Available literature has illuminated the importance of critical thinking in making our lives and daily encounters more fulfilling and satisfying. At the individual level, critical thinking can be described as the capacity to make a resourceful and holistic synthesis of fundamental issues or factors affecting our daily interactions with other people or institutions (Allen & Gerras, 2009). At the organizational level, critical thinking, which is usually equated to strategic thinking, has been denoted as the capacity of an individual or groups of individuals to make a creative and holistic synthesis of critical factors affecting an organization and its internal and external environment for purposes of achieving sustainable advantage and enduring success. Critical thinking galvanizes anticipated requirements with future individual or organizational capabilities. At a practical level, researchers has elucidated that it important to provide people with the most basic fundamentals of how to think and value our daily challenges at the critical level largely because of the irregularity of both the internal and external environments in which we operate (Allen & Gellas, 2009). It is the purpose of this paper to provide an example of critical thinking application at the personal level in addition to critically discussing the importance and benefits of critical thinking in decision-making processes. As a military police training instructor, I have internalized a model of instructing recruits on how to expand their ‘thinking skills’ of diverse types as opposed to basically instructing for information and content. The purpose of this model is to encourage recruits to be creative and generate novel ideas that will add value to their own lives as well as provide new and effective strategies to problem-solving. John Dewey, the father of modern critical thinking tradition, defined the concept as “…active, persistent, and careful consideration of a belief or supposed form of knowledge in the light of the grounds which support it and the further conclusions to which it tends” (Fisher, 2001, p. 2). Using this background, I always instruct recruits to initiate an active process of thinking as opposed to relying on my ideas and information. Instead of jumping to conclusions, I instruct recruits to be persistent and careful in evaluating the possible alternatives available, and critically synthesis their sources of information before depending on such sources to make judgments. I always underscore to recruits the fundamental importance of establishing a solid framework for the reasons they have for taking particular sides and the implications of their orientations or beliefs to their own individual and career development Away from issues of instruction, I have frequently being involved in applying critical thinking capacities to make work-related decisions. In one particular scenario, some recruits had complained loudly that the workload was overbearing and that there was no adequate time for rest. Sensing that the problem could have been initiated by institutional structural elements, I invited a few recruits and had a candid talk aimed at acquiring information about the matters at hand. The grievances aired included harassment, tight training schedules, low morale, and lack of a complaints section to air perceived grievances. Having re