Critical Thinking Training Course

To equip individuals with the necessary skills to resolve problems and make decisions they have to be trained to be problem solvers using critical thinking techniques

HRDF SBL-Khas claimable

2-DAY WORKSHOP

CRITICAL THINKING & ANALYTICAL SKILLS TRAINING COURSE

Overview
Today’s business thrives on uncertainty and dealing with complex problems becomes a norm rather than an exception. To equip individuals with the necessary skills to resolve problems and make decisions they have to be trained to be problem solvers using critical thinking techniques.

This training program has been designed to introduce participants to the concept of “critical” or unconventional thinking that is required to solve complex problems. It starts with the premise that everyone is a habitual, conventional thinker and then encourages the participants to expand the thinking horizon beyond conventional thinking through a series of games and activities.

It also covers key issues that need careful consideration before making decisions and resolving problems. Given that decision making and problem solving requires careful analytical skills, this topic will be covered extensively during the course of this two day program as well.

This Critical Thinking & Analytical Training Course usually will be conducted in Kuala Lumpur, Malaysia and as an Online Live Virtual session.
 

Terminal Objective

The terminal objective of this session is to seek practical techniques that enhances problem solving competencies at the workplace.

Instrumental Objective

By the time the training is over, participants will be able to

  • Recognize “thinking traps” that impede correct analysis of problems.
  • Recognize errors associated with decision making when dealing with problems.
  • Differentiate between overall concerns and actionable problems.
  • Systematically refine overall concerns to actionable problems.
  • Differentiate between simple, complex and complicated problems.
  • Use common problem-solving tools to deal with complex problems.

Key course outcomes

The extent to which the learning is transferred in the workplace depends on:

  • Training Design relevance
  • Trainee readiness and receptivity
  • Organizational support mechanisms

 

With effective learning transfer, the following outcomes may be achieved:

  1. Faster delivery of value to end customer.
  2. Higher levels of accountability of work teams.
  3. Higher visibility levels of work progress and impediments.
  4. Faster decision making by the people who are directly affected by decisions made.
Increase knowledge sharing activities in the workplace.

LEARNING OBJECTIVES

At the end of the program the participants will be able to do the following based on the appropriate approach that is required.

Recognize the existence of thinking traps and how they impact the ability to think critically.

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Develop the skills needed to avoid:
  • Mental filtering
  • Emotional Reasoning
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Recognize the key considerations for correct decision making.

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Remove impediments that limit the ability to make correct decisions.

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Create an environment to encourage collaborative problem solving

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Consolidate knowledge transfer activities to improve problem solving competencies at the work place

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PROGRAM METHODOLOGIES

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Experience Sharing
Participants will be encouraged to share their challenges being faced at workplace before and during the class. This will provide ample opportunity for the facilitator to focus on specific areas they need to improve their critical thinking competency.

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Mini Lecture
Brief overview of the conceptual underpinning as well as core principles will be conveyed using relevant examples by the course facilitator through a mini lecture.

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Question and Answer Sessions
Participants will be encouraged to ask questions and provide answers to questions posed so that a common understanding of key concepts and principles to emerge as the session progresses.

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Group Based Discussions
A group-based discussion approach will involve the participants to be broken into groups and asked to describe a challenges that they are currently involved in. They will then be required to apply what they have learnt to solve the challenges chosen and present their findings to class. The class and the facilitator will then provide feedback to them, and this will give them an opportunity to gain deeper insights on how they should have applied the concepts covered in class.

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Mini Case Study
A mini case study approach will involve a case study being given to the participants and the participants will be required to analyze the case in the context of how to deal with risks associated with the project.

FEATURED CLIENTS

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CRITICAL THINKING COURSE SYLLABUS & OUTLINE

Course Outline
  • Critical and Analytical Thinking (6 Contact Hours)
    - Meaning of critical thinking
    - Common thinking traps
    - Critical Thinking Cycle

  • Decision Making (6 Contact Hours)
    - Importance of decision making
    - Challenges associated with decision making
    - Requirements for making timely and correct decisions

  • Problem Solving (4 Contact Hours)
    - Refining concerns to actionable problems
    - Characteristics of a problem statement
    - Categories of problems
    - Solving complicated problems
    - Solving complex problems

FAQ & FURTHER INFORMATION

Proposed Overall Learning Framework

The 70:20:10 Model for Learning and Development has been found to be most effective within the training profession to describe the optimal sources of learning aimed at developing work based competencies. It holds that individuals obtain 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal educational events.

Based on this model, we propose that this course be structured along similar lines. It is proposed that it is undertaken in stages. These stages will include awareness stage, appreciation stage and application stage

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