AC 1.3. Discuss critical thinking principles and provide instances of how you apply them to your own and others’ ideas in order to facilitate objective and rational discourse.
The ability to think critically is a skill that helps people make good decisions and think about ideas, opinions, and arguments in a clear way (Howlett and Coburn, 2019). To make a decision, you have to look at people’s practise issues objectively and make a decision. Many critical thinking principles are based on rational, objective analysis of factual information and sceptical analysis, which is what the definition says. Being logically correct is what objective, rational thinking is all about. This principle lets you separate things that are true from things that aren’t. Walters says that rational, objective thinking is based on logic and other cognitive acts like imagination, creativity, and ideas.
In real life, people can use different critical thinking principles in different situations. When HR professionals use critical thinking to make decisions, they need to make sure they understand the issue and can tell the difference between facts and opinions(Howlett and Coburn, 2019). When making decisions based on evidence, you use the critical thinking principle of valid evidence to remove any bias.
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5CO02 Evidence-based Practice Guideline Task One
AC 1.1 Provide evaluation of the concept of evidence-based practice and assess how evidencebased practice approaches can be used to provide insight to support sound decision-making and judgments for people practitioners across a range of people practices and organisational issues
Learners will explain evidence-based practice concept and its effectiveness in helping people professionals make sound organisational and personal decisions. The use of evidence focuses on analysing the strategies and models that help in the decision-making process. Examples of models that students should explain include;-
- Rational model
- Bounded rationality model
- Group think model
students explain the strengths and weaknesses of each of the above-mentioned approaches, and how the approaches support sound decision-making.
The learners should be in a position to select evidence and interpret effectively before making decisions. Professionals make decisions when they have evidence that is obtained from a variety of sources. The information collected should not be biased and it should be used to form judgements and conclusions that are based on theory of professional opinions.
Additionally, students will give examples of people practice or organisational issues where people practice professionals use evidence to make sound decisions at work. Examples of these issues include Learning and development (L&D) processes, absenteeism, turnover and skills shortage.
AC 1.2 Evaluate micro and macro analysis tools that can be used in people practice to explore an organisation’s micro and macro environment and how those identified might be applied to diagnose future issues, challenges and opportunities.
Examples of analysis tools used in people practice include;-
- Porter’s Five Forces model
- Ansoff Matrix
- Cause and effect analysis tool
- McKinsey 7S analysis tool
- Balanced scorecard
Organisations can diagnose future issues such as organisational competitors, organisational growth and new legislations by using either of the above analysis tools and the methods discussed below. Examples of analysis methods that students should apply to diagnose future issues and opportunities include;-
- Questionnaires
- Observation
- Work sampling
AC 1.3. Explain the main principles of critical thinking and describe how these might apply to individual and work colleagues’ ideas to assist objective and rational debate.
Learners explain either of the following principles relating to critical thinking. Examples of the principles that the learners should discuss are questioning the sources of data, explaining the validity of the evidence that the professionals use in making decisions, engagement in objective thinking to understand the arguments, and evaluating the possibilities of having the evidence being biased. Students apply principles of critical thinking to their own ideas with the intention to develop rational debates.
Learners then explain how they can apply the principles to other people’s ideas. Considerations in these case include the claims and facts from other people’s ideas, the credibility of the information that they bring forth and considerations for further reading.
The learners explain how they can use different methodologies in applying the above-mentioned principles. They also consider the clarity of terminologies that they use in developing new agendas and managing complex information.
AC 1.4 • Assess a range of different ethical theories and perspectives and explain how understanding of these can be used to inform and influence moral decision-making.
Learners may explain either of the following ethical theories;-
- Utilitarian theory
- Deontology/Kantianism theory
- Communitarianism theory
- Altruism theory
The learners should also mention the ethical values that influence decision-making, and the examples of these values include; – honesty, fairness, and consideration of the ethical outcomes and dilemmas that affect the kind of decisions made in an organisation.
AC 2.3 Explain a range of approaches that could be taken by people practitioners to identify possible solutions to a specific issue relating to people practice
Examples of the processes that the learners explain when answering this question include;-
- Problem-outcome frame
- Future pacing approach
- Best fit approach
- Action learning approaches
- De Bono approach (six thinking hats)
AC 2.4 As a worked example to illustrate the points made in 2.3, take the same people to practice issues, explain the relevant evidence that you have reviewed and use one or more decision-making tools
Considering the identified approaches to identify solutions to people practices issues, learners explain the relevance of the approaches in identifying the benefits, risks and financial implications of the decisions.
Examples of the benefits of using evidence to make rational decisions include;-
- Improved worker productivity
- Developed positive organisational culture
- Increased customer engagements
- Increased people and organisational capabilities
- High organisation compliance to legal issues
Learners also evaluate the risks relating to the decisions made in solving problems to the people practice issues. Possible risks include financial challenges, negative organisational reputation, health and safety issues, legal challenges, and negative impacts related to people and organisational capabilities in creating high levels of engagements.
Financial implications relate to the evidence realised on the costs of implementing the solutions and solving the people practices solutions. Indirect financial costs relate to the evaluation of the working time that professionals take in gaining the skills to solve and manage the problems. Other financial implications associate with budget limitations and the costs associated to returns on investment and other short or long-term benefits of the realised solutions.
AC 3.1 Appraise one approach an organisation can take to measure financial and non-financial performance
Students should compare financial performance measures such as:
- Gross and net profit
- Return on investment
Students also explain the non-financial measures such as:
- Customer satisfaction
- Key performance indicators (KPIs)
- Stakeholder benefits and feedback
- Organisational legal compliance.
AC 3.4 Explain how a variety of people practices add value in an organisation and identify a range of methods that might be used to measure the impact of a range of people practices
Students explain ways through which people practices such as recruitment, improved L&D capability and increased employee retention among others, add value to organisations. For example, effective recruitment attracts more talent, enhances employee productivity and increases employee retention.
Additionally, students explain the methods that measure people practices’ impacts to organisations, such as cost-benefit analysis, return on investment, validation and evaluation.
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There are three key parts to critical thinking for people professionals. The first of those is critiquing the ideas, opinions and arguments of others. The second of those is how they construct arguments and opinions themselves that they are communicating to others. And the third piece is to identify when others are using critical thinking ...
Learn how to use evidence-based practice to make better HR decisions by combining reliable sources and critical thinking. This factsheet explains what evidence-based practice is, why it is important, what evidence to use and how to move towards an evidence-based people profession.
understand and analyze arguments. identify questionable assumptions. assess the strengths and weaknesses of positions. reach well-reasoned conclusions. Critical thinking is not a matter of simply accepting things at face value, but rather involves thoughtful reflection on evidence and arguments.
Many critical thinking principles are based on rational, objective analysis of factual information and sceptical analysis, which is what the definition says. Being logically correct is what objective, rational thinking is all about.
When drawing on the scientific literature, the two principles of critical appraisal (‘not all evidence is equal’) and looking at the broad body of research on a topic (‘one study is not enough’) stand us in excellent stead.
Explain the main principles of critical thinking and describe how these might apply to individual and work colleagues’ ideas to assist objective and rational debate. Guideline Learners explain either of the following principles relating to critical thinking.