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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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Employees rating managers as effective at

developing direct reports

© 2011 The Corporate Executive Board

Company.

All this is a clear sign that the hotel industry needs to integrate changes to be able to compete in

attracting, developing and retaining the service of skilled people. It is understood that in 2020,

Generations Y and Z will be the largest workforce and most will be in or move into managerial

positions.

What I think leadership should be

It is understood that traditional leadership models often create an environment where leaders take

action without much accountability for the emotional or spiritual well-being of others, or even

themselves. Even well-meaning leaders who make themselves accountable to the deeper issue of

leadership end up weakening themselves and others by approaching the work environment as a

leader first. (Greenleaf)

Being conscious of effective leadership theories certainly support one’s own analyses of what is

required to be an effective leader. Successful leaders have recognised that leadership must evolve

and address followers’ intrinsic motivation to engage and develop people through their

commitment and involvement. (Northouse)

Effective leaders in the 21st century are those who focus on behaviour, on moral and ethical

principles and who know how they can successfully transform an entire social environment. In

essence, leaders are responsible for developing their followers’ leadership skills through

listening, coaching and empowerment, which builds trust.

Metaphorical speaking, the leader is the captain; however it is the crew who keeps the ship

floating – it is therefore necessary to remove the word “leader” and focus on leadership.

Leaders are important, but leadership is complex, and complexity has various other elements that

need to be considered. It is often those elements that make the difference between success and

failure for an organisation.

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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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The CEB study (2011) specifies “overall performance will improve if employees are provided

with the right resources and environment.”

“Organizational obstructions include lack of role clarity, poor goal alignment, poor job and

work design, and weak knowledge transfer systems.”

Percentage of observable performance

improvement

Direct performance enablers include

giving employees the information,

experiences and resources to do their jobs.

© 2011 The Corporate Executive Board

Company.

This certainly strengthens the fact that leaders need to be provided with the right resources and

environment. Leaders are responsible for supporting employees in applying what they have

learned on-the-job (Burke and Hutchins, 2007) and it is advisable that the leader holds

employees accountable for what they have learned by applying it on-the-job.

If trainees feel there is a supportive environment to learning from their manager and

organisation, then self-efficacy increases in regards to training and learning.

In self-efficacy there is a support system from the leader, verbal feedback sessions and goal

setting. This can influence employees and therefore increase learning. The “learner learns to

learn” (meta-cognition), self-assurance grows, as does the desire to learn more, which leads to

self-actualisation.

The learner is able to use the new skills and knowledge, which helps to improve and sustain the

organisation.

Important practice and tools to promote critical thinking leaders

The purpose of reflective tools and processes originates in their ability to encourage leaders to

stand back, put aside what stops them, to listen and to examine their personal thinking, and

therefore strengthen their critical thinking process.

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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.

Page 19 of 21

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.

Page 20 of 21

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