Critical Thinking: Foundation of Excellence in Business Education Critical Thinking: The Foundation of Excellence in Business Education Phyllis R. Anderson,

Critical Thinking: Foundation of Excellence in Business Education

Critical Thinking: The Foundation of Excellence

in Business Education

Phyllis R. Anderson, PhDJoanne R. Reid, EdD

Copyright © J. R. Reid, 2011


Business Education Problem




Case Studies

1. Students have problem isolating key factors in business decisions

2. Students have problem differentiating cause and effect

3. Students used intuitive opinion, not rational thinking

4. Students repeating the same error, seeking different results.



CapSim® Computerized Business Simulation

1.Poor understanding of business variables

2.Poor understanding of interdependency of business variables.

3.Poor recognition of dependent vs independent variables

4.Poor ability to calculate time effects of business changes

5.Poor inference of relationships among variables

6.Poor evaluating of effects of changes

7.Poor evaluation of consequences of miscalculations.



My Students Needed

• Thinking skills• Reasoning skills• Analytical skills• Evaluative skills • Inferential skills



Research Goals

1.Work within the extant course of study in Business Administration

2.Provide thinking skills that would be applicable to business students

3.Provide thinking skills that would improve student outcomes

4.Determine applicability of thinking skills for improvement of business college curricula.



Educational Research Problem



1980 – US Department of LaborFoundational Skills to be Taught for Competency of Labor Force Thinking Skills

1. Thinks creatively2. Makes decisions3. Solves problems4. Visualizes5. Knows how to learn6. Reasons

Brock, W., & Packer, A. (2000b). What Work Requires of Schools. Retrieved September 28, 2009. from from http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf.

http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf



Foundational Skills to be Taught for Competency of Labor Force

1. Creative Thinking — generates new ideas2. Decision Making — specifies goals and constraints,

generates alternatives, considers risks, and evaluates and chooses best alternative

3. Problem Solving — recognizes problems and devises and implements plan of action

4. Seeing Things in the Mind’s Eye — organizes, and processes symbols, pictures, graphs, objects, and other information

5. Knowing How to Learn — uses efficient learning techniques to acquire and apply new knowledge and skills

6. Reasoning — discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem



2007 - Nation’s Report Card,US Department of Education

Reading: (1992 through 2005)

1. ‘Literary experience’ declined

2. ‘For information’ declined

3. ‘To perform a task’ declined.




High School Graduates Reading Proficiency: (2005)

1. Below Basic: 48%

2. At or below Basic: 81%

3. Proficient: 13%

4. Advanced: 5%Grigg, W., Donahue, P., & Dion, G. (2007). The nation's report card: 12th-Grade reading and mathematics 2005. Retrieved October 1, 2007. from

http://nationsreportcard.gov.

http://nationsreportcard.gov/




Mathematics:37% of graduating HS seniors were unable to

perform even the most basic mathematical procedures

40% of graduating seniors were able to perform only basic mathematics.

22% rated as Proficient

1% rated as Advanced.



2008 - DeVore

1. Critical thinking is one of the most underutilized tools for creating effective business strategies.

2. A staggering 93% of the workforce have not had their critical thinking skills assessed

3. 87% have not been trained in the critical thinking skills necessary to perform at higher levels.DeVore, N. (2008). Critical thinking and better decisions (White Paper): Verge Consulting.



Solution?

Develop and validate a course of study in Critical

Thinking.



The conjunction of knowledge, skills and strategies that promotes improved problem solving, rational decision making and enhanced creativity.

Reid, J. (2009a). Can critical thinking be learned? Paper presented at the Mid-West Regional Educational Research Association.

Definition of Critical Thinking



Critical Thinking Course

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.)



Teaching for Critical ThinkingMotivation

AttentionRelevanceConfidenceSatisfaction

Instruction in CT Skills

Self-AwarenessLogical processesMethods of proof

Pseudo proofsProblem Solving / Decision Making

Metacognitive Training

Knowledge and training to develop recognition of the

need and activation of Critical Thinking

processes

Structure Training

In-depth practice to recognize and use

Critical Thinking skills in multiple contexts.



Cognitive Training Module

Learners Must Do This to Learn

Developers Put These Elements in Lessons to Help

Learners

1. Select the Information to Attend to

WIIFM: What’s In It For Me?YCDI: You can do it.

2. Link the New Information to the Existing Knowledge

Recall existing knowledge Relate the new knowledge and the old knowledge

3. Organize the Information Structure of Content. Objectives. Chunking. Text Layout. Illustrations.

4. Assimilate the New Knowledge into Existing Knowledge

Present New Knowledge.Present Examples.

5. Strengthen the New Knowledge in Memory.

Practice. Feedback. Summary. Test. On-the-job application.



California Critical Thinking Skills Test

Parameter DescriptionTotal Score Correct Answers out of 34

Percentile Ranking Relative ranking compared with other college seniors

Analysis Analytical skills differentiating premise and conclusion

Inference Using inductive reasoning, deductive reason and analysis to draw conclusions based on evidence.

Evaluation Determining the strength and believability of an inference or argument

Inductive Reasoning Capacity to draw a general conclusion based on evidence

Deductive Reasoning

Capacity to draw a specific conclusion based on general arguments.



Method

Dr. Phyllis Anderson



Experimental Venue

Senior capstone course in a college of business



Business Class Structure

1. Critical Thinking Treatment

2. Module Case Study

3. Semester Case Study

4. CapSim® Computerized Business Simulation



1.CCTST Pre-Test

2.Module/Halpern Chapter 1 – 9: Treatment

3.CCTST Post Test

Critical Thinking Treatment

Semester Schedule



Textbook

1.Critical Thinking across the Curriculum: A Brief Edition of Thought and Knowledge (Halpern, 1997)

Critical Thinking Treatment



Nine Module/Chapters at one Module per class period.

Each Module consisted of six elements:

1. Module Pre-Test

2. Discussion of previous Module & examination

3. Multi-media assisted lecture on present Module

4. Module reading assignment

5. Module chapter examination

6. Module Post-Test

Critical Thinking TreatmentClass-by-Class Schedule



Critical Thinking Results

Dr. Joanne Reid



What Is the Result?

In every Module, the students’ Post-Test scores were significantly higher than the Pre-Test scores.



What Is Our Conclusion?

Using this treatment, student learning occurred in every Module of the CT Treatment.



California Critical Thinking Skills Test:

The Test of Overall Learning

What were the scores of the CCTST?

Did they confirm the Chapter Pre-Test/Post-Test scores?



What Is the Result?

In 6 of the 7 parameters the students’ Post-Test scores of the CCTST were significantly greater than the Pre-Test scores.



What Are Our Conclusions?

1. That is, the learning observed in the Modules was transferred to the CCTST.

2. Critical Thinking skills were learned and applied in a different environment.



Critical Thinking Conclusion

Critical Thinking was taught

Critical Thinking was learned.

Critical Thinking skills were transferred from one domain to another.



Business Course Results

Dr. Phyllis Anderson



Module Case Studies

1. Only 5% of overall grade

2. Rubric developed

3. Emphasis on Business understanding

4. Most students did try to use CT analyses

5. Students needed more practice in CT analyses of business problems.



Semester Case Studies

1.Major grade component

2.Primarily based on business parameters, i.e. SWOT, Financials, History, etc.

3.Students required to discuss the company’s decisions, how they would have done things differently and why.

4.Students used CT to critique decisions and justify their own.



CapSim® Simulation

1.All teams appeared to learn more quickly

2.Teams considered more variables than previous classes.

3.Teams developed more rational business plans rather than “gut” performance

4.No team went bankrupt!

5.No emergency loans!

6.Novel solutions to business problems (Induced strike!)



Summary

1.Module Exams: Could be improved with greater emphasis.

2.Module Case Studies: Could be improved with greater emphasis.

3.Semester Case Study: Improved student outcomes, but greater emphasis should help.

4.CapSim®: Improved student outcomes!



Business Class Conclusion

Critical Thinking improved business case studies.

Critical Thinking improved CapSim®.

Critical Thinking improved student outcomes.


Courses of Study

Academic

Business



Common Core12 Module/Lesson

Each Module consisted of six elements:

1. Module T/F Pre-Test

2. Discussion of previous Module & examination

3. Multi-media assisted lecture on present Module

4. Module reading assignment

5. Module chapter examination

6. Module T/F Post-TestCopyright © J. R. Reid, 2011


Academic Courses

Instructor Led

Computer-Aided

Web-Based (In Development)



Instructor-Led Course Materials

1 Teacher’s Manual15 PowerPoint-Assisted Lectures with Scripts12 Lesson T/F Pre-Tests and Post-Tests12 T/F Test Masters (Answers)12 T/F Grading Spreadsheets12 Lesson Assignments12 Assignment Masters (Answers/Grading Rubric)1 Assignment Grading Spreadsheet

Note: Textbooks not included Copyright © J. R. Reid, 2011


Computer-Aided Course Materials

3 DVDs containing:15 Video Lectures

1 CD ROM containing:All the material contained in theInstructor-Led course of study

Note: Textbook not included



Business Manager’s Courses

Instructor Led

Computer-Aided

Web-Based (In Development)



Instructor-Led Course Materials

1 Teacher’s Manual15 PowerPoint-Assisted Lectures with Scripts12 Lesson T/F Pre-Tests and Post-Tests12 T/F Test Masters12 T/F Grading Spreadsheets12 Lesson Assignments12 Assignment Masters1 Assignment Grading Spreadsheet12 Business Case Studies12 Business Case Study Grading Rubrics

Note: Textbooks not includedCopyright © J. R. Reid, 2011


Computer-Aided Course Materials

3 DVDs containing:15 Video Lectures

1 CD ROM containing:All the material contained in theInstructor-Led course of study

Note: Textbook not included



Options

California Critical Thinking Skills Test

Watson Glaser Critical Thinking Test



CT Teacher Training

Cost: $6,000 per courseClass: Maximum of 6 attendeesSchedule: 1 or 2 Sessions per weekTangibles: Certificate in Teaching Critical Thinking*

Additional Expenses:TravelLodgingTextbooksMeeting RoomsA/V Equipment/Facilities Copyright © J. R. Reid, 2011


Business Manager’s Course

Cost: $10,000 per courseClass: Maximum of 10 attendeesSchedule: 1 or 2 Sessions per weekTangible: Certificate of Performance

Additional Expenses:TravelLodgingTextbooksMeeting RoomsA/V Equipment/Facilities



Contact

Dr. Joanne R. ReidCorporate Development Associates, Inc.

PO Box 1206Lombard, IL 60148

(630) [email protected]


mailto:[email protected]


References

Reid, J., & Anderson, P. (in press). Critical thinking in the business classroom. Journal of Education for Business,

Reid, J., & Anderson, P. (2011). Critical Thinking: The Foundation of Education in a Technological World. In A. Méndez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (Vol. 1). Badajoz, Spain: Formatex Research Center.

Reid, J., & Anderson, P. (2011). Critical thinking instruction in interesting times. In M. Abdelsama (Ed.), Proceedings of the 2011 International Business Conference of the Society for the Advancement of Management. Orlando, FL: Society fot the Advancement of Management.

Anderson, P., & Reid, J. (2010). An application of Halpern's Teaching for Critical Thinking in the business school classroom. In J. Teahan (Ed.), Proceedings of the North American Management Society 2010 Annual Meeting. Chicago, IL: North American Management Society.

Reid, J. (2009a). Can critical thinking be learned? Paper presented at the Mid-West Regional Educational Research Association, St. Louis, MO.

Reid, J. (2009b). A quantitative assessment of an application of Halpern's Teaching for Critical Thinking in a business class. Doctoral Dissertation, Northern Illinois University, DeKalb, IL. Proquest Publication No: 340486 http://proquest.umi.com/pqdweb?did=2066610151&sid=1&Fmt=2&clientId=11150&RQT=309&VName=PQD

DeVore, N. (2008). Critical thinking and better decisions (White Paper): Verge Consulting.Kane, M., Berryman, S., Goslin, D., & Meltzer, A. (1990). Identifying and Describing The Skills

Required by Work: The Secretary's Commission on Achieving Necessary Skills.


http://proquest.umi.com/pqdweb?did=2066610151&sid=1&Fmt=2&clientId=11150&RQT=309&VName=PQD

http://proquest.umi.com/pqdweb?did=2066610151&sid=1&Fmt=2&clientId=11150&RQT=309&VName=PQD


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Documents

Critical Thinking: Foundation of Excellence in Business Education Critical Thinking: The Foundation of Excellence in Business Education Phyllis R. Anderson,