Fall 2020 Dissertation Seminar DSRT 736 M22 Day 1 Practical

Fall 2020 Dissertation Seminar Dsrt 736 M22day1 Practical Connect

Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. Provide a 500 word (or 2 pages double spaced) minimum reflection. Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. Share a personal connection that identifies specific knowledge and theories from this course. Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.

Paper For Above instruction

In integrating the principles and theories learned in the Fall 2020 Dissertation Seminar (DSRT 736), I have found that the course provided critical insights that are directly applicable to my professional development and practical work environment. The primary focus of the course on linking research with practice, ethical decision-making, and leadership has enhanced my ability to approach complex problems with a research-informed perspective, which is essential in my role as a project manager in an educational nonprofit organization.

One of the most impactful theories from the course is the transformational leadership model, which emphasizes inspiring others to achieve shared goals through motivation, vision, and ethical behavior. Applying this model has allowed me to foster a collaborative environment within my team, promoting open communication and shared responsibility. For instance, when our organization faced a significant shift toward digital learning, I utilized transformational leadership techniques to motivate my team, align our goals with organizational mission, and implement innovative solutions effectively. This approach not only improved team cohesion but also led to more innovative project outcomes, aligning with the course's emphasis on leadership grounded in ethical and evidence-based practices (Bass & Avolio, 1994).

Furthermore, the course reinforced the importance of ethical research and decision-making, which has profound implications for my work in developing community programs. Adhering to ethical standards in program evaluation and data collection ensures that stakeholder trust is maintained while producing valid and reliable results. The importance of community-based participatory research methods, highlighted in the course, guides me to involve community members actively in project planning and assessment, fostering empowerment and sustainability (Minkler & Wallerstein, 2008).

Additionally, the course's emphasis on rigorous research methodologies has strengthened my ability to evaluate program outcomes effectively. Understanding qualitative and quantitative research techniques enables me to interpret data more critically, supporting evidence-based decisions. This skill is particularly relevant when reporting program impacts to funders, advocating for continued support, or adjusting strategies based on data insights. For example, applying mixed-methods research allows a comprehensive understanding of program effectiveness, capturing both numerical outcomes and participant experiences.

Looking ahead, I see opportunities to implement these theories more systematically in my current role. For instance, adopting ethical decision-making frameworks from the course can help navigate complex dilemmas related to resource allocation or community engagement, ensuring actions are consistent with organizational and moral standards. Moreover, continued application of transformational leadership principles can empower staff to innovate and adapt to evolving challenges, particularly in the context of remote work and digital transformation.

In conclusion, the knowledge gained from the Fall 2020 Dissertation Seminar has equipped me with practical tools and theoretical understanding essential for effective leadership, ethical practice, and research application. These insights foster a reflective and evidence-based approach to my work, positioning me to contribute meaningfully to my organization’s goals and community impact. Moving forward, I am committed to integrating these principles consistently to enhance program effectiveness and organizational integrity.

References

  • Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
  • Minkler, M., & Wallerstein, N. (2008). Community-Based Participatory Research for Health: From Process to Outcomes. Jossey-Bass.
  • Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.
  • Yin, R. K. (2017). Qualitative Research from Start to Finish. Guilford Publications.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  • Salkind, N. J. (2017). Statistics for People Who (Think They) Hate Statistics. Sage Publications.
  • Patton, M. Q. (2008). Utilization-Focused Evaluation. Sage Publications.
  • Patton, M. Q. (2015). Qualitative Research & Evaluation Methods. Sage Publications.
  • Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Sage Publications.
  • Johnson, B., & Christensen, L. (2019). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Sage Publications.

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