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    please see attachment – ## Instructionsfordiscussion.docx – ## AOS301-unit8-notes.pdf **## Instructionsfordiscussion.docx** Instructions This discussion spans both unit 7 and 8 because the basis for this lecture is in the unit 8 lecture so you won't need to complete it until the end of the course bu…

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    please see attachment

    – ## Instructionsfordiscussion.docx

    – ## AOS301-unit8-notes.pdf

    **## Instructionsfordiscussion.docx**

    Instructions

    This discussion spans both unit 7 and 8 because the basis for this lecture is in the unit 8 lecture so you won't need to complete it until the end of the course but start early if you can.

    Pick a side- EXPERIENCE or KNOWLEDGE as your position after you have reviewed the unit 8 lecture. Then offer your opinion as to which is better and why?

    **## AOS301-unit8-notes.pdf**

    © Do not duplicate without expressed written consent

    Introduction to Applied
    Leadership- AOS301

    Unit 8 Packing for the Journey

    Welcome to AOS301 Introduction to Applied Leadership. This is the final unit lecture
    called Packing for the Journey. I’m Dr. Moses Masibo and I am your professor for this
    course.

    1

    Unit Objectives

    Readings

    • Check next slide for the
    reading link

    Unit Content
    • Explore the concept of success

    as it applies to persons and
    organizations

    • Compare the difference
    between knowledge and
    experience on a
    personal/professional level

    • Explore knowledge versus
    experience on an
    organizational level

    • Develop insight on what you
    will need to employ going
    forward to maximize your own
    knowledge and experience for
    career development

    In this unit we will examine success and how it applies to both organizations and
    one’s personal life. We will also compare the difference between knowledge and
    experience on multiple levels. The personal or professional level as well as on the
    organizational level. And finally, I hope to provide some insight on what you will
    need to apply going forward to maximize your own knowledge and experience for
    career development.

    2

    Reading

    http://disciplinas.stoa.usp.br/pluginf
    ile.php/3502/mod_resource/content
    /1/2011%20Organizational%20learni
    ng%20-
    %20form%20experience%20to%20k
    nowledge.pdf

    Click on the link to access this unit’s reading.

    3

    What Is
    Success?

    Success is defined by the individual-
    personal or organizational as much as by
    the determination of the social structure or
    environment in which one operates.

    • This explains how professionals do
    not seek to advance in an
    organization despite their capacity
    and opportunity to do so.

    • This explains why people can reject
    an organization, program, or
    product/service that is beneficial or
    advantageous to it constituencies

    What is success. Success is defined by the individual or organization as it is by the
    society or environment in which we operate. How this comes out is when you see an
    individual who is fully capable of being a leader in the organization and yet you can
    never get them to step up and take charge. It also explains why people reject things
    that are good for them or the community and we can’t seem to figure out why. The
    definition of success- what they see is not what you and we see.

    Watch the video on the next slide to hear from John Maxwell on success.

    4

    Watch this video- John Maxwell

    https://youtu.be/yU8lUimI-Mk

    5

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    I know we talk a lot about success and it usually is in the context of the team,
    organization or the society, but I want to talk about you. What does personal success
    look like for you? Let’s start with economic success- you know the money aspect. But
    there are also lots of additional perks to consider and I want you to remember that
    there are both long and short term aspects of this. Consider the opportunities and
    get real information. Don’t be afraid to ask someone for advice when you are
    considering a job offer. And along the same lines there are perks like cars,
    apartments, and even simple things like cell phones and laptops that can seem like
    the best thing ever and end up being more trouble than you ever imagined. Ask what
    the rules are for using those assets and if there are tax implications for having them.

    6

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    Now let’s move away from money and look at power. I don’t know about you but self-
    determination has a lot of value for me. How much control do you need in your
    schedule and in determining what the priorities are? I think this is a big reason why
    people are increasingly interested in self-employment.

    The other aspect of power is position- the best example of this is what your title will
    be and how does it help you define success. Compare the offer you get for a position
    with others in the organizational hierarchy. Are you going to be an associate vice
    president while the rest of the male vice presidents are executive VPs and they don’t
    have the experience you do? This is an area of equity where if import to you, go
    ahead and bargain for a title instead of more money- Likewise if you don’t care about
    the title then you can bargain for more economic renumeration. Either way, it has to
    be your decision and you have to negotiate for it where possible.

    7

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    The last one is one that we don’t talk about enough. That is the satisfaction or
    emotional success. When you are really old and sitting in your rocking chair thinking
    about your life you are going to remember how much fun it was, who the great
    people were that you worked with and not the model of a company car or cell phone
    you had. Keep this in mind as you measure the success and set goals for your career.

    8

    Watch this video- Success

    http://youtu.be/MOhVy_9fWdE

    Check out this Ted Talk from Australia’s Jessica Hamilton on success. I think you’ll find
    it worth 6 minutes of your time.

    9

    The
    Challenge
    of Success

    • It is a snapshot in time- little
    chance of being legendary

    • Things change over time

    • Impact of technology

    • It is personal/individual so it
    may not be viewed the same
    by all

    • “Work-Life Balance”

    • Organizational culture shift

    You have to ask yourself what success will look like in the future. I think of success as
    a snapshot in time- things are going to change and technology will advance. If you are
    resting on the success you just had you are likely going to find yourself left behind
    tomorrow. It’s also important to recognize that not everyone sees success in the
    same way so if your goal is to be seen as a success universally, you will likely be
    disappointed. That’s why I believe work-life balance is so important. You have to
    make sure that you see the success and draw benefit from it. The other crazy thing is
    that organizational cultures shift over time so you may be a superstar in one period in
    time only to find that your work is later devalued in a new organizational culture. I
    think this happens more often with CEO’s than anyone. A new leader takes over and
    they want to make their mark and sometimes that is achieved at the cost of the
    history of previous successes. You know what I mean. A new CEO comes in and
    changes everything- even the things that were just great to put their success on the
    marquee.

    10

    Organizational
    Success

    • Financial

    • Profits or retained earnings

    • Assets- buildings, equipment,
    property including intellectual
    property

    • Prestige & Reputation

    • Power is a key element of this

    • Very dependent upon the peer
    environment/industry

    • Impact

    • Results of actions

    • Measurement of change

    • Planned versus actual

    Just as we discussed in personal success there are organizational successes that can
    be categorized similarly. In the financial realm we have financial success. In business
    this is called profit and in nonprofit it is known as retained earnings. But also
    remember there are assets that can be a measure of success. This may come in the
    form of real estate, patents or trademarks, or other assets like equipment.

    Power and prestige are also mark of organizational success. Money may help get you
    there, but power is where the rubber meets the road. When there is a new president
    in Washington, being one of the CEO’s asked to visit the Whitehouse to advice the
    president is one such measure. This is true for both for profit companies and
    nonprofit organizations. Being recognized by the public or one’s peers is often the
    other measure of success upon which organizations rely.

    And instead of work life balance, organizations have impact. This is the result of
    actions taken by the organization. It can be the measure of the change like what we
    see in social activism or it can also be exceeding what was planned with actual results
    that you can share internally or externally.

    11

    Here are some thoughts on
    Organizational Success…

    Workforce Analytics & Talent Management- a
    new career field emerges that bridges computer-
    based data points and workforce planning

    Scorecards and Success Measurement

    https://www.americanexpress.com/us/small-
    business/openforum/articles/balanced-scorecard-6-ways-to-
    turn-business-strategy-into-business-success/

    Just a couple extra notes of this concept of organizational success, did you know that
    there is now a new career field in analyzing workforce analytics and talent
    management. It’s like human resources 3.0.

    Issues like the aging of our workforce and the role of technology pushes us into new
    directions and that creates more opportunity for analytics to have a role in
    organizational planning. The other trend that is out there in success management is
    scorecards. If you’re interested in learning more there’s a link to more information on
    this topic and if you get a chance take the AOS 420 on critical thinking and decision
    making you can dig into this in greater detail.

    12

    Stop the presentation and
    watch this Video- Linda

    Sharkey
    https://www.youtube.com/watch?v=5LbVloGvctw

    Take about 8 minutes to watch this video by Linda Sharkey.

    13

    Who to “hitch your wagon to”?

    Often, we are asked to take a side, join a team or what I like to call “hitch your wagon
    to”. The choices are knowledge and experience. Certainly both are valuable, but I
    suspect you have already got a sense of which has more value in your career field of
    choice or in your personal vision for success.

    14

    The Role of
    Knowledge

    Requires some understanding of the
    relationship of knowledge to information.

    • Data (information) arranged in
    meaningful patterns — and
    knowledge — which has
    historically been regarded as
    something that is believed, that
    is true, that works, and that is
    reliable.

    Knowledge is the understanding of information. Most often that means data- you
    know all those interesting patterns that we see and the learning from those who have
    come before us as scholars and researchers. Think about knowledge as what is
    believed that is true, that works, and that is reliable. Your participation in this course
    and working on your degree is gathering knowledge.

    15

    Subject
    Matter
    Experts

    (SME)

    • A subject matter expert, or SME, is a
    "person with bona fide expert
    knowledge about what it takes to do a
    particular task. They will have done the
    same or very similar work and have
    current and thorough knowledge of the
    t ask's requirements”

    • These are of increasing use in the
    development of training and in social
    media that builds credibility in your
    organization by being connected to
    them.

    • But does this really change things?

    We often hear the term SME or subject matter experts. Here’s the definition in case
    you were wondering. I like to think of it like this- “yeah, and they think so too!” We
    see these SME’s having increasing roles in organizations because they are more
    accessible through the Internet. In the old days it was either scholars and researchers
    publishing research that you found in the library in actual printed journals or heard at
    conferences. Today the SME can be a blogger or vlogger but that begs the question
    how do we know they are really an expert. This does change things. Think about
    how you may become a SME in your area of interest and when you are using SME’s
    vet them for their true knowledge and experience.

    16

    Role of Experience

    This means your experiencing it- not someone
    else

    It is the application- feeling the trial and error

    It is more than just doing
    that one thing

    Life experiences as well as
    technical experience

    Storage capacity of the brain and
    the link to emotional intelligence

    Let’s flip over to the role of experience. When we talk about SME’s we are talking
    about their experience but the role of experience should be your experience first
    hand. I keep thinking about those commercials on TV for the VR headsets where the
    40 year old slightly chubby guy tells his buddy he’s ready to play professional baseball
    because he’s been gaming using the headset. Make sure your experience is truly
    authentic. Beyond that you also have to apply your experience of it is not very
    useful. The process of trial and error generates an experience that is unique- it
    includes life experience as well as technical experience. Remember that our brains
    are huge filing cabinets that store those experiences in unique ways because they
    connect the experiences you have with learning resulting in things like improved
    emotional intelligence.

    17

    Stop the presentation and watch
    this video- Knowledge

    http://youtu.be/8J-sF-U5qYA

    There’s real science behind the value of knowledge and listen to this short couple
    minute talk on the neuroscience of knowledge.

    18

    How the Debate is
    Operationalized in the Workplace
    Value of experience in letting
    of contracts and earning
    business- often displayed as
    an industrial giant

    Value of knowledge in being
    “cutting edge”- tech intensive

    • Bringing on new
    talent with high SME

    • Requires
    management of the
    culture

    We are not just thinking about which side to be on personally, our organizations also
    add to the debate. In organizations we see experience in how we earn our business
    deals and contracts- people want to know who else you have done business with –
    this is where the industry giants get some of their swagger. By contrast the value of
    knowledge in organizations can be to show off your use of technology and setting
    yourself apart as “cutting edge”. In the knowledge environment we see collectives of
    SME’s and it requires a management of the organizational culture. The best example
    of this is Apple and how they have crafted almost a cult following of their knowledge
    capacity. In the next couple of slides I am going to show you two commercials by
    major car companies that demonstrate how an industry leader talks from each
    perspective. See which one moves you…OK that was a bad joke.

    19

    Stop the presentation and watch
    this video- Chrysler Ad

    https://youtu.be/gh7267YdGr0

    See if you can identify why I call this car commercial the quintessential example of
    selling you their experience. Oh, you might also recognize M & M the rapper in it too.

    20

    Now do the same and watch this
    video- GM Commercial

    http://youtu.be/wPsj2v-fRQ8

    Now we are flipping the coin and Cadillac is selling you on their knowledge from back
    in 1984. Which do you think is more compelling?

    21

    What does this
    mean for you?

    • Examine the definition of success for you
    as a professional

    ✓ Consider making a personal
    mission statement then write
    a vision for your professional
    future

    • Learn more about the data linkages to
    measuring success- this is the beginning
    of analytics not the pinnacle

    • Evaluate your own inventory of
    experience and knowledge – identify
    gaps and make filling them part of your
    professional development plan

    Here at the end of the last lecture in the course I thought it appropriate to once again
    ask the question what does this mean for you? Ask yourself what the definition of
    success looks like for you as a person and a professional. Have you thought of writing
    a personal mission statement that speaks to your values and vision. Try writing
    yourself an email from the future that thanks you for what you did today that
    contributed to the success you have earned through your vision for what could be. I
    know, I know it can seem a little cheesy, but you might be surprised as what happens
    when you put that vision out into the universe.

    Now back to all seriousness. I hope you take with you the importance of data as you
    measure success. There’s a lot of hype and shine on things but when you use the
    success of your team or your projects as a starting point for analytics instead of
    making it your high point, you have the opportunity to grown and learn. Embrace the
    not so great aspects as learning points. This sets you up for evaluating your inventory
    of both experience and knowledge. Guess what- you’re going to find some gaps, we
    all have them. Use those gaps as part of your professional development plan. If you
    haven’t already started working on your final assignment for this course and I know
    there are some of you out there, start now. Go back through the units we’ve covered
    and look at the work you’ve done. Your portfolio should feel like a journey and share
    with me what you’ve learned about yourself in this course and where you are
    headed. Graduation is right around the corner- really it is and you have the
    opportunity to combine that experience that you’ve gained – all the good stuff and
    the bad- and combine it with knowledge- it truly is a recipe for success. I can’t wait
    to see what you produce.

    22

    **## AOS301-unit8-notes.pdf**

    © Do not duplicate without expressed written consent

    Introduction to Applied
    Leadership- AOS301

    Unit 8 Packing for the Journey

    Welcome to AOS301 Introduction to Applied Leadership. This is the final unit lecture
    called Packing for the Journey. I’m Dr. Moses Masibo and I am your professor for this
    course.

    1

    Unit Objectives

    Readings

    • Check next slide for the
    reading link

    Unit Content
    • Explore the concept of success

    as it applies to persons and
    organizations

    • Compare the difference
    between knowledge and
    experience on a
    personal/professional level

    • Explore knowledge versus
    experience on an
    organizational level

    • Develop insight on what you
    will need to employ going
    forward to maximize your own
    knowledge and experience for
    career development

    In this unit we will examine success and how it applies to both organizations and
    one’s personal life. We will also compare the difference between knowledge and
    experience on multiple levels. The personal or professional level as well as on the
    organizational level. And finally, I hope to provide some insight on what you will
    need to apply going forward to maximize your own knowledge and experience for
    career development.

    2

    Reading

    http://disciplinas.stoa.usp.br/pluginf
    ile.php/3502/mod_resource/content
    /1/2011%20Organizational%20learni
    ng%20-
    %20form%20experience%20to%20k
    nowledge.pdf

    Click on the link to access this unit’s reading.

    3

    What Is
    Success?

    Success is defined by the individual-
    personal or organizational as much as by
    the determination of the social structure or
    environment in which one operates.

    • This explains how professionals do
    not seek to advance in an
    organization despite their capacity
    and opportunity to do so.

    • This explains why people can reject
    an organization, program, or
    product/service that is beneficial or
    advantageous to it constituencies

    What is success. Success is defined by the individual or organization as it is by the
    society or environment in which we operate. How this comes out is when you see an
    individual who is fully capable of being a leader in the organization and yet you can
    never get them to step up and take charge. It also explains why people reject things
    that are good for them or the community and we can’t seem to figure out why. The
    definition of success- what they see is not what you and we see.

    Watch the video on the next slide to hear from John Maxwell on success.

    4

    Watch this video- John Maxwell

    https://youtu.be/yU8lUimI-Mk

    5

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    I know we talk a lot about success and it usually is in the context of the team,
    organization or the society, but I want to talk about you. What does personal success
    look like for you? Let’s start with economic success- you know the money aspect. But
    there are also lots of additional perks to consider and I want you to remember that
    there are both long and short term aspects of this. Consider the opportunities and
    get real information. Don’t be afraid to ask someone for advice when you are
    considering a job offer. And along the same lines there are perks like cars,
    apartments, and even simple things like cell phones and laptops that can seem like
    the best thing ever and end up being more trouble than you ever imagined. Ask what
    the rules are for using those assets and if there are tax implications for having them.

    6

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    Now let’s move away from money and look at power. I don’t know about you but self-
    determination has a lot of value for me. How much control do you need in your
    schedule and in determining what the priorities are? I think this is a big reason why
    people are increasingly interested in self-employment.

    The other aspect of power is position- the best example of this is what your title will
    be and how does it help you define success. Compare the offer you get for a position
    with others in the organizational hierarchy. Are you going to be an associate vice
    president while the rest of the male vice presidents are executive VPs and they don’t
    have the experience you do? This is an area of equity where if import to you, go
    ahead and bargain for a title instead of more money- Likewise if you don’t care about
    the title then you can bargain for more economic renumeration. Either way, it has to
    be your decision and you have to negotiate for it where possible.

    7

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    The last one is one that we don’t talk about enough. That is the satisfaction or
    emotional success. When you are really old and sitting in your rocking chair thinking
    about your life you are going to remember how much fun it was, who the great
    people were that you worked with and not the model of a company car or cell phone
    you had. Keep this in mind as you measure the success and set goals for your career.

    8

    Watch this video- Success

    http://youtu.be/MOhVy_9fWdE

    Check out this Ted Talk from Australia’s Jessica Hamilton on success. I think you’ll find
    it worth 6 minutes of your time.

    9

    The
    Challenge
    of Success

    • It is a snapshot in time- little
    chance of being legendary

    • Things change over time

    • Impact of technology

    • It is personal/individual so it
    may not be viewed the same
    by all

    • “Work-Life Balance”

    • Organizational culture shift

    You have to ask yourself what success will look like in the future. I think of success as
    a snapshot in time- things are going to change and technology will advance. If you are
    resting on the success you just had you are likely going to find yourself left behind
    tomorrow. It’s also important to recognize that not everyone sees success in the
    same way so if your goal is to be seen as a success universally, you will likely be
    disappointed. That’s why I believe work-life balance is so important. You have to
    make sure that you see the success and draw benefit from it. The other crazy thing is
    that organizational cultures shift over time so you may be a superstar in one period in
    time only to find that your work is later devalued in a new organizational culture. I
    think this happens more often with CEO’s than anyone. A new leader takes over and
    they want to make their mark and sometimes that is achieved at the cost of the
    history of previous successes. You know what I mean. A new CEO comes in and
    changes everything- even the things that were just great to put their success on the
    marquee.

    10

    Organizational
    Success

    • Financial

    • Profits or retained earnings

    • Assets- buildings, equipment,
    property including intellectual
    property

    • Prestige & Reputation

    • Power is a key element of this

    • Very dependent upon the peer
    environment/industry

    • Impact

    • Results of actions

    • Measurement of change

    • Planned versus actual

    Just as we discussed in personal success there are organizational successes that can
    be categorized similarly. In the financial realm we have financial success. In business
    this is called profit and in nonprofit it is known as retained earnings. But also
    remember there are assets that can be a measure of success. This may come in the
    form of real estate, patents or trademarks, or other assets like equipment.

    Power and prestige are also mark of organizational success. Money may help get you
    there, but power is where the rubber meets the road. When there is a new president
    in Washington, being one of the CEO’s asked to visit the Whitehouse to advice the
    president is one such measure. This is true for both for profit companies and
    nonprofit organizations. Being recognized by the public or one’s peers is often the
    other measure of success upon which organizations rely.

    And instead of work life balance, organizations have impact. This is the result of
    actions taken by the organization. It can be the measure of the change like what we
    see in social activism or it can also be exceeding what was planned with actual results
    that you can share internally or externally.

    11

    Here are some thoughts on
    Organizational Success…

    Workforce Analytics & Talent Management- a
    new career field emerges that bridges computer-
    based data points and workforce planning

    Scorecards and Success Measurement

    https://www.americanexpress.com/us/small-
    business/openforum/articles/balanced-scorecard-6-ways-to-
    turn-business-strategy-into-business-success/

    Just a couple extra notes of this concept of organizational success, did you know that
    there is now a new career field in analyzing workforce analytics and talent
    management. It’s like human resources 3.0.

    Issues like the aging of our workforce and the role of technology pushes us into new
    directions and that creates more opportunity for analytics to have a role in
    organizational planning. The other trend that is out there in success management is
    scorecards. If you’re interested in learning more there’s a link to more information on
    this topic and if you get a chance take the AOS 420 on critical thinking and decision
    making you can dig into this in greater detail.

    12

    Stop the presentation and
    watch this Video- Linda

    Sharkey
    https://www.youtube.com/watch?v=5LbVloGvctw

    Take about 8 minutes to watch this video by Linda Sharkey.

    13

    Who to “hitch your wagon to”?

    Often, we are asked to take a side, join a team or what I like to call “hitch your wagon
    to”. The choices are knowledge and experience. Certainly both are valuable, but I
    suspect you have already got a sense of which has more value in your career field of
    choice or in your personal vision for success.

    14

    The Role of
    Knowledge

    Requires some understanding of the
    relationship of knowledge to information.

    • Data (information) arranged in
    meaningful patterns — and
    knowledge — which has
    historically been regarded as
    something that is believed, that
    is true, that works, and that is
    reliable.

    Knowledge is the understanding of information. Most often that means data- you
    know all those interesting patterns that we see and the learning from those who have
    come before us as scholars and researchers. Think about knowledge as what is
    believed that is true, that works, and that is reliable. Your participation in this course
    and working on your degree is gathering knowledge.

    15

    Subject
    Matter
    Experts

    (SME)

    • A subject matter expert, or SME, is a
    "person with bona fide expert
    knowledge about what it takes to do a
    particular task. They will have done the
    same or very similar work and have
    current and thorough knowledge of the
    t ask's requirements”

    • These are of increasing use in the
    development of training and in social
    media that builds credibility in your
    organization by being connected to
    them.

    • But does this really change things?

    We often hear the term SME or subject matter experts. Here’s the definition in case
    you were wondering. I like to think of it like this- “yeah, and they think so too!” We
    see these SME’s having increasing roles in organizations because they are more
    accessible through the Internet. In the old days it was either scholars and researchers
    publishing research that you found in the library in actual printed journals or heard at
    conferences. Today the SME can be a blogger or vlogger but that begs the question
    how do we know they are really an expert. This does change things. Think about
    how you may become a SME in your area of interest and when you are using SME’s
    vet them for their true knowledge and experience.

    16

    Role of Experience

    This means your experiencing it- not someone
    else

    It is the application- feeling the trial and error

    It is more than just doing
    that one thing

    Life experiences as well as
    technical experience

    Storage capacity of the brain and
    the link to emotional intelligence

    Let’s flip over to the role of experience. When we talk about SME’s we are talking
    about their experience but the role of experience should be your experience first
    hand. I keep thinking about those commercials on TV for the VR headsets where the
    40 year old slightly chubby guy tells his buddy he’s ready to play professional baseball
    because he’s been gaming using the headset. Make sure your experience is truly
    authentic. Beyond that you also have to apply your experience of it is not very
    useful. The process of trial and error generates an experience that is unique- it
    includes life experience as well as technical experience. Remember that our brains
    are huge filing cabinets that store those experiences in unique ways because they
    connect the experiences you have with learning resulting in things like improved
    emotional intelligence.

    17

    Stop the presentation and watch
    this video- Knowledge

    http://youtu.be/8J-sF-U5qYA

    There’s real science behind the value of knowledge and listen to this short couple
    minute talk on the neuroscience of knowledge.

    18

    How the Debate is
    Operationalized in the Workplace
    Value of experience in letting
    of contracts and earning
    business- often displayed as
    an industrial giant

    Value of knowledge in being
    “cutting edge”- tech intensive

    • Bringing on new
    talent with high SME

    • Requires
    management of the
    culture

    We are not just thinking about which side to be on personally, our organizations also
    add to the debate. In organizations we see experience in how we earn our business
    deals and contracts- people want to know who else you have done business with –
    this is where the industry giants get some of their swagger. By contrast the value of
    knowledge in organizations can be to show off your use of technology and setting
    yourself apart as “cutting edge”. In the knowledge environment we see collectives of
    SME’s and it requires a management of the organizational culture. The best example
    of this is Apple and how they have crafted almost a cult following of their knowledge
    capacity. In the next couple of slides I am going to show you two commercials by
    major car companies that demonstrate how an industry leader talks from each
    perspective. See which one moves you…OK that was a bad joke.

    19

    Stop the presentation and watch
    this video- Chrysler Ad

    https://youtu.be/gh7267YdGr0

    See if you can identify why I call this car commercial the quintessential example of
    selling you their experience. Oh, you might also recognize M & M the rapper in it too.

    20

    Now do the same and watch this
    video- GM Commercial

    http://youtu.be/wPsj2v-fRQ8

    Now we are flipping the coin and Cadillac is selling you on their knowledge from back
    in 1984. Which do you think is more compelling?

    21

    What does this
    mean for you?

    • Examine the definition of success for you
    as a professional

    ✓ Consider making a personal
    mission statement then write
    a vision for your professional
    future

    • Learn more about the data linkages to
    measuring success- this is the beginning
    of analytics not the pinnacle

    • Evaluate your own inventory of
    experience and knowledge – identify
    gaps and make filling them part of your
    professional development plan

    Here at the end of the last lecture in the course I thought it appropriate to once again
    ask the question what does this mean for you? Ask yourself what the definition of
    success looks like for you as a person and a professional. Have you thought of writing
    a personal mission statement that speaks to your values and vision. Try writing
    yourself an email from the future that thanks you for what you did today that
    contributed to the success you have earned through your vision for what could be. I
    know, I know it can seem a little cheesy, but you might be surprised as what happens
    when you put that vision out into the universe.

    Now back to all seriousness. I hope you take with you the importance of data as you
    measure success. There’s a lot of hype and shine on things but when you use the
    success of your team or your projects as a starting point for analytics instead of
    making it your high point, you have the opportunity to grown and learn. Embrace the
    not so great aspects as learning points. This sets you up for evaluating your inventory
    of both experience and knowledge. Guess what- you’re going to find some gaps, we
    all have them. Use those gaps as part of your professional development plan. If you
    haven’t already started working on your final assignment for this course and I know
    there are some of you out there, start now. Go back through the units we’ve covered
    and look at the work you’ve done. Your portfolio should feel like a journey and share
    with me what you’ve learned about yourself in this course and where you are
    headed. Graduation is right around the corner- really it is and you have the
    opportunity to combine that experience that you’ve gained – all the good stuff and
    the bad- and combine it with knowledge- it truly is a recipe for success. I can’t wait
    to see what you produce.

    22

    **## Instructionsfordiscussion.docx**

    Instructions

    This discussion spans both unit 7 and 8 because the basis for this lecture is in the unit 8 lecture so you won't need to complete it until the end of the course but start early if you can.

    Pick a side- EXPERIENCE or KNOWLEDGE as your position after you have reviewed the unit 8 lecture. Then offer your opinion as to which is better and why?

    **## AOS301-unit8-notes.pdf**

    © Do not duplicate without expressed written consent

    Introduction to Applied
    Leadership- AOS301

    Unit 8 Packing for the Journey

    Welcome to AOS301 Introduction to Applied Leadership. This is the final unit lecture
    called Packing for the Journey. I’m Dr. Moses Masibo and I am your professor for this
    course.

    1

    Unit Objectives

    Readings

    • Check next slide for the
    reading link

    Unit Content
    • Explore the concept of success

    as it applies to persons and
    organizations

    • Compare the difference
    between knowledge and
    experience on a
    personal/professional level

    • Explore knowledge versus
    experience on an
    organizational level

    • Develop insight on what you
    will need to employ going
    forward to maximize your own
    knowledge and experience for
    career development

    In this unit we will examine success and how it applies to both organizations and
    one’s personal life. We will also compare the difference between knowledge and
    experience on multiple levels. The personal or professional level as well as on the
    organizational level. And finally, I hope to provide some insight on what you will
    need to apply going forward to maximize your own knowledge and experience for
    career development.

    2

    Reading

    http://disciplinas.stoa.usp.br/pluginf
    ile.php/3502/mod_resource/content
    /1/2011%20Organizational%20learni
    ng%20-
    %20form%20experience%20to%20k
    nowledge.pdf

    Click on the link to access this unit’s reading.

    3

    What Is
    Success?

    Success is defined by the individual-
    personal or organizational as much as by
    the determination of the social structure or
    environment in which one operates.

    • This explains how professionals do
    not seek to advance in an
    organization despite their capacity
    and opportunity to do so.

    • This explains why people can reject
    an organization, program, or
    product/service that is beneficial or
    advantageous to it constituencies

    What is success. Success is defined by the individual or organization as it is by the
    society or environment in which we operate. How this comes out is when you see an
    individual who is fully capable of being a leader in the organization and yet you can
    never get them to step up and take charge. It also explains why people reject things
    that are good for them or the community and we can’t seem to figure out why. The
    definition of success- what they see is not what you and we see.

    Watch the video on the next slide to hear from John Maxwell on success.

    4

    Watch this video- John Maxwell

    https://youtu.be/yU8lUimI-Mk

    5

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    I know we talk a lot about success and it usually is in the context of the team,
    organization or the society, but I want to talk about you. What does personal success
    look like for you? Let’s start with economic success- you know the money aspect. But
    there are also lots of additional perks to consider and I want you to remember that
    there are both long and short term aspects of this. Consider the opportunities and
    get real information. Don’t be afraid to ask someone for advice when you are
    considering a job offer. And along the same lines there are perks like cars,
    apartments, and even simple things like cell phones and laptops that can seem like
    the best thing ever and end up being more trouble than you ever imagined. Ask what
    the rules are for using those assets and if there are tax implications for having them.

    6

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    Now let’s move away from money and look at power. I don’t know about you but self-
    determination has a lot of value for me. How much control do you need in your
    schedule and in determining what the priorities are? I think this is a big reason why
    people are increasingly interested in self-employment.

    The other aspect of power is position- the best example of this is what your title will
    be and how does it help you define success. Compare the offer you get for a position
    with others in the organizational hierarchy. Are you going to be an associate vice
    president while the rest of the male vice presidents are executive VPs and they don’t
    have the experience you do? This is an area of equity where if import to you, go
    ahead and bargain for a title instead of more money- Likewise if you don’t care about
    the title then you can bargain for more economic renumeration. Either way, it has to
    be your decision and you have to negotiate for it where possible.

    7

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    The last one is one that we don’t talk about enough. That is the satisfaction or
    emotional success. When you are really old and sitting in your rocking chair thinking
    about your life you are going to remember how much fun it was, who the great
    people were that you worked with and not the model of a company car or cell phone
    you had. Keep this in mind as you measure the success and set goals for your career.

    8

    Watch this video- Success

    http://youtu.be/MOhVy_9fWdE

    Check out this Ted Talk from Australia’s Jessica Hamilton on success. I think you’ll find
    it worth 6 minutes of your time.

    9

    The
    Challenge
    of Success

    • It is a snapshot in time- little
    chance of being legendary

    • Things change over time

    • Impact of technology

    • It is personal/individual so it
    may not be viewed the same
    by all

    • “Work-Life Balance”

    • Organizational culture shift

    You have to ask yourself what success will look like in the future. I think of success as
    a snapshot in time- things are going to change and technology will advance. If you are
    resting on the success you just had you are likely going to find yourself left behind
    tomorrow. It’s also important to recognize that not everyone sees success in the
    same way so if your goal is to be seen as a success universally, you will likely be
    disappointed. That’s why I believe work-life balance is so important. You have to
    make sure that you see the success and draw benefit from it. The other crazy thing is
    that organizational cultures shift over time so you may be a superstar in one period in
    time only to find that your work is later devalued in a new organizational culture. I
    think this happens more often with CEO’s than anyone. A new leader takes over and
    they want to make their mark and sometimes that is achieved at the cost of the
    history of previous successes. You know what I mean. A new CEO comes in and
    changes everything- even the things that were just great to put their success on the
    marquee.

    10

    Organizational
    Success

    • Financial

    • Profits or retained earnings

    • Assets- buildings, equipment,
    property including intellectual
    property

    • Prestige & Reputation

    • Power is a key element of this

    • Very dependent upon the peer
    environment/industry

    • Impact

    • Results of actions

    • Measurement of change

    • Planned versus actual

    Just as we discussed in personal success there are organizational successes that can
    be categorized similarly. In the financial realm we have financial success. In business
    this is called profit and in nonprofit it is known as retained earnings. But also
    remember there are assets that can be a measure of success. This may come in the
    form of real estate, patents or trademarks, or other assets like equipment.

    Power and prestige are also mark of organizational success. Money may help get you
    there, but power is where the rubber meets the road. When there is a new president
    in Washington, being one of the CEO’s asked to visit the Whitehouse to advice the
    president is one such measure. This is true for both for profit companies and
    nonprofit organizations. Being recognized by the public or one’s peers is often the
    other measure of success upon which organizations rely.

    And instead of work life balance, organizations have impact. This is the result of
    actions taken by the organization. It can be the measure of the change like what we
    see in social activism or it can also be exceeding what was planned with actual results
    that you can share internally or externally.

    11

    Here are some thoughts on
    Organizational Success…

    Workforce Analytics & Talent Management- a
    new career field emerges that bridges computer-
    based data points and workforce planning

    Scorecards and Success Measurement

    https://www.americanexpress.com/us/small-
    business/openforum/articles/balanced-scorecard-6-ways-to-
    turn-business-strategy-into-business-success/

    Just a couple extra notes of this concept of organizational success, did you know that
    there is now a new career field in analyzing workforce analytics and talent
    management. It’s like human resources 3.0.

    Issues like the aging of our workforce and the role of technology pushes us into new
    directions and that creates more opportunity for analytics to have a role in
    organizational planning. The other trend that is out there in success management is
    scorecards. If you’re interested in learning more there’s a link to more information on
    this topic and if you get a chance take the AOS 420 on critical thinking and decision
    making you can dig into this in greater detail.

    12

    Stop the presentation and
    watch this Video- Linda

    Sharkey
    https://www.youtube.com/watch?v=5LbVloGvctw

    Take about 8 minutes to watch this video by Linda Sharkey.

    13

    Who to “hitch your wagon to”?

    Often, we are asked to take a side, join a team or what I like to call “hitch your wagon
    to”. The choices are knowledge and experience. Certainly both are valuable, but I
    suspect you have already got a sense of which has more value in your career field of
    choice or in your personal vision for success.

    14

    The Role of
    Knowledge

    Requires some understanding of the
    relationship of knowledge to information.

    • Data (information) arranged in
    meaningful patterns — and
    knowledge — which has
    historically been regarded as
    something that is believed, that
    is true, that works, and that is
    reliable.

    Knowledge is the understanding of information. Most often that means data- you
    know all those interesting patterns that we see and the learning from those who have
    come before us as scholars and researchers. Think about knowledge as what is
    believed that is true, that works, and that is reliable. Your participation in this course
    and working on your degree is gathering knowledge.

    15

    Subject
    Matter
    Experts

    (SME)

    • A subject matter expert, or SME, is a
    "person with bona fide expert
    knowledge about what it takes to do a
    particular task. They will have done the
    same or very similar work and have
    current and thorough knowledge of the
    t ask's requirements”

    • These are of increasing use in the
    development of training and in social
    media that builds credibility in your
    organization by being connected to
    them.

    • But does this really change things?

    We often hear the term SME or subject matter experts. Here’s the definition in case
    you were wondering. I like to think of it like this- “yeah, and they think so too!” We
    see these SME’s having increasing roles in organizations because they are more
    accessible through the Internet. In the old days it was either scholars and researchers
    publishing research that you found in the library in actual printed journals or heard at
    conferences. Today the SME can be a blogger or vlogger but that begs the question
    how do we know they are really an expert. This does change things. Think about
    how you may become a SME in your area of interest and when you are using SME’s
    vet them for their true knowledge and experience.

    16

    Role of Experience

    This means your experiencing it- not someone
    else

    It is the application- feeling the trial and error

    It is more than just doing
    that one thing

    Life experiences as well as
    technical experience

    Storage capacity of the brain and
    the link to emotional intelligence

    Let’s flip over to the role of experience. When we talk about SME’s we are talking
    about their experience but the role of experience should be your experience first
    hand. I keep thinking about those commercials on TV for the VR headsets where the
    40 year old slightly chubby guy tells his buddy he’s ready to play professional baseball
    because he’s been gaming using the headset. Make sure your experience is truly
    authentic. Beyond that you also have to apply your experience of it is not very
    useful. The process of trial and error generates an experience that is unique- it
    includes life experience as well as technical experience. Remember that our brains
    are huge filing cabinets that store those experiences in unique ways because they
    connect the experiences you have with learning resulting in things like improved
    emotional intelligence.

    17

    Stop the presentation and watch
    this video- Knowledge

    http://youtu.be/8J-sF-U5qYA

    There’s real science behind the value of knowledge and listen to this short couple
    minute talk on the neuroscience of knowledge.

    18

    How the Debate is
    Operationalized in the Workplace
    Value of experience in letting
    of contracts and earning
    business- often displayed as
    an industrial giant

    Value of knowledge in being
    “cutting edge”- tech intensive

    • Bringing on new
    talent with high SME

    • Requires
    management of the
    culture

    We are not just thinking about which side to be on personally, our organizations also
    add to the debate. In organizations we see experience in how we earn our business
    deals and contracts- people want to know who else you have done business with –
    this is where the industry giants get some of their swagger. By contrast the value of
    knowledge in organizations can be to show off your use of technology and setting
    yourself apart as “cutting edge”. In the knowledge environment we see collectives of
    SME’s and it requires a management of the organizational culture. The best example
    of this is Apple and how they have crafted almost a cult following of their knowledge
    capacity. In the next couple of slides I am going to show you two commercials by
    major car companies that demonstrate how an industry leader talks from each
    perspective. See which one moves you…OK that was a bad joke.

    19

    Stop the presentation and watch
    this video- Chrysler Ad

    https://youtu.be/gh7267YdGr0

    See if you can identify why I call this car commercial the quintessential example of
    selling you their experience. Oh, you might also recognize M & M the rapper in it too.

    20

    Now do the same and watch this
    video- GM Commercial

    http://youtu.be/wPsj2v-fRQ8

    Now we are flipping the coin and Cadillac is selling you on their knowledge from back
    in 1984. Which do you think is more compelling?

    21

    What does this
    mean for you?

    • Examine the definition of success for you
    as a professional

    ✓ Consider making a personal
    mission statement then write
    a vision for your professional
    future

    • Learn more about the data linkages to
    measuring success- this is the beginning
    of analytics not the pinnacle

    • Evaluate your own inventory of
    experience and knowledge – identify
    gaps and make filling them part of your
    professional development plan

    Here at the end of the last lecture in the course I thought it appropriate to once again
    ask the question what does this mean for you? Ask yourself what the definition of
    success looks like for you as a person and a professional. Have you thought of writing
    a personal mission statement that speaks to your values and vision. Try writing
    yourself an email from the future that thanks you for what you did today that
    contributed to the success you have earned through your vision for what could be. I
    know, I know it can seem a little cheesy, but you might be surprised as what happens
    when you put that vision out into the universe.

    Now back to all seriousness. I hope you take with you the importance of data as you
    measure success. There’s a lot of hype and shine on things but when you use the
    success of your team or your projects as a starting point for analytics instead of
    making it your high point, you have the opportunity to grown and learn. Embrace the
    not so great aspects as learning points. This sets you up for evaluating your inventory
    of both experience and knowledge. Guess what- you’re going to find some gaps, we
    all have them. Use those gaps as part of your professional development plan. If you
    haven’t already started working on your final assignment for this course and I know
    there are some of you out there, start now. Go back through the units we’ve covered
    and look at the work you’ve done. Your portfolio should feel like a journey and share
    with me what you’ve learned about yourself in this course and where you are
    headed. Graduation is right around the corner- really it is and you have the
    opportunity to combine that experience that you’ve gained – all the good stuff and
    the bad- and combine it with knowledge- it truly is a recipe for success. I can’t wait
    to see what you produce.

    22

    **## Instructionsfordiscussion.docx**

    Instructions

    This discussion spans both unit 7 and 8 because the basis for this lecture is in the unit 8 lecture so you won't need to complete it until the end of the course but start early if you can.

    Pick a side- EXPERIENCE or KNOWLEDGE as your position after you have reviewed the unit 8 lecture. Then offer your opinion as to which is better and why?

    **## AOS301-unit8-notes.pdf**

    © Do not duplicate without expressed written consent

    Introduction to Applied
    Leadership- AOS301

    Unit 8 Packing for the Journey

    Welcome to AOS301 Introduction to Applied Leadership. This is the final unit lecture
    called Packing for the Journey. I’m Dr. Moses Masibo and I am your professor for this
    course.

    1

    Unit Objectives

    Readings

    • Check next slide for the
    reading link

    Unit Content
    • Explore the concept of success

    as it applies to persons and
    organizations

    • Compare the difference
    between knowledge and
    experience on a
    personal/professional level

    • Explore knowledge versus
    experience on an
    organizational level

    • Develop insight on what you
    will need to employ going
    forward to maximize your own
    knowledge and experience for
    career development

    In this unit we will examine success and how it applies to both organizations and
    one’s personal life. We will also compare the difference between knowledge and
    experience on multiple levels. The personal or professional level as well as on the
    organizational level. And finally, I hope to provide some insight on what you will
    need to apply going forward to maximize your own knowledge and experience for
    career development.

    2

    Reading

    http://disciplinas.stoa.usp.br/pluginf
    ile.php/3502/mod_resource/content
    /1/2011%20Organizational%20learni
    ng%20-
    %20form%20experience%20to%20k
    nowledge.pdf

    Click on the link to access this unit’s reading.

    3

    What Is
    Success?

    Success is defined by the individual-
    personal or organizational as much as by
    the determination of the social structure or
    environment in which one operates.

    • This explains how professionals do
    not seek to advance in an
    organization despite their capacity
    and opportunity to do so.

    • This explains why people can reject
    an organization, program, or
    product/service that is beneficial or
    advantageous to it constituencies

    What is success. Success is defined by the individual or organization as it is by the
    society or environment in which we operate. How this comes out is when you see an
    individual who is fully capable of being a leader in the organization and yet you can
    never get them to step up and take charge. It also explains why people reject things
    that are good for them or the community and we can’t seem to figure out why. The
    definition of success- what they see is not what you and we see.

    Watch the video on the next slide to hear from John Maxwell on success.

    4

    Watch this video- John Maxwell

    https://youtu.be/yU8lUimI-Mk

    5

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    I know we talk a lot about success and it usually is in the context of the team,
    organization or the society, but I want to talk about you. What does personal success
    look like for you? Let’s start with economic success- you know the money aspect. But
    there are also lots of additional perks to consider and I want you to remember that
    there are both long and short term aspects of this. Consider the opportunities and
    get real information. Don’t be afraid to ask someone for advice when you are
    considering a job offer. And along the same lines there are perks like cars,
    apartments, and even simple things like cell phones and laptops that can seem like
    the best thing ever and end up being more trouble than you ever imagined. Ask what
    the rules are for using those assets and if there are tax implications for having them.

    6

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    Now let’s move away from money and look at power. I don’t know about you but self-
    determination has a lot of value for me. How much control do you need in your
    schedule and in determining what the priorities are? I think this is a big reason why
    people are increasingly interested in self-employment.

    The other aspect of power is position- the best example of this is what your title will
    be and how does it help you define success. Compare the offer you get for a position
    with others in the organizational hierarchy. Are you going to be an associate vice
    president while the rest of the male vice presidents are executive VPs and they don’t
    have the experience you do? This is an area of equity where if import to you, go
    ahead and bargain for a title instead of more money- Likewise if you don’t care about
    the title then you can bargain for more economic renumeration. Either way, it has to
    be your decision and you have to negotiate for it where possible.

    7

    Personal Success

    Economic Success

    Monetary remuneration

    Benefits- short and long
    term financial security

    Assets- cars, living quarters,
    electronics

    Power

    Control of others or your
    own day to day activity

    Position- how others see
    you in comparison to others

    Satisfaction/Emotional

    Fun, feelings of doing
    something good,
    interactions with others,
    excitement, etc.

    The last one is one that we don’t talk about enough. That is the satisfaction or
    emotional success. When you are really old and sitting in your rocking chair thinking
    about your life you are going to remember how much fun it was, who the great
    people were that you worked with and not the model of a company car or cell phone
    you had. Keep this in mind as you measure the success and set goals for your career.

    8

    Watch this video- Success

    http://youtu.be/MOhVy_9fWdE

    Check out this Ted Talk from Australia’s Jessica Hamilton on success. I think you’ll find
    it worth 6 minutes of your time.

    9

    The
    Challenge
    of Success

    • It is a snapshot in time- little
    chance of being legendary

    • Things change over time

    • Impact of technology

    • It is personal/individual so it
    may not be viewed the same
    by all

    • “Work-Life Balance”

    • Organizational culture shift

    You have to ask yourself what success will look like in the future. I think of success as
    a snapshot in time- things are going to change and technology will advance. If you are
    resting on the success you just had you are likely going to find yourself left behind
    tomorrow. It’s also important to recognize that not everyone sees success in the
    same way so if your goal is to be seen as a success universally, you will likely be
    disappointed. That’s why I believe work-life balance is so important. You have to
    make sure that you see the success and draw benefit from it. The other crazy thing is
    that organizational cultures shift over time so you may be a superstar in one period in
    time only to find that your work is later devalued in a new organizational culture. I
    think this happens more often with CEO’s than anyone. A new leader takes over and
    they want to make their mark and sometimes that is achieved at the cost of the
    history of previous successes. You know what I mean. A new CEO comes in and
    changes everything- even the things that were just great to put their success on the
    marquee.

    10

    Organizational
    Success

    • Financial

    • Profits or retained earnings

    • Assets- buildings, equipment,
    property including intellectual
    property

    • Prestige & Reputation

    • Power is a key element of this

    • Very dependent upon the peer
    environment/industry

    • Impact

    • Results of actions

    • Measurement of change

    • Planned versus actual

    Just as we discussed in personal success there are organizational successes that can
    be categorized similarly. In the financial realm we have financial success. In business
    this is called profit and in nonprofit it is known as retained earnings. But also
    remember there are assets that can be a measure of success. This may come in the
    form of real estate, patents or trademarks, or other assets like equipment.

    Power and prestige are also mark of organizational success. Money may help get you
    there, but power is where the rubber meets the road. When there is a new president
    in Washington, being one of the CEO’s asked to visit the Whitehouse to advice the
    president is one such measure. This is true for both for profit companies and
    nonprofit organizations. Being recognized by the public or one’s peers is often the
    other measure of success upon which organizations rely.

    And instead of work life balance, organizations have impact. This is the result of
    actions taken by the organization. It can be the measure of the change like what we
    see in social activism or it can also be exceeding what was planned with actual results
    that you can share internally or externally.

    11

    Here are some thoughts on
    Organizational Success…

    Workforce Analytics & Talent Management- a
    new career field emerges that bridges computer-
    based data points and workforce planning

    Scorecards and Success Measurement

    https://www.americanexpress.com/us/small-
    business/openforum/articles/balanced-scorecard-6-ways-to-
    turn-business-strategy-into-business-success/

    Just a couple extra notes of this concept of organizational success, did you know that
    there is now a new career field in analyzing workforce analytics and talent
    management. It’s like human resources 3.0.

    Issues like the aging of our workforce and the role of technology pushes us into new
    directions and that creates more opportunity for analytics to have a role in
    organizational planning. The other trend that is out there in success management is
    scorecards. If you’re interested in learning more there’s a link to more information on
    this topic and if you get a chance take the AOS 420 on critical thinking and decision
    making you can dig into this in greater detail.

    12

    Stop the presentation and
    watch this Video- Linda

    Sharkey
    https://www.youtube.com/watch?v=5LbVloGvctw

    Take about 8 minutes to watch this video by Linda Sharkey.

    13

    Who to “hitch your wagon to”?

    Often, we are asked to take a side, join a team or what I like to call “hitch your wagon
    to”. The choices are knowledge and experience. Certainly both are valuable, but I
    suspect you have already got a sense of which has more value in your career field of
    choice or in your personal vision for success.

    14

    The Role of
    Knowledge

    Requires some understanding of the
    relationship of knowledge to information.

    • Data (information) arranged in
    meaningful patterns — and
    knowledge — which has
    historically been regarded as
    something that is believed, that
    is true, that works, and that is
    reliable.

    Knowledge is the understanding of information. Most often that means data- you
    know all those interesting patterns that we see and the learning from those who have
    come before us as scholars and researchers. Think about knowledge as what is
    believed that is true, that works, and that is reliable. Your participation in this course
    and working on your degree is gathering knowledge.

    15

    Subject
    Matter
    Experts

    (SME)

    • A subject matter expert, or SME, is a
    "person with bona fide expert
    knowledge about what it takes to do a
    particular task. They will have done the
    same or very similar work and have
    current and thorough knowledge of the
    t ask's requirements”

    • These are of increasing use in the
    development of training and in social
    media that builds credibility in your
    organization by being connected to
    them.

    • But does this really change things?

    We often hear the term SME or subject matter experts. Here’s the definition in case
    you were wondering. I like to think of it like this- “yeah, and they think so too!” We
    see these SME’s having increasing roles in organizations because they are more
    accessible through the Internet. In the old days it was either scholars and researchers
    publishing research that you found in the library in actual printed journals or heard at
    conferences. Today the SME can be a blogger or vlogger but that begs the question
    how do we know they are really an expert. This does change things. Think about
    how you may become a SME in your area of interest and when you are using SME’s
    vet them for their true knowledge and experience.

    16

    Role of Experience

    This means your experiencing it- not someone
    else

    It is the application- feeling the trial and error

    It is more than just doing
    that one thing

    Life experiences as well as
    technical experience

    Storage capacity of the brain and
    the link to emotional intelligence

    Let’s flip over to the role of experience. When we talk about SME’s we are talking
    about their experience but the role of experience should be your experience first
    hand. I keep thinking about those commercials on TV for the VR headsets where the
    40 year old slightly chubby guy tells his buddy he’s ready to play professional baseball
    because he’s been gaming using the headset. Make sure your experience is truly
    authentic. Beyond that you also have to apply your experience of it is not very
    useful. The process of trial and error generates an experience that is unique- it
    includes life experience as well as technical experience. Remember that our brains
    are huge filing cabinets that store those experiences in unique ways because they
    connect the experiences you have with learning resulting in things like improved
    emotional intelligence.

    17

    Stop the presentation and watch
    this video- Knowledge

    http://youtu.be/8J-sF-U5qYA

    There’s real science behind the value of knowledge and listen to this short couple
    minute talk on the neuroscience of knowledge.

    18

    How the Debate is
    Operationalized in the Workplace
    Value of experience in letting
    of contracts and earning
    business- often displayed as
    an industrial giant

    Value of knowledge in being
    “cutting edge”- tech intensive

    • Bringing on new
    talent with high SME

    • Requires
    management of the
    culture

    We are not just thinking about which side to be on personally, our organizations also
    add to the debate. In organizations we see experience in how we earn our business
    deals and contracts- people want to know who else you have done business with –
    this is where the industry giants get some of their swagger. By contrast the value of
    knowledge in organizations can be to show off your use of technology and setting
    yourself apart as “cutting edge”. In the knowledge environment we see collectives of
    SME’s and it requires a management of the organizational culture. The best example
    of this is Apple and how they have crafted almost a cult following of their knowledge
    capacity. In the next couple of slides I am going to show you two commercials by
    major car companies that demonstrate how an industry leader talks from each
    perspective. See which one moves you…OK that was a bad joke.

    19

    Stop the presentation and watch
    this video- Chrysler Ad

    https://youtu.be/gh7267YdGr0

    See if you can identify why I call this car commercial the quintessential example of
    selling you their experience. Oh, you might also recognize M & M the rapper in it too.

    20

    Now do the same and watch this
    video- GM Commercial

    http://youtu.be/wPsj2v-fRQ8

    Now we are flipping the coin and Cadillac is selling you on their knowledge from back
    in 1984. Which do you think is more compelling?

    21

    What does this
    mean for you?

    • Examine the definition of success for you
    as a professional

    ✓ Consider making a personal
    mission statement then write
    a vision for your professional
    future

    • Learn more about the data linkages to
    measuring success- this is the beginning
    of analytics not the pinnacle

    • Evaluate your own inventory of
    experience and knowledge – identify
    gaps and make filling them part of your
    professional development plan

    Here at the end of the last lecture in the course I thought it appropriate to once again
    ask the question what does this mean for you? Ask yourself what the definition of
    success looks like for you as a person and a professional. Have you thought of writing
    a personal mission statement that speaks to your values and vision. Try writing
    yourself an email from the future that thanks you for what you did today that
    contributed to the success you have earned through your vision for what could be. I
    know, I know it can seem a little cheesy, but you might be surprised as what happens
    when you put that vision out into the universe.

    Now back to all seriousness. I hope you take with you the importance of data as you
    measure success. There’s a lot of hype and shine on things but when you use the
    success of your team or your projects as a starting point for analytics instead of
    making it your high point, you have the opportunity to grown and learn. Embrace the
    not so great aspects as learning points. This sets you up for evaluating your inventory
    of both experience and knowledge. Guess what- you’re going to find some gaps, we
    all have them. Use those gaps as part of your professional development plan. If you
    haven’t already started working on your final assignment for this course and I know
    there are some of you out there, start now. Go back through the units we’ve covered
    and look at the work you’ve done. Your portfolio should feel like a journey and share
    with me what you’ve learned about yourself in this course and where you are
    headed. Graduation is right around the corner- really it is and you have the
    opportunity to combine that experience that you’ve gained – all the good stuff and
    the bad- and combine it with knowledge- it truly is a recipe for success. I can’t wait
    to see what you produce.

    22

    – 1
    – 2

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    Hello is there anyone that can assist me with my homework. I will have everything that is needed in the upload below. Videos \ Chapter38FolkandPopularculture.docx](https://www.sweetstudy.com/files/chapter38folkandpopularculture-docx "Chapter38FolkandPopularculture.docx") \ Chapter38popcultureupdat…

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    Hello is there anyone that can assist me with my homework.  I will have everything that is needed in the upload below. Videos
    \
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    please see attachment – ## OR10023FINALexam12082025.docx – ## lettertonewstudent.docx **## OR10023FINALexam12082025.docx** OR 100-23 FINAL EXAM Compose a letter to a new student who plans to enter college for the first time. (You can utilize information from our class activity last Monday as well as…

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    please see attachment

    – ## OR10023FINALexam12082025.docx

    – ## lettertonewstudent.docx

    **## OR10023FINALexam12082025.docx**

    OR 100-23 FINAL EXAM

    Compose a letter to a new student who plans to enter college for the first time. (You can utilize information from our class activity last Monday as well as other info). Include the following components:

    · Three things that you really liked and/or enjoyed about your first semester in college.

    · Three things that you found to be challenging. (time management, being independent and learning to adapt from caribbean to USA)

    · Three things that you want to change for next semester.(Time Management, setting goals and learning to ask for help)

    · Three pieces of advice that you would give to a new student.

    · Share something that surprised you about this semester.

    · Share an experience where someone helped you this semester.

    · Include info about one of the following:

    an event (athletic, musical, theater, etc.) you attended

    an academic club that you joined on campus

    Campus Ministry worship service or Bible study that you attended

    Trip that you took as a part of a class assignment

    Shopping for Operation Christmas Child at Wal-Mart

    · Add any other info that you want to include.

    Upload to Moodle.

    Thanks,
    Rita

    **## lettertonewstudent.docx**

    As a student athlete, I am still learning to balance my time and prioritize my goals, both on and off the field. When it comes to dealing with stress, I tend to seek assistance when I'm feeling overwhelmed with schoolwork, practice, and competitions. For example, if I'm having trouble keeping up with my coursework or managing my time effectively, I might reach out to my advisor for help. If I'm struggling with a particular skill or technique in my sport, I might ask my coach or a teammate for guidance and support.

    On the other hand, if I'm feeling stressed about a specific meet or competition, I might try to tackle it on my own by focusing on my training and preparation. I'll make sure to get plenty of rest, eat well, and visualize my success on my jumps. I'll also try to look over some videos and breakdown my run up and landing. This helps me stay focused and calm under pressure.

    I think the key difference for me is the level of physical and mental intensity. If I'm feeling really anxious or overwhelmed, I know that seeking assistance from a coach, trainer, or teammate can help me get back on track and perform at my best. But if I'm just feeling a little stressed or frustrated, I might try to tackle it on my own by using techniques like deep breathing, positive self-talk, or visualization.

    "For example, during a big tournament last season, I was feeling really nervous and unsure of myself. I reached out to my coach and we worked on some strategies to help me manage my anxiety and stay focused on the game. With her support, I was able to play some of my best soccer and help my team win the championship.

    "On the other hand, if I'm feeling stressed about a particular aspect of my game, like my shot or my passing, I might try to work on it on my own by practicing extra drills or watching videos of professional players. I find that having a sense of control and agency over my own training and development can be really helpful in building my confidence and reducing stress.

    "Overall, I think it's all about finding the right balance between seeking assistance and tackling things on my own. As a student athlete, I know that I have a lot of resources available to me, and I'm not afraid to ask for help when I need it. But I also know that I have the skills and abilities to overcome challenges and achieve my goals, both on and off the field."

    **## lettertonewstudent.docx**

    As a student athlete, I am still learning to balance my time and prioritize my goals, both on and off the field. When it comes to dealing with stress, I tend to seek assistance when I'm feeling overwhelmed with schoolwork, practice, and competitions. For example, if I'm having trouble keeping up with my coursework or managing my time effectively, I might reach out to my advisor for help. If I'm struggling with a particular skill or technique in my sport, I might ask my coach or a teammate for guidance and support.

    On the other hand, if I'm feeling stressed about a specific meet or competition, I might try to tackle it on my own by focusing on my training and preparation. I'll make sure to get plenty of rest, eat well, and visualize my success on my jumps. I'll also try to look over some videos and breakdown my run up and landing. This helps me stay focused and calm under pressure.

    I think the key difference for me is the level of physical and mental intensity. If I'm feeling really anxious or overwhelmed, I know that seeking assistance from a coach, trainer, or teammate can help me get back on track and perform at my best. But if I'm just feeling a little stressed or frustrated, I might try to tackle it on my own by using techniques like deep breathing, positive self-talk, or visualization.

    "For example, during a big tournament last season, I was feeling really nervous and unsure of myself. I reached out to my coach and we worked on some strategies to help me manage my anxiety and stay focused on the game. With her support, I was able to play some of my best soccer and help my team win the championship.

    "On the other hand, if I'm feeling stressed about a particular aspect of my game, like my shot or my passing, I might try to work on it on my own by practicing extra drills or watching videos of professional players. I find that having a sense of control and agency over my own training and development can be really helpful in building my confidence and reducing stress.

    "Overall, I think it's all about finding the right balance between seeking assistance and tackling things on my own. As a student athlete, I know that I have a lot of resources available to me, and I'm not afraid to ask for help when I need it. But I also know that I have the skills and abilities to overcome challenges and achieve my goals, both on and off the field."

    **## OR10023FINALexam12082025.docx**

    OR 100-23 FINAL EXAM

    Compose a letter to a new student who plans to enter college for the first time. (You can utilize information from our class activity last Monday as well as other info). Include the following components:

    · Three things that you really liked and/or enjoyed about your first semester in college.

    · Three things that you found to be challenging. (time management, being independent and learning to adapt from caribbean to USA)

    · Three things that you want to change for next semester.(Time Management, setting goals and learning to ask for help)

    · Three pieces of advice that you would give to a new student.

    · Share something that surprised you about this semester.

    · Share an experience where someone helped you this semester.

    · Include info about one of the following:

    an event (athletic, musical, theater, etc.) you attended

    an academic club that you joined on campus

    Campus Ministry worship service or Bible study that you attended

    Trip that you took as a part of a class assignment

    Shopping for Operation Christmas Child at Wal-Mart

    · Add any other info that you want to include.

    Upload to Moodle.

    Thanks,
    Rita

    **## lettertonewstudent.docx**

    As a student athlete, I am still learning to balance my time and prioritize my goals, both on and off the field. When it comes to dealing with stress, I tend to seek assistance when I'm feeling overwhelmed with schoolwork, practice, and competitions. For example, if I'm having trouble keeping up with my coursework or managing my time effectively, I might reach out to my advisor for help. If I'm struggling with a particular skill or technique in my sport, I might ask my coach or a teammate for guidance and support.

    On the other hand, if I'm feeling stressed about a specific meet or competition, I might try to tackle it on my own by focusing on my training and preparation. I'll make sure to get plenty of rest, eat well, and visualize my success on my jumps. I'll also try to look over some videos and breakdown my run up and landing. This helps me stay focused and calm under pressure.

    I think the key difference for me is the level of physical and mental intensity. If I'm feeling really anxious or overwhelmed, I know that seeking assistance from a coach, trainer, or teammate can help me get back on track and perform at my best. But if I'm just feeling a little stressed or frustrated, I might try to tackle it on my own by using techniques like deep breathing, positive self-talk, or visualization.

    "For example, during a big tournament last season, I was feeling really nervous and unsure of myself. I reached out to my coach and we worked on some strategies to help me manage my anxiety and stay focused on the game. With her support, I was able to play some of my best soccer and help my team win the championship.

    "On the other hand, if I'm feeling stressed about a particular aspect of my game, like my shot or my passing, I might try to work on it on my own by practicing extra drills or watching videos of professional players. I find that having a sense of control and agency over my own training and development can be really helpful in building my confidence and reducing stress.

    "Overall, I think it's all about finding the right balance between seeking assistance and tackling things on my own. As a student athlete, I know that I have a lot of resources available to me, and I'm not afraid to ask for help when I need it. But I also know that I have the skills and abilities to overcome challenges and achieve my goals, both on and off the field."

    **## OR10023FINALexam12082025.docx**

    OR 100-23 FINAL EXAM

    Compose a letter to a new student who plans to enter college for the first time. (You can utilize information from our class activity last Monday as well as other info). Include the following components:

    · Three things that you really liked and/or enjoyed about your first semester in college.

    · Three things that you found to be challenging. (time management, being independent and learning to adapt from caribbean to USA)

    · Three things that you want to change for next semester.(Time Management, setting goals and learning to ask for help)

    · Three pieces of advice that you would give to a new student.

    · Share something that surprised you about this semester.

    · Share an experience where someone helped you this semester.

    · Include info about one of the following:

    an event (athletic, musical, theater, etc.) you attended

    an academic club that you joined on campus

    Campus Ministry worship service or Bible study that you attended

    Trip that you took as a part of a class assignment

    Shopping for Operation Christmas Child at Wal-Mart

    · Add any other info that you want to include.

    Upload to Moodle.

    Thanks,
    Rita

    **## lettertonewstudent.docx**

    As a student athlete, I am still learning to balance my time and prioritize my goals, both on and off the field. When it comes to dealing with stress, I tend to seek assistance when I'm feeling overwhelmed with schoolwork, practice, and competitions. For example, if I'm having trouble keeping up with my coursework or managing my time effectively, I might reach out to my advisor for help. If I'm struggling with a particular skill or technique in my sport, I might ask my coach or a teammate for guidance and support.

    On the other hand, if I'm feeling stressed about a specific meet or competition, I might try to tackle it on my own by focusing on my training and preparation. I'll make sure to get plenty of rest, eat well, and visualize my success on my jumps. I'll also try to look over some videos and breakdown my run up and landing. This helps me stay focused and calm under pressure.

    I think the key difference for me is the level of physical and mental intensity. If I'm feeling really anxious or overwhelmed, I know that seeking assistance from a coach, trainer, or teammate can help me get back on track and perform at my best. But if I'm just feeling a little stressed or frustrated, I might try to tackle it on my own by using techniques like deep breathing, positive self-talk, or visualization.

    "For example, during a big tournament last season, I was feeling really nervous and unsure of myself. I reached out to my coach and we worked on some strategies to help me manage my anxiety and stay focused on the game. With her support, I was able to play some of my best soccer and help my team win the championship.

    "On the other hand, if I'm feeling stressed about a particular aspect of my game, like my shot or my passing, I might try to work on it on my own by practicing extra drills or watching videos of professional players. I find that having a sense of control and agency over my own training and development can be really helpful in building my confidence and reducing stress.

    "Overall, I think it's all about finding the right balance between seeking assistance and tackling things on my own. As a student athlete, I know that I have a lot of resources available to me, and I'm not afraid to ask for help when I need it. But I also know that I have the skills and abilities to overcome challenges and achieve my goals, both on and off the field."

    – 1
    – 2

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    12 slide PowerPoint that explains healthy brain development for your peers. **Include** the following in your video PowerPoint: – Explain healthy brain development associated with the following elements: – Attention – Memory – Information processing – Explain each of the above during each of the fol…

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    12 slide PowerPoint that explains healthy brain development for your peers.
    **Include** the following in your video PowerPoint:
    – Explain healthy brain development associated with the following elements:
    – Attention
    – Memory
    – Information processing
    – Explain each of the above during each of the following stages of development:
    – Infant/baby (0–2 years)
    – Toddler/preschool (2–5 years)
    – School-age (6–12 years)
    – Adolescents/teenagers (13–18 years)
    – Discuss at least one strategy or activity for each stage to teach and encourage healthy living and nutrition.
    **Support** your findings with 3 references.

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    Sit and Get vs Doing – ## EDLD800SyllabusFall2025.docx – DRAFTEDLD800-SITANDGETVSDOING1.docx – Washington__Action_Research_Paper.docx – 800Samplepaper1-Slayter.docx **## EDLD800SyllabusFall2025.docx** University of Louisiana at Lafayette College of Education Educational Foundations and Leadershi…

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    Sit and Get vs Doing

    – ## EDLD800SyllabusFall2025.docx

    – DRAFTEDLD800-SITANDGETVSDOING1.docx
    – Washington__Action_Research_Paper.docx
    – 800Samplepaper1-Slayter.docx

    **## EDLD800SyllabusFall2025.docx**

    University of Louisiana at Lafayette

    College of Education

    Educational Foundations and Leadership

    **Course: EDLD 800**

    **Semester: Fall 2025**

    **Schedule: August 23, September 27, October 25, November 15**

    **Location: Picard Center**

    **Instructor: Robert Slater**

    **Office: 252 Picard Center**

    **Telephone: (Cell): 337-849-3813**

    **Office Hours: By Appointment (please call my cell phone or e-mail me)**

    **Email address:** rslater@louisiana.edu

    **or** slater99@gmail.com

    ## Course Description

    An introduction to educational research by way of the use of free, online government data to do a short paper that mimics the five major parts of a traditional dissertation: 1) problem statement; 2) literature review and conceptual framework; 3) methodology, 4) data analysis; 5) summary, conclusions and recommendations. Data from the General Social Survey (GSS) or the National Assessment of Educational Progress (NAEP) will be used.

    ## Course Objectives

    The objective of this course is to enable students to begin to develop and acquire the knowledge, skills and dispositions required for doing research that meets the standards of a Carnegie university ranked as R1.

    Candidates are expected to acquire the following knowledge (K), skills (S), and dispositions (D) through this course.

    Through this course students should be able to:

    –Develop an understanding of the major parts of the doctoral process, including the major parts of the standard dissertation model (K).

    –Acquire an understanding of the research process, with particular focus on the kinds of questions that need to be addressed within the survey research method (K).

    –Learn how to formulate an acceptable research problem (S).

    –Learn how to do a literature review (S).

    –Understand the methodological choices available for addressing a research problem, including research design (K).

    –Learn how to access and do basic online analysis using online data sets(S).

    –Develop a commitment to research practice consistent with a Carngie institution ranked as Very High Research Activity(D).

    ## Course Requirements

    A final paper with the five parts of the dissertation in miniature. There is no set length for the paper, though it is likely to run at least 8 double-spaced pages.

    ## Grading Rubric

    ### Problem Statement (20 points)

    –Is the problem statement/questions clearly stated and in interrogative form, i.e., is it a question with a question mark at the end?(4)

    –is the problem statement stated early in the paper, in the first few paragraphs?(2)

    –Are any subsidiary questions related to the general question introduced clearly and are shown to be obviously related to it?(4)

    –Does the problem statement/question inform everything else done in the paper, i.e, can you make sense of any part of the paper by way of its relation to the general problem? Is that relationship clear or made clear by introductory and transition sentences?(4)

    –Is there a clear rationale for the problem/question, i.e., one or more reasons/explanations given as to why the question is worth studying? Is its importance clear? Is its relevance to education in general and educational leadership in particular made clear?(2)

    –Are the limitations and delimitations of the paper stated (2)

    –Are key terms presented and defined in a “Key Terms” section or in the narrative itself (2).

    ### Literature Review (20 points)

    –Does the literature review articulate the questions investigated by the authors being reviewed?(4)

    — Is there some effort to say how their questions are like or different from your question/problem? Is it exactly like your question or only similar? How does it differ?(4)

    –Is there some effort in the literature review to organize the various questions being posed by each author being reviewed. In other words, is the discussion of the various authors organized around the questions they pose, i.e., their problems or does it seem to be just a “laundry list” of who said what?(4)

    –For literature that has only an indirect bearing on the question is its relationship to the problem statement clearly stated? That is, is it clear how any study cited in the lit review bears on the main problem, directly or indirectly?(4)

    –Does the literature include references to scholars whose work bears directly on the question, i.e., who have asked the same or nearly the same question being asked in the paper? Is the Review sufficiently inclusive, i.e, include the most important work done on the topic and does not exclude any studies that bear directly on the problem, especially studies within the last 10 years.(2)

    –Are key terms defined in context as the narrative unfolds. (2)

    ### Methodology (20 points)

    -Does the methodology begin with a restatement of the question?(2)

    -Does the methodology contain a statement about the study’s research design? (3)

    -Does the methodology describe the source and nature of the data?(5)

    -Does the methodology provide a table of variables which includes their names, definitions, measures and mnemonics?(5)

    -Does the methodology discuss the types of anlaysis to be used(e.g, cross-tabulation, regression, etc. ) and why? (5)

    ### Data Analysis and Discussion(20 points)

    -Does the anlysis begin with a restatement of the problem/question?(5)

    -Are tables and charts properly introduced and explained in a narrative that tends to flow logically from one to the next.(5)

    -Is it clear how each table and chart addresses the problem or one of its secondary questions?(2)

    -Are control variables introduced and discussed?(5)

    -Does the section include summary paragraphs that sum the analysis of data pertaining to one question before moving on to the next.(3)

    ### Summary and Conclusions (10 points)

    –Does the summary restate the original problem? (2)

    –Does the summary articulate in propositional form the major findings of the studies reviewed?(3)

    –Does the conclusion critically assess the studies reviewed.(3)

    –Does the conclusion relate the findings from the review to the problem at hand, saying how the problem in the study stands to contribute to the knowledge that has already been generated.(2)

    ### Writing (10)

    –Is the paper written in a readable but formal style?(2)

    –Do the paragraphs in the paper have topic sentences and are these then followed by supporting, exemplifying statements, and does each paragraph end with a summary sentence that restates in a different way the main idea contained in the topic sentence?(2)

    –Are the topic sentences of each paragraph logically related? Can one read just the topic sentences of each paragraph and get a good sense of the paper?(2)

    –Are the paragraphs organized logically into sections and parts and are these given appropriate headings and subheadings?(2)

    –Are sentences grammatically correct and are words spelled correctly? Is word choice generally appropriate?(1)

    -Is APA style followed or the style required by the journal to which the paper is to be submitted for review.?(1)

    Total points possible for course = 100

    A = 90+

    B = 80-89

    C = 70-79

    F = 70 or less

    PASS-PORT Artifacts

    –Research paper

    –Technology Integration

    Use of the WWW for instruction; syllabus and readings on website.

    Course Evaluation

    Standard University Course Evaluation Form

    PROFESSIONAL ASSOCIATIONS

    (Please see course Moodle site and also the Moodle site for the EDLD Doctoral Students

    PROFESSIONAL JOURNALS

    (Please see Moodle sites described above)

    **Texts**

    Slater, R. (2024). How to do a dissertation in record time using government data. Lanham, MD: Roman and Littlefield.
    [How to Do a Dissertation in Record Time Using Government Data: A Primer – 9781610485692 (rowman.com)](https://rowman.com/ISBN/9781610485692/How-to-Do-a-Dissertation-in-Record-Time-Using-Government-Data-A-Primer)

    Additional readings will be assigned as deemed by the instructor to be necessary.

    Course Calendar

    **August 23**

    1. Introduction

    2. Doctoral Program Overview

    3. The Structure of the Traditional Dissertation

    4. The NAEP Data Explorer

    5. The GSS

    **September 27**

    6. Ten Commonsense Questions

    7. The Practical and Theoretical Questions

    8. From “Topic” to Research Question

    9. The NAEP Data Explorer

    10. The GSS

    **October 25**

    11. Problem Statement

    12. Literature Review and Conceptual Framework

    13. Methodology

    14. The NAEP Data Explorer

    15. The GSS

    **November 15**

    16. Data Analysis and Discussion

    17. Summary Conclusions and Recommendations

    18. The Mind’s Eye

    19. The NAEP Data Explorer

    20. The GSS

    **December 6: Final papers due!**

    **CONCEPTUAL FRAMEWORK UNIT OUTCOMES:**

    **CANDIDATE PROFICIENCES**

    Knowledge and Expertise in Practice – The Responsive Professional demonstrates knowledge of

    content disciplines and engages in effective pedagogical practice. The candidate:

    CF-K1 Knows, understands, and applies multiple theoretical perspectives about human development and learning.

    CF-K2 Demonstrates knowledge of content discipline and related standards.

    CF-K3 Knows and demonstrates appropriate use of instructional resources and methodologies for subject matter content.

    CF-K4 Plans and implements effective standards-based learning experiences.

    CF-K5 Applies a variety of appropriate and effective assessment techniques to facilitate and monitor student academic growth and program improvement.

    CF-K6 Demonstrates effective management skills.

    CF-K7 Uses and integrates technology as appropriate.

    CF-K8 Models and utilizes effective planning that incorporates higher order thinking.

    CF-K9 Identifies and articulates relevant education policies and laws.

    Reflection – The Responsive Professional actively, persistently, and carefully considers practice,

    experiences, and available alternatives to guide decision-making. The candidate:

    CF-R1 Reviews systematically one’s own educational practice and learns from experience.

    CF-R2 Uses assessment and evaluation to inform instruction.

    CF-R3 Searches persistently for information and solutions to problems.

    Diversity – The Responsive Professional articulates an understanding that beliefs, traditions, and

    values across and within cultures affect both learning and relationships with learners, their families, and

    the community. The candidate:

    CF-D1 Fosters inclusive learning environments in which diversity is valued and learners are taught to live harmoniously.

    CF-D2 Accommodates learning styles and individual needs through developmentally appropriate practices.

    CF-D3 Engages and involves students in relevant and challenging learning experiences.

    CF-D4 Exhibits respect for all types of diversity.

    CF-D5 Is informed about and responsive to cultural differences.

    Professionalism – The Responsive Professional actively seeks opportunities to grow professionally,

    collaborates to meet complex needs of learners, advocates educational principles, and models leadership skills. The candidate:

    CF-P1 Collaborates effectively with students, parents, and colleagues.

    CF-P2 Models appropriate behaviors and attitudes.

    CF-P3 Sustains commitment to professional growth.

    CF-P4 Demonstrates problem solving, interpersonal communication, and decision-making skills in leadership roles.

    CF-P5 Engages in service to the profession.

    CF-P6 Participates in educational advocacy.

    CF-P7 Participates in professional organizations, meetings, and conferences.

    University of Louisiana

    Lafayette

    College of Education

    **RESPONSIVE PROFESSIONAL DISPOSITIONS**

    Disp 1. Candidates demonstrate commitment to professionalism.

    Disp 2. Candidates identify and demonstrate appreciation of the importance of diversity and its impact.

    Disp 3. Candidates demonstrate a commitment to learning and to participation in professional organizations and currency in field.

    Disp 4. Candidates demonstrate self-direction in learning and practice.

    Disp 5. Candidates value the role of community and of the family in the learning process.

    Disp 6. Candidates demonstrate collaboration with other professionals to affect student learning.

    Disp 7. Candidates demonstrate a commitment to critical thinking and problem solving.

    Disp 8. Candidates value the use of data to inform decisions.

    The conceptual framework of the UL Lafayette College of Education is designed to expand upon the institution’s commitment to be a responsive university. Doctoral students are expected to demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are reflective practitioners who respect diversity and demonstrate a commitment to professionalism.Course Policies and Procedures

    **Emergency Evacuation Procedures**

    A map of this floor is posted near the elevator marking the evacuation route and the Designated Route Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Student who may need assistance should identify themselves to the teaching faculty.

    **Attendance Policy (Will discuss further at our first meeting)**

    **Academic Honesty**

    The College of Education adheres to the policy on academic honesty as outlined on page 427 in the Undergraduate Bulletin (2003-2005) .

    **Students Requiring Special Accommodations**

    Students requiring special accommodations must register with the Office of Services for Students with Disabilities and provide official documentation to the instructor in a timely manner.

    **DRAFTEDLD800-SITANDGETVSDOING1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/draftedld800-sitandgetvsdoing1-docx)

    **Washington__Action_Research_Paper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/washington-action-research-paper-docx)

    **800Samplepaper1-Slayter.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/800samplepaper1-slayter-docx)

    **800Samplepaper1-Slayter.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/800samplepaper1-slayter-docx)

    **## EDLD800SyllabusFall2025.docx**

    University of Louisiana at Lafayette

    College of Education

    Educational Foundations and Leadership

    **Course: EDLD 800**

    **Semester: Fall 2025**

    **Schedule: August 23, September 27, October 25, November 15**

    **Location: Picard Center**

    **Instructor: Robert Slater**

    **Office: 252 Picard Center**

    **Telephone: (Cell): 337-849-3813**

    **Office Hours: By Appointment (please call my cell phone or e-mail me)**

    **Email address:** rslater@louisiana.edu

    **or** slater99@gmail.com

    ## Course Description

    An introduction to educational research by way of the use of free, online government data to do a short paper that mimics the five major parts of a traditional dissertation: 1) problem statement; 2) literature review and conceptual framework; 3) methodology, 4) data analysis; 5) summary, conclusions and recommendations. Data from the General Social Survey (GSS) or the National Assessment of Educational Progress (NAEP) will be used.

    ## Course Objectives

    The objective of this course is to enable students to begin to develop and acquire the knowledge, skills and dispositions required for doing research that meets the standards of a Carnegie university ranked as R1.

    Candidates are expected to acquire the following knowledge (K), skills (S), and dispositions (D) through this course.

    Through this course students should be able to:

    –Develop an understanding of the major parts of the doctoral process, including the major parts of the standard dissertation model (K).

    –Acquire an understanding of the research process, with particular focus on the kinds of questions that need to be addressed within the survey research method (K).

    –Learn how to formulate an acceptable research problem (S).

    –Learn how to do a literature review (S).

    –Understand the methodological choices available for addressing a research problem, including research design (K).

    –Learn how to access and do basic online analysis using online data sets(S).

    –Develop a commitment to research practice consistent with a Carngie institution ranked as Very High Research Activity(D).

    ## Course Requirements

    A final paper with the five parts of the dissertation in miniature. There is no set length for the paper, though it is likely to run at least 8 double-spaced pages.

    ## Grading Rubric

    ### Problem Statement (20 points)

    –Is the problem statement/questions clearly stated and in interrogative form, i.e., is it a question with a question mark at the end?(4)

    –is the problem statement stated early in the paper, in the first few paragraphs?(2)

    –Are any subsidiary questions related to the general question introduced clearly and are shown to be obviously related to it?(4)

    –Does the problem statement/question inform everything else done in the paper, i.e, can you make sense of any part of the paper by way of its relation to the general problem? Is that relationship clear or made clear by introductory and transition sentences?(4)

    –Is there a clear rationale for the problem/question, i.e., one or more reasons/explanations given as to why the question is worth studying? Is its importance clear? Is its relevance to education in general and educational leadership in particular made clear?(2)

    –Are the limitations and delimitations of the paper stated (2)

    –Are key terms presented and defined in a “Key Terms” section or in the narrative itself (2).

    ### Literature Review (20 points)

    –Does the literature review articulate the questions investigated by the authors being reviewed?(4)

    — Is there some effort to say how their questions are like or different from your question/problem? Is it exactly like your question or only similar? How does it differ?(4)

    –Is there some effort in the literature review to organize the various questions being posed by each author being reviewed. In other words, is the discussion of the various authors organized around the questions they pose, i.e., their problems or does it seem to be just a “laundry list” of who said what?(4)

    –For literature that has only an indirect bearing on the question is its relationship to the problem statement clearly stated? That is, is it clear how any study cited in the lit review bears on the main problem, directly or indirectly?(4)

    –Does the literature include references to scholars whose work bears directly on the question, i.e., who have asked the same or nearly the same question being asked in the paper? Is the Review sufficiently inclusive, i.e, include the most important work done on the topic and does not exclude any studies that bear directly on the problem, especially studies within the last 10 years.(2)

    –Are key terms defined in context as the narrative unfolds. (2)

    ### Methodology (20 points)

    -Does the methodology begin with a restatement of the question?(2)

    -Does the methodology contain a statement about the study’s research design? (3)

    -Does the methodology describe the source and nature of the data?(5)

    -Does the methodology provide a table of variables which includes their names, definitions, measures and mnemonics?(5)

    -Does the methodology discuss the types of anlaysis to be used(e.g, cross-tabulation, regression, etc. ) and why? (5)

    ### Data Analysis and Discussion(20 points)

    -Does the anlysis begin with a restatement of the problem/question?(5)

    -Are tables and charts properly introduced and explained in a narrative that tends to flow logically from one to the next.(5)

    -Is it clear how each table and chart addresses the problem or one of its secondary questions?(2)

    -Are control variables introduced and discussed?(5)

    -Does the section include summary paragraphs that sum the analysis of data pertaining to one question before moving on to the next.(3)

    ### Summary and Conclusions (10 points)

    –Does the summary restate the original problem? (2)

    –Does the summary articulate in propositional form the major findings of the studies reviewed?(3)

    –Does the conclusion critically assess the studies reviewed.(3)

    –Does the conclusion relate the findings from the review to the problem at hand, saying how the problem in the study stands to contribute to the knowledge that has already been generated.(2)

    ### Writing (10)

    –Is the paper written in a readable but formal style?(2)

    –Do the paragraphs in the paper have topic sentences and are these then followed by supporting, exemplifying statements, and does each paragraph end with a summary sentence that restates in a different way the main idea contained in the topic sentence?(2)

    –Are the topic sentences of each paragraph logically related? Can one read just the topic sentences of each paragraph and get a good sense of the paper?(2)

    –Are the paragraphs organized logically into sections and parts and are these given appropriate headings and subheadings?(2)

    –Are sentences grammatically correct and are words spelled correctly? Is word choice generally appropriate?(1)

    -Is APA style followed or the style required by the journal to which the paper is to be submitted for review.?(1)

    Total points possible for course = 100

    A = 90+

    B = 80-89

    C = 70-79

    F = 70 or less

    PASS-PORT Artifacts

    –Research paper

    –Technology Integration

    Use of the WWW for instruction; syllabus and readings on website.

    Course Evaluation

    Standard University Course Evaluation Form

    PROFESSIONAL ASSOCIATIONS

    (Please see course Moodle site and also the Moodle site for the EDLD Doctoral Students

    PROFESSIONAL JOURNALS

    (Please see Moodle sites described above)

    **Texts**

    Slater, R. (2024). How to do a dissertation in record time using government data. Lanham, MD: Roman and Littlefield.
    [How to Do a Dissertation in Record Time Using Government Data: A Primer – 9781610485692 (rowman.com)](https://rowman.com/ISBN/9781610485692/How-to-Do-a-Dissertation-in-Record-Time-Using-Government-Data-A-Primer)

    Additional readings will be assigned as deemed by the instructor to be necessary.

    Course Calendar

    **August 23**

    1. Introduction

    2. Doctoral Program Overview

    3. The Structure of the Traditional Dissertation

    4. The NAEP Data Explorer

    5. The GSS

    **September 27**

    6. Ten Commonsense Questions

    7. The Practical and Theoretical Questions

    8. From “Topic” to Research Question

    9. The NAEP Data Explorer

    10. The GSS

    **October 25**

    11. Problem Statement

    12. Literature Review and Conceptual Framework

    13. Methodology

    14. The NAEP Data Explorer

    15. The GSS

    **November 15**

    16. Data Analysis and Discussion

    17. Summary Conclusions and Recommendations

    18. The Mind’s Eye

    19. The NAEP Data Explorer

    20. The GSS

    **December 6: Final papers due!**

    **CONCEPTUAL FRAMEWORK UNIT OUTCOMES:**

    **CANDIDATE PROFICIENCES**

    Knowledge and Expertise in Practice – The Responsive Professional demonstrates knowledge of

    content disciplines and engages in effective pedagogical practice. The candidate:

    CF-K1 Knows, understands, and applies multiple theoretical perspectives about human development and learning.

    CF-K2 Demonstrates knowledge of content discipline and related standards.

    CF-K3 Knows and demonstrates appropriate use of instructional resources and methodologies for subject matter content.

    CF-K4 Plans and implements effective standards-based learning experiences.

    CF-K5 Applies a variety of appropriate and effective assessment techniques to facilitate and monitor student academic growth and program improvement.

    CF-K6 Demonstrates effective management skills.

    CF-K7 Uses and integrates technology as appropriate.

    CF-K8 Models and utilizes effective planning that incorporates higher order thinking.

    CF-K9 Identifies and articulates relevant education policies and laws.

    Reflection – The Responsive Professional actively, persistently, and carefully considers practice,

    experiences, and available alternatives to guide decision-making. The candidate:

    CF-R1 Reviews systematically one’s own educational practice and learns from experience.

    CF-R2 Uses assessment and evaluation to inform instruction.

    CF-R3 Searches persistently for information and solutions to problems.

    Diversity – The Responsive Professional articulates an understanding that beliefs, traditions, and

    values across and within cultures affect both learning and relationships with learners, their families, and

    the community. The candidate:

    CF-D1 Fosters inclusive learning environments in which diversity is valued and learners are taught to live harmoniously.

    CF-D2 Accommodates learning styles and individual needs through developmentally appropriate practices.

    CF-D3 Engages and involves students in relevant and challenging learning experiences.

    CF-D4 Exhibits respect for all types of diversity.

    CF-D5 Is informed about and responsive to cultural differences.

    Professionalism – The Responsive Professional actively seeks opportunities to grow professionally,

    collaborates to meet complex needs of learners, advocates educational principles, and models leadership skills. The candidate:

    CF-P1 Collaborates effectively with students, parents, and colleagues.

    CF-P2 Models appropriate behaviors and attitudes.

    CF-P3 Sustains commitment to professional growth.

    CF-P4 Demonstrates problem solving, interpersonal communication, and decision-making skills in leadership roles.

    CF-P5 Engages in service to the profession.

    CF-P6 Participates in educational advocacy.

    CF-P7 Participates in professional organizations, meetings, and conferences.

    University of Louisiana

    Lafayette

    College of Education

    **RESPONSIVE PROFESSIONAL DISPOSITIONS**

    Disp 1. Candidates demonstrate commitment to professionalism.

    Disp 2. Candidates identify and demonstrate appreciation of the importance of diversity and its impact.

    Disp 3. Candidates demonstrate a commitment to learning and to participation in professional organizations and currency in field.

    Disp 4. Candidates demonstrate self-direction in learning and practice.

    Disp 5. Candidates value the role of community and of the family in the learning process.

    Disp 6. Candidates demonstrate collaboration with other professionals to affect student learning.

    Disp 7. Candidates demonstrate a commitment to critical thinking and problem solving.

    Disp 8. Candidates value the use of data to inform decisions.

    The conceptual framework of the UL Lafayette College of Education is designed to expand upon the institution’s commitment to be a responsive university. Doctoral students are expected to demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are reflective practitioners who respect diversity and demonstrate a commitment to professionalism.Course Policies and Procedures

    **Emergency Evacuation Procedures**

    A map of this floor is posted near the elevator marking the evacuation route and the Designated Route Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Student who may need assistance should identify themselves to the teaching faculty.

    **Attendance Policy (Will discuss further at our first meeting)**

    **Academic Honesty**

    The College of Education adheres to the policy on academic honesty as outlined on page 427 in the Undergraduate Bulletin (2003-2005) .

    **Students Requiring Special Accommodations**

    Students requiring special accommodations must register with the Office of Services for Students with Disabilities and provide official documentation to the instructor in a timely manner.

    **DRAFTEDLD800-SITANDGETVSDOING1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/draftedld800-sitandgetvsdoing1-docx)

    **Washington__Action_Research_Paper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/washington-action-research-paper-docx)

    **800Samplepaper1-Slayter.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/800samplepaper1-slayter-docx)

    **## EDLD800SyllabusFall2025.docx**

    University of Louisiana at Lafayette

    College of Education

    Educational Foundations and Leadership

    **Course: EDLD 800**

    **Semester: Fall 2025**

    **Schedule: August 23, September 27, October 25, November 15**

    **Location: Picard Center**

    **Instructor: Robert Slater**

    **Office: 252 Picard Center**

    **Telephone: (Cell): 337-849-3813**

    **Office Hours: By Appointment (please call my cell phone or e-mail me)**

    **Email address:** rslater@louisiana.edu

    **or** slater99@gmail.com

    ## Course Description

    An introduction to educational research by way of the use of free, online government data to do a short paper that mimics the five major parts of a traditional dissertation: 1) problem statement; 2) literature review and conceptual framework; 3) methodology, 4) data analysis; 5) summary, conclusions and recommendations. Data from the General Social Survey (GSS) or the National Assessment of Educational Progress (NAEP) will be used.

    ## Course Objectives

    The objective of this course is to enable students to begin to develop and acquire the knowledge, skills and dispositions required for doing research that meets the standards of a Carnegie university ranked as R1.

    Candidates are expected to acquire the following knowledge (K), skills (S), and dispositions (D) through this course.

    Through this course students should be able to:

    –Develop an understanding of the major parts of the doctoral process, including the major parts of the standard dissertation model (K).

    –Acquire an understanding of the research process, with particular focus on the kinds of questions that need to be addressed within the survey research method (K).

    –Learn how to formulate an acceptable research problem (S).

    –Learn how to do a literature review (S).

    –Understand the methodological choices available for addressing a research problem, including research design (K).

    –Learn how to access and do basic online analysis using online data sets(S).

    –Develop a commitment to research practice consistent with a Carngie institution ranked as Very High Research Activity(D).

    ## Course Requirements

    A final paper with the five parts of the dissertation in miniature. There is no set length for the paper, though it is likely to run at least 8 double-spaced pages.

    ## Grading Rubric

    ### Problem Statement (20 points)

    –Is the problem statement/questions clearly stated and in interrogative form, i.e., is it a question with a question mark at the end?(4)

    –is the problem statement stated early in the paper, in the first few paragraphs?(2)

    –Are any subsidiary questions related to the general question introduced clearly and are shown to be obviously related to it?(4)

    –Does the problem statement/question inform everything else done in the paper, i.e, can you make sense of any part of the paper by way of its relation to the general problem? Is that relationship clear or made clear by introductory and transition sentences?(4)

    –Is there a clear rationale for the problem/question, i.e., one or more reasons/explanations given as to why the question is worth studying? Is its importance clear? Is its relevance to education in general and educational leadership in particular made clear?(2)

    –Are the limitations and delimitations of the paper stated (2)

    –Are key terms presented and defined in a “Key Terms” section or in the narrative itself (2).

    ### Literature Review (20 points)

    –Does the literature review articulate the questions investigated by the authors being reviewed?(4)

    — Is there some effort to say how their questions are like or different from your question/problem? Is it exactly like your question or only similar? How does it differ?(4)

    –Is there some effort in the literature review to organize the various questions being posed by each author being reviewed. In other words, is the discussion of the various authors organized around the questions they pose, i.e., their problems or does it seem to be just a “laundry list” of who said what?(4)

    –For literature that has only an indirect bearing on the question is its relationship to the problem statement clearly stated? That is, is it clear how any study cited in the lit review bears on the main problem, directly or indirectly?(4)

    –Does the literature include references to scholars whose work bears directly on the question, i.e., who have asked the same or nearly the same question being asked in the paper? Is the Review sufficiently inclusive, i.e, include the most important work done on the topic and does not exclude any studies that bear directly on the problem, especially studies within the last 10 years.(2)

    –Are key terms defined in context as the narrative unfolds. (2)

    ### Methodology (20 points)

    -Does the methodology begin with a restatement of the question?(2)

    -Does the methodology contain a statement about the study’s research design? (3)

    -Does the methodology describe the source and nature of the data?(5)

    -Does the methodology provide a table of variables which includes their names, definitions, measures and mnemonics?(5)

    -Does the methodology discuss the types of anlaysis to be used(e.g, cross-tabulation, regression, etc. ) and why? (5)

    ### Data Analysis and Discussion(20 points)

    -Does the anlysis begin with a restatement of the problem/question?(5)

    -Are tables and charts properly introduced and explained in a narrative that tends to flow logically from one to the next.(5)

    -Is it clear how each table and chart addresses the problem or one of its secondary questions?(2)

    -Are control variables introduced and discussed?(5)

    -Does the section include summary paragraphs that sum the analysis of data pertaining to one question before moving on to the next.(3)

    ### Summary and Conclusions (10 points)

    –Does the summary restate the original problem? (2)

    –Does the summary articulate in propositional form the major findings of the studies reviewed?(3)

    –Does the conclusion critically assess the studies reviewed.(3)

    –Does the conclusion relate the findings from the review to the problem at hand, saying how the problem in the study stands to contribute to the knowledge that has already been generated.(2)

    ### Writing (10)

    –Is the paper written in a readable but formal style?(2)

    –Do the paragraphs in the paper have topic sentences and are these then followed by supporting, exemplifying statements, and does each paragraph end with a summary sentence that restates in a different way the main idea contained in the topic sentence?(2)

    –Are the topic sentences of each paragraph logically related? Can one read just the topic sentences of each paragraph and get a good sense of the paper?(2)

    –Are the paragraphs organized logically into sections and parts and are these given appropriate headings and subheadings?(2)

    –Are sentences grammatically correct and are words spelled correctly? Is word choice generally appropriate?(1)

    -Is APA style followed or the style required by the journal to which the paper is to be submitted for review.?(1)

    Total points possible for course = 100

    A = 90+

    B = 80-89

    C = 70-79

    F = 70 or less

    PASS-PORT Artifacts

    –Research paper

    –Technology Integration

    Use of the WWW for instruction; syllabus and readings on website.

    Course Evaluation

    Standard University Course Evaluation Form

    PROFESSIONAL ASSOCIATIONS

    (Please see course Moodle site and also the Moodle site for the EDLD Doctoral Students

    PROFESSIONAL JOURNALS

    (Please see Moodle sites described above)

    **Texts**

    Slater, R. (2024). How to do a dissertation in record time using government data. Lanham, MD: Roman and Littlefield.
    [How to Do a Dissertation in Record Time Using Government Data: A Primer – 9781610485692 (rowman.com)](https://rowman.com/ISBN/9781610485692/How-to-Do-a-Dissertation-in-Record-Time-Using-Government-Data-A-Primer)

    Additional readings will be assigned as deemed by the instructor to be necessary.

    Course Calendar

    **August 23**

    1. Introduction

    2. Doctoral Program Overview

    3. The Structure of the Traditional Dissertation

    4. The NAEP Data Explorer

    5. The GSS

    **September 27**

    6. Ten Commonsense Questions

    7. The Practical and Theoretical Questions

    8. From “Topic” to Research Question

    9. The NAEP Data Explorer

    10. The GSS

    **October 25**

    11. Problem Statement

    12. Literature Review and Conceptual Framework

    13. Methodology

    14. The NAEP Data Explorer

    15. The GSS

    **November 15**

    16. Data Analysis and Discussion

    17. Summary Conclusions and Recommendations

    18. The Mind’s Eye

    19. The NAEP Data Explorer

    20. The GSS

    **December 6: Final papers due!**

    **CONCEPTUAL FRAMEWORK UNIT OUTCOMES:**

    **CANDIDATE PROFICIENCES**

    Knowledge and Expertise in Practice – The Responsive Professional demonstrates knowledge of

    content disciplines and engages in effective pedagogical practice. The candidate:

    CF-K1 Knows, understands, and applies multiple theoretical perspectives about human development and learning.

    CF-K2 Demonstrates knowledge of content discipline and related standards.

    CF-K3 Knows and demonstrates appropriate use of instructional resources and methodologies for subject matter content.

    CF-K4 Plans and implements effective standards-based learning experiences.

    CF-K5 Applies a variety of appropriate and effective assessment techniques to facilitate and monitor student academic growth and program improvement.

    CF-K6 Demonstrates effective management skills.

    CF-K7 Uses and integrates technology as appropriate.

    CF-K8 Models and utilizes effective planning that incorporates higher order thinking.

    CF-K9 Identifies and articulates relevant education policies and laws.

    Reflection – The Responsive Professional actively, persistently, and carefully considers practice,

    experiences, and available alternatives to guide decision-making. The candidate:

    CF-R1 Reviews systematically one’s own educational practice and learns from experience.

    CF-R2 Uses assessment and evaluation to inform instruction.

    CF-R3 Searches persistently for information and solutions to problems.

    Diversity – The Responsive Professional articulates an understanding that beliefs, traditions, and

    values across and within cultures affect both learning and relationships with learners, their families, and

    the community. The candidate:

    CF-D1 Fosters inclusive learning environments in which diversity is valued and learners are taught to live harmoniously.

    CF-D2 Accommodates learning styles and individual needs through developmentally appropriate practices.

    CF-D3 Engages and involves students in relevant and challenging learning experiences.

    CF-D4 Exhibits respect for all types of diversity.

    CF-D5 Is informed about and responsive to cultural differences.

    Professionalism – The Responsive Professional actively seeks opportunities to grow professionally,

    collaborates to meet complex needs of learners, advocates educational principles, and models leadership skills. The candidate:

    CF-P1 Collaborates effectively with students, parents, and colleagues.

    CF-P2 Models appropriate behaviors and attitudes.

    CF-P3 Sustains commitment to professional growth.

    CF-P4 Demonstrates problem solving, interpersonal communication, and decision-making skills in leadership roles.

    CF-P5 Engages in service to the profession.

    CF-P6 Participates in educational advocacy.

    CF-P7 Participates in professional organizations, meetings, and conferences.

    University of Louisiana

    Lafayette

    College of Education

    **RESPONSIVE PROFESSIONAL DISPOSITIONS**

    Disp 1. Candidates demonstrate commitment to professionalism.

    Disp 2. Candidates identify and demonstrate appreciation of the importance of diversity and its impact.

    Disp 3. Candidates demonstrate a commitment to learning and to participation in professional organizations and currency in field.

    Disp 4. Candidates demonstrate self-direction in learning and practice.

    Disp 5. Candidates value the role of community and of the family in the learning process.

    Disp 6. Candidates demonstrate collaboration with other professionals to affect student learning.

    Disp 7. Candidates demonstrate a commitment to critical thinking and problem solving.

    Disp 8. Candidates value the use of data to inform decisions.

    The conceptual framework of the UL Lafayette College of Education is designed to expand upon the institution’s commitment to be a responsive university. Doctoral students are expected to demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are reflective practitioners who respect diversity and demonstrate a commitment to professionalism.Course Policies and Procedures

    **Emergency Evacuation Procedures**

    A map of this floor is posted near the elevator marking the evacuation route and the Designated Route Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Student who may need assistance should identify themselves to the teaching faculty.

    **Attendance Policy (Will discuss further at our first meeting)**

    **Academic Honesty**

    The College of Education adheres to the policy on academic honesty as outlined on page 427 in the Undergraduate Bulletin (2003-2005) .

    **Students Requiring Special Accommodations**

    Students requiring special accommodations must register with the Office of Services for Students with Disabilities and provide official documentation to the instructor in a timely manner.

    **DRAFTEDLD800-SITANDGETVSDOING1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/draftedld800-sitandgetvsdoing1-docx)

    **Washington__Action_Research_Paper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/washington-action-research-paper-docx)

    **800Samplepaper1-Slayter.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/800samplepaper1-slayter-docx)

    – 1
    – 2
    – 3
    – 4

  • [Solved] edu 565 week 9 discussion

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    Executive Solution Overview

    Assume that you are the training manager for a small company of 300 employees. Please respond to the following in a discussion post: – In the context of technology-based training methods for organizations, describe 3 strategies you would recommend to meet diverse learning needs and employee preferen…

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    Assignment Prompt & Instructions

    Assume that you are the training manager for a small company of 300 employees.
    Please respond to the following in a discussion post:
    – In the context of technology-based training methods for organizations, describe 3 strategies you would recommend to meet diverse learning needs and employee preferences.
    – Additionally, how can organizations accommodate a workforce with varying technology proficiency levels?

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    Hello. Is there anyone that can assist me with my homework. I will have everything that is needed in the upload below. Guidelines and instructions. \ CulturalCaseStudyTheKazakhspeopleofKazakhstan.docx](https://www.sweetstudy.com/files/culturalcasestudythekazakhspeopleofkazakhstan-docx "CulturalCase…

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    Hello.  Is there anyone that can assist me with my homework.  I will have everything that is needed in the upload below. Guidelines and instructions.
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  • [Solved] Comprehensive

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    Comprehensive – ## ComprehensiveEssay.docx **## ComprehensiveEssay.docx** Choose a movie for this paper Prompt: In a six- to eight-page essay, you will use a piece of culture to analyze the seminar's focus on narrative. Your analysis will not only describe and explain the piece of culture you have c…

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    Comprehensive

    – ## ComprehensiveEssay.docx

    **## ComprehensiveEssay.docx**

    Choose a movie for this paper

    Prompt: In a six- to eight-page essay, you will use a piece of culture to analyze the seminar's focus on narrative. Your analysis will not only describe and explain the piece of culture you have chosen but it will also engage with the various themes of narrative you have discussed and written about throughout this semester.

    Your piece of culture can come from the realm of what is considered "popular culture." It can be a movie, TV show, an episode of a particular TV show, an album, a particular song on an album, a comic book, or a sporting event. It can be outside the realm of popular or mass culture, too. You can choose a work of literature, a piece of art, a composition of classical music, or just about anything that involves human creativity and narrative. The possibilities are virtually endless, just as long as you don't choose anything we've already covered in class.

    The goal of this paper is to offer answers to at least one of the questions posed in the course syllabus: "What purposes do stories serve? Who gets to tell their stories? How do they get to tell them? What can these stories reveal about myriad times, places, and identities? What is the relationship between storyteller and audience? Who has the power to shape the meaning of these stories? Whose stories are considered legitimate and why? Who gets to make these decisions? Why are some stories considered less important and, perhaps, illegitimate? To borrow from Toni Morrison, what makes a narrative 'radical?' What do stories say about our humanity?"

    As always, think deeply before you write. Which of the above question(s) can be answered best by the piece of culture you have selected? Then, proceed to analyze the question(s) through the lens of your piece of culture, develop your ideas, and communicate them in this essay.

    Guidelines

    You need at least three written sources related to your piece of culture. Then, you can use as many multimedia sources as you wish.

    The paper must be submitted through the Turnitin tool, which is enabled here. I will be looking closely at AI usage. The paper is to consist of your words, thoughts, and analysis not those of others.

    Your essay must have in-text citations based on your preferred style (MLA, APA, Chicago). See this resource for details and examples of in-text citations:
    [https://owl.purdue.edu/owl/research_and_citation/resources.html\
    Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/resources.html)

    Do not provide a title page or works cited page at the end of your essay. When I speak of MLA, APA, and Chicago styles, I am referring primarily to the use of citations within the paper.

    Do not use first person. Write only in the third person.

    Work diligently to stay in the active voice rather than devolving into excessive use of passive voice. To stay in the active voice as much as possible, use strong action verbs and make sparing use of forms of "to be" (was, were).

    Use italics for titles of works such as All in the Family, South Park, The Adventures of Huckleberry Finn, etc.

    **## ComprehensiveEssay.docx**

    Choose a movie for this paper

    Prompt: In a six- to eight-page essay, you will use a piece of culture to analyze the seminar's focus on narrative. Your analysis will not only describe and explain the piece of culture you have chosen but it will also engage with the various themes of narrative you have discussed and written about throughout this semester.

    Your piece of culture can come from the realm of what is considered "popular culture." It can be a movie, TV show, an episode of a particular TV show, an album, a particular song on an album, a comic book, or a sporting event. It can be outside the realm of popular or mass culture, too. You can choose a work of literature, a piece of art, a composition of classical music, or just about anything that involves human creativity and narrative. The possibilities are virtually endless, just as long as you don't choose anything we've already covered in class.

    The goal of this paper is to offer answers to at least one of the questions posed in the course syllabus: "What purposes do stories serve? Who gets to tell their stories? How do they get to tell them? What can these stories reveal about myriad times, places, and identities? What is the relationship between storyteller and audience? Who has the power to shape the meaning of these stories? Whose stories are considered legitimate and why? Who gets to make these decisions? Why are some stories considered less important and, perhaps, illegitimate? To borrow from Toni Morrison, what makes a narrative 'radical?' What do stories say about our humanity?"

    As always, think deeply before you write. Which of the above question(s) can be answered best by the piece of culture you have selected? Then, proceed to analyze the question(s) through the lens of your piece of culture, develop your ideas, and communicate them in this essay.

    Guidelines

    You need at least three written sources related to your piece of culture. Then, you can use as many multimedia sources as you wish.

    The paper must be submitted through the Turnitin tool, which is enabled here. I will be looking closely at AI usage. The paper is to consist of your words, thoughts, and analysis not those of others.

    Your essay must have in-text citations based on your preferred style (MLA, APA, Chicago). See this resource for details and examples of in-text citations:
    [https://owl.purdue.edu/owl/research_and_citation/resources.html\
    Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/resources.html)

    Do not provide a title page or works cited page at the end of your essay. When I speak of MLA, APA, and Chicago styles, I am referring primarily to the use of citations within the paper.

    Do not use first person. Write only in the third person.

    Work diligently to stay in the active voice rather than devolving into excessive use of passive voice. To stay in the active voice as much as possible, use strong action verbs and make sparing use of forms of "to be" (was, were).

    Use italics for titles of works such as All in the Family, South Park, The Adventures of Huckleberry Finn, etc.

  • [Solved] Matrix 2

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    – ## Matrix2.pdf **## Matrix2.pdf** Summative Assessment: Literature Review Matrix (10 or More References) Analyze and synthesize at least 10 scholarly sources as they relate to your current research topic for your capstone. Specific Assignment Details: 1. Include all needed elements of the scholar…

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    – ## Matrix2.pdf

    **## Matrix2.pdf**

    Summative Assessment: Literature Review Matrix (10 or More References)

    Analyze and synthesize at least 10 scholarly sources as they relate to your current research topic
    for your capstone.

    Specific Assignment Details:

    1. Include all needed elements of the scholarly texts so you and others can instantly
    search and find your sources.

    2. Provide key details from each article you feel are key to your capstone research.
    3. Include at least 10 sources for your literature review matrix.

    Document Type/Template:

    ○ Use the literature review matrix template provided or create your own
    using the main components needed for a complete review of your journal
    articles or other scholarly text.

    – Document Type/Template:

    **## Matrix2.pdf**

    Summative Assessment: Literature Review Matrix (10 or More References)

    Analyze and synthesize at least 10 scholarly sources as they relate to your current research topic
    for your capstone.

    Specific Assignment Details:

    1. Include all needed elements of the scholarly texts so you and others can instantly
    search and find your sources.

    2. Provide key details from each article you feel are key to your capstone research.
    3. Include at least 10 sources for your literature review matrix.

    Document Type/Template:

    ○ Use the literature review matrix template provided or create your own
    using the main components needed for a complete review of your journal
    articles or other scholarly text.

    – Document Type/Template: