Analytical or Critical Thinking – More Than a Statement

The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
– Michael Scriven and Richard Paul (2003)

Notice: Critical Thinking is a process, not someone simply stating we need to think “critically” about a topic.

Have you ever had someone mention you needed to increase your critical thinking skills?

Has anyone ever stated “we need to think critically about this problem”?

Have you ever asked them by what they meant by “critical thinking”?

We have and the reaction was truly special. In fact, when asked what they meant by “critical thinking,” we received the proverbial “deer-in-headlights” look. Have you ever seen a deer in headlights? Hopefully you stopped or it moved before you hit it. There is that “startled, wide-eyed, glowing-eyes” stare as if you just threw a glass of water in their face and they were caught off guard. Worse, you used the term “critical thinking” and someone asked you what you meant and you gave them the same vacuous stare.

Frankly, we have found over the years, people throw that term around because they think it makes them appear authoritative or intelligent. What it told us, in many cases, was the person simply wanted to slow down a bit and actually think a problem through. On one level, we could call that “critical thinking” because many decisions are knee-jerk reactions to circumstances disregarding any effort to determine a proper solution.

Critical Thinking and Analytic Thinking is a process, not simply a term to be thrown around puffing the requester’s ego.

Critical Thinking and Analytic Thinking are similar, but with some subtle differences. Other than the slight difference, we could say both thinking modalities may be used simultaneously reaching the desired end goal – a solution to a situation.

We’ve recreated an excellent graphic from one of our references – ThoughtCo – to help us illustrate the various “components” of either Critical Thinking or Analytic Thinking. Full citation below.

Doyle, Alison. “Critical Thinking Definition, Skills, and Examples.” ThoughtCo, Apr. 5, 2023, thoughtco.com/critical-thinking-definition-with-examples-2063745.

What is the difference between Analytical Thinking and Critical Thinking?

Analytical Thinking analyzes a problem to find a solution. Critical Thinking uses reasoning based on outside information to reach a conclusion. Hmm, sounds the same to us using different words. Analytical Thinking uses data to support evidence for the conclusion. Critical Thinking uses facts to form opinions and determine what makes sense for the situation.

Still not convinced? Neither are we. But let’s go with this. Both require a process to follow in order to derive an answer.  Subtle differences, which is why we combined them into one article and methodology. Call it what you want.

The Analytical/Critical Thinking Process

In a nutshell, here is the process:

• Question – clearly identify the problem and why it needs to be resolved.
• Analyze – gather data, facts, opinions, information concerning the problem – from multiple angles.
• Interpret – understand the meaning of the data, facts, opinions, information within the context of the problem.
• Evaluate – define and discuss various options and solutions to the problem, comparing one solution against another to determine best option.
• Make a judgement – decide the solution to the problem and implement.

Depending on the situation, this process can be quick, or it can take some time. For example, in emergency situations, a protracted data gathering and analyzing period cannot be used. If someone is having a heart attack, asking about family history, date of birth, martial status, etc. should be considered later. Performing medical intervention is key:

• Identify problem – heart attack symptoms: pain in chest, pain down left arm, shortness of breath, etc.
• Intervention – call 911, hard-coughing every 30 seconds to help keep heart going, etc. (we’re not doctors and don’t play one on TV, so don’t rely on our advice).

In other cases, the method works. We, by training and experience, are IT folks helping companies determine best-fit technologies based on their needs and company culture.

We first begin by asking questions about their desired results. If we hear “solutions”, we stop them and again ask for the desired results. This is the questioning stage. We elicit their needs from several perspectives: system users, business managers, executives, system administrators, technical managers, vendors, analysts, and pundits, etc. We captured this in our article “IT Cube – Six Perspectives to Project Requirements”.

Based on that information, we analyze the information. In many cases, we use the “Multi-Criteria Decision Analysis Method”. Using this method puts objectivity into the subjective decision process removing personal biases. We have constructed some very lengthy and complex analyses, as well as, 6 or 7 criteria decision tables. In every case, “selling” the results was much easier than without a decision analysis process.

A Deeper Dive

Now that we have differentiated between true critical thinking and what most people mean when they say “critical thinking”, let’s go a little deeper.

Top Analytical or Critical Thinking Skills

Analysis

What is analysis? Referring to the article by Alison Doyle, she lists the following types of analysis:

• Asking thoughtful questions – we believe this to be crucial for ferreting details of the problem, motivation for solving the problem, hearing the various sides (the IT Cube perspectives), getting to the root of the situation, etc.
• Data analysis – data tells a story. The key to understanding the story is going beyond the first blush and understanding what the data are really telling us. Too many mistakes are made by interpreting data on the surface. Dig.
• Research – you don’t know everything. The compendium of the internet information broadens your knowledge. Learn what others know.
• Interpretation – this part of Data Analysis and then some. Go beyond the surface, especially concerning what people say. Look for hidden agendas or simply a better understanding of their needs, comments, motivations, etc.
• Judgement – hey, you probably have some experience. What does it tell you? Also, others have experience. What does their experience tell you? Can you use that experience to help in this situation?
• Question Evidence – Facts are Facts, but they can be interpreted differently. Two people see the same car crash, but from different angles. Question the facts.
• Recognize Patterns – We wish this skill was a resume builder, but many do not recognize the benefit of recognizing patterns skillset. We look for patterns – good and bad. Can we use pattern knowledge in our questioning, analyzing, interpreting, judging?

Communication

Communicate, communicate, communicate. Uh, that’s not just talking, but listening, collaborating, explaining, AND adjusting your thoughts based on input from the Analysis phase. Hypotheses are made to start the discussion and should be proved or disproved – with the same objective, unbiased care. Doyle lists these items as Communication:

• Active listening – yes, actually listening to others to understand, not to respond.
• Assessment – based on the research and other information gathered during Analysis, determine how it applies to the circumstances, watch for patterns, look for outliers, etc.
• Collaboration – working/cooperating with others to combine expertise, experience, insights, skills, etc.
• Explanation – “defending” your opinions without being defensive (takes a higher level of emotional maturity).
• Written and Verbal Communication – yup, need to talk with other people

Creativity

Critical Thinking and Analytical Thinking require creative thinking. We’ve written an article on Creative Thinking, one of the several thinking modalities in our series. Doyle lists creativity as

• Conceptualizing – forming a conceptual solution and either proving or disproving its veracity.
• Curiosity – let’s reframe this as experimenting. Try something. See if it works. Break it. Try again.
• Inferring – deduce or conclude based on evidence, conceptualization, or experimentation.
• Predicting – ok, let’s be a little silly here – guessing. Predicting better be based on evidence, not just some gut-reaction (too much pizza can do a number on your gut reactions).
• Synthesizing – distilling the facts, evidence, discussions, questions, information, research, etc. This is best done by writing it down. If a team effort, a whiteboard becomes extremely handy. In virtual meetings, we’ve used the Miro boards to great effect.

Open-Mindedness

Oh my goodness, this is the toughest. We all get stuck in our ruts and way of thinking. We have the best thoughts and ideas, just ask us. We’ll tell you we do. Unfortunately, most others think the same way, especially in those situations where someone is of higher authority than we are. We tend to bow to that authority. Spoiler alert: if you are in that position, resist the urge to think you have the right or best answers.

• Diversity of Thought – others think differently than you. Consider their opinions and ideas. They could be just as valid as yours.
• Humility – this is a tough one because many think humility is weakness or retreating. It is not. It is considering other people’s opinions before jumping to conclusions.
• Inclusive – include all in the conversation. We have found the quiet ones in the room have the best insights because they listen and consider more than talk. Get their thoughts on the situation.
• Objectivity – take yourself and your biases out of the solution. We all have biases. None of us are objective. Thus, to be objective, we need others. Also, the multi-criteria decision analysis method helps remove biases.
• Reflection – reflect on the process. Reflect on the evidence and facts. Reflect on the discussions. Reflect on the conclusions. Have we been honest? Have we followed the process? Have we removed biases? Can we live with our solution?

Problem Solving

Take everything you have learned from the previous steps and determine a solution or several solutions. Test your conclusion. Test your solution. Talk with others. Where are the holes in your design and definition? There are holes. Every solution has deficiencies. Find them. Fix them. Or determine if they are fixable and at what costs? Experiment. Take what you learned while being creative. Mix in the research and other gathered information. Now what is the solution?

By following the process above, we’ve found the solution presents itself. We don’t take it at face value but test it and communicate it to others. It’s uncanny, but it seems others always see our missing pieces. We can then plug those holes BEFORE implementing the solution, way cheaper than fixing more problems later.

Conclusion

Analytical Thinking and Critical Thinking are not simply a statement, but a process. The process helps us come to good conclusions, hopefully objective conclusions using the best ideas and thoughts. So, the next time someone suggests “we need to think critically”, you are armed with a methodology to do just that. Better yet, you should suggest to think critically and outline the method to do so.

With that, we’ll leave you with one last definition of Critical Thinking:

Critical thinking is a kind of thinking in which you question, analyse, interpret, evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning “able to judge or discern”. Good critical thinking is about making reliable judgements based on reliable information. – https://www.monash.edu/student-academic-success/enhance-your-thinking/critical-thinking/what-is-critical-thinking

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