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My First Learning Team Experience Essay - Personal Narrative Learning C

My First Learning Team Experience Essay

My First Learning Team Experience

My involvement in the Learning Team environment at the University has been a great learning experience. When we were assigned teams at the end of the first week, I did not really know what to expect. I have worked on teams numerous times in my career, both in the professional and private sectors. The teams I have worked on have always been to either produce a product or improve a process. Learning has always been a part of these teams, but I have never been on a team whose specific purpose was centered on learning.
The first task my learning team was confronted with was coming up with an effective method of communicating. "High-performing teams have extensive communication mechanisms. They communicate regularly with each other wither in person, via telephone, or through e-mail and keep those unable to attend meetings informed of the group's progress." (Teams in the Workplace, Pg. 317) We decided to use an Instant Messenger chat for its real time communication and message logging ability to allow us to keep those not able to make the chat informed.
Our first official task was to create a team Charter. One of the questions in this charter was to determine if the team would have a leader and if so, the term of that leader. "All groups need leadership. Without leadership, a group may be nothing more than a collection of individuals lacking the coordination and motivation to achieve a common goal." (Leadership in Groups, Pg.173) Instead of having one leader for the entire course, the team decided to rotate leaders at the beginning of every school week. I was selected by my peers to be the team leader during the first assignment. Being the team leader, I was not only responsible for.

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. h he had given up. But then, seeing that both sticks could be put together to make one long stick (insightful experience), the Chimpanzee placed the small stick a little way inside of the larger one and was able to reach the banana and pull it toward himself.
There are many differences and similarities between each of these learning processes. For example, classical conditioning involves only involuntary or reflex responses where as operant conditioning involves both involuntary and voluntary reflexes. These different learning processes can be used independently in many different situations. Where Classical conditioning may be more effective in one situation it may be useless in another. For this reason each of these learning processes, Classical and operant conditioning, and observational and insight learning are each as important and effective as the other.

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Epistemological Positions of Extensive and Intensive Research

Epistemological Positions of Extensive and Intensive Research

Published: 23rd March, 2015 Last Edited: 23rd March, 2015

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

This essay is an attempt to .nd out how extensive and intensive research strategies in business and management studies re.ect distinctive epistemological positions. I start by comparing the goals of methods of extensive and intensive research strategies. Then, I discuss how the former re.ects a positivist epistemological position and how the latter re.ects a di.erent non-positivist epistemological position � phenomenology. Finally, instead of selecting one research strategy as superior to the other, an alternative of combined methods from both strategies is discussed.

There are two modes of cognitive functioning, two modes of thought, each providing distinctive ways of ordering experience, of constructing reality. The two (though complementary) are irreducible to one another. E.orts to reduce one mode to the other. fail to capture the rich diversity of thought. Each of the ways. has operating principles of its own and its own criteria of well-formednedd. They di.er radically in their procedures for veri.cation (p. 11)

research designs as follows: the �paradigmatic logico-scienti.c� of thought with what he calls variance research dealing with �what� questions and, �the narrative� of thought with what he calls process research dealing with �how� questions.

activities and relations �constitutes the knowledge to be gained from an inductive. mode of inquiry�

Typical methods used in each strategy also di.er. In extensive research they are mainly large-scale survey of population or representative sample, formal questionaires, standardised inter�views, or statistical analysis. Qualitative methods such as study of individual agents in their causal contexts, interactive interviews, ethnography and qualitative analysis are used in inten�sive research. Danermark

The way in which intensive and extensive procedures relate to qualitative and quan�titative methods can be described thus: the intensive empirical procedure contains

substantial elements of data collecting and analyses of qualitative kind. The exten�sive procedure has to do with quantitative data collecting and statistical analysis. (2001,

2.3 Study Groups and Representativeness

whose members share similar (formal) attributes but which need not actually connect or interact with one another� while intensive research �focuses mainly (though not exclusively) on groups whose members may be either similar or di.erent but which actually relate to each other structurally

2.4 Appropriate Tests

Di.erent tests are needed for each type of the research strategies. For extensive research replica�tion tests are important to see �how general the particular .ndings are in the wider population�, for intensive research corroboration tests used to �see that the results really do apply to those individuals

3 Epistemological Positions and Assumptions

3.1 Extensive Research and Epistemology

Research under extensive strategy relies on quantitative methods and on �statistical testing of empirical hypotheses� to provide veri.able and reliable data sets because such methods con�sidered to serve the �positive-science ideal� of positivists who �utilize empirical methodologies borrowed

In positivist form of research. knowledge gained through scienti.c and experi�mental research is objective and quanti.able. on the topic dropping out of high school. From a positivist perspective you might begin by hypothesizing that stu�dents drop out of high school because of low self-esteem. You could then design an intervention program to raise the self-esteem of students at risk. You set up an experiment controlling for as many variables as possible, and then measure the results. (p. 4)

The example shows how a positivist-natural-science approach is being applied to social phe�nomena

Table 1: A summary of extensive and intensive research

Research What are the regularities, com- How does a process work in a par-

Question mon patterns, or distinguishing features in a portfolio or popula�tion of portfolios? How widely are certain characteristics or processes distributed or presented? ticular case or small number of cases? What produces a certain change? What did the agents ac�tually do?

Relations Formal relations of similarity Substantial relations of connection

Types of groups Taxonomic groups sharing similar proprieties Causal groups which are related

Typical large-scale survey of population study of individual agents in their

Methods or representative sample, formal questionaires, standardized inter�views, statistical analysis causal contexts, interactive in�terviews, ethnography, qualitative analysis

Limitations Although representative of a whole population, they are unlikely to be generalizable to other popula�tions at di.erent times and places. Problem of ecological fallacy in making inferences bout individu�als. Limited explanatory power. Actual concrete patterns and con�tingent relations are unlikely to be representative, average or general�izable. Necessary relations discov�ered will exist wherever their rela�tions are present, e.g. causal pow�ers of objects are generalizable to other contexts as they are neces�sary features of these objects

Tests Replication Corroboration

in which Gans refers to his research as �reconnaissance � an initial exploration of a community to provide an overview�. Gans later acknowledges that many of the hypotheses reported by his research can be �tested against the results of more systematic social science research�.

Two di.erent research strategies in business and management, extensive and intensive, have been compared at the levels of methodology and epistemology. These two types of research derived

Researchers under extensive strategy (positivists) use methods such as statistical surveys and standardised interviews which they allow them to acquire objective knowledge. Researchers of intensive strategy (anti-positivists) rely on less structured methods such as participant obser�vation or unstructured interviews which allow them to acquire knowledge about social reality. Currently, methods from both sides are combined together enabling social scientists to form and test hypotheses, and generate social knowledge.

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