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ERIC Number: EJ975987
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-1040-1350
Creative and Critical Thinking, Teamwork, and Tomorrow's Workplace
Gould, J. Christine; Schoonover, Patricia F.
Understanding Our Gifted, v22 n1 p3-6 Fall 2009
Creative and critical thinking have been identified by Isaksen, Dorval, and Treffinger (2000) as the ability to "perceive gaps, challenges, or concerns; think of many varied or unusual possibilities; or elaborate and extend alternatives," as well as make meaningful connections that include analyzing, evaluating, and developing options. Business leaders indicate they need workers with higher levels of skills than those of current employees. These skills include the ability to communicate, reason, problem solve, make decisions, function within a team format, and become leaders. Creative and critical thinking are included within all of these skills. Gifted young people often become tomorrow's business innovators. However, during junior high and high school, these students sometimes prefer to work alone due to differing ability levels. This means they might not develop experience working in team situations. One way to prepare them for the future workplace is to provide enrichment experiences that focus on creative and critical thinking within a teamwork format. Several creative problem solving programs can be incorporated into school curricula, providing the opportunity to learn and practice workplace skills. In these programs, students work on creative and critical thinking skills while developing interpersonal skills. Creative and critical thinking can be taught. Many programs teach students how to follow a deliberate creative problem solving method. They also nurture inquiry skills by involving students in creative exploration, providing them with an opportunity to apply these skills to real-life problem solving.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A