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MA Creative Leadership
Assignment 9: the Plan
Assessment Title:
Why leaders should foster creative thinking in a task-oriented work
environment
Claudia Hofmann – 00705961
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Contents
Why should leaders foster critical thinking in a task oriented work environment?............4
The hospitality environment and its leaders ....................................................................5
What I think Leadership should be ..................................................................................7
What is Critical Thinking?...............................................................................................8
Why hospitality leaders need to practice critical thinking...............................................9
How Leaders foster critical thinking................................................................................9
Important practice and tools to promote critical thinking leaders .................................14
Mindfulness ................................................................................................................15
Recommendation............................................................................................................18
Conclusion......................................................................................................................19
Bibliography ...............................................................................................................20
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Why should leaders foster critical thinking in a task-oriented work environment?
This thesis explores each of the key terms stated in the title: leaders, critical thinking, the task-
oriented environment and their connection to each other. Definitions of learning and thinking
from behavioural and sociological perspectives are discussed in terms of their significance to
critical thinking at work. The leader’s role, skills and methods are used to increase critical
thinking and to reduce the stress factor in the hospitality industry.
Originally the focus of this paper was on creative thinking, but as I continued with the research,
my mind shifted to critical thinking as it precedes creative thinking.
The intention is to evaluate what tools and practices should be implemented to stimulate critical
thinking in a highly task-oriented work environment. This thesis explores various components,
such as: a stress freer environment, time, leadership, self-awareness, knowing how to learn
(metacognition), social behaviour, using a transformational approach; just to list a few.
Everyone thinks there is a difference between automatic processing and critical thinking. The
phrase "switching cognitive gears" is used to call attention to the fact that cognitive functioning
involves the capacity to shift between cognitive modes, from automatic processing to conscious
engagement.
According to a component by Kompf & Bond (2001), critical thinking involves problem-solving,
decision-making, metacognition, rational thinking, reasoning, knowledge, intelligence, as well as
an ethical component such as reflective thinking. I support this definition and add my own
meaning;
I define critical thinking as the capability and disposition to improve one’s thinking by
methodically exposing it to rational self-assessment in most dimensions of one’s life (personal
and work).
The hospitality industry is complex, dynamic, global and a highly task-oriented work
environment (TOWE) where critical thinking is not a process that is stimulated regularly.
I have been working in the hospitably industry for over 30 years, 20 in operations – rooms and
food & beverage (F&B). I define a task-oriented work environment as completing specific tasks
daily. Line employees receive daily and weekly task lists to ensure nothing is forgotten and
standard operating procedures support this environment.
The focus has always been on the task at hand and fixing problems (guest complaints)
immediately to ensure the “normal” working process will continue. Additionally, performance
management tools, such as a guest satisfaction index and monthly profit and loss statements, are
used to ensure that all employees support the organisational goals to increase productivity and
profitability.
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The challenge is complex and due to space limitations of this thesis, my intention is to provide
leaders with practical tools to guide them through various stages to become critical thinking and
thereby effective leaders. The hotel industry leaders need to develop awareness for why leaders
must critically analyse their own thinking behaviour to reduce the stress environment. I believe if
we create and foster this culture it, will help the hospitality industry to be regarded as a place of
collaborative leadership that supports work-life balance is supported and develops critical
thinking. I am certain this will result in creativity.
The hospitality environment and its leaders
The hospitably industry has always been a highly efficient task-oriented work environment
focusing on guest satisfaction. All employees are responsible for the seamless operation of the
establishment. At smaller hotels, the responsibility for overseeing the various departments such
as rooms, F&B service, registration and overall management may be handled by one or two
leaders.
Larger hotels that employ a hundred to several hundreds of employees have various levels of
managers and line employees who run a department. The managers ensure that the set standards
of operation are executed skilfully.
Although hotel employees and leaders officially work eight-hour days, the jobs almost invariably
require overtime. And since hotels require 24-hour service, shifts can vary and sometimes be
very hectic. In the hospitality industry, details are of the utmost importance and last-minute
preparations and crisis management are part of the working environment.
I am confident that most leaders in the hospitality industry are task-oriented leaders. Task-
oriented leaders maintain a high standard of performance and expect employees to deliver the
desired results within a specific time. Standards have been established for how long a set process
should take when completing a task (example; room cleaning) even when dealing with guests.
For example, the check-in / check-out process may not take longer than 3-4 minutes.
Hospitality employees are trained to focus on guest satisfaction, ensuring that daily interaction
runs problem-free and if not, to fix it immediately. I find this reminiscent of Heidegger’s ready-
to-hand, present-at-hand theory.
All this leads to a task-oriented work environment, which certainly improves efficiency in
production. In addition, employees who require structure and struggle with time management
tend to function better within guidelines laid out for them ahead of time.
The negative aspect of a task-oriented work environment is that it leaves employees little room
to explore “why” and “what could be done better”, and critical thinking is neglected.
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Indeed, rather than step back and reflect on what is happening around them (although this itself
can be unconventional and limiting), employees and leaders are often content to accept the first
logical explanation that comes along (Vince, 2002).
All this may influence many employees to try to avoid making mistakes or take risks as they
keep to the same work pattern that keeps them safe.
Metaphorical speaking, one moves “like a hamster in the wheel” with no understanding of how
to solve problems in a complex environment, and so the same obstructions will occur over and
over again. These patterns side-track one’s thinking and the development of new sustainable
actions subside.
Furthermore, many leaders focus only on their department (micro), as the expectation to produce
more with less resources level of satisfaction is a growing global occurrence. (CEB, 2011) but
still achieve a higher
It needs to be understood that hospitality employees cannot work in isolation, as it is an
environment with various cultures, communities (departments) and each represents different
interests and perspectives. Furthermore, each employee’s work is inescapably influenced by the
strengths, weaknesses, education, experiences, attitudes, beliefs and self-interests of others.
Eventually, high-performing employees are promoted to a management role where leadership
skills are required, and this is where the complexity of the problem begins. Newly promoted
leaders continue with the same working patterns they experienced from their own leaders, which
keeps efficiency high, but the concurrent negative patterns continue.
Another limitation is that many millennial BA/MBA hospitality graduates expect a managerial
position, but lack the necessary leadership skills. They are often hired into first-time managerial
positions where their leadership development is similar to the newly promoted leaders.
It needs to be understood that a task-oriented leadership style definitely doesn't work well with
self-driven employees who prefer interdependence and creativity in their roles. Typical
Generation Y workers are said to appreciate clear direction, demand immediate feedback and
expect to be consulted and included in management decisions. Additionally, they like to be
intellectually challenged, with opportunities for learning and meaningful work. (2010, Johnson
Controls, Haworth and IDEA).
The following analyses the current “Driving a High-Performance Culture” report” (CEB 2011).
Only 45% of employees think their managers are effective at developing direct reports, and this
figure is even lower in Europe in comparison to the rest of the world. Employees are less likely
to receive manager support and encouragement for being innovative and taking risks.
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I am convinced that any organisation would benefit in transformational and collective leadership.
It elevates leadership to the next level, as it is focused on the intrinsic motivation of the
followers, which increases self-actualisation. This leadership theory “helps the leaders and
followers to transform to higher levels of motivation and morality” (Burns, 1978)
What is Critical Thinking?
I have already stated my own definition, the capability and disposition to improve one’s thinking
by methodically exposing it to rational self-assessment in most dimensions of one’s life.
The definition by David T. Moore: “Critical Thinking is a deliberate meta-cognitive (thinking
about thinking) and cognitive (thinking) act whereby a person reflects on the quality of the
reasoning process simultaneously while reasoning to a conclusion. The thinker has two equally
important goals: coming to a solution and improving the way she or he reasons.” (Moore, 2006
pg. 2) needs to be dissected further to be able to appreciate critical thinking.
Meta means above or beyond; therefore, metacognition means “thinking that looks into oneself,”
parallel thinking occurs in and during an event.
Equally, a strong conception of critical thinking includes not only the process leading from
information to a valid conclusion; it must also include the process by which one asks, at the same
time, “Is my thinking positive and healthy?” How one thinks about an occasion or situation
typically determines mood and behaviour. As Alfred Adler stated, “It is very obvious that we are
not influenced by ‘facts’ but by our interpretation of the facts.”
Studies have shown that how or what we think directly affects our moods and how we feel. If
one has a positive and healthy thinking mind one makes healthier choices in regards to one’s
daily habits. This includes good nutrition, daily exercise and adequate sleep, which are the
foundation of a healthy life. Therefore, critical thinking instantaneously helps assess its own
quality.
Critical thinking certainly entails logic. Logic is the science of how to evaluate arguments and
reasoning. Critical thinking is a process of evaluation that uses logic to separate truth from
fiction, rational from irrational beliefs. To be able to evaluate the various statements, ideas and
arguments, one needs a good understanding of basic logic and the process of critical thinking.
Both are essential to making good decisions and forming thorough personal beliefs about one’s
surroundings. Additionally it strengthens one’s communication style, as stating a fact in a logical
manner is clearer and rational.
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Why hospitality leaders need to practice critical thinking
Understanding the positive impact critical thinking has underlines my belief as to why it is
essential for the hospitality environment – in which many leaders feel stressed do not live a
healthy lifestyle and where learning is not consistently nurtured.
In my work during the last 8 years working as Director, Talent & Learning at Swissôtel & FRHI
Hotels & Resorts, I had the opportunity to work with hundreds of leaders in different hotels, in
different countries, with various educational backgrounds and talk to them about their challenges
and desires. The majority stated that they are stressed. They know they would like to be more
pro-active and have a balanced life, but many get stuck in their own ineffective life patterns.
Employee stress is a significant issue in the hospitality industry; however the nature and
magnitude of hospitality employees’ stress is not fully understood (O’Neilla & Davis). O’Neilla
& Davis’ research states that the two most common stressors are interpersonal tensions at work
and overload (e.g. new technology and more administration). They also determined that the
managers’ stress factor was higher than the hourly employee, and that those stressors were linked
to more negative physical health symptoms. (O’Neilla & Davis)
I experienced and observed those negative health symptoms, in which;
Managers’ lunch breaks are often short with various interruptions and breaks are often
not even taken. Their days are long with many interruptions; some are self-imposed and
others unforeseen.
Managers who attend meetings or workshops consistently look at their mobiles; they are
present in body but not in mind.
Being able to re-focus, critically analyse unhealthy patterns by critically questioning the status
quo and to involve employees is not a regular practice. This pattern is like a virus that spreads
throughout the entire working environment.
How leaders could foster critical thinking
First collaborative thinking and second practicing collaborative leadership are two ways to
encourage developing critical thinking. Recently I had spoken with an employee who attended a
leadership workshop. He stated “I am not a leader yet, maybe someday”. His perception was:
“When I get the title is when I will be considered a leader.” I ask myself how such a perception
can be cultivated.
I believe that holding together the diversity of talents is necessary for any organisation’s success;
it distinguishes successful from ineffective leadership organisation. Successful organisations
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have recognised the need to involve their subordinate leaders and followers to create a
collaborative learning environment
The term "collaborative learning" refers to an instruction method currently used at many
universities. Students at various performance levels work together in small groups toward a
common goal. Supporters of collaborative learning state that the active exchange of ideas within
small groups not only increases interest among participants, it also promotes critical thinking.
According to Johnson and Johnson (1986), there is reliable evidence that cooperative teams
achieve a higher level of thought and retain information longer than individuals who work
quietly as individuals.
There seems to be no substantial research on how collaborative learning can influence adults at
work, but I believe it could have the same positive effect.
With the advancement of technology and changes in the organisational infrastructure (leaner and
meaner) an increased emphasis on teamwork between departments is necessary.
Consider the following two case scenarios from two different hotels, which demonstrate the
importance for collaborative learning and collective leadership to increase critical thinking
within a team.
1. Chicago; Guests and employees complained that room service trays no longer
represented the 5-star standard.
Management decided on new trays without involving the employees who deliver those trays to
the rooms. The outcome: the new trays where too heavy and difficult to carry and the employees
did not feel valued, instead they felt cheated by management.
2. Indonesia; The guest satisfaction score in regards to the timing of luggage being
brought to and from the room was below expectation. The immediate reaction from
the employees (bellmen) was that more employees were necessary. The response
from the leaders was that existing employees should improve and work harder.
However, the bellmen and their leaders were invited to participate at two interactive TQM
meetings, which resulted in change. At the beginning everyone was focused on the leader, but
slowly various ideas and possibilities were shared and transformational learning occurred.
Transformation transpired through an emerging collective learning environment, which
eliminated cultural barriers, making room for the entire spectrum of critical thinking as per
Kampf & Bond to be practiced. Everyone discovered two main reasons why they were not
effective and collectively implemented a smoother workflow, which in a short time increased
guest satisfaction.
Everyone used their conversations to invent new ways to attack a problem and collectively found
a solution from what once was a state of “not knowing” (Baker, Jensen, & Kolb, 2002; Kayes, in
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press). Keep in mind; the non-leaders understand the difference between collaborating as
pretence and becoming fully involved. One must not forget that a room service waiter who
“knows the ropes” (2006 Raelin) is just as important to collective problem-solving as the position
leader.
Employees and leaders need to be able to think innovatively, solve problems, and make decisions
as a team. Collaborative learning and the second means is collective transformational leadership
which I have already highlighted when talking about leadership inspire the critical thinking
process.
Bass (1985) proposed four leadership factors he believed were connected with transformational
leadership. For this paper the third and fourth factors are necessary components to assist leaders
in being more effective.
Third factor: intellectual stimulation explains how the leader supports the followers in being
creative, by stimulating rational and logical thinking. (Humphreys & Einstein, 2003)
The fourth factor: individualised consideration. The leader emphasises listening to the needs of
the individual, helping them to grow through coaching to achieve their own self-actualisation.
(Humphreys & Einstein, 2003)
Leaders need to be taught this practice so that the culture of critical thinking can be cultivated to
ensure everyone understands that “collaborative” and “leadership” are mutual and builds
empowerment.
This leads to the complexity of learning and explores how to transform people (organisations) to
move from a single loop to a double loop learning environment.
To foster critical thinking it is essential that hospitality organisation rethink how to design
training programmes. Annually, organisations spend thousands if not millions of dollars on
various “blended” training programmes. Many corporate learning teams develop and purchase
training modules to strengthen “brand awareness, service cultures and leadership capacities”. All
these are designed and rolled out with the outmost belief that guest satisfaction and employee
engagement will increase and leaders will be developed.
So why is there the perception that “training is a waste of time”, and “neither effective nor
sustainable?”
There are certainly numerous explanations; the following are the four that have been
communicated the most by leaders in my own professional experience.
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1. Training only takes place when the hotels are not busy and often this is the time when
employees are asked to take days off.
The current performance challenge in hospitality: “doing more with less.” (2011 CEB). Many
leaders understand that in the long-term, this generates a negative impact on the employees’
morale and attitude, but the leaders feel trapped.
2. Employees are scheduled to attend trainings / workshops which are selected by the
organisation.
“What is in for me” (WIIFM) is not communicated effectively to the learners. Sending
employees to training to check it off the list is indeed not an unusual approach.
One needs to “adapt to data”. I believe that such data is used to actually change practices and
policies too infrequently. One may record which courses an individual attended but neglect to
involve employees in “what they think and how and what they like to learn.”
3. Instructors who facilitate those modules often do not have the skills in how to use
transdisciplinarity and collaborative learning to increase critical thinking.
Most hospitality training managers either transferred from operations or they are employees
working in the human resources department. There is a strong perception that reading facilitator
notes and contacting workshops is sufficient to engage people in learning.
When planning and teaching, attention is generally given to cognition, while the effect of mood
and emotion on cognition is ignored. People are not emotionless thinkers and the effect can make
a difference to their thoughts.
I believe learning is best accomplished as a social activity, while teaching is a deliberate act. To
support the deliberate act of teaching, it is important that anyone who is involved in learning &
development needs to have at least a substantial awareness of the following four theories.
Kolb's learning theory; the four distinct learning styles (or preferences) offer a way to
understand people's different learning styles, and provides a concrete explanation of the
cycle of experiential learning.
(Bloom et al., 1994; Gronlund, 1991; Krathwohl et al., 1956.) Bloom's Taxonomy uses a
multi-tiered scale to express the level of expertise required to achieve each measurable
learning outcome. It divides learning objectives into three "domains": cognitive, affective
(emotional) and psychomotor. A goal of Bloom's taxonomy is to motivate instructors to
focus on all three domains, creating a more holistic method of learning.
It is frequently used when designing educational, training, and learning processes.
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Objectives (learning goals) are important to establish in an instructive transaction
so that facilitator and learner both understand the purpose of that interchange.
Smuts (1926) defines holism as the "tendency in nature to form wholes that are greater than the
sum of the parts through creative evolution.”
During my studies with MACL, I have been exposed to holistic methods, and through this new
awareness I have learned to view the world as a complex system of interconnected parts.
I am surprised how often system concepts (thinking) are verbalised in the everyday jargon of
managers and decision-makers: concepts such as holism, joined-up thinking, partnership,
inclusiveness, stakeholder, interconnectivity and globalisation. One often uses the language of
system thinking, but lacks the foresight to master this process.
Kirkpatrick's four-level training evaluation models (1959). This model was updated in
1994, when Kirkpatrick published his best-known work, "Evaluating Training Programs:
The Four Levels" (in the ASTD Handbook of Training Design and Delivery)
Kirkpatrick's four levels are: 1) Reaction, 2) Learning, 3) Behaviour, 4) Results. They offer
support to objectively analyse the effectiveness and impact of any training, ensuring that all
training material can be adjusted and improved in a consistent manner.
Argyris Double-loop learning means one must change one’s habits of thinking, challenge
and restructure deeply held assumptions, and act in new and unfamiliar ways.
4. Once training sessions have been completed, it is business-as-usual; no critical thinking
is fostered by leaders, neither for the individual nor for the team
Most managers do not invest time to question employees or themselves: “How can the new
theory be practiced so that learning will be cultivated?”
“Learning is the process whereby knowledge is created through the transformation of
experience.” (Kolb, 1984, p. 38).
Many hospitality leaders display a passion for training and learning but most are not developed
on cognitive means, system thinking or how learning can be developed more effectively at work.
Learning requires an empowered workforce operating under positive group dynamics that allow
new ideas to emerge so that learning will be double looped. Argyris argues that double-loop
learning is necessary if organisations are to make cognisant decisions in rapidly changing and
often uncertain contexts (Argyris 1974; 1982; 1990).
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During leadership workshops when a holistic activity is introduced, I have often experienced
leaders who indicate that they are not creative and instinctively pull out their phone or move
away from the group.
Some of the proposed processes and tools discussed here are used by various professional
experts, whereas others originate largely from my personal exposure during my MA in Creative
Leadership Studies at Regents’ University, London, where an academic and transdisciplinarity
approach was used to increase all stages of critical thinking which led to creativity.
The first important practice I propose is Mindfulness. Mindfulness is a mind-body approach to
well-being. Based on mindfulness research, it is the practices of mindful thinking, which is
similar to meditation, in which looking into one’s own conscious mind helps people make sense
of their own psychological processes (healthy thinking). The sub-function includes evaluations
of one’s own self-esteem and values that act as a personal guide to behave in self-directed ways.
It is a holistic approach that can positively change the way one thinks about various experiences
and reduce stress and nervousness.
Many global companies such as Google have integrated mindfulness as part of their company
culture, to help to reduce stress and increase creativity. Studies have shown that our brain is not
able to be creative during stressful situations. Training mindfulness increases activity in the left
prefrontal cortex, which is associated with higher levels of creativity.
During my MACL studies, I have been exposed to mindfulness and I use various techniques
daily, which help me to be more focused on my emotional thoughts and sensations in the present
moment. I have introduced mindfulness and its techniques during leadership workshops and the
interest has been very positive.
Albert Bendura (psychologist) states: “Our belief system affects our actions, goals and
perception. If people believe that they can effect change they are more likely to accomplish what
they set out to do.”
Cornell Hospitality quarterly posted an interesting article; “Tapping Mindfulness to Shape Hotel
Guests’ Sustainable Behaviour (Barber). This study finds that assessing guests’ mindfulness
helps hoteliers make those guests aware of and responsive to the hotels’ sustainability practices.
If a hospitality university creates studies on how to use mindfulness with guests, it is essential to
instruct employees in mindfulness too.
The second practice I propose is an assortment of questioning tactics which exist to promote
critical thinking. Depending on how a question is asked; the leader or employee may use various
critical thinking skills to form a conclusion. Leaders need to master the thoughtful use of the
critical thinking questioning technique, because this is essential to effective leadership.
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Using Bloom taxonomy to inspire higher-level questioning will increase complex
thinking such as analysing and evaluating, and critically examine the logic behind those
statements.
Socratic questioning is defined as a type of questioning that deeply probes or explores the
meaning, justification, or logical strength of a claim, position or line of reasoning.
(Encyclopaedia of Educational Technology)
The thirty technique to increase critical thinking is storytelling. Storytelling is a powerful means
by which we can seek to explore and understand our own values, ideas and norms (Gold and
Holman, 2001). It can help create order out of a chaotic world (Bolton, 2001).
Some of the most successful companies in the world use storytelling very intentionally as a
leadership tool. Organisations like Microsoft, Motorola, Procter & Gamble, NASA and the
World Bank are among these (Forbes magazine).
Coaching leaders in the principles of storytelling certainly is a way of expanding their reflective
skills; it will facilitate critical thinking, self-awareness and a better critical evaluation of others,
as well as of themselves.
The fourth technique is reflective actions methods: reflective activities and processes such as
critical thinking journals, reflective note-taking and ‘‘stop-and-reflect’’ tactics during daily
debriefing events, during or at the end of a meeting (Castleberg, 2001; Kleiner and Roth, 1997)
or directly on the job.
Action learning programmes, using the starfish metaphor: bringing various (multidisciplinary)
experts together who are willing and able to share their knowledge. Action learning programmes
are beyond teaching and instruction, but are an essential relationship builder. Of course it is
essential that all components leading to critical thinking, especially reflective thinking, be
mastered.
Cross-organisational learning - employees need to be supported in networking with other
employees who may not work in the same department but have shared interests. It is
understood that all hotel employees have shared interests, such as improved work
practices and guest satisfaction. They meet in small groups, for coaching or support
purposes, for sharing and testing ideas, or merely for feedback and exchange on
initiatives and performance.
Transdisciplinarity peer learning - helps merge theory and practice into a holistic learning
environment. With assistance from facilitators (trained in this practice), the participants
help each other make sense of their experiences by discussing not only the practical
challenges in their work settings, but also the application or misapplication of concepts
and theories to these actions.
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The fifth technique: Classroom discussion and debates. Those are equally important to train the
facilitator and inform participants about this new type of interactive classroom learning
environment. Learning how to use reflective thinking practices nourishes learning in a
collaborative environment and collaborative leadership flourishes.
There are certainly many more transdisciplinarity learning methods which should be used, such
as:
Scenario-planning exercises using “what if” and “but if” scenarios
Double-loop learning and the process of dialogue help leaders move their thinking
patterns from single to double-loop by practicing inquiry and advocacy (Chris Argyris
and Donald Schon (1978).
Imagine the future – trend mapping enhances critical thinking to strengthen the company
vision
Personal identity activity (Lego Serious Play) and many more that offer an integrated
approach to learning
Concept mapping is a graphic technique that attempts to detect a learner’s cognitive
framework in a given domain in order to gain insight into the person’s understanding
(also beliefs and biases).
Every person has mental map of the world in which they act based on experience, culture and
their understanding. When they make a decision, those alternative reasons of behaviour are
within their own paradigm. (Henry Mitzberg1994 P. 368),
Leaders are essential for modelling a learning orientation, in particular in a culture that values
continuous discovery and experimentation. All these practices are essential for any organisation
in which leaders or employees must be able to challenge certain practices so that structures and
standards need to change to support new requirements. Lawrence, Hardy & Philips, (2002) claim
that CT can change the organisation as it represents a form of intra and inter-organisational
learning
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Recommendation
When an issue comes up at a hotel or department, a common reaction is to assume it falls into a
certain category. Critical thinking avoids making immediate assumptions. Learning to stop and
use the process of critical thinking will force employees and leaders to look beyond conventional
solutions and to look for new ideas that can help efficiently address problems. This approach
should be used on the job and during collaborative meetings, where input from different people
is required.
Sir Ken Robinson says that creativity “is as important in education as literacy, and we should
treat it with the same status.”
It is about changing one’s mind-set; believing that everyone has the capability to be creative.
Leaders need to be exposed to the practice of mindfulness and foster this culture in their working
environment. Helping leaders to be fully present, non-reactive, objective and non-judgmental is
another step towards healthy and critical thinking practices.
Therefore, the development and enhancement of critical-thinking skills through collaborative
learning is certainly a practice that needs to be cultivated daily at work. Leaders must enable full-
time individuals to include collaboration as part of their day jobs. One must find ways to stop
doing other things that may no longer be necessary in order to “support, nurture, and feed the
collaboration.”
However, it is imperative to understand that this leadership culture can only flourish if time and
coaching is being invested in communication, values and the practice of critical thinking.
Developing leaders to be critical thinking coaches certainly will elevate the learning desire of
each individual and will support the entrepreneurial mind-set of future leaders.
Critical thinking assists employees and leaders to look at a work situation and evaluate all
possible results before making a decision. It is necessary for the hotel or organisation to become
proficient in using critical thinking components to evolve into a healthy and creative work
environment
Given the force of change in the hospitality industry, it is essential to create a culture of
transformational and collective leadership for current and future leaders. The sharing of
multidimensional knowledge and practices can transfer intelligence across generations of
employees, which certainly will be a sustainable competitive advantage in a dynamic macro
environment such as hospitality.
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Conclusion
It isn’t about how many books one reads or how many training sessions one attends. It is about
practicing self-reflection and critical thinking, which are imperative for implementing what one
has learned and being able to articulate the words to create a discussion. Additionally, learning
how to develop critical thinking and using questions to understand the process will increase the
level of learning.
A diverse workplace can only benefit from critical thinking. Not only does it give a reason for
people of diverse backgrounds to work together on product solutions, it also encourages
teamwork and gives each employee a chance to impact the future of the organisation. Critical
thinking exercises promote workplace tolerance and can be used as part of diversity training.
During my MACL studies I have been able to cultivate my creative mind; certainly there have
been moments where my immediate instinct was to say “I can’t”. I learned to immerse myself in
the experience of the unknown through transdisciplinarity learning and develop into an active
and critical thinker.
Being able to discover just a glimpse of the various possibilities a creative and innovative mind
can produce certainly inspires me to continue to foster critical thinking in my daily interaction
with leaders in the hospitality industry.
Imagine the effect it will have on any organisation if such activities become a natural occurrence.
The opportunity to shift culture to a 21st
century, collective, creative thinking leadership
environment certainly will empower everyone to be an active learner and leader.
19. Page 20 of 21
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