Developing Creative and Critical Thinking in Teams

Creative and critical thinking involves processes of evaluating specific objectives of facts and, most importantly, considering possible solutions to problems that members of a team might be facing. Creative and critical thinking in any team helps to ensure effectiveness in making decisions, particularly those that require a lot of thought. Creative and critical thinking helps a team by encouraging members to research and favor specific objective logic over their initial emotional response. In this way, it becomes easy for team members to diagnose problems and, most importantly, identify specific solutions that are not necessarily and entirely obvious at first. Besides, critical thinking is also important in management and resolving conflicts among team members. As a result, critical thinking ensures a team becomes more innovative, thus improving their problem-solving skills.

As a leader, developing creative and critical thinking skills in a team of six will play a major role in harnessing and using new ideas to improve processes and relationships between team members. These skills will help evaluate decision-making skills and how these decisions impact the general outcomes and performance of team members. Leadership requires one to actively and acutely understand specific priorities, available resources, and most importantly, specific ways to become accountable for any decisions. As a result, creative and critical thinking will effectively foster a healthy and successful workplace environment. They help open up opportunities in solving problems among team members, achieving desired goals, and, most importantly, inspiring team members to become more creative and find other unlikely perspectives (Anazifa & Djukri, 2017). As a result, creativity and critical thinking in leadership will help to influence and ensure the positive performance of members of the team. Being creative as a leader, in this case, will help to influence members to understand and develop specific strategies that will help in solving the water shortage issue. 

Some of the most common factors that might affect the team’s creative thinking include perseverance, curiosity, and, most importantly, confidence. When these three factors are managed effectively, the creativity and critical thinking of the team will be achieved in the best way possible, thus helping to achieve common and desired goals. To avoid group thinking, it will be important for each group member to critically evaluate and present an idea they might be having. As a leader, it would be important for me to keep some of my opinions and allow other members to present their ideas and beliefs. It will be important to also consider the use of a team approach that focuses on the engagement and participation of each member (Hannon et al. 2004).     

One of the common fallacies of reasoning, in this case, is an appeal to ignorance, which happens as a result of a team member asserting a claim that needs to be accepted because no other member proves otherwise. Appeal to authority is also common and involves accepting a truth based on blind faith and results from some you admire presenting it. Appeal to pity may also be common and results as a result of pointing out unfortunate consequences that may be-falling a team member. 

The best way to evaluate the viability of a solution in this group will be focusing on where the result will be an important solution to the question or problem being solved. Focusing on the results will also be important to use the result and try to prove if it will be the best possible consideration if it is the answer or a possibility.      

References

Anazifa, R. D., & Djukri, D. (2017). Project-Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills?. Jurnal Pendidikan IPA Indonesia6(2), 346-355.

Hannon, S., McBride, H., & Burns, B. (2004). Developing creative and critical thinking abilities in business graduates: The value of experiential learning techniques. Industry and Higher Education18(2), 95-100.


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