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Related Concept Videos

Critical Thinking01:19

Critical Thinking

Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
Critical Thinking I01:24

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Problem-Solving01:29

Problem-Solving

Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
Counterfactual Thinking01:19

Counterfactual Thinking

Counterfactual thinking is a cognitive process wherein individuals mentally reconstruct alternative versions of past events, often beginning with “what if” or “if only.” This reflective mechanism plays a significant role in shaping emotional experiences and guiding future behavior. Though typically triggered by unfavorable or unexpected outcomes, counterfactual thinking can also emerge in mundane, everyday decisions and experiences, revealing its deep entrenchment in human cognition.Types of...

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Related Experiment Video

Updated: Jun 17, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Experiences that develop the ability to think strategically.

Ellen Goldman1, Terrence Cahill, Rubens Pessanha Filho

  • 1Graduate School of Education and Human Development, George Washington University, Washington, DC, USA. egoldman@gwu.edu

Journal of Healthcare Management / American College of Healthcare Executives
|January 16, 2010
PubMed
Summary

Strategic thinking, a key leadership skill, develops through specific work experiences. Key factors include project involvement, focused effort, and targeted continuing education for optimal leadership development.

Related Experiment Videos

Last Updated: Jun 17, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Leadership Development
  • Organizational Behavior
  • Human Resource Development

Background:

  • Strategic thinking is a crucial leadership competency.
  • The developmental pathways for strategic thinking are not well understood.
  • Identifying key experiences is vital for cultivating this skill.

Purpose of the Study:

  • To identify specific work experiences that foster strategic thinking ability.
  • To delineate characteristics essential for developing strategic thinking.
  • To explore differences in access to these experiences and related educational activities.

Main Methods:

  • Qualitative analysis of eight identified work experiences.
  • Examination of specific characteristics within each experience.
  • Survey data on continuing education activities and their perceived impact.

Main Results:

  • Eight distinct work experiences (projects, processes, relationships) contribute to strategic thinking.
  • Significant time and focused effort are necessary for development.
  • Gender disparities exist in accessing nonrelational experiences; CEOs access more challenging ones.
  • Non-healthcare conferences and reading are rated lower for strategic thinking development.

Conclusions:

  • Individuals should strategically incorporate specific experiences and characteristics into development plans.
  • Enhancing benefits from non-healthcare educational programs can improve strategic thinking.
  • Organizations must address gender-based experience gaps and optimize strategic planning processes.