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Applying Critical Thinking Reflections

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Applying Critical Thinking Reflections

HUM/115 v8 (Applying Critical Thinking Reflections)

Critical Thinking Scenario

HUM/115 v8

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Critical Thinking Scenario

Sally is a 34-year-old woman who works in the customer service department for a small company that sells printers. Her job involves speaking with customers and addressing their concerns for 8 hours a day. Unfortunately for Sally, customers only reach out to her department when there is an issue with their printers.

After a long day of listening to customer complaints, she felt drained and agitated. She wanted to relax, so she went to dinner with some colleagues. The colleagues began discussing an issue at work that was causing friction between departments. Sally did not agree with her colleagues’ viewpoint on the causes of that friction, but she did not want to say anything because she felt that she did not know enough about the topic. She decided that after this dinner, she would not spend time with these colleagues outside of work anymore. For the remaining part of the discussion, Sally nodded her head and appeared to agree with her colleagues in order to avoid confrontation.

The next day at work, Sally spoke with a customer who disagreed with the warranty policy of the company. The customer explained to Sally that he understood the terms of the warranty, but he described how vital his printer was to his business. He went on to share how the ability to print materials equated to his ability to put food on the table for his family. He asked if there was anything that Sally could do to help. Sally imagined herself in the customer’s position, and decided to look into additional options for the customer. In the end, Sally was able to de-escalate the situation and assist the customer. (Applying Critical Thinking Reflections)

This interaction with the customer led her to question their warranty, and she decided to speak with her manager to see if it could be changed. She stated that the current warranty policy was inadequate because it did not provide customers with enough time to determine if the product would function appropriately. She provided supporting evidence to show that many printers failed only 1 month after the 1-year warranty expired. She also calculated the number of those customers with failed printers that did buy a replacement printer from the company Sally worked for. Sally proposed that the warranty be extended to 18 months. Unfortunately her manager did not agree with her argument, and replied to her by asking: “How can you be arguing for change in policy when you are late to work most of the time?” However, the manager did not provide an argument against extending the warranty, so Sally decided she would continue to argue for changing the warranty with the company’s leadership. After several meetings with the company’s owner, Sally was able to get her proposal approved and the warranties extended.

Copyright© 2019 by University of Phoenix. All rights reserved.

Copyright© 2019 by University of Phoenix. All rights reserved.

Title of Paper

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Title of Paper

Triple click your mouse anywhere in this paragraph to replace this text with your introduction. Often the most important paragraph in the entire essay, the introduction grabs the reader’s attention—sometimes a difficult task for academic writing. When writing an introduction, some approaches are best avoided. Avoid starting sentences with “The purpose of this essay is . . .” or “In this essay I will . . .” or any similar flat announcement of your intention or topic. (Applying Critical Thinking Reflections)

Elements of Critical Thinking

Triple click your mouse anywhere in this paragraph to replace this text with your 1st body paragraph. In this section, you will focus on the elements of critical thinking apparent in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that considers the following questions: What barriers to critical thinking were apparent? How were they presented? Do you believe that Sally possesses characteristics of a good critical thinker? Why or why not?

Reason, Emotion, and Communication

Triple click your mouse anywhere in this paragraph to replace this text with your 2nd body paragraph. In this section, you will focus on the role that reason, emotion, and communication play in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that considers following questions: How is the concept of reason presented? How did emotion affect Sally’s critical thinking? What type of communication style does Sally use while at dinner with her colleagues? Why do you believe this?

Fallacies and Argument

Triple click your mouse anywhere in this paragraph to replace this text with your 3rd body paragraph. In this section, you will explain the fallacies and arguments presented in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that considers the following questions: What fallacies, if any, are present in the scenario? What is the main argument presented? Do you believe the argument is valid? Why or why not?

Conclusion

Triple click your mouse anywhere in this paragraph to replace this text with your conclusion. The closing paragraph is designed to bring the reader to your way of thinking if you are writing a persuasive essay, to understand relationships if you are writing a comparison/contrast essay, or simply to value the information you provide in an informational essay. The closing paragraph summarizes the key points from the supporting paragraphs without introducing any new information. (Applying Critical Thinking Reflections)

Resources

https://www.utc.edu/academic-affairs/walker-center-for-teaching-and-learning/faculty-programs/faculty-fellow-programs/faculty-fellow-program-development/basic-elements-of-critical-thinking

 
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Elements of critical thinking

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Elements of critical thinking

(Elements of critical thinking)

Think about a situation in which you communicated your ideas about an issue with someone who had a different point of view. It can be a work situation in which you were trying to solve a problem or a conversation with a friend where you were discussing a personal or public issue. Using your understanding of the components of critical thinking, discuss the elements of thought that you successfully used to communicate your ideas about the issue.

Reflect on the purpose of the discussion:

  • Why you were having the conversation.
  • The outcomes you both sought.
  • The points of view presented, both yours and the other person’s.
  • The reasons behind the points of view.
  • The information presented.
  • The questions one or both of you asked to gain a better understanding of the issue.
  • Assumptions made on either part.

Next, discuss the elements of thought that you could have used to better communicate your ideas. In considering the elements that you have used and the ones you could use in the future, you gain a better understanding of critical thinking components you will need to focus on.

Reflecting on a Situation of Communication and Critical Thinking

Purpose of the Discussion: In the scenario I’m reflecting on, I had a conversation with a colleague at work about a proposed change in policy that I felt would negatively impact employee productivity. I wanted to discuss the potential consequences of the change, highlighting issues related to employee morale and job satisfaction. The colleague, however, was in favor of the policy change, believing it would increase efficiency and streamline operations.

  • Why we were having the conversation:
    We were having the conversation to evaluate the proposed policy change and determine whether it was in the best interest of the company, its employees, and its long-term goals.
  • Outcomes sought:
    My goal was to persuade my colleague to reconsider the policy change or, at the very least, to propose additional solutions that would mitigate the impact on employee morale. My colleague’s goal was to justify the policy change and demonstrate its potential benefits.
  • Points of view presented:
    My point of view was that the policy would negatively affect employee engagement and satisfaction. I focused on how it could create more stress for employees, leading to decreased productivity. My colleague, on the other hand, argued that the policy would make operations smoother and more efficient, thereby benefiting the company and the employees in the long run.
  • Reasons behind the points of view:
    My reasoning was based on the observation that employees were already feeling overworked and that the proposed policy change added to their burdens. My colleague’s reasoning stemmed from their belief that streamlining processes would help the organization meet its goals more effectively.
  • Information presented:
    I shared feedback from employees who had expressed concerns about their workloads and stressed the importance of maintaining employee engagement. My colleague referenced industry studies that suggested efficiency improvements often led to higher overall productivity.
  • Questions asked to gain a better understanding:
    I asked my colleague questions like, “How do you think the employees will respond to this change?” and “Are there other ways we could improve efficiency without affecting their workload?” My colleague asked me, “What alternatives would you propose to achieve the same level of efficiency?”
  • Assumptions made:
    I assumed that any change that added more to employees’ tasks would demotivate them. My colleague assumed that efficiency would always translate to better results, regardless of employee sentiment.

Critical Thinking Elements Successfully Used:

  1. Purpose:
    I remained focused on the purpose of improving employee satisfaction while considering the company’s overall goals. I sought to make sure that my concerns were relevant to the company’s success as well as employee well-being.
  2. Point of View:
    I recognized both perspectives and tried to understand where my colleague was coming from, even if I disagreed. I acknowledged the value of efficiency while still emphasizing the human element.
  3. Information:
    I used concrete examples and data, such as employee feedback and morale surveys, to back up my concerns about the policy change.
  4. Questions:
    I asked open-ended questions to encourage a deeper conversation about the potential implications of the policy change, not just the immediate benefits.

Elements of Thought to Improve:

  1. Clarity of Purpose:
    In hindsight, I could have been clearer about how I framed the problem. While I focused on employee morale, I didn’t sufficiently articulate how this could, in turn, affect productivity and the long-term goals of the company. A stronger connection between the well-being of employees and the success of the business could have made my argument more compelling.
  2. Inferences:
    I could have drawn more inferences from both sides of the argument, focusing on the potential long-term consequences of both efficiency and employee dissatisfaction. By delving deeper into the potential trade-offs, I might have been able to find a middle ground that addressed both concerns.
  3. Assumptions:
    I assumed that any additional pressure on employees would automatically lead to dissatisfaction and decreased productivity. In future discussions, I could examine this assumption more carefully. Perhaps there are ways to implement efficiency changes that actually benefit employees in terms of work-life balance or professional growth.
  4. Implications and Consequences:
    I did not fully explore the broader implications of my colleague’s point of view. I could have asked, “What would happen if we don’t make these changes? Are there other solutions to the problem?” Understanding these consequences could help me present a more holistic solution.

Conclusion: Reflecting on this conversation, I recognize that critical thinking is not just about presenting one’s own view but about considering multiple angles and evaluating assumptions and implications. In future discussions, I will focus on being clearer about my purpose, questioning my assumptions, and exploring the broader consequences of any decision.

 
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