AMul i-disciplina y Use
o he C i ical Inciden Cycle:
ADidac ic Model
Dagma Sieglo á
ABSTRACT:
C i ical inciden s (CIs) e e o memo able si ua ions om an indi idual’s li e ha con ibu e o he
o ma ion o hei u u e decisions, beha io s, and ac ions. Du ing WW2 and e en a e , CIs we e
used in a ied p o essional se ings, including he a my, na y o ai o ce, o analyze job pe o -
mance and measu e p o iciency. La e , hei use expanded o o he a eas such as den al medicine o
counselling psychology o manage human beha io o o p o essional se ings, such as business, o
imp o e ec ui men and leade ship. Mo e ecen ly, CIs we e adop ed o acili a e in e cul u al dia-
logue and o eaching and aining pu poses. This ex examines hei wide use in highe educa ion
and beyond as ools o accele a e pe sonal g ow h, p o essional de elopmen and li e-long lea ning.
Launched in 2017, his s udy is apa o alongi udinal p ojec conduc ed a ap i a e uni e si y
wi h mas e ’s deg ee s uden s o Business English. CIs in he o m o w i en na a i es a e collec ed
in his p ojec o eco d a ied memo able momen s om he s uden s’ in e ac ion in English locally
o ab oad. Six sample CIs s uc u ed as a epo , e lec ion and ee alua ion o each expe ience om
he lens o he pa icipan we e selec ed om he da a co pus o his ex in o de o desc ibe he
C i ical Inciden Cycle (CIC) and p opose adidac ic model o amul idisciplina y use. The da a show
he CIC model is apo en means o no only enhancing language and communica ion skills, bu also
de eloping acomplex se o o he in ape sonal and so skills applicable in he wo ld o he cu en
social eali y. Rele an ecommenda ions o p ac ical implica ions o he use o CIs in educa ion,
human esou ce managemen o social sciences a e made.
ABSTRAKT:
K i ické inciden y předs a ují ýznamné ži o ní si uace, k e é přispí ají k o mo ání chápání, oz-
hodo ání, cho ání ajednání jedno li ců. Počá ky p áce sk i ickými inciden y se da ují do období
d uhé s ě o é álky, kdy byly yuží ány nejp e a mádě, námořnic í nebo le ec í p o účely ana-
lýzy p aco ního ýkonu aměření kompe encí. Později se a o me oda ozšířila do dalších oblas í, na-
příklad lékařs í nebo psychologii sloužily k i ické inciden y kusmě ňo ání lidského cho ání,
p o esionální aobchodní s éře pak kop imalizaci nábo u ařízení lidských zd ojů. Na přelomu i-
sícile í nalezly k i ické inciden y yuži í kusnadnění mezikul u ního dialogu a e zdělá ání. Ta o
s udie se zaměřuje na možnos i p áce sk i ickými inciden y e ysokoškolském zdělá ání imimo
něj jako snás ojem kosobnímu ap o esnímu oz oji akpodpoře celoži o ního učení.
Sbě k i ických inciden ů, ze k e ého a o s udie če pá, byl zahájen  oce 2017  ámci p ojek u
ealizo aného na souk omé ysoké škole se s uden y magis e ského s udia předmě u obchodní
anglič iny. K i ické inciden y jsou zaznamená ány s uden y e o mě psaných příběhů, k e é za-
chycují ýznamné okamžiky zin e akce anglič ině jak domácím p os ředí, ak zah aničí. Zna-
sh omážděných da bylo p o en o ex yb áno šes ukázko ých k i ických inciden ů obsahujících
popis si uace ak i ického momen u, las ní pos řehy ahodnocení zkušenos i zpohledu účas níka.
Vp áci je popsán k i ických inciden jako cyklus emocí, myšlenek acho ání člo ěka na ú o ni jak
okamži ých, ak pok očilých eakcí účas níků aje na žen didak ický model p o mul idiscipliná ní
použi í. Da a ukazují, že en o model je účinným nás ojem nejen p o posilo ání jazyko ých ako-
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munikačních do ednos í e zdělá ání, ale ip o oz oj celého soubo u dalších jemných ain a-
pe sonálních do ednos í yuži elných e s ě ě p áce. P ak ické yuži í k i ických inciden ů p o o
přesahuje oblas zdělání, přičemž nalézá ši ší yuži í oblas i řízení lidských zd ojů, edení lidí
aspolečenských ěd.
KEY WORDS:
c i ical inciden s, didac ics, language educa ion, key compe ences, pe sonal g ow h, human e-
sou ce managemen
1 CRITICAL INCIDENTS
C i ical inciden s (CIs) ake upon awide ange o de ini ions depending on he ield
and ime when hey ha e been used (e.g., Apedaile & Schill, 2008; Bu e ield e al.,
2009; Cope & Wa s, 2000; Flanagan, 1947; Sieglo á, 2022; Spence -Oa ey, 2013; Wigh ,
1995). They a e gene ally g asped as li e si ua ions ha de ia e om he expec a ions
o no mali y and usually ca ch ape son unp epa ed. Gi en hei a ypical na u e,
hey a ec emo ions, induce eac ions, assume quick decisions, and esul in ac ion.
Cha ged wi h as ong emo ional o ce, ei he nega i e o posi i e, CIs become deeply
ing ained in ape son’s memo y. As such, hey can be e isi ed and se e as amodel
esou ce molding one’s decisions, beha io s, and ac ions in analogic si ua ions la e
in li e. Simply said, CIs ne e lea e ape son he same, and hus no ably con ibu e o
an indi idual’s pe sonal de elopmen . This s udy p oposes ha conside ing new CIs
accumula e o e one’s whole li e, hey a e ahidden ye po en agen na iga ing peo-
ple’s li e-long lea ning.
CIs ha e inspi ed abundan e minology in a ious scien i ic ields p o ing hei
po en ial o amul i-disciplina y use. They come in a ied o ms and se e as model
si ua ions in a ied specializa ions and ields. As o al es imonies, s o y elling, o
anecdo al ema ks, w i en na a i es, in o mal obse a ions, o collec ed in ap e-
s uc u ed o ma , hey can emain ei he ba ely no iced by he pe son in ol ed o
used as da a o asecond pa y in an o ganized o m. Gi en hei p o ound p ac ical
po en ial, hey can be used o os e educa ion and pe sonal de elopmen in mani old
social p ac ices.
1.1 EARLY DEVELOPMENTS
CIs i s appea ed as ame hod o quali a i e esea ch wi h ab oad p ac ical applica-
ion in he Uni ed S a es a ound he ime o he Second Wo ld Wa (Flanagan, 1954).
The CI app oach was i s employed a his ime in he mili a y p ac ice o he Ame i-
can a my, bu soon, made i s way o he public and educa ional sphe e.
The A ia ion Psychology P og am o he USAAF was one o he i s o adop CIs
o ec ui men pu poses. The p og am’s i s wo s udies analyzed easons o pilo
ailu es (Flanagan, 1947; Mille , 1947). The subsequen s udies ocused on iden i ying
inciden s o expe ienced e ec i e and ine ec i e beha io s ecollec ed om he ac-
i e du y o wa e e ans (Wicke , 1947) in o de o imp o e ba le leade ship and
o ganiza ion.
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DAGMAR SIEGLOVá 43
Ag oup o psychologis s om he USAAF soon es ablished aschola ly non-p o i
o ganiza ion he Ame ican Ins i u e o Resea ch (AIR) ocusing on sys ema ic e-
sea ch in human beha io ha led o he de elopmen o he c i ical inciden ech-
nique (CIT) as a ully es ablished esea ch p ocedu e. Following he ini ia i es om
he A ia ion Psychology P og am, hei i s asks aimed a de ining job equi e-
men s, including ap i udes and pe sonal cha ac e is ics, o ai o ce o ice s (P es-
on, 1948) o pilo s (Go don, 1947, 1949). Simila ly, p ojec s s udying equi emen s o
pe sonnel in physical sciences (Flanagan, 1949) and o ai ou e a ic con olle s
(Nagay, 1949) ollowed. The CIT hen pene a ed in o he indus ial sphe e whe e i
was applied o eco d he quali y o job pe o mance o he employees o he Gene al
Mo o s Co po a ion (Mille & Flanagan, 1950).
Many s udies o he CIs also eme ged om a ied scien i ic p ojec s conduc ed
a he Depa men o Psychology a he Uni e si y o Pi sbu gh (Pi ) by Flanagan’s
s uden s in he o m o doc o al heses (Flanagan, 1954), s udying equi emen s, p o-
iciency, and gene al abili ies in a ied p o essions, e.g., den is s in medicine, indus-
ial o emen in he Wes inghouse Elec ic Co po a ions, manage s in li e insu ance
agencies, ins uc o s o gene al psychology cou ses, o sales cle ks in depa men
s o es. Based on inding ahighe occu ence o ine ec i e beha io s in s uden s wi h
espec o s udy and beha io al issues (Eilbe , 1953), CIs we e used by he acul y o
de e mine emo ional imma u i y and de elop a ele an classi ica ion sys em. This
in ac se up he basis o using he CIT o s udy pe sonali y and human beha io .
By he ime o he ea ly s udies, se e al p ac ical applica ions o he CIs emb acing
a ied app oaches o he me hod can be ound (Flanagan, 1954). Bo h s udies o he
USAAF and AIR i s used he CIs o measu e and e alua e job pe o mance o p o i-
ciency including ap i udes and abili ies in a ied job posi ions, such as pilo s, each-
e s, o che s. This con ibu ed o imp o ing he ec ui men p ocedu es by de ining
mo e speci ic job equi emen s, as well as helping de elop speci ic aining p og ams
o new employees as a i s eco d o using he CIs o educa ional pu poses. The
esul s o he a o emen ioned s udies also lay he ounda ion o e ining ope a ing
p ocedu es o adjus ing wo k en i onmen and ools. The use o CIs as a“ e y alu-
able supplemen a y ool o he s udy o a i udes” (Flanagan, 1954, p.28), as mainly
de e mined by he wo ks om he Depa men o Psychology, Pi , can hen be seen
as i s p obes o s udy leade ship and mo i a ion o counseling and psycho he apy.
1.2 THE CRITICAL INCIDENT TECHNIQUE (CIT)
The ea ly esea ch employing CIs esul ed in he CIT, i s desc ibed by John Flana-
gan in 1954 as an es ablished quali a i e s udy esea ch i e s ep scien i ic p ocedu e
(Figu e 1). While allowing o lexible da a collec ion and analysis ypical o quali a-
i e esea ch, he CIT emains in he adi ional schola ly bounda ies, s a ing wi h
aclea ly iden i ied pu pose o he s udy, including he s a emen o esea ch ques-
ions o hypo heses ha mainly ollow, and hus emphasize, ap ac ical use o CIs.
P io o choosing he me hods o da a collec ion and analysis, cons i u ing he hi d
s ep, ques ions o ele ance a e posed in o de o ensu e aplausible choice o se -
ing, pa icipan s, and ela ed objec i es. The amassed da a ge u he assessed and
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in e p e ed acco ding o eme ging hema ic ca ego ies. Upon conside ing po en ial
bias and limi a ions agains he gene al aim o he esea ch, he inal esul s ge ad-
anced o hei in ended p ac ical use.
S ep 1: Gene al Aims
Iden i ying he pu pose o he s udy and
posing esea ch ques ions
— Measu es o ypical pe o mance
— Measu es o p o iciency
— T aining
— Selec ion and classi ica ion
— Ope a ing p ocedu es
— Equipmen design
— Mo i a ion and leade ship
— Counseling and psychology
S ep 2: Plans and Speci ica ions
Add essing ques ions o ele ance and
objec i i y
— Si ua ions o be obse ed
— Rele ance o he gene al aim
— Ex en o e ec on he gene al aim
— Pe sons o make he obse a ions
— G oups o be obse ed
— Beha io s o be obse ed
S ep 3: Collec ing he da a
Choosing me hods o da a collec ion and
analysis
— In e iews
— G oup in e iews ( ocus g oups)
— Ques ionnai es
— Reco d o ms
S ep 4: Analyzing he da a
Summa izing and desc ibing he da a o
be used and o maximize hei p ac ical
use ulness
— Selec ing a ele an ame o e e ence
— Fo mula ing ase o majo ca ego ies
— Placing he inciden s in o he ca ego ies
S ep 5: In e p e ing and epo ing
Weighing po en ial o e gene aliza ions
o bias and iden i ying limi a ions o he
esea ch
— Re iewing he gene al aim
— E alua ing he da a
— Repo ing he alue o he esul s
Figu e 1:The C i ical Inciden Technique.
The CIT de ined by Flanagan (1954, p.327) as “ase o p ocedu es o collec ing di ec
obse a ions o human beha io in such away as o acili a e hei po en ial use ul-
ness in sol ing p ac ical p oblems” en e ed u he p o essions a ound he new mil-
lennium bu changed du ing he upcoming decades because o mul iple pe spec i es.
Fi s , he echnique pene a ed u he social and scien i ic a eas, con inually p o -
ing i s wide applicabili y wi hin mul iple ields. Besides he a o emen ioned a my,
indus ial o business psychology se ings, he CIT was u he adop ed in he i s
decade o he 21s cen u y in heal h sciences, speci ically in nu sing, medicine, o den-
is y. I also saw p elimina y applica ion in anumbe o ields, such as psychology,
counselling, communica ions, job analysis, ma ke ing, o social wo k (see Fi zGe ald
e al., 2007), o in educa ion and eaching p ac ice (see Bu e ield, 2005).
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The second di ec ion he CIT ook in i s pos -wa de elopmen ela es o he p o-
cedu es used. S a ing wi h he emphasis on beha io ally g ounded expe “di ec
obse a ions”, as o iginally concei ed by Flanagan (1954), “ e ospec i e sel - epo s”
(Bu e ield e al., 2005) o he pa icipan s domina ed he s udies owa d he end o
he millennium. This u ned he CIT, as Bu e ield (2005, p.482) pu s i , om a“ ask
analysis ool” ha helps “ o unco e exis ing eali ies o u hs so hey could be mea-
su ed, p edic ed, and ul ima ely con olled” in o an “in es iga i e and explo a o y
ool” (ibid., p.489) ha pu s as ong emphasis on lexible, p ac ical applicabili y
wi hin apa icula p o essional a ea. Wha accompanies he di e si ica ion o he
app oaches o he use o he CIT is he a o emen ioned p oli e a ion o e minology
yielding new a ian s o e ms, e.g., he CI analysis (Gould, 1999), CI exe cise (Ru -
man, 1996), CI s udy echnique (Co ell e al., 2002), o CI e lec ion (F ancis, 1995).
The lexibili y o he echnique, howe e , aised new ques ions, speci ically con-
ce ning he alidi y o he me hods, as exac desc ip ions o he da a-analysis p oce-
du es we e equen ly missing in he ea lie s udies. As a esul , a eam o esea che s
om he Uni e si y o B i ish Colombia (UBC) (Bu e ield e al., 2005, 2009) in o-
duced a e ined e sion o he echnique known as he Enhanced C i ical Inciden
Technique (ECIT). One o he adjus men s he ECIT esea ch p ocedu e b ough is
keeping mo e exac eco ds o he da a, including aping du ing o al es imonies, o
achie e hei highe desc ip i e alidi y. This app oach allows no only o e ospec-
i e accu acy checks, bu also o mo e exac aw da a, mo e speci ic da a analysis,
as well as enhanced exhaus i eness and us wo hiness o he esul s. Wi h his in
mind, he esea che s de ined nine c edibili y checks (Figu e 2) o he inal s age o
he p ocedu e.
Enhanced C i ical Inciden Technique: Nine c edibili y checks
1. Audio aping in e iews Enhancing accu acy o he accoun
2. In e iew ideli y Following es ablished p o ocols and using
in e iew guides
3. Independen ex ac ion o CIs Collec ing and analyzing by adi e en pe son
4. Exhaus i eness Keeping alog wi h s a is ical in o ma ion o each
in e iew
5. Pa icipa ion a es Keeping a eco d o he pa icipan numbe wi h
e e y CI
6. Placing inciden s in o ca ego ies by
an independen judge
Randomly choosing asample o aCIs se o an
independen assessmen
7. C oss-checking by pa icipan s Conduc ing asecond in e iew wi h pa icipan s
o ollow-up ques ions
8. Expe opinions Submi ing he chosen CI ca ego ies o an expe
con i ma ion
9. Theo e ical ag eemen Compa ing eme gen ca ego ies wi h ele an
schola ly li e a u e and a icula ing any
assump ions unde lying he s udy
Figu e 2:ECIT— Nine c edibili y checks.
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1.3 LATER DEVELOPMENTS
New ends in he de elopmen o he CIT eme ged a ound he u n o he millen-
nium when he me hod u he e ol ed, as Bu e ield e al. (2009) pu i , om “un-
co e ing con ex ” o “cap u ing meaning”. This, acco ding o he au ho s, lead o
changes in he CIT ange and e minology. New s udies o he CIs, o iginally me e
desc ip ions o he e en s, s a ed aking pa icipan s’ e lec ions, commen s and in-
e p e a ions in o accoun . This app oach se up anew di ec ion in he use o CIs
o he u u e, ea ing hem as signi ican li e e en s and allowing o amo e p o-
ound in ospec ion in o he pa icipan s’ expe ience. Co espondingly, a ede ined
e m— a“ e ela o y inciden ”— was in oduced as an al e na i e o he CI in se-
lec ed s udies as a esul (Kea inge, 2002, p.34). In his o m, he use o he CIT sp ead
in o u he a eas and disciplines, encompassing in e cul u al s udies (e.g., Apedaile
& Schill, 2008; B islin, 1986; Cope & Wa s, 2000; Spence -Oa ey, 2013; T ipp, 1993;
Wigh , 1995), in o ma ion li e acy esea ch (Hughes, 2012), o ensic c iminology
(Ma ouško á, 2013), and he like.
1.4 CRITICAL INCIDENTS AS AN AVENUE TO PERSONAL GROWTH
The use o he CIT in in e cul u al s udies signi ican ly con ibu ed o he wo k wi h
CIs wi h new pa adigms and pe spec i es (in Spence -Oa ey, 2013). Selec ed s ud-
ies cap u e he e m “c i ical” as sel -de ined o sel -in e p e ed “ u ning-poin s in
ape son’s li e” (T ipp, 1993, p.105), o as “momen s o p ime impo ance” (Cope &
Wa s, 2000, p.112) mos ly associa ed wi h ex eme beha io s o emo ions ha ge
in e p e ed by he pa icipan s. Based on his, CIs a e now also iewed as a ool o ac-
cele a e pe sonal g ow h, o example o boos he gene al “p ocess o lea ning and
g owing sel -awa eness” (ibid., p.113), o “de elop an inc easing unde s anding o
and con ol o e p o essional judgemen ” (T ipp, 1993, p.24), o o enhance in e cul-
u al compe ence. Co espondingly, a ied CIs om in e cul u al encoun e s ha e
been collec ed, analyzed, and so ed in o ele an ca ego ies (Spence -Oa ey, 2013)
and applied o p omo e in e cul u al dialogue h ough aining cou ses o ma e ials
in he o m o exe cises, ole-plays, simula ion games, o as a“cul u e assimila o ”
(e.g., B islin, 1986; Wigh , 1995).
Va ied me hodological app oaches o he use o CIs in he in e cul u al ield can
be ound. Fo example, Spence -Oa ey & Da idson (2013) in oduced a ou -s ep
po olio guiding he pa icipan s o he CIs h ough an analysis o hei expe iences
s uc u ed in o epo ing abou hem, e lec ing on hem, and ee alua ing hem in
o de o use hei insigh s in p ac ice. In con as , Kea inge (2002) de eloped a o m
o analyze CIs om he pe spec i e o an obse e guiding he esea che o docu-
men he CIs as a h ee-s ep p ocess. This p ocess consis s o b ie desc ip ions o he
si ua ion, an analysis o he ollowing ac ion as well as adesc ip ion o he ou come
o he ac ion.
The pu pose o his s udy is o abso b he pe sonal insigh s o indi iduals and
show he CIs as alea ning p ocess occu ing on he emo ional, cogni i e, and beha -
io al le els, which, i ele a ed o he me acogni i e and me a-beha io al le el, leads
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DAGMAR SIEGLOVá 47
o explici ealiza ions and con olled beha io s. Using aco pus o da a, adidac ic
model will be p oposed and desc ibed as a ool applicable o wide-sp ead educa-
ional use ac oss disciplines con ibu ing o os e indi iduals’ pe sonal g ow h.
2 METHODOLOGY
The da a used in his s udy a e w i en na a i es by Czech highe educa ion ins i u-
ion (HEI) s uden s om business English cou ses specialized in managemen , mo i-
a ion, and in e cul u al communica ion aken om alongi udinal s udy launched
in 2017 and u he expanded by an E asmus+ in e na ional pa ne ship p ojec CI-
ICPD (C i ical Inciden s in In e cul u al Communica ion and P omo ing Di e si y)
unning be ween 2020 and 2023. The pa icipan s we e mas e ’s deg ee s uden s
22–25 yea s in age specializing in economics and managemen . Each s uden com-
ple ing he language cou se since 2017 con ibu ed wi h h ee CIs, building ada abase
o nea ly 400 na a i es up o da e. All CIs e e o si ua ions he s uden s we e acing
in a ied in e na ional se ings when o eign languages we e used, o example, du -
ing hei s udies o in e nships locally o ab oad, in hei ee ime, o du ing a els.
In hei es imonies, w i en in English, he s uden s used ap ede ined o m ap-
plying he 3RA ool (Spence -Oa ey & Da idson, 2013, p.1), based on which hey s uc-
u ed hei analyses in o ou sec ions: Repo — Re lec — Ree alua e— Ac . This
allowed hem o no only include he desc ip ion o he pa icipan s, se ings, scene,
and he expe ienced e en (Repo ), bu also add hei e lec i e accoun s upon he
expe ience (Re lec ), ollowed by hei ealiza ions o hei oles and lea ning (Re-
e alua e), including desc ip ions o las ing decisions made, beha io s changed, and
ac ions aken (Ac ). Based on six CIs selec ed om he da a co pus as samples clea ly
illus a ing he CI as acyclical p ocess, aC i ical Inciden Cycle model (Figu e 3) will
be p oposed in he ollowing sec ion and subsequen ly desc ibed as apedagogical
model o eaching and lea ning ac oss disciplines.
2.1 CRITICAL INCIDENT CYCLE (CIC)
The s uc u e o each o he s uden es imonies e eals asequence o mu ually in-
e ac ing human p ocesses. In pa icula , e e y CI consis s o adesc ip ion o ac i i-
cal momen ha igge s an a ec i e eac ion. This eac ion co esponds o he si u-
a ional in e p e a ion and is u he e lec ed in how he pe son decided o eac in
he ac ual momen . The immedia e in e p e a ions and ac ions hen ge ee alua ed
as new ealiza ions a e made, con olled beha io s planned, o changes in ac ions
and hinking implemen ed.
Following his logic, i e s ages o how CIs a e p ocessed by hei pa icipan s can
be obse ed and desc ibed in each o he analyses, di iding he CI in o a eac i e and
e lec i e pa . The eac i e phase s a s a he c i ical momen when ade ia ion om
no mali y is no iced. This momen igge s emo ions ha esul in an a ec i e eac-
ion and ac i a e cogni ion when implici immedia e unde s anding o he e en is
sough . Based on he momen a y in e p e a ion subs an ia ing o he emo ion he
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48 STUDIE ZAPLIKOVANÉ LINGVISTIKY 1/2023
pe son hen makes si ua ional decisions choosing sui able beha io s ha lead o
aspon aneous eac ion. The e lec i e phase hen s a s wi h me acogni ion when
he pe son’s impulsi e in e p e a ions and beha io s ge eassessed and ee alua ed
in e ospec . Reaching explici unde s anding o he e en u he e lec s in me a-
beha io when adjus men s a e planned and implemen ed o con ol he pe son’s
beha io s, decisions, and ac ions he ea e . This cycle epea s as aspi al p ocess ac-
cumula ing new c i ical encoun e s o e he cou se o ape son’s whole li e. To acili-
a e unde s anding o he p oposed C i ical Inciden Cycle (CIC) model illus a ed in
Figu e 3, indi idual s ages o aCI will be explained in de ail below.
Figu e 3:The C i ical Inciden Cycle.
C i ical momen : The basic CIC s a s wi h he occu ence o ac i ical momen . An
inciden quali ies as c i ical a he momen he pa icipan is con on ed wi h ade-
ia ion om his/he no ma i e expe ience, i.e., an unexpec ed si ua ion ex ending
beyond wha he pe son ega ds as no mal based on his/he p e ious knowledge, ex-
pe ience, o beha io s adop ed in li e. This de ia ion equi es ase ies o immedia e
p ocessing and eac ions. The c i ical momen is usually de ined in he epo ing pa
o he inciden as adesc ip ion o he si ua ion as awhole, including he pa icipan s,
se ing, scene, and he pe inen de ia ion om he no m.
Emo ion: The con on a ion wi h he c i ical momen igge s an immedia e a ec-
i e eac ion in he o m o s ong, ei he posi i e o nega i e, eelings. Emo ions a e
pa o he eac i e phase o he CI, which he pa icipan s desc ibe as a ied a ec s o
META-
BEHAVIOR
adjus ed
ac ion
CRITICAL
MOMENT
no ed
de ia ion
CRITICAL
INCIDENT
CYCLE
EMOTION
a ec i e
eac ion
COGNITION
implici
in e p e a ion
BEHAVIOR
spon aneous
ac ion
META-
COGNITION
explici
unde s anding
e
l
e
c
i
e
e
l
e
c
i
e
e
a
c
i
e
e
a
c
i
e
e
a
c
i
e
a
c
i
a
e
e
e
l
i
n
g
s
a
c
i
a
e
p
e
c
e
p
i
o
n
a
c
i
a
e
d
e
c
i
s
i
o
n
a
c
i
a
e
e
a
l
u
a
i
o
n
a
c
i
a
e
p
l
a
n
n
i
n
g
a
c
i
a
e
g
o
w
h
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DAGMAR SIEGLOVá 49
eelings, such as pleasan o unpleasan su p ise, shock o as onishmen , discom o
o pleasu e, disappoin men o sa is ac ion, p ide s emba assmen o humilia ion,
sadness s happiness o joy, s ess o a ousal, ea o elie , o name a ew.
Cogni ion: The emo ional eac ion hen s imula es cogni i e e o s seeking un-
de s anding, in e p e a ion, o meaning o he e en subs an ia ing o he eelings
in o de o eac . These pe cep ions a e cons ued on he base o he pa icipan s’
p e ious expe iences, hei ange o exis ing knowledge, as well as hei sociocul-
u al backg ound. As pa o he eac i e phase, quick spon aneous judgmen s and
i s -hand ealiza ions o social oles, iden i y, belie s o alues a e made, p epa ing
he pa icipan o ake an adequa e s ep. In he es imonies, he pa icipan s desc ibe
hem as hei i s p ima y easoning, which includes in e p e a ions as jus i ica-
ions o hei a i udes, decisions, and ac ions adop ed in he upcoming cou se o
e en s.
Beha io : The i s implici in e p e a ions yield aco esponding beha io al
eac ion d awn om how he pe son unde s ands he cu en si ua ional con ex .
These include a ious spon aneous ac s ha did o did no happen wi h minimum o
no hesi a ion, o example, decisions made, s a egies se , and ac ions aken o no
aken. The pa icipan s desc ibe hem as immedia e eac ions hey saw adequa e o
meaning ul in he cu en momen .
Me acogni ion: A e he i s emo ional, cogni i e, and beha io al eac ion, he
expe ience becomes asubjec o u he con empla ion allowing o he applica ion
o wide knowledge, expe ience, o esea ch. The pe son s a s ame acogni i e p o-
cess o c i ically ee alua ing he /his own p ima y in e p e a ions and pe o mance
in o de o gain mo e explici unde s anding o he si ua ion. Based on his, s/he
can o mula e he lesson lea ned and se up decisions, s a egies, and plans o keep
con ol unde analogic si ua ions in he u u e. The e lec i e pa o he es imonies
includes admi ing and e ising e o s in judgemen , biases, and misin e p e a ions
in wide con ex s, o example, ede ining social oles, iden i ies, pe sonal belie s
and alues, as well as gaining sel -es eem, sel - ealiza ion, isions, and mo i a ion
o lea ning.
Me a-beha io : Upon ee alua ion and c i ical assessmen o he implici in e -
p e a ions and momen a y eac ions in agi en si ua ion, he pe son s a s ecog-
nizing and de ining desi able beha io s. The newly gained expe ience hus ca ies
alea ning o ce ans e able o u u e pe o mance in wide a eas o he pa icipan ’s
li e and leads o posi i e beha io al changes. Me a-beha io al p ocessing desc ibed
in he da a shows he pa icipan s’ enhanced abili y o hink be o e ac ing, i.e., o
moni o , con ol, egula e, o co ec hei u u e beha io s. These beha io s a e
implemen ed wi h a a ied deg ee o delay. Some o he es imonies epo abou
conc e e beha io al changes ei he in conc e e si ua ions o implici ly. Some na a-
i es indica e ade e mina ion o adjus ed beha io s in he u u e, and o he s a e a
he s age o un ealized plans, showing each pa icipan ’s momen a y un eadiness o
execu e hei decisions.
In sum, he da a show bo h examples o implemen a ion o aposi i e change in o
he pa icipan s’ e e yday ac ions, i.e., aclosed cycle wi h an e incible ou come, as
well as examples o ade ined desi ed ac ion wi h pos poned (unha ched) implemen-
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56 STUDIE ZAPLIKOVANÉ LINGVISTIKY 1/2023
comes o his expe ience, including gaining p ac ice in he job, lea ning new skills,
and gaining sel -con idence:
Anyway, he u ning poin came abou aweek la e , when my boss was on his a-
ca ion, when I inally s a ed o know wha Iwas doing and wha i was good o .
Imus say ha a ha momen I el Imade abi p og ess— no only in e ms o
expe ience, bu also in e ms o ego.
The boos ed con idence is u he accen ua ed in he conclusion o he s uden ’s es-
imony showing his eadiness o accep new challenges wi h amuch highe us in
his abili ies: “I ealized ha i Iwan some hing, Ican do i , and i someone belie es
in you, you can do i e en as e .”.
This e lec ion demons a es ha o gain expe ience and de elop p o essional
skills and compe ences, one mus s ep ou o his/he com o zone, accep new e-
sponsibili ies, and exe cise ag ea amoun o lexibili y i one wan s o succeed. I
also shows ha accep ing new challenges has aposi i e e ec on he s uden ’s sel -
con idence. Finally, i demons a es he impo ance o in e na ional wo k expe ience
ha con ibu es o enhanced in e cul u al expe ience, knowledge, and compe encies.
3.6 CRITICAL INCIDENT 6: STUDY ABROAD IN AUSTRIA
The las si ua ion, aking place in an educa ional se ing, e eals he ole o CIs in
g owing asse i eness as well as se ing up one’s own alues. This inciden ook place
du ing he s uden ’s bachelo ’s deg ee E asmus+ s udy ab oad in Aus ia. The con ex
o he c i ical momen is explained by he s uden in he in he ollowing ex :
Iwould like o desc ibe asi ua ion, when I el ashamed. Is udied he e in English
and he whole hal ayea was ahuge challenge, as Ihad all classes wi h s uden s
om all a ound he wo ld excep o Economics, whe e we e only Aus ian s u-
den s, whose English le el is mos ly C2. Be o e Is a o desc ibe he inciden , le
me ell you some hing abou mysel . My pa en s in es ed in my Ge man and Eng-
lish language alo . Iha e isi ed languages schools, wen o England many imes
bu un o una ely, Iha e ne e lea n so much as Iwould like o as Iam mo e
echnical hen humani ies pe son. Somehow, Iam s uck in B2/C1 le el. Du ing he
semes e we had o w i e hesis and Iwas he i s s uden who handed i in. One
week la e du ing semina , he men o i s ly p aised me o handing i in so ea ly
and o nice w apping and hen he con inued o c i icize my English. The whole
lec u e hea e, ull o almos 100 s uden s ha e hea d, how ho ible my English
is, ha i is nonsense o me o be he e and s udy his subjec .
As seen in his pa , p io o explaining he si ua ion, he s uden s a s he es imony
wi h e ealing he eelings (emo ion). A e laying down he con ex , she jus i ies
he eeling wi h ase ies o explana ions o he p ima y easons o he eelings (cog-
ni ion). She i s exp esses he us a ion caused by oubles o achie e pe ec ion
in he English language compe ences despi e he long- e m e o s and he pa en s’
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ea lie in es men s in he language educa ion. Then, she admi s he low sel -es eem
based on he weake language skills in compa ison o he o he classma es om he
economics lesson. This sel -pe cep ion, inally, is e lec ed in he in e p e a ion o
he c i ical momen om awide pe spec i e (me acogni ion), ha is, despi e be-
ing p aised o p ecision and pe ec ime managemen , she sees he eache ’s public
c i icism o he English as beli ling and humilia ing. This is e iden om he u -
he elabo a ion on he e en . While accen ua ing he diligence and achie emen s
om o he language lessons and exams, she eels he eache ’s c i icism unjus i ied
as well as socially inapp op ia e. She, a he same ime, p ac ices aconside able de-
g ee o con ol and diplomacy by pe mi ing he eache ’s good in en ions o help he
mobilize he s udy e o s i s :
Fo compa ison Iha e been qui e success ul in o he subjec s. In he end o se-
mes e , Ilea ned o he inal exams o e mon h and lea n 5 economics wo d
e e y day and Ipassed he exam on g ade 4. Imy opinion, he jus wan ed o gi e
me some mo i a ion h ew his speech, wha should ha e made me o hink abou
mysel and my English. Ialways pe suade mysel , ha he eally wan ed me o
y ha de and imp o e my English… Bu I hink he has no ealized wha he was
saying in ha momen and wha impac would i ha e on me and my epu a ion.
The s uden , none heless, dwells on he insul ing na u e o he eache ’s ema k when
desc ibing he inabili y o ind an app op ia e eac ion a he momen (beha io ):
Iwas he one, who was disg aced in on o ano he s uden s. In ha momen
Iha e no done any hing. Iwas comple ely caugh ou by ha . Ihad no wo ds
which Icould ha e said in ha momen .
Feeling humilia ed, as well as he inabili y o de end he sel , seems o ha e mobilized
he s uden in o se ing up u u e plans o imp o emen (me a-beha io ). She i s in-
dica es achange in he a i ude o c i icism: “Iha e lea n ha i does no ma e how
ha d you y o how success ul you a e, he e is always going o be someone who will
c i icize you no ma e wha .”. Then, she de ines wha she deems as app op ia e eache
beha io in he espec i e si ua ion: “In my opinion, i someone wan o ep oach you
o you impe ec ions, he mus communica e i in p i acy.”. A e ha , she plans o an
ideal eac ion in analogic si ua ions: “Nex ime Iwould beha e di e en ly. Ishould ha e
sol ed i wi h he di ec o o Uni e si y o a leas ell him ha he men o beha es inap-
p op ia ely.”. Finally, she poin s ou he p og ess owa d he pe sonal g ow h:
Fi s o all, i eally mo i a ed me ali le bi o lea n mo e. Ilea n alo o he inal
exam, which Ipassed. Bu Ialso had o hink abou my pe sonali y and I ealized
ha languages a e no he ield o s udy ha Iam good a .
This si ua ion, like he o he s abo e, posi i ely a ec ed he s uden ’s pe sonal g ow h.
Fi s ly, she acqui ed ase o so skills, such as coping wi h c i icism o he p inciples
o p ope communica ion, manne s, and diplomacy. Secondly, his inciden allowed
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58 STUDIE ZAPLIKOVANÉ LINGVISTIKY 1/2023
he o become awa e o he a eas o imp o emen s in he pe sonal skills se , espe-
cially language skills o asse i eness. By ealizing he pe sonali y ai s oge he
wi h he s eng hs and weaknesses, she can be e di ec he ca ie pa h and s udy
e o s in he u u e.
4 DISCUSSION AND FURTHER IMPLICATIONS
The CIC model, as p oposed in his s udy, sugges s adidac ic app oach ha can help
accele a e he p ocess o lea ning and pe sonal g ow h h ough an analysis o ase-
quence ac i a ed by he mu ually in e ac i e human p ocesses in aCI. The model ad-
op ed in he educa ional se ing guides s uden s o be able o become awa e o hei
eelings (emo ion), unde s and hei p ima y in e p e a ions (cogni ion), and ecog-
nize hei unmedia ed eac ions (beha io ) in a ied c i ical si ua ions. Based on his,
i helps hem u he ee alua e hei pe o mance om awide pe spec i e (me a-
cogni ion) and plan o he implemen a ion o posi i e change in hei e e yday pe -
o mance (me a-beha io ) he ea e . As such, he model sugges s an ex ended ap-
plica ion in mul iple ields and o mul iple pu poses wi h ob ious e hical issues in
mind, ha is, while wo king wi h pe sonal s o ies, sha ing CIs mus be olun a y,
opically egula ed, and p esen ed o used as adidac ic ool s ic ly upon he pa ici-
pan s’ consen and anonymously.
To begin, each CI analyzed abo e enhanced in he s uden s aspeci ic se o com-
pe encies ha all in o he ca ego y o he so-called 21s cen u y skills de ined in he
s a egy documen s o na ions and in e na ional o ganiza ions (e.g., Chládek, 2015;
MŠMT ČR, 2001; OECD, 2019) as key compe ences essen ial o coping wi h he chal-
lenges o a apidly changing wo ld. The da a show ha he CIs he s uden s expe i-
enced helped hem de elop hei c i ical hinking, p oblem sol ing, communica ion
and coope a ion skills; he s uden s also lea ned how o in e ac in in e cul u al se -
ings, exe cised lexibili y, ole ance, and espec ; hey adop ed manne s and diplo-
macy and also had o s ep ou o hei con ol zone o ake o e esponsibili y o
hei asks and ac ions. Needless o say, hese so-called so skills can be u ilized no
only in he s uden s’ cu en globally in e connec ed academic o p o essional ca-
ee s, bu also in he new p o essions expec ed by many p o essionals o o ganiza-
ions o ake he lead in he job ma ke in he Indus y 4.0 u u e (e.g., B ynjol sson,
2014; NÚV, 2018; NVF, 2016; Schwab, 2018).
Secondly, besides skills and compe ences, each expe ience discussed in his pape
u ned ou o be a aluable con ibu ion o he de elopmen o he s uden s’ pe son-
ali y ai s and cha ac e . The s uden s p og essed in e ms o sel -con idence and
sel -es eem. They easse ed hei social oles, iden i y and alues, o ealized hei
alen s and ambi ions. Some lea ned he p inciples o wo king discipline and ocus,
o he s ai play and espec o ules. And mos o he si ua ions, while emo ionally
challenging in na u e, ul ima ely ca ied amo i a ional cha ac e o lea ning, wo k-
ing, o p ac icing hobbies, and helped he s uden s se adi ec ion o hei u u e.
Fu he mo e, his s udy demons a es ha CIs expe ienced in a ied se ings led
o s eng hening social ne wo ks ha he s uden s build and coun on in hei pe -
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DAGMAR SIEGLOVá 59
sonal as well as p o essional li es. In some o he cases, s uden s ein o ced hei
iendship bonds, o he s buil in e na ional pa ne ships, o de ined hei social
oles. And hey lea ned he necessa y p inciples o os e hese bonds h ough he
a o emen ioned skills, such as coope a ion, communica ion, ole ance, o espec .
Las bu no leas , his s udy highligh s he signi icance o CIs o li e-long lea n-
ing. Each CI, as shown abo e, con ibu es o abe e awa eness o ape son’s emo-
ions, hough s, and ac ions, which helps o egula e human conduc in analogic si u-
a ions o come. In o he wo ds, aCI ne e lea es ape son he same. By igge ing
ase ies o co e and o e p ocessing, e e y single c i ical si ua ion adds up o he
g owing pool o accumula ed expe ience, knowledge, and skills, and hus spins he
pe pe ual spi al o lea ning esul ing in inc easing abili ies o deal wi h c i ical si u-
a ions mo e e icien ly.
Fo his eason, he CIC model i s well he need in he a ea o human esou ces,
managemen , o leade ship as a ool o p o essional aining o coaching o em-
ployees, manage s, o eams. Companies, o ganiza ions, and ins i u ions can use he
model o guiding hei wo ke s’ pe sonal and p o essional g ow h, a ge ing hei
ca ee pa hs, acili a ing dialogue and coope a ion a hei wo kplace, and ac i a ing
in e nal mo i a ion o human esou ces o lea n and wo k.
CIs a e equally applicable o language educa ion. All CIs analyzed abo e we e
HEI s uden na a ions abou hei expe iences om a ied social in e ac ions in
a o eign language used as ana u al linguis ic esou ce o a ied ac i i ies in hei
language lessons. Th ough ecalling and e lec ing on signi ican li e e en s a he
emo ional, cogni i e, and beha io al le el, bo h in w i ing o o ally, s uden s en o ce
hei p oduc i e o eign language skills and build hei si ua ion-based, pe sonal-
ized, and hus mo e e icien se s o linguis ic epe oi e. As a esul , hey de elop
indi idualized language compe encies, boos hei sel -con idence, and aise hei
mo i a ion o au onomous language lea ning.
Thus, i ollows ha he CIC model can help o con ibu e o deepe unde s anding
o he social ole o languages. Indeed, each o he inciden analyzed abo e can be seen
as a e lec ion o asepa a e simple language managemen p ocess, i.e., indi iduals’
discou se-based in e ac ion (Nek apil & She man, 2015) o “beha io - owa d-lan-
guage” (Fishman, 1971), in de ail. The model, he e o e, is applicable o he language
managemen heo y (LMT) (Je nudd & Neus upný, 1987; Kimu a, 2014; Neus upný &
Nek apil, 2003) and p ac ice as one o he possible da a collec ion me hods helping
o cap u e indi idual s ages o he simple language managemen p ocess (Sieglo á,
2022), including he ela ed emo ions, in e p e a ions, decisions, plans, and hei
p ac ical implemen a ion. This can help enhance gene al unde s anding o linguis ic,
communica i e and socio-cul u al beha io o indi iduals applicable in awide a ay
o applied ields, such as sociolinguis ics, poli ical discou se, o language lea ning
and eaching me hodology, o name a ew.
Fo all he easons abo e, he CIC model is an ideal ool o be used in educa ional
p ac ice. I can se e bo h eache s o didac ic pu poses in a ied subjec s and spe-
cializa ions, as well as s uden s as aguide o hei sel -ad ancemen . In he o m
o s uc u ed analyses o w i en o o al es imonies o hose used as case s udies
om a a ie y o si ua ions o se ings, he model can con ibu e o build he s u-
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60 STUDIE ZAPLIKOVANÉ LINGVISTIKY 1/2023
den s’ emo ional, cogni i e, as well as beha io al in elligence by eaching hem how
o eac o s imuli, p ocess in o ma ion, unde s and con ex , and egula e o con ol
beha io s in a ied p o essional se ings o social in e ac ion. As such, he model is
well sui ed o pedagogy o he cu en uns able wo ld desc ibed as ulne able, un-
ce ain, complex, ambiguous (VUCA) (K aaijenb ink, 2018; www. uca-wo ld.o g). I
can help people and socie ies de elop lexible skills and esis ance o be e cope wi h
he complexi y in he ime o new echnologies, en i onmen al changes, pandemics,
in e na ional con lic s, wa s, and wha e e he unp edic able u u e holds.
REFERENCES
Apedaile, S., & Schill, L. (2008). C i ical Inciden s
o In e cul u al Communica ion: An In e ac i e
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