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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.