Walden University Qualitative Data Collection Method Discussion

Classmate 1: Brenda

“Summary of SCT

Social cognitive theory (SCT) is one of the most dominant and successful theories in understanding work motivation and behavior (Pinder, 2008).  The goal of social cognitive theory is to interpret how people regulate their own behavior through control and to reinforce goal-directed behavior over time.   Five constructs were developed: reciprocal determination, behavioral capability, observational learning, reinforcements, and expectations (Pinder, 2008).  Reciprocal determination is the main concept of SCT and it refers to the interaction of a person, the environment and behavior. Behavioral capability refers to a person’s actual ability to complete a behavior using knowledge and skills.  Observational learning means that people can watch each other’s behavior and then reproduce the actions. Reinforcements can be internal or external and can determine the likelihood of continuing or stopping a behavior.  And lastly, are expectations, which are the consequences of a person’s behavior.

How to use SCT in organizations

Using social cognitive theory in organizations can be extremely beneficial.  The theory states that when employees observe someone performing a behavior, they will remember the sequence of events and be able to replicate that same behavior themselves (Pinder, 2008).  SCT is used to guide behavior change interventions. Organizations may use SCT to help change or influence the culture. In this case, leadership can influence a change in culture by showing employees that they are engaged and that having a positive culture is important to motivation and performance.  If employees see leadership modeling this behavior, they will be able to replicate it.

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Classmate 2: Jasmin

“The five capabilities posited by social-cognitive theory (SCT). 

1. Anticipation- Peoples’ behaviors and actions that are based on possible consequences that are likely to occur.
2. Symbolizing is used to express behaviors that directs people towards future actions. Symbols can reflect the statement, “think before reacting” to avoid unwanted consequences due to those actions.
3. Vicarious learning is a way that people learn through observing others experiences in the workplace, without having the need to experience it themselves.
4. Self-regulateis having self-control of behaviors, thoughts, and the way one responds to situations.
5. Self-reflective is gaining insight of the world and using this knowledge to shape behaviors. “

Classmate 3: Keife

“Self-efficacy can be defined as what people believe regarding their capabilities to produce selected performances, which tend to change different situations that may influence their lives. Notably, these beliefs influence how people percept things, think, feel, and act. On the other hand, self-regulation is self-generated—actions and feelings of an individual who may influence learning (Schunk & DiBenedetto, 2020). Self-efficacy theory (personal goal setting) contributes to self-regulation theory in the field of learning. Self-efficacy is connected to the fact that people can succeed and modulate behaviors, and as such, it requires a strategy to achieve the goals. In other words, the strategy to achieve goals is known as self-regulation.

Self-efficacy is very realistic in the completion of my graduate degree. According to Schunk & DiBenedetto (2020), the stronger the self-efficacy, the better the objectives set. For me to complete my graduate degree successfully, I need to embrace motivation. Being motivated will enable me to navigate through all challenges and to remain objective. Also, self-efficacy will allow me to be near and remain tied to my goals. It is also vital that I believe in my abilities and remain committed. For example, I will remain disciplined and set my priorities right throughout my academic work.

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Classmate 4: Wanda

“Self-efficacy is our perception of our personal capabilities and skills in relation to successfully completing a particular task (Pinder, 2008). In contrast self-regulation posits that people set goals and then demonstrate the necessary behavior to successfully attain the goal. In this process, they observe and assess the behavior to address any  inconsistencies, in response to constructive feedback  as they occur and then modify the behavior, if necessary to ensure they successfully achieve their identified goal. (Pinder, 2008)

Self-regulation is a strategic approach to fulfilling goals, and managing behavior successfully to meet your goals (Ackerman, 2020).  In this scholar’s case, self-regulation would be in relation to completing my doctorate degree within three years. My initial assessment before starting this educational journey was to consider what I thought were the factors such as how long this would take to complete, what sacrifices would I have to make for example limiting my time and attention with family and friends, cost of going to school and whether or not I had the necessary stamina, motivation, and perseverance to push thru whatever challenges I come across in this process.

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Classmate 5:Thomas

“Qualitative Data Collection Method: When soliciting respondents lived experience, the primary data collection methods will be interviews with respondents.  Interviews will preferably be held as physical meetings, or, if not possible, in virtual settings, such as Skype meeting or other video enabled communication tool.  Physical or video enabled presences is an attempt to raise the information richness of the interview (Robbins & Judge, 2016).

Another data collection main method is through qualitative documents, to be able to shed additional light on the interview data.  Projects are a rich source of documents, e.g. minutes of meetings, project status information radiators, project reports, issue and risk registers and action logs.

Thirdly, the study will make use of any recordings, email, webpages, which may provide an additional perspective to the data. This collection procedure is called qualitative audiovisual and digital materials (Creswell & Creswell, 2017).

Mixed Method Design: The mixed method design will be an explanatory design, where the researcher collects quantitative data in the study’s first phase, and the seek to describe the data, or provide an explanation for unusual results in a qualitative phase (Creswell & Creswell, 2017).

The study’s first quantitative phase would concentrate on providing evidence for any increase or decrease in the success of agile projects when shifting from a traditional office-based setting to a distance, or home-based work setting, if any.  The second qualitative phase then would seek to provide an explanation for any changes in success rates, based on participants individual lived experiences with home-based working.

This mixed method design fits the overall intention of the study to seek to determine whether the COVID-19 crisis induced forced establishment of mass home-working employees has been an advantageous or detrimental factor for the success of agile project.  First, it is important to provide knowledge what the exact change constitutes (the quantitative phase), and then to seek to explain the reasons for this change (the qualitative phase).

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Classmate 6: Amber

“Qualitative Data Collection Method: Data will be collected through semi-structured, in-depth interviews with students from two local middle schools, and two local high schools. Questions will relate to the students’ lived experiences with COVID-19 associated remote learning and their lessened interaction with peers and instructors. After individual interviews, small focus groups of three to five participants will be purposively sampled to include the participants that have reported the most decreased mental well-being. Grounded theory will be used in data collection and analysis.

Qualitative Sampling Strategy: For this study, a maximum variation sample will be implemented to ensure the representation of the “widest possible range of the characteristics of interest for the study” (Merriam & Tisdell, 2016, p. 98). This strategy will allow for the inclusion and representation of a diverse population of middle and high school students.

Sampling Criteria: A purposive sampling strategy will be used to include two public middle and high schools. Both Title I and non-Title I schools will be sampled. K-5 schools will be excluded.

Qualitative Data Collection Method: Data will first be gathered through semi-structured in-depth interviews. Next, students who appear to suffer the most will be sampled for focus groups of three to five students. The focus groups will be semi-structured to provide prompts to pull out the lived experiences of middle and high school students who experience the most decrease in mental well-being.”