Review The Rubric To Understand The Criteria 312885
Review The Rubric To Make Sure You Understand The Criteria For Earning
Review the rubric to make sure you understand the criteria for earning your grade. With your team, create three tools: a survey, a set of interview questions, and a set of focus group questions. Questions can be similar or even the same across all three tools. You must use at least two of the tools in your audit. Develop two versions of each tool: a "clean copy" version that you can use with your business/organization, and an annotated version that explains the rationale for the questions. The rationale should be based on the communication principles you are learning in this course, with appropriate citations and references. By the end of the workshop, finalize the three research tools, post them as attachments in the discussion accessible to the whole team, and ensure all team members acknowledge consensus on the tools. If any member does not participate, others can proceed with the collaboratively created tools.
Paper For Above instruction
The task at hand involves a collaborative effort to develop effective communication assessment tools—specifically, a survey, interview questions, and focus group questions—geared towards evaluating a business or organizational environment. This process aims to enhance understanding of communication practices within the organization by employing at least two of these tools in an audit. These tools serve to gather qualitative and quantitative data, thereby enabling a comprehensive analysis of communication effectiveness, clarity, and engagement.
The first step requires the team to create three distinct yet thematically related tools: a survey to collect broad, quantifiable feedback; interview questions for in-depth insights from key individuals; and focus group questions designed to facilitate group discussion and uncover shared perceptions. The inclusion of similar or even identical questions across all tools can help triangulate data and ensure consistency in data collection. This approach aligns with best practices in communication research, where multiple data sources generate a more reliable picture of organizational communication dynamics (Cohen & Crabtree, 2006).
A crucial element of this assignment is the development of two versions of each tool. The "clean copy" versions should be ready for actual implementation with the organization, containing clear, straightforward questions. The annotated versions should include detailed rationales for each question, referencing communication principles learned in the course. Principles such as clarity, relevance, open-endedness, and non-bias are critical in formulating effective questions (Bradburn & Sudman, 1979). Providing citations and references for each rationale ensures that the questions are theoretically grounded, and demonstrates an understanding of communication concepts like message framing, audience analysis, and question design.
During the workshop, each team must finalize these tools and upload them as accessible attachments in a discussion forum. This step emphasizes collaborative verification and consensus-building. All team members are required to acknowledge agreement on the tools, recognizing the importance of shared understanding and collective ownership. If any team member fails to participate, the rest are permitted to proceed based on the developed consensus, which underscores the importance of teamwork and accountability in research design.
This exercise prepares students to apply theoretical knowledge to practical research design, fostering skills in survey development, interview preparation, and focus group facilitation. Moreover, it demonstrates the importance of strategic question construction rooted in established communication principles, ensuring that data collected is valid, reliable, and meaningful for organizational assessment. Ultimately, these tools will facilitate a thorough evaluation of organizational communication practices, informing subsequent improvements rooted in evidence-based strategies.
References
Bradburn, N. M., & Sudman, S. (1979). Asking Questions: A Practical Guide to Questionnaire Design. Jossey-Bass.
Cohen, D., & Crabtree, B. (2006). Qualitative Research Guidelines Project. Robert Wood Johnson Foundation.
Kelley, S. W., & Capella, L. M. (2010). Communicating Organization and Organizational Communication. New York: Routledge.
Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing. Sage Publications.
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. Sage Publications.
Rubin, H. J., & Rubin, I. S. (2012). Qualitative Interviewing: The Art of Hearing Data. Sage Publications.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Tuckman, B. W. (2012). Conducting Educational Research. Rowman & Littlefield.
Vaughan, D. (1996). “Uncoupling” Organizational and Public Communication. Journal of Public Relations Research, 8(2), 127–149.
Wimmer, R. D., & Dominick, J. R. (2014). Mass Media Research: An Introduction. Cengage Learning.