A500.9.4.R​B Course Reflection​s

 

This course Leadership Foundations in Research has been life changing.  Many of the course concepts included, critical thinking, action research, conspiracy theories, concept maps, presentation design and ePortfolios. I plan to use all the concepts in both my professional and personal life.

This is my first graduate course and I found it initially very challenging. The use of various software tools required to upload assignments, the use of “The Brain” software to develop concept maps, reading and responding to the opinions of other classmates. I I was also required to express my opinion on topics that I, in some cases, was not familiar with.

I found the concepts of quantitative research a bit challenging. It was a new concept and more detailed instruction explaining the process and how it is done would have been useful.

The initial weeks were challenging because the processes and the study rhythm needed for course assignments did not become routine until week 3. At week 3 the “light” came on, I developed a system to prep for the coming week and built strategies for how I would accomplish my assignments for the week.

Also, the release of entire course material allowed me to plan for the week ahead.

This Master of Science in Leadership is a worldwide course and therefore the majority of the courses are online. On line courses, in my opinion, allows for some freedom in planning and scheduling your class assignments. However it does limit your ability to have the face to face interactions with the instructor and classmates. It becomes especially important when you required additional clarification on a particular topics and email just won’t suffice.

A balance between classroom and online instruction would be ideal for this program. Video chat would allow students to connect with the instructor in a virtual environment.

Finally, the instructor provided clarification to assignments as needed, was very responsive and encouraging.  I would recommend this foundational course to any graduate student.

Good Presentation Design

 

A500.8.3.RB Blog  Good Presentation Design

The topic of good presentation design has been an eye opener.  For many years I have been tasked with preparing information to share with internal and external stakeholders in both government and private organization. 

As a presenter my focus has been on the content rather that the design.  Often times the presenter is given a format or template that must be used to provide the information to the audience.  The standard template can limit the presenters’ creativity and their ability to design the presentation that will capture the audience’s attention.

It is my belief that a presenter, regardless of the boundaries set by the organization, can plan a presentation and create it in a way that will provide relevant, thought provoking and entertaining information to the audience.

The term design is defined by Merriam-Webster dictionary this way “to create, fashion, execute, or construct according to plan : devise, contrive. 2. a : to conceive and plan out in the mind.”

A good presentation is a result of three things; meaningful content, powerful & engaging delivery and good looking slides. (Singh 2011)

Good looking slides have 4 key design principles according to the author Garr Reynolds in the book titled Presentation Designs. The 4 Major design principles are the following:

·         The principles of contrast – creates strong dynamic differences among elements that are different

·         The principle of repetition – repeats selected elements throughout your slides. 

·         The principle of alignment – connects elements visually (through invisible lines)

·         The principles of proximity – ensures that related items are grouped together.

In my opinion, good presentation design is important in good presentations.  The principles of good design, if followed, can make the difference between a good presentation and a great presentation.  Paul Arden stated that “The more strikingly visual your presentation is, the more people will remember it.  And more importantly they will remember you”.

 

References:

Merriam-Webster dictionary Retrieved from http://www.merriam-webster.com/dictionary/design‎

Singh, V. (2011) Principles of good presentation design. Retrieved from  http://www.ipeglobal.com/newsletter/May_2011/Presentations%20made%20easy.pdf

Reynolds, G. (2008). Presentation zen: simple ideas on presentation design and delivery. Berkeley, CA: New Riders Pub.

Quantitative Research Reflection

A500.7.3.RB SchmidtSandra Quantitative Research Reflection

 

The topic of quantitative research has been studied for many years. There are many definitions give to the topic. Creswell (1994) defined quantitative research as a type of research that is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics)”.

Key elements of quantitative research are:

1. Explaining the phenomena

2. Collecting numerical data

3. Analyzing using mathematically based methods (statistics)

In my literature research it appears that the core of quantitative research is gathering data (numerical) to explain phenomenon. Quantitative research seeks to answer why something occurs. 

Another key element to quantitative research is the use of the most appropriate data collections instruments and research design.

There are several types of research designs and associated methods that can be used and they include: survey, correlation all, experimental and casual-comparative.

 

According to an article titled Fundamentals of quantitative research (Sukamolson 2007) there are several advantages of quantitative research and they include 1) estimates of large populations 2) provides extensiveness of attitudes of people, 3) results can be converted into statistics, 4) provides precision, 5) measures occurrences and 6) can quantify responses.

The research process involves the following steps (Mamia):

1.      Develop Research Idea

2.      Conduct Literature Review

3.      Create theoretical formulation of research problem

4.      Develop empirical research questions

5.      Complete Research Design

6.      Collect the data

7.      Analyze the data

8.      Answer the empirical research questions

9.      Complete theoretical interpretations of the results

10.  Compare results with earlier research

11.  Draw conclusions. 

There is a new paradigm in the thinking around quantitative and qualitative research. The research suggests that the use of both qualitative and quantitative yields more in depth research results. (Goethals, MacGregor, Soreson 2004).  The suggested steps listed above can be used with both methods.

 

References

 

Creswell, J.W., (1994)  Research Design:  Qualitative and quantitative approaches, London: SAGE Publications

Goethals, G., MacGregor J., Soreson, G., (2004)  Qualitative Leadership, Encyclopedia of Leadership, London: SAGE Publication Retrieved from http://wagner.nyu.edu/leadership/publications/files/Qualitative_Research.pdf

Mamia, Tero  Quantitative Research Methods, General Studies ISS

Sukamolson, S. (2007). Fundamentals of quantitative research. Retrived from http://www. culi.chula.ac.th

Qualitative Research

A500.6.3.RB Qualitative Research

Qualitative Research is broadly defined as “research that produces findings not arrived at by means of statistical procedures or other means of quantification” (Strauss and Corbin, 1990, p.17)

Qualitative Research can produce intriguing study results when considering complex fields of study like leadership.   Qualitative research combined with quantitative research can also produce in-depth studies.  The use of qualitative research provides the researcher with additional flexibilities that quantitative research prohibits. 

There have been several documented reasons why qualitative research methods provides the leadership field  advantages over quantitative methods, they are  1) more opportunities to explore leadership phenomena in significant depth (Bryman, 1984), 2) the flexibility to discern and detect unexpected phenomena during the research (Lundberg, 1976) and 3) an ability to investigate processes more  effectively (Conger 1998)

Hoepfl (1997) synthesizes the basic elements of the qualitative research methods below:

1. Qualitative research uses the natural setting as the source of data.
2. The researcher acts as the "human instrument" of data collection.
3. Qualitative researchers predominantly use inductive data analysis.
4. Qualitative research reports are descriptive, incorporating expressive language
5. Qualitative research has an interpretive character, aimed at discovering the meaning events have for the individuals who experience them, and the interpretations of those meanings by the researcher.
6. Qualitative researchers pay attention to the idiosyncratic as well as the pervasive, seeking the uniqueness of each case.
7. Qualitative research has an emergent (as opposed to a predetermined) design, and researchers focus on this emerging process as well as the outcomes or product of the research.
8. Qualitative research is judged using special criteria for trustworthiness

Some of the core elements of qualitative research include participant observation, direct observation and interviewing. There are a number of qualitative research approaches that include ethnographies, phenomology, grounded theory and action research.  The qualitative research must be reliable, valid and an analysis must be completed.

Historically, qualitative research has not been the preferred research method.  However, recent studies have shown that the use of explore the complex field of leadership and has offered the research a vast amount of flexibility to explore the unexpected.   The challenge in qualitative research is to continue to prove to the academic community that use of this type of research can and will produce the desire results that will expand the field of leadership.

References:

Bryman, A.M, (1984).The debate about quantitative and qualitative research:  A question of method or epistemology?, British Journal of Sociology, 35, 75-92

Conger, J.A., (1998). Qualitative research as the cornerstone methodology for understanding leadership, Leadership Quarterly, Vol. 9 (1), pp 107-121

Hoepfl, M. (1997). Choosing qualitative research: a primer for technology education researchers. In M. Sanders (Ed.), Journal of Technology Education, 9(1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html

 

Lundberg, C.C. (1976) Hypothesis creation in organizational behavior research. Academy of Management Review, 1, 5-12

 

Strauss, A., & Corbin, J. (1990), Basics of qualitative research:  Grounded theory procedures and techniques. Education Researcher, 24(3), 31-32

A500.5.3.RB  -  Blog   - SchmidtSandra - Critical thinking about critical thinking

Question 

Take some time to reflect on the current state of your critical thinking competences. 

Consider your thinking processes when you started the course.  

Have they changed at all?

 Have you been able to internalize any of the techniques and concepts you have learned? 

What will it take to make lasting, positive changes in the way you think?  

Response 

On the web site home page of "CriticalThinking.org, there is quote by "Francis Bacon (1605) "Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture."

In the book titled "Learning to Think Things Thru" critical thinking is defined by Richard Paul as the ability to "thinking about what you are thinking" (Nosich 2012).  Human beings apply that concept of critical thinking every day.  

The use of critical thinking concepts is in your every day life, in my belief, is the best method to internalize critical thinking elements into your thinking.   Concepts like elements and standards of reasoning, system thinking, fallacies and logic, are a few that can really challenged ones thinking.  It challenges you to think it all the way thru.

Critical thinking is a core leadership quality. In the international journal of leadership studies Winston and Patterson, states that "critical thinking skills include concepts of logic." (2006)

I also discovered that there is an entire community of critical thinkers.  This community of thinkers have spent much of their research efforts focusing on the many concepts and elements of critical thinking.  I have found that the web site is www.criticalthinking.org has many resources (articles, research) and even a YouTube site for critical thinkers.

As I expand my knowledge of the critical thinking disciple, I am using the various techniques in my role as leader and manager.  I am able transfer those skills in both my personal and professional life

The impact of improving my critical thinking skills have been evident in my professional life. In a recent mid-year performance review my manager he commented that I ask relevant and thought provoking questions that cause the staff and senior management to think things through and seek greater meaning to a new assignment or challenge which may lead to different or a "non-obvious conclusion."

I plan to continue developing my skills by 1) continuing to apply what I learned about critical and 2) continuing to seek opportunities to learn additional skills thru academia and professional critical thinking organizations.

References

Nosich, G. M. (2012). Learning to Think Things Through. Boston: Pearson Education, Inc.

Winston, Bruce & Patterson, Kathleen (2006) International Journal of Leadership Studies, Vol 1 Iss 2, 2006, pp.6-66, School of Leadership Studies, Regent University

http://www.criticalthinking.org

A500.4.3.RB– Ballet Slippers or Adorable

I believe that the topic regarding the “art of choice” is very thought provoking.  In the TED video given by Dr. Iyengard (2010) I first was struck by the fact that Dr. Iyengar was blind.  The topic on choices clearly has a component that causes one to first think that if there is a choice to be made, in some cases it will require one to see the options for which a choice must be made. 

Until listening to this TED talk, I took for granted that choice was something that as human we all desire.  Because I enjoy having options I always assumed that all people felt that same way.

As Dr. Iyengar (2010) suggests that there are 3 general assumptions that have been made regarding choice. 

1. If a decision affects you, then you ought to be the one making the decision

2. The more choices you have, the better your choice will be

3. You ought to never say no to choice.

In order for Dr. Iyengar’s (2010) assumptions that have validity it must be put in the proper context.  If you are making a choice for yourself, then I would agree with assumptions 1 and 2.  Assumption three is a bit of an over exaggeration because the word never implies that I must always have a choice. 

However, It is my opinion that in a team and/or group environment the assumptions stated above may be so what limiting.  They may be limiting because in a team/group environment having too many choices can cause confusion or even chaos in the group.  I may cause major delays in achieving results because there are too many choices.  In a group/team environment the choices have to may collectively thereby reaching a consensus rather than an individual choice.

Effective leadership requires that the leader consider the choices that are presented.  A leader may be required to narrow the choice before that are presented to the team/group/organization thereby limiting to the available choices.  This technique of limiting choice may be required due to many external influences and constraints in the organization. 

It is my opinion that in an organization collective choice can yield better results.  In our organization we often use the word consensus when considering choice.  The group may have considered many options (choices) however the final group choice may not have included all individual choices but the group reached consensus on the choice.

As a leader I realize that there are choices that I can make the will impact the organizations goals and objectives.  I can influence the choices and my perception regarding those choices must be balanced with my internal beliefs on choice and the beliefs of my team.

The comparison that Dr Iyengar (2010) made regarding the two different colors of nails polish was very powerful.  The results of the comparison of the two similar color nail polish in my opinion proves that choice is more about perception that the actual choice itself. 

Dr. Iyengar also discovered that the perception of choice can affect how a person reacts to their ability to choose.  Dr. Iyengar discussed the controlled study in which the participants were given the same choices but the premise regarding how the choice was derived was different.  Because of the perception by the participant regarding their ability to choose the result of the controlled groups were different.  The difference speaks to the cultural differences on the topic of choice.  In the western culture, the concept of choice is thought of as important.   This concept of choice don’t always hold true in other countries (Iyenger 2010)

There are several definitions of choice that speak to choice being powerful, providing options, difficult, or simple.  Choice is define by Merrian Webster  as 1) the act of choosing, 2) the power of choosing.  The second definition strikes me as something that is important in choice.  The definition suggests that there is a certain amount of energy around the ability to have choices.  Choice is defined by in the Journal Of Neuroscience “as a thinking process in which we judge the merits of multiple options and then choose one of them on which to act.  Some choices are simple, straightforward.  Others are much more complex.”(Carroll 2008 p.1) “However, Dr. Iyenger (2010) suggests that choice can also bring with it a certain amount of confusion or even frustration.

References

Iyengar, S. (2010) The art of choosing. TED Global

Retrived from:  http//www.ted.com/talks/lang/en/sheena_iyengar_on_the_art_choosing.html

http://www.merriam-webster.com/dictionary/choice

falseCarroll, V Susan. Journal of Neuroscience Nursing 40. 5 (Oct 2008): 259.

Ford, J. D., & Wortmann, J. (2013). Chapter 12. Hijacked by your brain (p. 173). Naperville, Ill.: Sourcebooks ;.

The Hunt Library

A500.3.4.RB SchmidtSandra  – Explore the Hunt Library

Question?

 

How is the scholarly information you found in the library different from the typical information you find when you Google a leadership concept?

As a student of the Embry Riddle Aeronautical University WorldWide Master of Science in Leadership program having access to the Hunt Library has been amazing.  The wealth of information and the way the information is organize makes is easy to navigate thru the library web site.  As a worldwide student of Embry Riddle Aeronautical University my primary source of research information is the internet. The Hunt Library has a vast online search engine called “EAGLEsearch.” The Hunt Library defines the EAGLEsearch as “a discovery tool that is powered by Summon from Serials Solutions. EAGLEsearch allows researchers to search much of Hunt Library's collection simultaneously. Each search returns results from Voyager, the library's online catalog, and many of the library's subscription databases, allowing fast and easy access to articles, books, ebooks, conference proceedings, government documents, technical reports, videos, and more, all at once from a single search box.” The Hunt Library also offers other information sources such as “Ask the Librarian.”  This service allows you to send an email , chat message or phone call to request in information or ask questions.  The majority of the information contained in the library’s online is scholarly. The scholarly information found on the web site has been peer reviewed to ensure that the information is sound, accurate, valid and correct, before being published.   Gathering scholarly information to prepare my papers enhances the credibility of my research. 

In conducting my research, I will also use other sources to gather my information.  One source will be the many online search engines that contain public information that may further explain complex leadership concepts.  The down side to public web sites such as “Google” is that information may not be “scholarly” and the source, credibility and accuracy of the information may be questionable. It is important that I am aware of the scholarly and non-scholarly information found of various on various web sites and ensure that I balance the scholarly and non-scholarly information appropriately.

Finally, the Embry Riddle Master of Science in Leadership is an online program and having this library available to the “Worldwide” online students is invaluable.  The structure, design and content in the library enhance my ability to conduct my research and locate scholarly information at my fingertips. I enjoy conducting literature searches online and in the library.  In my pursuit of information in the discipline of leadership I plan to use all available sources to complete this program.