Critical Thinking and Managerial Decision Making

Critical Thinking and
Managerial Decision Making
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Introduction
Critical thinking is determined to be a skill that enhances presentation and language skills. It is
considered as the logically disciplined method of enthusiastically and skilfully abstracting,
relating, analysing, creating, and assessing data. This information is collected from or produced
by observing, experiencing, reflecting, reasoning or communicating that acts as a guide to trust
and exploit. The use of critical thinking (CT), helps in understanding the information like how
the message works, what the message means, what the message says about the audience and the
messenger.
How the real-life outcomes are influenced by critical thinking was studied by many researchers
and the study selected for this assignment represents the advantages of critical thinking in
academic performance, helping students to manage, examine and analyze their performance. The
different connection of CT with higher education can be described as CT can prepare students to
be lifelong learners through displaying stronger insights of academic control with a positive
influence on their academic experience. The application of critical thinking to college students
can create a strong approach to learning and works as beneficial tools to begin a professional
career.
Critical Thinking Analysis
CT is the process of purposeful and self-regulating judgement that arises from a set of cognitive
skill sets. This type of thinking can enable students to do the tasks like recognize the rational
connections among thoughts, solve issues methodically, observe contradictions and shared
mistakes in intellectual, spot, construct as well as analyse arguments, provide the reflection on
the explanation of one's own views and standards. According to Franco & Almeida, (2015),
student present in any institution or school or university are from different backgrounds, and they
communicate about their different experiences and perceptive leading to thinking of students in
more complex ways. The study determines the significant effect of critical thinking on decision
making process while pursuing higher education, such as humanities and engineering, depending
upon the gender difference. In every day's life of subject and settings, the thinking rationally and
reasonably can make well-founded and particular independent decisions that are most likely to
be advantageous (Kitchin, 2017). Studies were validated based on the Halpern Critical Thinking

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Assessment (HCTA) because it had highlighted how the application of CT prevents negative
outcomes in daily life decisions.
The main aim of the research is to determine the relation between decision making outcomes
and decision-making competence experienced by people in the real world. The research
objectives are as follows:
 To culturally implement and translate the RWO to the Portuguese language
 Manage this investigational form to evaluate its consistency as well as to demonstrate it to
the college students To gather experiential data to provide some concerns based on the adverse results
The core research questions of the article are as follows:
 What is the importance of critical thinking for college students?
 What is the relationship between CT and real life?
 What is the impact of CT on real life?
 What are the advantages of critical thinking?
It is significant to address the above research questions as it will help in gathering relevant
information and studying real-life situations and real-world outcomes (RWO).
For this study, the RWO related to the Portuguese version has been used that consist of 40
dichotomous reports that demonstrates life events. The RWO was provided to a sample of
community to over 259 undergraduate’s students, out of which 166 were females under the age
group of 18 to 50 years (Hibbert & Cunliffe, 2015). This convenience sample contains juniors,
sophomores and first-year students who are pursuing an academic major in engineering and
humanities. The Portuguese version was used to recognize and correct potential inconsistencies.
A qualitative analysis of the RWO has been conducted with a group of 14 undergraduate's
students, to understand the process of think aloud. It is used to ensure that the objectives were
relevant, understandable and clear.
In order to use RWO the permission from the professional translator and two university teachers
have been obtained. Within the period of regular classes, the experimental version of Portuguese
was used. Based on the social translation, the original and Portuguese versions were standardized