we've given
some basic tips what are some types of
questions that you would ask well there
are some difference types of questions
open-ended and close-ended there's
neutral and leading I just talked a
little bit about neutral questions
there's primary questions follow-up
questions and then just a basic format
that I like to use that's what so what
now what okay a lot of times when people
come to me with the problem they'll tell
me what the situation is but I often
want to know so what who cares does
anybody care beside you is it your
problem or is it a bigger problem that
people need to address but then think
about how do we solve the problem what
comes next
so let's start with the open versus
closed ended questions and open-ended
questions actually helps you draw
information out from other people it's a
question that doesn't allow a yes or no
response
that's what a closed-ended question is
if you ask a closed-ended question all
people can say is yes or no did you like
that dinner last night
not very doesn't leave a lot of room for
a person to really think and add on to
the discussion
so sometimes closed-ended questions
start with would should is are do you
okay how do you did you different things
like that open-ended questions really
allow the person to give their opinions
and perspectives so instead of saying
did you like dinner last night tell me
about your dinner experience last night
okay
something on an open-ended question that
is helpful is to use some of you may
have remembered growing up that you had
the journalist six questions maybe
you'll learn that in junior high the
kind of who what where when why and how
always good words to start a question
where was this experience when did it
happen who was involved and while they
may seem somewhat closed-ended they are
a little more open especially if you ask
how and you can build on these questions
by saying who else
when else what else
okay this sounds very easy to do but
when we're in the classroom we actually
practice this exercise and it is very
very difficult to ask open-ended
questions I find myself sometimes going
to that closed-ended questions just
because it's natural it's quick
challenging yourself to ask open-ended
questions to allow other people a
question that's going to let them give
their perspectives their details is a
really difficult skill that takes some
time to practice and I would challenge
you and ask especially those of you are
sitting in a room with other people
challenged each other to stop each other
next time you're in a meeting and say
wait I have more to say let's ask that
question in a different way okay so that
my opinion will be heard so an
open-ended question allows people to say
more about what they think without
limiting the response
neutral versus leading okay a leading
question is really kind of a rhetorical
question you know what you want to hear
and sometimes when we're trying to
problem-solve
we have ideas of what the solution is in
our own mind we want to be careful not
to project our perception of the problem
and our perceive solution to the problem
by using a leading question I've got an
example on there should we assume that X
is causing the problem so two things
going on here it's a closed-ended
question but it's also a rhetorical
question because you're trying to lead
the other person into seeing things from
your perspective rather than trying to
see things from the other person's
perspective or to dissect the problem in
a way that everyone can understand so a
neutral question again would be more
open-ended and it doesn't include a
possible solution or a possible
identification of really how you even
perceive the problem
next is there's kind of that primary and
follow-up questions as I said before if
you're going to engage other people in
problem-solving sometimes write down a
few questions have a primary question or
two to get it started
have you experienced that problem okay
how did you experience that problem when
did you experience it they can be more
closed and ended or short questions but
then have follow-up questions which will
dig deeper and sometimes you don't know
what the follow-up questions are going
to be until you start listening to the
other person and so we have to be open
minded to think about are we willing to
go in a direction that we can keep
drawing information from the other
people how did it impact you what more
can you tell me well should I talk to
what haven't what part of this problem
or situation have you seen that no one
else is seen or that I might not
understand
sometimes it's helpful even to do a
worksheet and this is just a quick
example of a worksheet what is happening
what isn't happening okay so what
assumptions can you make based on if you
fill this out from your perspective you
have other people who are looking at the
problem fill this out you can come
together and talk about therefore what
conclusions what conclusions can we make
about the situation and how to deal with
it
also asking questions this is probably
one of my favorite I always like to ask
what so what now what so what what is
the issue that's going on okay what is
the issue that's you see what's the
basic need what's the outcome what's not
working the so what gets to who's
impacted is there a benefit who will
benefit how significant is the issue is
it important to be dealt with now or is
it something that can wait that kind of
leads you into the now what which gives
more context to the situation what have
we tried what have others tried what
constraints are there out there and
really that now what is in the so what
if it's not a critical issue but now
what will look very differently than if
the so what says that this is more of a
crisis situation that needs to be dealt
with right now
okay so we've been thinking about asking
questions we've talked a little bit
about how to ask some good questions
the tricky part now is people have given
you information but are you using that
information to think critically or are
you stumbling upon upon a great big
roadblock when you're trying to to work
through the problem because first did
you not ask the questions do you not
understand your thinking but second when
you ask the questions and you're having
a conversation with other people were
you really open to what they said okay
or are you making it again assumptions
about what they're saying
are you closed-minded because you
believe it's my way versus their way
versus there being multiple ways to look
at the situation sometimes even when
people give us good information
we can't think critically about it just
because we're fearful we're fearful that
we don't have the expertise that we
thought we did
we're fearful that the their perspective
of this situation is going to create
more work for us or cause the situation
to be much more complex than we really
want to deal with the other thing is a
lot of times especially and I see this a
lot when I'm working for with groups
people are just rushing to get to the
solution it's like let me out of here
okay so we really need to think about
and get people to slow down their
thinking and go back to do we even know
what the problem is before we even start
giving solutions and so many times we do
that and sometimes we don't always feel
comfortable just asking questions
we all know those people who ask those
really hard questions that we find
difficult to be with sometimes because
they ask hard driving questions and
sometimes it can be frustrating to be on
the other end of that but remember if
you're really working to solve you know
a problem you really do have to ask some
good questions to engage everyone in the
process
okay last not last but third point is
we're going to think break out very
briefly kind of the steps to problem
solving and hopefully some of you will
come to the course on problem solving
and decision making because as you can
see there are six steps and we're only
going to talk about the first one lots
of stuff to talk about so problem
solving means really defining the
problem a well-defined problem as a half
solved problem we already talked about
that then we need to analyze the root
cause of the problem come up with
possible solutions select the sex the
best solution have an action plan and
then implement and evaluate but back to
the defining the problem one of the easy
ways to do that is what I would refer to
as a gap analysis
a gap analysis is just looking at what's
the current state versus the does
desired state and what's keeping us from
meeting that desired state if any of you
have ever been unemployed you can relate
to this the current state is I'm not
working right now and I've got bills the
desired state is that I've got a job in
my field of interest making good pay
so that I can continue to pay my bills
you think about what's keeping me from
reaching that desired state sometimes it
can be it's the economy okay we don't
have a lot of control over that
sometimes it's our skills sometimes it's
where we're living there's multiple
factors which we would consider in
problem-solving process but right now we
need to be clear to define a problem and
come up with a good problem statement we
need to be clear about where we're at
today and where we want to be tomorrow
we need to be clear about what those
outcomes are that we want to achieve and
I've got some examples of those on this
slide so there's an example of how you
take the current state and go to the
next state so as I said I'm unemployed
desired state as I want a job at a
certain salary you know that will
support me in the way that I was used to
living in you know my former job before
I became unemployed okay if we are just
focusing on writing the problem
statement I see this kind of as a
four-step process the first step is to
establish the need for the solution
that's the what that's to a certain
extent what the desired state is and
then it gets to justify the need that's
the so what we have to contextualize the
problem that's now what and that also
gets to how do you motivate and engage
other people in the process it's not
enough just to say what the problem is
how do you get people to care how do you
get them to be engaged in how do you
give them a vision of where you're going
so that they know what they're trying to
accomplish and they have some energy
around doing it when you do these first
things then you actually have to
practice writing the problem statement
okay so the first
step is you know establishing okay what
the situation is so when you think about
that what's the basic need again we have
to be careful about jumping to
conclusions and giving solutions we have
to be clear about what the desired
outcome is and this is where you have to
be open-minded and think critically
what's the desired outcome from multiple
perspectives there's what I want but
what does what's the right thing for the
organization what's the right thing for
the customer what's the right thing for
our suppliers what about the economy
what about the environment there's
multiple ways of looking at the outcome
and ideally you should be able to look
at it from a quantitative and
qualitative manner so what I mean by
that is that you have some numbers that
you can measure so that you can see if
you're going in the right direction once
you actually start problem-solving but
qualitative just as to how people feel
about the situation
okay and so there's some examples there
how do we increase customer satisfaction
customer satisfaction ratings we've got
some numbers about how they changed in
the last five years okay and why it's
important if our customers aren't happy
that obviously costs us money on the
bottom line and then can potentially
impact our staffing needs and our
ability to provide promotions and
compensations for our people step two
then is justifying the need is the need
aligned with our strategy and our needs
okay who's going to benefit what are the
benefits how will we measure the
benefits okay and then to a certain
extent we need to start thinking about
how will we ensure that a solution is
implemented we have to start thinking
about who's going to be accountable or
implementing it and that's why we have
to ask that question so what because who
cares who's going to take the time and
have the energy to actually implement it
and so again I've got some example
slides here for you to kind of think
through and talk through those questions
is it relevant to your strategy in your
organization or even individually is it
relevant to my personal goals okay who's
going to benefit is it just me or are
there other people are going to benefit
as soon as you can name someone else
who's going to benefit you probably need
to engage them in the critical thinking
process and make sure you set up time to
ask them questions
the third step is to conceptualize the
problem you know the reality is who
wants to reinvent the wheel problem
solving is not that easy to do having
said that you know sometimes we don't
want to start from scratch and we don't
need to if we can go back and learn from
our experiences or other people's
experiences what if they tried what have
they done what's worked for them what
hasn't worked for them and so on so
going back and trying to figure out
what's worked what hasn't worked and
then thinking about do you know are
there any constraints currently in the
system that could make this difficult or
currently in your own life okay you know
maybe it is that your plate is really
full and you don't have time for another
problem so then how do you even
prioritize which problem you're working
on okay and so it's thinking that in
itself is a constraint your time your
ability your energy and you have to be
honest about that when you're thinking
about can I be part of this process or
not then we finally get to the point
where we're actually going to write the
statement sometimes it's helpful to
break the statement into smaller
problems
when we think about like that example
that I gave you that you're looking for
a job maybe you identify that you could
work on building your resume and so you
might actually write a problem statement
about how do I increase the quality of
my resume how to improve the quality of
my resume how do i improve my
interviewing skills or if it's a more
complex organizational problem how can
you break it into smaller pieces that
are easier for people to relate to and
really work on and it's also then
identifying what are the nice to haves
versus the half two halves you really
need to know what the differences are
when you're thinking about that desired
state there's what we want to have but
sometimes we don't get what we want we
get what we need and you have to be able
to know the difference so what is it we
really need at a minimum to make this
work who needs to be involved with it
but you also need to make the statement
that so that it's not too technical and
that people are motivated by the
situation because sometimes you're
writing the problem statement or you are
identifying the problem and you're
bringing people in to work with you who
have no perspective around the
background and so that's why you have to
be clear about how to write a good
problem statement so
there again some specific examples of
how to write a problem statement the
nice to haves versus the half two halves
and how do you involve others
and at this point then the last few
slides are just some specific examples
of problem statements as they are
written out and as if you'll notice that
the example that I've got up right now
actually is a little more general than
the one on the next slide but you can
see that there is a general statement
that customer satisfaction is decreased
it talks specifically about when it's
decreased how much it's decreased and
why we care about it in the more
detailed description then it talks about
and this is the goal of a good problem
statement not to tell you where you're
at but a good problem statement will
tell you where you want to be so people
know what it is they're trying to
accomplish okay what the desired outcome
is so hopefully you can see it's like
difference between the two the other one
talks about where you've been this
problem statement talks about where you
want to go it is helpful to have that
perspective for many people who are
trying to problem solve to see both of
these statements but it's much easier to
work to finding a solution if you know
where you want to go
this slide here is just another example
that you can refer back to where you
both both have qualitative and
quantitative measures and what's nice
about this example is it actually makes
you understand why you want to do it you
know are do you get up in the morning
really motivated to solve a problem
sometimes if someone says we have to
reduce the cost by two dollars hmm is
that really motivating can you give them
a reason to be motivated if you knew you
could reduce the cost by something by
two dollars because it would help people
have a better life
it would increase the profitability of
the organization those are motivating
factors that help people better engage
in the process so it isn't just about
identifying the process it's also
figuring out how to engage people to
keep them motivated once they start the
problem-solving process so with that the
way we see the problem often is the
problem and so if we can better define
what our problem is oftentimes we will
be much better off at solving the
problem so if you want to learn more I
look forward to seeing you on August
24th 2016 it seems like a long way away
but we know how time flies
I'd love to see you two talk more about
problem solving and decision making at
this time I think we'd like to open it
up for questions Thank You nan for that
intriguing presentation wonderful
information we did receive a couple of
questions throughout one that we would
like to have you answer is what is the
difference between critical thinking and
logical thinking and can you please
elaborate well I see them you need to
think critically in order to I'm excuse
me you need to think logically in order
to think critically but they aren't
necessarily one in the same it's not
enough just to think logically about a
situation in order to be able to think
critically because logic doesn't always
take into consideration how you and
other people feel about the situation it
doesn't allow you to sometimes think
about kind of allow for your gut and
your intuition sometimes about a
situation if any of you have worked with
an expert and expert on any type of a
problem and maybe they've made the
comment to you that you know I don't
know why but this just doesn't feel like
a good decision okay that is actually
being able to think critically logic
basically says that there's sometimes a
right or wrong answer and the best
answer that nobody buys into a good
logical answer that people don't buy
into isn't critical thinking critical
thinking understands do people buy into
the answer so that the answer to the
problem actually gets implemented that's
why you need to know how people feel
also about the situation thank you so
much
another question and this one's a bit
longer so I'll break it up slowly you
mentioned that people come out of
experiences with different perspectives
on what happened how important to you is
the concept of debriefing and do you
have any advice on how to identify when
this is necessary and what are some
effective ways to do this well let's see
if I remember all of those that's why I
say sometimes ask one question at a time
the first one is what was the first
question
debriefing oh absolutely I use
debriefing in fact that you know some
people roll their eyes when they see me
coming because it's like oh no Nance
going to make us debrief you know it's
not uncommon for me just to ask it to
almost aunt at the end of almost any
meeting I have with someone what worked
what didn't work okay because what I'm
trying to do is understand the situation
from their perspective and so that's
actually one of the most basic
techniques I use almost any time I meet
with someone or even when I'm
facilitating a group or even having a
conversation with someone what else do I
need to know what worked what didn't
work what more can you tell me from your
perspective and so it goes back again to
just asking some questions one or two
basic ones to see what other information
there is
awesome you covered that all thank you
for practical applications how does one
recognize the crossroads at which the
concept should be applied maybe a mental
cue or a mnemonic I'm not sure if I know
exactly what you're asking for practical
application how does one recognize the
crossroads which the concept should be
applied
I think for me is when you talk about
what's a mental cue for me a lot of
times it's the nonverbal cue okay are
you looking across the room and
recognizing that someone all of a sudden
is looking at you blankly or all of a
sudden their forehead becomes wrinkled
their eyes 404 maybe they start to
disengage they slide back and if that is
starting to happen you're probably at a
crossroads that they're seeing the
situation from a very different
perspective and it's time to start
asking questions and back up wonderful
thank you you know you did mention a lot
about how you have to be aware of the
people that you're interacting with and
so with this do you think that critical
thinking is also considered empathetic
thinking absolutely absolutely because
it's trying to understand the situation
from somebody else's perspective it's
hard to think critically all by yourself
personally because we do have you know
tunnel vision around certain issues
given our beliefs and our experiences
and to truly understand somebody else's
perspective we do have to listen
empathetically
otherwise we're not hearing both what
they think about the situation we're not
hearing what they feel about the
situation and sometimes how they feel
about the situation is just as important
as the data that they collected there
you know where that those feelings came
from so it has to be both what they the
data and how they feel about the
situation thank you um so kind of
breaking it down for someone who may be
nervous talking with people and
approaching people to ask them questions
considering this process does take that
into account breaking it down and asking
maybe more questions than people are
generally comfortable with as you
mentioned how would you suggest
practicing these methods in their own
time
well practicing questions is a skill
just like anything else and you can
start anywhere I think I even find
myself any in any conversation just
trying to think how do I start this with
a question versus with an answer so even
with my kids you know we all do that if
you've got children well how was your
day what's the kind of response we get
good not much of an answer so you know
tell me what was good about today and so
just trying in any situation to ask a
question when you're confronted with a
situation trying to ask the question
differently and you do get more
comfortable in doing it it's like any
skill it does just take practice so
practice on your family you're not
comfortable doing it at work or your
best friend's that's what they're there
for
and then this would be the last question
how do we realize as individuals if we
are critical thinkers or if we are
practicing the methods that you taught
us today well I think one of the easiest
ways to do is just think about how much
time you spend talking versus how much
time you spend listening are you asking
good questions to allow other people to
be engaged in the process and you want
to know what sometimes we can just ask
people you know people we've got many of
us have trusted advisors in our life
people that we've worked with and we can
say help me think about how I could
think more critically what do I do well
when I'm trying to problem-solve what
could I do differently feedback is a
very powerful tool
that actually is a good way to improve
our own critical thinking well I want to
thank you again man for doing this
presentation with us today and sitting
through us with the technical issues and
I want to thank all of you as well for
kind of muddling through this with us as
I stated at the beginning of the webinar
we will be sending out an email with a
link to the presentation soon another
thing to look forward to are some
upcoming courses that can further
supplement what you learned today
the courses you see on the slide are
just a few upcoming courses we offer
visit our website for a full list of
courses and educational programs and we
hope you enjoyed today's webinar as much
as we did thank you and have a wonderful
day
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