Critical Thinking Slides - V1

Training & Development Division
2017 – 2018 Training Courses

“Creating a Learning Environment”
Customer Service Course
“Critical Thinking & Problem-Solving”
Critical Thinking &

Problem-Solving
Training
Meet your training team
Head of T & D Division: Dr. Nazareth Nicolian

Email address: nicoliann@mea.com.lb
Course Instructor: Dr. Nazareth Nicolian
Course Administration: Mrs. Nada Baltagi and Aya Hasbini

Welcome
• Warm-up
• Participant introductions and expectations
• Instructor introduction and expectations

Course Objectives/Outcomes
• Explain the basic terms, concepts and principles of critical thinking
• Explain the difference between thinking and critical thinking
• Describe the difference between creative, lateral, parallel, and critical
thinking
• Identify the different methods used in critical thinking
• Analyze the impact of the 6 different hats thinking framework
• Apply the different thinking methods in solving problems
• Apply the different thinking methods in decision-making
• Analyze the impact of the 6 different hats thinking framework
Course Activities
• Multiple assessments
• Classroom exercises aimed at validating lessons
learned
• Participant classroom presentations
• Formal examination
• Participant feedback
• Completing various forms
Course Requirements
• No prior course pre-requisite
• 100% attendance
• Minimum to earn Certificate of Completion
• 70% of Formal Assessment
• 90% for a Distinction
• Letter of Attendance for grades below 70%
• Formal Assessment based on:
• 50 % Attendance & Classroom Participation (Individual)
• 50 % Final Exam (Individual – open book)
Course Duration – 6 Lecture Hours

9:00 a.m. to 4:00 p.m.
• 09:00 - 10:30 Lecture

• 10:30 - 10:45 Break
• 10:45 - 12:00 Lecture
• 12:00 - 01:00 Lunch Break
• 01:00 – 03:00 Lecture
• 03:00 - 04:00 Exam
Agenda and Topics
1. What is Thinking
2. Intelligence Trap
3. Data, Information, and Knowledge
4. Thinking Methods - Introduction
5. CoRT Thinking Model
6. CoRT Thinking Methods
7. Pisco Method
8. Creative Thinking
9. Lateral Thinking
10.Parallel Thinking
11.Six Thinking Hats
12.Weighted Scoring Method
13.Bloom’s Taxonomy
Critical Thinking
What is Thinking?
Thinking
 The process of considering or reasoning about something
 The action of using one's mind to produce thoughts
 What does the word mean? It is the process

by which we interpret the input from our five senses
by which we understand abstract concepts
by which we construct logical arguments
by which we understand communication from other people
and by which we are able to perform complex actions
It is a response, a reaction of memory
Thinking
 Thinking is a matter of intelligence. You
either have it in your genes, or you don’t?
 Thinking is a skill that may be improved by
training?
 Horse Power of the Car, and the driving skills
needed to steer the car.
 “Thinking is the operating skill through which
intelligence acts upon experience”
Intelligence Trap
 Take a view and defend it using your
intelligence.
 The better the defense of that view, the
less the need to seek alternatives.
 Trapped in poor ideas, because you can
defend them so well.
 To prove someone else is wrong.
Intelligence Trap
 The “2 finger” trap (as in typing).
 Practicing poor thinking does not make
you a better thinker.
 Methods of thinking are important factors
to improve thinking skills.
 Touch-typing course may improve
typing.
Data, Information, Knowledge
 How Data is transformed to Information.
 How Information is transformed to
Knowledge.
 Although very important, Knowledge
alone is not enough.
 The creative, constructive, design and
operating aspects of thinking are just as
important as Knowledge.
General Thinking Methods
 Gathering relevant Information.
 Understanding the problem domain.
 Assessing priorities.
 Seeking alternatives.
 Forming Hypotheses.
 Generating new ideas.
Critical Thinking
 Old-fashioned view of critical thinking
established by the Greek Gang of 3 (Plato,
Socrates, and Aristotle).
 Analysis, Judgement, and argument are
“NOT” enough
 Critical comes from the Greek word “Kritikos”
– to judge.
 Generative, productive, creative, and design
aspects/methods need to be added.
Perception
 Perception is the most important part of Thinking.
 Perception is how we look at the world, and how we
structure it.
 Patterns are built and developed to create and
shape Perception.
 Most errors of thinking are errors of perception.
 “self-organizing” system of information and patterns.
 Don’t get trapped in preconceived patterns.
CoRT Thinking Programme
 CoRT = Cognitive Research Trust

 Thinking is a skill that can be developed
 Most practical thinking takes place in the
perception stage.
 The tools method is used to teach thinking.
CoRT Thinking Model
 CoRT 1 – Breadth – Directional Thinking / Broadening Perception
Broadens perception by demonstrating a number of different directions thinking can follow.
 CoRT 2 – Organization – Organizing Thinking
Shows users how they can organize their thinking so that it can be used in a deliberate and
productive manner.
 CoRT 3 – Interaction – Interactive Thinking
Is concerned with argument, interaction and critical thinking; the ways we use to be right
and the ways we can be wrong
 CoRT 4 – Creativity – Design Thinking
Creativity is not a special gift, which some people have and others can never acquire.
 CoRT 5 – Information and Feeling – Information Gathering and Assessment
Is concerned with eliciting information and assessing it.
 CoRT 6 – Action – Operative Thinking
Thinking in action. Thinking for action. Active thinking. CoRT 6 is concerned with the total
process of thinking: beginning with the purpose, and ending with the specific action steps
for implementing the outcome of thinking. CoRT 6 consolidates the thinking processes that
have been explored from CoRT 1 through 5.
CoRT Thinking Methods
• PMI = Plus, Minus, Interesting

• CAF = Consider All Factors
• OPV = Other People’s Views
• FIP = First Important Priorities
• C&S = Consequences & Sequels
• AGO = Aims, Goals, Objectives
• APC = Alternatives, Possibilities, Choices
PMI
PLUS
MINUS
INTERESTING
PMI
 Normally when presented with an idea,

people support it or are against it
 Once they have decided to take a position
they will use all of their logic and emotion
to defend that position
 Using the PMI says “Let’s be fair to an
idea and look at it from a few different
sides before making up our minds”
 Like Pros-and-Cons or SWOT analysis
PMI
 P = Plus
• The good things about an idea
• Why you like it
• What are the benefits of it
PMI
 M = Minus
• The bad things about an idea
• why you don't like it
• What are the potential problems
PMI
 I = Interesting
• What you find interesting about an idea
• What are the future implications of the idea
• What does it tell us about the status quo
PMI: How to do it
PMI: How to do it
PMI: How to do it
P M I
PMI: How to do it
P M I
PMI: How to do it
P M I
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PMI: How to do it
P M I
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Sad.f/mr kiwmr r Efwe,fwopropmgrt

PMI: How to do it
P M I
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Rfa qrrtyj tu eyw Fvkl’amfapwwrvm Wefwe;lfmsdom
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PMI
 Order is significant, most people find

“M” easy, so putting “P” first forces
new directions
 “directed thinking” only considering
one direction at a time
 Short timescales to encourage
quickthinking creativity
PMI: Example
 Scenario: “Windows should

be made of transparent
plastic instead of glass”
PMI: Example
 PLUS
• They wouldn’t break as easily
• They would not be as dangerous when broken
• Easier to transport in bulk because of resilience
PMI: Example
 MINUS
• Plastic would be more expensive than glass
• Plastic would get scratched very easily
• Plastic could be melted easily
PMI: Example
 INTERESTING
• Perhaps windows could be of all colours if
plastic
• Perhaps we take it for granted that glass is best
since we are used to it
• Maybe the windows could be coated with anti-
scratch coating
PMI: Exercise
 Scenario:“All seats should be

taken out of buses”
PMI: Exercise
 POSSIBLE SOLUTIONS
 PLUS
• More people would be able to get into buses
• It would be easier to get in and out
• Buses would be cheaper to make and to repair
 MINUS
• Passengers would fall over if sudden stops
• Old people and the disabled might not be able to use buses
• It would be harder to carry shopping bags and babies
 INTERESTING
• Might be two types of bus; one with seats, one without
• The same bus might do more work
• Comfort is less important on a bus ??
CAF
CONSIDER
ALL
FACTORS
CAF
 Unlike the PMI this is not a timed

exercise, it takes as long as it takes
 Decide on a specific number of factors,
e.g. 10 factors
 Continue working on list until that number
of factors are achieved
 May uncover hitherto unconsidered
factors
CAF
 Related to
• Action
• Decision
• Planning
• Judgement
• Conclusion
CAF
Consider All Factors

CAF
1.
2.
3.
4.
5.
6.
7.
8.
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10.
CAF
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CAF
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CAF
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CAF
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CAF
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8. lslwiwirjfkcmqas
9. cdale;aefiemfefm
10. kmxppaowedope
CAF: Exercise
 Scenario “A husband and wife go to

buy a used car for their family”
• 10 factors
CAF: Example
1. The person selling it actually owns it
2. The price of the car
3. The type of car and colour
4. The engine power and speed of the car
5. All the mechanical parts are working well
6. The car is big enough for a family
7. Has the car been in a crash?
8. It will be easy to get replacement parts
9. It has tax and NCT certificates
10.What is the potential resell value?
CAF: Exercise
 Scenario “Factors involved in

choosing your hairstyle”
• 10 factors
CAF Tool
 Consider all the Factors.
 Don’t evaluate them first.
 Choosing a career
 Planning a birthday party
 Designing a better chair
 Giving a present
 Choosing a pet
OPV
OTHER
PEOPLE’S
VIEWS
OPV
 The process of looking at other people’s

viewpoints so that the process can be
used consciously and deliberately
 Consider the views of all stakeholders
 Can be employed in conjunction with
other techniques
OPV
OPV: Example
 A salesperson is trying to sell you a second-

hand sports car
 Salesperson:
• Show how sharp car is,
• how powerful the engine,
• the new tires,
• how it suits you,
• what a good buy it is.
 You:
• see whether or not it has been in a crash,
• how much spare tires cost,
• how worn the parts are,
• how it compares with other cars you have seen
OPV: Exercise
 A boy refuses to obey his teacher in class.

The teacher sends the boy to the principal
who suspends him. The boy’s parents
object.
 What is the view of;
• The boy
• The teacher
• The principal
• The parents
• The classmates
FIP
FIRST
IMPORTANT
PRIORITIES
FIP
 The process of picking out the most important

ideas, factors, objectives, consequences
 To be used in conjunction with other
techniques (e.g. CAF, APC )
 Purpose is to restore the balance in a
deliberate manner.
 FIP is a judgement situation and there are no
absolute answers.
FIP: Example
 FIP on scenario “A husband and

wife go to buy a used car for their
family”
FIP: Example

FIP: Example

FIP: Example

FIP: Exercise
 FIP on choosing hairstyle.

C&S
CONSEQUENCES
& SEQUELS
C&S
 The process of looking ahead to see the

consequences of some action, plan,
decision, rule, invention.
 C&S deals with what may happen after
the decision has been made.
• Short-term (1-2 years)
• Medium-term (2-5 years)
• Long-term consequences (over 5 years).
C&S: How to do it
C&S: How to do it
C&S: How to do it
ST MT LT
C&S: How to do it
ST MT LT
C&S: How to do it
ST MT LT
Faskmdf wkmfwef
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C&S: How to do it
ST MT LT
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weewtwrtjwryjyj We weew;vws;vwp
wj3446j46j46j46je Fsvwmwwefwe;l,
Sad.f/mr kiwmr r Efwe,fwopropmgrt

C&S: How to do it
ST MT LT
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Rfa qrrtyj tu eyw Fvkl’amfapwwrvm Wefwe;lfmsdom
weewtwrtjwryjyj We weew;vws;vwp Efw[p,pwefwew
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Sad.f/mr kiwmr r Efwe,fwopropmgrt Weflwef,we;,efl

C&S: Example
 An Australian man introduces

rabbits into the country to provide
hunting for his friends.
C&S: Example
 Short-Term consequences
• friends have plenty to shoot at,
• rabbit is alternative source of food,
• lots of fun had,
• lots of guns sold
C&S: Example
 Medium-Term consequences
• rabbits have multiplied,
• they have become a pest
C&S: Example
 Long-Term consequences
• rabbits have spread all over Australia
• do a lot of damage to crops
C&S: Exercise
 “A new device has been created to

immediately tell if someone is telling lies”
C&S Tool
 Consider the Consequences of a action of decision.
 4 time zones are suggested:
• Immediate
• Short-term
• Intermediate-term
• Long-term
 All exams are abolished
 Fuel becomes very expensive
 Life is discovered somewhere in space
 Marriages only last 5 years.
AGO
AIMS, GOALS
& OBJECTIVES
AGO
 To introduce and emphasise the idea of

purpose
 Focus directly and deliberately on the
intention behind actions.
• Aim is the general direction
• Goal is an ultimate destination
• Objectives are recognisable points of
achievement along the way
AGO: Example
 “A developer is building a new

shopping centre”
AGO: Example
 Aim
• Make all arrangements for building
 Goal
• Complete the shopping centre
 Objectives
• to make a profit,
• build a successful shopping centre,
• pleasing potential shoppers,
• fitting in with planning authorities,
• work well in time and in budget
AGO: Exercise
 Develop an AGO for the police and put

them in order of priority
APC
ALTERNATIVES,
POSSIBILITIES
& CHOICES
APC
 The process of deliberately trying to find

alternatives.
 An attempt to focus attention directly on
exploring all the alternatives or choices or
possibilities - beyond the obvious ones
 Applies not only to action but also to
explanations.
APC: Example
 You arrive at school on

Monday morning and see
the goal posts have been
removed. What could
have happened?
APC: Example
 Vandals cut them down
 A car backed into a post badly splintering it and for
safety sake it had to be removed.
 The PE teacher had taken them down because
they were not regulation size
 The local football team borrowed them for a match
 A pole vaulter needed to some quick practice
 A Jousting contest had been held over the
weekend and no one wanted to use real lances
 A new school building is going to be built on the
field
APC: Exercise
 The brightest girl in class starts making

mistakes in her work on purpose, what are
the possible explanations ?
APC Tool
What Do you See here?

APC Tool
 Divide a square into 4 equal pieces.
 Pouring cans of beer into the petrol tank of a car at a gas
station.
 Why men smoke more than women? Put some alternative
hypotheses on your answers.
 APC with Problems, at different points:
• In defining them
• In finding different approaches to solve them
• Solution evaluation and implementation
 In Review, Design, Decision-Making, Course of Action,
Forecasting.
 Without alternatives, we remain stuck in the past.
 Opens up new possibilities
Summary
• PMI = Plus, Minus, Interesting

• CAF = Consider All Factors
• OPV = Other People’s Views
• FIP = First Important Priorities
• C&S = Consequences & Sequels
• AGO = Aims, Goals, Objectives
• APC = Alternatives, Possibilities, Choices
PISCO
 “P” stands for Purpose Clean up the Streets
 “I” stands for Inputs The Care of Old People
 “S” stands for Solutions Raising $ for Charity
 “C” stands for Choice Planning a Holiday
 “O” stands for Operation Design a Poster
P I S C O
Thinking creatively
Thinking creatively means
conceiving and understanding
things in new ways, developing
new approaches, finding fresh
perspectives or shifting them
easily, being curious and being
original.
Thinking creatively (count.)
Creativity consists largely of
rearranging what we know in order
to find out what we do not know.
Rearrangement usually offers

countless alternatives for ideas,
goods, and services
Take ordinary words and rearrange
the letters to create new words that
will surprise and startle you
if life gives you

limes
rearrange the letters
of limes into

Rearrange the letters to
create new words
 ASTRONOMER
 DORMITORY
 THE EYES
 THE MORSE CODE
 ELEVEN PLUS TWO
 ELECTION RESULTS
 DESPERATION
The letters rearranged:
 STAR MOONER
 DIRTY ROOM
 THEY SEE
 HERE COME DOTS
 TWELVE PLUS ONE
 LIES – LET’S RECOUNT
 A ROPE ENDS IT
Creative thinking
Psychology describes creative thinking as
a complex personal trait and a cognitive
process regarding problem solving. As a
personal trait, it is debatable whether
creative thinking can be learned or not.
However, as a cognitive process,
methods can be learned to change the
thinking process.
Creative thinking (cont.)
Thormann (2007) defines creative
thinking as finding ideas, developing
alternatives and making decisions by
going beyond the routines and the
usual. In her opinion, creative
thinking can be learned by training
creativity and learning about creative
methods.
Bonsch and Kaiser (2002) define three
components of creative thinking: the
intellectual aspect (ability to produce
ideas), the motivational aspect
(preparedness to think of something new
and to articulate these thoughts) and the
emotional aspect (courage to think out-of-
the box, to resist pressure to conform, to
take risks).
For Edward de Bono creativity
seems to cover everything from
creating confusion to creating a
symphony. Therefore, he invents the
term lateral thinking in 1967 which
has become officially part of the
English language.
Lateral thinking
“the term lateral thinking needed to
be invented for two reasons. The first
reason is the very broad and
somewhat vague meaning of the word
creative. The second reason is that
lateral thinking is directly based on
information behavior in active self-
organizing information systems.”
Lateral thinking (count.)
Lateral thinking is very precisely
concerned with changing
concepts and perceptions; these
are historically determined
organizations (patterns) of
experience.
Lateral thinking puzzles
A man lives in the penthouse of an
apartment building. Every morning he
takes the elevator down to the lobby
and leaves the building. Upon his
return, however, he can only travel
halfway up in the lift and has to walk
the rest of the way - unless it's raining.
What is the explanation for this?
Lateral thinking puzzles (cont.)
Solution: The man is a dwarf.

He can't reach the upper
elevator buttons, but he can
ask people to push them for
him. He can also push them
with his umbrella.
There are six eggs in the

basket. Six people each take
one of the eggs. How can it
be that one egg is left in the
basket?
Solution: The last person

took the basket with the last
egg still inside.
You are driving down the road in your car on a
wild, stormy night, when you pass by a bus stop
and you see three people waiting for the bus:
1. An old lady who looks as if she is about to die.
2. An old friend who once saved your life.
3. The perfect partner you have been dreaming
about.
Knowing that there can only be one passenger
in your car, whom would you choose?
Solution: The old lady of course!

After helping the old lady into the
car, you can give your keys to
your friend, and wait with your
perfect partner for the bus.
Parallel thinking
Another term coined by Edward de

Bono is parallel thinking.
Parallel thinking means that at any

moment everyone is looking in the
same direction.
Parallel thinking
In parallel thinking, both views, no
matter how contradictory, are put down
in parallel.
If later on it is essential to choose
between the different positions, then
an attempt to choose is made. If a
choice cannot be made, then the
design has to cover both possibilities.
Six Thinking Hats
It is a thinking tool which uses parallel
thinking where groups go through a
planning thinking processes in a
detailed and cohesive way, improving
the quality of decision-making
processes and looking at the effects of
a decision from a number of different
points of view.
Six Thinking Hats (cont.)
It is also an effective tool for
individual thinking and using a
'six thinking hats' sequence
ensures that all aspects of an
issue are considered equally.
WHITE HAT
- symbolizes neutrality and objectivity
- concerned with facts and figures and focuses on
information
- used towards the beginning of the thinking
sessions as a background for the thinking that is
going to take place
- lays out the means (surveys and questionnaires)
for obtaining the information needed
- provides a means to separate pure information
from judgment.
RED HAT
- gives the emotional view to the issue
discussed
- timing - only a short time is needed to get
the red hat feeling
- no explanations or qualifications
- always done on an individual basis
- used towards the beginning of the meeting
depending on the issues discussed
BLACK HAT
- most used and most important
- black is somber and serious, cautious and
careful.
- points out the weaknesses in an idea
- describes thinking that seems to be cautious
and seems to point out possible difficulties
- points out how something does not fit our
resources, our policy,
our strategy, our ethics, our values, and so forth
YELLOW HAT
- optimistic,hopeful, positive and
constructive
- look for values, benefits in a suggestion
- put the idea into practice
- covers a positive spectrum ranging from
the logical and practical at one end, to
dreams, visions and hopes at the other
end
GREEN HAT
- creativity, new ideas, options and
alternatives
- a specific time is set out for everyone to
make a creative effort
- acknowledges that creativity is a key
ingredient in thinking
- green hat thinking is concerned with
change
BLUE HAT
- concerned with control, the organization of
the thinking process and the use of the other
hats
- used both at the beginning and at the end
of the session
- at the beginning of a thinking session -
defines the situation
- may seek alternative definitions of a
problem
BLUE HAT
- lays out what is to be achieved

- determines the agenda or
sequence of use of the other hats
- sets the thinking ‘strategy’
- keeps the discipline and ensures
that people keep to the relevant hat
BLUE HAT
- at end of a session - asks for the outcome
- summary, conclusion, decision, solution
- action steps, or further thinking on some
points
- the chairperson has an automatic blue hat
function
- keeps order and makes sure that the
agenda is observed
Two basic ways to use the
hats:
- singly to request a type of
thinking
- in a sequence to explore a
subject or solve a problem
Heinz Dilemma
A woman was dying from a special kind of cancer. There was one
drug that the doctors thought might save her. It was a form of
radium that a druggist in the same town had recently discovered.
The drug was expensive to make, but the druggist was charging
$2,000 dollars, ten times what the drug cost him to produce. The
sick woman's husband, Heinz, went to everyone he knew to
borrow the money, but he could only get together about half of
what it cost. He told the druggist that his wife was dying and asked
him to sell it cheaper or let him pay later. But the druggist said
"No”. The husband got desperate and broke into the man's store
to steal the drug for his wife.
 Should the husband have done that? Why?
Six thinking hats
White hat Red hat Black hat

Association White paper: Fire, warmth Strict judge, intolerant
neutral of wrong doers
carrier of
information
Area of focus Data and Feelings, Critical judgement
information intuition
Questions/discussion What info do we This is what I feel The regulations don’t

topic have? My gut feel is that allow
What info is I don’t like the way He doesn’t have the
missing? My intuition tells me experience
Where will we get it? Those prices won’t be
How will we get it? profitable
We won’t fill capacity
Source Edward de Bor 8

Six thinking hats continued...
Yellow hat Green hat Blue hat

Association Sunshine Vegetation, Sky
Optimism Rich growth Overview
Logical, positive
view
Area of focus Benefits (logically Creative thinking Agenda
based) New ideas Next steps
Feasibility Additional alternatives Process control
Questions/discussion This would work if Are there alternatives? Let’s summarize views
topic we did X Could there be another Let’s look at priorities
The benefit would reason? The points to discuss
come from Y What is a creative are...
High labour costs solution
mean a lower
workforce
Six thinking hats continued...
Yellow hat Green hat Blue hat

Association Sunshine Vegetation, Sky
Optimism Rich growth Overview
Logical, positive
view
Area of focus Benefits (logically Creative thinking Agenda
based) New ideas Next steps
Feasibility Additional alternatives Process control
Questions/discussion This would work if Are there alternatives? Let’s summarize views
topic we did X Could there be another Let’s look at priorities
The benefit would reason? The points to discuss
come from Y What is a creative are...
High labour costs solution
mean a lower
workforce
Sequence is not fixed, but often it is:
1 White – info
2 Green – ideas
3Yellow – benefits of ideas
4 Black – evaluation
5 Red – feelings
6 Blue - conclusions
Six Thinking hats - Evaluation
“+” Takes people away from normal

attitudes
“+” Easy to use
“-” Participants often feel very awkward

and ill at ease initially
10
the students were given an
open-ended questionnaire to
express their views on using
the Six Thinking Hats method
Weighted Scoring Method
Another excellent method
utilized in Creative Thinking.
Weighted Scoring
Method.xlsx
Critical Thinking in Academia
Yet another application of

Critical Thinking in Higher
Education – Bloom’s
Taxonomy
Bloom's Taxonomy.doc
Blooms Taxonomy
Conclusion
 Critical Thinking and is an essential skill required of all modern-
day employees
 It is utilized in all key processes in organizations, from Planning,
to Organizing, to Problem-Solving, to Decision-Making,
Motivating, and Controlling.
 We have seen multiple methods of Critical Thinking, which can
be all used in conjunction with each other.
 Provides for observing all the aspects of an issue, the good
sides, the bad sides, the facts, the problem, the solution.
 Very effective, useful, productive and helpful methods which
can provide positive results in many organizations and
industries
Conclusion (cont.)
The biggest enemy of thinking is
complexity because that leads to
confusion
 When thinking is clear and simple,
it becomes more enjoyable and
more effective
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“Critical Thinking & Problem-Solving”