Be, Know, Do

            Qualitative research is a primary method of research within the social sciences.  The goal of qualitative research is to understand human behavior within a specific context (Hoepfl, 1997).  In other words, qualitative research explores why we (people) think/act/do the way that we do and what led us to that behavior.  For instance, in this week’s review of a qualitative research journal article, I learned of a study that explored the dynamics of desired leadership traits within different organizations.  Leaders/managers sought differing leadership traits corresponding to their organization type, i.e. non-profit or for profit, and team development level, i.e. transition or action phase (Graca & Passos, 2015).  For example, leaders in a non-profit organization frequently valued higher “social” skills.  Graca & Passos obtained the information by interviewing people.  The aforementioned method of data collection is very different from quantitative research – quantitative research relies heavily on measurable data (i.e. data with limits, specifications, etc.).  Quantitative data can be assessed easier, often using mathematical and/or statistical tools.  In contrast, qualitative data requires that the researcher have expert knowledge in the field in context and has the intuition to discern what is useful data or not.  For instance, market surveys are qualitative research.  The ones in which I have most often partake in use a five-point Likert scale.  The goal of the market researcher is too assess why I answered, “I’m really satisfied!” or “I’m completely unsatisfied”; it is much more than counting how many likes/dislikes a survey reveals.  I believe that qualitative research can be very beneficial to understand as I progress through my leadership courses.  Moreover, it can be a powerful and practical tool I can use, as a leader, to assess my employees and the “social system” we share e.g. the workplace.  Furthermore, the results of this type of research may also lead to my own self-reflection and evaluation.  A mentor once explained to me the “mirror effect”, he said, “Watch how your soldiers act or do, and for better or worse, it is a reflection of you (and your leadership)”.

References

Graca, A. M., & Passos, A. M. (2015). Team leadership across contexts: a qualitative study. Leadership & Organization Development Journal, 489-511. doi:http://dx.doi.org.ezproxy.libproxy.db.erau.edu/10.1108/LODJ-08-2013-0114

Hoepfl, M. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education.

Critical thinking about critical thinking

            At this point in the course (MSLD 500, Leadership foundations in research), I reflect on what I have learned so far.  Am I now a critical thinker?  The answer is no.  This is because I have not yet fundamentally changed the way I see things.  Partial to that reason is because I have viewed things from an egocentric perspective – I rarely questioned why I believed in something.  I just assumed that over time I arrived at those beliefs through my own experiences, trial and error, education, and so forth.  Therefore, unless there was an impetus for me to believe otherwise, I didn’t see the need to question it.  It’s like being taught that an apple is red.  What is there to question?  However, I recognize now that asking the question doesn’t necessarily mean that there is a problem.  Asking the question can simply lead to enlightenment – this is illustrated in Plato’s The Allegory of the Cave.  I have a lot of progress to make when it comes to critical thinking.  Yet, I’m not discouraged.  I realize that to have the skill to critically think is just like developing any other skill – it requires repetition.  For example, I train in the martial art of Gracie Jiu-jitsu.  I have practiced many Jiu-jitsu techniques thousands of times and am not yet a master, not even close.  However, some of the techniques I do well and do them without thinking – they are now reflexes.  As for my critical thinking, I have not yet internalized the all of critical thinking competencies.  I do not have the critical thinking reflexes, that is, it is not a part of my nature when addressing a problem.  However, I am now cognizant of the elements of reasoning, the standards of critical thinking, and the intellectual traits/virtues.  When I began this course, I was not a blank slate when it came to critical thinking.  I quite often used several of the elements of reasoning i.e. purpose, question at issue, assumption, etc.  I developed these reasoning skills in the Army but at an amateur level, not with the breadth and depth needed to actually perform critical thinking.  To get better at critical thinking, and to have skills that are lasting, I must incorporate it into many more aspects of my life and practice, practice, practice!

References

Nosich, G. M. (2012). Learning to think things through. Boston, MA: Pearson Education.

Plato. (n.d.). Retrieved from web.stanford.edu: https://web.stanford.edu/class/ihum40/cave.pdf

Choice

            I believe that the matter of choice depends on one’s concept of freedom.  I believe that the individual has the inalienable right to freedom in that he or she ought to make choices in their self-interest.  Yet, I say that understanding that one’s choices have consequences that he or she is accountable.  For instance, if I choose to break a religious tenet (i.e. a commandment), social custom, or law, then I will face the consequence of that choice.  Thus, our choices may be limited so as not to harm another person or people.  I emphasize may because ultimately, one’s personal choice will be based on what he or she wants to do, not what they ought to do.  Moreover, I believe that one determines his or her destiny through their choices – our outcome is not pre-determined by fate. 

            I believe that more options lead to better choices.  However, this is not to say that as options increase, so then does the probability of success (i.e. a better choice).  Some options are significantly better than others, while in other options the difference is trivial.  The difference (or significance) in an option can be quantifiable or it can be subjective to the individual.  Yet regardless – to reiterate my previous statement – one’s choice will be based on what he or she wants.  This is considering that the person has the freedom of choice.  I have witnessed cultures where individual choice is suppressed and observed that having less (or no) options is a precept to fail.  To quote hockey legend Wayne Gretzky, “You miss 100% of the shots you don’t take.”  Yet, I do agree with Sheena Iyengar that when one has too many choices, he or she may “become overwhelmed” and the choice “no longer offers opportunities, but imposes constraints (Iyengar, 2010).”  Therefore, there is the conundrum – would you rather be constrained by choices or none at all?

            Lastly, Sheena Iyengar claims there in an assumption that one “must never say no to choice (Iyengar, 2010).”   I disagree with this assumption and believe that we can say no to a choice and we do so every day.  A more fitting question within the context of Iyengar’s speech is, “Would you rather relinquish your choice to another person?”  If you do, I believe the reason is that you choose to place the weight of responsibility on another’s shoulders.  Yet, the irony is that the consequence is a much your burden for not choosing.  Choosing to forego a choice is not a bad thing.  It depends on one’s strength of character and what he or she is willing to accept. 

            In conclusion, our choices invariably differ due to circumstance.  My choices, in opportunity and outcome, will be better or worse as compared to another.  Moreover, each choice will have a diverse level of magnitude in regards to consequence.  For instance, what I choose to wear for a specific occasion is much less important than a choice to give or deny someone’s life.  Therefore, I believe one must make their own reasoned choices (and choosing not to choose is still a choice!) in their self-interest but understanding the implications to his or herself and others.

References

Iyengar, S. (2010, July). Retrieved from www.ted.com: http://www.ted.com/talks/sheena_iyengar_on_the_art_of_choosing/transcript?language=en#t-245180

Standing on the shoulders of giants

            A resource is considered "scholarly" in nature when it has been peered reviewed by scholars and/or published in a recognized scholarly source.  A scholar is someone “who has studied a subject for a long time and knows a lot about it: an intelligent and well-educated person who knows a particular subject very well (Merriam-Webster, n.d.).  When one critically thinks, he or she must assess the source(s) of information they may use.  Some questions one may ask are what is the source’s purpose/point-of-view/relevance/etc. (Nosich, 2012)?  Not all information is equal.  I did not recognize this enough early in my undergraduate studies and as a result, some of my research was flawed.  I would rely on information that met my expectations of the “truth”.  Although internet sites e.g. Google can provide an immeasurable amount of data, it is a place where anyone can post anything, fact or not.  For example, information found on a blog (such as this one) is subjective to the author’s own knowledge, beliefs, biases, etc.  There is not a rigor or standard he or she is measured against.  However, that does not mean that the information is false or inaccurate – simply, the information has not been validated e.g. scholarly reviewed.  Therefore, when using Google or any other internet source for information, I must use my skills in evaluating sources.  The typical information on leadership concept found on Google’s first page consisted of some scholarly works but were mostly short articles.  In contrast, the Hunt Library’s first page listed all books.  So, as a student who conducts academic research, I will use the ERAU Hunt Library as a reliable base to access scholarly sources such as journal, articles, and books.  Moreover, I have access to Hunt librarians who can guide and assist me in finding specialized sources applicable to my research.  When I use the Hunt library, a favorite quote comes to mind – Sir Isaac Newton, in a 1676 letter to Robert Hooke wrote, "If I have seen further it is by standing on the shoulders of giants (Parry, 1997).”

References

Merriam-Webster. (n.d.). Retrieved from www.merriam-webster.com: http://www.merriam-webster.com/dictionary/scholar

Nosich, G. M. (2012). Learning to think things through. Boston, MA: Pearson Education.

Parry, M. (1997). Chambers Biographical Dictionary (Larousse Biographical Dictionary). London, U.K.: Hodder & Stoughton.