Running head: REFLECTIVE LEARNING JOURNAL 1

Reflective Learning Journal

Student’s Name

Institution Affiliation
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Reflective Learning Journal

Week 4

The fourth week of learning comprised of an examination of the reading Critical

thinking: What it is and why it counts by Peter Facione. From this reading, I learned that

critical thinking could come as a culture-specific idea or as a set of skills. This was

comparable to week two which examined the reading Systematic biases and culture in

project failures. The primary focus of this material is why projects fail. From the journal, it

was clear that most of the projects fail due to poor management and decision-making

practices in an organization (Shore, 2008). Reflecting on this knowledge, I have learned the

reasons why students should grasp critical thinking skills. It was interesting to realize that

even if the criticism is generally known as a form of finding fault or weaknesses in another

person’s ideas or arguments, not every criticism is negative in the academic context (Facione,

2011).

Also, the reading made me understand that research critique is the practice of

examining and evaluating different reasons and pieces of evidence for claims on a specific

topic. Criticism, in this case, comprises both strengths and limitations, which is a positive

activity aimed at building knowledge and elaborating facts. Through positive criticism, we

can better our ideas and come up with the best decisions when it comes to the organizational

context. Also, through the reading, I can comfortably engage my classmates or workmates in

criticism to better my critical thinking skills.

Besides, through this week’s reading, I developed an understanding of the systematic

biases that facilitate failure and effective decision-making processes that enhance project

management. Also, through week two reading, I believe that there have been numerous

project successes while others fail. There is a need to identify the biases for failure not only to

enlighten and relieve the employees but also enabling the success of businesses.
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Besides, the readings in this week made me understand that the difference in the

definition of “critic” in the real world and the academic context is a bit confusing as they had

different meanings. In real-world criticism is viewed as a negative trait, but in the academic

world, it is a positive aspect. I had attained this judgment from prior knowledge, which

proved to be wrong and misinformed. From this week’s reading, my thoughts were more

focused on how an individual can think critically. Although Paul and Elder (2010) have

highlighted the steps one needs to undertake to be a critical thinker, I felt challenged because

I thought that I would never achieve the traits required to be a critical thinker. I, therefore,

ventured into learning more about this by searching the internet, watching YouTube, and

visiting the library. These skills allowed me to get over the initial confusion and fear.

My previous knowledge of critical thinking skills only comprised of cognitive

abilities. These included analysis evaluation and interpretation. This week’s learning

confirmed my thoughts and even made me realize that on top of cognitive skills, dispositions

are also as necessary. A “disposed” person is usually open-minded, analytical, curious, and

confident in reasoning. This definition makes it easier to analyze or even become a critical

thinker. This insight was quite helpful for my thoughts and understanding of critical thinking.

It also gave me a new understanding of the term, which has proved to be beneficial in not

only my academic life but also in my everyday activities.

I now understand that a critical thinker does not have to be a learned scholar or a

negative individual, but rather, a person who can evaluate, analyze, explain, and interpret any

information given to them to acquire knowledge and skills.

This week’s learning was helpful and enlightening as it allowed me to realize that I had the

capability of becoming a critical thinker, but had been previously too afraid because I did not

quite understand the meaning of being a critical thinker.

Week 5

This week’s learning was focused on Richard Paul’s critical thinking model, which

has been adapted to the challenge of engineering education. From the reading, A critical

thinking model for engineering, I learned that the CDIO consortium had developed a

comprehensive engineering syllabus that involves learning objectives that comprise of critical

thinking capabilities (Niewoehner, 2006). These models of critical thinking are instrumental

in understanding the connections between systems and the environment. Just like the

previous weeks, week 4 was more focused on critical thinking. We read and analyzed a

journal, Critical thinking: What it is and why it counts by Peter Facione which was meant to

give us a clear understanding of critical thinking. This week 4 reading had a close connection

with week 5 reading which were all focused on one particular topic and ideals.

One thing that caught my attention about this week’s learning is that critical thinking

could be used in such a significant and complex engineering class. Richard Paul’s analytical

thinking model was used to analyze and evaluate the thinking habits of engineering students.

My thoughts at this point were how the two different things were connected. I could not

understand how engineering being so practical required critical thinking. I felt that

engineering class needed practicability. This judgment was based on the belief that some

disciplines do not require critical thinking.

My thoughts were, however, changed when I learned about Paul’s model that brings

about a variety of questions that engineering team members ask themselves to solve different

issues. Furthermore, some virtues necessary for critical thinkers in the engineering class,

including intellectual humility, demanding integrity, cultivating fairness, praising empathy,

courage, integrity, perseverance, confidence in reason, curiosity, and autonomy (Niewoehner

& Steidle, 2009). From this knowledge, I was able to understand how engineering is

correlated with critical thinking.

Also, critical thinking allows one to handle and overcome difficult situations that do

not require technicalities. I had previously been wrong and realizing this was quite

enlightening. I further understood that critical thinking could be applied not only in

engineering but also in different other subjects and aspects of life. This week’s class

permitted me to recognize how critical thinking can be applied in different disciplines and

how helpful it could be in various workplace situations. This knowledge will help me to be

more confident when using critical thinking in different subjects and situations in life.

Week 6

Week 6 of class reading Learning cognitive and emotional intelligence competencies

through graduate management education by Boyatzis, Stubbs, and Taylor, (2002) illustrated

the development of skills useful in project management. According to Boyatzis, Stubbs, and

Taylor, (2002), there are some specific set of skills required by employers in a workplace that

allows the workers to be more adaptable, responsible, and teachable, to meet the competitive

realities of the global economies. These skills are not obtained through studying or work

experience but during periods of work and study, thus leading to skills such as teamwork or

group development.

What caught my attention about week six learning is that cognitive and emotional

intelligence competency that are developed among people but not learned in school. I was

surprised about this issue because I previously never thought that there are some skills

required by employers that are not learned in school. I felt that employers need to focus more

on educational capabilities rather than cognitive and emotional skills. However, after learning

that an effective leader requires to have the ability to use the knowledge, which comprises of

cognitive/intellectual skills, self-management/ intrapersonal abilities and relationship

management/ interpersonal abilities (Pant & Baroudi, 2008). I now understand that there is a

need to develop these skills to become an active team member.

Thus, from this learning, I realized that these underlying characteristics of a leader

despite not being in a classroom syllabus often leads to practical and outstanding

performance. Through this realization, I finally understood the importance of cognitive and

interpersonal capabilities, including their use in the workplace. Through this understanding, I

was more at peace with myself, knowing that I can attain these capabilities if put more effort

into teamwork and interpersonal skills, thus making me the right candidate for the future

employers' preferences.

Week 7

This week’s learning journal focused on exploring the terms hard and soft in

analyzing the project and program management. The framework for analyzing projects

hardness and softness had been developed in response to the project’s aspects, criteria, logic,

hard and soft issues involve different management approaches and skillsets (Crawford &

Pollack, 2004). However, these skill sets do not have to be mutually exclusive. Such

categorization of the projects often ensures that the team members involved understand the

context of the project and thus able to handle issues and undertake necessary measures.

Before undertaking this week’s learning, I had no idea about the hard/soft project dichotomy.

I never thought projects could be categorized in such away. However, after hearing about

these terms, I felt challenged and needed to know more about the topic. However, after

reading these journals and applying critical thinking that had been the main focus of most of

the weeks’ learning, I realized that the objectivist scientific approaches of any particular

project are the ones being termed as being hard while the subjectivist social projects were

soft.
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References

Boyatzis, R. E., Stubbs, E. C., & Taylor, S. N. (2002). Learning cognitive and emotional

intelligence competencies through graduate management education. Academy of

Management Learning & Education, 1(2), 150-162.

Crawford, L., & Pollack, J. (2004). Hard and soft projects: a framework for

analysis. International Journal of Project Management, 22(8), 645-653.

Crawford, L., & Pollack, J. (2004). Hard and soft projects: a framework for

analysis. International Journal of Project Management, 22(8), 645-653.

Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight

Assessment, 2007(1), 1-23.

Niewoehner, R. J. (2006). A critical thinking model for engineering. In Proceedings from

The 2nd International Conceive Design Implement Operate Conference.

Niewoehner, R. J., & Steidle, C. E. (2009). The loss of the space shuttle Columbia: Portaging

leadership lessons with a critical thinking model. Engineering Management

Journal, 21(1), 9-18.

Pant, I., & Baroudi, B. (2008). Project management education: The human skills

imperative. International Journal of Project Management, 26(2), 124-128.

Paul, R., & Elder, L. (2010). Critical thinking. The Foundation for Critical Thinking, 50, 3-

22.

Shore, B. (2008). Systematic biases and culture in project failures. Project Management

Journal, 39(4), 5-16.