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Proceedings of the Tenth Asia-Pacific Conference on Global Business, Economics, Finance and
Social Sciences (AP17Hong Kong Conference) ISBN: 978-1-943579-97-6
Hong Kong-SAR. 20-22, January 2017. Paper ID: HK752
Compassionate Rationalism Leadership Questionnaire (CRLQ) as
the Measurement Scale for the Leadership of Compassionate
Rationalism in Lifelong Education
Eun-Soo Choi,
Professor, Dept. of Lifelong Education,
Soongsil University, South Korea.
E-mail: eschoi@ssu.ac.kr
Ji-Yeon Yeon,
Lecturer, Dept. of Lifelong Education,
Soongsil University, South Korea.
E-mail: erato0703@ssu.ac.kr
Yong-Kook Shin,
Ph D Student, Dept. of Lifelong Education,
Soongsil University, South Korea.
E-mail: 092shin@goodimpact.co.kr
___________________________________________________________________________
Abstract
The purpose of the study was to develop the Compassionate Rationalism Leadership
Questionnaire (CRLQ) as a measurement scale for the leadership of Compassionate
Rationalism in lifelong education. As the method for the study, with reference to the related
literature review and pertinent previous study the FGI with the specialists were done to collect
measurement variables and questionnaire items for the preliminary survey. Based on the result
of the preliminary survey, 126 items were selected with which the main survey was conducted.
The exploratory factor analysis demonstrated that the internal consistent reliability of CRLQ
was found to be very high and that 4 factor structures in both Rationalism and Compassionism
were drawn, respectively. In order to validate the factor structure drawn from the result of the
exploratory factor analysis, the confirmatory factor analysis with the data collected from 292
subjects was done to confirm that the level of fit indices of CRLQ model was acceptable and
supported the validity of the 8 factor structure and the hierarchical model. To conclude, CRLQ
was composed of 2 latent variables, that is, Rationalism that was composed of 4 sub-variables
which were rational contextual judgement, strategic prediction, logical problem solving, and
optimized control management, and Compassionism with 4 sub-variables of trust-based
empowerment, empathic consideration, embracing humility, and altruistic collaboration. Also,
the CRLQ was finalized with 55 items, which was confirmed to be validated and reliable.
___________________________________________________________________________
Key Words: Compassionism, Rationalism, Compasssionate rationalism Leadership
JEL Classification: C 19, G13, G 14
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www.globalbizresearch.org
Proceedings of the Tenth Asia-Pacific Conference on Global Business, Economics, Finance and
Social Sciences (AP17Hong Kong Conference) ISBN: 978-1-943579-97-6
Hong Kong-SAR. 20-22, January 2017. Paper ID: HK752
1. Introduction
It has been indicated that the traditional leadership approaches, such as Trait theory,
Behavior theory, or Transformational theory, have several limitations despite many advantages
when they come to lifelong education. One of their limitations is that they do not represent
properly those criteria values of lifelong education, such as liberty, equality, and equity which
undermine the interactions between adult educators and adult learners (Choi, 2011). It is
because the traditional leadership approaches cannot be a leadership paradigm for lifelong
education and here we need a new leadership paradigm. To meet this, Choi (2011) presented
his 'Compassionate Rationalism Leadership’ as an alternative leadership paradigm and tried to
conceptualize it. According to Choi (2011), ‘Compassionate Rationalism Leadership’ (CRL)
meant leadership which is based on rationalism but shows compassion depending on the
situation. CRL can give a more balanced sight between two paradigms, the hard side of strategic
and objective leadership and a soft side of leadership (Choi, 2011).
Choi (2011) suggested that for the settlement of CRL conceptualization in lifelong
education, a measurement scale was needed to develop. That is to say, in order to establish a
complete theoretical leadership concept, a site-centric measurement scale should be made based
on conceptualization. The work and its validity and reliability should be verified. It was also
noticed because from a more macroscopic aspects, the development of a measurement scale for
CRL which could gauge the level of leadership within the lifelong education context would
provide a new theoretical and field-oriented leadership framework and model in lifelong
education and corporate training in Korea. Furthermore, it would provide an empirical basis for
activating general leadership research.
The purpose of the study is to develop the Compassionate Rationalism Leadership
Questionnaire (CRLQ) as a measurement scale for the leadership of Compassionate
Rationalism in lifelong education.
2. Related Literature Review
2.1 Rationalism
It is based on several assumptions. Rationalists believe reality has an intrinsically logical
structure. Because of this, rationalists argue that certain truths exist and the intellect can directly
grasp these truths. Rationalists have such a high confidence in reason that proof and physical
evidence are unnecessary to ascertain truth – in other words, "there are significant ways in
which our concepts and knowledge are gained independently of sense experience.”
2.1.1 Rationalistic Paradigm
In general, most of the future plans are made by the principle of ‘predict and control’ based
on the rationalistic paradigm. In terms of leadership education for adults, it is essential to apply
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www.globalbizresearch.org
Proceedings of the Tenth Asia-Pacific Conference on Global Business, Economics, Finance and
Social Sciences (AP17Hong Kong Conference) ISBN: 978-1-943579-97-6
Hong Kong-SAR. 20-22, January 2017. Paper ID: HK752
the rationalistic paradigm for improving efficiency. It is absolutely required for rationalistic
leadership based on predict-and-control planning when managing institutions.
It is based on several assumptions. Rationalists believe reality has an intrinsically logical
structure. Because of this, rationalists argue that certain truths exist and the intellect can directly
grasp these truths. Rationalists have such a high confidence in reason that proof and physical
evidence are unnecessary to ascertain truth – in other words, "there are significant ways in
which our concepts and knowledge are gained independently of sense experience.”
Prediction of Leadership
In rationalistic paradigm, a leader is trying to find the best alternative mentioned above on
behalf of the entire organization. In order to do it, he predicts the shape of the most likely future
which will be the basis of assessment of various plans. It is natural that the future holds such
uncertainty that we are not able to predict exactly. However, the basic hidden premise of
prediction is that there is an expert who is much more able to predict than others, and the best
we can do is to seek for his opinions on what is to come in the future. A rationalistic lifelong
education leader will describe one aspect of the future he predicts and do his best to list
characteristics of the organizational environment in future in detail.
Statistical approach to scenario planning
The term “scenario planning” is used for the traditional analysis method of decision making
including probability measure for the future. The aim of scenario planning agrees to that of
rationalistic paradigm as it creates the single standard to review various alternatives, sets the
direction of the reason, and finally identifies the best alternative. A typical example of this
approach in the field of lifelong education would be to set the level of the highest and the lowest
in certain probability when recruiting adult learners. If the level is successfully set, then various
possible alternatives can be measured by the scenario and each weighted according to the
probability of realization. In this way, each alternative is made comprehensive assessment and
as a result, the best alternative is chosen among them.
2.1.2 Limitations of Rationalistic Paradigm
Men do not always make a perfect decision as they have not only the limited ability of
perception and intelligence but also the limited possession of values. They usually lack of
reasoning (Choi, 2011).
First, it is difficult to pursue the intrinsic values and the collective rationality at the same
time. A man himself alone can be altruistic, ethical and rational, but once he belongs to a group,
then all changes. He or/and the group is likely to be selfish, unethical, and irrational (Hogwood
and Gunn, 1984). Second. Organizations may be wrong. Actions taken by the organization are
not always reasonable or perfect (Niebuhr, 1988). Third, rationality can be changed or adjusted
depending on the context such as procedures or practice, surrounding environment and so on
(Hogwood and Gunn, 1984). Fourth, resources do matter. Time, money, and energy are
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www.globalbizresearch.org
Proceedings of the Tenth Asia-Pacific Conference on Global Business, Economics, Finance and
Social Sciences (AP17Hong Kong Conference) ISBN: 978-1-943579-97-6
Hong Kong-SAR. 20-22, January 2017. Paper ID: HK752
essential in order to pursue rationality. Fifth, too much is as bad as too little. Emphasizing the
rationalistic paradigm brings organization efficiency, but the undue emphasis on rationality
may lead to members’ isolation within the organization.
2.2 Compassionism
The word “compassion” originally comes from Latin and its literal meaning is ‘share the
pain with someone’. Compassion means to understand and share others’ emotions. It is a kind
of soft side of leadership behavior. It is considered quite strange for results-driven leaders who
are used to making rational decisions based on facts and statistical numbers. It is never easy to
practice this compassionism in formal organizations. These empathetic affections and actions
are required to increase openness towards tolerance of others’ pain (Zwillick, 2004).
2.2.1 Compassionate Leader
Compassionate leadership is the process through which leaders try to influence people with
the heart rather than the head. Then, how do compassionate leaders make consideration to their
followers?
“To be compassionate” suggests acting in accordance with one’s conscience or ethical
values (Raelin, 2003). It can be subjective to act by values as it is hard to find consensus on
what value to follow. Also values are usually hidden in the bottom of the motivation when
doing certain actions, therefore, to act with compassion is to be democratic and act in
cooperation with members in a community. This has something in common with lifelong
education leadership which participates in social activities with followers on the basis of
democratic ideal. Compassionate leaders do not make any decision excluding their followers’
opinions and prefer to think together, decide together, and work together and believe doing
together leads to better outcomes than doing alone.
2.2.2 Value of Compassion
What values fit in with compassionate leadership behaviors? One of them would be the
value of humility, which means that no one is inherently or fatefully superior to others. So
humility goes with respect for each individual. Leaders always keep in mind that all people
should be respected and have an inherent dignity as a human being (Raelin, 2003).
Practicing humility can implicitly contain practical value. Leaders who practice humility
soon realize that they are not the only person who has good ideas. They are trying to receive
help from the community they belong to and find solutions for all.
Trust is another important value in compassionate leadership. From the perspective of the
organization, trust lies in the middle of a continuum made between faith and confidence. To
trust someone’s leadership in the organization means that followers have emotional acceptance
of their leader’s decision even in the absence of substantial evidence. In other words, even
though there is not enough evidence, followers accept the leader’s decision and behaviors, and
that we call, trust.
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