about the world
Critical thinking about oneself | Critical action and decision making | | Engagement and participation | Perspective taking and openness | Social regulation |
| Message formulation | Message delivery | Message and communication feedback |
Seven dimensions evaluated for the 3 different components of each C.
| Aspects of the overall educational program teaching, emphasizing, and promoting the 4Cs |
| Availability and access to different means, materials, space, and expertise, digital technologies, mnemonic and heuristic methods, etc. to assist in the proper use and exercise of the 4Cs |
| Actual student and program use of available resources promoting the 4Cs |
| Critical reflection and metacognition on the process being engaged in around the 4Cs |
| The formal and informal training, skills, and abilities of teachers/trainers and staff and their program of development as promoters of the 4Cs |
| Use and integration of the full range of resources external to the institution available to enhance the 4Cs |
| Availability of resources for students to create and actualize products, programs, events, etc. that require the exercise, promotion, or manifestation of the 4Cs |
* Educational-level dependent and potentially less available for younger students or in some contexts.
The grid itself can be used in several important and different ways by different educational stakeholders: (1) by the institution itself in its self-evaluation and possible preparation for a certification or labelization process, (2) as an explicit list of criteria for external evaluation of the institution and its 4Cs-related programs, and (3) as a potential long-term development targeting tool for the institution or the institution in dialogue with the labelization process.
4.1. Evaluation Grid for Creativity
Dropping the component of “creative person” that is not relevant at the institutional level, this evaluation grid is based on Rhodes’ ( 1961 ) classic “4P” model of creativity, which remains the most concise model today ( Lubart and Thornhill-Miller 2019 ). The three “P” components retained are: creative process , creative environment , and creative product . Creative process refers to the acquisition of a set of tools and techniques that students can use to enhance the creativity of their thinking and work. Creative environment (also called “Press” in earlier literature) is about how the physical and social surroundings of students can help them be more creative. Finally, creative product refers to the evaluation of actual “productions” (e.g., a piece of art, text, speech, etc.) generated through the creative process.
4.2. Evaluation Grid for Critical Thinking
Our evaluation grid divides critical thinking into three main components: critical thinking about the world , critical thinking about oneself (self-reflection), as well as critical action and decision making . The first component refers to having an evidence-based view of the exterior world, notably by identifying and evaluating sources of information and using them to question current understandings and solve problems. Self-reflection refers to thinking critically about one’s own life situation, values, and actions; it presupposes the autonomy of thought and a certain distance as well as the most objective observation possible with regard to one’s own knowledge (“meta-cognition”). The third and final component, critical action and decision making, is about using critical thinking skills more practically in order to make appropriate life decisions as well as to be open to different points of view. This component also addresses soft skills and attitudes such as trusting information.
Our evaluation framework for critical thinking was in part inspired by Barnett’s “curriculum for critical being” (2015), whose model distinguishes two axes: one defined by the qualitative differences in the level of criticality attained and the second comprised of three different domains of application: formal knowledge, the self, and the world. The first two components of our framework (and the seven dimensions on which they are rated) reflect and encompass these three domains. Similar to Barrett’s proposal, our third rubric moves beyond the “skills-plus-dispositions” model of competency implicit in much theorizing about critical thinking and adds the importance of “action”—not just the ability to think critically and the disposition to do so, but the central importance of training and practicing “critical doing” ( Barnett 2015 ). Critical thinking should also be exercised collectively by involving students in collective thinking, facilitating the exchange of ideas and civic engagement ( Huber and Kuncel 2016 ).
4.3. Evaluation Grid for Collaboration
The first component of collaboration skills in the IICD grid is engagement and participation , referring to the active engagement in group work. Perspective taking and openness concerns the flexibility to work with and accommodate other group members and their points of view. The final dimension— social regulation —is about being able to reach for a common goal, notably through compromise and negotiation, as well as being aware of the different types of roles that group members can hold ( Hesse et al. 2015 ; Rusdin and Ali 2019 ; Care et al. 2016 ). (These last two components include elements of leadership, character, and emotional intelligence as sometimes described in other soft-skill and competency-related systems.) Participation, social regulation, and perspective taking have been identified as central social skills in collaborative problem solving ( Hesse et al. 2015 ). Regarding social regulation in this context, recognizing and profiting from group diversity is key ( Graesser et al. 2018 ). When describing an assessment in an educational setting of collaborative problem solving (with a task in which two or more students have to collaborate in order to solve it, each using a different set of resources), two main underpinning skills were described for the assessment: the social skill of audience awareness (“how to adapt one’s own behavior to suit the needs of the task and the partner’s requirements”, Care et al. 2016, p. 258 ) and the cognitive skill of planning and executing (developing a plan to reach for a goal) ( Care et al. 2016 ). The former is included in the perspective taking and openness rubric and the latter in the social regulation component in the IICD grid. Evans ( 2020 ) identified four main collaboration skills consistently mentioned in the scientific literature that are assessed in the IICD grid: the ability to plan and make group decisions (example item from the IICD grid: teachers provide assistance to students to overcome differences and reach a common goal during group work); the ability to communicate about thinking with the group (assessed notably in the meta-reflection strand of the IICD grid); the ability to contribute resources, ideas, and efforts and support group members (included notably in the engagement and participation as well as the social regulation components); and finally, the ability to monitor, reflect, and adapt individual and group processes to benefit the group (example item from the IICD grid: students use perspective-taking tools and techniques in group activities).
4.4. Evaluation Grid for Communication
The evaluation grid for communication is also composed of three dimensions: message formulation, message delivery, and message and communication feedback . Message formulation refers to the ability to design and structure a message to be sent, such as outlining the content of an argument. Message delivery is about effectively transmitting verbal and non-verbal aspects of a message. Finally, message and communication feedback refers to the ability of students and teachers to understand their audience, analyze their social surroundings, and interpret information in context. Other components of communication skills such as theory of mind, empathy, or emotional intelligence are also relevant and included in the process of applying the grid. Thompson ( 2020 ) proposes a four-component operationalized definition of communication for its assessment in students. First, they describe a comprehension strand covering the understanding and selection of adequate information from a range of sources. Message formulation in the IICD grid captures this dimension through its focus on content analysis and generation. Second, the presentation of information and ideas is mentioned in several different modes, adjusted to the intended audience, verbally as well as non-verbally. The message delivery component of the IICD grid focuses on these points. Third, the authors note the importance of communication technology and its advanced use. The IICD grid also covers the importance of technology use in its tools and techniques category, with, for example, an item that reads: students learn to effectively use a variety of formats of communication (social media, make a video, e-mail, letter writing, creating a document). Finally, Thompson ( 2020 ) describes the recognition of cultural and other differences as an important aspect of communication. The IICD grid aims at incorporating these aspects, notably in the meta-reflection category under each of the three dimensions.
5. Assessing the 4Cs in Informal Educational Contexts: The Example of Games
5.1. the 4cs in informal educational contexts.
So far, the focus has been on rather formal ways of nurturing the 4Cs. Although institutions and training programs are perhaps the most significant and necessary avenues of education, they are not the sole context in which 4Cs’ learning and improvement can manifest. One other important potential learning context is game play. Games are activities that are present and participated in throughout human society—by those of all ages, genders, and socio-economic statuses ( Bateson and Martin 2013 ; Huizinga 1949 ; Malaby 2007 ). This informal setting can also provide favorable conditions to help improve the 4Cs ( van Rosmalen et al. 2014 ) and should not be under-appreciated. Games provide a unique environment for learning, as they can foster a space to freely explore possibilities and one’s own potential ( de Freitas 2006 ). We argue that games are a significant potential pathway for the improvement of the 4Cs, and as such, they merit the same attention as more formal ways of learning and developing competencies.
5.2. 4Cs Evaluation Framework for Games
Compared to schools and educational institutions, the focus of IICD’s evaluation framework for games (see International Institute for Competency Development 2021 ) is more narrow. Thus, it is fundamentally different from the institutional grid: games, complex and deep as they can sometimes be, cannot directly be compared to the complexity of a school curriculum and all the programs it contains. The evaluation of a game’s effectiveness for training/improving a given C rests on the following principle: if a game presents affordances conducive to exercising a given skill, engaged playing of that game should help improve that skill.
The game’s evaluation grid is scored based on two criteria. For example, as a part of a game’s rating as a tool for the development of creativity, we determine the game must first meet two conditions. First, whether or not the game allows the opportunity for creativity to manifest itself: if creativity cannot occur in the game, it is obviously not eligible to receive ratings for that C. Second, whether or not creativity is needed in order to perform well in the game: if the players can win or achieve success in the game without needing creativity, this also means it cannot receive a rating for that C. If both conditions are met, however, the game will be considered potentially effective to improve creativity through the practice of certain components of creative behavior. This basic principle applies for all four of the Cs.
As outlined in Table 3 , below, the evaluation grid for each of the four Cs is composed of five components relevant to games that are different for each of the Cs. The grid works as follows: for each of the five components of each C, we evaluate the game on a list of sub-components using two yes/no scales: one for whether it is “possible” for that subcomponent to manifest and one for whether that sub-component is “required for success” in the game. This evaluation is done for all sub-components. After this, each general component is rated on the same two indicators. If 60% (i.e., three out of five) or more sub-components are positively rated as required, the general component is considered required. Then, the game is evaluated on its effectiveness for training and improving each of the 4Cs. If 60% or more components are positively rated as required, the game will be labelized as having the potential to be effective for training and improving the corresponding C.
Five different components evaluated for each C by the 4Cs assessment framework for games.
| Originality | Divergent Thinking | Convergent Thinking | Mental Flexibility | Creative Dispositions |
| Goal-adequate judgment/ discernment | Objective thinking | Metacognition | Elaborate eeasoning | Uncertainty management |
| Collaboration fluency | Well-argued deliberation and consensus-based decision | Balance of contribution | Organization and coordination | Cognitive syncing, input, and support |
| Social Interactions | Social cognition | Mastery of written and spoken language | Verbal communication | Non-verbal communication |
The evaluation grid for creativity is based on the multivariate model of creative potential (see Section 2.1.1 and Lubart et al. 2013 for more information) and is composed of four cognitive factors and one conative factor: originality , divergent thinking , convergent thinking , mental flexibility , and creative dispositions . Originality refers to the generation of ideas that are novel or unexpected, depending on the context. Divergent thinking corresponds to the generation of multiple ideas or solutions. Convergent thinking refers to the combination of multiple ideas and the selection of the most creative idea. Mental flexibility entails changing perspectives on a given problem and breaking away from initial ideas. Finally, creative dispositions concerns multiple personality-related factors conducive to creativity, such as openness to experience or risk taking.
The evaluation grid for critical thinking echoes Halpern’s ( 1998 ) as well as Marin and Halpern’s ( 2011 ) considerations for teaching this skill, that is, taking into consideration thinking skills, metacognition, and dispositions. The five components of the critical thinking grid are: goal-adequate discernment, objective thinking, metacognition, elaborate reasoning, and uncertainty management. Goal-adequate discernment entails the formulation of inferences and the discernment of contradictions when faced with a problem. Objective thinking corresponds to the suspension of one’s own judgment and the analysis of affirmations and sources in the most objective manner possible. Metacognition, here, is about questioning and reassessing information, as well as the awareness of one’s own cognitive biases. Elaborate reasoning entails reasoning in a way that is cautious, thorough, and serious. Finally, uncertainty management refers to the dispositional propensity to tolerate ambiguity and accept doubt.
The evaluation grid for collaboration is based on the quality of collaboration (QC) method ( Burkhardt et al. 2009 ; see Section 2.4.2 for more details) and is composed of the following five components: collaboration fluidity, well-argued deliberation and consensus-based decision, balance of contribution, organization and coordination, and cognitive syncing, input, and support. Collaboration fluidity entails the absence of speech overlap and the presence of a good flow in terms of turns to speak. Well-argued deliberation and consensus-based decision is about contributing to the discussion and task at hand, as well as participating in discussions and arguments, in order to obtain a consensus. Balance of contribution refers to having equal or equivalent contributions to organization, coordination, and decision making. Organization and coordination refers to effective management of roles, time, and “deadlines”, as well as the attribution of roles depending on participants’ skills. Finally, cognitive syncing, input, and support is about bringing ideas and resources to the group, as well as supporting and reinforcing other members of the group.
The five components used to evaluate communication in games include both linguistic, pragmatic, and social aspects. Linguistic skills per se are captured by the mastery of written and spoken language component. This component assesses language comprehension and the appropriate use of vocabulary. Pragmatic skills are captured by the verbal and non-verbal communication components and refer to the efficient use of verbal and body signals in the context of the game to achieve one’s communicative goals ( Grassmann 2014 ; Matthews 2014 ). Finally, the grid also evaluates social skills with its two last components, social interactions and social cognition, which, respectively, refer to the ability to interact with others appropriately—including by complying with the rules of the game—and to the understanding of other people’ mental states ( Tomasello 2005 ).
6. Discussion and Conclusions
Each of the 4Cs is a broad, multi-faceted concept that is the subject of a tremendous amount of research and discussion by a wide range of stakeholders in different disciplines, professions, and parts of the educational establishment. The development of evaluation frameworks to allow support for the 4Cs to be assessed and publicly recognized, using a label, is an important step for promoting and fostering these skills in educational contexts. As illustrated by IICD’s 4Cs Framework for educational institutions and programs, as well as its games/activities evaluation grid, the specific criteria to detect support for each C can vary depending upon the educational context (e.g., formal and institutional level or informal and at the activity level). Yet considering the 4Cs together highlights some additional observations, current challenges, and opportunities for the future that are worthy of discussion.
6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
One very important issue for understanding the 4Cs and their educational implementation that can be simultaneously a help and a hindrance for teaching them—and also a challenge when assessing them—is their multidimensionality and interrelatedness. In other words, the 4Cs are not entirely separate entities but instead, as Figure 2 shows, should be seen as four interlinked basic “elements” for future-oriented education that can help individuals in their learning process and, together, synergistically “bootstrap” the development of their cognitive potentials. Lamri and Lubart ( 2021 ), for example, found a certain base level of creativity was a necessary but not sufficient condition for success in managerial tasks, but that high-level performance required a combination of all four Cs. Some thinkers have argued that one cannot be creative without critical thinking, which also requires creativity, for example, to come up with alternative arguments (see Paul and Elder 2006 ). Similarly, among many other interrelationships, there is no collaboration without communication—and even ostensibly individual creativity is a “collaboration” of sorts with the general culture and precursors in a given field. As a result, it ranges from impossible to suboptimal to teach (or teach towards) one of the 4Cs without involving one or more of the others, and this commingling also underscores the genuine need and appropriateness of assessing them together.
![Click on image to zoom An external file that holds a picture, illustration, etc.
Object name is jintelligence-11-00054-g002.jpg](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10054602/bin/jintelligence-11-00054-g002.jpg)
“‘Crea-Critical-Collab-ication’: a Dynamic Interactionist Model of the 4Cs”. (Illustration of the interplay and interpenetration of creativity, critical thinking, collaboration, and communication shown in dimensional space according to their differing cognitive/individual vs. social/interpersonal emphases; (© 2023, Branden Thornhill-Miller. All Rights Reserved. thornhill-miller.com; accessed on 20 January 2023)).
From this perspective, Thornhill-Miller ( 2021 ) proposed a “dynamic interactionist model of the 4Cs” and their interrelated contributions to the future of education and work. Presented in Figure 2 , this model is meant to serve as a visual and conceptual aid for understanding the 4Cs and their interrelationships, thereby also promoting better use and understanding of them in pedagogical and policy settings. In addition to suggesting the portmanteau of “crea-critical thinking” as a new term to describe the overlap of much of the creative and critical thinking processes, the title of this model, “Crea-Critical-Collab-ication”, is a verbal representation of the fluid four-way interrelationship between the 4Cs visually represented in Figure 2 (a title meant to playfully repackage the 4Cs for important pedagogical and policy uses). This model goes further to suggest some dimensional differences in emphases that, roughly speaking, also often exist among the 4Cs: that is to say, the frequently greater emphasis on cognitive or individual elements at play in creativity and critical thinking in comparison to the social and interpersonal aspects more central to communication and collaboration ( Thornhill-Miller 2021 ).
Similarly focused on the need to promote a phase change towards future-oriented education, Lucas ( 2019 ) and colleagues have suggested conflating creative thinking and critical thinking in order to propose “3Cs” (creative thinking, communication, and collaboration) as new “foundational literacies” to symmetrically add to the 3Rs (Reading, wRiting, and aRithmetic) of previous educational eras. Although we applaud these efforts, from our applied research perspective, we believe that the individual importance of, and distinct differences between, creative thinking and critical thinking support preserving them both as separate constructs in order to encourage the greatest development of each of them. Moreover, if only three categories were somehow required or preferable, one could argue that uniting communication and collaboration (as “collab-ication” suggests) might be preferable—particularly also given the fact that substantial aspects of communication are already covered within the 3Rs. In any case, we look forward to more such innovations and collaborations in this vibrant and important area of work at the crossroads between research, pedagogy, and policy development.
6.2. Limitations and Future Work
The rich literature in each of the 4Cs domains shows the positive effects of integrating these dimensions into educational and professional curricula. At the same time, the complexity of their definitions makes them difficult to assess, both in terms of reliability (assessment must not vary from one measurement to another) and of validity (tests must measure that which they are intended to measure). However, applied research in this area is becoming increasingly rigorous, with a growing capacity to provide the necessary tools for evidence-based practice. The development of these practices should involve interdisciplinary teams of teachers and other educational practitioners who are equipped and trained accordingly. Similarly, on the research side, further exploration and clarification of subcomponents of the 4Cs and other related skills will be important. Recent efforts to clarify the conceptual overlap and hierarchical relations of soft skills for the future of education and work, for example, have been helpful and promising (e.g., Joie-La Marle et al. 2022 ; Lamri et al. 2022 ). But the most definitive sort of taxonomy and measurement model that we are currently lacking might only be established based on the large-scale administration of a comprehensive battery of skill-measuring psychometric tests on appropriate cross sections of society.
The rapid development and integration of new technologies will also aid and change the contexts, resources, and implementation of the 4Cs. For example, the recent developments make it clear that the 4Cs will be enhanced and changed by interaction with artificially intelligence, even as 4Cs-related skills will probably, for the same reason, increasingly constitute the core of available human work in the future (see, e.g., Ross 2018 ). Similarly, research on virtual reality and creativity suggest that VR environments assist and expand individual and collaborative creativity ( Bourgeois-Bougrine et al. 2022 ). Because VR technologies offer the possibility of enhanced and materially enriched communication, collaboration, and information availability, they not only allow for the enhancement of creativity techniques but also for similar expansions and improvements on almost all forms of human activity (see Thornhill-Miller and Dupont 2016 )—including the other three Cs.
6.3. Conclusion: Labelization of the 4Cs and the Future of Education and Work
Traditional educational approaches cannot meet the educational needs of our emergent societies if they do not teach, promote, and assess in line with the new learner characteristics and contexts of the 21st century ( Sahin 2009 ). The sort of future-oriented change and development required by this shift in institutional practices, programming, and structure will likely meet with significant resistance from comfortably entrenched (and often outdated) segments of traditional educational and training establishments. Additional external evaluation and monitoring is rarely welcome by workers in any context. We believe, however, that top-down processes from the innovative and competition-conscious administrative levels will be met by bottom-up demands from students and education consumers to support these institutional changes. And we contend that efforts such as labelizing 4C processes will serve to push educators and institutions towards more relevant offerings, oriented towards the future of work and helping build a more successful future for all.
In the end, the 4Cs framework seems to be a manageable, focused model for modernizing education, and one worthy of its growing prevalence in the educational and research marketplace for a number of reasons. These reasons include the complexity and cumbersome nature of larger alternative systems and the 4Cs’ persuasive presence at the core of a number of early and industry-driven frameworks. In addition, the 4Cs have benefitted from their subsequent promotion by organizations such as the OECD and the World Economic Forum, as well as some more direct support from recent empirical research. The promotion, teaching, and assessment of the 4Cs will require a complex social intervention and mobilization of educational resources—a major shift in pedagogy and institutional structures. Yet the same evolving digital technologies that have largely caused the need for these massive, rapid changes can also assist in the implementation of solutions ( van Laar et al. 2017 ). To the extent that future research also converges on such a model (that has already been found pedagogically useful and policy-friendly by so many individuals and organizations), the 4Cs framework has the potential to become a manageable core for 21st century skills and the future of education and work—one that stakeholders with various agendas can already begin building on for a better educational and economic future together.
Funding Statement
This research received no external funding.
Author Contributions
Conceptualization, B.T.-M. and T.L.; writing—original draft preparation, B.T.-M., A.C., M.M., J.-M.B., T.M., S.B.-B., S.E.H., F.V., M.A.-L., C.F., D.S., F.M.; writing—review and editing, B.T.-M., A.C., T.L., J.-M.B., C.F.; visualization, B.T.-M.; supervision, B.T.-M., T.L.; project administration, B.T.-M., T.L. All authors have read and agreed to the published version of the manuscript.
Institutional Review Board Statement
Not applicable.
Informed Consent Statement
Data availability statement, conflicts of interest.
B.T.-M. and T.L. are unpaid academic co-founder and project collaborator for the International Institute for Competency Development, whose labelization frameworks (developed in cooperation with Afnor International and the LaPEA lab of Université Paris Cité and Université Gustave Eiffel) are used as examples in this review. S.E.H. and M.A.-L. are employees of AFNOR International. No funding was received to support this research or article, which reflects the views of the scientists and researchers and not their organizations or companies.
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What are Research Skills and why are they important?
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Most jobs actually require some level of problem-solving. You may come across an impediment and come up with a question that you must answer in order to proceed. To answer this question, you will almost certainly need to conduct some research. People with research skills can identify a problem, gather informational resources that can help address the problem, assess the quality and relevance of these resources, and come up with an effective solution to the problem.
By the way, to diversify your research paper process you can find unique research paper topics .
What is Research?
Internet Research is the practice of conducting research using Internet information, particularly free information on Internet-based educational resources (such as Internet discussion forums).
Simply put, research is the process of discovering new knowledge. This knowledge can be either the development of new concepts or the advancement of existing knowledge and theories, leading to a new understanding that was not previously known.
In fact, almost every profession or job necessitates some level of research and research skills. As long as you encounter a question, which is a natural occurrence in almost everything, you should encounter an opportunity to conduct research. When there is a need for research, strong research skills come in handy.
What are Research Skills?
Research skills enable you to focus on a specific goal, gather relevant information, and communicate your findings to others. We are taught from a young age to develop research skills, and for good reason.
Teachers in academia required answers to a series of topic-related questions in an essay. Similarly, your boss may eventually request that you investigate a work-related topic or figure out how to solve a problem.
Why are Research Skills Important?
Research skills are important in the workplace for a variety of reasons, including the ability for individuals and businesses to:
- Develop new processes and outcomes. You don't have to be involved in research and development to improve the way your team works. Any sensible employer will value your efforts in researching new processes that will make your job (and those of your team) more efficient.
- Personal Growth. People who have a knack and a passion for research are never satisfied with doing things the same way they've always done them. Organizations require independent thinkers who will seek their own answers and continually improve their skills. These employees will also learn new technologies more quickly.
- Customer relationship management. In almost every industry, being able to conduct research on your customer base is critical. It's difficult to move products or sell services if you don't know what people want. It is a valuable responsibility to research your customer base's interests, needs, and pain points.
- Cost Effective. Whether your organization is launching a new product or simply trying to cut costs, research is critical for identifying wasted resources and redirecting them to more worthy causes. Anyone who goes out of their way to find ways for the company to save money will be praised by their boss.
- Competitor Analysis. Knowing what your top competitors are up to is crucial for any company. If a company wants to stay functioning, it must research what works for its competitors, what they do better than you, and where it may improve its standing with the least amount of resources.
Types of Research Skills
Experienced researchers understand that conducting a worthwhile investigation necessitates a wide range of abilities. Consider which research abilities you have naturally and which you could improve.
Goal Setting
You must first know what you're looking for before you can conduct any form of productive research. Setting goals is a skill just like any other. It will be lot easier to construct a path there if you can imagine the conclusion you're aiming to attain by investing effort into research. Goal-setting skills include:
- Specificity
- Time-Management
- Planning ahead
- Organization
- Accountable
Data Collection
The collection of data is often the first thing to remember when thinking about the research process. It is a systematic process to collect and measure information on variables of interest that allows one to respond to research questions, to test hypothesis and to assess results.
Simply collecting facts and information on the internet can meet your needs for some purposes. More direct and popular research may be needed by others. You will be more impressive with your experience in different methods of data collection. Methods of data collection are:
- Questionnaires and surveys
- Observations
- Documents and records
- Focus groups
- Oral histories
Evaluate and Analyze Information and Sources
In research, it is important to find reliable information suitable for your task. Some tasks may require the use of certain types of sources, such as primary or secondary sources or certain types of journals, like scientific journals. You may need to restrict the numbers sources you use for other assignments.
In all cases, the information contained in your assignments should always be assessed. Knowing how to assess information helps you with research tasks and with your life's bigger decisions. Knowing where to go for information that is relevant, credible, and accurate can assist you in making informed decisions about graduate school, a new car purchase, financial aid opportunities, daycare options, and other topics.
- Published books
- Encyclopedias
- Scholarly journals
- Library catalogs
Using the internet to gather information
Search engines are used to find the majority of information on the Internet. A search engine is an online service that employs web robots to query millions of web pages and compile an index of the results. Internet users can then utilize these services to search the web for information. While it is beneficial to consult different sources, today's research is driven by good online research skills.
One of the greatest things about the internet is how much information it holds; unfortunately, getting to the data you need requires sifting through a lot of rubbish. Employers value the ability to efficiently utilise the large reservoir of knowledge available on the internet without getting lost in the clutter. The following are some examples of internet research skills:
- Source checking
- Searching relevant questions
- Exploring deeper than the first options
- Avoiding distraction
- Giving credit
- Organizing findings
Due to the sheer size of the World Wide Web, and with the rapid growth of indexed web pages, finding relevant and reliable information demands specialized training and Internet research skills . We provide a centralized virtual platform for knowledge professionals that use the Internet as a primary source of information. This AofIRS is more than just a virtual collaboration and networking platform for researchers and knowledge professionals. The website is filled with free, up-to-date content and reference material that is ideal for research.
Interviewing
Some research projects may demand a more hands-on approach than relying just on online resources. In the research process, being prepared with great interviewing skills can be really beneficial. Interviews can be a good way to get first-hand knowledge for your research, and knowing how to conduct an effective interview can help you improve your research skills. Interviewing abilities include:
- A plan of action
- Specific, pointed questions
- Respectfulness
- Considering the interview setting
- Actively Listening
- Taking notes
Report Writing
Report writing skills can help you in both your employment and your academic studies. In any case, the overall goal of a report is to transmit specific facts to its audience.
Communication is crucial for effective report writing. Your supervisor, professor, or general reader should comprehend your findings and conclusions clearly. Skills in report writing include:
- Formatting is important.
- Including a synopsis
- Keeping your focus on your main goal
- Developing a plan
- Proofreading\sDirectness
Critical Thinking
Critical thinking skills can help you a lot in the research process and in general as an employee. Your data analysis skills are referred to as critical thinking. When you're conducting research, you'll need to be able to interpret your findings and make rational judgments based on them. The following are examples of critical thinking skills:
- Observation
- Assessing issues
- Problem-solving
- Communication
Planning and Scheduling
The development of baseline productivity and success standards is one of the most significant components of planning and scheduling. You won't know if you're meeting goals until you have a particular strategy in place with a specific desired outcome defined by a completion date.
It also makes time management considerably easy. Employers value planning and scheduling abilities because they suggest a well-prepared employee. Skills in planning and scheduling include:
- Setting objectives
- Identifying tasks
- Prioritizing
- Delegating if needed
- Time-management
Note-taking
Research involves sifting through and taking in lots of information. Taking thorough notes ensures that you do not overlook any findings and allows you to communicate these findings to your coworkers. Being able to take good notes aids in the summarization of research. Here are some examples of note-taking abilities:
- Using short-hand
- Keeping your goal in mind
- Emphasizing important points
- Reviewing notes afterward
Time Management
Unfortunately, we only have 24 measly hours in a day. In a professional setting, the ability to effectively manage this time is extremely valuable. Hiring managers look for candidates who can complete tasks within a specific time frame.
Strong time management skills imply that you can organize a strategy for breaking down larger tasks in a project and completing them by a deadline. Improving your time management skills can significantly boost the productivity of your research. Time management abilities include the following:
- Creating task outlines
- Thinking strategically
- Stress-management
- Utilizing resources
- Setting reasonable expectations
- Meeting deadlines
Other Helpful Research Skills
The definition of research skills is broad, and there are many traits that could help you in the research process. Consider some of the additional research skills below.
- Attention to detail
- Reading and writing skills
- Considering keywords
- Competitor comparison
- Multitasking
- Summarization
- Presentation
How to Improve Your Research Skills
The great thing about research skills is that many of us use them on a daily basis. When you use a search engine to find information on a topic, you are conducting research. However, there are more proactive ways to begin improving your research skills today:
- Make a distinction between source quality. A researcher's worst source determines how good they are. Start paying attention to the quality of the sources you're using, and be wary of anything you read until you've double-checked the attributions and works cited. Examine the author's bias, the author's research's alignment with the greater body of confirmed research in the subject, and the journal that sponsored or published the research.
- Verify information from several sources. It gets increasingly trustworthy when you can verify information from a variety of sources. If you want to strengthen your belief in one source, check if you can locate another that agrees with it. When you run into contradictions and conflicts in your study, you know you need to keep going until you reach a more definitive conclusion.
- Don't be influenced by confirmation bias. Confirmation bias occurs when a researcher expects a specific result and then searches for data to support that hypothesis, ignoring any sources that contradict or invalidate the researcher's initial idea. Be ready for unexpected responses and keep an open mind. Also, keep in mind that you might not be able to discover a definitive answer. It's preferable to provide the important points of your research to someone (such as your employer) and explain that it didn't lead to a concrete plan of action than to alter your data and give the answer you or your boss want to hear.
- Stay organized. You'll encounter a lot of material during the data gathering process, from webpages to PDFs to videos. To avoid losing something or not being able to properly mention something, it's critical that you maintain all of this information organized in some way. There are numerous methods for keeping your research project structured, but here are a few of the most common: Bookmarks in your browser, index cards, and an annotated bibliography that you update as you go are all useful tools.
- Develop your research skills. Professional certification will help you improve your research skills. CIRS™ (Certified Internet Research Specialist), is by far the only professional credential that meets this challenge. Professional researchers owe it to themselves to seek structured certification programs and stay in touch with new materials and tools that are available to transform research problems from very difficult or impossible to quick and simple tasks. We have developed a CIRS Certification (Certified Internet Research Specialist) to educate and train Online Researchers that now form a significantly large group of people involved in digital information research work.
- Get specific as you go. There's nothing wrong with commencing your investigation in a broad sense. After all, it's critical to become acquainted with the vocabulary and substance of the researcher's results before delving into the details. Orienting yourself to a new topic is an important step that will prevent you from being discouraged and working backwards.
- Learn how to spot a reliable source. Because not all sources are trustworthy, it's critical to be able to distinguish between the good and the bad. To find a trustworthy source, utilize your critical thinking and analytical skills to ask yourself the following questions: Is this source consistent with other sources I've discovered? Is the author a subject matter expert? Is there a conflict of interest in the author's point of view on this subject?
If you're ready to conduct research to enhance your search efforts, the following resources will be useful:
- Educational Search Engines for Students
- Top 100 Academic Search Engines
- 3 ways to help students do efficient online research
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Why Communication and Critical Thinking are the Most Essential 21st Century Skills
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Everything You Need To Know About Top Skills in 2024
- Author Survey Point Team
- Published June 14, 2024
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As we move deeper into the 21st century, the skills required to thrive in both professional and personal arenas continue to evolve. The year 2024 brings with it new challenges and opportunities, necessitating a fresh look at the competencies that can help individuals stand out. From technological adeptness to emotional intelligence, here are the top skills you need to outshine in 2024.
Table of Contents
1. Digital Literacy
In an increasingly digital world, proficiency with technology is no longer optional. Understanding digital tools, platforms, and trends is crucial. This includes:
- Basic Coding and Programming : Knowing the fundamentals of coding can open doors to understanding how digital systems work.
- Data Analysis : The ability to interpret and draw insights from data is invaluable in decision-making processes across industries.
- Cybersecurity Awareness : Protecting personal and professional data from cyber threats is essential in the digital age.
2. Emotional Intelligence (EI)
While technical skills are critical, emotional intelligence is equally important. EI involves:
- Self-awareness : Understanding your emotions and their impact on others.
- Empathy : Recognizing and considering others’ feelings, fostering better teamwork and communication.
- Adaptability : Managing emotions in dynamic situations and responding effectively to change.
3. Critical Thinking and Problem-Solving
Employers value individuals who can think critically and solve complex problems. This skill set includes:
- Analytical Thinking : Breaking down complex problems into manageable parts.
- Creativity : Developing innovative solutions to challenges.
- Decision-Making : Assessing situations and making informed, timely decisions.
4. Effective Communication
Clear and effective communication remains a cornerstone of professional success. This encompasses:
- Verbal Communication : Articulating ideas clearly and confidently.
- Written Communication : Crafting compelling and precise written content.
- Listening Skills : Active listening to understand and respond appropriately.
5. Adaptability and Flexibility
The pace of change in the modern world demands adaptability. Being flexible means:
- Learning Agility : Quickly learning new skills and concepts.
- Open-Mindedness : Being receptive to new ideas and perspectives.
- Resilience : Bouncing back from setbacks and maintaining productivity.
6. Leadership and Team Collaboration
Strong leadership and teamwork skills are essential, even for non-managerial roles. This includes:
- Motivating Others : Inspiring and guiding team members towards goals.
- Conflict Resolution : Managing and resolving disputes effectively.
- Delegation : Assigning tasks based on team members’ strengths and maintaining accountability.
7. Cultural Competence
In a globalized world, cultural competence is increasingly important. This involves:
- Cultural Awareness : Understanding and respecting cultural differences.
- Global Mindset : Thinking globally and appreciating diverse perspectives.
- Language Skills : Proficiency in multiple languages can be a significant asset.
8. Sustainability and Ethical Awareness
With growing emphasis on sustainability, understanding environmental impact and ethical practices is crucial. This includes:
- Sustainable Practices : Implementing and advocating for eco-friendly practices.
- Ethical Decision-Making : Making choices that consider ethical implications and social responsibility.
- Corporate Social Responsibility (CSR) : Understanding and participating in CSR initiatives.
9. Financial Literacy
Financial skills are essential for both personal and professional growth. This involves:
- Budgeting and Forecasting : Managing finances effectively.
- Investment Knowledge : Understanding investment strategies and financial markets.
- Risk Management : Identifying and mitigating financial risks.
10. Continuous Learning and Development
The most successful individuals are those who commit to lifelong learning. This involves:
- Professional Development : Pursuing courses, certifications, and training.
- Personal Growth : Engaging in activities that foster personal development.
- Curiosity : Maintaining a desire to learn and explore new areas.
As we navigate the complexities of 2024, the ability to adapt and excel in various skill areas will be more important than ever. By focusing on digital literacy, emotional intelligence, critical thinking, effective communication, adaptability, leadership, cultural competence, sustainability, financial literacy, and continuous learning, individuals can position themselves to outshine in their professional and personal lives. Embracing these skills will not only enhance career prospects but also contribute to overall personal growth and fulfillment. For more information checkout- surveypoint.ai
Survey Point Team
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Call for Experts: Technical Advisory Group on Behavioural and Cultural Insights (TAG-BCI)
Issued on: 24/06/2024
Deadline: 31/08/2024
The World Health Organization (WHO) is seeking experts to serve as members of the Technical Advisory Group on Behavioural and Cultural Insights (TAG-BCI), established in the WHO Regional Office for Europe (WHO/Europe). This Call for experts provides information about the TAG-BCI, the expert profiles being sought, the process to express interest, and the process of selection.
Behaviours have a critical impact on health and well-being. Health behaviours, including lifestyles or the way people interact with health systems, have extensive implications for health status, equity, health system capacity, costs and more. It is therefore crucial that the complex factors affecting health behaviour are being explored and used to develop evidence-based interventions.
In September 2020, the 53 Member States in the WHO European Region adopted the European Programme of Work, 2020–2025 – “United action for better health” (EPW), which identifies Behavioural and Cultural Insights (BCI) as a flagship initiative working to advance the use of evidence-based and people-centred approaches to health. There is growing evidence across different health areas and countries demonstrating that BCI-related work contributes to improving the outcomes of health-related policies, services and communication, including by making them more relevant, effective, equitable, sustainable, inclusive and people-centred. Yet, BCI in health remains underexplored and underutilized and subject to modest investment in many places globally and in the WHO European Region.
BCI here refers to a broad field of work drawing on existing approaches from the fields of behavioural and social sciences, cultural studies, health humanities, and related fields. Guided by the ‘Tailoring Health Programmes’ approach, the work involves the systematic exploration of individual and contextual factors affecting health behaviours; the use of global and local evidence to improve the outcomes of health-related policies, services and communication, delivering better health and reducing inequity; and the robust evaluation of these interventions.
The TAG-BCI acts as an advisory body to the BCI Unit at WHO/Europe, with the aim to advance the use of evidence-based and people-centred approaches to health-related behaviours in the Member States of the Region.
In line with the Resolution: European regional action framework for behavioural and cultural insights for equitable health, 2022–2027 , the vision is a Region where health-related policies, services and communication deliver better health and reduce health inequity owing to the systematic application of BCI approaches in their development, implementation and evaluation. This vision is advanced through five strategic commitments made by Member States: to:
- build understanding and support of BCI among key stakeholders;
- conduct BCI research;
- apply BCI to improve outcomes of health-related policies, services and communication;
- commit human and financial resources for BCI and ensure their sustainability;
- implement strategic plan(s) for the application of BCI for better health.
The work of the BCI Unit seeks to support Member States in advancing the use of BCI for health through four workstreams:
- In-country work: technical support to health authorities in the Region to conduct BCI-related work;
- Capacity-building: trainings at regional, sub-regional and in-country levels, online and in-person;
- Evidence: publication of guidance, policy considerations, evidence;
- Advocacy: visibility, partnership and stakeholder relations to advance the use of BCI for health.
The WHO European Region comprises 53 Member States, covering a vast geographical Region with a high degree of diversity as regards health, health systems, income levels, socio-economic conditions, political systems, historic and cultural contexts and more.
Functions of the TAG-BCI
In its capacity as an advisory body to WHO/Europe, the TAG-BCI shall have the following functions:
- To advise the WHO Regional Office for Europe on strategic opportunities for the BCI work, including identifying and describing current and future challenges where BCI can be leveraged, in order to accelerate action towards broader regional and global health goals and strategies;
- To provide technical advice and expertise to the BCI Unit in the development of academic projects, research protocols, technical documents and policy recommendations on BCI, particularly with regard to the state of the evidence and relevant policy innovations;
- In line with WHO strategic documents and specific requests, to contribute to advancing the use of BCI for health across the Region, including through increased visibility and advocacy-related activities; and
- To advise the BCI Unit in the implementation of interventions and activities at country and regional levels, including through reviewing documents related to research projects.
Member must be free of conflicts of interest. Membership is personal, and no members will represent their employer or an organization which they are affiliated with. See more information below.
Operations of the TAG-BCI
The TAG-BCI shall normally meet in plenary once or twice each year. Meetings are topic-based and TAG-BCI members will need to prepare presentations, considerations and input on the topic in question (for example, behaviours and health equity, cost-effectiveness of health behavioural interventions, dimensions of stakeholder engagement, or the cultural contexts of health behaviours). WHO/Europe may convene additional meetings of the TAG-BCI or its sub-groups as needed. Meetings may be held in person (at the WHO Regional office for Europe in Copenhagen or another location, as determined by WHO/Europe) or virtually, using online meeting options.
TAG-BCI members may be invited by WHO/Europe over email to review documentation or provide their advice and feedback for consideration, in accordance with the TAG-BCI functions, outside of TAG-BCI meetings.
The working language of the TAG-BCI will be English.
Participation entails the following:
- Members will be appointed to serve for a period of 2 years and shall be eligible for reappointment.
- TAG-BCI members are expected to attend meetings. If a member misses two consecutive meetings, WHO/Europe may end his/her appointment as member of the TAG-BCI.
- Active participation is expected from all TAG-BCI members, including in online meetings and interaction over email. Members may be required to review strategic and technical documents in advance of meetings and provide their views for consideration by the TAG-BCI.
- WHO/Europe shall determine the modes of communication with the TAG-BCI.
Who can express interest?
The TAG-BCI will be multidisciplinary, with members who have a range of technical knowledge, skills and experience relevant to behavioural and cultural insights and as mentioned below. Knowledge of WHO’s mandate and ways of working or experience with working or engaging with WHO are not a requirement but is an advantage for TAG members. Approximately 8 members may be selected.
WHO seeks to put together a TAG-BCI with a diverse set of skills, expertise and experience and with different perspectives on health behaviours, encompassing behavioural science, the cultural context of behaviours and other relevant dimensions to behaviour, such as political, health systems, equity, communications, digital/AI and other.
WHO welcomes expressions of interest from individuals with expertise/experience working with behaviours, including researchers, public health experts and practitioners, policy-makers, healthcare professionals, innovators and other professionals.
Applicants from outside the Region will be accepted, but priority will be given to applicants within the Region and to ensure representation from its various subregions.
Submitting your expression of interest
To register your interest in being considered for the TAG-BCI, please submit the following documents by 31 August 2024, 24:00h (midnight) CET using the following online form:
and including the following documents:
- Your curriculum vitae; and
- A signed and completed Declaration of Interests (DOI) form for WHO Experts, available at:
After submission, your expression of interest will be reviewed by WHO. Due to an expected high volume of interest, only selected individuals will be informed.
Important information about the selection processes and conditions of appointment
Members of WHO advisory groups (AGs) must be free of any real, potential or apparent conflicts of interest. To this end, applicants are required to complete the WHO Declaration of Interests for WHO Experts, and the selection as a member of an AG is, amongst other things, dependent on WHO determining that there is no conflict of interest or that any identified conflicts could be appropriately managed (in addition to WHO’s evaluation of an applicant’s experience, expertise and motivation and other criteria).
All AG members will serve in their individual expert capacity and shall not represent any governments, any commercial industries or entities, any research, academic or civil society organizations, or any other bodies, entities, institutions or organizations. They are expected to fully comply with the Code of Conduct for WHO Experts. AG members will be expected to sign and return a completed confidentiality undertaking prior to the beginning of the first meeting.
At any point during the selection process, telephone interviews may be scheduled between an applicant and the WHO Secretariat to enable WHO to ask questions relating to the applicant’s experience and expertise and/or to assess whether the applicant meets the criteria for membership in the relevant AG.
The selection of members of the AGs will be made by WHO in its sole discretion, taking into account the following (non-exclusive) criteria: relevant technical expertise; experience in international and country policy work; communication skills; and ability to work constructively with people from different cultural backgrounds and orientations .The selection of AG members will also take account of the need for diverse perspectives from different regions, especially from low and middle-income countries, and for gender balance.
If selected by WHO, proposed members will be sent an invitation letter and a Memorandum of Agreement. Appointment as a member of an AG will be subject to the proposed member returning to WHO the countersigned copy of these two documents.
WHO reserves the right to accept or reject any expression of interest, to annul the open call process and reject all expressions of interest at any time without incurring any liability to the affected applicant or applicants and without any obligation to inform the affected applicant or applicants of the grounds for WHO's action. WHO may also decide, at any time, not to proceed with the establishment of the AG, disband an existing AG or modify the work of the AG.
WHO shall not in any way be obliged to reveal, or discuss with any applicant, how an expression of interest was assessed, or to provide any other information relating to the evaluation/selection process or to state the reasons for not choosing a member.
WHO may publish the names and a short biography of the selected individuals on the WHO internet.
AG members will not be remunerated for their services in relation to the AG or otherwise. Travel and accommodation expenses of AG members to participate in AG meetings will be covered by WHO in accordance with its applicable policies, rules and procedures.
The appointment will be limited in time as indicated in the letter of appointment.
If you have any questions about this “Call for experts”, please write to [email protected] well before the applicable deadline (31 August 2024).
Related Highlight
Code of Conduct for WHO Experts
Declaration of Interest (DOI) form for WHO Experts
BCI at WHO/Europe
Technical work
Terms of Reference (TOR)
TAG-BCI
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Critical thinking is the disciplined art of analysing and evaluating information or situations by applying a range of intellectual skills. It goes beyond mere memorisation or blind acceptance of information, demanding a deeper understanding and assessment of evidence, context, and implications. Moreover, paraphrasing in sources is an essential ...
About the Book. Critical Thinking in Academic Research - 2nd Edition provides examples and easy-to-understand explanations to equip students with the skills to develop research questions, evaluate and choose the right sources, search for information, and understand arguments. This 2nd Edition includes new content based on student feedback as ...
Perspective-taking is essential to critical thinking. In fact, I maintain that critical thinking is best construed as a dynamic process between arousing and resolving states of doubt. ... using critical thinking skills in a way that results in transformative learning will likely include a state of doubt as a pivotal stage in the process ...
Critical thinking is important in all disciplines and throughout all stages of the research process. The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both. In academic writing, critical thinking can help you to determine whether a source: Is free from research bias ...
The answer is critical thinking skills. The more that academic research becomes governed by policies outside of the research process, the less opportunity there will be for researchers to exercise such skills. True research demands new ideas, perspectives, and arguments based on willingness and confidence to revisit and directly challenge ...
Research on academic composition has increasingly questioned the nature and value of critical thinking in anglophone academic practices, much of it focussing on the challenges which international students face in developing and implementing a critical dimension in their writing (see Zamel 1993, 1995, Fox 1994, Casanave 2004).
Critical Thinking and Academic Research. Academic research focuses on the creation of new ideas, perspectives, and arguments. The researcher seeks relevant information in articles, books, and other sources, then develops an informed point of view within this ongoing "conversation" among researchers. The research process is not simply collecting ...
Research involves applying critical thinking to information, whether it comes from an encyclopedia entry, a journal article, a website, or a documentary. A researcher analyzes the material and develops a perspective on it. The goal is to think critically about the information, not simply repeat its ideas. The purpose of your research and the ...
This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by ...
Critical thinking (CT) ability, which involves both a set of analytical skills and dispositional qualities (Facione, 1990), is an important component that students can acquire from research and apply in their present and future academic and work context.
1. Introduction. In the 21st century, with rapid technological changes and a more global economy, critical thinking is considered a highly required skill for college graduates to enter the workplace (Hart Research Associates, 2015).It has been a major goal of higher education to improve students' critical thinking (Al-Zou'bi, 2021).The Association of American Colleges and Universities (2011 ...
Not many realize that writing and thinking are interrelated in many ways. The teaching of critical thinking skills can be embedded in the teaching of writing in the classroom. This study explores ...
Empowering students to develop research skills. February 8, 2021. This post is republished from Into Practice, a biweekly communication of Harvard's Office of the Vice Provost for Advances in Learning. Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive ...
The individual assessment of critical thinking skills presents a number of ... Why Communication Education Is Important: A Third Study on the Centrality of the Discipline's Content and Pedagogy. Communication Education. 2017; 66:402 ... International Journal of Academic Research in Business and Social Sciences. 2019; 9:1021-35 ...
Written communication is considered one of the most critical competencies for academic and career success, as evident in surveys of stakeholders from higher education and the workforce. ... Written communication skills are crucial for the workplace, yet many employers perceive college graduates as being underprepared for the writing tasks ...
ACTION RESEARCH: DEVELOP CRITICAL THINKING SKILLS 2 Abstract Critical thinking is the focal point missed in many students' educations. Students are taught memorization with little time left for the development of critical thinking skills which allows for a deeper understanding and a richer experience.
According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]: Universal. Crucial for the economy. Essential for improving language and presentation skills. Very helpful in promoting creativity. Important for self-reflection.
Our critical thinking skills framework. The focus on critical thinking skills has its roots in two approaches: the cognitive psychological approach and the educational approach (see for reviews, e.g. Sternberg Citation 1986; Ten Dam and Volman Citation 2004).From a cognitive psychological approach, critical thinking is defined by the types of behaviours and skills that a critical thinker can show.
A correlational research design was used to investigate the correlation between (1) critical thinking and communication skills; (2) critical thinking and learning outcomes; (3) communication ...
Research skills enable you to focus on a specific goal, gather relevant information, and communicate your findings to others. We are taught from a young age to develop research skills, and for good reason. Teachers in academia required answers to a series of topic-related questions in an essay. Similarly, your boss may eventually request that ...
Critical thinking occurs when students are. analyzing, evaluating, in terpreting, or synthesizing information and applying. creative thought to form an argument, solve a problem, or reach a ...
Most of the times, critical thinkers are not intimated by others or adverse conditions. Having the ability to assimilate thoughts according to data analyzation and logic helps a critical thinker to establish a rational connection between ideas and reality. Some of the other reasons Why Communication and Critical Thinking are the most essential ...
It is a combination of research skills, critical thinking skills, computer technology skills, and communication skills. Information literacy is essential for academic success, effective functioning in the workplace, and participation in society as knowledgeable citizens.
Effective Communication. Clear and effective communication remains a cornerstone of professional success. This encompasses: Verbal Communication: Articulating ideas clearly and confidently. Written Communication: Crafting compelling and precise written content. Listening Skills: Active listening to understand and respond appropriately. 5.
The selection of members of the AGs will be made by WHO in its sole discretion, taking into account the following (non-exclusive) criteria: relevant technical expertise; experience in international and country policy work; communication skills; and ability to work constructively with people from different cultural backgrounds and orientations ...