BSBCRT511 DEVELOP CRITICAL

THINKING IN OTHERS

2 ESTABLISH AN ENVIRONMENT THAT

ENCOURAGES THE APPLICATION OF CRITICAL AND
CREATIVE THINKING
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INTRODUCTION
Developing critical and creative thinking skills in your team will help build your
dream team. To aid you in that objective, you must establish an environment
that promotes and encourages the use of those skills.

Critical and creative thinking is a teachable skill. Exploring trainings and

methods to improve your workplace’s overall critical and creative thinking
proficiency is highly recommended. To begin, those in executive and managerial
positions can make an assessment as to which areas of the workplace seem to
be lacking. Once the gaps to critical and creative thinking have been identified,
processes can subsequently be developed to create a safe environment for
critical and creative thinking.

This chapter will also discuss facilitating opportunities for thinking skill
applications and providing feedback to team members on performance of tasks.
2.1 ANALYSE CURRENT
ORGANISATIONAL SYSTEMS TO
IDENTIFY GAPS OR BARRIERS TO
CRITICAL THINKING

An organisational system is the structure of how an organisation is set up. This

includes the framework for each division, the communication flows, and the
hierarchy of who is in charge of whom and who reports to whom.

Organisational analysis is the process of appraising that structure, for the

purpose of enabling the management to identify areas of weakness and
strengthening them. In this, existing organisational objectives, processes and
resources are examined and evaluated to determine whether the organisation is
working as it should be and whether improvements could be made.
2.1 ANALYSE CURRENT
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Organisational or business
objectives are the goals that the
organisation seeks to accomplish.
Objectives are specific results that
you are aiming to achieve. An
organisation’s vision, mission,
values and goals collectively define
the reasons why the business was
started and what they are aiming to
achieve.
The way these components work
together is also referred to as the
‘strategy pyramid’ as show:
2.1 ANALYSE CURRENT
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Organisational objectives are the overall goals, purpose, and mission of a

business that has been established by management and communicated to
employees. The organisational objectives of an organisation typically focus on its
long-range intentions for operating and its overall business philosophy. The
vision, mission, values and goals are the foundation for all activities of an
organisation, and they can provide useful guidance in change initiatives.

As you can see in the pyramid, vision gets transformed into action. Often when a
complex issue needs to be solved, there can be a lot of factors to consider, and it
can be really stressful! When undertaking any sort of problem resolution process
or when the need for critical/creative thinking arises, being clear on what you are
trying to achieve will minimise any time-wasting and misdirected efforts.
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To achieve those objectives, a series of steps that lead to its accomplishment
must be followed. This is called the process. To help you better understand this
concept, refer to the following example:

XYZ is a premier fitness centre with four centres across Australia. Its head office is currently located
in Brisbane, Queensland.

From their strategy and planning documents, some of their business objectives are identified as the
following:
 Generate a 10% increase in sales through boosting gym membership sales leads by the end of
the fiscal year.
 Increase market penetration by 15% through utilisation of marketing strategies every quarter.
 Decrease customer acquisition costs by 4% every two quarters through the implementation of
the USP strategy.
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To achieve these objectives, processes must be developed. One process that

should be established is the communication process, not only for this example,
but throughout different organisations. The communication process is a cycle; it
begins with the sender forwarding a message to the receiver and back to the
sender again in the form of feedback. The challenge is to select a channel or
means of communication wherein barriers that prevent the clear sending and
receiving of messages are overcome.
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The communication process in this context refers to the procedures followed by an organisation
to address gaps and barriers that may hinder the completion of business objectives.
Communication processes can include, but would not be limited to:
 Setting daily reminders for meetings - Meeting reminders are to be sent to relevant
members through their XZY Organisation Gmail account. If there is no reply within two
hours, a follow-up message should be sent through Skype or Slack.
 Contacting staff members in the event of a delivery - If no payment and proof of identity are
required, reception staff is to accept the package and leave a tagged Slack message in the
team channel for the relevant staff. Otherwise, the reception staff is to contact the relevant
staff through Slack. If within 10 minutes there is no response received, the reception staff is
to make an announcement on the PA system.
 Contacting staff members in the event of missed phone calls - If a staff member misses a
call, the reception staff is to send a private Skype message that indicates the name of the
caller, phone number the caller can be reached, and the message, if applicable. The
message should be sent via Private Conversation on Skype to ensure that the staff member
has received it.
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Business standards

Business standards provide rules and guidelines for work activities or their
outcomes. The standards of a business should be in line with its values,
objectives, and mission so that the business is steered in the correct direction.
Business standards may be enforced by law, or they may be voluntary rules or
quality standards that the business abides by to gain trust from all stakeholders
— customers, employees, sellers, buyers, trade associations, and regulators.
Depending on the business, standards can cover a huge range of activities, such
as manufacturing process, product safety, customer service, supplying materials,
sales, after-sales practices, performance reviews, energy efficiency and
environmental considerations, and use of technology.
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Policies and procedures

Organisational policies are generic statements of how an organisation wants to act.

Much like business standards, policies will usually the expected behaviours of
employees based on benchmarks that are set. In contrast, organisational procedures
outline exactly how an activity is to be performed step by step. Organisational
procedures may also specify who in the organisation is responsible for particular tasks.
In some organisations, policies and procedures may be in one document and in others,
they may be in separate documents.

Together, organisational policies and procedures offer guidelines for the way decisions
need to be taken and activities that need to be performed in an organisation. Well-
designed organisational policies and procedures are important to ensure accountability,
consistency, and transparency in the organisation. Organisational policies and
procedures should reflect the mission and values of the organisation, and they help to
ensure that all operations are conducted in a consistent, lawful manner and to a high
standard.
2.1 ANALYSE CURRENT
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Policies and procedures

Depending on your organisation, policies and procedures might be compiled in a

handbook, accessed via an intranet or other document management system. While
there are many operational aspects that may form your review, the best place to
start is the following key areas:
 Recruitment – How your organisation attracts, evaluates and hires employees.
 Training – How the organisation provides necessary skills and knowledge to
employees for practical and skilful completion of tasks.
 Promotions – How the organisation promotes staff into higher-level positions.
When reviewing policies and procedures, you will need to see if there are any clear
gaps or barriers to critical and creative thinking. For example, if there are no
systems in place for staff to raise ideas/suggestions or if there is minimal allowance
for autonomy, these could be seen as gaps.
2.1 ANALYSE CURRENT
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Resources

Resources refer to the assets of the organisation available to use in the

production process. Resources could be human resources, capital resources,
monetary resources, and raw materials.
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Resources

Organisations need to make sure there is no gap between employee skills and
the tasks assigned to them. Hence, there is a necessity of On-the-Job Training
and the creation of plans towards this end. A plan can address the following:
 To make sure the trainee understands what to do and why
Reasons why tasks must be  To ensure retention
presented to the trainee  To avoid giving the trainee more than he or she can absorb

 To be sure the trainee has learned the correct method

 To prevent poor habit development
Reasons why the trainer must  To be sure the trainee knows how the task is to be performed and why
try out the trainee’s  To test the trainee’s knowledge
performance  To avoid putting the trainee on the job prematurely

 To show the trainer’s confidence in the trainee

 To give the trainee self-confidence
Reasons why trainer does a  To be sure the trainee has been trained properly
follow up  To foster a feeling of self-sufficiency in trainee
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Organisational systems in general

Within the context of this unit, the purpose

People
of analysing current organisational systems
is to identify the gaps or barriers to critical
thinking.
Processes Culture
Gaps refer to something that is missing that
prevents team members from fully Organisational
System
practising critical thinking methods.

Barriers, on the other hand, are anything

that hinders team members from exercising
and applying their critical thinking skills. To Technology Structure

analyse the organisational system, you

must first look at the components of an
organisation. This unit identifies five, as
seen in the illustration.
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People

One of the primary components of any organisation is the people. They are the ones who give rise to
the organisation’s culture, the ones who design structures and operate the technology. The skills and
competencies of the organisation’s people are what make the organisation function to its capacity.

Culture

When people show up at the workplace, they do not just bring themselves. They bring with them their
attitudes, values, and belief systems. These factors play a big role in workplace interaction both in the
formal and informal setting. Over time, workplace culture is established. Workplace culture is generally
not intentional; it is something that just happens. In workplace environments, a massive replacement of
people rarely happens, so when new people arrive, the additions adjust and adapt to the existing
culture.

Structure

Structure refers to the basic arrangement of people in the organisation. It addresses the question about
who is in charge, how different departments are connected and relate to another and the internal
arrangement of people. Structures are developed as a necessity – to have control over the resources,
to legitimise the exercise of authority and to hold one another accountable for deliverables.
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Technology

This refers to the mechanical process necessary in an organisation to turn inputs to products or services. The work of the
organisation depends not just on its people and their respective competencies but also on the technologies employed.

Processes

This refers to the step-by-step combination of people and machines organised to create the organisation’s products and
services. To help you in the conduct of your organisational system analysis, you may use the following guide questions:
 Do the people get along well inside and outside the workplace? Are they comfortable batting ideas with each other?
 Is the workplace culture a conducive environment for critical and creative thinking approaches to be exercised?
 How stringent is the workplace structure? Does it allow free-flow discussions among different levels of authority?
When any of the team members have concerns, can they easily approach their immediate supervisor for
discussions?
 Is technology sufficient to address issues and achieve goals? Are there ways to make technology work better for the
organisation and promote critical thinking skills among the team?
 Are workplace processes designed efficiently and effectively? Is there room for improvement?
 What policies, procedures and standards are in place?
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The workplace can be a chaotic atmosphere and making decisions with the
element of time pressure, uncertainty and conflicting opinions can be tough. As a
critical thinker, you need to be aware of these barriers and acknowledge the
challenges they present so that you can consequently overcome them.
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Pinder (2007) summarises the barriers to critical thinking, easily remembered
through the acronym CAT MAGIC.
Bias type Overview
Confirmation bias This is a type of cognitive bias wherein people tend to seek information that confirms their existing beliefs. This also means that information that
does not support their beliefs is discarded. As a result, what is retained is a severely lopsided set of information that does nothing to deepen your
understanding of a subject matter as a whole. To combat this, actively seek information that disproves your beliefs instead of soliciting support.

Attribution or self-serving bias This type of bias is the tendency to give credit to yourself for successes and blame others for failures. To avoid this, put yourself in the shoes of others
and try to look at circumstances from their perspective.
Trusting testimonial evidence This is the tendency to trust in something, such as a product or an ideology, when it is recommended by someone else. For example, did you notice
that when a colleague or a co-worker gives a testimonial, you are also more likely to trust the information even if there is no evidence to support it?
To avoid this, always verify and fact-check.

Memory lapses This is a cognitive bias that enhances or impairs the recall of memory. Memory lapse happens, and it usually is not a huge problem. However, the real
danger is the common human trait of filling in those gaps with other information that may or may not be true. This means that people tend to make
things up as they go along. Thus, verifying information and fact-checking is extremely important.

Accepting authority without Authority is the legitimate power that a person or a group practise over another. It is human nature to follow someone recognised as an authority.
question However, you must remember to be discerning and not just follow blindly.
Generalisation Generalisation gives an overview of a given subject. This is extremely helpful in tight situations that need immediate decision-making. However, you
have to be mindful of the source of the generalised information. For example, a group of executives or board members discussing an issue have a
tendency to be swallowed by their built-in bias. One way you can counter this is to seek out the input of employees in the lower tier of the
organisational chart. A broader spectrum and wider perspectives mean better representation for your general overview of the subject

Ignorance Sometimes, rather than admitting a lack of knowledge, a person may fake it rather than ‘look foolish’. Ignorance and the failure to admit it is a barrier
that can be overcome through humility.

Coincidence Coincidence or the Law of Truly Large Numbers is the mistaken belief that pieces of information are connected to one another when, in fact, they are
just pure coincidence. For example, you notice that a lot of artistic people in your department are left-handed. This does not mean that all left-
handed people have artistic skills or that artistic people are all left-handed.
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Critical thinking involves a multitude of thought processes at a deep level. To identify the gaps in
critical thinking, you must understand its difference to all the other types of thinking that are more
superficial in nature.
 Passive thinking - is to take the information as they come at its face value. In passive thinking,
there is no question and no analysing of information. You must go beyond that and step over to
the line of proactive thinking. This means asking questions to understand the situation. Be
active in your thought process; ask the ‘whys’ and the ‘hows’ to gain a deeper level of
understanding.
 Impoverished thinking - Critical thinking is heavily intertwined with creative thinking. As such,
impoverished thinking in this context means thinking without imagination – without taking the
time to catch trends or discover hidden connections. Impoverished thinking means being
limited in the thought process when dealing with issues, thus always leading to the same
solutions.
 Convenience thinking - is to just believe what is told without trying to find out the truth. To
overcome this, you must be present and notice new things. Try to get out of the ‘think less’
mentality; don’t just blindly believe in what you are told in order to avoid thinking deeply.
2.2 DEVELOP PROCESSES THAT
CREATE A SAFE ENVIRONMENT FOR
CRITICAL AND CREATIVE THINKING

A safe environment is an environment that actively encourages the performance of

certain skills, in this case, critical and creative thinking approaches. Fostering a
safe environment for critical and creative thinking approaches is not an easy task; it
involves consistent and habitual encouragement of certain ideals until it becomes
work culture.
2.2 DEVELOP PROCESSES THAT
CREATE A SAFE ENVIRONMENT FOR
CRITICAL AND CREATIVE THINKING
Method Overview
Offer safe space in the Designate an area where team members can just relax and take a break like a lounge area or a break room. It could also be an
office – offsite and online online platform where team members can share thoughts without the watchful eyes of the management. Consider it an outlet for
your team to be able to take much needed mini breaks to reorganise their thoughts before continuing with their tasks.
Adapt a dignity framework A dignity framework is generally a structure that defines behaviours necessary to affirm human value and dignity. In the context of
for workplace interactions the workplace, a dignity framework encompasses what is above and beyond labour laws, making clear the mutual respect that
team members must afford each other.

Set ground rules for your team. You can start by establishing dos and don’ts during meetings. It could include:

 Come on time and come prepared.

 Show respect by listening attentively.
 Do not interrupt and wait to be acknowledged before speaking up.
 Ask clarifying questions and do not personalise conflict by attacking a person’s character.
Offer a collaborative and It is good practice to encourage employees to question assumptions and explore different ideas to develop solutions and
fun environment approaches. To do that, they must have an environment where face-to-face relationships are developed, and collaboration can take
place.

Provide employees with the opportunity to get together and have fun; allot time for them in which they can get away from their
everyday routine and explore what is happening in other areas of the company. Having a communal space or a lounge of some sort
where they can collaborate or just throw ideas with each other is also a good idea.
Provide freedom within Meeting deadlines and productivity targets is always a must in every business and every organisation; it is worthy to note that there
boundaries is more than one way to accomplish this. Providing employees with a flexible schedule could be one way. You can also come up with
an arrangement that allows them some freedom to meet their deadlines in a way that best works for them.
2.2 DEVELOP PROCESSES THAT CREATE A SAFE
ENVIRONMENT FOR
CRITICAL AND CREATIVE THINKING

Learning strategies can also be integrated into workplace processes to help

create a safe environment for thinking approaches. Learning strategies are
tools and techniques that are developed to optimise the learning process which
includes retaining information, accomplishing tasks, etc. The following are five
learning strategies you can encourage your team members to follow to promote
a safe environment for thinking approaches:

Systematic problem- Learning from past Transferring

Learning to learn Experimentation
solving experience knowledge
2.2 DEVELOP PROCESSES THAT CREATE A SAFE
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CRITICAL AND CREATIVE THINKING

Learning to learn

Learning to learn is perhaps the most important learning strategy. The ability to learn new things is a
necessity to keep up with the ever-changing trends especially in business and in organisations. There are
four elements to consider to apply this strategy:
The first step is to put your focus on aspiration. What is your mindset when issues or challenges come
your way? Do you want to adapt and learn? If yes, you are on the right track. Otherwise, that is something
you must work on.
 Self-awareness is the ability to accurately recognise your own emotions, thoughts, and values, and
how they influence behaviour. This is difficult to gauge as humans cannot typically be objective on
how they see their selves. You can, however, start with mind shifting. Instead of thinking you do not
need to learn this, you can ask yourself what your future would look like if you did. Or instead of
thinking a learning opportunity is boring, try to figure out why others find it interesting.
 Curiosity is to wonder how something will help you in your work. Ask yourself why others are so
interested in these.
 Vulnerability is to accept your limitations. You might be afraid to do something new thinking you will
be bad at it. You must understand that no one comes out an expert on the first try. Shift your idea from
‘I do not know this’ to ‘I have not done this ever before, but I will learn.’
2.2 DEVELOP PROCESSES THAT CREATE A SAFE
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CRITICAL AND CREATIVE THINKING

Systematic problem solving

This is a straightforward learning strategy based on:

Continuous improvement process (Plan-Do-Check-Act)

Using data (rather than assumptions) to support decision-making

Using simple statistical tools (e.g. histograms, charts, etc.) to organise data and make
presentations

When delegating new tasks or projects to team members, have the member in
charge submit an action plan and monitor the project via progress reports. As
the team leader, make sure to provide guidance where necessary.
2.2 DEVELOP PROCESSES THAT CREATE A SAFE
ENVIRONMENT FOR
CRITICAL AND CREATIVE THINKING

Experimentation

This strategy is based on the scientific method wherein new perspectives and new
knowledge is tested. It is divided into two forms: ongoing programs and demonstration
projects.

Ongoing programs are small projects which give data for continuous improvement. For
example, a construction company might experiment with their recipe for concrete to create a
better product.

Demonstration projects, on the other hand, are more complex. These projects are usually
done by multi-functional teams who report directly to the senior manager. This is a good way
to share knowledge between different teams with different functions.

In your team setting, you can divide your members into groups and have them pursue
different approaches for the same project. For example, if you are launching a new product
and the goal is to market it to its target audience, have one group do traditional marketing
and another group do social media marketing, letting each group develop their own methods
for each approach.
2.2 DEVELOP PROCESSES THAT CREATE A SAFE
ENVIRONMENT FOR
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Learning from past experience

There is no better teacher than the past. To acknowledge the mistakes of the past and to learn
from it will help organisations move forward without repeating the same mistake. There are three
categories of failure that need to be examined:

Failures in routine operation

Failures in complex operations

Unwanted outcomes which generate knowledge

For every project completed, have the team submit a S.W.O.T (strengths, weaknesses,
opportunities, threats) report and schedule a debriefing session to discuss the findings. This
method will help everyone in the team be on the same page about the situation and analyse what
could be improved upon and what to replicate when a similar activity is to be conducted in the
future.
2.2 DEVELOP PROCESSES THAT CREATE A SAFE
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Transferring knowledge

Knowledge transfer in organisations usually occurs through reports. Information

from these reports is gathered and analysed. After which, the conclusions are
presented to the organisation or relevant individuals. Encourage team members to
read reports that are sent their way. Then, during meetings, ask them what they
think about it. This will encourage collaborative discussion and will help them
exercise critical and creative thinking skills in the process.

Learning strategies have an introspective nature and ultimately lies with your team
member’s acceptance of its process. As the team leader, it is your duty to provide
some insight to your members. When your team members apply learning
strategies to their own thinking process, they will feel more confident to
demonstrate their critical and creative thinking skills and apply it to their everyday
task. If team members feel they can freely do that without judgement, that is a sign
of a safe environment for thinking approaches.
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
SKILLS TO
WORKPLACE PROBLEMS

Critical and creative thinking is a vital function in the workplace. It is also a

crucial element in employee development. Unfortunately, many organisations
feel that putting resources with the goal of developing these soft skills in their
employees is tedious and that they would rather focus on day-to-day operations
and profit growth. The long-term benefits of developing critical and creative
thinking in employees outweigh the time and resources spent in fostering the
skill. Organisations that develop these skills in their team members see an
increase in teamwork and productivity. Furthermore, activities that facilitate
opportunities to apply critical thinking skills to workplace problems can be
incorporated into the workday without a need for external training programs.

Critical thinking is a skill that should be taught and developed so they become
second nature. To have employees well-versed in this is to have an effective
and efficient team which will ultimately save your business time, money, and
stress.
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
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For the application of critical and creative thinking to be the norm, there must be
consistent and continuous opportunities for such. The workplace provides many
opportunities to facilitate critical thinking applications; the key is to recognise
those opportunities and turn them into workable plans. To do this, you can use
the following opportunities:
 Skills training

 Asking the right questions

 Encourage debate
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
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Skills training

A formally structured opportunity to help your team develop the skills is through critical
thinking skills training. This includes training that is geared towards analysis, logical
reasoning, recognising similarities and differences, planning, and predicting its likely
outcome and evaluating one’s thought process.

Plan and plot skills training in your team schedule and organise a seminar or workshop to
this effect. You can also hold mini training sessions during your team meeting or project
briefs; ask team members for their input regarding projects and how best to approach it.
Involve your team in addressing problems and rectifying issues. You can also do skills
training on individual members of the team through the following methods:
Assess which areas a team member needs to develop
Assign a team member to head a project
Arrange for a coach or mentor for the team member
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
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Asking the right questions

The right questions are those that promote critical and creative thinking. For
example, a critical thinking question is ‘How do you think we can make this
better?’ while a creative thinking question is ‘Why are we doing this in this
particular way?’

Do not be condescending or impose your ideas on your team members. As the

team leader, you have inherent authority over them, and they may feel that they
have to agree with you. Imposing your ideas might also discourage your team
from thinking further and make it seem pointless since they are not listened to.
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
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WORKPLACE PROBLEMS

Encouraging discussion and debate

Discussions and debates encourage reflection and provide team members with
points of view different from their own. This will also help them recognise their
own biases and look at problems from different angles.

Allow your team members some space to discuss and debate on their own.
Sometimes, the most constructive discussions are ones without the ‘boss’
included. Team members can be freer with their ideas and opinions when they
feel like they are not under scrutiny. If you must be there, facilitate the differing
opinions but do not manipulate your team members into agreeing with your
preconceived notions.
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
SKILLS TO
WORKPLACE PROBLEMS

Part of critical thinking is being able to utilise workplace data and information to help
inform and drive decisions. When looking at any information, we must always
determine whether is a primary source or a secondary source.

Primary Sources are immediate, first-hand accounts of a topic, from people who had a
direct connection with it. Primary sources can include, but are not limited to:
 Texts of laws and other original documents.
 Newspaper reports, by reporters who witnessed an event or who quote people who
did.
 Speeches, diaries, letters and interviews - what the people involved said or wrote.
 Original research.
 Datasets, survey data, such as census or economic statistics.
 Photographs, video, or audio that capture an event.
 Raw Data
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
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WORKPLACE PROBLEMS

In contrast, secondary Sources are one step removed from primary sources.
They can cover the same data area but add a layer of interpretation and
analysis. Secondary sources can include:
 Most books about a topic.
 Analysis or interpretation of data.
 Scholarly or other articles about a topic, especially by people not directly
involved.
 Documentaries (though they often include photos or video portions that can
be considered primary sources).
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
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Examples of reliable internal data that are primary sources of information that
may help staff to apply critical thinking skills in various contexts include, but are
not limited to:
 Computer systems (human resource, accounting, clients, inventory,
purchasing)
 Staff records
 Accounting records
 Annual reports
 Strategic plans
 Business documents (letters, minutes of meetings)
 Customer data
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
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WORKPLACE PROBLEMS

In addition to internal data, there are also external data sources that can be
used to gain more insight into specific problems, projects, or tasks. Examples of
external data sources include:
 Industry reports
 Review
 Journal articles
 Blogs
When using external data and any secondary data, it is essential that the
reliability of the data is assessed. There is so much misinformation online, that
knowing how to do this is absolutely essential for all staff.
2.3 OPPORTUNITIES TO APPLY CRITICAL THINKING
SKILLS TO
WORKPLACE PROBLEMS

One way for team members to apply their critical thinking skills is to have them
assess the reliability of sources of information relevant to workplace
procedures. In the process of evaluating a source’s reliability, your team will be
using critical thinking concepts such as accuracy and relevance. The following
questions may guide them in evaluating the source.
 Accuracy - Does the source provide valid information for your research?
 Authority - Is the content authored and published by a reputable and
qualified organisation or person?
 Audience - Who is the intended audience? Is the information appropriate for
the intended audience?
 Relevance - Is the source relevant to your procedure?
 Likelihood of bias - Is the information provided in this source biased?
2.4 PROVIDE FEEDBACK TO TEAM MEMBERS ON
PERFORMANCE
OF TASKS

Feedback is the process of giving constructive suggestions by supervisors,

reporting managers, and/or peers. The purpose of feedback is to provide
opportunities for improvement as well as to reinforce good behaviour and boost
employee morale.

During the feedback process, it is not enough to just point out the mistakes. It
must be constructive in that it guides and motivates employees to reach their
goals. If done the wrong way, people may instead feel demotivated, and some
might even take the feedback as a personal attack on their character and
loyalty. As such, feedback needs to be clear, purposeful, and concise.
2.4 PROVIDE FEEDBACK TO TEAM MEMBERS ON
PERFORMANCE
OF TASKS

To effectively give feedback, use the following as a guide:

 Start with the positives - Start with positive feedback before easing into constructive criticism. Clarify that the
purpose of giving feedback is to make room for improvement and not as a personal attack. Do not be
condescending when speaking to your team member and give credit where credit is due.
 Be direct, clear and specific - Give feedback in a structured manner. Be direct and tell your team member
which parts of the whole process were nicely executed, and which ones need improvement. Use clear words
and be specific. Providing feedback can sometimes be an uncomfortable situation, but if you are indirect,
unclear, and vague in your words and manner, your employee will not be able to know how they can improve
moving forward.
 Be objective - Stick to facts and place personal biases at bay. Explain why the feedback is an opportunity for
improvement.
 Provide solutions, not just criticisms - Give actionable feedback where possible. It is not enough to state
something is wrong; give suggestions for improvement. Understand that the reason why you are the one giving
feedback is because you are more experienced and have more knowledge on the subject matter.
 Provide immediate feedback and follow up - Provide feedback as soon as there is a need to so that the error
can be immediately corrected. Then, follow up on it after and check to see whether feedback was implemented
the next time around. Do not wait for annual employee appraisals before doing so.
 Do it face to face - Giving and receiving feedback can be very personal and it helps if both parties are
‘present’, assuring employees that they are important and they matter.
2.4 PROVIDE FEEDBACK TO TEAM MEMBERS ON
PERFORMANCE
OF TASKS

There are many benefits to providing feedback to your employees or to your team members. The key
lies in being able to communicate effectively. Benefits include:
 Increases motivation - Receiving feedback lets team members know that their efforts do not go
unnoticed and that the work they do is not taken for granted. As such, they are more likely to
improve their performance as they will also feel more invested in the work that they do.
 Improves performance - Clear and constructive feedback can lead to improved work methods.
An increase in motivation can also result in better performance of the team and its members.
 Continuous learning - All feedback is an opportunity for growth and improvement. Taking the
feedback to heart and integrating them into their current work method results in continuous
learning and improvement.
 Improves relationships - Regular constructive feedback fosters trust and respect. Feedback
shows that you appreciate what your team members do, and you want to help them be better in
how they do their jobs. When team members realise that you only have their best interest at heart,
they are more likely to come to you for advice when they encounter a problem.
 Good for personal growth - Constructive feedback points out both strengths and weaknesses.
Knowing the strengths will boost employee morale while knowing the weaknesses will help them
be more self-aware. All parties in the feedback process are then able to grow as a person.
SUMMARY

 Critical and creative thinking skills are teachable skills. They can be honed
and developed with practice.
 Critical thinking is not an inherent skill and barriers to critical thinking can
vary from person to person. However, these barriers can generally be
overcome.
 A safe environment is an environment that actively encourages the
performance of certain skills, in this case, critical and creative thinking
approaches.
 Part of a leader’s role is to facilitate consistent and continuous opportunities
for critical thinking application.
 Constructive feedback guides and motivates employees to reach their goals.