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2．到底应该怎么做？分析了上面两个人的错误以后，解决办法也出来了。上次的培训机会已经错过了，陈经理只好等待下一次再争取。面对下属的误解也不要逃避。今天“满腹委屈地躲进自己的办公室”，明天呢？难道要
“满腹委屈”地去上班吗？这样不是解决问题的办法。既然决定要请他们吃饭，就要假装
没有听到，而是走进去边说边招手：“小马，现在有空吗？我有事情找你。”小李看到这样，就会知趣，为了掩饰他刚才和小马聊天的事实，可能会说：“小马，我们对账的事，明天我找你。不打扰了。”
小李起身走后，陈经理和小马回到办公室，安排吃饭的事。
按照常理，这样的事应该由一个陈经理的“铁杆”来做，而不是找一个多嘴的小马。现在他们回到陈经理的办公室，陈经理最好不要直接谈去哪里吃饭，而是可以说：
“最近工作怎么样？有没有什么事需要我帮忙？”
小马一定感到很突然，不知道经理找他的真实目的是什么，所以会说的很圆滑，“没有什么特别的，一切正常。”
“哦。过几个月公司有个管理培训，不知道你有没有兴趣。”（其实陈经理也不确定，但三个月之内都没有培训也太说不过去了。陈经理也可以单独申请培训机会，要是老板不批准，就争取下次机会。）
小马脸上顿时发出光来，抬头注视着陈经理的眼睛，急切地说：“培训是好事情呀，上次的培训，我们部门没人参加，我们还后悔呢，没有抓住一次学习的机会。这次的机会您一定要帮我们争取呀。”
陈经理点点头，关注地看着小马说：“上次的培训我还以为你们不喜欢去，也没有人催我，你也不提醒一下。既然喜欢就要努力争取嘛。不争取就得不到，我们公司就是这样的。再说我每天的事情很多，可能照顾不了那么多，你们也多体谅。下次培训我一定帮你争取。 ”
小马感激地看着经理说：“那就多谢您了，我明白了，多谢照顾。”
陈经理身体向后一靠，放松地说：“培训回来可是要给我们上课的，不能光你学会就算了，要教我们的，哈哈。怎么样，你通知一下其他的同事，今天晚上我请客，就当是我赔罪。”
小马感激地说：“多谢经理了，你又要破费了，我这就去通知。”等到小马转身往外走时，陈经理说：“小马，等一下。”小马回头问：“还有什么事？经理。”这时陈经理严肃地说：“以后注意点，别让其他部门的人知道我们经常有活动，否则影响不好。 ”
这样处理，上次培训的误解解除了，而且还提醒了小马注意保护部门内部的小秘密，吃饭的由头也找到了，何乐而不为呢？
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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