A500.9.4.RB – HaganJason

A500.9.4.RB – Course Reflections

What might you have done to improve your learning experience in this course?

I pursued this course with 100% commitment and effort. Leadership and Mindset are cornerstones in my personal life. I am blessed to have been brought up in environment that develops the necessary qualities and attributes to be a successful leader. I also have had the distinct honor of being mentored and influenced by leaders who place “mindset” as primary. This course has fortified both of those cornerstones for me.

How might the University or your instructor provide additional support for your learning?

I personally gravitate towards successful, influential leaders who can unpack their understanding and reasoning in a way that captures my mind’s eye. For example; the TED videos are powerful. I would like to of had 9 TED “like” videos to break down, one each week. In an online course, the value of watching a powerful sermon from a leader keeps the “human” element to the digital course. While, I think the discussion between students is healthy and it allows for students to learn from one another, I personally put more value on learning from a vetted industry leader with proven thoughts, ideas, and rational. I ask that either the course and or University provide my support for learning by establishing more relations with American leaders who are passionate, influential, and successful. Once establishing this relationship, give them the opportunity to influence the future leaders of this great Country (ERAU Students!). I felt the instructor did a very good job in the discussion boards to further the conversation, asking questions that spark new thought or insight. Sustain! 

Were there topics covered in this course that seem particularly relevant or irrelevant to your experiences and to what you expect to come in future courses?

The text book, articles, and videos I found relevant. I did not find “The Brain” to be very relevant. It felt more like busy work. It did not make me better in anyway. It seems to be “cool” software, but it seems like it was someone’s pet project that was sold to the ERAU program to funnel students through at a big cost to the student. The use of the software, I personally believe needs to be reevaluated. Something like that should be free for ERAU students. I will not take that software with me in life beyond the MSLD requirements.

America is full of VERY successful leaders. I expect that the MSLD program would be filled with their influence. This is imperative in developing future leaders.

Best Regards,

Jason

A500.8.3.RB_HaganJason

A500.8.3.RB – GOOD PRESENTATION DESIGN

"Summarizing your current thoughts on good presentation design."

SIMPLISTIC: As a presenter attempting to “tell the story”, it is very important to know the material well. I find when I am passionate about the presentation, the effectiveness of the story I am attempting to tell will be meaningful. I like to spend time with the presentation, absorbing and analyzing the information. This enables me to speak with minimal reference to my notes. My prepared notes are there as a guide to keep the presentation in order. I like to remind myself that my words are currency, I have to spend them wisely. “Can I tell the story with fewer words and still convey an accurate, clear, concise message?” This also helps me highlight and underline what’s important. Mark Twain is credited with stating the following; “If I had more time, I would write a shorter letter.”

METHOD: The method of which the presentation will be presented can take many different forms. My profession clings to PowerPoint. There are some staunch critics of PowerPoint for good reason. Being aware of the pitfalls in PowerPoint are important. Using PowerPoint can lead to an overload of information on each slide which slows done the audiences’ ability to process the information. I am a visual learner, I have found that fewer words (text) and more pictures are meaningful and easier to recall. If I pack a lot of text into one slide, the audience gets lost in reading my slide and disconnects from what I am actually saying.

WHO, WHERE, HOW BIG: I need to know who my audience is and how big the room is. This will help me shape and develop my presentation. Something as simple as font size and impact my presentation. If I am so use to presenting in a small room, but my next presentation is in an auditorium, I would need to adjust the font size, or even the volume in which I project my voice or any audio media used during the presentation.

PRESENCE: As the presenter, I have to command the room. My presence needs to project to every corner of the room will ensure that every one in attendance is dialed in to the presentation. Remove any thing that could be a distraction. Often, prior to my brief I ask that all personal media devices are silenced or turned off.

EQUIPMENT CHECK: Not only do I have to prepare and practice my presentation, I need to test any and all equipment used. Ensure that I have the proper media equipment available, it’s turned on, and functioning correctly. Nothing is worse than taking the stage to only battle technology gremlins (Low battery, burned out bulbs, no audio, etc.).

CONTINGENCY: I need to have a backup plan in case the power to the computer, projector, or the monitor fails. I still need to deliver the presentation. I personally keep a paper printout of the entire presentation. In my profession, we also produce essential printed wall products. I post them on the back or side of the room. The products are large enough that I could divert to and present from should the power or “technical difficulty” encroach upon my presentation.

PREPARE: Lastly, I need to prepare, prepare, prepare. There is very little to hide behind when self-doubt, confidence, and credibility begin to waiver while presenting. I have to know the information, present it with passion, precision, and preparation.

Best Regards,

Jason

A500.7.3.RB_HaganJason

Quantitative Research If qualitative research gives us the "how", quantitative research gives us the "why." Both research methods are complementary and adds a balanced approach to the research. Quantitative methods allows for social events or occurrences to be quantified, measured, and expressed in a numeric value. This numeric value is analysed by using statistical methods. The data can be captured either by direct numeric information or a numeric variable. This data is framed into a data matrix where each observation resides in one row and each variable is represented in one column. For example:

Data Matrix: Physical Fitness Test                          

Name    Age       PU                PLU            SU               RUN

Rick       28          80                  20               75                1213
Nic         35          93                  22                 91               1112
Sam       33          78                  19                88                1119
Kevin     34         84                  18                81                 1248

In a data matrix, the data captured is the data that begins the analysis. In my data matrix example, we can analyze either the individual against other individuals in the group or other captured historical data or we can evaluate the data of the entire group as a whole. 
Within the organization that I work for, a much more comprehensive physical fitness test is administered. The data is re-captured annually on everyone within the organization. This allows for analysis of either an individual, group, or the organization as a whole.  This data can also be extracted from a specific event or activity. This also allows for an in-depth historical review as well. Data can be collected in may ways, not just through direct observation. Data can be obtained by a survey, questionnaire, email, face-to-face, telephone, text, etc.

Theory provides a researcher with the left and right limits of which to begin. The empirical data gained allows for the analysis of the data. It's important to define a theme or topic before initiating the research project. This will ensure that the theme or topic is something of personal, social, or theoretical interest. The theme or topic has to be re-searchable. Familiarizing yourself with previous research conducted on the same theme will help conceptualize the idea for the research project. This will help develop research questions that can be answered by the research. The empirical research process will require sampling of data to develop measures and indicators for the project. This will ensure that the initial questions are answered as unambiguously as possible. It's important to develop questions that can be answered. The challenge is creating questions that lead to a solution. 

The organization that I work for conducts quantitative research project often. The organization is always evaluating, reviewing, and refining itself. While we have some of the world's most amazing machines, it is the humans who operate them that are most valued (humans are more important than equipment). So, quantitative data is kept on each one of us in countless different areas and is updated regularly. What is ultimately done with the data is not known personally, but it is assumed it is used to bridge the organization from the current state over to the more desired state. Some of the data is made available to us like our health results, physical fitness score/results, and psychological scores/results. Because, we are rapidly deployed often to the darkest places on earth, upon return, the data that is collected becomes even more important. It often serves as a base line so an individual can obtain unbiased, quantifiable data on the state of their health, physical fitness, or psychological readiness. This data can reveal trends of positive or negative performance and helps our support professionals quickly identify, define, isolate, and begin work on enhancing or correcting the trend. So, when I have questions of why I am dealing with this or that, this data can aid in answering the "why" which leads to developing a solution.

Best Regards,

Jason

A500.6.3.RB_HaganJason

A500.6.3.RB_HaganJason

Qualitative Research

Qualitative research seeks to explore what is experienced which is the basis of what reality is. This exploration is flexible, focused on evoking or drawing out a response or fact. This can be established by conducting interviews, creating focus groups, or simply by observing an event. Qualitative research results looks to describe variations, connect the relationships, consider experiences, and define what the norms are. The format for questioning are presented as open-ended. The data collected is textual by way of audiotapes, notes, or videotapes. Qualitative research must remain flexible. Conducting this type of research is very fluid. Participant interaction and responses affect how the next question is asked by the researcher. When collecting data, further flexibility must be maintained based off of what was learned. I believe that the most important aspect of qualitative research is due to the open-ended questions. This allows a person to respond to questions or external stimulants in their own words or in their own way. The result of this method tends to enrich the meaningfulness of the answers or actions observed because the researcher is not forcing or influencing them into choosing a fixed response. This also allows the researcher to probe further by allowing the subject the freedom to elaborate on previous answers.

There are several different methods of which Qualitative Research can be used; Sampling and Recruitment. Sampling Qualitative Research is an effective way of getting valid information without collecting data from everyone within a community. Sampling requires only a subset of a selected cohort for any given study. Recruitment Qualitative Research revolves around a project that has a specific plan for screening, assessing, and selecting participants.

Reflecting on my personal experiences with Qualitative Research I have realized that I have been used in some sort of Qualitative Research countless times. For example, my place of business requires a thorough screening, assessment, and selection process in hopes of being hired. The screening process requires an application. There are several open-ended questions that require thought and insight. If approved for an assessment, this is when the Quantitative Research begins to change into more Qualitative Research. The questions are open-ended with several follow-on questions forcing you to elaborate further. This is done several times over with the researcher’s professional title and expertise changing. This allows them to evaluate the potential candidate as a “whole.” Every question or task has direct intent, every answer and result is recorded and measured. All the data that is collected is kept and compared to other candidates in the data base who have proven themselves as successful within the origination once hired. The collection of data over 30 years has allowed the current researchers to further refine their Qualitative Research methods when applying it to future candidates for hire. History has shown that the organization’s Quantitative and Qualitative Research track record of identifying the right person for the job is unparalleled to any other similar organization in the world.

Best Regards,

Jason

Reference:

Choosing Qualitative Research: A Primer for Technology Education Researchers

http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html

A500.5.3.RB_HaganJason

Take some time to reflect on the current state of your critical thinking competencies. Consider your thinking processes when you started the course. Have they changed at all?

When reflecting on this course and my daily walk through life, this course has shown me that I have been applying the critical thinking competencies already in my daily walk without knowing it as it is taught in this course.

My professional job requires an exceptional amount of critical thinking. I am a product of my environment. My environment is such that our Nation requires me to plan, brief, and execute without fail. Failure of which could lead to great political repercussions, strategic complications, and quite possibly the loss of life. Tomorrow is a personal reminder (9/11) that my brothers and I have to be right 100% of the time.

Have you been able to internalize any of the techniques and concepts you have learned?

When you reflect about something, you are internalizing something. This course is aimed directly at inward personal development which in turns creates better outward performance or results. My work environment is forged by constant heat (fire) and pressure (hammer). To become something better, it requires refinement. Gold is heated and melted down creating a more refined, precious metal. While the heat is put on me often, then hammered, then heated and hammered again, the techniques and concepts of this course are helping refine my critical thinking methods. For me personally and professionally, this refinement process through questions, reasoning, logic, and understanding has to be constantly internalized for review. The course so far has reaffirmed to me that my personal methodologies to critical thinking are inline with the techniques and concepts taught in this course.

What will it take to make lasting, positive changes in the way you think?

Critical thinking is at the heart beat of what is required of me daily. The more I can refine my critical thinking process the better my methodology will be. Due to the fact that my job is no fail and my family, team, and Country expect me to return each night successfully, the personal impact that this has on my life is written in blood.

Best Regards,
Jason

A500.4.3.RB.HaganJason

Making my own choices.


Having the freedom to make my own choice is undeniably hardwired into me as something that is expected and desired as an American. As Dr. Lyengar so graciously points out in several of her examples of choice, the American culture desire is having choices. This desire of choice is weaved tightly into all Americans, which heavily influences the way we perceive choice. I am convergent with the idea that having many choices to choose from is freedom. That in and of itself, is the center piece of what being an American is about, freedom to choose. In reflecting about choices that I have made, big or small, I asked myself; "What ultimately influenced my decision in the choice that I made?"


More options leads to better choices.


In making my own choices, which is inline with my American ideals of freedom, I find that to be at times farthest from the truth. At times, having so many choices, options, colors, models, price points, and performance aspects does not feel like freedom at all. It makes me feel trapped, unable to make a choice or decision between products. Dr. Lyengar references this very situation.


My personality is one that analyzes each and every decision to be made, especially when it comes to spending money. I am going to focus on my road-race bicycle for this part of the post. Let's say there is a new performance part I want for my bike. Here are the questions that take my mind ransom, slowing me down, sometimes resulting in nothing purchased purely out of indecision.


Is this a need or want? What brand performance part do I go with? Is there any brand loyalty here influencing my choice? What color options are there? What size do I need? What material is it made of? How much does it weigh? Is it a quality product? What is the warranty on the product? What are the reviews of the product? Is there any other brand out there that has better performance? Better reviews? What do cycling forums say about this product? Are the PROs using this product? What do they say? What does YouTube say?  How much does it cost? What other companies carry the same products? Do they have better prices? Better performance? If this product weighs X and cost Y, this other brand weighs X and cost Y, which do I choose? Do I buy it now or wait for a sale? Do they offer a discount?


As you can see, for me this can be a paralyzing process with many different influences' affecting the choice I made.


Never say no to choice.


I agree with Dr. Lyengar's statement, "never say no to choice." Even though the freedom of choice can be paralyzing for me at times, I would much prefer to retain that freedom for myself. This drives at the "what is best for me" concept. If I relent on the ability to have personal choice, I feel that is encroaching on my American ideal of freedom.


Do I agree with Dr. Lyengar?


I agree wholeheartedly with Dr. Lyengars statements, evaluations, and perspectives on choice.


What is the implication of her comments on leadership?


As a leader, influence greatly impacts decisions made. While that influence comes in many different forms depending on the setting or choices to be made, a leader must learn to be highly aware of what is influencing their decisions. Keeping an "open mind" to new ideas is easier said than done, but is an important aspect to keep in mind. This requires a leader to be opened up to influences that could create difficulty in making a decision. I believe a leader should have some key, trusted individuals, removed from what his influences are, to offer a different perspective when called upon. While the refinement process of decision making looks different for everyone, I think every leader needs to be self aware of what tendencies they have that influence the decision they make.


Best Regards,
Jason

A500.3.4.RB_HaganJason

A500.3.4.RB – Explore the Hunt Library

What makes a resource “scholarly” in nature?

How is the scholarly information you found in the library different from the typical information you find when you Google a leadership concept?

Scholarly work is scrutinized by others in the field who have extensive knowledge and skills also referred to as a “peer review” (Nosich, 2012, pg. 120). The resource is normally an expert within the discipline that the work is produced. It is reasonable to assert that the work produced can be trusted. To produce a resource that is scholarly in nature the work has to go through the stringent peer review process. The peer review process validates the sources, the scholar who did the work, and of course the final produced resource. It is the most professional way to verify and validate someone’s work within the discipline. Such is not true when conducting a standard google search. The majority of resources found via a google search are from open sources that are unchallenged claims, findings, statements, opinions, emotions, or even data. The author, if revealed may not be a vetted professional in the discipline itself. The work that was done and produced did not pass through the peer review process. Most likely, depending on the source, it passed through a publishing editor. Without the resource passing through a scholarly peer review, the resource will not be free of interpretations, assumptions, opinion, or point of view. Without the scholarly review, one must first consider the source, second consider the author or publisher before committing full trust in the resource its self. It is not to say that a resource scholarly in nature is free from those shortcomings as well, but confidence is to be had when reading a resource that is scholarly in nature because it has been through peer reviews.

Best Regards,

Jason

Nosich, G. M. (2012). Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (4^th Ed.) Pearson.