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2．到底應該怎么做？分析了上面兩個人的錯誤以后，解決辦法也出來了。上次的培訓機會已經(jīng)錯過了，陳經(jīng)理只好等待下一次再爭取。面對下屬的誤解也不要逃避。今天“滿腹委屈地躲進自己的辦公室”，明天呢？難道要
“滿腹委屈”地去上班嗎？這樣不是解決問題的辦法。既然決定要請他們吃飯，就要假裝
沒有聽到，而是走進去邊說邊招手：“小馬，現(xiàn)在有空嗎？我有事情找你。”小李看到這樣，就會知趣，為了掩飾他剛才和小馬聊天的事實，可能會說：“小馬，我們對賬的事，明天我找你。不打擾了。”
小李起身走后，陳經(jīng)理和小馬回到辦公室，安排吃飯的事。
按照常理，這樣的事應該由一個陳經(jīng)理的“鐵桿”來做，而不是找一個多嘴的小馬。現(xiàn)在他們回到陳經(jīng)理的辦公室，陳經(jīng)理最好不要直接談去哪里吃飯，而是可以說：
“最近工作怎么樣？有沒有什么事需要我?guī)兔Γ?rdquo;
小馬一定感到很突然，不知道經(jīng)理找他的真實目的是什么，所以會說的很圓滑，“沒有什么特別的，一切正常。”
“哦。過幾個月公司有個管理培訓，不知道你有沒有興趣。”（其實陳經(jīng)理也不確定，但三個月之內都沒有培訓也太說不過去了。陳經(jīng)理也可以單獨申請培訓機會，要是老板不批準，就爭取下次機會。）
小馬臉上頓時發(fā)出光來，抬頭注視著陳經(jīng)理的眼睛，急切地說：“培訓是好事情呀，上次的培訓，我們部門沒人參加，我們還后悔呢，沒有抓住一次學習的機會。這次的機會您一定要幫我們爭取呀。”
陳經(jīng)理點點頭，關注地看著小馬說：“上次的培訓我還以為你們不喜歡去，也沒有人催我，你也不提醒一下。既然喜歡就要努力爭取嘛。不爭取就得不到，我們公司就是這樣的。再說我每天的事情很多，可能照顧不了那么多，你們也多體諒。下次培訓我一定幫你爭取。 ”
小馬感激地看著經(jīng)理說：“那就多謝您了，我明白了，多謝照顧。”
陳經(jīng)理身體向后一靠，放松地說：“培訓回來可是要給我們上課的，不能光你學會就算了，要教我們的，哈哈。怎么樣，你通知一下其他的同事，今天晚上我請客，就當是我賠罪。”
小馬感激地說：“多謝經(jīng)理了，你又要破費了，我這就去通知。”等到小馬轉身往外走時，陳經(jīng)理說：“小馬，等一下。”小馬回頭問：“還有什么事？經(jīng)理。”這時陳經(jīng)理嚴肅地說：“以后注意點，別讓其他部門的人知道我們經(jīng)常有活動，否則影響不好。 ”
這樣處理，上次培訓的誤解解除了，而且還提醒了小馬注意保護部門內部的小秘密，吃飯的由頭也找到了，何樂而不為呢？
Chapter 2  Critical Thinking
2.1 Critical Thinking Defined
You get idea about the “thinking” part of the term from the list of synonyms, but you also need to focus on the use of the term critical. The word critical can have a variety of meanings, many of which have unpleasant connotations, such as dangerous, grave, serious, crucial, momentous, derogatory, analytical, discriminating and judging. It is important to consider your own associations with the term “critical”. Teachers in many colleges and universities have found resistance to courses or lessons in critical thinking because many people confuse negative meanings such as faultfinding or derogatory with the skills of critical thinking. Yes, you may become expert at finding weaknesses in much of the communication you encounter, but that is not a goal of critical thinking so much as it is a reflection on the sad state of much communication. A critical thinker is skilled in serious, crucial, decisive, important, pivotal and discriminating thinking. Some of that thinking may produce positive evaluations, and some may produce negative evaluations. It will help you interpret complex ideas, appraise the evidence offered in support of arguments or claims, and make a distinction between reasonable and unreasonable communication. Thus critical thinking forms a complement to other ways of gathering and using information, such as your experience, intuition and feelings. These abilities are important in many ways, not the least of which is in your school work. Drawing conclusions from information involves much more than summarizing or rephrasing the information. Your training in critical thinking should equip you to evaluate the information that comes to you through careful analysis of that information – its content, sources, assumptions, methods, applications and limitations. Thinking critically does not come automatically; in fact, the influential people around you may have discouraged you from developing critical thinking skills. For example, students who constantly challenge assumptions can be annoying and take up a lot of time in the classroom.
　
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