Which Is Better For Investigating the Impact of Music on my Client’s Mood?

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Balkin, R. S., & Kleist, D. M. (2017) and/or American Psychological Association (2014). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 10/05/19 at 4pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read your colleagues’ postings. Respond to your colleagues’ postings who proposed the opposite method from the one you selected as the ideal method for investigating the question and justify why you chose the alternate method.

1. Classmate (M. Chr)

Quantitative Research  Study

This week for this discussion the question how does music impact mood was posed. This means that in order to research this question my design would need to involve two different types of data. The first type of data is quantitative data which is numerical and is based on gathering numerical data in terms of percentages and more. This is also a way to get a baseline for data (Laureate Education, 2017). Thus, one way I could get quantitative data is by implementing a survey to the participants asking if different genres of music affect their mood. This survey could be a scaled score seeing which genres tend to have a higher percentage of participants whose mood is affected by music. I could even be specific and ask questions first like how often do you feel you listen to music and give them choices like an hour a day and more.

Qualitative Research Study

The second type of  data would be very easy to collect for this research question which is qualitative data. I need to keep in mind that to gather qualitative data, one of the easiest ways for me to collect it would be to use the culture around me (Laureate Education, 2017). For instance, I hear songs when people are driving with the windows down at a stoplight and the person in the car is dancing which to me clearly indicates the music is affecting their mood.. I could also have participants come in and listen to different tracks from different genres and see if right then and there it affects them as they are listening to it.  I could also write down observations as I am talking to them of what I see what when I am watching them listen to music. This also includes observing their body language

Which Is  Better For Investigating the  Impact of Music on my Client’s Mood? 

When I think about this research question, I have to think about which type of data I would want to use. When I was looking for articles in the Walden library, I was unable to yield any research articles that dealt with music being impactful to one’s mood,  However, through googling I did find a few scholarly articles but they did not really deal with the question I was looking at. They dealt with things like the function of music. Thus, after thinking, I personally think that I qualitative data would be best for researching this question. One reason is because I think this particular research question should be experienced through the people (Laureate Education, 2017). This means that to get the best data I can out of this question I would be observing the people listening to music. Than I would interview them (Laureate Education, 2017).

Summary

In conclusion, there are two different types of data to consider as I mentioned. When thinking about a research  question, it is important to realize what kind of information I am seeking with my question, and that will lead to my determination of which type of data would be the best fit. I may find out as well  that as I am investigating the research question that I may need to have one type of data first then end up needing a little bit of the other to get a clear answer to the question (Laureate Education, 2017).I have also  figured out that collaboration is a great tool to use to collect large amounts of data from multiple locations or even from more spread out locations such as a beach (Laureate Education, 2017). Thus, for this particular question, I would  utilize qualitative data, and by utilizing these types of data, the question will be answered in a clear and concise way that will allow for possible future research to be done.

Resources:

Laureate Education (Producer). (2017). Qualitative methods: An example [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2017). Quantitative methods: An example [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2017m). Roundtable: Research methods [Video file]. Baltimore, MD: Author.

2. Classmate (J. Fun)

Quantitative Investigation

In quantitative research the typical process includes gathering participants, obtaining measures, evaluating data, and communicating results. I could quantitatively investigate how music impacts mood by using percentages. Percentages are often helpful in describing the participants of a study or nominal variables (Balkin & Kleist, 2017). In this case, percentages could provide information of different variables related to those listening to music. For example, a percentage of those who enjoy listening to music and those who don’t, a percentage of different activities participants participate in while listening to music. In quantitative research the typical process includes gathering participants, obtaining measures, evaluating data, and communicating results. In quantitative research, the nature of collecting data involves providing numeric values for phenomena (Balkin & Kleist, 2017).

Qualitative Investigation

Qualitative research produces knowledge that allows us to understand the human meaning of events, situations, contexts, experiences, or actions; the particular contexts within which actions and experiences take place; social and psychological processes by which events and actions take place; and the unanticipated phenomena and influences of experiences and processes (Maxwell, 2013, as mentioned in Balkin & Kleist, 2017). I could use this to investigate how music impacts mood by researching the psychological process, mood, and experience felt while someone is listening to music.

Best Choice for Investigation

I would utilize qualitative research to investigate this question due to its ability to provide insight into the feelings and thoughts participants may have in studies that study the impact music has on their mood. In particular, researching descriptions, interviews, journals, etc., that participants may have used to communicate these feelings and thoughts towards music.

References

Balkin, R. S., & Kleist, D. M. (2017). Counseling research: A practitioner-scholar approach. Alexandria, VA: American Counseling Association

Laureate Education (Producer). (2017e). Introduction to research design [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2017m). Roundtable: Research methods [Video file]. Baltimore, MD: Author.

3. Classmate (L. Lan)

The research question that we are investigating is how does music impact mood? If we were to design a quantitative study to test this question, we would need to develop an operational definition of what is to be measured, in this case, mood (Balkin, 2017). We are looking at how variables relate to one another, known as correlational research because we know that “quantitative research is useful when the research question examines relationships between variables” (Balkin, 2017; Laureate Education, 2017). Ideally, a random sampling of participants would need to be gathered in order to be representative of the general population, but this can be challenging (Balkin & Kleist, 2017). As Dr. Smeaton notes while describing his quantitative study, it is difficult create a representative sample when when researchers are often reliant on convenience sampling (Laureate Education, 2017). In this case, researchers would need to be careful not to only gather participants who are interested in music or who listen to music frequently.

In order to measure how music impacts mood, a researcher might provide a questionnaire to participants for them to report how they feel before listening to certain types of music and again after.  A researcher might also measure participants cortisol levels before, during and after listening to a certain type of music. All of these numbers would need to be analyzed and interpreted in order to make a generalization about the impact music has on people’s mood (Balkin & Kleist, 2017).

Qualitative Research Study

Qualitative relies primarily on words, documentation and some type of description (Laureate Education, 2017). In this case, we are looking at the participant’s experience with music and their perception of whether or not it impacted their mood. A researcher using a qualitative method might also go about gathering a representative sampling and interviewing participants about their experiences with music and how they noticed their moods changing or not.
Which is better for investigating the impact of music on my client’s mood?

For this study, I believe that a mixed methodology is best. As Dr. Wilson notes in the video, “it’s hard to describe something with numbers when it’s an experience you’ve had”, and mood is certainly a personal experience (Laureate Education, 2017). I think a qualitative approach would be helpful in gathering details about the type of music and how it changes a person’s mood, given that there are so many types of music and so many moods. This would provide a narrative to the way that music impacts mood (Balkin & Kleist, 2017). That being said, a quantitative approach might be helpful in gathering a larger sample of the population since a survey instrument can more easily be disseminated to a large group of people and the numbers can be analyzed and interpreted.

Summary

Reading and listening to this week’s resources, I’m overwhelmed at the detail and complicated considerations that go into designing a research study. A simple question like “how does music impact mood?” could be examined by so many different approaches both qualitatively and quantitatively.

References

Balkin, R. S., & Kleist, D. M. (2017). Counseling research: A practitioner-scholar approach. Alexandria, VA: American Counseling Association

Laureate Education (Producer). (2017). Qualitative methods: An example [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2017). Quantitative methods: An example [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2017m). Roundtable: Research methods [Video file]. Baltimore, MD: Author.

Required Resources

Balkin, R. S., & Kleist, D. M. (2017). Counseling research: A practitioner-scholar approach. Alexandria, VA: American Counseling Association.

  • Chapter 4, “Types of Research”
  • Chapter 5, “Fundamental Concepts in Quantitative      Research”
  • Chapter 10, “Fundamental Concepts in Qualitative      Research”

Required Media

Laureate Education (Producer). (2017e). Introduction to research design [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 14 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Laureate Education (Producer). (2017m). Roundtable: Research methods [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 26 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Optional Resources

Laureate Education (Producer). (2017). Quantitative methods: An example [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 13 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Laureate Education (Producer). (2017). Qualitative methods: An example [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 11 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Analyze the possibility of bias in your assigned assessment/evaluation method.

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Assessment in the Workplace

W2_D1.jpgAfter reading Chapters 3 and 4 in your text, the article, “Self-Assessment and Dialogue as Tools for Appreciating Diversity”, and watching the required videos, consider the following: Testing and assessment are critical components of selection, recruitment, and the training and development processes in any business or organization. Organizations approach assessments in a multitude of ways.

  • Research one of the following evaluative protocols (based on your first name) that might be used by an I/O psychologist or manager to assess an employee’s performance.
    • A through G: A peer evaluation
    • H through R: An observational evaluation
    • S through U: A subordinate evaluation
    • V through Z: A 360° appraisal

Start your search by using the key words in the library’s search tool as well as google.

W2_AU_Library_Search.png

W2_Internet_Search_Results.png

  • Describe the assessment/evaluation you have been assigned.
    • Apply appropriate citations which may include your text, required article and videos, website sources, and additional peer-reviewed articles.
  • Explain what the goal is of your assigned assessment/evaluation method.
  • Analyze the possibility of bias in your assigned assessment/evaluation method.
    • Does your assessment suggest the potential of possible bias? Why?
  • Describe the potential effects your assessment/evaluation method might have on the workplace (good and bad).
  • Identify at least two strengths and at least two weaknesses of the assessment that you discuss based on your research. (Remember to cite your sources.)

Your initial post should be between 300 and 350 words. You must use at least one scholarly, peer-reviewed source that was published within the past five years. Cite all information from your sources according to APA guidelines as outlined in the In-Text Citation Helper: A Guide to Making APA In-Text Citations (Links to an external site.). List each of your sources at the end of your post according to APA style as shown in the sample page for References (Links to an external site.).

Guided Response: Review several of your classmates’ posts. Respond substantively to at least two of your peers (original postings) who were assigned a different assessment protocol.

  • Discuss how your peer(s)’ assessment/evaluation tool differed from yours.
  • Does yours’ or your peer’s assessment promote more unbiased results?
  • Would you rather utilize your peer’s chosen assessment or the one you located, when performing an evaluation? When being evaluated? Why?
  • Continue to monitor this discussion board through 5 PM (Mountain Time) on Day 7 of the week.
  • Be sure to also respond to your instructor’s comments to you in this forum by Day 7 (when applicable).

Recall how personality traits, cognitive abilities and skills, and emotional intelligence contribute to effective leadership.

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For this Assignment, you will use the results of the leader assessments( Attached Below) from Week 1 to make inferences about the personality traits, cognitive abilities/skills, and aspects of emotional intelligence that you may need to develop to be successful in the leadership role you identified.

You also will create one SMART goal for developing one specific personality trait, cognitive ability/skill, or aspect of emotional intelligence; identify two learning activities for achieving your goal; and explain ho

1

Leader Development Plan Instructional Aid

By Day 7 of Week 4, you will submit a personal Leader Development Plan based on a leadership role of interest to you. Listed below are the major components of the plan along with a detailed explanation of each. Assess your strengths and limitations. Keep in mind that even the best leaders have limitations and can benefit from leader development; therefore, finding that you also have some limitations is perfectly normal. With that said, good leader development plans include targeted activities to develop strengths and manage limitations. For example, a highly introverted leader might engage in activities to improve active listening, a skill that comes more naturally to introverts, with the end goal of forming stronger bonds with colleagues. This leader may also engage in development activities to overcome discomfort related to networking, a skill that comes more naturally to extroverts. Therefore, the chosen development activities are not intended to turn an introvert into an extravert, but rather to build on existing strengths and find ways to manage limitations. Create SMART Goals. SMART goals are those that are specific, measurable, attainable, relevant, and timely. An example of a SMART goal is: Apply active listening skills to interactions with the CFO, COO, and CIO during one-on-one meetings over the next 2 months. Conversely, an example of a poorly written goal is: Improve relationships with colleagues. Identify development activities. Use the 70-20-10 approach as a guideline for your Leader Development Plan.

• 70% of your development activities should be on-the-job learning (e.g., participating in challenging assignments that allow you to apply leadership knowledge and skills);

• 20% should be learning through coaching, mentoring, and feedback, and;

• 10% should be formal, classroom-based learning. Please note the above percentages are approximations only. You are not required to adhere to the exact percentages. Just be sure that most of your development activities occur on the job, some occur through mentoring, coaching, and feedback, and very few occur in a classroom setting. Identify action steps you will take to complete the development activities. Action steps may include contacting a supervisor or colleague about a project you think would help develop your leadership skills, scheduling a meeting to receive feedback on how well you applied specific leadership skills, or registering for a leadership workshop. Identify resources you will need to complete the development activities. Resources may include time, cost, and leadership resources. Identify the timeline for completing the development activities. Be sure to indicate a specific and realistic date by which you will complete the leader development activities.

 

 

2

Identify methods and data to assess your achievement of SMART goals. To assess your achievement, focus on measuring how well you apply your knowledge and skills while on the job and/or the business results from doing so. Consider the following examples: You could ask your supervisor to observe you applying strategic thinking skills to determine whether you have mastered that skill. You could engage in 360- degree feedback where your colleagues and employees provide input about your improvement. You could keep track of the number of business deals you make as a result of your improved networking skills and the subsequent profit of those business deals.

 

 

 

3

 

You are encouraged to use the following table and examples to guide your thinking as you develop your plan. It may be

useful to include similar tables depicting your Leader Development Plan in the appendix of your paper; however, the

tables will not count towards the total page count.

Goal #1 Suppose your assessment results indicate that you need further development in transformational leadership. According to Northouse (2018), an important aspect of transformational leadership is individualized consideration, that is, listening to followers’ needs and assisting followers with their growth and development. Therefore, a leader development goal could be: Apply coaching and mentoring skills to employees as they complete assigned tasks and projects to further their development.

On-the-Job Learning

What on-the-job learning activities will you complete to achieve your goal?

• Hold bi-weekly, one-on-one meetings with each employee to learn more about their needs and goals.

• Delegate tasks or projects to each employee based on their goals.

• Use coaching and mentoring skills to help employees successfully accomplish assigned tasks and projects.

 

Learning Through Coaching, Mentoring, and Feedback

What learning activities will you complete with the help of others?

• Ask a transformational leader who has strong coaching and mentoring skills if I can observe him or her coaching and mentoring employees.

• Invite the leader to attend three of my one-on-one meetings with employees and give me feedback on my coaching and mentoring skills.

Formal, Classroom-Based Learning

What formal, classroom-based activities will you complete to achieve your goal?

• Attend a workshop called, “Coaching Essentials,” developed by the Ken Blanchard Companies.

Action Planning

What action steps do you need to take to complete the activities?

• Schedule bi-weekly meetings with each employee.

• Identify upcoming tasks or projects to assign to employees.

• Identify a transformational leader within the company who has strong coaching and mentoring skills. Contact him or her to schedule observations.

 

 

4

• Complete some pre-reading on coaching and mentoring.

• Register for coaching workshop.

Resources

What resources or help will you need to complete the activities?

• Two hours of employee time per month to participate in one-on-one meetings.

• Fourteen hours of my time per month to hold one-on-one meetings with each of the seven employees.

• Additional time, as needed, for coaching and mentoring outside of scheduled one-on-ones.

• Three hours of my time to observe the transformational leader and two additional hours to discuss his or her feedback after observing me.

• Ten hours to complete the following pre-reading about coaching and mentoring: o Emelo, R. (2015). Shift your focus with modern mentoring. Talent Development, 69(9), 36–41. o Grant, A. M., & Hartley, M. (2013). Developing the leader as coach: Insights, strategies and tips

for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice, 6(2), 102–115.

o Lancer, N., Clutterbuck, D., & Megginson, D. (2016). Techniques for coaching and mentoring. London: Routledge.

• Six hundred dollars and eight hours to attend coaching workshop.

Timeline

What is the timeline for completing the activities?

• Complete pre-reading and attend workshop by June 30th.

• Observe leader by July 15th. Ask the leader to observe me in three meetings on September 15th.

• Schedule to one-on-ones to begin on August 1st.

• Assign tasks and projects by August 15th.

Measurement

How will you measure whether you achieved your goal?

• Work with Human Resources to develop a survey that assesses employee perceptions of the degree to which they feel supported in their individual development and growth. Ask Human Resources to administer the survey before and after I complete the leader development activities.

• Obtain feedback from the leader who observed me in one-on-ones regarding how well I applied coaching and mentoring skills.

• Obtain a certificate of completion from the coaching workshop I attended.

w you will assess your achievement of the goal.

To Prepare for this Assignment:

  • Review this week’s Learning Resources. Recall how personality traits, cognitive abilities and skills, and emotional intelligence contribute to effective leadership.
  • Revisit the results of the leader assessments you completed last week. Identify one personality trait, one cognitive ability or skill, and one aspect of emotional intelligence you need to develop to be successful in the leadership role and organization you identified.
  • Pay particular attention to the examples of goals, learning activities, and measurement strategies.
    • Read the resource below (LeadershipDevelopmentResourceAid)  entitled “SMART Criteria” and the chapter, “How to Set Development Goals.” Consider how to write leader development goals that are specific, measurable, attainable, relevant, and timely. Then, write one SMART goal to further develop a specific personality trait, cognitive ability/skill, or aspect of emotional intelligence that you need to develop to be successful in the leadership role and organization.
    • Peruse the other resources and identify one on-the-job activity, one mentoring, coaching, or feedback activity, and one classroom-based activity you would engage in to achieve your goal.
    • Find an article (peer reviewed) that relates to evaluating Leadership Development Programs.and consider the methods you would use and data you would collect to assess whether you achieved your goal. Be sure to focus on Level 3 (Application and Implication) and 4 (Results or Business Impact) of the evaluation framework that is attached.

Synthesis Worksheet: Doctoral Identity

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Unit 3

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from

TITLE OF PAPER 2

 

 

 

 

 

Your Title Goes Here

Your Name Goes Here

Grand Canyon University

 

 

 

 

 

 

Running head: TITLE IN ALL CAPS 1

TITLE OF PAPER 3

 

Synthesis Worksheet

Introduction  
Capture interest: <Provide an opening sentence.>
Context: <Provide brief information about the articles to give the reader context.>
Statement of common themes: <Provide a statement of common themes.>
Thesis statement: <Provide a thesis statement.>
Theme One: Academic Success
Baker and Pifer (2011): <Insert evidence from the article that supports this theme.>

 
Gardner (2009): <Insert evidence from the article that supports this theme.>
Smith and Hatmaker (2015): <Insert evidence from the article that supports this theme.>
Theme Two: Relationships
Baker and Pifer (2011): <Insert evidence from the article that supports this theme.>

 
Gardner (2009): <Insert evidence from the article that supports this theme.>
Smith and Hatmaker (2015): <Insert evidence from the article that supports this theme.>
Theme Three: Select a third common theme that emerged from the articles.
Baker and Pifer (2011): <Insert evidence from the article that supports this theme.>
Gardner (2009): <Insert evidence from the article that supports this theme.>
Smith and Hatmaker (2015): <Insert evidence from the article that supports this theme.>
   
Statement of Conclusion <Summarize the three main themes. What conclusions can you draw when considering all three articles together as a single unit? What is the overall message of the three articles? >
   

 

 

References

Author, A., & Author, A. (2014). The article title is in sentence case. Journal of APA Style, 42, 74-89. doi: 48.1516.2342

Reynolds, M. D., & Tyree, A. (2008).  Teaching values in a materially rich but morally poor society.  The International Journal of Learning, 15(9), 117-122. Comment by Chuck Banaszewski: Last name Comment by Chuck Banaszewski: First name initial Comment by Chuck Banaszewski: Middle name initial Comment by Chuck Banaszewski: Only the first word is capitalized Comment by Chuck Banaszewski: Journal Publication is italicized Comment by Chuck Banaszewski: Volume number is italicized Comment by Chuck Banaszewski: Issue number is NOT italicized also issue number goes inside (#) Comment by Chuck Banaszewski: Page numbers Comment by Windows User: Delete all comments prior to submitting. You should not leave any of my instructions in your submission! Comment by Windows User: Notice there is not a GCU library permalink, as this is not part of the reference in APA style. Permalinks are used for student retrieval only.

existing ideas. This assignment is designed to help you identify how themes can emerge from reading literature and how you can synthesize this information in a way that creates new knowledge. You will use your understandings of the Topic 2 readings to complete a synthesis worksheet.

General Requirements:

· This assignment will be used as a pre-writing activity for the synthesis paper in Topic 5.

· Locate and download “Synthesis Worksheet” from the Course Materials for this topic.

· Review the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014) located in the Course Materials for this topic.

· This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· Doctoral learners are required to use APA style for their writing assignments. Review the GCU APA Style Guide for Writing located in the Student Success Center.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Complete the Synthesis Worksheet for the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014). The completed worksheet will include the following sections:

1. An Introduction that introduces and provides context for the topic, presents three common themes that emerged from the readings, and provides organization for the paper with a thesis statement.

2. A description of the evidence to support three common themes that emerged from the articles. Since this is likely your first experience with this depth of synthesis, we have provided two of the themes found in the articles. Your task is to identify a third theme and to provide evidence from each article for all three common themes.

3. A conclusion where you will return to your thesis and provide evidence showing you successfully addressed your thesis statement. Discuss the connections that you made from the evidence and how each theme emerged from the central topic of doctoral identity.