Reflect on your perceived value of this course. Include both positive and negative aspects of your experience. What might you have done to improve your learning experience in this course? How might the University or your instructor provide additional support for your learning? Were there topics covered in this course that seem particularly relevant or irrelevant to your experiences and to what you expect to come in future courses?
This course has been extremely helpful in laying a foundation for improving critical thinking skills as well as providing a good introduction into action research. I think that many graduate level courses are focused on a chosen field rather than a broad range of topics and this is a good thing. This allows for deeper understanding of the material at hand and has the added benefit of the student being genuinely interested in the subject matter. I took Accounting for my undergraduate but I wasn't interested in it. I even understand needing to have an understanding of accounting and finance but I feel no connection to the material. A Masters allows that connection. That being said, I did not feel a connection with this course. I totally understand the need for this course, and I understand how these concepts covered in this course relate to the overall theme of Leadership, but it wasn't teaching leadership principals. I almost view this course as pre-requisite course so all students understand what is expected in future courses. I understand this, but it doesn't mean I feel connected to it. The material on action research was most helpful. It is good to know what is expected of a student in this program. It also provided a good place from which to grow as a researcher. I enjoy research and I especially enjoy qualitative research. Understand how people interact and think is important from a leadership standpoint. A few things were un-ejoyable or provided little utility. TheBrain is something I can do without. I understand wanting to provide tools for students to be able to organize thoughts and plans and TheBrain may even be widely accepted. I fully understand that I may be the only guy who thinks I could have saved that $300. I don't need concept maps to organize my research, and while I usually lose points on papers due to formatting, I've never had a paper be poorly organized.
Which brings me to my last point and that is I would like to see more support for students like myself that focus more on substance than form. I accept that there needs to be a standardized format for submitted work and instructors (and this one was no different) with ERAU typically post resources for formatting. My larger point is that within the module it is helpful to have that information handy. The section detailing literature reviews had this under "What is a literature review?"
"The purpose of a literature review is to find relevant scholarly material to inform your area of study. You conduct a literature review to discover what others have said about the topic that you are studying. You may find that someone has already done the legwork and has studied a situation very similar to your own. Perhaps you can generalize the results of that study to your own situation. You might find that someone has completed research that you find interesting and that you would like to extend through a similar study."
Ok that's easy enough to do. Of course there is nothing there to inform about formatting or form. My mistake was using the same format as an annotated bibliography. I am efficient that way. This link http://writingcenter.unc.edu/handouts/literature-reviews/ details literature reviews and is much more in-depth than what ERAU provided. It also pretty much says "book report only a scholarly one". Sardonic humor aside, I would have benefited from a better understanding of what a literature review entails. At this point in my academic career I should have dug deeper on my own into the concept so the failure is just as much mine.
Overall this was a great course and I took away a good foundation for future classes. Dr. Beasley was engaged and facilitated discussions well and provided timely feedback. Two thumbs up.
Tuesday, July 30, 2013
Tuesday, July 23, 2013
A500.8.3RB Presentation Problems
Death-by-PowerPoint, we've all been there. Sitting in a stuffy conference room or suffering eye fatigue in a fluorescent torture chamber, yes, we've all been there. More often than not, you've absorbed next to nothing during the presentation and came away with a negative connotation of the subject at hand. This is all too common and I feel comfortable making the assertion that most professionals have sat through presentations that made you contemplate career changes or early retirement. There may be many reasons for this, from poor subject matter to poor presenters. Here I am going to discuss two variables: presenter and presentation material. For the following consider the terms "public speaker" and "presenter" to be interchangeable.
First we have the presenter. A poor sap of an individual drafted into delivering meeting notes or market research to a group of disinterested listeners that may or not control the career of said presenter. This poor fellow (he's going to be male..hey it's my blog) is often untrained in the art of public speaking and may not be able to control the content of his presentation, he is just expected to deliver. It's a nightmare scenario for anyone that is terrified of public speaking. In this scenario the presenter is not likely to deliver information in a way that allows the audience to process and retain information. Even skilled presenters struggle when being forced to deliver material that is dry or uninteresting.
However, skilled presenters leave an entirely different feeling with their audience. I am going to be blunt and say that not everyone is good at public speaking. Some folks have a phobia and we can discount those right off the bat. I am talking about people that do not have this phobia but are not able to deliver clear and concise presentations. This is not unusual and is more a lack of training an practice, although I think it is fair to say that some people are more naturally inclined to speak publicly. I am not cut out to play in the NBA but I know what a basketball is designed to do. A skilled and practiced presenter can engage an audience and allow them to be part of the information transfer. That's all public speaking is; transferring information. Using open-ended questions and employing techniques such as asking what the expectations of the audience are before starting (and writing these on a whiteboard for all to see) are ways that presenters engage audiences. Right away the audience is part of things, keeping this going is not nearly as difficult as getting it started. Much like a car rolling downhill, presentations have a momentum that is easier to sustain rather than start.
The presenter usually has presentation material. One of the most common forms of presentation media is PowerPoint, and we all know the lethal side-effects of this program. However, PowerPoint's evil can be harnessed for the greater good. When properly utilized PowerPoint slides can be just as engaging as the speaker. Techniques such as contrasting images and concepts are ways that presentation material engages audiences. The eye notices differences. The eye also notices movement, it can be beneficial to have graphs that are interactive. Rather than a static display, a graph that fills as the speaker transfers information is much more engaging than a static pie chart. Also, you can use layers to give slides depth. It is perfectly fine to be creative however always remember the focus needs to be on the information and not the cute cartoons in your slides. Stay professional but don't be afraid to have a bit of fun.
First we have the presenter. A poor sap of an individual drafted into delivering meeting notes or market research to a group of disinterested listeners that may or not control the career of said presenter. This poor fellow (he's going to be male..hey it's my blog) is often untrained in the art of public speaking and may not be able to control the content of his presentation, he is just expected to deliver. It's a nightmare scenario for anyone that is terrified of public speaking. In this scenario the presenter is not likely to deliver information in a way that allows the audience to process and retain information. Even skilled presenters struggle when being forced to deliver material that is dry or uninteresting.
However, skilled presenters leave an entirely different feeling with their audience. I am going to be blunt and say that not everyone is good at public speaking. Some folks have a phobia and we can discount those right off the bat. I am talking about people that do not have this phobia but are not able to deliver clear and concise presentations. This is not unusual and is more a lack of training an practice, although I think it is fair to say that some people are more naturally inclined to speak publicly. I am not cut out to play in the NBA but I know what a basketball is designed to do. A skilled and practiced presenter can engage an audience and allow them to be part of the information transfer. That's all public speaking is; transferring information. Using open-ended questions and employing techniques such as asking what the expectations of the audience are before starting (and writing these on a whiteboard for all to see) are ways that presenters engage audiences. Right away the audience is part of things, keeping this going is not nearly as difficult as getting it started. Much like a car rolling downhill, presentations have a momentum that is easier to sustain rather than start.
The presenter usually has presentation material. One of the most common forms of presentation media is PowerPoint, and we all know the lethal side-effects of this program. However, PowerPoint's evil can be harnessed for the greater good. When properly utilized PowerPoint slides can be just as engaging as the speaker. Techniques such as contrasting images and concepts are ways that presentation material engages audiences. The eye notices differences. The eye also notices movement, it can be beneficial to have graphs that are interactive. Rather than a static display, a graph that fills as the speaker transfers information is much more engaging than a static pie chart. Also, you can use layers to give slides depth. It is perfectly fine to be creative however always remember the focus needs to be on the information and not the cute cartoons in your slides. Stay professional but don't be afraid to have a bit of fun.
Saturday, July 13, 2013
Quantitative Research
Quantitative research differs from Qualitative research in that it is a numerical representation of a theory or empirical finding rather than an extrapolation concept derived from a question. Aside from differing methodology, quantitative research is concerned with empirical findings. By its very nature, qualitative research isn't empirical though it can be accurate. Qualitative, on the other hand, is designed to arrive at an empirical finding; usually through the testing of a hypothesis. It is an important distinction. However, the two forms of research are complimentary in nature as findings in one can lead to studies in the other. For example, quantitative findings can tell you that divorce rates are higher in states with strong religious populations but it cannot always tell you why or what that might mean. Qualitative studies may be able to break down what that means as it relates to the society as a whole. Conversely, a qualitative study may derive a finding that states people equate education with higher standards of living but it a quantitative study would be able to track the numbers to see if such a perception is supported by statistical evidence.
At its heart quantitative research (in the social sciences) is based on the premise "social phenomena can be quantified, measured and expressed numerically. The information about a social phenomenon is expressed in numeric terms that can be analysed by statistical methods. The observations can be directly numeric information or can be classified into numeric variables." (Mamia) Mamia also goes on to state the usages of matrices for the presentation and usage of data but doesn't state if this is a requirement to considered a qualitative study. I have seen and conducted qualitative studies where a matrix was not presented as part of the methodology. I don't see where the usage or non-usage of a matrix validates or invalidates data provided the methodology is sound.
All in all quantitative research is best used to determine causal relations between two variables or to track change. Where it falls short is in producing a living view of reality and it is predicated on the researcher knowing enough about the matter to ask relevant questions.
Tuesday, July 9, 2013
Qualitative Research
Qualitative research is a different approach to the traditional quantitative research. Whereas quantitative research is statistically driven, qualitative research is designed to extrapolate new thoughts and perspectives from a multitude of sources not all of which are statistical data. In order to fully explain how this type of research operates it is beneficial to understand a few commonly accepted rules for qualitative research. From the Journal of Technical Education as written by Marie Hoepfl.
"Several writers have identified what they consider to be the prominent characteristics of qualitative, or naturalistic, research (see, for example: Bogdan and Biklen, 1982; Lincoln and Guba, 1985; Patton, 1990; Eisner, 1991). The list that follows represents a synthesis of these authors' descriptions of qualitative research:
In the end, qualitative and quantitative studies produce two different types of knowledge. The former is empirical and the latter designed to "illuminate" or expand the body of knowledge (Hoepfl)
Data collection in the qualitative study is typically done through interviews, observation, and in some cases document analysis. As qualitative research is designed to better emulate the human experience it stands to reason that the collection methods are taken directly from the source. Once again from Hoepfl:
"There are many researchers, however, who call into question the true objectivity of statistical measures and, indeed, the possibility of ever attaining pure objectivity at all (Lincoln and Guba, 1985; Eisner, 1991).
Patton (1990) believes that the terms objectivity and subjectivity have become "ideological ammunition in the paradigms debate." He prefers to "avoid using either word and to stay out of futile debates about subjectivity versus objectivity." Instead, he strives for "empathic neutrality" (p. 55). While admitting that these two words appear to be contradictory, Patton points out that empathy "is a stance toward the people one encounters, while neutrality is a stance toward the findings" (p. 58). A researcher who is neutral tries to be non-judgmental, and strives to report what is found in a balanced way." (Hoepfl)
However, calling into question the validity of another type of research does nothing to validate your own. In essence, the only way to truly support your conclusions is to demonstrate the accuracy of your methods and neutrality of the researcher. This is difficult to do when your subject is vague from the start but with proper documentation and methodology researchers should be able to prove veracity.
Hoepfl, M. C. (n.d.). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html
"Several writers have identified what they consider to be the prominent characteristics of qualitative, or naturalistic, research (see, for example: Bogdan and Biklen, 1982; Lincoln and Guba, 1985; Patton, 1990; Eisner, 1991). The list that follows represents a synthesis of these authors' descriptions of qualitative research:
1. Qualitative research uses the natural setting as the source of data. The researcher attempts to observe, describe and interpret settings as they are, maintaining what Patton calls an "empathic neutrality" (1990, p. 55).In a way, this type of research is designed to capture the often vacillating nature of the human experience. While it is possible to model behavior based on mathematical/psychological models, and to do so with a certain amount of accuracy, the outliers of data often have their own story as well and it is a story that may be able to be extrapolated into a broader field of study. As Hoepfl points out, it is possible to derive new quantitative studies from qualitative findings.
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 and the "presence of voice in the text" (Eisner, 1991, p. 36).
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 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" (Hoepfl)
In the end, qualitative and quantitative studies produce two different types of knowledge. The former is empirical and the latter designed to "illuminate" or expand the body of knowledge (Hoepfl)
Data collection in the qualitative study is typically done through interviews, observation, and in some cases document analysis. As qualitative research is designed to better emulate the human experience it stands to reason that the collection methods are taken directly from the source. Once again from Hoepfl:
In short, the data collection is structured and accurate but is designed to be take into account the often inaccurate nature of the human experience. The tricky part of qualitative research is accuracy and reliability of the information. Hoepfl points out that several other researchers often call into question the validity of quantitative research. As noted:1. Determine a focus for the inquiry. This should establish a boundary for the study, and provide inclusion/exclusion criteria for new information. Boundaries, however, can be altered, and typically are.
2. Determine the fit of the research paradigm to the research focus. The researcher must compare the characteristics of the qualitative paradigm with the goals of the research.
3. Determine where and from whom data will be collected.
4. Determine what the successive phases of the inquiry will be. Phase one, for example, might feature open-ended data collection, while successive phases will be more focused.
5. Determine what additional instrumentation may be used, beyond the researcher as the human instrument.
6. Plan data collection and recording modes. This must include how detailed and specific research questions will be, and how faithfully data will be reproduced.
7. Plan which data analysis procedures will be used.
8. Plan the logistics of data collection, including scheduling and budgeting.
9. Plan the techniques that will be used to determine trustworthiness.
"There are many researchers, however, who call into question the true objectivity of statistical measures and, indeed, the possibility of ever attaining pure objectivity at all (Lincoln and Guba, 1985; Eisner, 1991).
Patton (1990) believes that the terms objectivity and subjectivity have become "ideological ammunition in the paradigms debate." He prefers to "avoid using either word and to stay out of futile debates about subjectivity versus objectivity." Instead, he strives for "empathic neutrality" (p. 55). While admitting that these two words appear to be contradictory, Patton points out that empathy "is a stance toward the people one encounters, while neutrality is a stance toward the findings" (p. 58). A researcher who is neutral tries to be non-judgmental, and strives to report what is found in a balanced way." (Hoepfl)
However, calling into question the validity of another type of research does nothing to validate your own. In essence, the only way to truly support your conclusions is to demonstrate the accuracy of your methods and neutrality of the researcher. This is difficult to do when your subject is vague from the start but with proper documentation and methodology researchers should be able to prove veracity.
Hoepfl, M. C. (n.d.). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html
Tuesday, July 2, 2013
Critical Thinking About Critical Thinking
As I sit here on vacation, scratching bug bites and watching my mother's dog bounce around around the living room like a vegan at Burning Man a few things occur to me. One: the nap earlier must have done wonders for the dog. Two: it is rare that we think about our thinking. Lastly, without thinking about our thinking how can we improve our thinking?
I can't do much for the dog but my thinking is mine to control. Thinking is something we often do without reflection. Our day to day lives are filled with thoughts about the grocery, thoughts about work, thoughts about school, thoughts about family, thoughts about a million tiny things that make up our lives. I would argue that we spend more time thinking about things that control us rather than the things we can control. I don't know about you Wayward Internet Traveler but I think this is backwards. I am thinking I would rather think about the things inside my sphere of influence (and possibly expanding it) as opposed to spending my grey matter on things that control me. I want to trade more of the latter and gain more of the former. This degree is one step in that path. However, learning how to think in a critical manner will allow a person to better determine what the "truth" of a matter is telling you. Purely linear thinking leads to a world of black and white Many people find this comforting, and while it is anecdotal I find many veterans find this VERY comforting. However, once you spend some time thinking about our thinking the realization that the world is more shades of grey should start to sink in.
Mediocre novels aside, seeing shades of grey and determining a course of action from them is at the crux of leadership. Improving one's critical thinking competencies should increase the shades of grey one sees as well as provide the tools to discern a correct course of action. It is important that one internalize techniques for critical thinking such as action research in order to allow critical thinking to become organic. Simply seeing a concept as a concept isn't critical thinking though it is a start. Many people tend to view concepts as single issue concepts.
For example, poverty in the United States is such that 22% if all US children live below the poverty level. Without delving into the politics of the situation, examine the concept of poverty on its own. Then, from that concept try to think of what poverty means as it relates to education. Now gun violence. Now income inequality. Now Obesity. Poverty on its own just means that people live below a certain income level but the reality is so much more than that. Poorer people tend to have less educational opportunities. Many colleges have fees that prevent poor students from attending even if they are accepted. This means that the ability to move into different social strata is increasingly difficult. Moving from that, linking poverty to gun crime is fairly easy to do, however not all gun crime is committed by impoverished people. Mass shooters tend to come from middle-class white families.
Income inequality in the US has reached staggering proportions. This inequality has led to a downward spiral of wages, couple this a weakening of labor rights in the US and you are left with even fewer avenues for escaping poverty. For many professionals a sick day from work is paid. However, for the vast numbers of workers sick days are unpaid days. Add lost wages in with doctor visits and medication and many people simply cannot afford the doctor and missed work and still pay rent and utilities. This is just one example, poor public transportation systems, costly vehicle maintenance, and a multitude of other expenses that you and I may readily be able to handle and the poverty trap is almost impossible to leave. These people are still going to work and contributing to the GDP while their quality of life declines.
What does poverty have to do with obesity? SNAP benefits cannot be used at McDonald's so why the issue? Are they buying mounds of food with tax payer dollars? No...they aren't. SNAP benefits are about $4 dollars a meal. This is not a great deal of money. On such meager means poverty-stricken people are buying calorie-dense foods with not much nutritional value because they are cheaper than organic and natural foods. When you have to stretch every cent you go for quantity not quality. This means the body is hungry again sooner than if the person had eaten a smaller meal with greater nutritional value. As such people in poverty tend to gain weight for no other reason than they can't afford the better quality foods.
Poverty affects society on a multitude of levels. Obesity is just one level. Obesity drives up medical costs. Medical costs drive up tax burdens for John Q. Public and causes bankruptcy for the ill. Bankruptcy leads to poor credit which means no home loan and possible not receiving a better job (some employers check credit scores). All of this means that even more doors are shut for those trying to move up in life.
The point of this isn't to editorialize about poverty but rather to illustrate that poverty as a concept isn't as simple as it appears and that most all concepts can be approached this way. What does that have to do with critical thinking and ways that I can improve my thinking? Consider this; by examining a concept such as poverty from a critical thinking standpoint I have attempted to draw interlocking pieces of a larger puzzle. This is how critical thinking begins. Examining concepts as meta-concepts is how I plan on improving these skills. It is from there that I can begin to view ALL concepts as pieces of a larger puzzle. A leader that wishes to examine and reduce poverty needs to address all the components of the issue rather than focus on just one.
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