Evaluate and reflect on the importance of critical thinking

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Reference no: EM131909474

CRITICAL THINKING AND MANAGERIAL DECISION-MAKING

Assessment: Practical and Written

Article  - Beyond Critical Thinking and Decision Making: Teaching Business Students How to Think by Gerald F. Smith

Article Review

Task Description: The purpose of this task is for you to demonstrate your ability to critically evaluate information and present that information to an audience or your peers. You may pick any of the articles listed on the unit's Moodle site. You will then write a review based around your responses to the following questions. Please do not simply list the questions and your response to them.

The questions are to be used simply as a means for you to critically think about your chosen article.

You will then present this information in class. Both the written review and the presentation must answer the following questions:

What is the topic of the article? Based upon the article what do we know about the topic of the article?

Based upon the article is there a gap in the literature or some new development that needs to be explained?

How was the research conducted? What where the findings?

What are the implications of the article for management practice?

What is your overall evaluation of the article's effectiveness and credibility?

Learning Outcomes Assessed

- Evaluate and reflect on the importance of critical thinking and the benefits of using decision-making processes to assess and solve business, managerial and organisational problems

- Critically analyse and synthesise complex information, problems, concepts and theories and to apply creative decision-making approaches to address business issues and problems

- Communicate complex concepts, ideas and solutions to specialist and non-specialist audiences with the aim to influence and persuade others to adopt new positions.

Referencing Style - Harvard

Verified Expert

This study is focused on the critical thinking processes that are resorted to, by the administration and the management of the companies and the necessity of teaching the students to think critically, in order to enable them to perform well in the real-life scenario, when they encounter problems. The different theories of decision-making have been critically analyzed in this essay and the ways in which they influence the functions of the organizations have also been discussed herein.

Reference no: EM131909474

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Reviews

len1909474

3/21/2018 5:01:40 AM

Hi pls go through the contain and i have to make eassy based on i sended journal with title"BEYOND CRITICAL THINKING AND DECISION MAKING: TEACHING BUSINESS STUDENTS HOW TO THINK" i need it with good quality and based on requirement as i atteched here. key criteria i will sent you give me your best quote thanks

len1909474

3/21/2018 4:58:59 AM

Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing at a high standard. Sections are coherently connected to each other. Minor errors in grammar, spelling and punctuation. Quality of writing at an average standard. Sections are generally coherently connected to each other. Minor errors in grammar, spelling and punctuation. Quality of writing at a below average standard. Sections are not coherently connected to each other. The are many errors in grammar, spelling and punctuation. Quality of writing is incomprehensible.

len1909474

3/21/2018 4:58:52 AM

Conclusion Clear and concise summary with effective links to the introduction and body of the presentation. Clear and concise summary of the presentation with links to the introduction and body of the presentation. The conclusion provided links to the introduction and body of the presentation, but was not concise or unclear at times. The conclusion provided some links to the introduction and body of the presentation, but was not concise or unclear. No conclusion or no links established to the introduction and body of the presentation.

len1909474

3/21/2018 4:58:28 AM

Organisation of presentation Presents information and ideas in a logical and interesting sequence which the audience can easily follow. The student has a clear voice, is expressive throughout the presentation. Presents information and ideas in a logical sequence which the audience can follow. The student has a clear voice, is expressive at times during the presentation. Presents information and ideas at a reasonable level of logical sequence which the audience finds difficult to follow at times. The student has a clear voice, but is not expressive and/or pronounces some words incorrectly. Presents information and ideas at a basic level of logical sequence which the audience generally finds difficult to follow. The student's voice is: not clear at times; not expressive and/or the student pronounces a number of terms incorrectly. Presents information in a poorly developed and illogical sequence which the audience cannot follow. The student mumbles, incorrectly pronounces terms, is not expressive and cannot be heard by a majority of audience members.

len1909474

3/21/2018 4:57:58 AM

Knowledge of content The student has a thorough knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has a very good knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has an adequate knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has some knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has little or no understanding of the content as demonstrated by the student's handling of audience questions and research of the presentation topic.

len1909474

3/21/2018 4:57:49 AM

Graduate Attributes • Knowledge • Communication • Cognitive, technical and creative skills • Ethical and Professional Responsibility 1500 words in length. Referencing Style Key Criteria Exceeds Expectations Exceeds Expectations (Distinction) 75 - 84% Meets Expectations Meets Expectations Below Expectations (High Distinction) 85-100% (Credit) 65 – 74% (Pass) 50 – 64% (Fail) below 50% Introduction Topic, key points and purpose of the presentation is introduced in a clear and interesting way which captures the audience's attention. Topic, key points and purpose of the presentation is introduced in a clear and interesting way. Topic, key points and purpose of the presentation is introduced with clarity. Topic introduced, but the introduction is underdeveloped in terms of key points and/or purpose of presentation. No topic, key points and/or purpose is introduced or the introduction is irrelevant to assessment item.

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