Saturday, May 27, 2017

A500.5.1.RB_SharpJosh

Critical Thinking About Critical Thinking

For this post, we were asked to reflect on our critical thinking competencies, how they have changed, what techniques we have internalized, and how the changes can be long lasting.  The first thing that really affected me was exploring what logical fallacies we normally use.  Not just identifying the fallacies, but then digging into why we use them.  Another exploration that had an effect on me was thinking of statements in the terms of facts and claims.  I find myself frequently asking more and more questions about statements that present themselves as facts.  Treating these "facts" as claims has really opened my eyes to the way people really communicate.  It also forms an appreciation for people who conduct their communications in such a way as to not confuse claims with facts.

For these changes in critical thinking to be long lasting, they must be practiced and they must have value.  In practicing critical thinking at work, it has brought new ideas to the table.  It has also helped me better understand what's truly being asked of me on an assignment.  With this added value to my daily life and activities, I am incentivized to continue the practice of evaluating my communications with people.  This has the added effect of being considered an effective communicator by my colleagues and superiors.  All of this positive reinforcement is good motivation to continue practicing these critical thinking skills.

Sunday, May 21, 2017

A500.4.3.RB_SharpJosh

Ballet Slippers or Adorable?


For the course we are asked to view a TED talk given by Dr. Sheena Iyengar (2010).  In the talk she presents a summary of her findings regarding her study of choice.  From soda to healthcare, she explores how different cultures view choice.  Her focus is on explaining three assumptions that Americans have about choice: that people should make their own choices, that more options leads to better decisions, and that having a choice should never be declined.  She also tells us an anecdote that led to another study of hers.  This is where the title of the post comes from.  To that end, it's important to note that Dr. Iyengar is blind.  But first, the assumptions.

The first assumption we have is that people should make their own decisions.  To study this assumption she invited Anglo-American children and Asian-American children to perform some exercises involving anagrams.  She found that the two demographics had differing levels of performance based on who they believed to have chosen the anagrams they were to work on.  The Anglo-American children performed better when they believed that they had made their own choice.  The Asian-American children performed better when they believed their mothers had chosen for them.  In reality, each subgroup within the demographics were performing the same exact tasks.  So, how does this assumption about choice impact leadership in a business environment.  To me, it's about the illusion of having a choice.  If you approach an employee with three tasks that are of equal importance to you, and they perform their best work on the one they chose, then you have leveraged the power of choice.  All three tasks will get done, and the employee must work to stay employed, so the feeling that they have a choice is really more of an illusion.  That feeling of power over their destiny makes them feel empowered and gives them a sense of ownership, potentially resulting in higher quality work in a shorter time span.

The next assumption is that more choices make for better decisions.  Dr. Iyengar talks about interviews she had with citizens of former soviet countries.  Before the interviews started she would offer them a soda from a selection of seven choices.  A subject remarked at the lack of choices and she asked for him to explain his reasoning.  Instead of seeing seven different sodas, he saw it as one choice: soda.  When she started including juice and water, they perceived there to be more choices.  Ultimately, a lot of the interview subjects thought the number of product varieties they now had, were superfluous. People can feel overwhelmed by choice, like Dr. Iyengar's example of cola.  She mentioned that studies showed people can't tell the difference between Coke and Pepsi (and probably RC Cola...is that still a thing?).  So, why inundate people with unnecessary choices?  How does this apply in a business leadership environment?  Dr. Iyengar mentions a study that found that people make worse choices, the more options there are.  If a leader wants to get the best from their people, they should consider narrowing the number of options in a decision down to a minimum.

The last assumption is that one should never pass up the opportunity to choose.  Dr. Iyengar mentions a study of parents who lost children to the same unfortunate birth defect.  Some were from France and some from America.  In France, the parents relied upon the doctors to make the decision to remove their children from life support, which led to their passing.  American parents made that decision on their own.  The French parents had a lower occurrence of negative feelings a year after their child's passing.  The American parents, despite their higher occurrence of negative feelings, couldn't imagine the idea of someone else making the decision to take their child off of life support.  As a leader it's important to recognize when to withhold a decision making opportunity, and when to encourage one.  It can mean the difference between alienating your employees and empowering them.

You've gotten this far and you still don't know the source of the title.  At the end of the talk, the host asks Dr. Iyengar if her blindness has impacted her research.  She told of an experience she had at a salon.  When asked what shade of nail polish she wanted, she didn't know.  Two stylists recommended two different nail polishes.  One recommended one called ballet slippers, the other recommended one called adorable.  They each used different words to describe them.  She decided to use them to conduct a study.  She peeled the labels off of them and asked people to describe the color of the polish.  Half of her respondents accused her of putting the same polish in both bottles.  In other words, the difference was so slight, most people couldn't tell them apart.  This says something about the confirmation bias that people carry around.  In some cases, if they're told two things are different, regardless of whether they actually are, they may very well believe it.

Tuesday, May 16, 2017

A500.3.3.RB_SharpJosh

Organizational Leadership as a System


For this post we're asked to "Think about the distinction between seeing the discipline of organizational leadership as a system of thinking versus seeing organizational leadership as a body of information. What would you say are the key differences between the two? How will this understanding change the way you approach your course work" (Nosich, 2012)?

When I think about the difference between a system and a body of knowledge, I think of the difference between learning math and spelling.  Math is a system of thought.  Numbers are related together using formulas and operations to better understand the world around us.  Spelling is, for the most part, rote memorization.  English is one particular example, due to its peculiar phonetics.  Perhaps linguists are able to consider or see language as more of a system of thought, which seems more like a natural talent or gift.

In relation to organizational leadership, if it is considered as a body of knowledge then one may be driven to memorize pithy quotes and collect mountains of advice.  If it is considered as a system of thought, then it can be explored as a way to make decisions and interact with people.  The latter seems like it would yield a more effective and genuine leader.  Even just these initial weeks have me putting more thought into the world around me and the people with which I interact.  As I mentally revisit previous courses and teachings, I am able to glean a bit more meaning from the lessons.  My hope is that this will carry me through to a deeper understanding and assimilation of the courses I take.  If only this course had been the first term of my Associate's rather than the first term of my Master's.

Reference

Nosich, G. (2012).  Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (4th Edition). Pearson HE, Inc. Kindle Edition.

Sunday, May 7, 2017

A500.2.3.RB_SharpJosh

Standards

When you find yourself in a leadership position, either through a promotion or a natural tendency to lead, you come to realize that your standards may be a large reason for your position.  So, ask yourself, "what standards define me as a leader?"  The standards can be one of the critical thinking standards, like clearness, accuracy, importance, relevance, sufficiency, depth, breadth, and precision (Nosich, 2012).  There are also non-critical-thinking standards, which can be almost anything.  If your standards are non-critical-thinking standards, then take a moment to find a connection to a critical-thinking standard.

For me, two of my most treasured standards are commitment and reliability.  I mention them together because one without the other still falls short.  Doing what you say you're going to do and doing it when you say you're going to do it.  They weren't always standards that I held, though.  When I was coming up as a young airman in the Air Force, I did a lot of "thinking out loud."  I could be frequently heard saying something like, "I'm going to..." or "I will..." without any intention of actually following through.  That was fine until I had a supervisor that had the standard of doing what you say you're going to do.  He started holding me to my word.  After a few rough counseling sessions, it became clear to me that when I said I was going to do something, it was important that I actually follow through with it.  It forced a change in my behavior, as well as my thought process.  During a conversation with someone, before I would blurt out "I will do that!" I would stop and think.  Is this something I can do?  Is this something I can produce at an acceptable or superior quality?  Can I do this by the deadline?  If there isn't a deadline, how quickly can I get it done?  Once I started thinking in this manner, I later became known as someone who gets things done and who does what they say they'll do.

As I mentioned before, it's good to look for a connection between your non-critical-thinking standards and the critical-thinking standards.  To me, the standards of commitment and reliability relate to the critical-thinking standards of consistency and clearness.  If you are saying what you mean, and you regularly do what you say you'll do, then you're thinking is clear and consistent.  Not only did I develop these standards over time, but they became a part of my way of thinking.  Now, I hold others to this same standard, regardless of whether they are a subordinate or a superior.

Reference

Nosich, G. (2012).  Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (4th Edition). Pearson HE, Inc. Kindle Edition.