Critical thinking is a necessary skill within many vocations, including the field of performance improvement. Explicit studies on critical thinking, defined as the ability to recognize assumptions, evaluate arguments, and draw conclusions, are limited in the field of performance improvement. A comparative study investigated the critical thinking profile of performance improvement practitioners to a normed population while a correlational design examined the relationship between years of experience and critical thinking. Fifty performance improvement practitioners took part in the study, with three to 65 years of experience in the field of performance improvement. Using t-tests and regression analysis, a significant difference in overall critical thinking between performance improvement practitioners and the normed population was not found. When the variables of critical thinking were examined, a difference was discovered with the variable of evaluate arguments between the sample of performance improvement practitioners and the normed population. Other findings included that while a relationship does not exist between years of experience and overall critical thinking, a relationship between the length of time an individual has been working in the field of performance improvement and the variable of evaluate arguments is present. The newly documented critical thinking profile can be used to inform individual, organizational, and academic education courses. The information can also be incorporated into designations of expertise, such as the Certified Performance Technologist certification from the International Society for Performance Improvement. The study established an entry point for additional research on understanding why years of experience negatively correlated to the critical thinking variable of evaluate arguments, correlating character strength, and personality traits to critical thinking.
|Commitee:||Brock, Timothy, Lewis, Barbara|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Cognitive psychology, Behavioral psychology|
|Keywords:||Certified performance technologist, Critical thinking, Expertise, Human performance improvement, Human performance technology, Performance improvement|
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