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Critical Thinking for Leadership
- 1. Thank you for joining the Embry-Riddle Aeronautical University Webinar! “Critical Thinking for Leadership” with Dr. Matthew Earnhardt The session will begin at 1:15 p.m. Eastern Time (GMT-4) 12:15 p.m.Central Time/10:15 a.m. Pacific Time
- 2. A few session pointers • We will use the text chat for questions • You can interact with icons • You control the size of your screen • Emails will be provided at the end • A link to the recording will be emailed to you
- 3. Today’s Agenda • Presentation—Dr. Matthew Earnhardt • Question and Answers via Text Chat • Master of Science in Leadership Overview
- 4. Matthew P. Earnhardt, Ph.D. • Assistant Professor, College of Business, ERAU-Worldwide • Ph.D. in Organizational Leadership (Regent University) • U.S. Navy and Lockheed Martin Analyst • Research interests include organizational culture, person-job fit, job satisfaction, and values-based leadership
- 5. Critical Thinking for Leadership Matthew P. Earnhardt, Ph.D. 386-868-3723 earnharm@erau.edu
- 6. Critical Thinking • Kritokos – Judgment/Standards • Tangere – to attempt to know To attempt to know or decide what to do based on standards
- 7. Classic Definition of Critical Thinking Reasonable, reflective thinking that is focused on deciding what to believe or do. Robert Ennis
- 8. Another Definition of Critical Thinking Skillful, responsible thinking that is conducive to good judgment because it is sensitive to context, relies on criteria, and is self-correcting. Matthew Lipman
- 9. My Favorite Definition Thinking about your thinking, while you’re thinking, in order to make your thinking better. Richard Paul
- 10. Paulian Critical Thinking Model http://www.criticalthinking.org
- 11. Clarity Accuracy Precision Relevance Depth Significance Breadth Logic Fairness Standards Of Reasoning http://www.criticalthinking.org
- 13. Intellectual Integrity Intellectual Humility Confidence In Reason Intellectual Perseverance Fairmindedness Intellectual Autonomy Intellectual Empathy Intellectual Courage Intellectual Traits http://www.criticalthinking.org
- 14. How can we apply critical thinking? 11/21/2014 14
- 16. Questions? Todays Presentation: Matthew P. Earnhardt 386-868-3723 earnharm@erau.edu ~~~ For questions about the webinar series: Bill Gibbs, Webinar Series Director bill.gibbs@erau.edu
- 17. Topics Think like a leader •Critical Thinking •Research •Leadership Theories •Self Awareness Lead Yourself •Personal Skills •Behaviors •Leadership Development Plan •Critical Thinking Plan Lead Teams •Communication •Storytelling •Getting to Resolution •Team Building Lead Organizations •Organizational Design •Decision Making •Ethics •Corporate Social Responsibility Lead Complexity •Strategy •Cynevin •Complex Adaptive Leadership •Global Systems Perspective
- 18. Master of Science in Leadership Approach to Critical Thinking Frameworks •Critical Thinking •Logical Fallacies •Research Methods •Leadership Models •Organizational Development •Decision Analysis •Strategic Planning •Ethical Analysis Techniques •Go around the circle to capture each of the elements •Assess the thinking using the standards of reasoning •Use the SEE-I technique to improve clarity •Critical reading to ensure understanding •Critical writing to aid expression •Concept mapping to develop a systems approach •QEDS to develop thinking within the discipline •CARS to evaluate Internet resources. Activities •Discussion Questions •Case Studies •Annotated Bibliographies •Literature Reviews •Papers •Presentations •Team Activities •Concept Maps
- 19. Upcoming Webinars: • May 7: The Search for Amelia Earhart • May 20: Finding Your Future in Aviation and Aerospace (Career Planning) • June 20: Project Management Risk
- 20. Todays Presentation: Matthew P. Earnhardt 386-868-3723 earnharm@erau.edu ~~~ For questions about the webinar series: Bill Gibbs, Webinar Series Director bill.gibbs@erau.edu
Editor's Notes
- The concept of critical thinking we adhere to reflects a concept embedded not only in a core body of research over the last 30 to 50 years but also derived from roots in ancient Greek. The word ’’critical’’ derives etymologically from two Greek roots: "kriticos" (meaning discerning judgment) and "kriterion" (meaning standards). Etymologically, then, the word implies the development of "discerning judgment based on standards.”
- Ennis said that I wrote the most quoted textbook that no one reads…
- Skillful – is a skill, and therefore can be taught, worked on, honed, and improved Responsible – requires the thinker to exercise responsibility
- If we step back for a second, we can look at a few definitions of critical thinking. And, in fact, this is how we start with our students. We ask them to develop their own working definition of critical thinking before they have been exposed to any of our materials. We then revisit these definitions as they become more aware of the theory.
- This model can be found on the critical thinking website and if you notice I make reference to the critical thinking foundation in the blue bar. They provide a lot of resources to critical thinking and I encourage you to visit their website. I will be introducing in a few minutes each of these concepts in some detail.
- Be clear- Can you state what you mean? Can you give examples? (The goal here is to not confuse people) Be Accurate- Are you sure it’s true? In college I played a lot of darts… The goal was always to hit the bullseye. Be Relevant- Is it related to what you are thinking about? I have to give an aviation example here. All instruments in a cockpit may be relevant to flying but not necessarily to riding a bike Be Logical- Does it all fit together? Thinking is logical when everything fits together and makes sense Be Fair- Am I considering how my behavior makes others feel? (p. 15) Be Reasonable- Have we thought this through with an open mind?
- As noted by the Foundation for Critical Thinking, everyone thinks… Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. Yet the quality of our life and of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. If you want to think well, you must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. You must learn how to take thinking apart. All Thinking Is Defined by the Eight Elements That Make It Up Eight basic structures are present in all thinking: Whenever we think, we think for a purpose within a point of view based on assumptions leading to implications and consequences. We use concepts, ideas and theories to interpret data, facts, and experiences in order to answer questions, solve problems, and resolve issues. Purpose- Your purpose is what you are trying to achieve (Althetes- Phelps) State the Question- The question lays out the problem and helps us understand what we need to solve it Gather the Information- Think about all the information we see every day. How much of it do you think is accurate? Check your Inferences- This is what your mind does to figure something out. One inference may be that so and so is a friend and therefore can be trusted… or so and so has a degree and therefore is an expert Question your Assumptions- Assumptions are beliefs you take for granted like I assume we have enough gas to make it on our trip. We don’t question our assumptions but we should Clarify your Concepts- Ideas that you use in thinking to understand what is going on and how to think or act in a situation Understand your Point of View- What you are looking at and the way it looks at you. People come from and have different points of view Implications- Think about this. When you make a promise you imply you are going to keep it
- Intellectual Integrity: Recognition of the need to be true to one's own thinking; to be consistent in the intellectual standards one applies; to hold one's self to the same rigorous standards of evidence and proof to which one holds one's antagonists; to practice what one advocates for others; and to honestly admit discrepancies and inconsistencies in one's own thought and action. Intellectual Humility: Having a consciousness of the limits of one's knowledge, including a sensitivity to circumstances in which one's native egocentrism is likely to function self-deceptively; sensitivity to bias, prejudice and limitations of one's viewpoint. Intellectual humility depends on recognizing that one should not claim more than one actually knows. It does not imply spinelessness or submissiveness. It implies the lack of intellectual pretentiousness, boastfulness, or conceit, combined with insight into the logical foundations, or lack of such foundations, of one's beliefs. Confidence In Reason: Confidence that, in the long run, one's own higher interests and those of humankind at large will be best served by giving the freest play to reason, by encouraging people to come to their own conclusions by developing their own rational faculties; faith that, with proper encouragement and cultivation, people can learn to think for themselves, to form rational viewpoints, draw reasonable conclusions, think coherently and logically, persuade each other by reason and become reasonable persons, despite the deep-seated obstacles in the native character of the human mind and in society as we know it. Intellectual Perseverance: Having a consciousness of the need to use intellectual insights and truths in spite of difficulties, obstacles, and frustrations; firm adherence to rational principles despite the irrational opposition of others; a sense of the need to struggle with confusion and unsettled questions over an extended period of time to achieve deeper understanding or insight. Fairmindedness: Having a consciousness of the need to treat all viewpoints alike, without reference to one's own feelings or vested interests, or the feelings or vested interests of one's friends, community or nation; implies adherence to intellectual standards without reference to one's own advantage or the advantage of one's group. Intellectual Courage: Having a consciousness of the need to face and fairly address ideas, beliefs or viewpoints toward which we have strong negative emotions and to which we have not given a serious hearing. This courage is connected with the recognition that ideas considered dangerous or absurd are sometimes rationally justified (in whole or in part) and that conclusions and beliefs inculcated in us are sometimes false or misleading. To determine for ourselves which is which, we must not passively and uncritically "accept" what we have "learned." Intellectual courage comes into play here, because inevitably we will come to see some truth in some ideas considered dangerous and absurd, and distortion or falsity in some ideas strongly held in our social group. We need courage to be true to our own thinking in such circumstances. The penalties for non-conformity can be severe. Intellectual Empathy: Having a consciousness of the need to imaginatively put oneself in the place of others in order to genuinely understand them, which requires the consciousness of our egocentric tendency to identify truth with our immediate perceptions of long-standing thought or belief. This trait correlates with the ability to reconstruct accurately the viewpoints and reasoning of others and to reason from premises, assumptions, and ideas other than our own. This trait also correlates with the willingness to remember occasions when we were wrong in the past despite an intense conviction that we were right, and with the ability to imagine our being similarly deceived in a case-at-hand. Intellectual Independence: Do your own thinking. Figure things out for yourself. It is good to listen to others to find out what they think, but you must do your own thinking to decide who and what to believe. Of course don’t just believe what you want to believe. Use intellectual standards to decide; standards like accuracy, relevance, significance, and fairness.
- According to the Society for Human Resources Management- critical thinking was singled out by 77% of employees as the number one skills of increasing importance over the next five years Competencies that are lacking according to executive development are: strategic thinking, leading change, creating a vision, ability to inspire and understanding how parts work together We can use some of the tools above to help us make better decisions in the workplace… But what else can we do? We can teach critical thinking to others: 2009 interview with USA TODAY 3M CEO George Buckley said, “There are things you are born with. You can’t develop intelligence. You can’t develop morals by law. I learned my value system on the bottom of my grandmother’s shoe before the age of seven. I didn’t learn them from a statute book. There are things that we can develop. Strategic thinking, for example. There is a difference between a leader and a manager...In the end, maybe you can’t plant leadership in a person, but you certainly can enhance it in a person.” How can we improve our leadership development? We can revise our corporate training programs We can improve our leadership development content by getting others involved in thinking and discovering Redesign our offerings to include small group activities, game techniques, action projects that help use the tools above to engage thinking in our businesses Something we can also do as individuals is use the tools above to think through our decisions in a clearer way. Whether it is thinking through the standards, elements or traits. We can use this information to make better decisions and teach others how to make better decisions.
- Here is the way ERAU setup the MSL program. As you can see, critical thinking and how to think like a leader is an important concept. It is the first one we teach and this begins in our first course and then is reinforced throughout the remainder of our courses