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A500.8.5.PR - Action Research Presentation

Impediments to Critical Thinking: Fear of Change and Adaptation

A500.9.4.RB_DellElceCamila

A500.9.4.RB – Course Reflections

            Today is the last day of the first semester as a graduate student in the Master of Science in Leadership. I could not feel more accomplished as I do today. As I reflect on the values of this course, it was a challenging path that I am happy I took. When I decided or entertain the idea of going for my master’s, I never thought I was going to be able to pull it off but I did. Many positive aspects came from this unforgettable experience and some frustrations too. Nevertheless, what I have gained from this course is invaluable and for that I am thankful to my professor, Dr. Daryl Watkins. I have to say, all his assignments were interesting and they all had me critically thinking. The course was very intense since it only lasted 9 weeks and Dr. Watkins assignments were time consuming.

            From this course I have learned an insane amount of information, theories, definitions, concepts, software’s, formats, etc., the list can go on and on. All the topics covered during the course semester were completely relevant to what I expected out of this class. I can see myself already making use of what I have learned into my everyday life and also future classes. I really enjoy going through all and each of the modules every week. One of my favorites parts of the assignments was watching the TED videos; I always had something to learn from about it. In addition, I really enjoyed having the opportunity to create my own blog and express myself freely about the course as one of my hobbies is writing. I really do not believe the professor could have done any additional work to support my learning through out the semester. Dr. Watkins was very understanding to my needs and also schedule. Being a full time employee at a retail company during the holiday season and taking a graduate course was very challenging to manage. But professor Watkins help me get through it.

            If I have to reflect on the negative areas of the course, the only thing I got frustrated about was the course load. I thought it was a bit much for a nine-week course but then again it is expectable when you are taking a Master’s Degree. In the same manner, Dr. Watkins had explained to expect more work from his class then any other class, so that gives me hopes for future leadership classes. And also, as I plan into going to Law School, I think, after surviving this course, I am ready for it. Needless to say, if I ask myself, what could I have done differently to improve my learning experience during this course? My answer would be time management. As much as I know I was busy, there is a need from my side to estimate and make better use of my time and that way not delayed my assignments. Moreover, I have to be more careful about my spellings and grammar. English is not my native language and my grades suffered a little bit due to not having someone to proof read my assignments. Other than that, I can say that for the first time, I have read every detail, textbook, article, journal, you name it, I read it all from the course. I did not just read to read, but I actually made substantial use of my critical thinking while learning. 

            Overall, I am very pleased with my first semester at Embry-Riddle Aeronautical University and Dr. Daryl Watkins and I look forward into continuing my education.

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A500.8.3.RB – Good Presentation Design   

            As I explained in my discussion board, I have been able to witness different kinds of presentations. Some presentations had a “wow” factor while others were just plain boring. The main idea of having a good presentation is based on presenting intricate information though entertaining your audience. Some people believe that a good presentation is about having animation added to their PowerPoint presentations, or maybe having lengthy textual information but reality is minimalism is the way to go. The term minimalistic does not suggest a lack of data, but it highlights the importance to have simplistic visual aids as you provide the important message through narration. Garr Reynolds in the handout, “Presentation Zen: How to Design & Deliver Presentations Like a Pro,” advices the readers, in this case the presenters, to follow simple steps such as: thinking about the main topics and focusing on it; to have structure and outline your thoughts to connect with the interests of your audience; try to use personal inferences to caught the audience’s attention; think of the audience as customers, they are always the number one priority; less text means more; try to understand what you are trying to display and do not read out of your presentation; and if you believe your presentation lacks on textual information, you can always provide written documents to the audience. In conclusion, do not bored your audience and make it fun.

            Additionally, Mr. Reynolds, supplements elements to essentially have a good presentation like:  been unique with Microsoft templates; again try to stay minimalistic, no clip arts or animated slides; the use of graphs, pictures, and high quality images is key; pace your speech with the transition of the slides and subject matter; focus in one idea per slide to avoid confusion; don’t get nervous; keep the ambient bright to keep audience active; and one of the most important in my point of view, connect with your audience by getting closer to them and making direct eye contact.  The connection with your audience makes it a more personal experience to them and also to the presenter.

            After reading and learning more about this subject with the module and my classmates’ opinions, my idea of a good presentation has shift to a different dimension. Today I can identify a good presentation as a work that can provide information by having an audience understand it effortlessly. Moreover, I have learned that although visual aids are important when presenting challenging data, sometimes not having them could be good as well. In my discussion for this module, one of my classmates asked me why I had liked Dr. Hans Rosling presentation and she went on by adding that her favorite presentation had been Dr. Shenna Lyengar. Dr. Lyengar’s presentation was one of a kind. She is blind and disable yet that did not interrupt the way she presented her information or herself. And after my classmate made that comment, I started to think of other important factors accompanying good presentations. I confirmed that I believe that a good presentation is not only about the visual aids, but also how you carry yourself in front of others. In other words, having personality shows presence and professionalism to my standards. Like wise, another important strategy to a good presentation relies on how you talk. When a presenter is giving their speech, they need to be aware of how they sound, as enunciation will keep the audience alert. Very much like when you go to church, if the priest talks in a low voice without making emphasis in the tone of his voice, then most people get bored and loose tract of what really matters.

            In conclusion, the rules of thumb are keep it simple, structured, and foremost, entertain your audience.

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Reynolds, Garr. Presentation Zen: How to Design & Deliver Presentations Like a Pro. Accessed at http://www.garrreynolds.com/Presentation/pdf/presentation_tips.pdf

Rosling, H. (2006, February). The best stats you’ve ever seen [TEDGlobal]. Retrieved from http://www.ted.com/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen#t-283895

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A500.7.3.RB – Quantitative Research Reflection

After reading about quantitative research methods, I was able to understand more about the principles, how to acquire data, how describe single variable, and how to analyze the correlation between two or more variables. Quantitative research is composed of collection, presentation, summary, and analysis of the statistical collection of data mainly focusing in providing answers to questions. The primary quantitative research’s commitment is to demonstrate basic, objective, structured regarding the research question measurement. On the other hand, when researchers use the qualitative method, they tend to be more involved and sometimes less objectives to the findings.

            Consequently, If I look back to my upbringing, I really never had an opportunity to deal with quantitative research at its fullest. There was always some research paper to turn in at the end of each semester or class that required some statistical data collection but I never did my own observations. Until, I started this semester with my Leadership Foundations in Research class. For this class, we were asked to create our own action research project and with that also create a survey. I was blown away with the amount of information I was trying to collect and how much time I dedicated to this assignment. Nevertheless, I learnt that I really enjoy working on action research reports. To obtain quantitative data, the survey I created was directed to individuals via emails, texts messages, social media, etc. I wanted to provide factual numerical correlations between the impediments of critical thinking such as fear of change and adaptation with organizational leadership. Once the results were available for evaluation, I discovered a whole new world full of statistics and meaningful information.

             The observations collected from the survey reflect a perfect example of quantitative research methods. I was able to obtain the information I needed through a survey without been too involved, while keeping my objectives on point. While completing the research, I made use of the research process: research idea, literature review, theoretical formulation of the research problem, empirical research questions (operationalization), research design (planning), data collection, data analysis, answering the empirical research questions, theoretical interpretation of the results, comparison with earlier research, and conclusions. Moreover, I also acknowledged the importance of learning how to interpret quantitative data as is not easy to translate statistical data into transcriptional data. As with anything, quantitative research comes with strengths and weaknesses. In my research I encounter the challenge of having to disqualify one of my own hypothesis but it did not cause major problems.

            All in all, the main elements from this quantitative research methods, has been well utilized for this course. I have been able to implement my learning skills in the assignment and hopefully for future assignments. Furthermore, it can be concluded that quantitative research is a key factor to obtaining objective and noninvasive sample data. And I was able to infer the research process Mamia (2012) provides to the one author Nosich G. (2012) talks about in his book, learning to think thing through as he provides eight elements or also call alternatives. These alternatives encompass: purpose, question at issue, assumptions, implications and consequences, information concepts, conclusions/interpretation, and point of view.

           

Nosich, G. M. (2012). Learning to think things through: A guide to critical thinking across the curriculum (4th edition). Boston, MA: Pearson.

Mamia, T. (2012, April). Quantitative Research Methods. Retrieved from https://erau.blackboard.com/bbcswebdav/pid-15590906-dt-content-rid-38257535_4/institution/Worldwide_Online/MSLD_Courses/MSLD_500/msld_500_quant_research_methods_lecture1_tero_mamia.pdf

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A500.6.3.RB – Qualitative Research

            The article about Qualitative Research explains the main differences found between qualitative and quantitative. Both types of research focus on scientific studies to obtain data and create a hypothesis and hopefully reach an educated conclusion. This two terms can be better distinguished as a, “Phenomenological inquiry, or qualitative research, uses a naturalistic approach that seeks to understand phenomena in context-specific settings. Logical positivism, or quantitative research, uses experimental methods and quantitative measures to test hypothetical generalizations” (Hoepfl, 1997). The author extends his studies and describes that a quantitative research does not “adequately describe or interpret a situation” (Hoepfl, 1997). A naturalistic approach is where qualitative search comes into play and provides better understanding of the subject.

            Why should we make use of qualitative research instead of quantitative research? The author has adopted several reasons for the use of a qualitative methodology. It is believe that qualitative research can deliver knowledgeable material about unknown sources or yet to be found. Besides providing new evidence, it is the perfect means to “gain in-depth information that may be difficult to convey quantitatively” (Hoepfl, 1997). Additionally, a successful examination depends on the contact a researcher can gain directly with the situation, while respectfully entering their lives, minds, and emotions. Moreover, naturalistic or in other words, qualitative research features different descriptions based on a synthesis of various writers (Hoepfl, 1997):

·      The researcher attempts to observe, describe and interpret settings as they are; “empathic neutrality” (1990, p.55).

·      The researcher acts as the “human instrument” of data collection.

·      Qualitative researchers predominantly use inductive data analysis.

·      Qualitative research reports are descriptive, incorporating expressive language and the “presence of voice in the text” (Eisner, 1991, p. 36).

·      Qualitative research has an interpretive character.

·      Qualitative researchers pay attention to the idiosyncratic as well as the pervasive, seeking the uniqueness of each case.

·      Qualitative research has an emergent (as opposed to predetermined) design.

·      Qualitative research is judged using criteria for trustworthiness.

            Further more, qualitative research is obtainable through the data collection taken. Hoepfl delivers ideas for research design and data collection strategies. These strategies imply: sampling strategies, data collection techniques, interviews, observations, gaining access and researcher obligations, other sources of data, and deciding when to stop sampling. In the same way, data collection takes place in a free un-structuralized way.

           

            Lastly, when judging qualitative research it is said that the reader has a main role. Hoepfl agrees the “researcher and readers ‘share a joint responsibility’ for establishing the value of the qualitative research product (Glaser & Strauss, 1967, p. 232). ‘Pragmatic validation [of qualitative research] means that the perspective presented is judged by its relevance to and use by those to whom it is presented: their perspective and actions joined to the [researcher’s] perspective and actions’ (Patton, 1990, p. 485)” (1997). In other words, as I have learned in this leadership class, our class textbook, Learning to think things through, exemplifies the importance of questioning the sources we find and ourselves. This action is called critical thinking. Similarly, the author of this articles follows Eisner believes of considering the following three features: (1) Coherence, (2) Consensus, and (3) Instrumental Utility.

           

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