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Critical ThinkingCritical Thinking and
The Creative PersonalityThe Creative Personality
Key QuestionsKey Questions
How do creative people differ? How do creative people differ?
What makes someone creative? What makes someone creative?
Can anyone be creative? Can anyone be creative?
Do you need special skills and Do you need special skills and
characteristics to be an entrepreneur? characteristics to be an entrepreneur?
Are entrepreneurs born or made?Are entrepreneurs born or made?
Schumpeter’s EntrepreneurSchumpeter’s Entrepreneur The instrument of change, the agent who The instrument of change, the agent who
introduces introduces innovationsinnovations: new products, new ways of : new products, new ways of manufacturing, new sales techniques, new types of manufacturing, new sales techniques, new types of equipmentequipment
Creative disruption, technologies or innovations that Creative disruption, technologies or innovations that change the world...........change the world...........
Innovation is not new!Innovation is not new! http://www.youtube.com/watch?http://www.youtube.com/watch?
v=IaE3EaQte78v=IaE3EaQte78
The Cultural DiversityThe Cultural Diversity
Entrepreneurs are:Entrepreneurs are:
FemaleFemale
ImmigrantImmigrant
Socially oriented Socially oriented
Family orientedFamily oriented
Rurally basedRurally based
Young and oldYoung and old
Life style oriented (hobby/part time)Life style oriented (hobby/part time)
Serial EntrepreneursSerial Entrepreneurs
Entrepreneurial Personality Entrepreneurial Personality Chell, Haworth and Brearley (1994)Chell, Haworth and Brearley (1994)
OpportunisticOpportunistic InnovativeInnovative CreativeCreative ImaginativeImaginative Ideas peopleIdeas people ProactiveProactive Agents of changeAgents of change
The 10 Ds (Bygrave, 1997)The 10 Ds (Bygrave, 1997)
DreamersDreamers DecisiveDecisive DoersDoers DeterminedDetermined DedicatedDedicated
DevotedDevoted DetailsDetails DestinyDestiny DollarsDollars DistributeDistribute
EntrepreneursEntrepreneurs
Experience success and failureExperience success and failure Feel good about themselves, their work and the Feel good about themselves, their work and the
potential rewardspotential rewards Enjoy a challengeEnjoy a challenge Take pride in their workTake pride in their work Find their work invigorating/energising/ Find their work invigorating/energising/
meaningfulmeaningful Think the unlikely, do the unreasonableThink the unlikely, do the unreasonable
Desirable and Acquirable Attitudes Desirable and Acquirable Attitudes (Timmons)(Timmons)
Commitment and determinationCommitment and determination
LeadershipLeadership
Opportunity obsessionOpportunity obsession
Tolerance of risk, ambiguity and uncertainty Tolerance of risk, ambiguity and uncertainty
Creativity, self-reliance & ability to adaptCreativity, self-reliance & ability to adapt
Motivation to excelMotivation to excel
The Personality ApproachThe Personality Approach
Observations are that:Observations are that:
Entrepreneurs are not homogenous Entrepreneurs are not homogenous
Gender, age, social class, nationality and education Gender, age, social class, nationality and education
make a differencemake a difference
Environment and cultural influences must also be Environment and cultural influences must also be
taken into accounttaken into account
Entrepreneurial decision making is based on the Entrepreneurial decision making is based on the
interaction of many factors (motivations, stage in life interaction of many factors (motivations, stage in life
cycle, personal economic context)cycle, personal economic context)
A Model of the Entrepreneurial A Model of the Entrepreneurial ProcessProcess ( Source: Moore reproduced in Bygrave, ( Source: Moore reproduced in Bygrave, 1994)1994)
GROWTHTRIGGERINGEVENT
IMPLEMENTATION
Personal Personal Sociological Personal Organisational
AchievementLocus of controlAmbiguity toleranceRisk takingPersonal valuesEducationExperience
Risk takingJob dissatisfactionJob lossEducationAgeCommitment
NetworksTeamsParentsFamilyRole models
EntrepreneursLeaderManagerCommitmentVision
TeamStrategyStructureCultureProducts
Environment
OpportunitiesRole modelsCreativity
Environment
CompetitionResourcesIncubatorGovernment policy
Environment
CompetitorsCustomersSuppliersInvestors
BankersLawyersResourcesGovernment policy
INNOVATION
An Economic-Psychological An Economic-Psychological ModelModelSource: Davidsson (1995)Source: Davidsson (1995)
PERSONALBACKGROUNDGender
Vicarious experience
Education
Radical change experience
Age
GENERALATTITUDES
Change
Compete
Money
Achieve
Autonomy
DOMAINATTITUDES
Payoff
Societal
contribution
Know-how
CONVICTION INTENTION
SITUATION
Current
employment
status
Do entrepreneurs just Do entrepreneurs just behave differently, behave differently, because they because they thinkthink
differently ......differently ......
............and if so, why ?............and if so, why ?
Critical Attributes for Success Critical Attributes for Success (Brannick 1995)(Brannick 1995) Numerical ability 1%Numerical ability 1% Verbal ability 3%Verbal ability 3% Professional marketing qualification 5%Professional marketing qualification 5% Computer literacy 5%Computer literacy 5% Imagination 17%Imagination 17% Observational powers 18%Observational powers 18% Personal judgement 24%Personal judgement 24% Ability to get on with others 27%Ability to get on with others 27%
Entrepreneurs Cognitive Entrepreneurs Cognitive ProcessesProcesses (Palich & Bagby 1995) (Palich & Bagby 1995)
Entrepreneurs do NOT perceive Entrepreneurs do NOT perceive themselves as being more pre-themselves as being more pre-disposed to taking risks than disposed to taking risks than managersmanagers
Entrepreneurs interpret Entrepreneurs interpret equivocalequivocal data data in a more positive way than managersin a more positive way than managersStrengths versus weaknessesStrengths versus weaknessesOpportunities versus threatsOpportunities versus threats
Entrepreneurs Cognitive Entrepreneurs Cognitive Processes Processes (Palich & Bagby 1995)(Palich & Bagby 1995)
““What each man wishes, that he also What each man wishes, that he also believes to be true” - believes to be true” - DemonsthenesDemonsthenes
Entrepreneurs categorise situations as Entrepreneurs categorise situations as having strengths and opportunities, having strengths and opportunities, because the positive attributes, are because the positive attributes, are more salient to themmore salient to them
ConclusionsConclusions
The identification and exploitation of The identification and exploitation of opportunities is a complex and interactive opportunities is a complex and interactive processprocess
The entrepreneur is just one of many The entrepreneur is just one of many contributing factorscontributing factors
They can however be the critical catalyst They can however be the critical catalyst that spots the opportunity and begins the that spots the opportunity and begins the process of firm creationprocess of firm creation
So what is an Entrepreneur?So what is an Entrepreneur? ““Who is the entrepreneur ?” may be Who is the entrepreneur ?” may be
the wrong questionthe wrong question Why successful entrepreneurs think Why successful entrepreneurs think
the way they do, might be better?the way they do, might be better? Thinking processes can be taught, Thinking processes can be taught,
so we can all be entrepreneurs if we so we can all be entrepreneurs if we learn how to develop and evaluate learn how to develop and evaluate opportunitiesopportunities
High Low
High Stars Questionmarks
Low Cashcows
Dogs
Figure 4.12a The original Boston Consulting Group Matrix (BCG)
Market share
Marketgrowth
What is Critical Thinking?
This matrix is (in my opinion):
Subjective, so needs analysis Useful for small and large organisations
alike Relatively easy to apply, but improves
with discussion and feedback Helps to determine overall positioning
This matrix is (according to Zufan, 2000) identified as:
Objective Mainly applicable to large organisations Difficult to apply
So, what someone else says or writes is not always agreed, accurate or easily determined - who is right, who is wrong and why?
Critical Thinking Quote (1)
"For myself, I found that I was fitted for nothing so well as for the study of truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time, steady enough to fix and distinguish their subtler differences…"
Francis Bacon (1605)
Critical Thinking Quote (2)
“Critical thinkers: distinguish between fact and opinion; ask questions; make detailed observations; uncover assumptions and define their terms; and make assertions based on sound logic and solid evidence”
Ellis, D. ‘Becoming a Master Student’ (1997)
Two Components of CT
1. A set of skills to process and generate information and beliefs, and
2. The habit, based on intellectual commitment, of using those skills to guide behaviour
It is contrasted with the mere acquisition and retention of information alone, (because it involves a particular way in which information is sought and treated)
Critical Thinking
No one is a critical thinker all the time – everyone has blind spots and tendencies towards self-delusion
For this reason, the development of critical thinking skills and dispositions is a life-long endeavour
Critical Thinking
Allows: Judgement of a source’s credibility Conclusions to be reached, as well as identification of
the reasons and assumptions behind them Judgement of the quality of an argument, including
the acceptability of its reasons, assumptions, and evidence
Development and defence of a position relating to an issue
Appropriate clarifying questions to be asked Experiments to be set up and experimental design
evaluated
Why be a Critical Thinker?
Better grades: studies show that CT skills are strongly aligned to academic performance
Significant correlation between CT skills and reading comprehension
Useful in the context of professional practice Those in more senior positions have good CT skills Leads to new insights, fresh perspectives, new
ways of thinking
Attributes Of A Critical Thinker
Asks pertinent questions Can/does admit a lack of understanding or info Has a sense of curiosity Is interested to find new solutions Is willing to examine beliefs, assumptions, and
opinions and weigh them against facts Listens carefully to others and can provide feedback Seeks evidence to support assumptions and beliefs Can/does adjust opinions when new facts are found
Ferrett, S. Peak Performance (1997)
Core Critical Thinking Skills
Critical Critical ThinkingThinking
AnalysisAnalysis
ExplanationExplanation
InterpretationInterpretation
EvaluationEvaluation
Self-RegulationSelf-Regulation
InferenceInference
Source: Facione, P. A (1998)
Interpretation
Defined as ‘comprehending and expressing the meaning of a wide variety of experiences, data, events, judgements, procedures, beliefs, or criteria’
Exercises to find examples of interpretationRead a person’s intentions by checking body
language;Distinguish a main idea from subordinate ideas in a
text; Identify an author’s purpose, theme, or point of
view.
Analysis
Defined as ‘identification of the intended and actual inferential relationships among statements, concepts or other forms of representation intended to express belief, information, or opinions’
Exercises to find examples: Identify the similarities and differences between two
approaches to the solution of a given problem? Pick out the main claim made in a newspaper
editorial and trace back the various reasons the editor offers in support of that claim?
Evaluation
Defined as ‘assessment of the credibility of statements or other representations, which are descriptions of a person’s perceptions, experiences or opinions; and to assess the logical strength of the relationships among statements’
Exercises to find examples: Judge if two statements contradict each other, or if the evidence
supports the conclusions being drawn; Recognise the factors which make a person a credible witness; Judge if a given argument is relevant or applicable or has
implications for the situation.
Inference
Defined as ‘identification of the elements needed to draw reasonable conclusions; to form conjectures and hypotheses; to consider relevant information and to deduce the consequences flowing from data, evidence, questions, or other forms of representation’
Exercises to find examples: See the implications of a position someone is
advocating Conduct a controlled experiment scientifically and
apply the proper statistical methods to (attempt to) confirm or disconfirm an empirical hypothesis
Explanation
Defined as ‘a statement of the results of one’s reasoning; to justify that reasoning in terms of the evidential, conceptual, methodological and contextual considerations upon which results were based; and to present reasoning in the form of cogent arguments’
Exercises to find examples:Construct a chart which organizes your findingsCite the evidence that led you to accept or reject
an author’s position on an issue
Self-regulation
Defined as ‘consciously monitoring one’s cognitive activities and the results deduced, particularly by applying skills in analysis, and evaluation to one’s own inferential judgments in order to question, confirm, or correct reasoning or results’
Exercises: Examine your views on a controversial issue with
sensitivity to the possible influences on your personal biases or self-interest
Vary your reading speed and method according to the type of material and purpose for reading
Critical Thinking
Relevance to BCM lies in: Evaluation and assessment of new ideas Constructive criticism of the product/service ideas in
the context of the environment and a changing market place
Avoiding criticism in the initial stages of the exercise Considering the views, opinions and beliefs of all
team members Allowing for multicultural input and group decision
making