Dogmatic Behavior and How the Instructional Designer Can Address It
The dogmatic behavior is a common behavior in many work environments, where a professional presents an inflexible attitude in their opinions and often tries to silence other opinions that may contradict theirs. This behavior manifests through the frequent use of “or,” all-or-nothing propositions, and unsubstantiated claims. However, the instructional designer can help combat this behavior through activities that stimulate critical thinking and raise awareness among dogmatic professionals of the importance of grounding their opinions.
The instructional designer can be an important ally in transforming this behavior. Some activities that can be used include:
Encoding of Written Work and Oral Presentations.
One way to work on dogmatic behavior is by encoding the written work and oral presentations of the professional in question. The instructional designer can request that the professional provide evidence to support their statements and indicate the degree of confidence they have in their declarations. The student can indicate if they are entirely certain, have some security, feel more or less secure, or do not know. This activity can help raise awareness of the importance of grounding opinions and accepting responsibility for what one says and writes.
Encoding Other People’s Work.
The instructional designer can also request that the dogmatic professional encode works of other people with whom they agree, disagree, or have no opinion. The goal is to make them realize that there is not only one correct way to interpret the information. Encoding can help them recognize assumptions and reflect on which ones seem reasonable and which are difficult to accept. This activity can help the professional understand the importance of recognizing different perspectives and the importance of being more objective.
Stimulating Critical Thinking.
Another way to work on dogmatic behavior is through activities that stimulate critical thinking. These activities can be concentrated in a semester of work where the professional is exposed to various types of thinking almost daily. These activities can include critical analysis of texts, group debates, problem-solving activities, among others. These activities will help the dogmatic professional develop more critical thinking and understand the importance of considering different perspectives and opinions.
The dogmatic behavior can be an obstacle to the success of a professional, but the instructional designer can help combat this behavior through activities that stimulate critical thinking and raise awareness among professionals of the importance of grounding their opinions. Encoding written work and oral presentations, encoding other people’s work, and stimulating critical thinking are some of the activities that can be carried out to help combat dogmatic behavior. The important thing is that the dogmatic professional be aware that their inflexible attitude can be an obstacle to success and that critical reflection and opinion grounding are essential for good professional performance. The instructional designer can be a great ally in this endeavor, by offering activities that promote critical thinking and encourage professionals to consider different perspectives and opinions.
When working on dogmatic behavior, the instructional designer should keep in mind that it is important to present activities clearly and objectively, highlighting the relevance of each activity for professional development. It is also important that activities be adapted to the profile and needs of the professional in question to be effective in promoting behavioral changes.
Finally, it is important to highlight that combating dogmatic behavior is a constant task that demands effort and dedication from both the professional and the instructional designer. However, the benefits of this behavioral change are numerous and can bring significant improvements in the quality of work and professional success. The important thing is to make a joint effort to promote critical thinking and opinion grounding, so that the professional can reach their full potential and be a more assertive and confident leader.
In addition, combating dogmatic behavior can have a positive impact on the entire work environment. Professionals who are able to consider different perspectives and opinions tend to be more collaborative and work better as a team, which can result in better results for the company as a whole. This is because, by considering different points of view, it is possible to arrive at more creative and effective solutions to the challenges that arise in everyday work.
On the other hand, dogmatic behavior can have a negative impact on the work environment, generating unnecessary conflicts and tensions. Professionals who are unable to accept different opinions can be seen as authoritarian and inflexible, which can negatively affect the company’s image. In addition, dogmatic behavior can limit the professional’s ability to learn and develop, as they will always be closed to new ideas and perspectives.
In conclusion, it is important to highlight that combating dogmatic behavior is a continuous process that requires the engagement of the professional and the instructional designer. It is necessary to always be aware of the professional’s attitudes and behaviors, identifying situations in which they exhibit dogmatic behavior and offering activities that stimulate critical thinking and opinion grounding. It is also important to recognize the professional’s progress, encouraging them to continue developing their skills and attitudes.
In summary, dogmatic behavior is an obstacle that can hinder professional success and generate unnecessary tensions in the work environment. However, it is possible to combat it through activities that promote critical thinking and opinion grounding. The instructional designer can be a great ally in this endeavor, offering activities that stimulate the professional to consider different perspectives and opinions. With effort and dedication, it is possible to promote significant behavioral changes that will bring benefits not only to the professional but to the entire company.
Designing for Thinking
- Design for Thinking: A Strategy for Effective Decision-Making in Instructional Design
- Reflections on D4T and its Implications: A Comprehensive Overview
- Terminology of Design for Thinking: A Glossary of Key Concepts
- Analyzing the Environment: A Crucial Phase in Design for Thinking
- ➡️ Inertial Behaviors: Recognizing and Establishing Goals, Directions, and Priorities
- Thinking Operations: Making Decisions and Choices for Effective Learning Solutions
- Central Problem: Identifying the Core Issue for Effective Instructional Design
- Collaborating with SMEs: Conducting Effective Meetings to Identify Challenges and Solutions
- Content Coding: Structuring Information in a Logical and Consistent Manner
- Learning Arc: Guiding the Design of Learning Solutions
- Case Study: Designing an Effective Credit Real Estate Course Using D4T
- Step-by-Step Guide to D4T: A Comprehensive Guide for Applying the Strategy in Your Projects