tag:blogger.com,1999:blog-29468564476993815052024-03-05T18:40:32.290-06:00JohnRTurner_HPT_resourceThis blog is intended to share knowledge, discuss new research, highlight important research methodology characteristics, identify theory development techniques, discuss new theories, and identify new trends within the Human Performance Technology (HPT), the Human Resource Development (HRD), and the Performance Improvement (PI) fields of study.
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.comBlogger73125tag:blogger.com,1999:blog-2946856447699381505.post-21650596240675238952018-09-01T08:20:00.001-05:002018-09-01T08:20:44.937-05:00Team Conflict – Organizational ConflictI have a new open source book chapter that has just been published. The reference for this book chapter is listed below:<br />
<br />
John R. Turner, Rose Baker and Mark Morris (August 1st 2018). Complex Adaptive Systems: Adapting and Managing Teams and Team Conflict, Organizational Conflict Ana Alice Vilas Boas, IntechOpen, DOI: 10.5772/intechopen.72344. Available from: https://www.intechopen.com/books/organizational-conflict/complex-adaptive-systems-adapting-and-managing-teams-and-team-conflict<br />
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The link for this book chapter can be found:<br />
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<a href="https://www.intechopen.com/books/organizational-conflict/complex-adaptive-systems-adapting-and-managing-teams-and-team-conflict">https://www.intechopen.com/books/organizational-conflict/complex-adaptive-systems-adapting-and-managing-teams-and-team-conflict</a><br />
<br />
Abstract:<br />
Complexity comes from dramatic structural changes to organizations and governments such as globalization, global competitions, workforce diversity, and continual innovations. Complex adaptive systems (CAS) are organizations that are a composite of the interconnected whole. Teams must manage and operate in emerging ecosystems, understand factors that lead to team effectiveness when managing and facilitating teams and team conflict, and understand the development of conflict models. This chapter provides an overview of teams, CAS, conflict stages, and conflict models. This chapter presents adaptive leadership as one leadership style that offers organizations with the capabilities of reacting to changing environments quickly. Adaptive leadership offers a prescriptive approach for managers and leaders to follow when dealing with organizational conflict while operating in today's complex and global environment.<br />
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Keywords:<br />
teams, complex adaptive systems, conflict, intergroup conflict, intragroup conflict, conflict management<br />
<br />Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-17489852067522735502015-03-27T09:35:00.001-05:002015-03-27T09:35:27.963-05:00Leadership Theories Survey<div style="font-family: Helvetica;">
<span style="font-size: large;">Within the leadership paradigm there are a number of different leadership theories identified. There are leadership theories based on the leader’s personality (trait theory) and specific style (style theory). Others identify leadership as the interchanges between the leader and followers (leader-member exchange, LMX), as depending on the situation (situational leadership) and contingent on the environment and circumstances (contingency leadership theory). Providing rewards/punishment for performing one’s task ( transactional leadership theory) and providing moral and ethical vision for the followers (transformational leadership theory). Flashy and charismatic leaders are also identified (charismatic leadership theory) as well as those that provide service for the followers they serve (servant leadership theory). </span></div>
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<span style="font-size: large;">As a quick and non-scientific survey I am inviting everyone to participate in a quick survey on the above leadership theories. This survey asks for one or two words/adjectives that best describe each of the above theories. Results from this survey will be presented at a later time, granted enough participants volunteer and participate in the survey.</span></div>
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<span style="font-size: large;">The link for the survey is provided below. Thank you in advance for participating in this survey.</span></div>
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<span style="font-kerning: none; text-decoration: underline;">https://unt.az1.qualtrics.com/SE/?SID=SV_5pBoL0lv8f4wQrr</span></div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-63794362969385614952014-12-14T09:13:00.000-06:002014-12-14T09:13:12.963-06:00Theory Worth Considering<span style="font-size: large;">I try to emphasize, to my students in Theory Development, the importance theory plays in research and how fields of study (disciplines) are defined by the theories they produce. One example can be found in England's new theory of life from Wolchover's (2014) article titled <i>A New Physics Theory of Life</i> in Quanta Magazine.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">According to England's theory (Wolchover, 2014), Darwin's theory of natural selection may be more than one organism's ability to adapt better than another organism. England's theory expands the second law of thermodynamics stating that one organism may be more capable of dissipating energy than other organisms, thus leading to Darwin's natural selection. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">In Wolchover's (2014) article, the following was mentioned regarding England's theory:</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><i>"England's theoretical results are generally considered valid. it is his interpretation - that his formula represents the driving force behind a class of phenomena in nature that includes life - that remains unproven. But already, there are ideas about how to test that interpretation in the lab"</i> (para. 10).</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Theories must be relevant and rigorous (Van de Ven, 2007). Relevance determines how well the theory addresses real-world problems or issues (Van de Ven, 2007), whereas rigorous theories meet the requirements of being empirically validated and challenged. In the example provided above, England's theory has been accepted by those in the fields of physics, biology, chemistry, and others. By being accepted other researchers do not necessarily have to agree with the theory, however, they do agree that England's theory holds merit and should be subjected to further testing. This is evident from the last sentence in the above quote stating that 'there are ideas about how to test' this theory. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">This theory has meet two thresholds that every new theory needs to meet in order to be considered relevant: it has been deemed worthy to consider by other researchers and it's validity is being subjected to further empirical testing. This begins the theory validation / refinement stage which begins to place this theory as a formal theory for the field of study that stands behind this theory. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Formal theories are constantly being tested and challenged through research. Sometimes formal theories are replaced with new theories that better explain current phenomena, other times formal theories withstand the continuous empirical scrutiny. In Wolchover's (2014) article there are two examples of this continuous refinement process. The first is the beginning phases of a new theory that is being exposed to empirical tests. If the empirical tests provide support for England's theory then this theory will begin to become a formal theory. Secondly, formal theories are constantly being tested and refined, ultimately providing the best description of a phenomenon. One example of this can be found by the use of the second law of thermodynamics that was being utilized in the development of England's theory. The second law of thermodynamics is being tested as well as being validated from this line of testing.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">All-in-all, when presenting a new theory one needs to consider <i>is it worth considering</i> and <i>by whom</i>?</span><br />
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References:<br />
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Van de Ven (2007). <i>Engaged scholarship: A guide for organizational and social research</i>. New York, NY: Oxford University Press.<br />
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Wolchover, N. (Jan. 22, 2014). A new Physics theory of life. <i>Quanta Magazine</i>. Retrieved from http://www.quantamagazine.org/20140122-a-new-physics-theory-of-life/?utm_source=pocket&utm_medium=email&utm_campaign=pockethits<br />
<br />Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-31946386317628188242014-11-28T09:04:00.002-06:002014-11-28T09:04:38.713-06:00Hierarchical Linear Modeling: Testing Multilevel Theories<span style="font-size: large;">In the previous post I provided information relating to a recent book chapter. This book chapter describes different techniques in developing and disseminating multilevel theories. In this article I present a new publication that identifies, briefly, how to test multilevel theories. This main statistical analysis methodology is commonly referred to Hierarchical Linear Modeling (HLM; Raudenbush & Bryk, 2002), but is also referred to multilevel regression analysis or random coefficient regression modeling (Cohen, Cohen, West, & Aiken, 2003), multilevel models (Hox, 2010), mixed models and random effects models (McCoach, 2010).</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The online reference for the new article is provided below. This article will be available in print at the beginning of 2015.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Turner, J. R. (2014). Hierarchical linear modeling: Testing multilevel theories. <i>Advances in Developing Human Resources</i> [Published Online]. doi:10.1177/1523422314559808</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Part of the structured abstract is provided below:</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The Problem: While nested structures occur naturally in organizational and educational settings, past research has failed to recognize these nested structures. Ordinary least squares (OLS) methods assume independence of observation, fixing the intercepts and slopes across all groups. By not accounting for nested structures, errors of inference can occur with the risk of compromising the validity of the results.</span><br />
<span style="font-size: large;">The Solution: As new theories become more complex multilevel representations of phenomena, testing these complex theories require hierarchical linear modeling (HLM). HLM provides human resource development (HRD) practitioners with a better method to test multilevel theories while taking into account nested structures, providing a more accurate representation across the different levels.</span><br />
<span style="font-size: large;"><br /></span>
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References:<br />
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<span lang="EN-BZ" style="line-height: 200%;">Raudenbush,
S. W., & Byrk, A. S. (2002). <i>Hierarchical linear models: Applications
and data analysis methods </i>(2nd ed.). Thousand Oaks, CA: Sage.<o:p></o:p></span></div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-14949949105474578782014-11-28T08:47:00.000-06:002014-11-28T08:47:49.331-06:00Building and Disseminating Multilevel Theories<span style="font-size: large;">New Book Chapter just published relating to building and disseminating multilevel theories.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Turner J., Firmery-Pretrunin, K., & Allen, J. (2014). Developing multilevel models for research. In V. C. X. Wang (Ed.), Handbook of research on scholarly publishing and research methods (p-p. 467-493). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-7409-1</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Abstract:</span><br />
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<span style="color: black; font-family: "Times New Roman"; mso-themecolor: text1;"><span style="font-size: large;">In the past, a large number of research
efforts concentrated on single-level analysis; however, researchers who only
conduct this level of analysis are finding it harder to justify due to the advancements
in statistical software and research techniques. The validation of research
findings comes partially from other’s replicating existing studies as well as
building onto theories. Through replication and validation, the research
process becomes cyclical in nature, and each iteration builds upon the next. Each
succession of tests sets new boundaries, further verification, or
falsification. For a model to be correctly specified, the level of analysis
needs to be in congruence with the level of measurement.<span style="mso-spacerun: yes;"> </span>This chapter provides an overview of
multilevel modeling for researcher and provide guides for the development and
investigation of these models.</span><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-84612327777587757962014-11-25T08:57:00.001-06:002014-11-25T08:57:56.876-06:00Managing The Innovative Process<div style="font-family: Helvetica;">
<span style="font-size: large;">In talking about a <i>firm’s habitual activities</i>, similar to the concept of <i>functional fixedness</i>, Leonard (1998) identified that: “The problems on which people focus are the ones most relevant to current markets and current operations” (p. 35). This results in problematic processes incapable of reacting to competitive changes and creating new innovative products. Although Leonard did not identify this as a process problem, she did however identify this as an organizational problem by stating: “organizational routines solidify” (p. 35). What solidifies are the policies and processes set by the organization and its management, preventing innovative processes from occurring.</span></div>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Anthony, Duncan, and Siren (2014) utilized the minimum viable product (MVP) as a means to fostering new innovative products. MVP “denotes a stripped-down functional prototype used as a starting point for developing a new offering” (Anthony et al., 2014, P. 62). By beginning with a basic prototype, creativity comes from the process. This process is defined by those involved in advancing the prototype into a new product. The knowledge, experience, and collaborative efforts among those who are involved in developing this new prototype, drive the new process that ultimately, returns the new innovative product. </span></div>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">This innovative formula has been identified for some time, however managers and organizations who get caught up in accountability and meeting quarterly budgets often loose sight of this innovation process. Nonaka and Takeuchi (1995) highlighted this process: “Business organizations should foster their employees’ commitment by formulating an organizational intention and proposing it to them” (p. 75). Proposing this organizational intention, whether in the form of a basic prototype or by other means, leaving the innovative process to those involved in the work, will foster the innovative process. </span></div>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">To be successful the right people need to be involved, providing the required skills and knowledge to complete such a task. In addition, resources need to be made available to those involved so that they can complete the task. These two criterions have been identified as common obstacles to the creative process: “Two obstacles, in our experience, may daunt companies…: a lack of resources and a lack of people with pertinent experience” (Anthony et al., 2014, p. 65). </span></div>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Briefly, to create innovative processes, the following minimum requirements are required:</span></div>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<ul style="list-style-type: square;">
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Break the firm’s habitual activities</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Incorporate a team with the required skills and experiences to create the proposed innovative product</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Assure that all resources are available to the innovation team</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Introduce the organization’s intention with no restrictions / boundaries</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Let the innovative process develop by stepping back so that the innovation team is allowed to work</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Continue to provide resources to the innovation team as needed</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Accept failures as: (1) a learning experiences and (2) one step closer to the end product</span></li>
</ul>
<div style="font-family: Helvetica; font-size: 12px; min-height: 14px;">
<br /></div>
<div style="font-family: Helvetica; font-size: 12px; min-height: 14px;">
<br /></div>
<div style="font-family: Helvetica;">
References:</div>
<div style="font-family: Helvetica; min-height: 14px;">
<br /></div>
<div style="font-family: Helvetica;">
Anthony, S. D., Duncan, D. S., & Siren, P. M. A. (2014). <i>Build an innovation engine in 90 days</i>. Harvard Business Review, 92(12), 60-68. Retrieved from http://www.HBR,org</div>
<div style="font-family: Helvetica; min-height: 14px;">
<br /></div>
<div style="font-family: Helvetica;">
Christensen, C. M., & Raynor, M. E. (2003). <i>The innovator’s solution: Creating and sustaining successful growth</i>. Boston, MA: Harvard Business Review Press.</div>
<div style="font-family: Helvetica; min-height: 14px;">
<br /></div>
<div style="font-family: Helvetica;">
Leonard, D. (1998).<i>Wellsprings of knowledge: Building and sustaining the sources of innovation</i>. Boston, MA: Harvard Business School Press. </div>
<div style="font-family: Helvetica; min-height: 14px;">
<br /></div>
<br />
<div style="font-family: Helvetica;">
Nonaka, I., & Takeuchi, H. (1995). <i>The knowledge creating company: How Japanese companies create the dynamics of innovation</i>. New York, NY: Oxford University Press.</div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-63932948663481770992014-08-11T10:49:00.000-05:002014-08-11T10:49:08.327-05:00Learning Theories<span style="font-size: large;">Learning Theories:</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">There are numerous learning theories that have been proposed over the years. These theories range in both their intended audience and in their application (i.e., child learning, adult learning, education, training, adult training). A recent compilation of some of the more popular theories can be found at Steve Wheeler's blogpost. In his blogpost Steve provides a list of each theory along with how these theories could be applied in an educational setting. These theories could be utilized in the workplace just as easy as they are applied in educational settings. Take a look at these descriptions of learning theories provided in Steve's blogpost. Each theory has been presented in an individual post, providing a clear description of the theory, resources for those interested in gaining additional information, and a section on applying these theories in an educational setting. This information has been very beneficial to myself and I feel that those who read each post could gain an education equivalent to any course on learning theory. Enjoy and visit Steve's blog at <a href="http://steve-wheeler.blogspot.com/">Learning with 'e's</a>. Listed below is a short description of Steve Wheeler and the theories that have been presented to date: </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Steve Wheeler - Associate Professor of learning technology in the Plymouth Institute of Education at Plymouth University</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Blog - Learning with 'e's: My thoughts about learning technology and all things digital</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Theories presented in Steve's blog:</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Adaptive Control of Thought - Rational (ACT-R) model of memory - by John Robert Anderson</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Double Loop Learning - Chris Argyris</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Social Learning Theory - Albert Bandura</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Scaffolding of Learning - Jerome Bruner</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Levels of Processing - Fergus Craik and Robert Lockhart</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Flow Theory - Mihaly Csikszentmihalyi</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Experiential and Interactive Learning - John Dewey</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Activity Learning - Yrjo Engestrom</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">A Steep Learning Curve - Hermann Ebbinghaus</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Social Comparison Theory - Leon Festinger</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Cognitive Resolution - Leon Festinger</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Multiple Intelligences Theory - Howard Gardner</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Theory of Affordances (What you see is what you get) - James Jerome Gibson</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Alternative Perspective on Visual Perception (What you see is what you think) - Richard Gregory</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Heutagogy (Emerging Theory of Learning) - Stewart Hase and Chris Kenyon</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Drive Reduction Theory of Motivation - Clark Hull</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Deductive Reasoning - Barbel Inhelder</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Archetypes and Synchronicity - Carl Jung</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Idea Mental Health - Marie Jahoda</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Gestalt Theory - Kurt Koffka</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Gestalt Theory - Wolfgang Kohler</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Experiential Learning - David Kolb</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Androgagy (Adult Learning) - Malcom knowles</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Situated Learning Theory - Jean Lave</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<br />Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-22208635135972233862014-07-08T08:25:00.000-05:002014-07-08T08:25:54.671-05:00Scientific Value / Theoretical Contribution<div style="font-family: Helvetica;">
<span style="font-size: large;">When planning a research study or looking to develop a theory to help explain a particular phenomenon, new knowledge to a field is partially judged on the basis of the <i>scientific value</i> that the new research or theory provides to the field of study. The scientific value of a contribution is evaluated, according to Polanyi (2009), by three factors:</span></div>
<ul>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">its <i>exactitude</i></span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">its <i>systematic importance</i>, and</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">the <i>intrinsic interest</i> of the subject matter (p. 66).</span></li>
</ul>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Exactitude relates to the accuracy of the contribution, often reflected in the type of methodology used. The analysis for a research study needs to be conducted using the proper statistical methodology along with presenting the correct assumptions for that particular methodology. Although theory is not a direct function of the exactitude factor, it is a requirement that provides the foundation for research in which statistical analyses are made possible.</span></div>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Likewise, theory play more of a role in the later two factors. In the systematic importance factor, systematic relates to the constructs or variables that are used to define the components of the presented theory along with any interactions between those constructs and variables. This systematic importance factor helps provide a plausible explanation of how the parts of the theory combine into a composite (whole) theory that addresses the phenomenon or problem in question. </span></div>
<div style="font-family: Helvetica; min-height: 14px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Lastly, the intrinsic interest factor relates to the researcher addressing a new phenomenon or problem that a particular field of study is interested in pursuing. Addressing a known problem that has been researched previously and that has a number of potential solutions will not be too interesting to those in the field who are reviewing the article for acceptance, nor would it be very interesting to the readers in that field. By identifying a new or novel ideal, or addressing a new problem that the field of study is faced with, will be of more interest and value, not only to those reviewing the article but also to those reading the article once published. Capturing the audience is important (interest), identifying what is important to the field that you are proposing to (intrinsic) addresses the concerns of that field (intrinsic interest).</span></div>
<div style="font-family: Helvetica; font-size: 12px; min-height: 14px;">
<br /></div>
<br />
<div style="font-family: Helvetica; min-height: 14px;">
Polanyi, M. (2009). <i>The tacit dimension</i>. Chicago, IL: The University of Chicago Press.</div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-53876444387245594742014-06-30T12:56:00.002-05:002014-07-03T06:45:33.274-05:00Research or evaluation: Companies and institutions reluctant to take the step, or researchers unable to provide benefits to the company for participating<div style="font-family: Helvetica;">
<span style="font-size: large;">In academic research, some caution that research studies are biased toward adolescents and students, since the majority of studies include students as the subjects or participants. This point has been highlighted by Brookshire (2014): “Sixty-seven percent of American psychology studies use college students….This means that many or even most of the subjects are teenagers” (para 4). This bias toward students being research subjects is primarily due to the sample being “the epitome of a convenience sample, they have become the basis for what some critics call the <i>science of the sophomore</i>” (The Numbers Guy, para 4).</span></div>
<div style="font-family: Helvetica; min-height: 22px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Granted, for the purposes of students learning how to conduct research, using fellow students as subjects for their research is a good pedagogic exercise. However, when researchers, or the readers of these research articles, try to infer the findings to other populations problems could occur. So the question arises: <i>Why isn’t there more research conducted from samples in the workplace</i> (other than students)?</span></div>
<div style="font-family: Helvetica; min-height: 22px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Over the past six months I have been trying to find a company, or a few companies, to participate in my research study. This research study is for my dissertation. All that is required, from the participating company, is for the selected employees to complete a survey (online), expending approximately 20 to 25 minutes of their time. The data would provide the participating company with information on where knowledge sharing is taking place, as well as identify what barriers they have preventing knowledge sharing from occurring. In knowing what barriers a company is experiencing relating to knowledge sharing in teams/groups, training could easily be selected to address these issues. Successful completion of this training would result in better knowledge sharing across teams/groups, resulting in better decision making and problem solving processes for these teams/groups.</span></div>
<div style="font-family: Helvetica; min-height: 22px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">From my experience thus far, I have provided the following possible answers relating to why more research on companies/institutions are not being conducted from academia.</span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">(a) One simple answer is that it is hard work and time consuming. (b) A second answer is that companies / institutions do not want to take the time to support external research projects. (c) And thirdly, companies do not want people from outside the company to have the ability to evaluate them.</span></div>
<div style="font-family: Helvetica; min-height: 22px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">(a) Yes some researchers may find it easier to sample college students since they are already available to the researcher. However, in the social science fields (i.e., psychology, sociology, human resources) there are populations other than those between the ages of 17 and 22 years. The Numbers Guy (2014) provided the following quote (from Prof. Nosek) in their article highlighting this same point: “‘The scientific reward structure does not benefit someone who puts in the enormous effort’ to create a representative research sample” (para 14). Perhaps this bias toward sampling students comes from companies/institutions resistance to participating in external studies, which brings us to the second point.</span></div>
<div style="font-family: Helvetica; min-height: 22px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">(b) Companies may not see the need, the benefit, or feel that they have the time to entertain external researchers so that these researchers can benefit themselves and not the companies who participate. Companies may feel that the researchers are pushing for personal gain rather than trying to benefit the company. Regardless of the companies perception of external research, companies should be more willing to review requests for research to see if there is any benefit that the company could gain from participating in the study. The researcher should provide a well presented list of the study and the benefits that the participating company could gain from their participation. By providing a list of benefits for the company, the researcher has a better chance for companies agreeing to participate in their study compared to not providing any benefits for participating. Offer to co-author the paper with representatives from the company. Some companies may wish to get noticed in the literature as much as the researcher does. However, other companies want to avoid getting noticed. In this case the researcher has to work on the final report with representatives from the company, editing the final report until the company feels that they are being protected. Then, and only then, can the researcher submit for publication. In either case, the researcher needs to work with the participating company when publishing data and results relating to their company.</span></div>
<div style="font-family: Helvetica; min-height: 22px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">(c) I requested, from an acquaintance, to collect data from the employees in which this particular person was in charge of. After reviewing the survey items (questions), this person declined for the following reasons: negative items in the questions and there were no issues at their institution. Rather than stating that they were not interested, they made excuses showing their lack of expertise in research methodologies. In either case, you have to respect their decision and move on to the next company. The point here is that the decision maker for this institution was not interested in evaluating their organization. By stating that they did not have any issues at their place of work with no evaluation measures to support such a statement, leads one to believe that the culture is, don’t measure what you don’t want to know. </span></div>
<div style="font-family: Helvetica; min-height: 22px;">
<span style="font-size: large;"><br /></span></div>
<div style="font-family: Helvetica;">
<span style="font-size: large;">Overall, practitioner - researcher relationships need to be built upon to increase both the willingness for companies/institutions to allow for external research projects to be conducted and for researchers to provide real-world solutions that benefit the customer. Van de Ven (2007) calls this relationship engaged scholarship, referring to a “participated form of research” (p. 9). This participated form engages both the practitioner and the researcher to conduct research that is pragmatic and worthwhile to the organization as well as allowing the researcher to meet their needs of contributing new knowledge to their field of study through publication. </span></div>
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Brookshire, B. (2014). Psychology is WEIRD. Retrieved from http://www.slate.com/articles/health_and_science/science/2013/05/weird_psychology_social_science_researchers_rely_too_much_on_western_college.html</div>
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Edmondson, A. (1999). Psychological safety and learning behavior in work teams. <i>Administrative Science Quarterly, 44</i>, 350-383. doi:10.2307/2667000</div>
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The Numbers Guy (August 10, 2014). Too many studies use college students as their guinea pigs. <i>The Wall Street Journal</i>. Retrieve from http://online.wsj.com/news/articles/SB118670089203393577</div>
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Van de Ven, A. H. (2007). <i>Engaged scholarship, A guide for organizational and social research.</i> New York, NY: Oxford University Press.</div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-29744846290278761332014-05-03T09:43:00.000-05:002014-05-03T09:43:03.788-05:00Case Study Research: Making Sense in the WorkplaceIn keeping with the theme of conducting research in the workplace, making better sense of workplace issues, I have a new publication titled <i>Case Study Research: A Valuable Learning Tool for Performance Improvement Professionals</i>. This publications provides general information relating to case study research that is available to managers and practitioners alike, and coincides with my previous publication on <a href="http://johnrturnerhptresource.blogspot.com/2014/04/grounded-theory-building-for-workplace.html">Grounded Theory Building</a>. Both of these articles help provide tools for the manager and practitioner to make better sense of problems they may encounter in the workplace.<br />
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This article was published in Performance Improvement Journal (PI) with the support from one of my peers, S. Danks. The abstract for this article is provided below along with the APA reference for the article.<br />
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Abstract:<br />
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Although it is sometimes recommended that performance improvement (PI) professionals include experimental research designs in their repertoire of PI tools and methods, it has been long understood that experimental designs can be difficult to implement due to impediments resulting from the complex nature of the organizational settings. However, the utilization of case study research has proven to be an effective alternative to aid in the identification of strengths and opportunities for the improvement of organizational procedures, policies, processes, or programs. Case study research helps managers and practitioners make sense of real world problems. This article presents a summary of steps in the design of case study research and provides examples of how these methods have been used within organizational settings. Implications for PI practitioners are provided.<br />
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Turner, J. R., & Danks, S. (2014). Case study research: A valuable learning tool for performance improvement professionals. <i>Performance Improvement, 53</i>, 24-31. doi:10.1002/pfi.21406<br />
<br />Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-89974458582849543172014-04-18T09:22:00.001-05:002014-04-18T09:22:18.480-05:00Grounded Theory Building for the Workplace<span style="font-size: large;">My new published article is out, titled: <i>Grounded Theory Building For The Workplace</i>. This article is provided in the recent Performance Improvement Journal. Below you will find the abstract for this article, a diagram outlining the grounded theory building process, and the reference for the article.</span><br />
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<span style="font-size: large;">Developing and utilizing theories in the workplace are critical for managers and practitioners to make sense of real-world issues. Grounded theory building is a viable research methodology that can be utilized in the workplace to help managers and practitioners develop theories, making better sense of workplace issues. This article looks at a general model of grounded theory building and introduces some of the key components involved in conducting grounded theory building.</span><br />
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<span style="font-size: large;">The following diagram is provided in the published article. This diagram explains one process for the grounded theory building method that could be used by those in the workplace and by practitioners.</span><br />
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<span style="font-size: large;">Reference:</span><br />
<span style="font-size: large;">Turner, J. R. (2014). Grounded theory building for the workplace. Performance Improvement, 53(3), 31-38. doi:10.1002/pfi.21401</span><br />
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<br />Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-24990694968750785792014-02-20T07:06:00.002-06:002014-02-20T07:06:33.228-06:00Team Conflict: Cognition Conflict as a New Construct<span style="font-size: large;">Attached is the link for my presentation slides introducing a new team conflict construct to the literature, <i>cognition conflict</i>. This presentation was made at the AHRD International Conference in the Americas, in Houston, TX. </span><br />
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<a href="http://www.slideshare.net/JohnTurner5/turner-team-cognconflictpresentation"></a><a href="http://www.slideshare.net/JohnTurner5/turner-team-cognconflictpresentation" rel="nofollow">http://www.slideshare.net/JohnTurner5/turner-team-cognconflictpresentation</a>Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-18744744492816570782014-02-14T09:55:00.003-06:002014-02-14T09:55:59.185-06:00Emergent Constructs<div style="font-family: Helvetica;">
<span style="font-size: large;">In the literature you often find researchers measuring individuals and aggregating their scores to be analyzed at the group level. In organizational research, aggregating individual scores to a group or departmental level opens up countless opportunities of making better sense of the work place compared to traditional single-level research efforts. Practitioners could use this method to provided better analysis to their customers. This practice, in most cases, can be justified. However, improper aggregation can lead to a model being misspecified. </span></div>
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<span style="font-size: large;">Prior to aggregating data from a lower level to a higher level one needs to determine what type of emergence is this construct or variable emulating. Emergence can best be thought of as a transformational process. The question to ask is, when aggregating a lower-level construct to a higher-level construct, does the characteristics or meaning of the data change? Emergence can be characterized by two qualitative types: composition and compilation (Kozlowski & Klein, 2000). Kozlowski and Klein (2000) describe <i>composition</i> as being <i>isomporhic</i> in which the lower-level phenomenon is essentially unchanged as it is aggregated to a higher-level phenomenon. Alternatively, <i>compilation</i> describes a phenomenon comprised of a “common domain but are distinctively different as they energy across levels” (Kozlowski & Klein, 2000, p. 16).</span></div>
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<span style="font-size: large;">A simple example that can be utilized to help distinguish the difference between composition and compilation is the simple concept of classroom learning. For example, if you have a classroom of 10 grade-school children and you teach each individual student simple addition for the numbers 0 to 10, you would expect each student would learn how to add numbers from 0 to 10. By accessing the classroom’s average grade on a test of addition (0 - 10), without allowing any students to interact, you would expect to have a general sense of how much each student learned based on the classroom’s average grade. In this case, the individual learning reflects the classroom’s learning. This example reflects the emergence concept of composition, since the individual learning best represents the classroom’s average grade.</span></div>
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<span style="font-size: large;">Alternatively, if you take the same 10 grade-school children and you only teach one student addition for the numbers of 0, then you teach the second student addition for the numbers of 1, and so forth. Then, allow the students to interact and share their experiences with what they have learned, then test the classroom, would you get a similar grade? The average grade would reflect the individual student’s learning plus the learning from others through interaction with their classmates. Individual learning, in this case, does not reflect the classroom’s learning. The mediating factor in this case, or the catalyst, is the student’s interactions in which they were allowed to share their learning and experiences with one another. This example reflects compilation, where the individual-level (individual student learning) is similar but distinctively different from the higher level (classroom learning). This example is not to compare the effectiveness of the first example to the second example, it is only to compare the differences between composition and compilation.</span></div>
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<span style="font-size: large;">Composition and compilation needs to be considered during the initial design of a research project, prior to collecting data. If your level of measurement is at a lower-level (e.g., individual level) and your level of analysis is at a higher-level (e.g., team level) than you need to utilize measures that meet a compositional emergence criteria. If you are utilizing compilation constructs then your level of measurement needs to be at the same level of analysis (e.g., team level and team level). Compilation constructs change meaning when they are aggregated which leads to a model that is misspecified.</span></div>
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<span style="font-size: large;">Aggregation can be useful for both single-model and multi-model research. Careful planning of each construct and the level of measurement as well as the level of analysis needs to be considered. Klein and Kozlowski (2000) described the importance of a-priori planning: “Rigorous multilevel research rests… on the careful definition, justification, and explication of the level of each focal construct in the model” (p. 214). I would add that this applies for single-level research as well, especially when aggregated constructs are being used.</span></div>
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Klein, K. J., & Kozlowski, S. W. J. (2000). From micro to mess: Critical steps in conceptualizing and conducting multilevel research. <i>Organizational Research Methods, 3</i>, 211-236. doi:10.1177/109442810033001</div>
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Kozlowski, S. W. J., & Klein, K. J. (2000). A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In K. J. Klein & S. W. J. Kozlowski (Eds.), <i>Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions</i> (pp. 3-90). San Francisco, CA: Jossey-Bass.</div>
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Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-88049680599157090262013-12-21T11:59:00.001-06:002013-12-22T06:17:16.296-06:00Multilevel Units for Organizational Research - Beware of Misspecification Errors<div style="font-family: 'Times New Roman'; margin-bottom: 6px;">
<span style="font-size: large;">Some common errors in organizational research include misspecification errors:</span></div>
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<li><span style="font-size: large;">blind aggregation of individual-level measures to represent unit-level constructs,</span></li>
<li><span style="font-size: large;">use of unit-level measures to infer lower-level relations (the well-known problems of aggregation bias and ecological fallacies),</span></li>
<li><span style="font-size: large;">and use of informants who lack unique knowledge or experience to assess unit-level construct (Kozlowski & Klein, 2000).</span></li>
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<span style="font-size: large;">In the past, organizational studies have primarily concentrated on single-level analysis. However, with the advancements in statistical software and techniques, conducting just a simple single-level analysis is becoming harder to justify. Single-level research studies are being replaced today with the more complex multilevel analysis techniques. In hierarchical systems, nested systems, such as in an organization, when a change is made in one part of the system each adjoining system is also effected, changing the whole system - the organization. By concentrating only on a single-level study, the researcher is ignoring the surrounding environment, the effect that the individual has on the group and organization, and alternatively, the effect that changes in the organization has on the team and on the individual.</span></div>
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<span style="font-size: large;">Klein & Kozlowski (2000) highlighted the benefits of addressing organizational research using multilevel analysis as being able to better understand the complexity of the phenomenon that takes place across levels in organizations. </span></div>
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<span style="font-size: large;">"Organizations are hierarchically nested systems. To neglect these systems' structure in our conceptualization and research designs is to develop incomplete and misspecified models" (p. 232).</span></div>
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<span style="font-size: large;">Misspecification occurs when measures taken at one level, say measures taken at the individual level, are used to make generalizations or inferences at a separate level, say at the team level. To begin with a properly specified model one needs to begin with the level of analysis that the researcher is interested in: "the outcome variable is measured at the lowest level of interest to the researcher" (Hofmann, Griffin, & Gavin, 2000, p. 489). The dependent variable(s) should be measured at the level the researcher is interested. Hence, if the researcher is interested in how team constructs effect individual team members then the dependent variable needs to be an individual measure. Resulting in a two-level study with the dependent variable at the individual level, measures representing the individual team members as level-1 measures, and team constructs represented as level-2 measures. Hypotheses can test any proposed interaction that may take place between levels. Klein and Kozlowski (2000) identified:</span></div>
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<span style="font-size: large;">"Hypotheses in multilevel research are level-specific. Thus, hypotheses describe not simply the direction - positive or negative - of the relationship between constructs but also the level or levels of each predicted relationship: single, cross-level direct, cross-level moderating, or multilevel homologous" (p. 233).</span></div>
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<span style="font-size: large;">Unit level constructs need to be clearly defined in the preliminary stages of specifying any model. Kozlowski and Klein (2000) identified unit-level constructs consisting of three basic types: global, shared, and configural unit properties. Global unit properties are those constructs that are measured at the unit level and do not originate at any lower level. Group size and group type are two examples identified as global units according to Kozlowski and Klein (2000). Shared unit properties are measures that originate at one level and can have a similar (isomorphic) meaning at the next level. Examples of shared unit properties include team performance (Kozlowski & Klein, 2000), team cohesion, team norms, team climate, and team mental models (Klein & Kozlowski, 2000). Individual performance, for example, can be aggregated to represent team performance, an isomorphic construct. Configural unit properties also originate at the lower lever, as in shared unit properties, but the upper level is dissimilar (non-isomorphic, or homology) to the lower level construct. Examples include diversity (Kozlowski & Klein, 2000), team personality composition, team interpersonal network density (Klein & Kozlowski, 2000) and team culture. Each of these constructs can take on different properties at the individual level when compared to the team level or organizational level. Configural unit properties cannot be aggregated, or summed, since they take on different meanings at different levels.</span></div>
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<span style="font-size: large;">Each measure representing the constructs in the model needs to be identified with their unit properties correctly specified. Before aggregating a measure from the individual level to the team level, for example, a shared unit must be specified whereas a configural unit can not be aggregated, this would lead to model misspecification. Prior to aggregating shared units correct statistical procedures need to be followed. Klein and Kozlowski (2000) provide methods and guidelines for aggregating measures from one level to the next level. These guidelines include r<sub>wg</sub>, r<sub>wg(j)</sub>, ICC(1), ICC(2), and WABA reliability measures. While no single reliability measure covers all possible scenarios, it is recommended that more than one reliability measure should be calculated. I typically prefer to calculate either r<sub>wg</sub> or r<sub>wg(j)</sub> followed by ICC(1) and ICC(2) calculations. More details on each of the reliability measures will be provided in future blog posts.</span></div>
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References:</div>
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Hofmann, D. A., Griffin, M. A., & Gavin, M. B. (2000). The application of hierarchical linear modeling to organizational research. In K. J. Klein & S. W. J. Kozlowski (Eds.), <i>Multilevel theory, research, and mthods in organizations: Foundations, extensions, and new directions </i>(pp. 467-511). San Francisco: Jossey-Bass.<br />
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Klein, K. J., & Kozlowski, S. W. J. (2000). From Micro to Meso: Critical Steps in Conceptualizing and Conducting Multilevel Research. <i>Organizational Research Methods</i>, <i>3</i>(3), 211-236. doi:10.1177/109442810033001</div>
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Kozlowski, S. W. J., & Klein, K. J. (2000). A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In K. J. Klein & S. W. J. Kozlowski (Eds.), <i>Multilevel theory, research, and mthods in organizations: Foundations, extensions, and new directions </i>(pp. 3-90). San Francisco: Jossey-Bass. </div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-46974815765029678702013-11-28T10:25:00.001-06:002013-11-28T10:32:07.840-06:00Team Cognition Conflict<div style="font-family: 'Times New Roman'; margin-bottom: 6px; text-indent: 36px;">
<span style="font-size: large;">I will be attending the <a href="http://www.ahrd.org/events/event_details.asp?id=349068"><span style="color: #0433ff;">2014 AHRD International Conference in the Americas</span></a>. This AHRD conference will take place in Houston, TX, from 2/19/2014 to 2/22/2014. </span></div>
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<span style="font-size: large;">I will be introducing a new construct to the literature on team conflict. The current literature identifies team conflict as being multidimensional, consisting of task, relationship, and process conflict (Behfar, Mannix, Peterson, & Trochim, 2011; Greer, Jehn, & Mannix, 2008; Jehn & Chatman, 2000; & Song, Dyer, & Thieme, 2006). Task conflict looks primarily at work related issues, relationship conflict looks at personal or social issues not relating to work, and process conflict relates to procedural issues. </span></div>
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<span style="font-size: large;">In one of my areas of interest/study, team cognition, there have been many advances in the literature identifying the different cognitive processes that take place in teams and small groups. From these advances I fell that the addition of a new construct, team cognition conflict, should be incorporated into the team conflict literature. The cognition conflict construct is a separate construct from those that have been previously identified in the literature, placing the team conflict constructs as having four main sub-dimensions: task, relationship, process, and cognition conflict. By further differentiating team conflict into better defined dimensions researchers will be able to clearly identify team conflict, providing better predictive measures for team performance and decision making abilities. This addition to the team conflict literature also responds to Song, Dyer, and Thieme's (2006) call for further research identifying different types of team conflict. </span></div>
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<span style="font-size: large;">The model presented below introduces the outline of the team conflict theoretical framework that will be presented in the AHRD conference in a roundtable format. </span></div>
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<span style="font-size: large;">(Turner, J. R., 2013, Figure 1)</span><br />
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References:</div>
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Behfar, K. J., Mannix, E. A., Peterson, R. S., & Trochim, W. M. (2011). Conflict in small groups: The meaning and consequences of process conflict. <i>Small Group Research, 42</i>, 127-176. doi:10.1177/1046496410389194</div>
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Greer, L. L., Jehn, K. A., & Mannix, E. A. (2008). Conflict transformation: A longitudinal investigation of the relationships between different types of intragroup conflict and the moderating role of conflict resolution. <i>Small Group Research, 39</i>, 278-302. doi:10.1177/1046496408317793</div>
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Jehn, K. A., & Chatman, J. A. (2000). The influence of proportional and perceptual conflict composition on team performance. <i>The International Journal of Conflict Management, 11</i>, 56-73. doi:10.1108/eb022835</div>
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Song, M., Dyer, B, & Thieme, J. R. (2006). Conflict management and innovation performance: an integrative contingency perspective. <i>Journal of the Academy of Marketing Science, 34</i>, 341-356. doi:10.1177/00092070306286705</div>
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Turner, J. R. (2014). Team cognition conflict: A conceptual review identifying cognition conflict as a new team conflict construct. Paper to be presented at the 2014 AHRD International Conference in the Americas, April 2014. [forthcoming presentation]</div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-61249298614346546592013-11-28T09:11:00.000-06:002013-11-28T09:23:54.298-06:00Team Shared Cognition Constructs - New Publication<div style="font-family: 'Times New Roman'; font-size: 12px; margin-bottom: 6px; min-height: 15px;">
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<span style="font-size: large;">Final approval for publishing my recent article, titled: "Team Shared Cognitive Constructs: A Meta-Analysis Exploring the Effects of Shared Cognitive Constructs on Team Performance" has just been received.</span></div>
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<span style="font-size: large;">This has been a long process, from conference proceedings introducing meta-analysis techniques, to enduring the peer review process for, ultimately, final approval to publish. </span></div>
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<span style="font-size: large;">This article will be published by the flagship publication of the <a href="http://www.ispi.org/"><span style="color: #0433ff;">International Society of Performance Improvement (ISPI)</span></a>, <a href="http://www.ispi.org/content.aspx?id=152"><span style="color: #0433ff;">Performance Improvement Quarterly (PIQ)</span></a>. The reference/bibliographical information is provided below (no volume, issue, or page numbers provided at this time):</span></div>
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<span style="font-size: large;">Turner, J. R., Chen, Q., & Danks, S. (2014). Team shared cognitive constructs: A meta-analysis exploring the effects of shared cognitive constructs on team performance. <i>Performance Improvement Quarterly</i>. Manuscript submitted for publication.</span></div>
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<span style="font-size: large;">These new emerging shared cognition constructs are beginning to be identified as being critical to the success of team and small group performance and problem solving efforts. More study is needed in these areas which was identified in the article.</span></div>
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<span style="font-size: large;">In a previous post I presented the conference proceedings introducing the meta-analysis techniques used.</span></div>
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<span style="text-decoration: underline;"><a href="http://johnrturnerhptresource.blogspot.com/2013/04/information-sharing-cognition.html"><span style="font-size: large;">Information Sharing Cognition Constructs - Meta-Analysis</span></a></span></div>
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<span style="font-size: large;">This post also introduced the presentation slides that were used during the conference:</span></div>
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<span style="text-decoration: underline;"><a href="http://www.slideshare.net/JohnTurner5/meta-analysissloan"><span style="font-size: large;">Team Shared Cognitive Constructs</span></a></span></div>
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<span style="font-size: large;">The original presentation was designed for two purposes: 1) to introduce the emerging constructs of team shared cognition, and 2) to present the steps required to conduct a comparative meta-analysis study. In summary, the team shared cognition constructs that were prepared are provided in the table below, titled 'Shared Cognitive Constructs'.</span></div>
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<span style="font-size: large;">In conclusion, the results from the meta-analysis are provided in the slide below, titled 'Conclusion'.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj71zjACwq76byGx5BBXNuQBTJoHY1NgcYJiZtt0wC55R7_h0Cx1RSs0FaE1k1TcJL3_zhjA9pm3LHTr7qDXtShYdTRRzKYcGBFYDgEr5S09WpCFDAiVPyhy3OVzDMyuFbDnDtq65klk0/s1600/Meta-Analysis-Sloan24.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj71zjACwq76byGx5BBXNuQBTJoHY1NgcYJiZtt0wC55R7_h0Cx1RSs0FaE1k1TcJL3_zhjA9pm3LHTr7qDXtShYdTRRzKYcGBFYDgEr5S09WpCFDAiVPyhy3OVzDMyuFbDnDtq65klk0/s400/Meta-Analysis-Sloan24.jpg" width="400" /></a></div>
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<span style="font-size: large;">Limitations: </span></div>
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<span style="font-size: large;">As identified in the manuscript the sample size for this meta-analysis was small. Having a small sample size prevented the possibility of making any type of inference(s) from the results. However, the main purpose of this study was to 1) identify the different constructs that were currently being studied in various disciplines, and 2) to run a comparison of these constructs to shed some light on which constructs resulted in better performance outcomes. With these shared cognition constructs being emerging constructs, meaning that they are new developing constructs, there is not a lot of research available to begin with. Thus, a secondary purpose of this research study was to call to researchers to contribute further to the research of these emerging constructs - beginning with those that were identified in this meta-analysis as being potentially better predictors of performance: information sharing, cognitive consensus, and shared metal memory.</span></div>
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Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-91490663506859036362013-09-22T09:22:00.000-05:002013-09-22T09:22:55.796-05:00Why Theories Are Important<br />
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<span style="font-size: large;">Theories are needed: </span></div>
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<span style="font-size: large;">"to satisfy a very human 'need' to order the experienced world. The only instrument employed in the ordering process is the human mind and the 'magic' of human perception and thought" (Dubin, 1978, p. 7)</span></div>
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<span style="font-size: large;">A theory purpose is to either predict or explain the phenomenon being studied (Dubin, 1978; Creswell, 2014). Theories are conceptual models identifying the relationships between concepts, constructs, variables, and events, structured around a predefined set of boundaries (limitations). Jaccard and Jacoby (2010) reflect this in their definition of a theory: "an explanation of relationships among concepts or events within a set of boundary conditions" (p. 112). </span></div>
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<span style="font-size: large;">A theory remains a conceptual model up to the point that the researcher tests the theoretical model, at this point the theoretical model becomes a scientific model (Dubin, 1978). It is through testing theoretical models that the model is either accepted or rejected. Theoretical models are accepted when theories have been subjected to empirical testing and have been shown to be useful (Jaccard & Jacoby, 2010). Likewise, theoretical models are not accepted when theories have been subjected to empirical testing and have not been shown to be useful. A theoretical model is deemed as being valid through empirical testing, and is deemed as being useful or not useful (utility) by your peers in academia and by those in practice (consensual evaluation; Jaccard & Jacoby, 2010). To be considered scientific, Jaccard and Jacoby (2010) identified that theoretical models must achieve empirical verification or falsification. This is done through testing the theoretical model. </span></div>
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<span style="font-size: large;">Additionally, empirical research requires theoretical or conceptual models to identify the connections and relatedness of the variables being tested. The theoretical model provides the foundation for the hypothesis that are being tested in empirical research. The theoretical model also makes it easier for other scientist to replicate a study.</span></div>
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<span style="font-size: large;">Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.</span></div>
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<span style="font-size: large;">Dubin, R. (1978). Theory building (Revised ed.). New York, NY: The Free Press.</span></div>
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<span style="font-size: large;">Jaccard, J., & Jacoby, J. (2010). Theory construction and model-building skills: A practical guide for social scientists [Kindle]. Retrieved from <a href="http://amazon.com/">Amazon.com</a></span></div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-10287942994871239802013-06-04T10:20:00.001-05:002013-06-04T10:20:32.585-05:00New Article Acceptance: Multiagent Systems as a Team Member<span style="font-size: large;">I have received notice that my article titled <i>Multiagent Systems as a Team Member</i> will be published by Common Ground Publishing in their journal: <i>The International Journal of Technology, Knowledge, and Society</i>. The web page for the journal follows: <a href="http://ijt.cgpublisher.com/">http://ijt.cgpublisher.com</a></span><br />
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<span style="font-size: large;">No date as to when the article will be published but it should be this fall. Listed below is the abstract for the journal article to give those interested an indication of what the article is about.</span><br />
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<span style="font-size: large;"><a href="" name="Abstract"><span style="line-height: 200%;">Abstract</span></a><span style="line-height: 200%;"><o:p></o:p></span></span></div>
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<span style="line-height: 200%;"><span style="font-size: large;">With the
increasing complex business environment that organizations have to operate in
today, teams are being utilized to complete complex tasks. Teams are capable of completing complex tasks
that no one individual can achieve.
Effective team decision-making requires team members to discuss new
information (unshared knowledge) and to consider this new information along
with existing information (shared knowledge).
Research has shown that shared knowledge is favored over unshared
knowledge during team discussion, this is known as the unshared knowledge
barrier in the literature. One method of
transferring unshared knowledge to shared knowledge is to take advantage of new
multiagent systems (MAS) that are designed to support teams. Multiagent systems are capable of filtering
information without any bias toward shared information over unshared
information. This conceptual model
incorporates individual intelligent agents and MAS that monitor and actively
interact with team members as an effort to address the unshared knowledge
barrier, resulting in better team decision-making and problem solving outcomes. <o:p></o:p></span></span></div>
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<span style="line-height: 200%;"><span style="font-size: large;"><br /></span></span></div>
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<span style="line-height: 200%;"><span style="font-size: large;">I presented this article during the conference that CGPublishers held this past January in Vancouver, Canada. The presentation slides from this presentation have already been made available on my blogpost <a href="http://johnrturnerhptresource.blogspot.com/2013/01/mas-as-team-member-presentation-slides.html">MAS as Team Member - Presentation Slides</a>. All of my presentation slides are also available at my slideshare page: <a href="http://www.slideshare.net/JohnTurner5/">www.slideshare.net/JohnTurner5/</a></span></span></div>
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<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com1tag:blogger.com,1999:blog-2946856447699381505.post-32553359475966892822013-04-10T15:27:00.000-05:002013-04-10T18:02:30.521-05:00Information Sharing Cognition Constructs - Meta-AnalysisI just completed my presentation at the SLOANet4 International Conference in Las Vegas - Planet Hollywood.<br />
<br />
Attached below are the presentation slides from slideshare. This meta-analysis reviews six shared cognition constructs from various disciplines:Team Mental Model (TMM), Shard Mental Model (SMM), Transactive Memory Systems (TMS), Information Sharing (IS), Cognitive Congruence (CC), and Group Learning (GL).<br />
<br />
<a href="http://www.slideshare.net/JohnTurner5/meta-analysissloan">Information Sharing Cognition Constructs: Slideshare Link</a>Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-89735040778958902932013-02-24T09:33:00.003-06:002013-02-24T09:36:44.296-06:00Blogging - Dissertation - Theory to Practice<br />
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<span style="font-size: large;">One main benefit blogging can provide young researchers is that it can act as an outlet to test new theories or associations between differing constructs. Coverdale (2012) highlights on slide #12, in his slideshare presentation on <i><a href="http://www.slideshare.net/andycoverdale/social-media-practices-benefits-and-risks-for-doctoral-researchers">Social media practices: Benefits and risks for doctoral researchers</a></i>, the cyclical relationship between one's blog and one's thesis. Blogging can provide the reflective tool to organize your thoughts for your dissertation.</span></div>
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<span style="font-size: large;">People who follow your blog and comment on your thoughts and ideas are identified as being part of your Personal Learning Network (PLN). Those who make up your PLN help to keep you on track and provide the peer pressure to help you finish your dissertation (Pasquini, 2013). As Larive (2013) highlighted in her blog post <i><a href="http://chronicle.com/article/How-Blogging-Helped-Me-Write/136893/">How Blogging Helped Me Write my Dissertation</a></i>: "blogging has allowed me to face my ghosts, build up a network of contacts, and advance faster through the process of writing my dissertation" (p. 1). </span></div>
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<span style="font-size: large;">From the vast variety of content available on academic associated blogs I tend to try to keep my content on the following few items. The items that I list here are just a few of the content items that Cloverdale (2012) identified, my list is a modified/condensed version of his original list:</span></div>
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<span style="font-size: large;"><span style="font-family: 'Helvetica Neue';">•<span class="Apple-tab-span" style="white-space: pre;"> </span></span>Reports on academic events, including workshops, seminars, and conferences.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; margin-left: 9px; text-indent: -9px;">
<span style="font-size: large;"><span style="font-family: 'Helvetica Neue';">•<span class="Apple-tab-span" style="white-space: pre;"> </span></span>Book and article reviews.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; margin-left: 9px; text-indent: -9px;">
<span style="font-size: large;"><span style="font-family: 'Helvetica Neue';">•<span class="Apple-tab-span" style="white-space: pre;"> </span></span>Research methods and methodologies, and academic writing.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; margin-left: 9px; text-indent: -9px;">
<span style="font-size: large;"><span style="font-family: 'Helvetica Neue';">•<span class="Apple-tab-span" style="white-space: pre;"> </span></span>Using research tools and software.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; margin-left: 9px; text-indent: -9px;">
<span style="font-size: large;"><span style="font-family: 'Helvetica Neue';">•<span class="Apple-tab-span" style="white-space: pre;"> </span></span>Development of theoretical and conceptual ideas.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; margin-left: 9px; text-indent: -9px;">
<span style="font-size: large;"><span style="font-family: 'Helvetica Neue';">•<span class="Apple-tab-span" style="white-space: pre;"> </span></span>Professional development (p. 2).</span></div>
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<span style="font-size: large;">One item that I would add to this list, and one item that I try to focus on whenever I submit a blog, is to connect 'theory to practice'. I try to identify the <i>So-What Factor</i>, how research and theory relates to, or can be applied to, everyday work and/or life issues.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; text-indent: 36px;">
<span style="font-size: large;">Blogging can help make new connections as well as provide a medium to challenge your ideas and your research. Cloverdale (2012) posed: "Academics are increasingly under pressure to engage with wider academic (and non-academic) audiences and articulate the relevance of their research in relation to wider societal issues and prescribed 'real-world' problems" (p. 4). Academic blogs can help: </span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; text-indent: 36px;">
<span style="font-size: large;">1) close the gap between academia and the practitioner world, </span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; text-indent: 36px;">
<span style="font-size: large;">2) shed light on societal issues, and</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; text-indent: 36px;">
<span style="font-size: large;">3) provide a means of personal development for the blogger and those associated to the blogger's PLN.</span></div>
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References:</div>
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Cloverdale, A. (Dec. 2012): The benefits of social media for doctoral researchers. Paper presented at the conference of the Society for Research into Higher Education (SRHE), Wales, UK.</div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px;">
Cloverdale, A. (Dec. 2012). Social media practices: Benefits and risks for doctoral researchers. #srheconf12 Presentation. Retrieved from http://www.slideshare.net/andycoverdale/social-media-practices-benefits-and-risks-for-doctoral-researchers</div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px;">
Larive, M. (Jan. 29, 2013). How blogging helped me write my dissertation. <i>The Chronicle of Higher Education</i>. Retrieved from http://www.chronicle.com/article/How-Blogging-Helped-Me-Write/136893/</div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px;">
Pasquini, L. (Feb. 19, 2013). Re: How-Blogging-Helped-Me-Write [Web log comment]. </div>
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Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com12tag:blogger.com,1999:blog-2946856447699381505.post-41022929746952234722013-01-23T06:30:00.000-06:002013-01-24T06:29:32.340-06:00MAS as Team Member - Presentation Slides<a href="webkit-fake-url://6F508048-9610-436C-8008-21DF4C4A17A0/application.pdf" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-size: large;"><span style="background-color: white; color: #333333; font-family: Helvetica; line-height: 18px;">I just recently presented my paper</span><span style="background-color: white; color: #333333; font-family: Helvetica; line-height: 18px;"> </span><i style="background-color: white; color: #333333; font-family: Helvetica; line-height: 18px;">Multiagent Systems as a Team Member</i><span style="background-color: white; color: #333333; font-family: Helvetica; line-height: 18px;"> </span><span style="background-color: white; color: #333333; font-family: Helvetica; line-height: 18px;">at the 9th International Technology, Knowledge and Society Conference on January 14, 2013, in Vancouver, Canada; presented by Common Ground Publishing, USA. </span></span><br />
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<span style="font-size: large;"><span style="color: #333333; font-family: Helvetica;"><span style="line-height: 18px;">As mentioned in a previous post, <a href="http://johnrturnerhptresource.blogspot.com/2012/12/coming-up-at-beginning-of-2013-i-will.html">9th International TKS Conference</a>, this paper is in the process of being peer-reviewed and will hopefully be published by this spring. Earlier I discussed that I would provide my presentation slides once they were finalized, "</span></span><span style="color: #333333; font-family: Helvetica; line-height: 18px;">Once the presentation slides are put together, edited, and finalized I will have them posted on Slideshare. I will post the link to the presentation slides once I have them completed".</span><span style="color: #333333; font-family: Helvetica; line-height: 18px;"> </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHa0UPOaYXi3LCf1mPN3o5-L3Mwlp0AloOoQUf-9xeNmZt_Q_wlL8jFf3AqkuoOgTWx8XFh_FyJfyjnYrtj-QzN78Z2e9VpKMvzj8OJGZq_-JpgmDnOURjl0_FoGRWMA2HDmU68XAD6sE/s1600/MAS_Slide.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHa0UPOaYXi3LCf1mPN3o5-L3Mwlp0AloOoQUf-9xeNmZt_Q_wlL8jFf3AqkuoOgTWx8XFh_FyJfyjnYrtj-QzN78Z2e9VpKMvzj8OJGZq_-JpgmDnOURjl0_FoGRWMA2HDmU68XAD6sE/s400/MAS_Slide.jpg" width="400" /></a></div>
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<span style="color: #333333; font-family: Helvetica; font-size: medium; line-height: 18px;"><br /></span></div>
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<span style="font-size: large;"><span style="color: #333333; font-family: Helvetica; line-height: 18px;">The complete presentation slides can be found at the following Slideshare address: </span><span style="background-color: transparent;"><a href="http://www.slideshare.net/JohnTurner5/mas-teams-slidesfinal">http://www.slideshare.net/JohnTurner5/mas-teams-slidesfinal</a></span></span></div>
Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-68182755527407364352013-01-22T10:04:00.001-06:002013-01-22T10:04:29.622-06:00Innovation at the Intersections: Many-To-Many Connections<br />
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<span style="font-size: large;">Timothy Chester identified in his blog <a href="http://www.accidentalcio.com/p/about-me.html"><i>The Accidental CIO</i></a><i> </i>that the nature of collaboration has shifted, it has shifted from one-to-many exchanges to many-to-many exchanges (Chester, MOOCs, 2013). The examples used for one-to-many was the traditional classroom setting in which the teacher presents knowledge to students. In the corporate setting the same could be said of certain hierarchical levels in which the upper levels dictate to the lower levels.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; min-height: 15px; text-align: justify;">
<span style="font-size: large;">Competing in this complex environment requires new knowledge, innovative ideas, and exchanges that take place within the organization as well as outside of an organization. In their blog on <a href="http://www.thenetworkthinkers.com/2012/07/social-capital-key-to-success-in.html">Social Capital</a>, <a href="http://www.thenetworkthinkers.com/">TNT - The Network Thinkers</a> discussed this same idea in the framework of social capital: “Creating competitive context requires social capital - the ability to find, utilize and combine the skills, knowledge and experiences of others, inside and outside of your organization” (Social Capital). Having the ability to utilize and find knowledge requires many-to-many exchanges.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; min-height: 15px; text-align: justify;">
<span style="font-size: large;">As explained by TNT - The Network Thinkers, “Innovation happens at the intersections” (Social Capital). The intersections refer to the numerous connections made between the many, as opposed to the intersections in a one-to-many connection. You can see that more connections are possible in a many-to-many connection compared to a one-to-many connection. As these connections increase the number of intersections increase, and the potential for new knowledge and innovative ideas grow exponentially.</span></div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; min-height: 15px; text-align: justify;">
<span style="font-size: large;">Expand your current network so that you are taking full advantage of the many-to-many connections rather than utilizing the one-to-many connections. To do this TNT - The Network Thinkers offer some steps to take in their article <a href="http://www.thenetworkthinkers.com/2012/10/community-networks.html">Community Networks</a>. First, identify your current structure. Know where there are gaps, bridges, linchpins, and identify who is the core of the network and who is in the periphery (Community Networks). Secondly, begin closing the gaps by inviting and including all members within the network to contribute.</span></div>
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References:</div>
<div style="font-family: 'Times New Roman'; margin-bottom: 6px; min-height: 15px; text-align: justify;">
Chester, T. (January 18, 2013). Why MOOCs are like Farmville. <i>The Accidental CIO</i>. Retrieved from www.accidentalcio.com/2013/01/why-moocs-are-like-farmville-html</div>
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Community Networks (October, 12, 2012). TNT-The Network Thinkers. Retrieved from www.thenetworkthinkers.com/2012/10/community-networks.html</div>
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Social Capital: the key to success in the connected age (July, 04, 2012). TNT-The Network Thinkers. Retrieved from www.thenetworkthinkers.com/2012/07/social-capital-key-to-success-in.html</div>
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Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-76238078739952553242013-01-03T09:25:00.000-06:002013-01-03T09:37:49.329-06:00Competencies for Today's Workforce - Critical Thinking<br />
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<span style="font-size: large;">In a recent survey conducted by the American Society for Training & Development (ASTD) a significant skills gap was identified in addition to a lack of the following critical soft skills: communication, creativity, collaboration, and critical thinking. Respondents also reported that leadership or executive-level skills were the number one skills gap in their organization (Pace, 2012).</span></div>
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<span style="font-size: large;"><br /></span></div>
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<span style="font-size: large;">Pace (2012) identified the following competencies that employees look for in their young workforce. These competencies are provided as they were reported 20 years ago, today, along with predictions for the future workforce (see table below). </span></div>
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<span style="font-size: large;">Top 5 competencies employees look for in youths entering workforce</span></div>
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<span style="font-size: large;">20 Yrs. AGO</span></div>
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<span style="font-size: large;">TODAY</span></div>
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<span style="font-size: large;">FUTURE</span></div>
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<span style="font-size: large;">Technical Mastery</span></div>
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<span style="font-size: large;">Self-motivation and Discipline</span></div>
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<span style="font-size: large;">Adaptability</span></div>
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<span style="font-size: large;">Self-motivation and Discipline</span></div>
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<span style="font-size: large;">Effective Communication</span></div>
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<span style="font-size: large;">Effective Communication</span></div>
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<span style="font-size: large;">Confidence</span></div>
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<span style="font-size: large;">Learning Agility</span></div>
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<span style="font-size: large;">Learning Agility</span></div>
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<span style="font-size: large;">Effective Communication</span></div>
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<span style="font-size: large;">Self-Awareness</span></div>
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<span style="font-size: large;">Multicultural Awareness</span></div>
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<span style="font-size: large;">Resourcefulness</span></div>
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<span style="font-size: large;">Adaptability</span></div>
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<span style="font-size: large;">Self-motivation and Discipline</span></div>
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<span style="font-size: large;">Collaboration</span></div>
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<span style="font-size: large;">There are two discrepancies from the previous information. The first is that even though respondents identified the following skills gap lacking in their workplace (communication, creativity, collaboration, and critical thinking), they also reported that leadership training was the number one skill gap in their organization. Additionally, the top five competencies for the entering workforce do not include those missing skills that were already identified, with the exception of communication and collaboration, although collaboration was only listed in the future category. This leaves out creativity and critical thinking skills.</span></div>
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<span style="font-size: large;">With nearly $12 billion dollars dedicated to leadership training in the US alone (Peters, Stephens, & Baum, 2012), there is a disproportion of training leadership related skills compared to training the required critical skills needed to complete everyday tasks. Pace (2012) highlighted that collaboration between higher education and businesses was essential to developing these skills and to assist in closing these gaps. However, examples provided were for leadership skills collaboration programs. I agree with Pace, there must be collaboration between higher education and businesses (private & public) so that the workforce employed today will have appropriate competencies and skills. Unfortunately, concentrating on leadership training will not resolve the skills gap.</span></div>
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<span style="font-size: large;">Concentrating on the competencies identified above would be the best place to begin closing the skills gap between what today’s businesses are requiring and what new employees are offering. Essential in closing this skills gap is to concentrate on providing today’s students with critical thinking skills. If students are not able to think on their feet and solve complex problems how can you expect them to lead these efforts from others (through leadership training?). If businesses concentrated on demanding and hiring employees that were able to demonstrate true critical thinking skills, then, their workforce would be able to be trained to be future leaders. Higher education should be able to train their students to practice critical thinking skills through workshops and groups assignments in classrooms (group projects add the collaboration to the mix, with collaboration being one of the competencies). Teaching critical thinking skills can be practiced and taught through the following three criteria:</span></div>
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<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Reflective scepticism.</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Identifying and challenging assumptions.</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Imagining and exploring alternatives (Martin, 1995, p. 5).</span></li>
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<span style="font-size: large;">Additionally, teaching students to become self-directed learners could be easily accomplished through the following four stages presented by Grow (1991), the student’s stage is listed first followed by the teacher’s role listed second:</span></div>
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<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Dependent - Authority Coach</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Interested - Motivator, Guide</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Involved - Facilitator</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Self-Directed - Consultant, Delegator</span></li>
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<span style="font-size: large;">By addressing the competencies, rather than trying to train leaders, businesses and higher education will be able to address the skills gap more effectively. Resulting, ultimately, in a better qualified workforce for the future.</span></div>
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References:</div>
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Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41, 125-149. doi: 10.1177/0001848191041003001</div>
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Martin, G. W. (1995). An approach to the facilitation and assessment of critical thinking in nurse education. <i>Nurse Education Today, 16</i>, 3-9.</div>
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Pace, A. (December, 2012). Preparing Today’s Youths for Tomorrow’s Workplace. <i>Training + Development</i>, 42-46.</div>
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Peters, L., Stephens, G. K., & Baum, J. (December, 2012). When developing leaders, don’t blame training! <i>Training + Development</i>, 59-62.</div>
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Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-70448433426376683822012-12-22T12:12:00.000-06:002012-12-28T07:37:27.142-06:00Training Evaluation Misses the Critical Thinking Dimension<br />
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<span style="font-size: large;">For typical training courses the following four or five evaluation steps are the norm:</span></div>
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<span style="font-size: large;">Level 1: Reaction and Perceived Values</span></div>
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<span style="font-size: large;">Measures reaction to, and satisfaction with, the medium, content, and value of the project or program.</span></div>
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<span style="font-size: large;">Level 2: Learning and Confidence</span></div>
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<span style="font-size: large;">Measures what participants understand or learned from the project or program (information, knowledge, skills, and contacts).</span></div>
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<span style="font-size: large;">Level 3: Application and Implementation</span></div>
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<span style="font-size: large;">Measures what participants understand or learned from the project or program (information, knowledge, skills, and contacts).</span></div>
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<span style="font-size: large;">Level 4: Impact and Consequences</span></div>
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<span style="font-size: large;">Measures progress after the program implemented (the use of information, knowledge, skills, and contacts).</span></div>
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<span style="font-size: large;">Level 5: ROI</span></div>
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<span style="font-size: large;">Monetary Benefits.</span></div>
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<span style="font-size: large;">(Phillips, & Phillips, 2007)</span></div>
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<span style="font-size: large;"><a href="http://johnrturnerhptresource.blogspot.com/2012/03/evaluation.html">Evaluation</a> is further divided into formative and summative evaluation, with formative evaluation relating to evaluating the training program and summative evaluation relating to the long-term effects of the training program (see Evaluation). Level 2, Learning and Confidence, is more of a formative evaluation measure and identifies whether trainees learned the material presented in the training. Level 3, application and consequences, is categorized as summative evaluation in which it looks at whether the trainees on-the-job behavior represents their learning from the training program. </span></div>
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<span style="font-size: large;">For these two specific levels of evaluation Phillips and Phillips (2007) highlighted information, knowledge, skills, and contacts. Providing employees (trainees) with the information that they need to conduct their job functions is critical. Additionally, providing employees with the knowledge to utilize this information in a productive manner is key to success. Having the skills to perform one's job is self-explanatory, but, as experience has shown us, people often lack the proper skills required to perform their main job function. Having the right contacts as well as knowing who has the information when needed is equally important. </span></div>
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<span style="font-size: large;">Using the following variables to evaluate training programs (information, knowledge, skills, and contacts) have proven to be effective for years. However, expanding on these variables to improve the evaluation process follows the continuous improvement process. As an effort to expand on the accuracy of training I would pose adding critical thinking to the mix.</span></div>
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<span style="font-size: large;">Training employees to think critically helps to eliminate issues such as <i>functional fixedness</i> and <i>mental sets</i>. Ollinger, Jones, and Knoblich (2008) termed mental set as: " the repeated application of a successful method makes blind any alternative approach, because of the mechanization of the particular solution method" (p. 270). Alternatively, Duncker (1945) identified functional fixedness as: "the tendency to fixate on the typical use of an object or one of its parts" (as cited in McCaffrey, 2012, p. 216).</span></div>
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<span style="font-size: large;">Adding the dimension of critical thinking to training endeavors will help transform learners (trainees, employees) to effective learners. Brindley, Walti, and Blaschke (2009) identified effective learners as those who are capable of coping with "complexity, contradictions, and large quantities of information, who seek out various sources of knowledge" (p. 3). By seeking out new sources of knowledge employees will better avoid the aforementioned traps of mental sets and functional fixedness. </span></div>
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<span style="font-size: large;">Including critical thinking skills as part of the training program, as well as incorporating evaluation of employees critical thinking skills on-the-job, could prove to produce better training results and on-the-job performance results. Additionally, including critical thinking in both the instructional and evaluation phases of the training program could improve both the formative and summative evaluations of the overall program. </span></div>
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References:</div>
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Brindley, Walti, & Blaschke (2009). Creating effective collaborative learning groups in an online environment. <i>International Review of Research in Open and Distance Learning, 10</i>(3), 1-18. </div>
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McCaffrey, T. (2012). Innovation relies on the obscure: A key to overcoming the classic problem of functional fixedness. <i>Psychological Science, 23</i>(3), 215-218. dpi: 10.1177/0956797611429580</div>
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Ollinger, Jones, & Knoblich (2008). Investigating the effect of mental set in insight problem solving. <i>Experimental Psychology, 55</i>(4), 269-282. dpi: 10.1027/1618-3169.55.4.269</div>
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Phillips, & Phillips (2007). Show me the money: The use of ROI in performance improvement, part 1. <i>Performance Improvement 46</i>(9), 8-22. dpi: 10.1002/pfi.160</div>
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Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com0tag:blogger.com,1999:blog-2946856447699381505.post-67202087950330399302012-12-18T11:36:00.000-06:002012-12-18T11:36:27.899-06:00Representativeness (Intuition) versus Probability (Statistical accuracy)<br />
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<span style="font-size: large;">"Experts are led astray not by what they believe, but by how they think" </span></div>
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(Kahneman, 2011, pp. 219-220).</div>
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<span style="font-size: large;">Every day decisions are made that affect the organization as well as the workplace and the workers. For example, decisions are made during an interview process to determine who the best candidate for the job will be. Additionally, decisions are made to identify who should be promoted from within the organization. Numerous other similar types of decisions are made weekly, sometimes daily, within organizations. These decisions are made using the information at hand (resume, work related performance records, referrals, manager's evaluation, etc…) as a predictor of future performance.</span></div>
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<span style="font-size: large;">Basing a decision on intuition alone has been shown to be ineffective. Utilizing the information at hand can prove to produce slightly better predictions, depending on the validity of the information. The best that one can do when faced with having to make such a decision in a short time frame is to separate your subjectivity and base your decision on the data. Kahneman (2011) supported this position: "prediction by representativeness is not statistically optimal" (pp. 150-151). Here Kahneman refers to 'representativeness' as the decision-makers subjectivity, the decision-makers intuitive judgements about a particular candidate. Decisions based on representativeness have been shown to be no more accurate than in random assignment. Accuracy in decision making comes when statistical evidence (empirical data) guides the decision process. Kahneman made the following recommendations when making decisions:</span></div>
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<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Anchor your judgement of the probability of an outcome on a plausible base rate.</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Question the diagnosticity of your evidence (p. 154).</span></li>
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<span style="font-size: large;">Additional guide-lines, or rules, for making predictions are provided by Kahneman (2011):</span></div>
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<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">Errors of prediction are inevitable because the world is unpredictable.</span></li>
<li style="font-family: Helvetica; margin: 0px;"><span style="font-size: large;">High subjective confidence is not to be trusted as an indicator of accuracy (p. 220).</span></li>
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<span style="font-size: large;">Basing decisions on 'plausible base rates' can lead to more accurate predictions in the long-term. The flexibility here is the term plausible, utilizing the best information made available in conjunction with your current knowledge of the field will assist in making more accuracy predictions. Avoiding subjective, or representative decisions, will improve the accuracy of predictions for the short-term as well as the long-term.</span></div>
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Reference:</div>
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Kahneman, D. (2010). <i>Thinking, Fast and Slow</i>. New York, NY: Farrar, Straus, and Giroux.</div>
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Anonymoushttp://www.blogger.com/profile/02604141192791026793noreply@blogger.com1