Aaa assessment 2Assessment description.pdfCritical Thinki.docx

Aaa 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:
activities are significant or important to

you?
important or significant to you?
(Theoretical review)
influencing/impacting your decision-making in
relation to your current interpersonal relationships, professional
workplaces and/or personal
life? (Practical Application)
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)
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
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
impact on the
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
impact on the
and decision-making
and articulated.
Containing more
than eight (8)
concepts theories
and strong
justifications.
The concepts and
impact on the
and decision-making
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
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
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
Self-knowledge and
self-development by
of analysis with
evidence.
Demonstrates an
exceptional level of
reflection on Self-
knowledge and self-
development by
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.
excellent, relevant
and credible sources.
Use of APA
referencing system in
a consistent and
correct manner in
the essay itself.
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.
From Critical Thinking Skills for University Success
9
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…
10
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.
11
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.
12
This is actually a statement, not an argument. An argument must
have premises and conclusions.
N
Y
Y
Y
12
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.
13
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?
14
Brainstorm with the class
What makes an argument stronger?
15
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.

16
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.
17
Implicit premises and/or conclusion
18
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
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
21
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

23
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 II: Clarity
Critical thinking framework: The textbook
24
Clarity

Conclusions
Decisions
Discovery information and ideas
25
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

DECISION-MAKING
Week 2 - Lecture
Recap of concepts introduced last week
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
versus Popper
4KUHNPOPPERScience 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 falseParadigms
are an accepted way or theory for explaining
phenomenonScientific knowledge is therefore revolutionary. It
grows because old theories are discardedParadigms guide
research Move towards truth through an evolutionary
processResearchers working within the paradigm do not seek to
discover new paradigms/ theories but focus on confirming the
paradigmBased on empirical facts. Look at the evidence and test
the evidence, progressing by testing increasingly difficult
variations of the evidenceParadigms suggest a pre-determined
answerCritical of paradigms approaching dogmaBut once there

is a enough anomalies/ incongruent findings a new paradigm
will be sought/embraced but this can take decadesArgues 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
6

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
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

12
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.
15
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.
16

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.

18
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. -
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

20
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.
21
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)
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 V: Decisions

25
Clarity
Conclusions
Decisions
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
29
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

31
1. Emptying your bucket
32WHICH BETTER? WHYBeen there, done that?Every
experience is uniqueConflicting priorities, strategies and
projectsIs there scope to include this, juggle things?Lack of
resources, time and budgetHow can we use resources, time and
budget better?Job of other departmentsI think about how the
whole organisation can work together to achieve goalsFocus on
the negativeThere is always a way
An open mind?
33
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
34
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 bes
So that our customers could understand their markets better than
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? (√)
35
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?
36
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.
37

8. The Ingredient diagram
Diagram to transition between clarity and conclusions.
Example: Going for a long drive diagram.
38
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?
39
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?
40
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.”
41
Aaa assessment 2/week-3 (part 1).pptx
DECISION-MAKING
Week 3 - Lecture
Recap of concepts introduced in week 2
versus Popper
Logical reasoning—Deductive
2

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
3
3
Deductive logic
In deductive arguments, the truth of the argument is assured by
the truth of the premises…
4
4

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.
5
Inductive logic
6

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

7
Misperception
Inductive arguments are inferior than deductive arguments?
NO! They are different.
8
Deductive versus Inductive Arguments
9Deductive Inductive Valid or InvalidStrong or Weak All or
NothingDegrees, to what extent Indefeasible *
Not open to objectionDefeasible *
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.
9
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.
10
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?
Inductive arguments could become weaker (defeasible) in light
of new knowledge/information/context
11

Section V: Decisions
Section II: Clarity

12
Clarity
Conclusions
Decisions

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
13
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
14

Premises
Using inductive reasoning to come to conclusions involve 5
components coming together:
15
Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
1
2

5
4
3
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.)
16
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
17
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

18
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.
19
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)
20
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
21
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
22
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
23
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
24
Strong conclusion?
25
Credibility of the premise
Feasible and realistic
Consistent with your knowledge
Received from a reliable source
Verifiable
26
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?
27
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
28
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
29
Critical thinking at work
Could you think of examples at your workplace in which your
conclusion is strengthened with triangular thinking?
30
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
31
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.”
32
Other purposes of arguments?
Explanation
Justification
Can you provide examples from your workplaces?
33
Thank you
34
Aaa assessment 2/week-3 (part 2).pptx
DECISION-MAKING
Week 3 – WHO IS ELIZABETH?

Elizabeth
2
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.

3
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
2

2
Why self-awareness?
7
3
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.
8
4
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.”
9
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.

5
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
6
10
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
7
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
11

8
Key areas of self awareness
Personality traits
Personal values
Habits
Emotions
Psychological needs
12
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….
13

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.
14
12Known 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
15

Minimum openness-
Ineffective personality for good leadership
Open BlindHiddenDark
16
More openness-
More Effective personality for leadershipOpen
BlindHiddenDark
17
How to widen the OPEN corner Open Seeking
Feedback
Self Disclosure
Practice New
BehavioursBlindHiddenDark

18
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
19
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
20
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
21

18
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
22
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
23
Self efficacy
Advocated by Albert Bandura
Meaning: Belief in one’s own capability for accomplishment
It is a “Can do” attitude
24

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
25
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
26
Stephen Covey
27
24

Daniel Goleman
Emotional Intelligence
28
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
29
26

Self awareness is a journey and not a destination
30
Acknowledgement
Some slide content courtesy of:
Rajendra Krishnan, and
Madhujit Singh
{From Slideshare.net}
31
28
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
2
2
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.
3

The chapter of the text builds on the idea that conclusions have
5 elements:
4
Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
1

2
5
4
3
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
5

Hierarchy of conclusions that allow one to “push the
boundaries” and innovate
6
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
6
Outside-the-box thinking

Must think outside the usual boundaries that make up regular
conclusions
7
Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
1
2
5
4
3

The 5 elements that make up your premise that leads to your
conclusion
Outside-the-box thinking
Another way of thinking of it
8
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

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