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Course Reflection

As I reflect back on the course, I believe that the curriculum provided valuable tools for us as students and laid a solid foundation of critical thinking as we progress through the Master’s program. Specifically, the systematic approach to critical thinking involving the standards and elements. In addition, becoming familiar with APA formatting, software such as The Brain, and professional presentation programs. Most of which will require more work on my side to become proficient in order to get the most out of my work.

This being my first online academic course, the first week I felt a little discombobulated trying to figure out where everything was while completing the assignments. This usually is the case with a new method of learning. However, I feel that having had access to the first weeks readings and assignments prior to the course beginning would have provide a better start to discussions and quality of assignments. I would recommend that students be able to access the instructor’s announcements (to include syllabus), readings and assignments one week prior to the official start of the course would benefit students overall. Furthermore, this would allow students to begin establishing a study plan as they would be better prepared for the tempo of the course.

I believe that the program and instructor provided sufficient support for our learning. There were more than enough academic support outlets for students by means of research, access to the instructor, and peer group activity. Moreover, the “walk through” instructions for setting up our blog, ePortfolio, and The Brain accounts were very helpful. I would also add that the specified tag for ePortfolio material was useful when stated with the assignments. Preventing a mad rush save all required materials during the final weeks. Lastly, I would imagine that being required to purchase a third party software program, such as The Brain, should be known to students as they register for the course. Along with the reading, I would recommend that this pertinent information is provided upfront.
 

I truly believe that every aspect of the course was relevant to what we could expect from the Master’s program and what we would expect to see, know, and do in our professional endeavors. I feel that as a student, the course has introduced vital concepts on leadership and research that will enhance our individual leadership styles. I expect that the courses that follow will build upon these skills and introduce additional skills that will ultimately develop our ability to lead effectively and develop others with compassion.

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- Good Presentation Design

   Creating a quality presentation begins with some analysis by the presenter. The first thing that needs to be identified is the purpose of the presentation (training, informative, decision brief). The purpose will set the direction for the next step which is target audience. If the presenter is conducting training on new office equipment, they may want to “liven” it up with attention getters as many of these topics can seem technical and dry. However, if the presenter is providing a status on their progress of an organizational endeavor, they would do well to keep the presentation “on point” and professional as this type of presentation will more than likely have Sr. representatives or stakeholder involve that are usually pressed for time. By establishing the purpose and target audience, the presenter now need to organize their thoughts or concepts they wish to present. In doing so, the presenter can ensure the flow of information is smooth and seamless. Once the presenter has a clear direction they need to go, they can begin to build a quality presentation using design to enhance their points.

   Designing a presentation should be centered on the presenter’s message or points; to give weight an issue or action towards a point. Designing a thoughtful presentation can assist the presenter engage with the audience, bring home the point, and reinforce confidence in a position. Good design can be a force-multiplier when used correctly. For example, presenters must be mindful of:

·       Consistency: When setting the tone with a particular format (font, background, color), it is important to remain constant throughout the presentation, unless it is the desire of the present to evoke a different feel or reaction.

·       Transitions: If it is important enough to conduct a presentation on a topic, it is important to ensure the message is received and processed in the way the presenter needs it to be. This is done by transitioning and linking key concepts together for the audience so that confusion doesn’t settle in. If a presenter can walk an audience through their points with minimal obstacle, the more likely they will be more effective in reaching their objectives.

·       Keep it simple: Good design presentations use programs to reinforce and enhance their message. The point of the presentation is the purpose and objectives that has created the need for a presentation. Thus, when the design of the presentation becomes overly animated or “to busy,” it is more likely that the message could be distorted or never received by the audience because they were being “entertained” rather than informed or trained.

Presentation design is an important tool for any presenter. It has the potential to make a dry topic good, a good topic better, and a better topic great. Designing a presentation to “bring home the point” also has the potential to make information memorable. Likewise, poor design could do the same. Thus, that is why it is important for the presenter to do the analysis and invest the time and effort to provide a quality presentation.

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Quantitative Research Reflection

Quantitative research is generally defined as research based on traditional scientific methods, which generates numerical data and usually seeks to establish causal relationships between two or more variables, using statistical methods to test the strength and significance of the relationships (encyclopedia.com). Ultimately, quantitative research is used to determine a relationship between one thing and another (independent/dependent variables) in a given group or population. Furthermore, quantitative research roots from the scientific method where the researcher(s) uses deductive reasoning and forms a hypothesis, collects data and processes the data to develop a conclusion.

Its main characteristics are:

• The data is usually gathered using structured research instruments.
• The results are based on larger sample sizes that are representative of the population.
• The research study can usually be replicated or repeated, given its high reliability.
• Researcher has a clearly defined research question to which objective answers are sought.
• All aspects of the study are carefully designed before data is collected.
• Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms.
• Project can be used to generalize concepts more widely, predict future results, or investigate causal relationships.
• Researcher uses tools, such as questionnaires or computer software, to collect numerical data.

Babbie, Earl R. (2010).

Quantitative research is a valuable tool for objective and statistical results and when presented in charts or tables, it can paint a vital picture to confirm a hypothesis or show a need for action. For example, a company can use consumer trends and behaviors to adjust or direct their marketing strategy towards a particular group of consumers. Moreover, the same company can use quantitative research to identify high costs in an effort to become more efficient.

Having been in the criminal justice field for over a decade and a student of social science, I prefer the qualitative research method as studying human behavior is more in-line with my interests. Nevertheless, both quantitative and qualitative research provide necessary information as needed by the researcher(s) in a given situation.  

Reference

"Quantitative research." A Dictionary of Nursing. 2008. Retrieved December 03, 2015 from Encyclopedia.com: http://www.encyclopedia.com/doc/1O62-quantitativeresearch.html

Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth Cengage, 2010. Retrieved December 03, 2015 from http://libguides.usc.edu/writingguide/quantitative

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Qualitative Research

Qualitative Research is defined as “a generic term for investigative methodologies described as ethnographic, naturalistic, anthropological, field, or participant observer research. It emphasizes the importance of looking at variables in the natural setting in which they are found. Interaction between variables is important. Detailed data is gathered through open ended questions that provide direct quotations” Key (1997). In other words, qualitative research is designed to evaluate and measure intangibles and seeks to understand its participants in their natural environment in order to develop a hypothesis of a topic or issues holistically.

For example, to identify why one team is more productive than the other with the same duties, an investigative observer or interviewer would identify variables such as: team leadership styles, team dynamics, how tasks are being delegated, and overall experience levels to name a few. Many of these variable must be interpreted and categorized to “paint a larger picture” of how each teams performs. Furthermore, through interviews, feedback provide insight into how the teams participate, communicate and feed off each other’s positions. Through qualitative research, weight can be given to the participant’s perception, values and how they operate within the context in order to provide more in-depth information.

As leaders, understanding qualitative research is essential to developing creative ways to address complex issues that may arise in a dynamic environment. Most importantly, being agile instead of reactive, leaders must be able to see the “big picture” and make timely decisions from a holistic viewpoint. Leaders must continuously assess and evaluate numerous variables in their realm; understanding qualitative research and what it produces will be a valuable tool for those seeking to understand comprehensive information.

 

Reference

Key, James P. (1997). Module R14 Qualitative Research. Retrieved from Oklahoma State University, Research Design in Occupational Education Web site:

 http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm

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– Critical Thinking about Critical Thinking

I believe that my understanding of critical thinking and process in which to think critically has significantly improved.

Prior to the course, I felt that I had a firm grasp of what I thought critical thinking to be. I had used it on practically a daily basis while in service and while in positions of great responsibility. Furthermore, being able to sift through numerous information outlets to identify and address the true issue seemed automatic. However, learning more about the critical thinking process, elements, and standards, it was clear to me that I was not necessarily employing critical thinking as much as I thought. Using my critical thinking skills, or my understanding of it at the time, it was done to the point where an issue was identified, addressed and fixed to serve the purpose at-hand.

In the profession of arms, we (leaders) exercised our critical thinking, discuss leadership topics and review and discuss lessons learned. This professional development occurred regularly and were extremely beneficial as these events forced us to reflect on a situation or leadership challenge. Although we gained valuable insight or had productive discussion, it did not follow many of the concepts we are learning in the course. In other words, once we “war gamed” the exercise or met the intent of the discussion, that was that.

I believe that I have been able to internalize many of the techniques and concepts we have learned in the course. I find myself a little more patient with other’s points of view and arguments. Whereas before, I would make some bold assumptions that now I know are more than likely unfounded. Moreover, becoming self-aware of my “thinking” shortfalls has given me a wider perspective of possible misunderstands that could arise. I have no doubt that as the course and program continue, we as students will be exposed to other aspects of “self” and “others” that will improve not only our thinking, but the way we influence those around us.

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 Ballet Slippers or Adorable?

By and large, Americans believe that the power of choice is an inherent right; that choices are a result of their individualism and identity. The ability to express ones unique characteristics and tastes, some would argue, serves as a “calling card” or their own “mark.”

In today’s world, we Americans are bombarded with choices. Where walking into a coffee shop requires close examination of the ample flavors, healthy ingredients, and sizes of cups (beyond small, medium, large). This does not only apply to coffee shops. Likewise, car dealerships, computers shops, and cell phone stores would force a person to review the different models that they themselves have just as many different capabilities.

Choices may very well be seen as “empowering,” while the lack there of would be seen as restrictive or constraining. For example, in Dr. Iyengar’s experiment with Anglo-American and Asian-American children, Dr. Iyengar’s results showed that the Anglo-American children preformed best when they had the choice of anagrams and marker, while the Asian-American children did not perform as well. On the contrary, the Asian-American children preformed best when they were told that their mother had chosen the anagrams and marker, while the Anglo-Americans did not perform as well thinking their mothers had chosen for them. Dr. Iyengar further supported her findings by highlighting the major differences between the two groups, specifically the cultural influence when deferring to parental decisions in an attempt to achieve “community” and “harmony.”

Anyone that knows more than the basics about the Asian-American culture, would make the link that within the Asian-American culture, family, tradition and communal advancement are prevalent. On the other hand, within the Anglo-American culture, individualism and uniqueness would hold more stock.

Looking at Dr. Iyengar’s assumptions from a wider angle, we can see how the implications could affect a team/group, efficiency, or mission. As leaders, we do not need to be an expert in every culture. We merely need to understand that people process things differently and that they may have a different perspective. In do so, leaders could leverage their team member’s strengths and know how to get the most productivity from them.

Reference
Dr. Iyengar, Sheena. (2010). Ballet Slippers or Adorable? TEDGlobal. Retrieved from
http://www.ted.com/talks/sheena_iyengar_on_the_art_of_choosing?language=en

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Explore the Hunt Library

 

The Hunt Library offers numerous resources, tools and expertise for any user wishing to find articles specific to a topic or a news outlet for general information. Moreover, the main page of the Hunt Library appears to be designed with the goal of being “user-friendly.”

The resources available from the Hunt Library range from books, articles, databases, videos, and research guide to name a few. Categorizing content appears to reflect today’s standard oppose the traditional “name of book, name of author or topic,” I remember in grade school. For example, while exploring “Research Guides” on the main page, the results show “Assignment Guides, Course Guides, How-to Guides, and Subject Guides.” Furthermore, the Hunt Library offers tutorials, evaluation tools, and Librarian assistance. All of which, will be useful as a student.

I believe there are three main factors that make a resource “Scholarly” in nature. First, the purpose of the work. As readers, a good “rule of thumb” is to always consider the purpose of the article, book, journal, etc. For example, I were to start reading my wife’s People Magazine, I would expect to be entertained with the latest trends, the most desirable fashions, and maybe even a dose of popular current events. A reader would presumably be presented with a commercial theme for products or even introduced to a popular “cause” at some level.

On the contrary, if I were to start reading my Marine Corps Gazette, I would expect to find a more specific purpose, by whom I would presume to be a practitioner in a specific field/discipline that has been reviewed and critiqued by likeminded professionals/practitioners. I believe the purpose in this case would be to discuss issues, identify approaches, and advanced knowledge about a give topic/issue. In any case, not only would the main topic/issue be clear, but experiments, data, timelines and previous sources that have been tested.

 The second factor would be the author. As a reader wishing to review a “scholarly” work, I would be curious about the author and what makes them creditable. What is their educational and professional background? What level of research have they conducted and have they ever had to defend it? What makes them a specialist of this particular topic? Who do they represent (a university or a business)?

Finally, readers should be cognizant of the publication. Traditionally, “scholarly” works are found in professional or academic journals. Prior to publication, articles and research is submitted for review and is scrutinized by practitioners in the same field. This examination ensure that the information meets certain criteria before publication, oppose to article published in the news or popular magazines.

I believe the Hunt Library’s collection of scholarly works is aligned with the points above. While I get bombarded when I “Google” something about leadership and get everything “anyone” has ever said about the topic. The library resources are works from practitioners attempting to advance knowledge.  

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Tell Your Story

While serving as a military police officer in the profession of arms, the standards of “Clearness” and “Accuracy” were central to my goals of becoming a reliable and consistent communicator as a leader responsible for others and to be an effective “problem solver” while serving in a law enforcement capacity.

In other words, as a young officer entering the profession of arms, being able to master military terms, knowledge, and communication was essential to success and progression. Some of the methods to exercise and reinforce these skills were class presentations, Staff rides (education battle reenactment), briefings, operation orders and rotational leadership positions. In an environment where time is always against you and where “words” mean certain things, stock is always placed in communication being clear and concise. Thus, one had to choose their words carefully because an incorrect word or an ill stated point usually produced more questions and failed to inspire confidence for the intended audience. The same standard of “clearness” and “Accuracy” was stressed during law enforcement training. Law enforcement officials traditionally find themselves in an emotionally charged situation and they must possess the tools to deescalate or explain complex actions to an irrational individual. Moreover, while executing ones duties in a law enforcement capacity, everything said is a matter of record and is admissible in court. It would behoove leaders at all levels and professions to consider “clearness” and “accuracy” to play a significant role in their given purpose and strive to continuously improve their skills in order to achieve their desired end-state.

For example, while attending a military career level school, I was responsible for producing an operations order for an exercise and in my mission statement I used the term “attack” verses “attack by fire.” By its nature, “attacking” an objective brings an offensive mindset and resources that require Soldiers to be on the ground, oppose to the former that is also offensive action but at a distance and not having Soldiers occupying the enemies position. Fortunately for me, I had a trusted counterpart review my work and the issue was caught before it went any further. This was a valuable lesson to learn in a controlled educational/training environment that I still use to this day.

It’s like when we see a politician or CEO gives a speech and during this speech they make a comment that lost its contexts or did not come out exactly as they intended. Response to these statements tend to end up as gaffs and could cause doubt for a politician’s constituents or drop a company’s stock price because their lack of “clearness” and/or “accuracy.”

Now retired from the military, the need to continue such a high standard of “clearness” and “accuracy” remains necessary. As I pursue my goal of earning a master degree in leadership, I expect my skills to be further tested and expanded. Specifically to integrate in the corporate world where my talents can be leveraged and produce results and an environment of learning and professionalism.

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Intellectual Perseverance

In a list of Valuable Intellectual Traits, The Critical Thinking Community (2014) describes Intellectual Perseverance as "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, it is essential to possess the ability to analyze the root cause of an issue, identify a sound course of action utilizing good judgment, experience and having the fortitude to implement the necessary changes. Furthermore, exercising intellectual perseverance would include establishing a method of evaluating the change in a manner that confirms it is producing the desired results, can withstand friction and is serving its desired purpose. A leader must have mental agility- to think rapidly through an issue under stress, discipline- to remain steadfast towards their training and experience and vision- to ensure that every person and action is the sum of a bigger picture.

For example, while attending the Marine Corps Expeditionary Warfare School, periodically the instructors would use Tactical Decision Games (TDGs) as a means to reinforce our (students) tactical knowledge and exercise our critical thinking. During one TDG, we were given a military map, marks and a mission to defend a particular key terrain feature of our choosing with the resources given to an infantry rifle platoon. Using my knowledge of terrain features, I decided to defend a hill top that had rough and steep terrain on two sides with the enemy’s most likely approach covered. It was an easy text book location to defend. Feeling confident that I used the terrain to our advantage and that our weapon systems were properly placed, I approached the instructor and stated that I had completed my defense plan. The instructor evaluated my plan to ensure that it was realistic and made sense. At which point he turned my map 180 degrees and said, “Now, how would you attack this position?” The critical thinking portion of the exercise began!

As students, our intellectual perseverance should be tested constantly in our quest to becoming good leaders and not just another boss. A leader is one that is forced to work through opposition, obstacles and uncomfortable situations that will set the conditions for success and greater responsibilities. We should all be familiar with the “Boss vs Leader” illustration that comes up when comparing a boss to a leader. In the picture, the boss is seen yelling out from atop of a mountain while their subordinates struggle to clime the same mountain and even fall off. On the other side is the leader who is leading the way bending over a cliff pulling their folks up the mountain. Great example!

As I continue with my leadership studies, I am cognizant that there will be many challenges to work through and situations that the “path of least resistance” will seem acceptable. However, remaining disciplined and steadfast will be key ingredients to completing this program. Refining time management practices and fulfilling my family obligations will be paramount in my quest to becoming a good leader.

A good leader, as I see it, is mindful of others and understands how others can be affected by internal and external influences. In a fast paced environment or in a business with people at the center of it, a good leader must remain the constant and grounded. Someone that is values based and objective, as well as creating an environment for others to be developed and challenged are characteristics of a good leader.

 

The Critical Thinking Community. (2014). Valuable Intellectual Traits. Retrieved from

http://www.criticalthinking.org/pages/valuable-intellectual-traits/528