Free course

Critical Thinking & Problem-Solving Course

This 60-minute beginner course introduces practical tools for critical thinking and problem-solving. Learners explore how the mind forms judgements, how to identify bias and faulty logic, how to diagnose root causes, how to evaluate information, and how to select and implement solutions using structured decision methods.

Lesson 1

1.1 Understanding Fast and Slow Thinking

Understanding Fast and Slow Thinking

Critical thinking begins with understanding how the mind works. Psychologists often describe two broad modes of thinking: fast thinking and slow thinking.

Fast thinking is quick, automatic and intuitive. It helps you react rapidly, recognise patterns and make everyday decisions with little effort. Slow thinking is deliberate, analytical and more effortful. It helps you calculate, compare evidence and challenge first impressions.

Both modes are useful. Problems arise when we use fast thinking for complex decisions that require evidence, careful reasoning and reflection.

Practical Exercise

Think of a recent decision you made quickly. Write down what clues, emotions or assumptions influenced it, then identify one question slow thinking could have asked before deciding.

Summary

Fast thinking is efficient but can be inaccurate. Slow thinking is more deliberate and helps us examine complex problems more objectively.

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Lesson content: 1.1 Understanding Fast and Slow Thinking

Lesson 2

1.2 Spotting Cognitive Biases in Judgement

Spotting Cognitive Biases in Judgement

Cognitive biases are mental shortcuts that can distort judgement. They are not signs of low intelligence; they are common patterns in human thinking.

Confirmation bias occurs when we search for, interpret or remember information that supports what we already believe. Anchoring happens when the first piece of information we receive has too much influence on our judgement, even when it may be irrelevant or incomplete.

To reduce bias, pause before deciding, ask what evidence would challenge your view, and compare multiple sources before accepting a conclusion.

Practical Exercise

Choose a common opinion you hold. List two pieces of evidence that support it and two pieces of evidence that might challenge it.

Summary

Biases influence judgement by making some information feel more important than it really is. Awareness and deliberate questioning help reduce their impact.

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Lesson content: 1.2 Spotting Cognitive Biases in Judgement

Lesson 3

1.3 Deconstructing Fallacies in Media Messages

Deconstructing Fallacies in Media Messages

Logical fallacies are flaws in reasoning. They can appear in news articles, advertisements, social media posts and workplace discussions.

Common examples include the false dilemma, where only two options are presented even though more exist; the ad hominem fallacy, where a person is attacked instead of their argument; and the appeal to popularity, where something is treated as true because many people believe it.

When you read persuasive content, ask: What is the main claim? What evidence supports it? What assumptions are hidden? What alternative explanations exist?

Practical Exercise

Complete a Media Audit: select a recent news article or advertisement and identify one claim, one assumption, one piece of evidence and one possible logical fallacy.

Summary

Logical fallacies weaken arguments. Deconstructing media messages helps reveal hidden assumptions and improves objective judgement.

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Lesson content: 1.3 Deconstructing Fallacies in Media Messages

Lesson 4

2.1 Separating Symptoms from Real Problems

Separating Symptoms from Real Problems

A symptom is visible evidence that something is wrong. A problem is the underlying issue that creates the symptom. Solving symptoms can create temporary relief, but it rarely produces lasting improvement.

For example, declining sales may be a symptom. The real problem might be poor customer experience, outdated pricing, weak marketing, low product quality or a new competitor.

Good problem diagnosis starts by describing the situation clearly, avoiding blame and asking what has changed, who is affected and what evidence is available.

Practical Exercise

Write a workplace or study-related issue as a symptom. Then list three possible underlying problems that could be causing it.

Summary

Symptoms show that something is wrong, but root problems explain why it is happening. Effective problem-solving begins with clear diagnosis.

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Lesson content: 2.1 Separating Symptoms from Real Problems

Lesson 5

2.2 Applying the 5 Whys Technique

Applying the 5 Whys Technique

The 5 Whys technique is a simple method for exploring cause and effect. You begin with a problem statement and repeatedly ask 'Why?' until you reach a likely root cause.

For example: A project is late. Why? The design was not approved on time. Why? The stakeholder had concerns. Why? The requirements were unclear. Why? The discovery meeting was rushed. Why? No planning template was used.

The goal is not always exactly five questions. The goal is to move beyond the obvious and test whether each answer is supported by evidence.

Practical Exercise

Choose one recurring problem and complete a 5 Whys chain. Mark any answer that needs evidence before it can be accepted.

Summary

The 5 Whys technique helps uncover deeper causes by repeatedly questioning the reason behind each issue.

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Lesson content: 2.2 Applying the 5 Whys Technique

Lesson 6

2.3 Mapping Causes with a Fishbone Diagram

Mapping Causes with a Fishbone Diagram

A Fishbone diagram, also called an Ishikawa diagram, helps organise possible causes of a problem. The problem is placed at the head of the diagram, and major cause categories form the bones.

Common categories include people, process, technology, materials, environment and measurement. Under each category, you add possible causes and supporting evidence.

This tool is useful because complex problems rarely have a single cause. It encourages broad thinking before selecting a solution.

Practical Exercise

Complete The Broken Machine activity: use the failure of Blockbuster as a case study. Create Fishbone categories such as customers, technology, leadership, competition and business model, then identify likely root flaws.

Summary

A Fishbone diagram helps structure complex causes and prevents teams from jumping too quickly to one explanation.

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Lesson content: 2.3 Mapping Causes with a Fishbone Diagram

Lesson 7

3.1 Evaluating Source Credibility with CRAAP

Evaluating Source Credibility with CRAAP

The CRAAP test is a practical way to evaluate information. It stands for Currency, Relevance, Authority, Accuracy and Purpose.

Currency asks whether the information is up to date. Relevance asks whether it fits your question. Authority asks who created it and why they are qualified. Accuracy asks whether the evidence is reliable. Purpose asks whether the source is intended to inform, persuade, sell or entertain.

Using CRAAP helps you avoid accepting information simply because it looks professional or matches your existing beliefs.

Practical Exercise

Select one online source related to a decision you need to make. Score it from 1 to 5 for Currency, Relevance, Authority, Accuracy and Purpose.

Summary

The CRAAP test provides a structured way to assess whether a source is credible and useful.

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Lesson content: 3.1 Evaluating Source Credibility with CRAAP

Lesson 8

3.2 Comparing Quantitative and Qualitative Evidence

Comparing Quantitative and Qualitative Evidence

Quantitative data is numerical. It includes sales figures, survey scores, completion rates, costs and percentages. It helps measure scale, frequency and trends.

Qualitative data is descriptive. It includes interviews, open comments, observations and case notes. It helps explain motives, experiences and context.

Strong critical thinking often uses both. Numbers can show what is happening, while qualitative evidence can help explain why it is happening.

Practical Exercise

For a problem such as low customer satisfaction, list two quantitative data points and two qualitative data sources that would help you understand it.

Summary

Quantitative evidence measures patterns, while qualitative evidence explains meaning and context. Together, they support better analysis.

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Lesson content: 3.2 Comparing Quantitative and Qualitative Evidence

Lesson 9

3.3 Filtering Facts from Noise for Decisions

Filtering Facts from Noise for Decisions

Complex decisions often involve messy information. Some data is relevant, some is outdated, some is biased and some is simply noise.

To filter information, start with the decision question. Then classify each piece of information as fact, assumption, opinion or unknown. Prioritise evidence that is recent, relevant, verified and directly connected to the decision.

A useful decision brief should separate what is known, what is uncertain and what must be investigated before action.

Practical Exercise

Complete The Data Filter activity: imagine you have contradictory customer comments, sales reports and social media posts. Sort each item into fact, assumption, opinion or unknown, then choose three points for a mock boardroom update.

Summary

Information filtering helps decision-makers focus on relevant evidence and avoid being distracted by noise.

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Lesson content: 3.3 Filtering Facts from Noise for Decisions

Lesson 10

4.1 Generating Options through Lateral Thinking

Generating Options through Lateral Thinking

Lateral thinking means approaching a problem from new angles rather than following the most obvious path. It is useful when familiar solutions are not working.

Techniques include reversing assumptions, asking 'What if the opposite were true?', borrowing ideas from another industry and imagining how a completely different organisation would solve the issue.

The aim is not to produce perfect ideas immediately. The aim is to expand the range of possible options before judging them.

Practical Exercise

Choose a common problem and write down the most obvious solution. Then create three alternative solutions by reversing an assumption or borrowing an idea from another field.

Summary

Lateral thinking expands the solution space and helps avoid relying only on familiar approaches.

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Lesson content: 4.1 Generating Options through Lateral Thinking

Lesson 11

4.2 Using Brainwriting for Better Participation

Using Brainwriting for Better Participation

Brainwriting is an idea-generation technique where people write ideas silently before discussion begins. This reduces the influence of dominant voices and gives quieter participants time to think.

A simple approach is to ask each person to write three ideas in three minutes. Ideas are then passed to others, who build on them or add variations.

Brainwriting supports critical thinking because it separates idea generation from evaluation. This helps teams avoid rejecting creative options too early.

Practical Exercise

Set a timer for three minutes and write three possible solutions to a problem. Then improve each idea by adding one condition that would make it more practical.

Summary

Brainwriting makes idea generation more inclusive and prevents early criticism from limiting creativity.

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Lesson content: 4.2 Using Brainwriting for Better Participation

Lesson 12

4.3 Building a Weighted Decision Matrix

Building a Weighted Decision Matrix

A weighted decision matrix helps compare options against agreed criteria. First, list the options. Next, choose decision criteria such as cost, impact, speed, risk and strategic fit. Then assign each criterion a weight based on importance.

Each option is scored against each criterion. The score is multiplied by the weight, and the totals are compared. The matrix does not make the decision for you, but it makes the reasoning visible.

This tool is especially useful when resources are limited or stakeholders disagree.

Practical Exercise

Complete The Crisis Resource Allocation activity: imagine you have limited funds and five competing company projects. Create a matrix using criteria such as impact, cost, urgency, risk and alignment, then justify which project should be funded.

Summary

A weighted decision matrix makes trade-offs explicit and supports transparent, evidence-based choices.

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Lesson content: 4.3 Building a Weighted Decision Matrix

Lesson 13

5.1 Running a Premortem before Launch

Running a Premortem before Launch

A premortem is a risk analysis technique that assumes a plan has failed and asks why. Instead of asking, 'Will this work?', the team asks, 'It is six months later and this failed badly. What went wrong?'

This approach gives people permission to raise concerns before implementation. It can reveal weak assumptions, missing resources, unclear ownership and stakeholder resistance.

A good premortem turns imagined failure into practical prevention.

Practical Exercise

Complete The Premortem Workshop individually: choose one solution and imagine it has failed. List five reasons why it failed and one prevention action for each reason.

Summary

Premortem analysis helps teams identify risks before they become real problems.

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Lesson content: 5.1 Running a Premortem before Launch

Lesson 14

5.2 Planning Contingencies for Key Risks

Planning Contingencies for Key Risks

A contingency plan describes what you will do if a risk occurs. It should identify the trigger, the response, the owner and the resources needed.

Not every risk needs a detailed plan. Focus on risks that are both likely and high impact. For each priority risk, decide whether you will prevent it, reduce it, transfer it, accept it or prepare a backup action.

Contingency planning improves confidence because it reduces surprise and speeds up response.

Practical Exercise

Choose three risks from your premortem. For each one, write a trigger, a response action and the person or role responsible for acting.

Summary

Contingency plans prepare teams to respond quickly when important risks appear.

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Lesson content: 5.2 Planning Contingencies for Key Risks

Lesson 15

5.3 Creating Feedback Loops for Continuous Improvement

Creating Feedback Loops for Continuous Improvement

Implementation is not the end of problem-solving. Good decisions are monitored and adjusted as evidence changes.

A feedback loop collects information, compares results with expectations and guides improvement. Useful feedback may include performance metrics, user comments, stakeholder observations and lessons learned.

Set review points in advance. Ask what is working, what is not working, what has changed and what decision should be adjusted.

Practical Exercise

Design a simple feedback loop for a solution: choose two success measures, one source of user feedback and one review date.

Summary

Feedback loops help decisions stay relevant by turning implementation results into continuous learning.

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Lesson content: 5.3 Creating Feedback Loops for Continuous Improvement