Learning Activity 8.1-Unit 8
Learning Activity 8.1-Unit 8
I work in medium size laboratory-setting, and I have identified three problems at the workplace where I may apply action research to investigate and resolve the issue.
Increase absenteeism at the workplace, its one of the issues we face it daily at work. Employee miss work for a variety of reasons, many of which are legitimate or an employee intentional or habitual absence from work. The idea behind these thoughts, is the employee have specific numbers of sick days to use. They may make excuses to avoid coming into work and being overworked as a productive part of a team. But sometimes employees start taking sick days because of the stress of the workplace is too much. Sometime an urgent matter could affect their situations.
In my situation, I have to fill the shift, and I might not be successful especially if it’s on short notice or the weekend. We do have schedulers who help us in replacing any sick calls. Still, this is an issue need to be addressed with action research involving the team lead, the employee, site supervisor, and manager through a committee meeting.
Lack of Teamwork. Teamwork is essential to me, and it’s a requirement in a daily bases at the workplace. It’s also a reflection on the functionality of workplace. Sometimes I find the employee lose their potential to be part of a productive team, or not able to function appropriately when increased workload. Therefore, this situation creates a lot of negative impact on others in the team where the turn around time of work increase and loss of productivity occurs. Still, this is an issue need to be addressed involving team lead, employee, site supervisor, and manager.
Lack of motivation and disengagement. Some employees when they work for a long time in one place and feels that their efforts are not being recognized or appreciated, they will soon begin to lack energy and commitment in their role. I am trying to find reasons behind employees’ disengagement to find a resolution. This attitude at work could be contagious. I believe this is an issue to be addressed with action research involving team lead, the employee, site supervisor, and manager.
References
Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.
Response-Unit 7-LA 7.1
Response-Unit 7-LA 7.1
In response to Tom Williams’ post- LA 7.1, Thank you for the useful information provided
Creswell (2013) outlines that mixed method approach is used widely in mainstream media already. My question is, do you think people have a natural personal preference towards connecting with data or stories more? If so, where does this come from?
Emotions are incredibly important for all human interactions, and they are integral to connecting with others. Although you can, of course, get an emotion across in words, but sometimes reading other people’s faces for emotional cues make a difference.
I believe, its both to a certain extent, and depends on what you are approaching or trying to solve a problem if it persists. Sometimes you may prefer to go with data that support your search and give generalization for the situation you have if needed to be generalized. On the other side, you may need to have shared stories from experts to present a different form of data that have “voice,” ” expression or facial cues.” Hence, any feelings you trying to decode, and they are needed to reveal on a particular point, they are necessary to investigate.
Learning activity 7.2-Unit 7
Learning activity 7.2-Unit 7
Beck, C. D. (2014). Antecedents of servant leadership: A mixed methods study. Journal of Leadership and Organizational Studies, 21(3), 299-314.
What was the purpose of the study?
The absent of empirical studies on the antecedents of servant leadership was the purpose of this study (Beck, C. D., 2014, p.299)
Is there a rationale provided for needing a mixed methods design?
Beck (2014) noted in his study that, “Given the complexities of leadership, quantitative results may be inadequate; therefore, qualitative data are needed to help explain initial quantitative data. The combination of quantitative and qualitative data should provide a complete picture and a “voice of the participants” (p.302). The author follows Creswell and Plano Clark (2007) suggestion, using quantitative data are inadequate in addressing the domain of leadership.
Rate 3
Did the quantitative method are of good quality based on the standard of quantitative research?
All the criterions have chosen for this study
Data collection were from a web-based survey using SLQ form, collected from 499 recruited leaders and 630 raters. All data analysis completed before approaching the next phase. Descriptive statistics and Pearson correlation served as the basis for analyzing the independent and dependent variables. One-way and two-way ANOVA test are done. A significant difference was set to be (p<0.05), the authenticity of the participants included in the study, and the results were achievable (Beck, 2014, p.302-304).
Rate 3
Did the qualitative method are of good quality based on the standard of qualitative research?
Data collection were in-depth one-on-one audiotaped interviews, collected from 12 recruited participants from leader pool- phase. The interview included nine open-ended questions were pilot tested for clarity. The participants informed that the interview would be audio-recorded and transcribed verbatim. The participants reviewed the transcripts of their interviews to clarify or expand their responses as needed. The qualitative data were explored and coded to help explain why these participants demonstrated exemplary servant leadership behavior. They reviewed the themes and codes to check for appropriateness. The validity or inference quality procedures used in this study included member checking, triangulation, and peer review (Beck, 2014, p.304).
Rate 3
Is the choice of the mixed methods design appropriate and justified?
A good method design is used to plan and implement the study. Beck, (2014) “employed a mixed methods sequential explanatory design consisting of two distinct phases: Phase 1, a quantitative study, followed by Phase 2, a qualitative study in which interviews conducted and responses were coded and analyzed for possible themes” (p.302). The mixed method design is fully described, including the decision for timing, priority, and mixing. Beck, C. D., (2014) included the “two phases in his study, the quantitative survey collected data in the form of servant leadership questionnaire (SLQ), and the qualitative data were one-on-one audiotaped interviews” (p. 302, 304). That indicates the initial quantitative components had the priority for addressing the study’s purpose, and the quantitative phase of the study built to the qualitative phase to produce qualitative findings that help to explain quantitative results as the criteria have been set (Plano-Clark & Creswell, 2015, p.396). Triangulation was used to analyze the quantitative and qualitative data to validate the findings of the data collected (Beck, 2014, p.302).
Rate 3
What were the results of the study?
The quantitative and qualitative components were explicitly merged, consistent with the overall mixed method design, and explicitly discussed at the end of the study. The study had four significant findings. First, the longer a leader is in a leadership role, the more frequent the servant leader behaviors. Second, those leaders who volunteer at least one hour per week demonstrate higher servant leader behaviors. Third, servant leaders influence others through building trusting relationships. Lastly, servant leaders demonstrate an altruistic mindset (Beck, 2014, p.304).
Rate 3
Does the use of mixed methods produce a good understanding of the study’s purpose? Does the study use a rigorous application of mixed methods research to address the purpose?
The findings provide complete, valid and in-depth answers to the study’s research questions. The integrated findings go beyond what was learned and answered the research question. The exemplary servant leadership in this study emphasized different aspects of SL in regarding of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship. The four major findings and the themes that emerged from the data analysis lend support to the notion that there are characteristics, behaviors, and life experiences that predict a servant leader (Beck, 2014, p.307). Validity in a mixed methods study is defined “as the ability of the researcher to draw meaningful and accurate conclusions from all of the data in the study” (Creswell & Plano Clark, 2007, p. 146).
The mixed method design is a good fit for the study’s research problem purpose. The quantitative and qualitative and diverse aspects of the study fit together in a logical way to address the study’s purpose.
Rate 6
Quality rating
0=Poor
1= Fair
2= Good
3= Excellent
Overall quality
0-10= Low quality
11-16=Average quality
17-21= High quality
Total score=21
My overall assessment=21
References
Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.
Learning activity 7.1-Unit 7
Learning activity 7.1-Unit 7
The heart of the quantitative/qualitative debate is research problem and the purposeful approach. Plano-Clark and Creswell (2015) assert that “a quantitative research approach indicated when the research problem requires an explanation, while qualitative research approach indicated when the research problem requires exploration” (p.85-86). The argument in qualitative research is to explore the central phenomenon to develop and report description and themes. On the other side, the argument in the quantitative research is, the research problems call for explanation and measuring trends or variables to develop and report the results that are objectively compared with predictions and past studies (Plano-Clark and Creswell, 2015, p.193, 287).
Plano-Clerk & Creswell (2015) stated, “many of today’s research problem calls for both explanation and exploration” (p.381). Also added, “authors combined these two datasets to develop a complete understanding of the different modes of communication and the consequences of the use which lead to answer the research question” (p.383). Plano-Clark & Creswell (2015) proposed and explained; “the Mixed method is appropriate when researchers need to combine the strengths of quantitative and qualitative data, build from one type of data to the other, and to answer two research questions (p.385-386).
Thinking of using a combination of qualitative and quantitative data can improve an evaluation by ensuring that the strengths of another balance the limitations of one type of data. Therefore, providing that understanding enhanced by integrating different ways of knowing. Evaluation of invested both quantitative data (numbers) and qualitative data (text, images) disclose the importance of planning how these will be combined. Stentz, Plano-Clark & Matkin (2012) stated, “researchers can maximize the strengths of each approach while making up for the weaknesses of the approaches, develop complete and complementary understandings, increase validity of results, use one form to build on the results of the other, and/or examine contextualized understandings, multi-level perspectives, and cultural influences” (p.1174).
Also, “quantitative approaches (such as surveys, correlational studies, or experiments) provide opportunities for analyzing existing leadership approaches, combining them with qualitative approaches (such as content analysis, case study, or grounded theory) can support new discoveries within the realm of existing leadership theory” (Stentz et al., 2012, p1174)
Applying both quantitative and qualitative approaches, the GLOBE researchers were able to uncover new understandings about cross-cultural interactions and how culture impacts leader effectiveness and in a way that is generalizable between cultures and within cultures around the world. (Northhouse, 2013).
Although “the GLOBE researchers used an overall quantitative approach for purposes of scientific validity, they applied a mixed methods approach within their multi-phase, multi-method project by embedding content analysis of interviews, focus groups, and published media (representing qualitative approaches) to capture richly descriptive culture-specific interpretations to account for cultural influences on leadership” (House et al., 2001).
I believe it’s a valuable approach to specific extent solving a problem and answer the research question. Plano-Clark & Creswell (2015) they provided in-depth different mixed method research design for scholars to amplify the intent of research and to produce the complete analysis results (p.390-403). Mixed method research appears to have an abroad insight and era on too many fields like healthcare, management, social science, leadership theory and its application.
Question: How many research question I can include in mixed method research design?
References
Creswell, J. (2017, June 1). What is the mixed methods research?[Video file]. Retrieve from http://johnwcreswll.com/videos/
House, R., Javidan, M., & Dorfman, P. (2001). Project GLOBE: An introduction. Applied Psychology: An International Review, 50(4), 489–505, http://dx.doi.org/10.1111/1464-0597.00070.
Northhouse, P. G. (2013). Leadership theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications, Inc
Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.
Stentz, J. E., Plano-Clark, V. L., & Matkin, G. S. (2012). Applying mixed methods to leadership research: A review of current practices. The Leadership Quarterly, 23(6), 1173-1183.
Response-Unit 6
Response-Unit 6
In response to Joshua Linkletter’ discussion question: Is there a way to combine quantitative and qualitative research studies that would add value to one’s research?
Plano-Clerk & Creswell (2015) stated: “many of today’s research problem calls for both explanation and exploration” (p.381).
Thinking of using a combination of qualitative and quantitative data can improve an evaluation by ensuring that the strengths of another balance the limitations of one type of data. Therefore, providing that understanding enhanced by integrating different ways of knowing. Evaluation of invested both quantitative data (numbers) and qualitative data (text, images) disclose to the importance of planning how these will be combined. I believe its an approach to specific extent solving a problem and answer your research question.
Reference
Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.
Learning activity 6.3-Unit 6
Learning activity 6.3-Unit 6
Russell, E. J., Maxfield, R. J., & Russell, J. L. (2017). Discovering the self-interest of servant leadership: A grounded theory. Servant Leadership: Theory and Practice, 4(1), 75-97.
Was the analysis process used rigorous qualitative procedures?
Russell et al., (2017) analyzed the qualitative data by hand, which required reading through the data and write notes and memos, then exploring the data as they indicated by “reading” and “rereading” as they explored the data, they also color-coded the different attributes. They used multiple stages of coding to note the relationships, then merged them to form selection for their themes. According to Plano-Clerk & Creswell (2017), they didn’t use “verbatim” as part of data preparation (p.357). Since they used open-ended questions as part of a questionnaire which considered one type of the interview process for the researchers to use (Plano-Clerk & Creswell, 2017, p.338), I believe its crucial to the precise extent.
Rate 2
Did the researcher(s) use at least three strategies to validate the findings?
Russell et al., 2017) used one of the strategies; the triangulation of data sources from multiple participants, and had another researcher perform an analysis for comparison (p.85). In Plano-Clerk & Creswell (2015) stated the four forms that frequently reported; Bracketing, Triangulation, member checking, auditing (p.364).
Rate 2
Did the findings include a good description of the people, places, or events in the study?
Russell et al., (2017) considered for-profit sectors, location, participants’ organizational position, gender, and age. They included the participants of the study in table 2 to show the organizational position of each participant and their for-profit sector. They included participants quotes and to the specific extent has some action words, which brings the description to life.
Rate 2
Did the findings include appropriate themes about the central phenomenon?
There are seven themes reported in two attributes; the theme conveys the essential ideas about the central phenomenon. They included the theoretical finding with attributes and themes in table 3; also they provided participants quotes as evidence of their experiences (Russell et al., 2017, p.87). It was no sub-theme included.
Rate 2
Did the findings provide a good exploration of the central phenomenon?
The researchers report the relationships among the theme in the form of attributes that formed the theoretical findings. They were “validation as a leader and freedom from management.” They convey these relationships in table 3 (Russell et al., 2017, p.87), which emerged from the writings of 14 participants and appears to demonstrate “how the self-interest of a leader benefits by serving followers” (Russell et al., 2017, p.92).
Rate 3
Did the data analysis represent a good qualitative process?
The data analysis was an inductive, interpretive and dynamic process presented through open-ended questions to coding the data and refining these codes to explicit the findings and form them as a theme. They reveal credible results to answer the study’s research question, despite the limitations which considered part of the systematic review.
Rate 3
Did the findings provide a good exploration of the central phenomenon?
In all parts, the findings provide rich and detailed information that answers the study’s research question.
Rate3
Quality rating
0=Poor
1= Fair
2= Good
3= Excellent
Overall quality
0-10= Low quality
11-16=Average quality
17-21= High quality
Total score=21
My overall assessment=17
Reference
Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.
Learning activity 6.4-Unit 6
Learning activity 6.4-Unit 6
As a consumer of research reports, the most important thing(s) for me in the methods and results section of a high-quality qualitative research report is/are . . .
In qualitative research, participants are the key to explore the central phenomenon; therefore it’s essential to identify the participants and the site purposefully to best suit qualitative research. Selecting specific strategies to guide the purposeful sampling, and the small number of site and participants to present the complexity of the site and the information provided by participants to help researchers answer the research question (Plano-Clerk & Creswell, 2015, p.330,332,335).
A rigorous research design shows all elements of the study fit together logically and coherently and help consumers understand the study. Understanding the how to critique the study is significant in quantitative and qualitative research. The purpose of choosing the procedures is crucial in qualitative research; hence, it’s necessary for interaction to answer the research question.
Method of collection informs the consumer and conveys the details of data analysis process, knowing the qualitative data analysis is Inductive, interpretive, simultaneous, and iterative may return to consumer more information to the gap in their exploratory research. The interaction in the data analysis process plays a dynamic role and defines the theme, therefore lead to emerged theory.
Finally, validating findings to ensure the accuracy and credibility of the findings and triangulation is a sign in a notion of finding evidence to support the theme, therefore, providing a good exploration of the central phenomenon.
Question
Considering saturation point and systematic review, does the limitations in a qualitative research influence the consumer in the way of how they evaluate the research report?
Learning activity 6.2-Unit 6
Learning activity 6.2-Unit 6
Russell, E. J., Maxfield, R. J., & Russell, J. L. (2017). Discovering the self-interest of servant leadership: A grounded theory. Servant Leadership: Theory and Practice, 4(1), 75-97.
What sampling strategy is used and is it appropriate and justified?
Russell, E. J., Maxfield, R. J., & Russell, J. L. (2017) selected theory sampling as a good purposeful sampling strategy, they were “14 senior level leaders from multiple for-profit organizations headquartered in the Western United States” (p.84). The justification for this choice was clearly to elicit theoretical discovery involving data and analysis from pre-selected specific experts (Russell et al., 2017, p.85). They relied on data saturation to determine the sample size. The participants accessed the questionnaire anonymously through an online database; these questions were open-ended questions which an example of data type under interview category (Plano-Clark & Creswell, 2017, p.338).
Rate 3
Is the sample size appropriate?
According to Plano-Clerk &Creswell, 2017, p.336), “There are no strict rules for sample size in qualitative research,” however they included a guideline in grounded theory study. Therefore, they chose a decent number to conduct the study; saturation point reached when no longer learning new information. The 14 participants selected from several organizational positions in the For-profit sector, which represent a pre-selected expert which will help researcher forming the theoretical findings.
Rate 2
Is the data collected appropriately? Do the data types are appropriate and gathered using rigorous qualitative procedures?
The researchers used an open-ended question to learn about participants experience and perspectives. “The script avoided key terms and language that could compel participants to answer questions in a specific way to avoid researcher bias” (Russell et al., 2017, p.84). They also included specific script about areas of focus and sources. “The pilot study allowed the researchers to edit and refine the questions to develop a rich and meaningful script for the actual research study” (Russell et al., 2017, p.85).
Rate 4
Are the data gathered ethically and thoughtfully?
The researchers removed any personal identifiers, which was a step taken by researchers to protect participants anonymity. “The researchers triangulated data sources from multiple participants and had another researcher perform an analysis for comparison, and presented the data in-depth, rich descriptions in the results section” (Russell et al., 2017, p.85). The researchers also obtained permission from their University Institutional Review Board to conduct this study and the pilot study. The participation in the study was voluntary and took less than 30 minutes.
Rate 3
Were the selected participants information-rich?
The site and participants fit the study purpose. The participants provided rich information that formed the theoretical findings.
Rate 3
Was the database providing extensive and credible information about the central phenomenon?
The multiple types of open-ended questions were explicit and related to the central phenomenon and the study of intents; therefore the participation in the study was voluntary and took less than 30 minutes to complete.
Rate 3
Quality rating
0=Poor
1= Fair
2= Good
3= Excellent
Overall quality
0-10= Low quality
11-16=Average quality
17-21= High quality
Total score=21
My overall assessment=17
Reference
Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.
Learning activity 6.1-Unit 6
Learning activity 6.1-Unit 6
Russell, E. J., Maxfield, R. J., & Russell, J. L. (2017). Discovering the self-interest of servant leadership: A grounded theory. Servant Leadership: Theory and Practice, 4(1), 75-97.
What research design was used to guide the study? Was it justified? The choice of the research design is appropriate and justified?
Russell, E. J., Maxfield, R. J., & Russell, J. L. (2017) used the qualitative grounded theory research design in purpose to “discover how senior-level leaders perceived personal benefits derived from serving the needs of their followers.” (Russell et al., 2017, p.75); also built upon conceptual work of Russell (2016), who argued the existence of an ongoing tangible and intangible benefit cycle between the leader and follower. A thorough review of literature served as a foundation for this qualitative research to emerge to advance the knowledge of servant leadership philosophy and identifying the benefit of being a servant leader.
According to Plano-Clerk & Creswell (2010), explained the grounded theory research as to develop a theory about the process, action, or interaction that found in the experiences and perspectives of the participants (p.297, 298). Russell et al., (2017) involved 14 participants interviewed to discover how different leaders perceived the benefit of serving the others. They considered understanding participants’ interpretation of their new theory. They use terms and citing up-to-date (1943-2016).
Russel et al., (2017) defined grounded theory research design in the methodology section the reason behind is “the design allows for an analysis of data using a constant comparative method” (p.83,84).
Russell et al., (2017) used a type of purposeful sampling known as expert sampling which allows for a theoretical discovery involving data collection and analysis from pre-selected specific experts (Patton, 2002). Also, the saturation point addressed as “No more participants recruited once saturation occurred” (p.85).
Rate 6
Were good qualitative data collection procedures used?
According to Plano-Clerk & Creswell (2015) statement, “The ground theory researcher collected data in the form of interviews” (p.298). The evidence of collecting data was through multiple online questionnaires obtained from leaders from the for-profit organization in western united states. They protect the anonymity of the 14 participants’ age, gender, specific organization, and the information not disclosed (Russell et al., 2017, p.84,85).
Rate 2 (LA 6.1-Unit 6).
Were good qualitative data analysis procedures, qualitative results, and interpretation reported?
According to Plano-Clerk & Creswell (2015), they used multiple stages of coding; overarching open codes which revealed specific relationships resulting in axial codes then converged to selective codes and reaching saturation to explain and relate the core categories that allowed for the study’s theoretical development with attributes (Russell et al., 2017, p.86).
The results presented in words in the article text, they included tables to include specific script areas of focus and sources, participants of the study, and theoretical findings with attributes and themes.
Rate 6 (LA 6.1-Unit 6)
Did the study use a rigorous research design?
All elements of the study fit together logically and coherently. Addressing and reducing the skepticism surrounding servant leadership of one-sided servitude can benefit those who served by the leader. Therefore, two attributes converged from the theory finding were, validation as a leader and freedom from the management which explained how different leaders perceived the benefits from serving followers, thus a rewarding outcome for the organization.
Rate 3
Does the qualitative research design address the study’s purpose?
Russell et al., (2017) findings from the research provide, a rich exploration that fulfills the studies intent and discovers “how senior-level leader from multiple for-profit sectors perceived the benefits derived from serving the needs of the followers” (p.75). Also, revealed a single theoretical finding that advances the understanding of servant leadership philosophy by discovering the benefits to one’s self -interest from being a servant leader (p.93).
Rate 3
Quality rating
0=Poor
1= Fair
2= Good
3= Excellent
Overall quality
0-10= Low quality
11-16=Average quality
17-21= High quality
Total score=21
My overall assessment=20
Reference
Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.