Anne Helsdingen

The Effects of Critical Thinking Instruction on Training Complex Decision Making

Objective: Two field studies assessed the effects of critical thinking instruction on training and transfer of a complex decision-making skill. Background: Critical thinking instruction is based on studies of how experienced decision makers approach complex problems. Method: Participants conducted scenario-based exercises in both simplified (Study 1) and high-fidelity (Study 2) training environments. In both studies, half of the participants received instruction in critical thinking. The other half conducted the same exercises but without critical thinking instruction. After the training, test scenarios were administered to both groups. Results: The first study showed that critical thinking instruction enhanced decision outcomes during both training and the test. In the second study, critical thinking instruction benefited both decision outcomes and processes, specifically on the transfer to untrained problems. Conclusion:The results suggest that critical thinking instruction improves decision strategy and enhances understanding of the general principles of the domain. Application: The results of this study warrant the implementation of critical thinking instruction in training programs for professional decision makers that have to operate in complex and highly interactive, dynamic environments.

Improving tactical decision making through critical thinking

Expert military commanders construct an initial but comprehensive interpretation of complex or unfamiliar tactical situations (story). They subsequently adjust and refine this story by evaluating available information, by searching for consistency, and by critically testing underlying assumptions. This approach is used to develop critical thinking training. Two effect studies were conducted. Individual commanders (study 1) and commanding teams (study 2) played scenario-based exercises in both simplified and high-fidelity task environments. Half the group received instruction, guidance, and feedback in critical thinking. The other half received the same scenarios, but without any support. After training, test scenarios were administered to both groups. Results showed positive effects on the process of tactical command (i.e. better argumentation for situation assessment) as well as on the outcomes (i.e. more and better contingency plans). The method supports not only individual commanders, it also helps teams to develop a common understanding of the situation and to co-ordinate team actions.