A500.9.4.RB_DavisCarl

Taking the Leadership Foundations in Research course was a rewarding experience. I believe it was a valuable use of my time and has provided me with tools that will be useful in both future classes and life.

There were positive aspects of the course and taking it on-line. I was glad to have the opportunity to set my own schedule and to utilize my years of work experience as a reference. The book we were initially assigned by Nosich (2012) was a positive place to kick off the class. Delving into critical thinking and taking the time to practice the tools in each chapter was an invaluable way to get back into study mode after not having had to do so in a very long time. The opportunities to create a survey on-line and attempt action research were also new areas for me to examine.  Though I didn’t think I would, I ended up finding the research we did on qualitative and quantitative studies to be very interesting and useful. In fact, I now view reports at work differently after applying critical thinking skills and from my new found knowledge of qualitative and quantitative studies. Having insights to the shortcomings of each type of research, I have a better idea what questions to ask. The small scale research project felt like a perfect appetizer for future classwork and the Capstone project.

There were negative aspects of the course. The lack of interaction with other students and with the instructor was a part that I truly missed. The limited interaction did allow for glimpses of what my classmates may be like, but nothing of major substance. One of the benefits I had heard about from friends that have earned their advanced degrees was the camaraderie and friendships they gained through the shared experience and insights of classmates. While the discussion questions did allow an avenue for sharing of some information, the volume was minor compared to live interaction. The instructor, to me, was more like a tour guide than a mentor. He could point out some items, but wasn’t readily available for answers or critique. I have little doubt that the instructors have mountains of assignments to grade each week. That amount of workload has to limit the amount of time they can spend on providing feedback to just minutes per student.

The strict adherence to APA 6^th edition style was a very difficult barrier to overcome. If it were not for a graduate of Embry-Riddle telling me about EndNote X7.1 © software, I would not have passed this course. That fact is a shame. The software is sold through the vendor on the Embry-Riddle portal page. The fact the instructor or school never mentioned it was surprising to me.

I will look for an opportunity to attend one of the classes at the local Embry-Riddle campus, if I can. My schedule is rife with travel that pops-up which makes the World-wide campus the preferred option for me, though. I will make more effort to reach out to my instructor in the future, too. Admittedly, during this course I was extremely busy with work and had a major family situation occur in the middle. I will attempt to moderate my work commitments in the future.

One idea I had about bringing the class and instructor a little closer to the students would be to include a short video intro to each week’s lesson. Even if he or she filmed it on a webcam and uploaded it, I think the connection would be a positive one. Anything to get more interaction than via written electronic media would be a plus.

I’m proud to be at the end of this course and appeared to have completed it to a high level of performance. I have one step down on the path to a Master’s degree. However, it was a very big step.

 

Nosich, G. M. (2012). Learning To Think Things Through: a guide to critical thinking across the curriculum (J. McPherson Ed. 4th ed. Vol. 1). Boston, MA: Pearson Education.

A500.8.3.RB_DavisCarl

Let’s look at good presentation design this week. In corporate America there are opportunities daily to review attempts at good presentations. I say this because I do not believe anyone sets out to intentionally make a bad presentation. The daily presentations are rarely in the outstanding category, though.

                The first requirement of creating a good presentation is to know what message you are attempting to deliver. To know that, you must also know the audience to whom you will be presenting. Will it be a group of executives in need of an overview or will it be a group of front line workers that need in-depth explanation of a process, product, or system? This is just a basic communication skill.

                The visual attributes of the presentation are the next things to consider. According to Reynolds, the concepts of contrast, repetition, alignment, and proximity will serve as proper guides.(2008)  Along with Mr. Reynolds book, there are numerous tools that will aid in creating media that doesn’t distract or detract from the intended message. There are thousands of pre-made PowerPoint templates to be found on line that can be used as starting places. It will still be up to the author to employ proper use of contrast, repetition, etc.

                When sketching out the slides, keep in mind that the presentation shouldn’t force the audience read all the information you are trying to present. Retention rates are far higher when information is presented both aurally and visually, with an emphasis on the aural component. (2008)  If the slides are too crowded with writing, the audience will quickly lose interest. Furthermore, there is a tendency for presenters to then “read the slides” which is a sure way to turn off an audience.  This should not be confused with the technique of storytelling. Arranging the information into a story that the audience can follow is an excellent technique. The story should be told by the presenter, not read off of the slides by the audience.

                The use of video and animation should be exercised with discretion. Too much video and you might as well show a film. Some animation is good to keep the audience’s eyes on the slides, but there is a point where they can actually throw off the speaker’s timing. I have witnessed it myself many times.

                To disseminate larger quantities of data that support your presentation, the use of handouts or pamphlets is a good idea. The paper media will prevent the  cluttering of a slide. Pasting an Excel © spreadsheet into a presentation often ends up with a slide that look likes an eye chart.(2008)

                Review, practice, and editing of the presentation are vital and should not be by-passed. The arch enemy of good presentations is lack of time, or not taking the time, to prepare. When up on the stage or dais, or just at the front of a meeting room, having taken the time to practice your pitch will vastly improve the quality of the message you deliver.

                In summary, take the time to know your message. Take the time to know your audience. Consider the visual attributes of the slides. Use the slides to support your story, not tell your story. Don’t forget to use handouts, if necessary. Last, but not least, edit your slides and practice your delivery. You should have a presentation that will make your message memorable.

 

Reynolds, G. (2008). Presentation Zen: Simple ideas on presentation design and delivery (K. Johnson Ed.). Berkeley, CA: New Riders.

A500.7.3.RB_DavisCarrl

I have had an opportunity to review a slide deck covering the topic of quantitative research and its basic principles. (Mamia, 2006) While the data presented was interesting, the message was diminished by the quality of the slides.

            The method is based on the idea that phenomena can be quantified, measured, and expressed numerically.  The classified and transformed onto a data matrix. The matrix is the starting point for analyzing the data. (slide11)

            The research and design process requires diligence and focus on the information to collect. Of equal importance is deciding how the data will be collected. Increasing the objectivity of the data should be a tenet of choosing the collection method. The importance of choosing a proper research design cannot be understated. Use of interviews, observations, or surveys, the time allowed and the target population are some of the considerations that deserve strong attention.

The variables and observation units are collected and populate the boxes in the matrix. The observation units are the people, groups, situations, or information that is being studied. The variables represent data that is being measured to look for trends. The table below is an example of a matrix about the number of times subjects were distracted during a conversation with a researcher. The information is fictional and only to be references for illustrative purposes.

Subject ->	One	Two	Three	Four	Five	Six
Situation
Phone on	15	21	13	24	16	8
Phone off	3	6	4	6	10	1

 

            In looking at selecting the observation units, there may be times when the data group is just too large to poll in its entirety. Use of sampling is warranted in many cases and allows for a representative sample of the larger group to be used. Care must be taken to determine accurate sampling.

The data can then be reviewed and plotted on a chart. Once the plots are complete, analysis for trends and relationships should be more easily recognized via the graphs. At this point, if you have not been doing so already, it is time to ask if the data you are collecting adequately addresses the question you hope to answer. It may be time to refine the questions or the way in which the data is being collected.

            Quantitative data analysis is an extremely useful tool in research. The use of graphs and matrices can, at times, make the data look unsophisticated. However, though the graphs may look simplistic, the amount of information can be of tremendous depth. Given the capability of quantitative research to allow perspectives of situations heretofore unconsidered, it needs to be properly prepared for and executed. In other words, in both qualitative and quantitative research, the phrase from the information technology world applies, “Garbage in, garbage out.”

            Interestingly enough, one of the assignments for week seven was to look back over assignments from week three and review the information presented. It occurred to me that I was using both qualitative and quantitative methods in collecting and reviewing the information. I’m glad to have had the opportunity to already apply what we’re learning.

Mamia, T. (2006). Quantitative research methods: General studies/ISSS.

A500.6.3.RB_DavisCarl

Qualitative research is identified by having findings that are not based on statistical means or other types of quantification. (Hoepfl, 1997) My personal experiences with this type of research come from dealing with cultural anthropologists in the field of Diversity and Inclusion. Attempting to express the cultural reasons as to why someone does, or does not do, something requires the findings that qualitative research produces.  For example, it is easy to use quantitative measure to determine what flavor of ice cream is most preferred by a group of 500 elementary school students.  However, if we wish to determine why a particular flavor is the predominant choice, the capabilities provided by qualitative research through observation and interviews, are far more capable of providing results.

                Qualitative research can be used to look at phenomenon that little is known about or gain new perspectives on issues or situations about which much is already known. (Hoepfl, 1997) Qualitative data can fully describe a situation or phenomenon in ways that are helpful to readers, as well as researchers. (Hoepfl, 1997)

                Qualitative research can also be identified by the way it can use natural settings as a source of data. The researcher acts as the instrument of data collection, the reports that are generated are descriptive in nature and the research is judged on its trustworthiness. (Hoepfl, 1997) In considering the quantity of data collected, that is left to the researcher to decide. The reader is allowed to decide if the sample set was adequate as they judge the legitimacy of the study as well.

The researcher must be keenly aware of the subtleties that could be affecting his or her research. The ability to do this can come from past experience or personal study. The researcher needs to be able to make adjustments as new information is collected. The capability to see the whole as a sum of its parts is something that human researchers bring to qualitative research. 

In determining how to collect qualitative data the researcher needs to consider the logistics of the collection, the focus of the inquiry, whether there will be more than one round of inquiry and if adjustments will be needed, as well as if there will be other data collectors than just the researcher. Additionally, how the data will be analyzed, how trustworthiness will be determined,  and the process for faithfully reproducing  the information must be considered.(Hoepfl, 1997)

                Data collection for qualitative research is primarily in two forms. One technique is to use interviews and the other is observations. Interviews can be structured, semi-structured, or free-form. The variations allow for broader exploration if needed. Observational collection can allow for the setting to be researched or for the natural happenings to be viewed. How much the researcher will impose themselves into the situation must be determined prior to the study taking place. There will be impacts to the data that must also be taken into account. Another important consideration is the decision to stop collecting data.

                Analyzing the data can be daunting because of the amount and breadth of information collected through the previously described means. Determining a plan to break the data down into manageable packets will be mandatory. As the analysis is undertaken, taking time to review the overall information to see if the story the researcher is attempting to tell needs revision, will be important.

                There are terms that can be used to determine the quality of the qualitative research. Hoepfl, in Table 1 (Hoepfl, 1997) denotes credibility, transferability, dependability, and confirmability as terms to consider. Credibility refers to the abundance and quality of the information gathered. Transferability refers to the ability to use the data collected in one study as a reference for another situation. There must be some similarity between the two situations for the data to transfer across.  Dependability is difficult to assess for qualitative research. Consideration should be taken to document the processes to indicate they were followed over time. Confirmability is also difficult, given the subjective nature of the research. Keeping detailed research notes and cataloging information are excellent steps to help the reader maintain confidence in the research.

                Hoepfl provides a very succinct conclusion that I find meaningful. “The decision to use qualitative methodologies should be considered carefully; by its very nature, qualitative research can be emotionally taxing and extraordinarily time consuming. At the same time it can yield information not obtainable through statistical sampling techniques.” (Hoepfl, 1997)

 

Hoepfl, M. C. (1997). Choosing Qualitative Research: A Primer for Technology Education Researchers. Journal of Technology Education, 9(1), 14.

 

A500.5.3.RB_DavisCarl

Reflecting on the current state of my critical thinking competencies, I feel I have made strides since class started over a month ago.

            I would say that my thinking has changed since the class began. I notice that I am taking more time to investigate the conclusions I formulate. I am asking more questions about the validity of data I am presented by co-workers. I find myself contemplating my thinking as well as examining the possible motivations or slants of news stories I view. All of these are positive results, in my opinion.

Reading Nosich’s book (2012) on critical thinking was a very good catalyst for examining the way I approached thinking. Our assignment about the elements of reasoning and standards of critical thinking required us to take an in-depth look at each term. By taking the time to write out what each term meant, as well as presenting multiple perspectives of each, I was able to begin learning how to apply them to the way I think.

The first point that made an impression was the element of claims or judgments that was discussed in chapter two. Thinking about things as claims instead of facts was a habit I wanted to build. I have attempted to utilize this tool, but know I have much work to do to make it a habit. Each time I review the book, opportunities I have missed flash through my head. I will be writing the statement “see it as a claim” on the whiteboard in my office as a daily reminder.

The SEE-I technique (Nosich, p. 30) is something I have used again since learning about thinking things through. The short acronym and relatively simple steps made it easier to internalize. I do not think this tool is hard-wired into my psyche yet, but it would be at a level I could call familiarity.

In order to make the concepts I have studied have lasting impacts on my thinking I will need to continue to review and practice using them. I feel the concepts are logical and only serve to assist me in growing my overall knowledge base. I will keep Mr. Nosich’s book (2012) nearby as I continue my academic journey. My hope is that by utilizing the concepts as I pursue my post-graduate degree, my critical thinking skills will be strong habits for the rest of my life.

References

Nosich, Gerald M. (2012) Learning to think things through A guide to critical thinking across the curriculum. Boston, MA: Pearson

M500.4.3.RB_DavisCarl

Dr. Iyengar assumes that Americans believe the following when it comes to making choices:

11)   Make your own choices,

22)  More options leads to better choices, and

33)    Never say no to choice.

Reflect on these assumptions in your Leadership blog. Do you agree with Dr. Iyengar? What is the implication of her comments on leadership?

 

Watching the TED talk (TEDGlobal, 2010) covering Dr. Iyengar’s assumptions regarding choice has caused me to reflect on a leader’s need to apply critical thinking skills repeatedly. Through her studies, she illustrates multiple perspectives regarding each assumption, which clearly demonstrate that US beliefs do not fit all cultures. Dr. Iyengar’s talk serves to illuminate a pitfall that leaders need to avoid. That pitfall being that one’s point of view is the only one that matters. Surrounding oneself with people who either think like you or will not contradict you may lessen the number of difficult conversations one has in a day. However, the lack of breadth in perspective will lead to lower productivity, increased re-work, and eventually, higher turn-over.

Let’s take a look at each assumption. We’ll start with “Make your own choices.” As a culture, Americans take freedom of choice very seriously. That culture pervades our company cultures and shows up in our workers desires to feel they are being heard and that they have say in the choices being made about the company. On a weekly basis in my office I hear employees talking about the lack of control they feel because they are more often told what is going to happen to them than they are asked what they feel should be done. Morale is impacted and productivity takes a hit. Taking steps to give workers opportunities to have a say in their future is a cornerstone of good management.

Dr. Iyengar discusses an interesting data point regarding assumption two. She notes that when she gives subjects more than 10 options to choose from, they consistently make less skilled choices. There is a point of diminishing returns on options available. The amount of choices overwhelms the capability of our mind to rank them and we end up basically guessing. Currently, I am in the process of looking at applications for a job I have posted in my group. The number of candidates is higher than 40. I am ranking the candidates and sorting that number down to something manageable for me. I tend to prefer a number between three and six. I relate this phenomenon to the volume knob on a radio. Too much volume can make the music indecipherable. Lowering the sound level can allow the finer points of the musician’s technique come through. Too many choices make me feel similarly overwhelmed. Leaders need to know their comfort level of information.

The last assumption talks about never saying no to choice, denoting that if you have the chance to make a choice, you should. Business in the Western Hemisphere holds decision making as a highly sought after trait in its leaders. Many companies rate and rank their managers based upon their willingness to step up and make tough decisions. While a majority of the time I opt to make the decisions presented to me, I believe that there are times when not making a decision makes sense. Taking an opportunity to allow your direct reports to make a decision allows them to gain confidence and feel trusted. Conversely, recognizing situations where it is better to defer a decision to one’s manager can illustrate your deftness to those above you in the chain of command.

Viewing Dr. Iyengar’s has helped me consider choices from a leader’s perspective. I appreciate her clear thoughts and succinct examples. The discussion causes me to think about the choices I make every day as a leader and as a person. She also reminds me that my eyesight is something for which I should always be thankful. Her story about making choices without being able to see is very thought provoking. I will strive to give more consideration as to how I describe things to the sighted and the blind.

(TEDGlobal, 2010)

 

TEDGlobal (Producer). (2010, June 26, 2014). The art of choosing. TED. [Conference] Retrieved from http://www.ted.com/talks/sheena_iyengar_on_the_art_of_choosing?language=en#

A500.3.4.RB_DavisCarl

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

A marked difference is the “overall database” each tool searches through to return results.

Google is going to present numerous styles of information drawn from the “world-wide web”. Books, news articles, websites, videos are all presented on the Google search results page. Both sites will return thousands of entries based upon keywords that are entered. However, the EAGLEsearch tool uses the contents of the Hunt Library for its search area. As the library’s function is to aid in research for undergraduate, graduate, and doctoral candidates, the results will naturally favor scholarly endeavors.

The ability to narrow the search via content type and that the library screen presents other, similar topics after the search is run are both very utile tools for studying and researching. Google presents a variation of the similar topics search, but it happens as you enter the term or terms at the outset. The library’s presentation of terms off to the side, based upon entries that were found under the current search, looks to be much more conducive to delving deeper into a subject.

Another great tool on the library results page is the preview button. Being able to retrieve and review a synopsis of the article without leaving the search page is very handy. Additionally, there are techniques for entering search terms in EAGLEsearch that help ensure the returned information pertains to what one needs. These techniques include using “and, “or”, or “not” between terms, using an asterisk to find all variants of a word, and using quotation marks to identify a phrase to be searched as it is written.

Also, the results in a Hunt Library search present citation type information, allowing for an additional way to determine usability of the results in a more efficient manner.

The information presented with each entry regarding its availability is another winning point. Knowing that the book is available to be retrieved, or not, as well as whether a document is available for immediate download is valuable data. Yes, Google results are often available to be looked at immediately; however, there is a constant risk that the link presented could take one’s browser to a place it does not want to go.

Most importantly, since Google has become a sales tool, there are results that are presented because a fee was collected by Google to ensure a particular entry gets presented first or in a highlighted manner. The validity of the results is therefore very often skewed. EAGLEsearch results will be driven solely by the terms and parameters entered.

The Hunt Library and EAGLEsearch combo will be a tremendous tool for me as I progress through my classes. I am very impressed by the power and usability of the program and know I will only gain more confidence in the EAGLEsearch as I use it more and more.

EAGLEsearch will be a catalyst of critical thinking. The opportunity to research various points of view through the library’s assets is a definite benefit to those who use it. I am very glad to have the opportunity to do so.

A500.2.3RB_DavisCarl

What are some standards that are the most important in your life?

Standards have played an important part in my life. As an aspect of my career, the standards to which I would be held were defined and published in manuals. I was held to these and checked regularly. Taking time to reflect on my personal standards, there are a few that stand out to me. I will elaborate on punctuality and accuracy.

I firmly believe that time is one of the most precious resources we have as humans. Being respectful of someone else's time is one of the most respectful things I can do for somebody. This standard was driven home for me in the year I spent at the Naval Academy. As they say, "...time, tide, and formation wait for no man." We were drilled to be five minutes early for any meeting. The repercussions for being four minutes early were severe enough to instill the habit quickly.

A gentleman I worked for back in the 90's was compulsive about punctuality. He once sent a fleet of dump trucks that had driven 100 miles to his ranch back to their base for making him wait five minutes. I didn’t need any other hints to know I would continue to be early to appointments.

Having had opportunities to lead groups of people, I have made it a point to respect their time and strive to run meetings on time. I know it is appreciated because they tell me so as they compare our organization to the way others are run.

I would say that this standard has become even more important to me over the years. As friends and relatives have begun to pass on, the scarcity of the “time resource” is more and more evident. I will continue to value time and act in accordance with the respect it is due.

Referring to the Standards of Critical Thinking list (Nosich, Gerald M., 2012, Learning to Think Things Through, pp. 133-161), accuracy is definitely a standard that is very important to me.

I acquired this standard through teachers demanding it of me and life lessons educating me on the repercussions of being inaccurate. The profession I have chosen to follow demands a high degree of accuracy, as well. To reach the level of Airline Transport Pilot in the eyes of the FAA, accurate performance and calculations are mandatory.

Accuracy has a direct impact on relationships and performance, both personal and professional. As I have climbed the corporate ladder, the reliance people have in me to be accurate has only grown. The larger the groups I lead, the more people rely on accurate communication and accurate direction. From a personal perspective, my family certainly expects me to be accurate in my dealings with them and with situations that affect the household.

When I was in grade school, my standard of accuracy was rather broad. It was honed via the educational system and requirements of my parents. Through the years, my personal standard of accuracy has been refined for what I will accept from myself. I also have noticed the standard for what I expect for accuracy from others has been refined through the years. As I have matured the level of accuracy I expect has become variable depending on the situation. The list of situations that I require accuracy on is adjusted, subtly, on a regular basis. Situations involving any hazard to safety, money, and family welfare will always be on the list. Topics of discussion at the water cooler don’t carry the same weight. As I continue to broaden my education and experiences, this standard will continue to be very important to me.

A5001.5.RB_DavisCarl

On the topic of Intellectual Perseverance:

As I begin the multi-year journey to earn a Master's degree, perseverance is something that I will need to have in abundance.

Let's talk about the Intellectual Perseverance definition as a valuable intellectual trait Intellectual Perseverance (June 1996) in Valuable Intellectual Virtues Retrieved from http://www.criticalthinking.org/pages/valuable-intellectual-traits/528 

Having a consciousness of the need to use intellectual insights and truths in spite of difficulties, obstacles, and frustrations; firm adherence to rational principles despite the irrational opposition of others; a sense of the need to struggle with confusion and unsettled questions over an extended period of time to achieve deeper understanding or insight.

In other words, having the mental toughness to continue to search for understanding and learning through the trials and tribulations one is sure to face in an endeavor of this magnitude. Pressing on to the goal, realizing that when I stretch and occasionally hurt I am doing real learning, which is the meaning of the definition. Like athletes embracing muscle pain as a sign of a good workout, I should learn to appreciate moments of intellectual struggle and seek them out. The marathon begins!

An example of intellectual perseverance would be the story of Galileo Galilei. As you’ll recall, Galileo was convinced that his studies proved that the Earth was not the center of the universe. He was sent before the Roman Inquisition in 1632 and his ideas were declared heresy. He continued his works while under house arrest and is known as the father of modern physics. He faced far greater threats and stresses than a Master’s student will, but he’s an excellent example of ‘firm adherence to rational principles despite the irrational opposition of others.’

Intellectual perseverance could be envisioned by comparing it to the remodeling and expanding a house. I will approach the courses with a foundation and a framework made of previous experiences and education. As I progress through each course, I will have some anchor points to build on. However, there will likely be many situations where I need to create new ideas and build upon them. The construction of those new thoughts will often make me stretch to the point of being uncomfortable. There will be occasions where I am faced with the fact that my earlier constructs may have been erroneous or altogether wrong. Actual pain could be felt from the finding that something I held as a truth was in fact incorrect; the ‘tearing down of long used frameworks’, as it were. Through all of those circumstances, the need to press on through to get to the answers must pervade. Outside forces, in the form of my family, job, and overarching responsibilities could form obstacles to my build plan. Uncertainty and lapses of confidence are certain to creep in occasionally and give me pause. Through it all, I must keep the plan of what this impressive new home is going to be at graduation. The finish needs to be the focus.

I would add that when I earn my Master’s and graduate, the house will still need maintenance and even further additions and remodels.

A doctorate?

To be continued…