Leaders Convert Critical Thinking to Critical Action

Critical decision making is vitally important to accurate assessments and successful strategy. Both current leaders and students have a hard time thinking critically about the nature of events in order to more accurately achieve desired outcomes. Jenkins and Cutchens (2011) have studied the lack of understanding among undergraduate students as well as their ability to apply such concepts to leadership. Such students will eventually become tomorrow’s leaders and will need new skills to compete effectively. 

An underlying assumption of all leadership is that people should use interpersonal skills in the environment to increase self-awareness, understand others, and learn from life experiences (Burbach, et. al, 2004). Leaders constantly learn about life in order to become more aware of how their behavior impacts others and how life’s lessons can enhance their decision-making abilities. When their skills consolidate to create higher levels of influential performance they have self-actualized.

Self-reflection helps to create stronger leadership. Leadership is the ability to reflect to determine what to believe and what to do in situations (Ennis, 1993). Without the ability to think about concepts and challenge premises it is difficult for people to come to new insight and solutions. Leadership is all about thinking and then acting in ways that benefit the most people. 

Critical thinking affords the opportunity for leaders to use critical reflection, integrate personal experience, and use learning to engage and understand new ideas that challenge conventional thinking (Reynolds, 1999).  It is nearly impossible to break from limited molds unless leaders are willing to challenge and grow the ability of people to achieve new heights. A lack of reflection limits the ability of leaders to make accurate decisions. 

Such reflection comes with a price. It can often create considerable discomfort and dissonance (Brookfield, 1994). To think anew means one must give up the old. This requires a level of energy and analysis in order to integrate new concepts within one’s life. It takes even more courage to integrate these concepts into the environment.

Actions required to Lead Critically:

-Be aware of the context of your situation and evaluate the implications

of your decisions.

- Ask questions and listen appropriately.

- Take the time to understand the diversity of others’ decisions, values,

and opinions.

-Be flexible and open-minded in your decision-making.

- Accept, internalize, and apply constructive criticism.

-Evaluate assumptions before you try to challenge them.

-Understand processes before you try to change them.

-Know the strengths and weaknesses of your followers and direct or

empower accordingly.

- Be purposeful and take into account your organization’s mission and

values when making decisions.

- Engage others where they are, not where you want them to be.

- Encourage critical followership.

- Take informed action.

The study by Jenkins and Cutchens utilized 80 advanced leadership students to analyze and understand the concept of “leading critically”. It is important to teach students and executives that thinking critically helps one to apply such skills in different situations to enhance leadership. To lead critically requires one to not only think critically but to act critically. Through the understanding of critical thinking in leadership higher order leadership skill can be developed. 

The study brings to our awareness that effective leadership has at least two parts. One must not only think critically but also act critically to be effective. It is hard enough for people to think for themselves but to then act against the grain of group think can be extremely difficult. Such actions are often thwarted by social adherence pressures, dissent, and loss of support. To lead means to chart one’s own course and give a path to others. 

Brookfield, S. D. (1994). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. San Francisco: Jossey-Bass and England: Open University Press.

Burbach, M. E., Matkin, G. S., & Fritz, S. M. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3), 482-493.

Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3),

179-186.

Jenkins, D. & Cutchens, A. (2011). Leading critically: a grounded theory of applied critical thinking in leadership studies. Journal of Leadership Education, 10 (2). 

Reynolds, M. (1999). Critical reflection and management education: Rehabilitating less hierarchical approaches. Journal of Management Education, 23(5), 537-53.

Understanding the Development of Self-Reflection

Thinking about thinking is an important component of problem solving in life. The more accurately we can reflect upon our skills the stronger our strategic approaches and potential successes in life. As we age, many of us will become more self-reflective and more accurate in understanding our strengths and weaknesses. Research helps highlight how age brings wisdom in understanding oneself and our unique approaches to learning about ourselves in life and society. 

Awareness and evaluation of one’s own thinking and learning process is called metacognition. Meta meaning about self and cognition meaning thinking. Metacognition is comprised of 1.) knowledge of self, 2.) knowledge of task, and 3.) knowledge of strategies. It is this understanding of one’s abilities, the tasks that need to be completed and the strategies of achieving goals that give such persons an advantage in life. 

As people age they become more self-aware and reflective of their behavior (Vukman, 2005). Through time, this self-awareness also increases the ability of people to accurately describe and reflect upon their behavior and mannerisms. This awareness also creates higher levels of self-development and opportunities for learning

Those students who have higher levels of metacognition also have greater abilities to adjust their approaches to problems to find solutions. Through self-reflection, such individuals can either keep current strategies or adjust future strategies to have optimal outcomes (Hartman, 2001). It is this superior cognitive monitoring that creates stronger performance levels, which supersede the ability of many of their peers. 

Evaluating people’s metacognition can contribute to how people develop this sense of self and how it progresses through life. It also has the potential to tell research about when a person become reflective of their behavior and when they are more able to control their actions. People with high levels of metacognition act in deliberative ways to accomplish their goals. 

Research conducted by Vukman (2012) included 282 participants 13-15, 23-25, 33-35, 43-45 years of age.  Each group was tested on two constructs that include reasoning and meta-cognitive self-evaluation of achievement. Reasoning included spatial, verbal/logical and social reasoning. Meta-cognitive self-evaluation of achievement included 9 tasks and follow up questions that associated actual performance with subjective levels of performance. 

Results:

-Accuracy of self-evaluation increases with age.

-Men were more accurate than women in self-evaluations.

-self evaluations were more accurate in spatial, then verbal and followed by social reasoning.

-Social reasoning was ambiguous and therefore difficult for people to define.

Analysis: 

As people mature, they become more accurate in their self-evaluations of performance. The research indicates that people learn skills and are better able to judge their performances based years of gained experience that comes with age. The most difficult of the three constructs to self-evaluate are social reasoning due to its complex and ambiguous nature. Yet the more experience a person gains the more accurate they are in judging social affairs. To help employees gain a better perspective of themselves and their abilities it is necessary to provide accurate performance appraisals to help anchor subjective experience. 

Author: Dr. Murad Abel

Hartman, h. J. (2001). Metacognition in learning and instruction: Theory research and practice. Amsterdam: Kluwer Academic Publishers.

Vukman, K. (2005). Developmental different in metacognition and their connections with cognitive development in adulthood. Journal of Adult Development, 12 (4).

Vukman, K. (2012). Metacognition accuracy and  learning to learn: A developmental perspective. Problems of Education in the 21^st Century, 46 (15).