A Systematic Process for Critical Thinking

“The essence of the independent mind lies not in what it thinks, but in how it thinks.”
― Christopher Hitchens, Letters to a Young Contrarian

Critical thinking can sometimes be a convoluted and mysterious process; this resource provides a systematic, critical
thinking method that makes it a lot less puzzling. We know that critical thinking is necessary and crucial for our work, but
how do we get to the “Oh! I know!” or “Hmmm, what if we…” moments? Those “aha” moments don’t always come
quickly enough and some specific steps and questions can help us get there. Sometimes the “aha” comes from another
team member. Other times we hear a great idea or see a different perspective that we hadn’t considered that gets us
thinking in a new or different direction. What are some things we can do to foster an environment full of “aha” moments?
First let’s agree on what we mean by critical thinking. It is “Thinking about thinking” thus making us able to take charge
of our own thinking. UF professor, Dr. Alexa Lamm, (2016) defines it as, “A reasoned, purposive, and introspective
approach to solving problems or addressing questions with incomplete evidence and information and for which an
incontrovertible solution is unlikely.”
As leaders, we use critical thinking to help us make well thought-out evaluations and judgements in tasks such as strategic
planning, project management, evaluating business processes, listening to
co-workers, mediating conflicts and solving complex problems.
Characteristics of a critical thinker.
Critical thinking processes are most often used with ill-defined Consider your interactions at work. Can you
problems, i.e., problems that are complex and do not have clear answer yes to the following statements?
outcomes or an expected solution. There is no “correct” answer for
• I can work with someone new by making a
these problems. However, there are better ways to approach the
logical plan.
problem in order to produce the desired results. These types of
problems are adaptive and require a systematic approach. Without it • I can tell the difference between facts and
opinions.
the team may fail to reach its strategic goals.
• I evaluate evidence to decide whether an
How can you use this systematic process for critical thinking to opinion is reasonable.
achieve the best results?
• I change my mind when I find evidence that
To achieve the best results, it is recommended that you complete the
shows I may not be correct.
entire process following the steps in order, while diving deeply into
the questions provided in the chart below. All steps are necessary to • I can look at a problem from different angles.
ensure your team systematically creates a thoroughly considered • I can ask relevant and probative questions.
solution for the problem. • I recognize preconceptions, bias, and values
in myself and others.
• I can question the bases for my own beliefs
and opinions.

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A Systematic Process for Problem Solving which Requires Critical Thinking

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Roles for Problem Solving or Decision Making Meetings
It can be helpful to use roles during the process and highly recommended to set a time limit for each section. Consider the
following roles to facilitate the best possible outcome during the critical thinking process.
1. Team Leader or Presenter: Presents the facts of the challenge, problem or situation to the team. Listens to the
team’s brainstorming.
2. Facilitator: Main responsibility is to ask the process questions of the presenter and the group, manage the time
boundaries and keep the team leader/presenter from controlling the conversation.
3. Timekeeper: Monitors time and informs the facilitator and the group of the elapsed time allotments. Helps keep
people focused and on task.
4. Note-taker: Responsible for capturing a record of the group’s discussion for the case presenter, thus freeing-up
the team leader/presenter to listen and attend to the group’s conversation.

Problem Solving or Decision Making Meeting Agenda Template

PRESENTATION – The team leader or presenter will describe the Suggested Timing: 5 min
PROBLEM

facts of the challenge, problem or situation to the team as well as

It is helpful to provide a written
any solutions that have previously been tried.
description of the problem prior to the
session.

INTERPRETATION – To clarify the problem or situation and Suggested Timing: 10 min

1. INTERPRETATION

ensure that all team members have a common understanding of the

Team members ask questions to clarify
issue.
the problem.
 Consider the 5W’s: who, what, when, why, where and how
 What’s happening?
Once the team members feel that they
 Who are the people involved?
understand the problem deeply, they are
 Who has ownership or a high stake in the process?
ready to move on to ANALYSIS.
 What is the best way to characterize, categorize, or classify
this?
ANALYSIS – To discuss the problem thoroughly, exploring the Suggested Timing: 20 min
intended and actual inferential relationships among the statements
Team members discuss the problem,
and questions from the team members. Consider each person’s
explore each person’s judgements,
perspective, beliefs, assumptions and opinions. Analyze the facts
arguments, opinions, and conclusions.
and any metrics available to corroborate the evidence.
The team leader listens to the
 Tell us your reasons for making that claim. discussion.
 What is your conclusion?
2. ANALYSIS

 What are you claiming?

 Why do you think that?
 What are the arguments (pros and cons)?
 What assumptions must we make to accept that conclusion?
 What is your basis for saying that?
 What are the underlying or hidden issues?
 What would success look like to all of the people involved
in the problem?
 What has the team leader/presenter contributed to the Once the team members feels they have
problem? explored the questions, they are ready to
move on to INFERENCE.

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 INFERENCE – To identify and secure elements needed to draw Suggested Timing: 20 min
reasonable conclusions. The team will use the data, statements,
Team members brainstorm possible
principles, evidence, beliefs, and opinions from the analysis phase
solutions using all the information
and brainstorm ideas. This is a time to identify possible solutions
available. The team leader can provide
and discuss the viability of each solution.
input and direction, if desired.
 Given what we know so far, what conclusions can we draw?
 Given what we know so far, what can we rule out?
3. INFERENCE

 What does this evidence imply?

 If we abandoned or accepted that assumption, how would
things change?
 What additional information do we need to resolve this
question? Once the team members feels they have
 If we believe these things, what would they imply for us explored all the information, data and
going forward? questions, a break is recommended.
 What are the consequences of doing things that way? When the team reconvenes, they are ready
 What are some alternatives we haven’t yet explored? to move on to EVALUATION, starting
 Let’s consider each option and see where it takes us. with a recap of the process and possible
 Are there any undesirable consequences that we can and solutions.
should foresee?

EVALUATION – To assess the credibility of the solutions from the Suggested Timing: 10 min
inference phase and review any new evidence and ideas generated
Start by recapping the process, possible
since the prior session. Evaluate with fresh eyes the validity of the
solutions and how the team arrived at
possible solutions and probe for weaknesses in thinking and logic.
them.
 How credible is the claim?
4. EVALUATION

 Why do we think we can trust what this person claims? Team leader asks questions about the
 How strong are those arguments? possible solution. Then team members
 Do we have our facts right? evaluate the validity of their argument
 How confident can we be in our conclusion, given what we or solution.
now know?
 What are the consequences of this solution? Once the team members feel they have
 What would it look like in a year if we implemented this thoroughly evaluated their argument or
solution? solution, they are ready to prepare their
EXPLANATION and consider action
steps.

EXPLANATION – To describe the process the team went through Suggested Timing: 10 min
to arrive at the solutions. Clarifying the thinking process provides
Team members verbalize and outline
context for how the thought process evolved.
their explanation of their proposed
 What were the specific findings or results of the
5. EXPLANATION

decision or solution.
investigation?
 Describe how you conducted that analysis.
 How did you come to that interpretation?
 Take us through your reasoning one more time.
 Why do you think that was the right answer or the solution?
 How would you explain why this particular decision was Once the team members have consensus
made? on the proposed decision or solution, they
 What is the context in which you made this decision? present to the leader.

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 SELF-REGULATION – To consciously check your thinking and Suggested Timing: 10 min
evaluate your potential biases. Evaluate the team’s inferential
Team leader questions, confirms,
judgments with a view toward questioning, confirming, validating,
validates and connects the proposed
or connecting either one’s reasoning or one’s results.
6. SELF-REGULATION

decisions or solutions to ensure a

 Our position on this issue is still too vague. Can we be more
complete process and conclusion.
precise?
 How good was our methodology, and how well did we
follow it?
 Is there a way we reconcile these two apparently conflicting
conclusions?
 How good is our evidence?
 OK, before we commit, what are we missing?
 I’m finding some of our definitions a little confusing. Can
we revisit what we mean by certain things before making Once the team has reflected and feels
any final decisions? confident in the solution, prepare to create
specific action steps.
ACTION STEPS – The team leader or facilitator outlines specific Suggested Timing: 15 min
EXECUTION

action steps and assigns a team member to each task with expected
It is helpful to put the action steps into a
deadlines.
shared excel sheet so all team members
can monitor the implementation.
Finally the team leader closes the process by asking for the team’s
input on the process. What worked well and what can be improved
for future problem solving sessions.

Summary
Using this process will not only aid your team in making well thought-out decisions on complex and ill-defined problems,
but it will also provide a foundation for your team members to practice their critical thinking skills. When asking for
feedback on any project, your team will learn to pose a series of questions first rather than stating their opinion. This is a
reflective practice that creates deeper thinking and a meaningful conversation about the work.
Consider this process for strategic planning, project management, evaluating business processes, listening to co-workers,
mediating conflicts and solving complex problems. Find the root cause, make informed decisions, and be sure to execute
with trackable action steps!

Sources:
Lamm, A. J. (2015). Integrating Critical Thinking into Extension Programming #1: Critical Thinking Defined. University
of Florida. http://www.edis.ifas.ufl.edu/.
Facione, P. (2007). Critical thinking: What it is and why it counts. Millbrae, CA: Insight Assessment, California
Academic Press.
American Philosophical Association, Critical Thinking: A Statement of Expert Consensus for Purposes of Educational
Assessment and Instruction. "The Delphi Report," Committee on Pre-College Philosophy. (ERIC Doc. No. ED 315 423).
1990

For more information on critical thinking styles, visit UF Critical Thinking Inventory http://www.ufcti.com/ and the
UF/IFAS Center for Public Issues Education (PIE center) http://www.piecenter.com/.

https://leadership.hr.ufl.edu/
© University of Florida