Participant Manual. Critical Decision-Making. Participant Manual

Transcription

1 Participant Manual Critical Decision-Making Participant Manual

2 This document is provided under a contractual agreement between the New York State Office of Children and Family Services Division of Administration Bureau of Training and Development AND Rockefeller College of Public Affairs & Policy University at Albany Through The Research Foundation for The State University of New York Acknowledgement This material was developed by the, Rockefeller College of Public Affairs & Policy, University at Albany, through The Research Foundation for The State University of New York, under a training and administrative services agreement with the New York State Office of Children and Family Services. Disclaimer While every effort has been made to provide accurate and complete information, the Office of Children and Family Services and the State of New York assume no responsibility for any errors or omissions in the information provided herein and make no representations or warranties about the suitability of the information contained here for any purpose. All information and documents are provided as is, without a warranty of any kind. Copyright 2016 by the New York State Office of Children and Family Services. Training materials developed by Bryan & Associates, Inc. (December 2010) September 2016

3 Introduction Table of Contents How to Use Your Manual... 4 Agenda... 5 Glossary... 6 Got Goals Lesson 1: Inductive and Deductive Reasoning Practice 1: Who Done It? Lesson 1 Review Lesson 2: Values and Decision-Making Practice 2: Values Clarification Lesson 2 Review Lesson 3: Critical Thinking and Decision-Making Lesson 3 Review Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Practice 3: The Story Lesson 4 Review Lesson 5: Probing Questions Practice 4: Probing Questions Lesson 5 Review Practice 5: Case Study and Application Summary of Training Topics

4 Introduction How to Use Your Manual This manual is designed to accompany the Critical Decision-Making training. In this manual you will find several features designed to help you locate important information. This training is divided into Lessons. Each lesson introduction page gives the goal for the lesson. In addition, there are several Notes Pages interspersed throughout your manual for note-taking. You will also see several Icons designed to highlight key information in the training. These icons are: A Definition of an important concept A Reminder of key concepts or important points to remember A Practice Activity designed to help you practice the concepts you learned in the training A Lesson Review to help you review the key concepts contained in each lesson For more information on legally-exempt provider enrollment or critical decisionmaking, go to 4

5 Introduction Agenda Welcome and Introductions Lesson 1: Inductive and Deductive Reasoning Lesson 2: Values and Decision-Making Lesson 3: Critical Thinking and Decision-Making Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Lesson 5: Probing Questions Closing: Review and Questions There will be a 15-minute break in the morning and afternoon and an hour for lunch. Thank you for your flexibility. 5

6 Introduction Glossary Terminology Argument Assumption Conclusion Critical Thinking Data Deductive Reasoning Evidence Explanation Fact Hypothesis Inductive Reasoning Definition A reason or reasons offered for or against something, the offering of such reasons. This term refers to a discussion in which there is disagreement and suggests the use of logic and the bringing forth of facts to support or refute a point A statement accepted or supposed as true without proof or demonstration; an unstated premise or belief. To decide by reasoning, to infer, to deduce; the last step in a reasoning process; a judgment, decision, or belief formed after investigation or reasoning. The art of thinking about your thinking while you are thinking in order to make your thinking better, clearer, more accurate, or more defensible. Facts, figures, or information from which conclusions can be inferred, or upon which interpretations or theories can be based. It starts with the conclusion and then checks to see if the evidence for that conclusion is valid. Generally, if the evidence is valid, the conclusion it supports is valid. The data on which a judgment or conclusion might be based or by which proof or probability might be established. Attempts to comprehend something that one does not understand or the evaluation of someone else s explanation. It starts with a question and then explores evidence that answers the question. What actually happened, what is true; verifiable by empirical means; distinguished from interpretation, inference, judgment, or conclusion; the raw data. A tentative statement that proposes a reasonable explanation or a provisional explanation of why something occurred. It consists of making observations and then drawing conclusions based on those observations. It begins with the evidence and moves to the conclusion. 6

7 Introduction Terminology Imply/Implication Inference Definition A claim or truth, which follows from other claims or truths. An inference is a step of the mind, an intellectual act by which one concludes that something is so in light of something else's being so, or seeming to be so. Interpret/Interpretation: To give one's own conception of, to place in the context of one's own experience, perspective, point of view, or philosophy. Notes 7

8 Introduction Websites NYS Child Care Regulations Local Social Services Districts Child Care Section of the Child and Family Services Plans Schedule of trainings and documents pertaining to Child Care Subsidy Division of Child Care Services General Interest Phone Numbers Rhonda Duffney, Director, Child Care Subsidy Program Phone: (518) Ann Haller, Legally-Exempt Enrollment Phone: (518) Joe Ziegler, Child Care Subsidy Phone: (518) Mike Miller, Child Care Subsidy Phone: (518) Illegal Child Care Complaint Line Division of Child Care Services Phone: (800) (upstate) Phone: (212) (NYC) New York State Sex Offender Registry Phone: (800) Public Hotline (to report suspected child abuse or maltreatment) Phone: (800)

9 Introduction Regional Map 9

10 Introduction OCFS Division of Child Care Services Regional Office Listings ALBANY REGIONAL OFFICE 52 Washington Street Room 309 South Building Rensselaer, NY Telephone: (518) Serving the counties of: Albany, Clinton, Columbia, Delaware, Essex, Franklin, Fulton, Greene, Hamilton, Montgomery, Otsego, Rensselaer, Saratoga, Schenectady, Schoharie, Warren, Washington BUFFALO REGIONAL OFFICE Room 545 5th Floor Ellicott Square Building 295 Main Street Buffalo, NY Telephone: (716) Serving the counties of: Allegany, Cattaraugus, Chautauqua, Erie, Genesee, Niagara, Orleans, Wyoming LONG ISLAND REGIONAL OFFICE Perry Duryea State Office Building 250 Veterans Memorial Highway, Suite 2A-20 Hauppauge, NY Telephone: (631) Fax: (212) Serving the counties of: Nassau, Suffolk NEW YORK CITY REGIONAL OFFICE 80 Maiden Lane, 23 rd Floor New York, NY Telephone: (212) Serving the counties of: Bronx, Kings, New York, Richmond, and Queens 10

11 Introduction ROCHESTER REGIONAL OFFICE 259 Monroe Avenue, 3 rd Floor Monroe Square Rochester, NY Telephone: (585) Serving the counties of: Chemung, Livingston, Monroe, Ontario, Schuyler, Seneca, Steuben, Wayne, Yates SPRING VALLEY REGIONAL OFFICE 11 Perlman Drive, Pascack Plaza Spring Valley, NY Telephone: (845) Serving the counties of: Dutchess, Orange, Putnam, Rockland, Sullivan, Ulster, Westchester SYRACUSE REGIONAL OFFICE The Atrium 100 S. Salina Street, Suite 350 Syracuse, NY Telephone: (315) Serving the counties of: Broome, Cayuga, Chenango, Cortland, Herkimer, Jefferson, Lewis, Madison, Oneida, Onondaga, Oswego, St. Lawrence, Tioga, Tompkins 11

12 Introduction New York State Enrollment Agency Listing Region 1: Buffalo Allegany County Community Opportunities and Rural Development, Inc. (ACCORD) Counties Served: Allegany, Cattaraugus, Wyoming P.O. Box 573, 84 Schuyler Street Belmont, New York Phone: (585) , Ext Fax: (585) Website: Chautauqua Opportunities, Inc. Counties Served: Chautauqua 402 Chandler Street Jamestown, NY Phone: (716) Ext. 227 Fax: (716) Website: Child Care Resource Network Counties Served: Erie 1000 Hertel Avenue Buffalo NY Phone: (716) Ext Fax: (716) Website: Community Action of Orleans and Genesee, Inc. Counties Served: Genesee, Orleans East State Street Albion, New York Phone: (585) Fax: (585) Website: Niagara Community Action Program, Inc. Counties Served: Niagara 1521 Main Street Niagara Falls, New York Phone: (716) Ext. 105 Fax: (716) Website: 12

13 Introduction Region 2: Rochester Chemung County Child Care Council, Inc. Counties Served: Chemung 1580 Lake Street Suite 200 Elmira, New York Phone: (607) Fax: (607) Website: Child and Family Resources, Inc. Counties Served: Ontario, Seneca, Yates 263 Lake Street Penn Yan, New York Phone: (315) Ext Fax: (315) Seneca: 115 Fall Street, Seneca Falls, NY Ontario: 671 S. Exchange Street, Geneva, NY Website: Child Care Council, Inc. Counties Served: Monroe, Livingston, Wayne 595 Blossom Road., Suite 120 Rochester, NY Phone: (585) Fax: (585) Website: Pro Action of Steuben and Schuyler, Inc. Counties Served: Steuben and Schuyler 117 East Steuben Street, Suite 11 Bath, NY Phone: (607) Fax: (607) Website: Region 3: Syracuse Child Care Council of Cooperative Extension Counties Served: Madison, Oneida, Herkimer 121 Second Street Oriskany, NY Phone: (315) Fax: (315) Website: 13

14 Introduction Child Care Solutions, Inc. Counties Served: Cayuga, Onondaga 6724 Thompson Road Syracuse, NY Phone: (315) Ext. 319 Fax: (315) Website: Child Development Council Counties Served: Cortland/Tompkins 609 West Clinton Street Ithaca, New York Phone: (607) Fax: (607) Web: Community Action Planning Council of Jefferson County, Inc. Counties Served: Jefferson, Lewis 518 Davidson Street Watertown, NY Phone: (315) Ext. 240 Fax: (315) Website: Family Enrichment Network, Inc. Counties Served: Broome, Tioga and Chenango 24 Cherry Street Johnson City, New York Phone: (607) Ext. 872 Fax: (607) Website: Integrated Community Planning Council of Oswego County, Inc. Counties Served: Oswego 317 West 1st Street, Suite 111 Oswego, New York Phone: (315) Ext. 19 Fax: (315) Website: St. Lawrence Child Care Council, Inc. Counties Served: St. Lawrence 314 Ford Street Ogdensburg, NY Phone: (315) Fax: (315) Website: 14

15 Introduction Region 4: Albany Adirondack Community Action Programs, Inc. Counties Served: Essex P.O. Box 848, 7572 Court Street Suite 2 Elizabethtown, New York Phone: (518) Ext. 235 Fax: (518) Website: Capital District Child Care Coordinating Council, Inc. Counties Served: Albany, Rensselaer, Saratoga, Schenectady, Fulton, Montgomery 91 Broadway Menands, NY Phone: (518) Ext. 318 Fax: (518) Website: wwww.cdcccc.org Child Care Coordinating Council of the North Country, Inc. Counties Served: Clinton, Franklin P.O. Box 2640, 194 US Oval Plattsburgh, NY Phone: (518) Fax: (518) Website: Delaware Opportunities, Inc. Counties Served: Delaware State Highway 10 Hamden, NY Phone: (607) Ext. 872 Fax: (607) Website: Family of Woodstock, Inc. Counties Served: Columbia, Greene (Ulster) P.O. Box 3516, 39 John Street Kingston, NY Phone: (845) Fax: (845) Website: Schoharie County Community Action Program, Inc. Counties Served: Schoharie and Otsego 795 East Main Street, Suite 5 Cobleskill, New York Phone: (518) Fax: (518) Website: 15

16 Introduction Southern Adirondack Child Care Network, Inc. Counties Served: Hamilton, Warren, Washington 88 Broad Street Glens Falls, NY Phone: (518) Ext. 210 Fax: (518) Website: Region 5: Spring Valley Child Care Council of Dutchess & Putnam, Inc. Counties Served: Dutchess, Putnam 70 Overocker Road Poughkeepsie, NY Phone: (845) Ext. 222 Fax: (845) Website: Child Care Council of Orange County, Inc. Counties Served: Orange 40 Matthews Street, Suite 103 Goshen, NY Phone: (845) Ext. 222 Fax: (845) Website: Child Care Council of Westchester, Inc. Counties Served: Westchester 313 Central Park Avenue Scarsdale, NY Phone: (914) Ext. 123 Fax: (914) Website: Child Care Resources of Rockland, Inc. Counties Served: Rockland 235 North Main Street, Suite 11 Spring Valley, NY Phone: (845) Ext. 417 Fax: (845) Website: Family of Woodstock, Inc. Counties Served: Ulster (Columbia, Greene) P.O. Box 3516, 39 John Street Kingston, NY Phone: (845) Ext. 132 Fax: (845) Website: 16

17 Introduction Sullivan County Child Care Council, Inc. Counties Served: Sullivan P.O. Box 186 Ferndale, NY Phone: (845) Ext. 302 Fax: (845) Website: Region 6: New York City WHEDCO Counties Served: New York City 1309 Louis Nine Boulevard Bronx, NY Phone: (347) Fax: (718) Website: Region 7: Long Island Child Care Council of Nassau, Inc. Counties Served: Nassau 99 Quentin Roosevelt Blvd., Suite 201 Garden City, NY Phone: (516) Fax: (516) Website: Child Care Council of Suffolk, Inc. Counties Served: Suffolk 60 Calvert Avenue Commack, New York Phone: (631) Fax: (631) Website: 17

18 Introduction Got Goals Introduction We hear the terms goal and objective so often and frequently interchangeably it s easy to think they re the same thing; but they actually have different roles. A goal is the overall purpose you want to accomplish Objectives are the specific steps you need to take to accomplish that goal Training Goal The goal of this training is to assist Enrollment Agency staff in making essential enrollment decisions using critical thinking and decision-making. Training Objectives By the end of this training participants will be able to: Define critical thinking and decision-making Identify the characteristics of effective critical thinkers Explore the role of critical thinking in making decisions related to the enrollment of legally-exempt providers Examine the influence biases, values, and beliefs have on critical decision-making Identify and discuss the use of information gathering, inquiry, and inductive and deductive reasoning skills in making sound, evidence-based decisions Apply critical decision-making skills and techniques to a case study 18

19 Introduction Activity: Goal Setting Directions Identify one (1) personal goal for this training, then reflect on what you need in order to accomplish your goal. My Training Goal is: What questions do I need answered in order to meet my goal? 19

20 Introduction Notes 20

21 Lesson 1: Inductive and Deductive Reasoning Lesson 1 Inductive and Deductive Reasoning Goal The goal of this lesson is to give you practice using inductive and deductive reasoning.

22 Lesson 1: Inductive and Deductive Reasoning Notes 22

23 Lesson 1: Inductive and Deductive Reasoning Practice 1: Who Done It? Directions: 1. The threat of violence between various factions of organized crime over the control of narcotics imperils the tranquility of your community. To combat this threat, the commissioner has directed a step-up in the activity against criminal organizations. 2. You are a group of top detectives who have been assigned to the Organized Crime Bureau (OCB) within your department. 3. Charly Poppa Hasson s gang has been singled out for particular attention by your team. 4. Your task becomes complicated when a murder occurs during your investigation. 5. Your task, as a team, is to single out one suspect from members of the Hasson gang. a. Circumstantial evidence may be used to identify and arrest one member of the gang. b. The remaining six suspects must be cleared for a specific reason, which you as a team must declare at the termination of the activity. Data is supplied regarding the suspects. c. Your team has all the information necessary for the solution of the case. 6. You must work the problem as a team. There must be substantial agreement among your team members that the problem is solved. 7. You have 30 minutes to determine a suspect. Assumptions: 1. There is one solution. 2. All the data is correct. 3. Today s date is July 7 th and all primary actions take place on this date. 23

24 Lesson 1: Inductive and Deductive Reasoning Suspect Data Sheet 1. Viron, Benjamin ( Benjie ) Height: 5 4 Gender/Age: Male, Age 49 Weight: 220 Hair: Gray/Brown Blood Type: B Eyes: Brown Shoe: 7 ½ D Tattoos: Right Arm, Mother Vehicle: 2010 Mercedes Dark Blue Sedan Record: 17 arrests Charges: Gambling, Loansharking, Extortion, Assault, Narcotics 2. Sanchez, Alonzo ( Jumbo ) Height: 5 7 Gender/Age: Male, Age 52 Weight: 245 Hair: Black/Gray Blood Type: A Eyes: Brown Shoe: 8D Tattoos: Left Arm, Al & Eloise Vehicle: 2009 Lincoln Black Town Car Record: 26 arrests Charges: Gambling, Narcotics, Extortion, Assault, Statutory Rape, Homicide 3. Timmons, Joseph ( Chills ) Height: 5 7 ½ Gender/Age: Male, Age 52 Weight: 180 Hair: Brown Blood Type: A Eyes: Brown Shoe: 7 ½ D Tattoos: None Vehicle: 2009 Cadillac Black Escalade Record: 20 arrests Charges: Gambling, Narcotics, Assault, Extortion, Homicide 24

25 Lesson 1: Inductive and Deductive Reasoning 4. Kowalski, James ( Digger ) Height: 5 7 Gender/Age: Male, Age 52 Weight: 210 Hair: Black/Brown Blood Type: B Eyes: Blue Shoe: 7 ½ D Tattoos: Chest, Blue Birds Vehicle: 2009 Cadillac Dark Green CTS Sedan Record: 30 arrests Charges: Gambling, Narcotics, Assault, Robbery, Loansharking, Homicide 5. Sutter, Edward ( Blue Eyes ) Height: 5 7 Gender/Age: Male, Age 51 Weight: 240 Hair: Black/Gray Blood Type: B Eyes: Blue Shoe: 7 ½ D Tattoos: Right Arm, For God & Country Vehicle: 2009 Chrysler 300 Black Sedan Record: 12 arrests Charges: Gambling, Loansharking, Assault, Rape, Extortion 6. Lagas, Franklin ( Hot Dog ) Height: 5 7 Gender/Age: Male, Age 50 Weight: 235 Hair: Black/Gray Blood Type: B Eyes: Brown Shoe: 8 D Tattoos: None Vehicle: 2009 Cadillac Black Escalade Record: 19 arrests Charges: Homicide, Robbery, Assault, Extortion, Narcotics, Gambling, Impairing the Morals of a Minor 7. Aifam, George ( Gypsy ) Height: 5 7 ½ Gender/Age: Male, Age 39 Weight: 245 Hair: Black Blood Type: B Eyes: Brown Shoe: 8 D Tattoos: Left Arm, To Mother with Love Vehicle: 2010 Lincoln Black Navigator Record: 23 arrests Charges: Gambling, Loansharking, Assault, Extortion, Homicide 25

26 Lesson 1: Inductive and Deductive Reasoning Answer Sheet Who Done It? Benjamin ( Benjie ) Viron Alonzo ( Jumbo ) Sanchez Joseph ( Chills ) Timmons James ( Digger ) Kowalski Edward ( Blue Eyes ) Sutter Franklin ( Hot Dog ) Lagas George ( Gypsy ) Aifam Support for Decision 26

27 Lesson 1: Inductive and Deductive Reasoning Notes 27

28 Lesson 1: Inductive and Deductive Reasoning Critical Thinking Inductive and Deductive Reasoning Inductive and deductive reasoning are elements of critical thinking. Inductive reasoning consists of making observations and then drawing conclusions based on those observations. It moves from specific evidence to a general conclusion. Using inductive reasoning generally involves the following questions: a) What have you observed? What evidence is available? b) What can you conclude from that evidence? c) Is that conclusion logical? Example: When detectives arrive at the scene of a crime, the first thing they do is look for clues that can help them piece together what happened. A broken window, for example, might suggest how a burglar entered or exited. 28

29 Lesson 1: Inductive and Deductive Reasoning Deductive reasoning starts with the conclusion and then sees if the evidence for that conclusion is valid. In other words, it moves from a conclusion to the evidence for that conclusion. Generally, if the evidence is valid, the conclusion it supports is valid as well. Deductive reasoning involves asking: a) What is the conclusion? b) What evidence supports it? c) Is that evidence logical? If you can answer yes to the last question, then the conclusion should be logical and the argument (reason) sound. Example: All apples are fruit. All fruits grow on trees. Therefore all apples grow on trees. 29

30 Lesson 1: Inductive and Deductive Reasoning Lesson 1 Review 1. What is inductive reasoning? 2. What is deductive reasoning? 3. List two (2) strategies you can use when making a decision or solving a problem. a. b. 30

31 Lesson 2: Values and Decision-Making Lesson 2 Values and Decision-Making Goal The goal of this lesson is to help you identify how values influence the decision-making process.

32 Lesson 2: Values and Decision-Making Values and Decision-Making Values are enduring beliefs about the way things should be done or about the ends we desire. Your values are the underlying principles that guide how you approach your life and work. Examples of Values Are: Recognition Achievement Integrity Safety Honesty Pleasure Health 32

33 Lesson 2: Values and Decision-Making These are all subjective terms, which means that these terms may mean different things to different people. Values may even mean different things to the same person at different times. Powerful motivators Values Are: Deeply embedded in our background, upbringing, culture, lifestyle, experience, and socialization Intensely-held belief systems that evolve over time though experience Sets of feelings that let us know what is important to us Frames of reference or filters through which we interpret the world: Good Values = MY values and behavior Bad Values = THEIR values and behavior 33

34 Lesson 2: Values and Decision-Making Relationship Between Values and Decision-Making Our values determine our goals and outcomes in our personal and work life. A person's values will determine how they perceive any particular situation. Someone who values ' safety will approach a situation checking for safety versus danger. A person who values excitement will have a different perspective on the same situation and will be searching for different kinds of experiences. Notes 34

35 Lesson 2: Values and Decision-Making Practice 2: Values Clarification Directions: This three-part exercise is designed to help you reach a better understanding of your most significant values. Complete Part I then answer the questions in Part II and Part III. Part I: What I Value Most On the next page is a list of values (both work and personal). Place a check mark next to the five that are most important to you as guides for how to behave, or as components of a valued way of life. Feel free to add any values of your own to the list. 35

36 Lesson 2: Values and Decision-Making Values Achievement Friendships Physical challenge Advancement and promotion Growth Pleasure Adventure Having a family Power and authority Affection (love and caring) Helping other people Privacy Arts Helping society Public service Challenging problems Honesty Purity Change and variety Independence Quality of what I take part in Close relationships Influencing others Quality relationships Community Inner harmony Competence Integrity Religion Competition Intellectual status Reputation Recognition (respect from others, status) Cooperation Involvement Responsibility & accountability Country Job tranquility Security Creativity Knowledge Self-respect Decisiveness Leadership Serenity Democracy Location Sophistication Ecological awareness Loyalty Stability Economic security Market position Status Effectiveness Meaningful work Supervising others Efficiency Merit Time freedom Ethical practice Money Truth Excellence Nature Wealth Excitement Fame Being around people who are open and honest Order (tranquility, stability, conformity) Wisdom Work under pressure Fast living Personal development Work with others Financial gain Freedom Working alone 36

37 Lesson 2: Values and Decision-Making Part II: My Priorities To help you be clear about the priority of your values, list the five values you selected on the lines below. List the values in their order of importance, #1-the most important, #2- the next important, etc My Top Five Values Part III: Examples of My Values Select two values from the list above, and write a specific example of how you express those values in your work (or personal life). Value Example 37

38 Lesson 2: Values and Decision-Making Lesson 2 Review 1. What are values? 2. List a value of your agency. 3. Dawn is an Enrollment Agent who values personal responsibility. How might this affect her decisionmaking at work? 38

39 Lesson 3: Critical Thinking and Decision-Making Lesson 3 Critical Thinking and Decision-Making Goal The goal of this lesson is to help you to identify and utilize a critical decision-making process.

40 Lesson 3: Critical Thinking and Decision-Making Critical Thinking & Decision-Making: What It Is and Why It Is Important Critical thinking is something we all do every day without being aware of it. Do you avoid taking things at face value? Are you skeptical about the claims made in advertisements? Do you question things that you hear? If you answered yes to any of these questions, you are using critical thinking skills. Critical thinking is a mental discipline that reflects a willingness and ability to continually gather, analyze, and examine information to assure that conclusions are based upon sound evidence and observable events. A critical decision is the outcome of critical thinking. A choice is made on the basis of clearly articulated arguments (statements) that have been held open to refutation or disagreement. It stands up to evaluation. When the criteria for a decision changes and/or new facts are discovered, the decision changes accordingly. Critical decisions are the opposite of those we make unconsciously, impulsively, and/or dogmatically. Critical Thinkers vs. Noncritical Thinkers Critical thinkers carefully consider information that is presented to them in order to create their own beliefs and direct their actions. Critical thinkers generally are open and recognize many shades of gray. They understand and use the skills of critical thinking to consider different frames of reference and continually push to gain a deeper understanding of the situation. 40

41 Lesson 3: Critical Thinking and Decision-Making Noncritical thinking is black and white, dogmatic, and uninformed. It is passive, shallow, and reactive. Noncritical thinking operates from a narrow and limiting frame of reference. A common feature of noncritical thinking is a refusal to evaluate objectively our own thought process, which shows up in several ways: Closed-minded Acceptance of all information as valid Making unjustified assumptions Lazy thinking Failing to notice assumptions and inferences Illogical conclusions and decisions Non-Critical Thinkers Asking value-loaded or irrelevant questions Jumping to conclusions 41

42 Lesson 3: Critical Thinking and Decision-Making Critical Thinkers do the following: Ask relevant and pertinent questions Reserve judgment until they have all the facts Are curious and seek information Formulate wellreasoned arguments, conclusions and decisions Are aware of their own values and biases Critical Thinkers Are open to changing their opinions and conclusions based on new information CRITICAL THINKERS MAKE SOUND DECISIONS 42

43 Lesson 3: Critical Thinking and Decision-Making The Business Case for Critical Decision-Making As an Enrollment Agency worker you grapple every day with numerous issues requiring you to make decisions that ultimately impact the safety of children. When faced with enrollment provider information, you can choose to accept it or not accept it. In making decisions to accept or reject provider enrollment, you enter into critical thinking. Some decisions are easy to make because the rules and regulations are very clear. For example: A provider who has been convicted or a provider that employs an individual, uses a volunteer, or provides care in a home (other than the child s own home) in which there is a household member age 18 years or older who has been convicted of a felony or misdemeanor crime against children or of an attempt to commit a felony (or misdemeanor crime against children) cannot be enrolled. Other decisions are challenging because the information falls into a gray area. These circumstances require the gathering of additional information, in-depth analysis, and investigation in order to form a logical conclusion. The way in which you analyze and interpret the data ultimately determines your decision. For example: If a provider requests a Review of Extenuating Circumstances based on a denial related to a Category B criminal conviction, you must determine if the provider may be enrolled based upon the additional information you gather. 43

44 Lesson 3: Critical Thinking and Decision-Making Critical thinking and decision-making involves thoroughly evaluating a situation, problem, or argument and choosing a path of investigation that leads to the best possible decision. Listed below are the benefits of critical thinking and decisionmaking. Benefits of Critical Thinking & Decision-Making Recognize your own biases to guide better decisionmaking Gain respect of pertinent stakeholders Develop the best decisions based on evidence, policy, laws, and regulations Gain greater insight into the motives of others Give sound explanations for decisions Identify key issues without getting sidetracked Write and speak with impact Improve your ability to promote the safety of children, parental right of choice, and the right of employment for legally-exempt childcare providers 44

45 Lesson 3: Critical Thinking and Decision-Making The Investigative Process Identify Concern Obtain detailed examples Infer areas of possible non-compliance Apply policy & regulation Consider what might be going on What are the implications? Identify most important factors Develop multiple hypothetical scenarios Consider what needs to be known to rule the scenario out or in? Consider alternate explanations Gather information Use info gathering tools Formulate questions to clarify facts & assumptions Interview Observe Recognize clues Request documentation Use policy to guide Analyze and Interpret Review facts & documentation Consider opposing arguments Distinguish between facts, assumptions & conclusions Recognize connections Verify all information gathered Consult others for additional guidance Use policy to guide Make a decision Form logical conclusions Document complete decision in CCFS: Explain rationale Identify facts and explain assumptions Link to policy, law & regulation 45

46 Lesson 3: Critical Thinking and Decision-Making Elements of Critical Decision-Making S A F E G ather information U nderstand and apply laws, policies, regulations, and procedures A nalyze and interpret data R easons for decisions are clearly articulated and supported by evidence D ecisions are linked to policies, laws, and regulation 46

47 Lesson 3: Critical Thinking and Decision-Making Notes 47

48 Lesson 3: Critical Thinking and Decision-Making Lesson 3 Review 1. Once a health and safety concern is found, what are the four (4) steps of the critical decision-making process? a) b) c) d) 2. Name one (1) benefit of using a critical decisionmaking process at work. 3. If you are trying to make an enrollment decision and find that after some investigation you do not have enough information, what should you do? 48

49 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Lesson 4 Distinguishing Between Assumptions, Inferences, and Facts Goal The goal of this lesson is to help you distinguish between assumptions, inferences, and facts.

50 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Notes 50

51 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Practice 3: The Story Directions: Read the story below then follow the directions on the next page. THE STORY A businessman had just turned off the lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up, and the man sped away. A member of the police force was notified promptly. 51

52 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Statements About the Story Directions: Indicate by placing a check in the appropriate column whether you think the statements below are true, false, or uncertain. T = True F = False? = Uncertain Statements T F? 1. A man appeared after the owner had turned off his store lights. 2. The robber was a man. 3. The man did not demand money. 4. The man who opened the cash register was the owner. 5. The storeowner scooped up the contents of the cash register and ran away. 6. Someone opened a cash register. 7. After the man who demanded the money scooped up the contents of the cash register, he ran away. 8. While the cash register contained money, the story does not state how much. 9. The robber demanded money of the owner. 10. The owner was middle-aged and of Asian ancestry. 11. The robber was a young, unemployed drifter. 12. The police officer was a man. 13. The story contains a series of events in which only three persons are referred to: the owner of the store, a man who demanded money, and a member of the police force. 14. The following events were included in the story: someone demanded money, a cash register was opened, its contents were scooped up and a man dashed out of the store. 52

53 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Assumptions, Inferences, and Facts Critical thinking is a process of challenging your beliefs and the conclusions (inferences) they cause you to make. Learning to distinguish inferences from assumptions is an important critical thinking skill. An assumption is a statement accepted or supposed as true without proof or demonstration; an unstated premise or belief. An inference is a conclusion you come to in your mind based on something else that is true or you believe to be true. In your critical thinking, you need to take any assumptions you have and question them as you try to substantiate them. Your assumptions (beliefs) cause you to come to inferences (conclusions). Your inferences then cause you to act accordingly. For example: Situation: A man is lying in the gutter. Assumption: Only bums lie in gutters. Inference: The man is a bum. 53

54 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Your assumptions are based on similar experiences in your past. Those past events formed your beliefs about such situations. Your assumptions may have merit or they may not. An important part of critical thinking and decision-making is the understanding that our experiences are shaped by the inferences we make during those experiences. It enables us to separate our experiences into two categories: the raw data (facts) in contrast with our interpretations of those data, or the inferences we are making about them. A fact is information that can be directly observed or can be verified or checked for accuracy. Facts are distinguished from interpretation, inference, judgment, assumption, or conclusion. Facts may or may not support your assumptions. For example: Fact: The man is lying in the gutter because he is a diabetic and fainted due to low blood sugar. 54

55 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Notes 55

56 Lesson 4: Distinguishing Between Assumptions, Inferences, and Facts Lesson 4 Review 1. What is an inference? 2. What is an assumption? 3. Determine whether each statement below is a fact (F), assumption (A), or inference (I) by placing the appropriate letter next to each statement. a. That woman must be wealthy. b. Only wealthy people drive BMWs. c. I just saw her driving a BMW down the street 56

57 Lesson 5: Probing Questions Lesson 5 Probing Questions Goal The goal of this lesson is to help you formulate questions that will assist you in gathering and verifying information.

58 Lesson 5: Probing Questions Inquiry: Probing Questions Critical thinking consists of an awareness of a set of interrelated probing questions: a) questions you ask others in order to gather, clarify, and verify data; and b) questions you ask of yourself in order to guide your thinking. Two types of probing questions are used to gather, verify, and clarify data: openended questions and closed-ended questions. Closed-ended questions are important to ask in order to clarify information. The nominal information they provide aids the critical decision-making process. They also provide information that can be further explored with the legally-exempt child care provider or others. Open-ended questions give individuals an opportunity to express their concerns and may lead to other avenues of discovery. In addition, open-ended questions may give clues as to whether the individual is giving contradictory information. 58

59 Lesson 5: Probing Questions Question Type Description Purpose Examples Closed-ended Asking questions in a way that limits the choice of responses. Elicits detail and concrete facts: When? Where? How many? Who? Date of birth? Can be used to check accuracy and clarify information. Narrow focus How many children do you have living in your home? What is your current address? Have you ever been convicted of a crime? Are you saying? Question Type Description Purpose Examples Open-ended Asking questions in a way that allows for a wide range of responses. Facilitates dialogue Can be used to clarify information Encourages exploration of a situation Allows the legally-exempt provider to express concerns and feelings Broad focus What happened the last time? Can you give me an example? And then what happened? What is the nature of your relationship with? What do you mean by? 59

60 Lesson 5: Probing Questions The ability to ask the right type of question, and the way you respond to the answer determines whether or not you are able to decide what you need to know to precede further. Tips for Developing Questions If you don t understand something, ask a clarifying question. Formulate the question in different ways until you hit upon the best way to get the type of information you need. Write out in advance the most significant questions you think you need to test your assumptions, gather information, weigh your arguments, verify your facts, or evaluate your evidence. Be careful not to pose too many issues in one question. Be specific. Be ready to formulate or change questions as new information is presented. Be aware of how the inquiry process is impacting your ability to get the information you need. For example, if a Legally-Exempt provider offers only monosyllabic responses, it may be because you are relying too much on closed-ended questions. Try to ask an open-ended question. 60

61 Lesson 5: Probing Questions When Developing Questions Ask Yourself: What precise question am I trying to answer (e.g. I am trying to answer the question of whether there is abuse in the home)? Is this the best question to ask for this situation? Is there a more important question I should be addressing? Does this question capture the real issue? Is there an answer I should have before attempting to ask this question? What information do I need to ask the question? Is there another way to look at the question? 61

62 Lesson 5: Probing Questions Critical Decision-Making Process Below are questions that can guide your thinking during each stage of the critical decision-making process. Process Consider What Might Be Going On Gather Information Analyze and Interpret Make a Decision Health and Safety Concern Alleged Sample Questions What are the implications of? What is my hypothesis? (Tentative explanation of what is going on) What are the alternative explanations in this situation? What do I know about this situation? What do I need to know (additional information)? What questions should be asked to clarify information? What are my information sources? Is the information accurate and reliable? Based on information gathered: What are the opposing arguments? What are the facts? (Policy, documentation, observation) What assumptions can be made? Do I have any evidence (proof) that an assumption is true? Is the evidence (facts and assumptions) credible, clear and specific? Are all pieces of evidence consistent with another? Based upon analysis: What is the logical conclusion? What is the decision? What are the reasons for the decision? What policies, laws, and regulations support the decision? 62

63 Lesson 5: Probing Questions Practice 4: Probing Questions Directions: Read the scenarios provided. Identify at least three specific pieces of information that you need to further your understanding of the situation(s). Brainstorm a list of five open-ended questions and five closed-questions that would provide you with the information you need. The questions can be directed to the legally-exempt child care provider, another person, or can be asked of yourself to guide your work. Notes 63

64 Lesson 5: Probing Questions Situation #1 An Enrollment Agent arrives at a legally-exempt child care provider s home to do a home inspection. She is visibly upset and states, My landlord is threatening to throw me out. She thinks I m on drugs. I don t know what I am going to do. 1. Open-Ended Questions

65 Lesson 5: Probing Questions Closed-Ended Questions

66 Lesson 5: Probing Questions Situation #2 A legally-exempt provider has disclosed on her enrollment form that when she was 18 years old she was arrested for contact with a 17 year old male (Penal Code: , a misdemeanor crime against a child). 1. Open-Ended Questions

67 Lesson 5: Probing Questions Closed-Ended Questions

68 Lesson 5: Probing Questions The Decision The final step in the critical decision-making process is integrating all of the available data into the decision. Your decisions are the result of the logical conclusion reached as a result of your analysis and interpretation of the evidence (facts and assumptions). 1. Start from your basic assumptions 2. Build a logical step-by-step progression to a conclusion (supported by evidence) 3. Make an evidence-decision linked to laws, regulations, and policies. Decision Conclusion Evidence 68

69 Lesson 5: Probing Questions Decisions Should Be: Clear and concise Specific Relevant Accurate Credible Fair Supported by policy, laws, and regulations Notes 69

70 Lesson 5: Probing Questions Lesson 5 Review 1. How are closed-ended questions best used when gathering information? 2. How are open-ended questions best used when gathering information? 3. Give an example of a closed-ended question you might ask a legally-exempt provider. 4. Give an example of an open-ended question you might ask a legally-exempt provider. 70

71 Case Study & Application Practice 5: Case Study & Application Directions: Your group will be examining a case study and using the skills you have learned in this training to make a critical decision about a legally-exempt provider s enrollment. Read the case study information on the following pages, then follow the tasks in each step. Notes

72 Case Study & Application Case Study: Anna Smith Provider Information Anna Smith (40 yrs. old) 333 Logan Street Anywhere Town, NY Family Composition: Bob Smith 45 yrs. old Husband Michael Smith 15 yrs. old Son Wendy Smith 20 yrs. old Daughter Parent/Caretaker Information Carol Brown (25 yrs. old) 127 Wilkerson Ave. Anywhere Town, NY Family composition: Brittany Brown 2 yrs. old Daughter 72

73 Case Study & Application Background Anna Smith submitted an application to your Enrollment Agency to become the legally-exempt family child care provider for Carole Brown s daughter Brittany. Anna will provide care, in her own home, from 8am-4pm Monday through Friday, while Carole works and attends school. Anna disclosed on her enrollment form that she had lost her license to operate a day care center due to the use of corporal punishment. Because Anna s license was revoked, her enrollment application to be a legally-exempt family child care provider was denied. Anna has requested a Review of Extenuating Circumstances and the review has been assigned to you. While examining Anna s submitted documents, you review Anna s attestation. In it she states that while operating a licensed day care program in Orlando County, NY she spanked a child who attended her child day care program. The program was closed due to this incident two years ago and her license was revoked. Since the incident Anna has successfully participated in anger management and parenting classes. Both women feel this would be a good arrangement since Anna has previous experience caring for young children. Anna states that she loves children and is looking forward to caring for Brittany. 73

74 Case Study & Application Part I Case Study Step 1 Directions With your small group, discuss the questions below. Use the space provided to record any key points during your discussion. 1. What might be going on? 2. What is known? 3. What is unknown? 74

75 Case Study & Application 4. What do you need to know? 5. What are your information sources? 6. How will you determine if the information is accurate and reliable? 7. What assumptions can be made with the information you have? 8. What policies, laws, and/or regulations apply in this situation? 75

76 Case Study & Application Step 2 Directions Select a recorder to note your group s responses on flip chart paper. Select a reporter to share your group s responses with the large group. Then complete the following tasks, using your participant manual as a guide: 1. List questions you should ask to clarify facts and assumptions. a. List at least five (5) questions on your group s flip chart paper. b. State who you need to ask to clarify facts and assumptions 2. Record any policies, laws, and/or regulations that apply in this situation. 1. Possible Questions

77 Case Study & Application Part II Case Study Information Slip #1 Step 1 Directions With your small group, discuss the questions below. Use the space provided to record any key points during your discussion. 1. What might be going on? 2. What is known? 3. What is unknown? 77

78 Case Study & Application 4. What do you need to know? 5. What are your information sources? 6. How will you determine if the information is accurate and reliable? 7. What assumptions can be made with the information you have? 8. What policies, laws, and/or regulations apply in this situation? 78

79 Case Study & Application Step 2 Directions Select a recorder to note your group s responses on flip chart paper. Select a reporter to share your group s responses with the large group. Then complete the following tasks, using your participant manual as a guide: 1. List questions you should ask to clarify facts and assumptions. c. List at least five (5) questions on your group s flip chart paper. d. State who you need to ask to clarify facts and assumptions 2. Record any policies, laws, and/or regulations that apply in this situation. 1. Possible Questions

80 Case Study & Application Part III Case Study Information Slip #3 Step 1 Directions With your small group, discuss the questions below. Use the space provided to record any key points during your discussion. 1. What might be going on? 2. What is known? 3. What is unknown? 80

81 Case Study & Application 4. What do you need to know? 5. What are your information sources? 6. How will you determine if the information is accurate and reliable? 7. What assumptions can be made with the information you have? 8. What policies, laws, and/or regulations apply in this situation? 81

82 Case Study & Application Step 2 Directions Select a recorder to note your group s responses on flip chart paper. Select a reporter to share your group s responses with the large group. Write a decision statement using the Decision Statement Template provided as a guide. 1. State your group s decision. 2. Present the conclusion and supporting evidence. 3. State the laws, policies, and regulations related to your decision. Notes 82

83 Case Study & Application Decision Statement Template Date: Provider: Decision Statement: The reason for this decision is: The facts, observations, and conclusions that support the decision are as follows: 83

84 Summary of Training Topics Inductive and Deductive Reasoning Values and Decision-Making Critical Decision-Making: What It Is and Why It Is Important Assumptions, Inferences, and Facts Inquiry: Probing Questions Application of Critical Decision-Making Process to Case Study