IWU Conducting Small Scale Research in Organizations Research Paper Instructions Review the rubric to make sure you understand the criteria for earning yo

IWU Conducting Small Scale Research in Organizations Research Paper Instructions

Review the rubric to make sure you understand the criteria for earning your grade.
In your textbook, Workplace Research: Conducting Small-Scale Research in Organizations, read:
Chapter 1: “Understanding Small-Scale Applied Workplace-Based Research”
Chapter 2: “Finding Your Way Through the Workplace”
Navigate to the discussion topic. For each of the following discussion prompts, write a paragraph of 50 to 75 words:
Organization. Name the organization you have selected for identifying broader organizational agendas. In a couple of sentences, provide a brief overview of the company (for example, start date/age, industry, specialization or niche, location, annual sales, etc.)
Growth, Stagnation, or Decline. Is the organization currently experiencing a period of growth, stagnation, or decline? Substantiate your answer.
Fiscal Restraint or Prosperity. Is the organization currently experiencing a period of fiscal restraint or prosperity? Substantiate your answer.
Change or Stability. Is the organization currently experiencing a period of change or stability? Substantiate your answer.
Workforce Challenges. What types of challenges does the organization face related to their workforce? Substantiate your answer.
Competition Challenges. What challenges does the organization face related to competition? Substantiate your answer.
Changing Landscape Challenges. What challenges does the organization face as a result of a changing landscape? Substantiate your answer.
Your initial discussion should demonstrate clear, insightful critical thinking with the use of appropriate headings, as listed in Step 2. For each of the six named organizational agenda items listed (2b. through 2g.), use the example paragraph format shown below. The first sentence is to clearly identify the broader organizational agenda and the second sentence is to state in detail how you know it exists (an evidence-based response).Workforce Challenges. The DeVoe School of Business is currently faced with the challenge of an aging workforce, with no succession plan in place at this time. Based on the demographic data obtained from HR, over 35 percent of the 25 full-time professors in varying ranks—from assistant professor to full rank professor—are eligible to retire within the next three years, and the average age for all full-time professors is 55 years.
Post your initial discussion by the end of the fourth day of the workshop.
The initial post requirement is 300 to 400 words.
Include citations/references for at least three academic journals.
Conduct a critical analysis of postings by two of your classmates by the end of the workshop. Each of your discussion responses should discuss your classmate’s posting and be written as if you were reviewing his or her posting in an academic journal.
Each discussion response to a classmate should facilitate engaging dialogue and evidence critical thinking when addressing your classmate’s posting. Utilize the following ways to engage in scholarly dialogue and expand learning around the topics in this workshop:
Extension: Expand the discussion.
Relevancy: Relate the topic to a current event.
Exploratory: Probe facts and basic knowledge.
Challenge: Interrogate assumptions, conclusions, or interpretations.
Relational: Make comparisons or contrasts of themes, ideas, or issues.
Diagnostic: Probe motives or causes.
Action: Identify an application or an action in personal or work life.
Cause and Effect: Cite causal relationships between ideas, actions, or events.
Hypothetical: Pose a change in the facts or issues.
Priority: Seek to identify the most important issues.
Summary: Elicit synthesis. (TeacherStream, LLC, 2009, p. 5)
Each response should be 200 to 300 words long and include, at a minimum, three sources properly cited and referenced:
the Workplace Research: Conducting Small-Scale Research in Organizations textbook, and
two academic journal articles that are at least five pages in length and published within the last five years.
At least one of the academic sources is to be different from the two academic sources your classmate provides.
For an explanation of what constitutes an academic source, review “What Is a Scholarly Article?.”
Strive to make sure your discussion responses are evidence-based and evidence-informed. Workplace Research
Conducting Small-scale Research
in Organizations
Zina O’Leary and Jennifer S. Hunt
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2
Finding your way through
the workplace
Chapter preview
Just how green are you?
A brave new world
What’s what and who’s who
Agendas
JUST HOW GREEN ARE YOU?
For most workplace-based students, the organization where you will be conducting
your research project is likely to be a new environment. You may, for example, be
an intern who is not only new to a particular organization, but new to organizations
in general. Or you might be part of a student group, engaged to conduct research
for a particular organization/agency of which you may be only tangentially aware.
On the other end of the spectrum, you may be enrolled in a course designed for
professionals who will be conducting research in the organization/agency where
you work. And then there is the possibility that you have picked up this book independently and want to know how to conduct, commission and/or manage research
within your workplace.
Well, if you are quite green, and the workplace is a fairly new environment,
then this is the chapter for you. It covers all the challenges of entering and negotiating a new workplace including navigating the politics of the organization.
But even if you aren’t a novice, it still might be worth browsing through this
chapter … if only to order to remind yourself of politics in the workplace and how,
in particular, it can affect the conduct of research.
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Finding your way through the workplace
17
A BRAVE NEW WORLD
Say for a minute it is day one and you really are quite green. It is the first day you
enter your workplace – and for many of you that may mean the first day of an
internship.
Well let’s step back a second. We’d argue that it really shouldn’t be day one at
all. Day one should be the day you find out about your work placement. And this
is because you would be ill-advised to go into a new work environment without
knowing a few basics. Doing your homework is important. Things worth finding
out about/considering include basic information such as:
•• The company – The size/scope of the business/agency; its history; its mission
statement; its strategic plan; any challenges it may be facing.
•• The people – The CEO; the director; your line manager. Have they been in the
media? Are there things about them you should know/would be expected to
know?
•• Your role and responsibilities – Are you clear on what role you will have; what
you will be doing; what is expected of you?
•• What you want to accomplish – Have you thought through your goals; what
you want to achieve; what you want to learn; what your overall objective
might be?
It is intimidating enough starting a new job when you have this background knowledge. But it can be so much worse if you are un- or under-prepared. If you start
off on the back foot or give a negative impression, it can be a tough road forward.
BOX 2.1
‘Who are you?’ Hosei’s story
My supervisor was taking me for a tour around the office, showing me where everything
was, and introducing me to people along the way. At one stage, we ran into a woman near
the kitchen and he warmly introduced her as Sharon Macfarlane. He was immediately
interrupted with something that seemed quite urgent, leaving me standing there with her.
Being my friendly self, I quickly said, ‘Nice to meet you, Sharon. I’m Hosei, the new intern.
So what do you do in the company?’ The response was, ‘Well, Hosei, I’m actually the CEO.’
OMG, I felt soooo stupid. I had meant to look at the organization’s structure, but I was so
busy that first morning thinking about what I would wear, how I was going to get there,
making sure I showed up on time … that I never got around to it. What a mistake. All I could
think was … there go my job prospects.
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Workplace research
Feeling like an imposter
I still believe that at any time the no-talent police will come and arrest me.
Mike Myers
Any new environment has the potential to bring up insecurities and leave you
feeling like an imposter. Overcoming these feelings is a challenge that is usually met as you gain experience. For some, however, feeling like an imposter can
become a more chronic syndrome.
‘Imposter syndrome’ as it is called can be defined as a feeling of inadequacy
that persists even in the face of information that indicates the opposite is true (see
Figure 2.1) This is often coupled by a fear that it’s just a matter of time before
they’ve found you to be a fraud and realise management just made a big mistake
in hiring you. Those with imposter syndrome believe that luck has a lot to do with
where they are. They believe it is their connections, their charm, their timing, or
even an administrative mistake that allows them to succeed. And this belief holds
true even in the face of evidence to the contrary.
Holding such beliefs can have significant ramifications in the workplace experience. Those with imposter syndrome can struggle to find their way in an organization.
What I
know
What I think
other people know
What I
know
Figure 2.1
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What other
people know
The imposter syndrome
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Finding your way through the workplace
19
In spite of being competent, they are less likely to apply for jobs; less likely to seek
promotions; tend not to look for other employment opportunities; are often nervous
about talking to others in their field (especially if those others are perceived as highly
skilled and/or experienced); they can spend way too much time over preparing and
perfecting tasks; and can run the risk of letting others take credit for their work.
When you apply these fears and avoidance tendency to the conduct of
workplace-based research, the challenge becomes immense. Workplace-based
research demands that opportunities are sought; that peers and those senior are
addressed with confidence; that timelines are managed; and that researchers see
themselves as individuals capable of making a contribution back to the organization.
There is a need to own one’s competence!
Whether the feeling of being an imposter is brought on by a new challenge;
or is a much more chronic state of affairs, there are several ways to deal with
imposter-type feelings. Some of the strategies that we find work best include:
•• Creating an inventory of strengths and accomplishments – You may be
surprised to see how much you’ve done, and how much you’re doing. Even
if it doesn’t seem like much now, having it all on paper may amaze you. And
if it’s written down, you can always refer back when you are feeling insecure.
•• In the words of Nike, Just do it – Avoidance can cause more stress than
tackling something head on. If you are able to cross it off your list, you should
let yourself feel the accomplishment.
•• Helping others who are struggling with the same thing – Not only does it feel
good to help others who are dealing with imposter syndrome, it can be a quick
way to realise that (1) you’re not alone; (2) you’re not doing so badly yourself.
Helping others overcome their fears will help put your own fears in perspective.
•• Talking to a mentor – Others tend to be much fairer in their appraisals of us
than we are to ourselves. Get some outside perspective. You might be surprised to hear you’re actually doing pretty well.
•• Don’t make unrealistic comparisons to others – Sometimes we set ourselves
up by thinking about what someone like Steve Jobs was doing when he was
our age, or what cousin Vinnie, who got into Yale at 15, is doing now. Don’t
fall into the trap of making unrealistic comparisons. It serves no purpose.
•• Do benchmark yourself against others – This means referencing yourself to
a like group of individuals and doing a reality check to make sure you are
not being too harsh (or soft) on yourself. Practice seeing other people as they
really are, with their own strengths, but also their own weaknesses.
•• Don’t let critique devastate you – Yes, you need to take advice on board and
even accept criticism over things you’ve done or not done well. This is an
important part of work. But if let yourself be totally shattered by critique; and
make it about who you are, rather than what you’ve done, you can actually
immobilize yourself. And remember, critiques should not get personal. If they
do, it’s worth considering whether that critique is more about the person making
it, than it is about you.
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Workplace research
•• Learn to internalize external validation – People with imposter syndrome
often brush off the compliments they receive. Don’t do it. Accept graciously.
Let it sink in. Try to own it. After all, chances are you’ve earned it.
•• Finally, know that you are in good company – It’s worth knowing that imposter
syndrome is most common amongst high performers and those deemed gifted!
A word to those who may find the concept of imposter syndrome quite bizarre –
hopefully, you can’t relate because you are very good at being realistic. You
benchmark yourself well and you realise that there is a learning curve you will
soon get on top of.
But what if you are just a bit too cocky? Well, there is something called the
Dunning-Kruger effect (Kruger and Dunning, 1999) (Figure 2.2). It occurs when
individuals fail to adequately assess their level of incompetence – and see themselves as much more competent than they actually are.
Figure 2.2
The Dunning-Kruger effect
Perceived ability
Dunning–Kruger
effect
Impostor
syndrome
Actual ability
Figure 2.3
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Balancing the Dunning-Kruger effect and imposter syndrome
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Finding your way through the workplace
21
As show in Figure 2.3, what you are really after is the ability to be quite realistic
about where you are and what you do. Treading the line between the DunningKruger effect and imposter syndrome is the quick path to the win.
BOX 2.2
My first day: Torben’s story
On my first day on Capitol Hill, I was incredibly nervous. Just the thought of walking into
the Congressman’s office made me feel sick. I didn’t know if I was dressed right, if I should
get there early, if I should knock … my stomach was a mess. When I did walk in, I was in
total awe, which didn’t help. What was I doing here? Everyone seemed so together and
confident. I felt hopelessly out of my depth. I thought I was ready, I thought I’d done a good
job of researching my internship on the Internet, but I was seriously questioning if being
there was nothing but a mistake. That was pretty much how I felt the whole first week of
my internship. A big imposter – that was me.
But then week two came around and I realised that it was going to be okay. I paid attention, I asked questions, I laughed, I made friends. Yes, the office was fast-paced, and I had
a lot to learn, but I was getting there. I was becoming a part of the team, I was making the
shift from imposter about to be exposed to a valued intern!
Making the transition from student to employee
Have a good look at Photo 2.1. Familiar at all? Sadly, it is to the two of us. Apathy,
boredom, lack of sleep. These are your rights as a university student.
Photo 2.1
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Workplace research
Now look at photo 2.2. Yes, it is a stock photo with happy young corporates
with perversely white teeth, showing the happy gung-ho attitude expected of new
recruits. But how, nonetheless, do you make the transition?
Photo 2.2
A student’s world is different from the professional one – and making the transition quickly is imperative. Some paradigms that operate differently in the world
of work include:
•• Time – You need to be able to tell it and respect it. Showing up a bit late for a
lecture, skipping classes, setting up a 4- or even 3-day schedule, taking a few
days off here and there, asking for extensions. I remember those days. Awesome!
Not so possible in the ‘real world’. Long workdays, overtime – paid and unpaid,
projects that need to be finished over the weekend, holidays at the convenience
of the organization, scrutiny over time. This is much more the reality. Show
up late one too many times and you can find yourself out of a job. Sure, as a
student you probably had to do quite a bit of juggling, but undertaking a workplace-based research project and possibly an internship, while doing other units
of study, is an extreme time management challenge. And it is critical. Your future
with your organization can rest on how well you manage your time.
•• Professionalism – I’m not even sure how well this word applies to students. Yes,
there are codes of conduct and there can be ramifications, but students that come
up against this in the system are the minority. In a workplace environment, however, it is an everyday consideration. Professionalism in the workplace requires:
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Finding your way through the workplace
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23
Being a strong reliable team member – Those you are working with need
to know that you will show up, and you have done what you said you
would do.
Being accountable – Being responsible for adhering to the policies of the
organization/company.
Being a self-starter – It’s not just about requirements, it is about making a
contribution that gets you noticed.
Being courteous – Taking the appropriate tone and approach to communicating with others.
•• People skills – As a student, your people skills are largely social. Yes, it can
help if you are able to navigate the administrative and academic worlds of university, but it tends not to be essential. At work it absolutely is. You will need
to be able to deal with all types of people and personalities, and your success
will be determined by how well you work with others.
•• Influence – Being influential at university is optional. You are, after all, a student whose job is to learn. But being influential should be a major agenda in
the workplace. Ways to become a person of influence include:
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Showing up and have a say – You won’t be noticed if you don’t put yourself out there.
Learning to speak with presence – Confidence implies competence. If you
are not a strong speaker, it is worth developing these skills, i.e., think about
coaching, or joining a group like Toastmasters.
Building strategic relationships – Know who the power people are, understand the politics of the organization and build strategic alliances.
Being willing to admit and learn from mistakes – No one expects you to
know it all, and admitting you have things to learn will build respect.
Be likeable – Some people are really awesome to be around; their presence
is a good thing. Other people can bring you down, and you don’t want that.
Sometimes in our quest to do well, to be super competent, we can become
demanding, pestering, or high-strung. Try to be at ease, and work on developing your sense of humour – and we don’t just mean being funny, a good
sense of humour is also about being quick to see the humour in others and
appreciating it.
Give your full attention – The best way to have others pay attention to you,
is to pay attention to them. People want to know they matter. If you are
looking bored or texting while listening, you can’t complain if the same
thing is done to you when it’s your time to speak.
Make others look good – If you want to be influential, you need to make
others feel good … and look good! There is no use being right, if no one is
listening to you. Ideas will only gain ground when they are seen as a win
for those who need to get behind them.
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Workplace research
Not only are time management, professionalism, people skills and becoming
influential important in making your transition to the workplace, they are absolutely essential to the conduct of research. Trust me, you will never be as busy as
when you are studying, working and doing a research project (let alone trying to
have a life). And you will be navigating various roles including student, employee
and researcher, so you will need to be highly professional. You will also need great
people skills to be able to collect the research data you require. And finally, you
will need to develop the skills related to being influential if you want your research
recommendations to be taken up within your organization. If recommendations
come from a ‘student’, they may not be given full and proper consideration. But if
they come from someone considered to be a budding professional, they may hold
more weight.
BOX 2.3
They were not impressed: Bill’s story
So I showed up a bit late on Friday with a great story and a hangover. They were not
impressed. Not at all. It wasn’t that anyone gave me a hard time, or even sat down and
talked to me. It was more that they didn’t talk to me. Everyone was busy and I felt I was
being ignored. In the afternoon, I finally got a chance to ask one of the people I had
become friendly with why I was getting the cold shoulder. He said, ‘Look, you left so fast
last night, you didn’t even realize we were all working late on a short-notice deadline. Fine
if you had other plans, but don’t think leaving 15 minutes early went unnoticed. Then you
show up 30 minutes late this morning, when most of us had gotten in pretty early. You
were all red-eyed and looking happy as can be, not even appreciating what was going on
here. And it’s not the first time.’
What a wake-up call. I wanted this organization to offer me a position after my internship – and I thought I was getting along with everyone really well. But I guess it’s more
than doing well at happy hour. I needed to change my attitude. So I did. I sta…
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