NZQA Expiring unit standard
12384 version 4
Page 1 of 3
Title
Demonstrate knowledge of analytical and global thinking styles
Level
3
Credits
2
Purpose
People credited with this unit standard are able to: describe
analytical and global thinking styles; describe processes
predominant in global and analytical thinking styles; and
identify the use of analytical and global thinking styles and
evaluate their related strengths and weaknesses.
Classification
Core Generic > Work and Study Skills
Available grade
Achieved
Explanatory notes
1
Definition
Analytical and global thinking styles – qualitative terms used to describe two distinct
groups of related thinking processes.
2
References
Witkin, H.A. (1976). Cognitive style in academic performance and in teacher-student
relations. In Messick, S. (Ed.), Individuality in Learning.
San Francisco, CA: Jossey Bass.
Dunn, R. S., & Dunn, K. (1993). Teaching secondary students through their individual
learning styles: Practical approaches for grades 7-12. Boston, MA: Allyn and Bacon.
This unit standard is
expiring
Outcomes and evidence requirements
Outcome 1
Describe analytical and global thinking styles.
Evidence requirements
1.1
Description identifies the distinguishing feature of the analytical thinking style.
1.2
Description identifies the distinguishing feature of the global thinking style.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
12384 version 4
Page 2 of 3
Outcome 2
Describe processes predominant in global and analytical thinking styles.
Evidence requirements
2.1
Description identifies processes predominant in the analytical thinking style.
Range
2.2
processes may include but are not limited to – field independence,
logic, critical thinking, reasoning, sequencing, dividing into
elemental parts, critique, deconstruction;
evidence of six processes is required.
Description identifies processes predominant in the global thinking style.
Range
processes may include but are not limited to – field dependence,
contextualising, intuition, generalising, brainstorming, creating
metaphors, estimating, visualising;
evidence of six processes is required.
Outcome 3
Identify the use of analytical and global thinking styles and evaluate their related strengths
and weaknesses.
Evidence requirements
3.1
Instances are identified where the analytical thinking style is predominantly
used.
Range
evidence of three instances.
This unit standard is
Range
evidence ofexpiring
three instances; one advantage and one disadvantage
for each.
3.2
Advantages and disadvantages of the use of the analytical thinking style in
isolation are identified.
3.3
Instances are identified where the global thinking style is predominantly used.
Range
3.4
evidence of three instances.
One advantage and one disadvantage of the use of the global thinking style in
isolation are identified.
Range
evidence of three instances; one advantage and one disadvantage
for each.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
12384 version 4
Page 3 of 3
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
24 March 1998
31 December 2018
Revision
2
10 March 2005
31 December 2018
Review
3
16 July 2010
31 December 2018
Review
4
18 June 2015
31 December 2018
Accreditation and Moderation Action Plan (AMAP) reference
0023
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, or
an inter-institutional body with delegated authority for quality assurance, before they can
report credits from assessment against unit standards or deliver courses of study leading
to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Consent requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
This unit standard is
Please contact NZQA National Qualifications
Services nqs@nzqa.govt.nz if you wish to
expiring
suggest changes to the content of this unit standard.
Comments on this unit standard
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016