Critical Thinking

Objective:

Critical Thinking:

Apply appropriate research and analysis techniques to investigate complex situations, formulate informed decisions, and evaluate outcomes for individual and organizational improvement.

Reflection:

Critical thinking requires us to analyze information through observation, experience, reflection, reasoning, and communication and formulate an educated judgment on a particular subject. Individuals must exclude their personal opinions, biases, and assumptions to keep an open mind, challenge our ideals, and help us progress as a society. By the same token, critical thinking techniques are vital to individual and organizational improvement. To successfully diagnose organizational issues, leaders must digest the information that is readily available to them, select the appropriate research methodology, analyze the research results, communicate the findings appropriately, and pair the findings with their tacit knowledge to effectively prescribe a remedy to the organizational issue.

Regarding the organizational systems concept map, students were expected to outline a system that was relevant to their life, write a paper that explained the map, describe the content areas using a key, and include definitions from Thinking in Systems: A Primer by Donnella H. Meadows. I included this assignment because it allowed me to comprehend key vocabulary from the text, evaluate an experience that is relevant to me, and paint a picture of an organization that I worked for in a different light. Furthermore, it provided me with a different frame of reference and orientation for the way that I think about organizational problems. In hindsight, this assignment was a huge barrier for me as a learner because systems are not rigid. In laments terms, systems are mental models that are incomplete and never finished because as organizations become increasingly complex, the system consistently evolves. Systems are about information sharing, embracing error, and looking at the short- and long-term implications of the organization. The more information that you provide to the system, the more accurate, less distorted, and timely the results will be. Although I learned many educational lessons from this piece, I also learned some personal lessons as a leader. First, sometimes you must step away from the project and reengage when you feel comfortable to continue. Dr. Jeni McRay and Dr. Brent Goertzen spent a lot of time helping me navigate this assignment. As a result, I learned that procrastination, if done correctly, can increase brainstorming techniques. As someone who is always proactive, this lesson has impacted how I approach complex assignments in my professional career. Second, systems raise as many questions as they do answers. We get to see an organizational system from an ariel view. However, it makes us curious to restart the research process and interpret information in ways that we have not explored before. Lastly, systems allow for collaboration across interdisciplinary factions. “Interdisciplinary communication works only if there is a real problem to be solved, and if the representatives from various disciplines are more committed to solving the problem than to being academically correct. They will have to go into learning mode. They will have to admit ignorance and be willing to be taught by each other and the system. It can be done, and it is very exciting when it happens” (Meadows, 2008, p. 183).  

One of the key components of critical thinking is taking a controversial topic that is prevalent in society, previewing the facts, theories, laws, and principles surrounding the topic, and understanding the presumptions, implications, and consequences associated. In the sociological research final paper, I was able to analyze a topic that was relevant to me. Birth control is a critical topic for females and there are numerous misconceptions produced by family, friends, media, and teachers. I chose three research questions highlighting birth control funding, the number of sexual partners, and gender differences to determine if they are factors that may potentially alter how we perceive and use contraceptives. To create a synopsis of academic literature, I read and created summaries for six articles. To gather statistical data, I used the General Social Survey (GSS) tool created by NORC at the University of Chicago. The General Social Survey website is a tool that moderates and helps explain trends. From the statistical graphs, I was able to test the hypotheses that I had created and write an analysis based on the results. In addition, I applied social theory to each hypothesis to explain why individuals in our society may think or act in a certain way. As a result of my findings, I was able to draw new conclusions and recommend future areas of research. The more educated we are, the easier it is to make informed decisions and have intelligent conversations regarding contraceptive information. During this assignment, I learned that quantitative data should be regarded with the same significance as qualitative data when practicing effective decision-making. It is an easy way to analyze large sample sizes and draw reliable conclusions. Also, it is less susceptible to bias and can be considered objective.

In the qualitative research class, we were required to read the material, create an analytic memo (synopsis), and apply the concepts directly to our qualitative research project. Hence, taking concepts from theory and understanding how they will be beneficial to practice is an important concept to this program. Moreover, the reflection on qualitative research in the context of leadership helped me establish mastery of the book definitions. Also, my self-awareness continued to evolve by requiring me to communicate my thoughts, emotions, and intentions regarding my research project. As a result, I was able to connect different concepts to create a holistic product. The assignment broke each part of the research project into individual components and allowed me to digest the content slowly. Now, the analytic memos act as a guide for me as I think about the recreation of another research project. Importantly, the scientific method is not a linear process. The method is created to provide a clear-cut model to follow to expand our knowledge base. If the cycle is completed correctly, we should end up with definitive answers that make us curious about other areas of research. As organizational leaders, it is important to complete the research, find definitive answers that diagnose organizational issues, prescribe a remedy based on the findings, and continue the research cycle again to see if the same results occur or if you produce a better result or understanding.

One example of how I have used critical thinking within my professional career is by using the research process to improve the quantity and quality of my sales. For example, my goal was to take my numbers from 5 booked meetings with prospects to 18 booked meetings with prospects. Of those meetings, I was hoping to take the number of my qualifications, or the number of candidates who fit the buyers' persona, from 9 to 25. To do this effectively, I followed the key elements of thought (Paul & Elder, 1997). First, I gathered my conversion data (the number of booked meetings with prospects that converted to opportunities) from Salesforce. Based on the data, I concluded that I was not producing enough phone calls or emails to prospects to produce the numbers that I desired. As a result, I spent 3 months obtaining certifications in sales prospecting, learning about different sales methods, learning new talk tracks, understanding ways to combat objections, and spending time shadowing my sales colleagues. As a result, my assumptions of the buyer had changed and so had my approach to selling. Also, I understood the entire system of how buyers become interested and the process they went through before they had a conversation with me. I now have a fresh perspective and frame of reference in mind as I communicate effectively with clients. Notably, the way that we sell, prospect clients, and comprehend the buyers' persona will always shift. Therefore, I must continue doing market research and use my findings to perfect my craft.

As I progress in my career, there are three main objectives that I would like to implement to improve my ability to think critically. First, I do not want to rely on confirmation bias or better defined as information that I already have based on experiences. Also, I do not want to rely on heuristics, better understood as the shortcuts we have for mental decision-making. To combat this notion, I will challenge my biases by eliminating information that is not evidence-based and using skepticism and scrutiny to not always accept every conclusion at face value. Second, I want to be more empathetic in my understanding of information. By doing so, I will understand the point-of-views, aspirations, and motivations of others. Lastly, I want to actively listen to what people are telling me and use that information to get a better understanding of why they think and feel the way they do. Listening without judgment can be used to fill gaps in the data. Quantitative data is beneficial, but it may not tell the whole story in the way that qualitative testimonial data can. Critical thinking is a major capability to have in an organization and as an organizational leader it takes continuous practice to master the skillset.

References:

Creswell, J.W. & Poth, C.N. (2018). Qualitative inquiry and research design: Choosing among

 five approaches (4th ed). Thousand Oaks, CA: Sage.  

Meadows, D. H. (2008). Thinking In Systems: A Primer. Sustainability Institute.

Paul, R., & Elder, L. (1997). The elements of reasoning and the intellectual standards. The Elements of Reasoning and the Intellectual Standards. Retrieved April 23, 2023, from https://www.criticalthinking.org/pages/the-elements-of-reasoning-and-the-intellectual-standards/480