Ct advances theory & practice of business management

2013 - MBAA International

Critical Thinking Advances the Theory & Practice of Business Administration

Phyllis R. Anderson, MetE, MBA, PhD

Joanne R. Reid, BS, MSEd, EdD

A Test

Of

Critical Thinking Skills


Question 1

How do you put a giraffe into a refrigerator?


Answer 1

You open the door,

Put the giraffe into the refrigerator,

Then, you close the door!


Question 2

How do you put a elephant into the refrigerator?


Answer 2

No,

You open the door,

You take the giraffe out of the refrigerator,

You put the elephant into the refrigerator,

Then, you close the door!


Question 3

The Lion called a meeting of all the animals.

Which one wasn’t there?


Answer 3.

Weren’t you paying attention?

The elephant is in the refrigerator!


Question 4

You come to the river where the Man-eating crocodiles live. There is no boat or bridge.

How do you get across?


Answer 4. You swim. All the crocodiles are at the meeting.


How did you do in this test of your critical thinking skills?


What do these companies have in common?


Why?

Businesses expect that Colleges of Business Administration have taught their students to solve problems, make decisions, think creatively, and to be critical thinkers.

87% of graduates of Colleges of Business Administration have had NO training in critical thinking skills, which includes problem solving, decision making, and creative thinking.

DeVore, N. (2008). Critical thinking and better decisions (White Paper): Verge Consulting


2012 - Woods-Bagot

4 %

66 %

30 %

2 %

58 %

40 %

Woods-Bagot. (2012). Research study: University graduates don't make the grade. San Francisco,CA: Woods-Bagot.


2012 - Woods-Bagot Skills or Attributes Demanded by Business Executives Percent of Respondents

Problem Solving 49

Collaboration/Ability to Work with Others 43

Critical Thinking 36

Written Communication Skills 31

Open and Responsive to Change 22

Leadership Skills 18

Ability to Focus 16

Independent Thinking 13

Responsive to Feedback 13

Ability to Innovate 12

Social Skills 12

Presentation Skills 10

Creativity 10

Understanding Global Business Issues 8

Technology/Social Media Skills 5 Woods-Bagot. (2012). Research study: University graduates don't make the grade. San Francisco,CA: Woods-Bagot.


Background

2009

Quasi-Experimental Study

55 Graduating Seniors, College of Business Administration

2 Classes of Seniors in Experimental Group

1 Class of Seniors in Control Group


The Three Pillars

•  Teaching for Critical Thinking, (Halpern, 1998)

•  Cognitive Training Model, (Foshay, Silber and Stelnicki, 2003)

•  California Critical Thinking Skills Test, (Facione, Facione, Blohm & Gittens, 2008.)


CCTST

Control (N=21) Experimental (N=31)

Pre-Test Post-Test Pre-Test Post-Test

Percentile * 36.2 36.3 50.7

Total Score * 14.5 14.6 16.9

Analysis * 3.8 4.0 4.4

Inference * 6.9 6.8 8.3

Evaluation * 3.8 3.6 4.3

Inductive * 8.2 8.1 9.4

Deductive * 6.3 6.1 7.5

CCTST Results


Huge Improvement in Critical Thinking Knowledge, Skills, & Strategies

CCTST: T-Tests

0.000

0.500

1.000

1.500

2.000

2.500

3.000

3.500

4.000

4.500

5.000

Total 4YrPctl Analysis Inference Evaluation Inductive Deductive

CCTST Paramter

T-Te

st

α=1.697


T-Tests of Chapter Pre-Test/Post Test Chapter T-Score Analysis

0

1

2

3

4

5

6

Chapter1 Chapter2 Chapter3 Chapter4 Chapter5 Chapter6 Chapter7 Chapter8 Chapter9

Chapter

t-Sc

ore

t=Critical t=.025 t=.01 t=.005 t<.005


Critical Thinking Conclusion

Critical Thinking was taught

Critical Thinking was learned.

Critical Thinking skills were transferred from one domain to another.


Four Years Later


Summative Survey

Potential: 163 Graduates

86 Mailing Addresses

112 E-mail Addresses

36 Telephone Numbers

Actual: 71 Valid Contacts

29 Responders

41% Returns


Summative Survey

Sixteen Questions:

2 Screening Questions

11 Quantitative (Qualitative) Questions – Likert Scale

3 Qualitative Questions


Summative Survey

Worst Worse Bad Neutral Good Better Best 1 2 3 4 5 6 7

7-Point Likert Scales


Question 3: Opinion of CT Course before you took it?

Mean=4.93+1.47 (Z=3.28,p=.0005)

Moderately Positive

Question 5: Opinion of CT Course now?

Mean=5.40+1.60. Z=4.36,p<.00001

Very Positive

Note: Significantly Different (Z=1.71, p=.045)

Question 3Distribution of Values

0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7

Numerical Value of Reponse

Nu

mbe

r of

Res

pon

den

ts

Mean=4.93


0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7

Numercial Value of Response

Num

ber

of R

espo

nder

s

Mean=5.41


Question 4: Opinion of need for CT before you took it?

Mean=4.67+1.66. Z=2.08, p=.019

Moderately Positive

Question 6: Opinion of need for CT now?

Mean=5.63+1.52. Z=5.56, p<.00001

Extremely Positive

Note: Significantly Different (Z=3.00, p=.0013)


0

2

4

6

8

10

1 2 3 4 5 6 7

Numerical Value of Response

Nu

mbe

r of

Res

pon

ders

Mean=4.67


0

2

4

6

8

10

1 2 3 4 5 6 7


Nu

mbe

r of

Res

pon

ders

Mean=5.63


Proficiency in Critical Thinking Skills

“... there are several ways persons can be judged to be more or less proficient in a given CT skill or at the integrated use of related CT skills.

“A third way is to query persons and receive their descriptions of the procedures and judgments they are using as they exercise that skill, would use if they were to perform that skill, or did use when they performed that skill.”

Facione, 1990b, p31


Qualitative Confirmation of Critical Thinking •  “Everyone needs to learn critical thinking skills. Our younger generations have no clue of how to think for themselves. They don’t know how to communicate. How you respond when you are face to face with someone is critical. I’m currently going into Nursing; this field requires a person to use critical thinking.”

“I really needed to change the way I thought about life in general. This course helped change my life. I returned to school, finished my degree, and now currently working in the medical field that I tried to go into 20 years ago. My critical thinking skills have helped develop me into a wiser person.”

•  “The critical thinking course required much effort on my part. But, as I progress through the material, I realized how useful it was, and would make me a smarter decision maker.”

•  “Before I took (the) critical thinking course, I was a firm believer that common sense was something that just could not be taught. After taking the course, I am a firm believer that it can be taught by using good old fashion logic and critical thinking.”


Education

Question 7: Use CT in other Education Courses?

Mean=5.32+1.52. Z=3.78, p=.00007

Transfer Occurred: Extremely Positive


0

1

2

3

4

5

6

7

1 2 3 4 5 6 7

Numerical Value of Responses with Additional Classes

Num

ber

of R

espo

nder

s

Mean=5.32


Qualitative Confirmation of Critical Thinking

•  “I utilized this instruction through my two years at (university) and graduated Summa Cum Laude, with a 4.0 GPA.”

•  “I wish I could say every class required it, but one class that helped was Economics.”

•  “One class that used some more thought to solve problems is Statistics.”

•  “... any student can benefit from the critical thinking techniques found in this course. I recommend the instruction of critical thinking to all students wishing to become better decision makers.”


Workplace

Question 8: Use CT at Work/in Career?

Mean=5.26+1.56. Z=4.20, p<.000003

Transfer Occurred: Extremely Positive


0

2

4

6

8

10

12

1 2 3 4 5 6 7


Num

ber

of R

espo

nden

ts

Mean=5.26



•  “To my surprise, forecasting and inventory control and things of that nature requires a lot of critical thinking skills.”

•  “It helps deciding many factors such as staffing needs, budgets, purchasing, and many more aspects of my job.”

•  “Yes (I use CT at work), I sometimes have to do projections in our Fixed Asset System, and the software lets me do a trial and error approach to different ‘what if’ scenarios.”

•  “The best part of the critical thinking was being able to go through a process to solve problems that required more thought than just assuming the right answer.”


Daily Life

Question 9: Use CT in Daily Life?

Mean=5.78+1.12. Z=8.24, p<<.000001

Transfer Occurred: CT used frequently!


0

1

2

3

4

5

6

7

8

9

10

1 2 3 4 5 6 7


Num

ber

of R

espo

nden

ts

Mean=5.78


Interactions with Others

Question 10: CT Affected Interactions with Others?

Mean=5.26+1.58. Z=4.13, p<.000005

Transfer Occurred: Strong Positive Effect!


0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7


Num

ber

of R

espo

nder

s

Mean=5.26


Perceptions of the World

Question 11: CT Affected Perception of the World?

Mean=5.48+1.55. Z=4.96, p<.000003

Transfer Occurred: Strong Positive Effect!


0

1

2

3

4

5

6

7

8

9

10

1 2 3 4 5 6 7

Numerical Value of Responses

Num

ber

of R

espo

nses

Mean=5.48


Perceptions of Self

Question 12: CT Affected Perception of Yourself?

Mean=4.85+1.85. Z=2.39, p=.008

Transfer Occurred: Moderately Positive


0

1

2

3

4

5

6

7

1 2 3 4 5 6 7


Num

ber

of R

espo

nder

s

Mean=4.85


Changed You in Any Way

Question 13: CT Affected Changed You in Any Way?

Mean=4.93+1.71. Z=2.82, p=.002

Transfer Occurred: Moderately Positive


0

2

4

6

8

10

12

1 2 3 4 5 6 7


Num

ber

of R

espo

nder

s

Mean=4.93


Logical Dilemma

Graduates Strong Agree: 1. Use Critical Thinking in Daily Life 2. Use Critical Thinking in Interactions with

Others 3. Critical Thinking Has Changed Their

Perceptions of the World

Yet, Graduates Moderately Agree: 1. Critical Thinking Changed Their Perception of

Self only Slightly 2. Critical Thinking Changed Them only Slightly


Can both be true? Is there a statistical difference between Questions 9-11 and Questions 12 and 13?


Questions 9-11 vs Questions 12 & 13

Question 9: M=5.78

Question 10: M=5.26

Question 11: M=5.48

Question 12: M=4.85

Question 13: M=4.93

Is there a difference between them or not?


Difference between the Means Question 9 v 12: M=0.93 Z=4.29, p<.000003 Question 9 v 13: M=0.85 Z=3.94, p=.000005 Question 11 v 12: M=0.63 Z=2.11, p=.017 Question 11 v 13: M=0.55 Z=1.88, p=.034

Yes! Question 9 is significantly different from Questions 12 and 13.

Question 11 is significantly different from Questions 12 and 13


Cognitive Dissonance? 1. Changes in themselves were so slow and gradual that they haven’t noticed?

2. Perceive changes, but haven’t analyzed them introspectively?

3. Modesty, false modesty, or reticence to admit to change?

4. Necessary price to pay, but not willing to admit to it?

5. Embarrassment?



•  “It helps me look outside the box for other answers/solutions to decisions I need to make.”

•  “I see the world differently. Instead of going for the surface, I tend to go deeper and look to the core”

•  “It usually only takes me a moment to recognize when someone lacks the ability to respond with a logical reply.”

•  “I am not saying that I am not naïve anymore, but I know I am a lot less naïve now.”

•  “I try to analyze a situation from a different point of view when necessary.”

•  “I have always been known as a person who thinks a lot what to do before I do things, but after I took this course it had help me a lot. I not only think before I do things, but now I think everything in a different perspective.”

•  “The best part of the critical thinking treatment was breaking apart ideas that were held to be ‘truth’ and finding out there are holes in that belief and possibly no validity to them.”


Aggregate of All Questions

Mean=5.22+1.57. Z=12.07, p<<.000001

Transfer Occurred: Very Positive Results!

Aggregate Distribution of Aggregate Values

0

10

20

30

40

50

60

70

1 2 3 4 5 6 7

Numerical Responses

Num

ber

of R

espo

nder

s

(243 Responses)

Mean=5.22


Mean SD Z-Score Cohen’s D

Q3 4.93 1.47 Z=3.28, p=.0005 .63 (Medium)

Q4 4.67 1.66 Z=2.08, p=01.9 .40 (Medium)

Q5 5.41 1.52 Z=4.57, p<.00003 .88 (Large)

Q6 5.63 1.52 Z=5.56, p<.00003 1.07 (V. Large)

Q7 5.32 1.52 Z=3.78, p=.00007 .87 (Large)

Q8 5.26 1.56 Z=4.20, p<.00003 .81 (Large)

Q9 5.78 1.12 Z=8.24, p<<.00003 1.59 (Huge)

Q10 5.26 1.58 Z=4.13, p<.00003 .80 (Large)

Q11 5.48 1.55 Z=4.96, p<.00003 .95 (Large)

Q12 4.85 1.85 Z=2.38, p=.008 .46 (Medium)

Q13 4.93 1.59 Z=2.82, p=.002 .54 (Medium)

Aggregate 5.18 1.59 Z=12.81, p<<.00003 .74 (Large)

Summation of Values


Conclusion

1.  Graduates report extremely high utilization of critical thinking knowledge, skills, and strategies in their personal lives, their jobs, and their education.

2.  The pedagogical treatment was extremely successful in transferring the knowledge, skills, and strategies of critical thinking from the classroom into the graduates’ lives.

3.  Since the goal of education is transfer, then the critical thinking pedagogical treatment is an outstanding success.


Final Thoughts


1. Critical Thinking isn’t easy.

2. No, you are not a good Critical Thinker.

3. Learning to be a Critical Thinker is hard.

4. Learning to be a Critical Thinker takes time and effort on the learner’s part, regardless of one’s terminal degree.


1. Critical Thinking can be taught and learned in a single, stand-alone class.

2. Your employees are not trained in critical thinking skills.

3. Corporate Development Associates has developed a series of courses to teach your employees to think critically.

4. If you or your company are interested in learning to solve problems more easily, make better decisions, or to become more innovative, talk with Corporate Development Associates, Inc.

Corporate Development Associates

Critical Thinking for the New Economy

Please, let the elephant out of the refrigerator.

It has a meeting to attend.

Ooops!


The End


Critical Thinking for the New Economy

Corporate Development Associates, Inc.

2201 S. Highland Ave

Lombard, IL 60148

Tel. 630-261-1884

Fax. 630-261-1886

[email protected]

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