Search results

The purpose of this paper is to propose a holistic set of thinking or cognitive skills for professionals, managers, and executives to stay relevant in a digital economy.

The viewpoint is based on more than 20 years of experience gained working with multinational companies and public sector organizations across various industries in Asia.

To stay relevant in a digital economy, there is a need to develop a holistic set of cognitive skills such as design thinking, process thinking, systems thinking, futures thinking, and creative thinking that complements technical and people skills.

The paper provides senior human resources practitioners with suggestions on a holistic set of thinking skills that complements technical and people skills to help manage organizational capabilities and develop talents to stay relevant in a digital economy.

The paper provides senior human resources practitioners with suggestions on a holistic set of thinking skills that complements technical and people skills to help manage organizational capabilities and develop talents to stay relevant in a digital economy.

This paper contributes to the existing literature on human resource development by providing insights on a holistic set of thinking skills that are needed in a digital economy.

This paper seeks to identify the related factors of strategic thinking and their assessment (determining the gap between “importance of the factors”, and “present situation of the factors”) in Benetton Co. branches located in Iran.

The paper briefly reviews the literature related to strategic planning, and especially strategic thinking. Through the review of literature, some factors will be identified, and then presents statistical evidence to show their relevance and situation (the gap between present situation and optimum situation) in Benetton Co. branches located to Iran.

The findings of the research indicate that there are 12 relevant factors of strategic thinking; and difference between “importance of the factors”, and the present situation of all 12 factors in Benetton, are meaningful.

More research needs to be conducted about the factors related to strategic thinking. Due to the fact that the research is limited to a specific company, the findings cannot be generalized. Also, it seems that relying on questionnaire can cause some limitations to the findings.

Although strategic planning and thinking are distinct, they are interrelated and complementary in terms of thought processes. If they sustain and support each other, effective strategic planning can be formulated and implemented.

The paper provides insights to different dimensions of strategic thinking and the amount of their presence in an international company working in a developing country; and the way it enhances the capacity of the company for implementation of strategic planning.

This paper aims to review the history of critical thinking as a seminal and foundational skill for small groups. The paper shows that much of the team research focuses on the elementary functions of decision‐making processes, task fulfilment, and project management. Virtual teaming research adds some of the complexities introduced by working in and between cultures, across time zones and related difficulties in coordination and meaning‐making activities for the virtual team.

The paper seeks to review the definitions of critical thinking, and review the literature relative to small group activities and the impacts and requirements of critical thinking for effective team functioning. The notion of reflective journaling is introduced as a way in which to introduce improved critical thinking into the organization at the level of the individual for performance organizational performance.

The paper finds that critical thinking within teams will improve organizational performance. It will also enhance any training and development initiatives. The topic is introduced as an information analysis of the field of critical thinking, and its impact on individuals working in teams. Authorial content is presented which can become the elements of a critical thinking checklist for team practitioners in the organization to enhance critical thinking at the individual, organization and societal levels.

In this paper useful ideas for established or “to be established” teams and improving performance are shown.

This article is a conceptual framework and literature review on strategic thinking. It examines some of the more recent definitions and identifies a number of key elements involved. Further analysis determines a number of situations that can improve strategic thinking capability in individuals and considers whether organizations can successfully adopt its conclusions to develop their managers and improve the business. The article briefly discusses the relationship between strategic thinking, strategic planning and emergent strategy and suggests that strategic thinking needs to precede both and is essential in making them more appropriate and effective. The authors believe that the greater the sum total of strategic thinking and thinkers in the organization the more readily and effectively it can respond to and take advantage of the vast array of changes occurring in today’s business environment. However, despite the significant levels of delayering and flattening of structures that has taken place in the last decade or so, some organizational barriers continue to stifle opportunities for strategic thinking by limiting the flow of experiences and insights to relevant corners of the firm. The authors suggest that knowledge management can have a significant role in increasing and improving strategic thinking by drawing such experiences and insights from all parts of the organization and making them available to points of strategic decision and action.

Prediction of future changes and making appropriate strategic decisions require strategic thinking in any organization. It helps managers to create new opportunities. The purpose of this paper is to measure strategic thinking and its affecting factors at Kurdistan University of Medical Sciences.

This is a descriptive-analytic as well as a cross-sectional study which was conducted in 2016. Its statistical community included 300 managers and personnel of Kurdistan University of Medical Sciences. The sample size was equal to statistical community. Data were collected using a standard questionnaire. Data were then entered into SPSS20 and were analyzed using statistical tests such as Freedman, Whitney and Kruskal-Wallis.

Overall, strategic thinking was evaluated “good” and “somewhat good” among managers (5.0±72.28) and personnel (6.0±25.48), respectively. Moreover, among the elements of strategic thinking, conceptual thinking obtained the highest score among both managers (6.0±06.32) and personnel (5.0±53.52), which was evaluated in a “good” level. There was a significant difference between managers’ and personnel’s strategic thinking score (p=0.001). Different education groups of managers and personnel were different in terms of strategic thinking (p<0.05), but strategic thinking score of managers and personnel were not significant based on the work experience and type of employment.

Although both managers and personnel received a good score in terms of strategic thinking, improving the level of strategic thinking especially for future trends and opportunities can lead to enhanced strategic thinking among managers and personnel of Kurdistan University of Medical Sciences.

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

This study aims to emphasize the integration of lean start-up and design thinking approaches and investigate how they may be used together.

The report uses a systematic literature review methodology to analyze and summarize previous research on combining lean start-up and design thinking. Inferences were discovered and analyzed after relevant publications were chosen based on predetermined inclusion criteria.

The research shows that combining lean start-up and design thinking significantly impacts entrepreneurship. Start-ups can efficiently uncover consumer needs, reduce risks and improve their product or service offerings by combining the client-centricity of design thinking with the iterative and data-driven concepts of lean start-up. This integration promotes an innovative culture, gives teams the freedom to try new things and learn from mistakes and raises the possibility of start-up success.

The dependence on pre-existing literature, which might cover only some potential uses and circumstances, is a weakness of this research. It is advised that more empirical research be conducted to determine the precise circumstances in which the integrated strategy performs best. Future studies should also explore the difficulties and drawbacks of using these approaches to offer suggestions for overcoming them and maximizing their advantages.

The findings have significant ramifications for business owners and other professionals working in the start-up environment. The combination of lean start-up and design thinking emphasizes the relevance of early customer interaction and empathy-driven design. To foster creativity and hasten the expansion of start-ups, practitioners are urged to create a comprehensive strategy that integrates the advantages of both techniques. Through this integration, business owners may develop solutions that appeal to their target market, increasing adoption rates and market competitiveness.

This study is interesting in comparing lean start-up and design thinking, emphasizing the overlaps and benefits of their application to entrepreneurship. This study discusses successful start-up methods by offering suggestions for future research and practice. It also provides a basis for further developing and adopting the integrated approach.

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

The purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance and feedback to self-directed learners during programming problem-solving and to improve learners’ computational thinking.

By analyzing the mechanism of action of ITF on the development of computational thinking, an ITF strategy and corresponding ITS acting on the whole process of programming problem-solving were developed to realize the evaluation of programming problem-solving ideas based on program logic. On the one hand, a lexical and syntactic analysis of the programming problem solutions input by the learners is performed and presented with a tree-like structure. On the other hand, by comparing multiple algorithms, it is implemented to compare the programming problem solutions entered by the learners with the answers and analyze the gaps to give them back to the learners to promote the improvement of their computational thinking.

This study clarifies the mechanism of the role of ITF-based ITS in the computational thinking development process. Results indicated that the ITS designed in this study is effective in promoting students’ computational thinking, especially for low-level learners. It also helped to improve students’ learning motivation, and reducing cognitive load, while there’s no significant difference among learners of different levels.

This study developed an ITS based on ITF to address the problem of learners’ difficulty in obtaining real-time guidance in the current programming problem-solving-based computational thinking development, providing a good aid for college students’ independent programming learning.

The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.