Assignment: Draft Doctoral Study Prospectus

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DDBA_8300_Week_6_Assignment_Rubric

Faculty Comments: Thank you for Week 6 – Assignment. I have graded your Application to reflect the Rubric assessment: DDBA_8300_Week_6_Assignment_Rubric. Grade: 79/100 = 71.1/90

Superior Criteria

Excellent Criteria

Satisfactory Criteria

Marginal Criteria

Unsatisfactory Criteria

Not Submitted

Element 1:

Problem

Statement

(not to exceed

150 words)

10 (10%)

Student presents a thorough and detailed problem statement that includes four specific components: the hook, anchor, general business problem, and specific business problem.

9.5 (9.5%)

Student presents a thorough and detailed problem statement that includes four specific components: the hook, anchor, general business problem, and specific business problem. There are one or two minor errors.

8.5 (8.5%)

Student presents some details on the problem statement that includes four components: the hook, anchor, general business problem, and specific business problem; however, there is some issues with alignment and/or one of the four components.

7.5 (7.5%)

Student presents a cursory or incomplete problem statement of the four specific components: the hook, anchor, general business problem, and specific business problem, and/or is more than 150 words.

5 (5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 2:

Purpose

Statement

(not to exceed

200 words)

10 (10%)

Student presents a thorough and detailed purpose statement that identifies the research method, the research design, independent and dependent variables, specific population group, geographic location, and the contribution to social change is described.

9.5 (9.5%)

8.5 (8.5%)

Student presents a purpose statement that identifies with some details the research method, the research design, independent and dependent variables, specific population group, geographic location, and the contribution to social change is described but there may be some issues with alignment and/or some of the components.

7.5 (7.5%)

Student presents a cursory or incomplete purpose statement that identifies with vague or missing details the research method, the research design, independent and dependent variables, specific population group, geographic location, and the contribution to social change is described, and/or is more than 200 words.

5 (5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 3:

Nature of the

Study (a single

paragraph for

each component)

10 (10%)

Student presents a thorough and detailed nature of the study section that identifies the selection of one method and why other methods would not work, including at least one citation as well as identifies the selection of the design and why it was selected over other designs, including at least one citation.

9.5 (9.5%)

8.5 (8.5%)

Student presents a nature of the study section with some details on the selection of one method, why other methods would not work, and at least one citation as well as some details on the selection of the design, why it was selected over other designs, and at least one citation; however there are some issues with details or citations.

7.5 (7.5%)

Student presents a cursory or incomplete nature of the study section with few details on the selection of one method and why other methods would not work, and/or does not include at least one citation and/or few details on the selection of the design and why it was selected over other designs, and/or does not include at least one citation.

5 (5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 4:

Central

Research

Question

(20 words max

per item)

& Interview

Questions

(6-10 questions)

10 (10%)

Student presents research question(s) that align to the problem statement and 6-10 interview questions that address research questions. There are no errors.

9.5 (9.5%)

Student presents research question(s) that align to the problem statement and 6-10 interview questions that address research questions. There are one or two minor errors.

8.5 (8.5%)

Student presents research question(s) and 6-10 interview questions that address research questions; however, research question(s) loosely align to the problem statement and/or is too broad or too narrow and/or interview questions are not open-ended or do not address research questions.

7.5 (7.5%)

Student presents vague research question(s) that do not align to the problem statement and interview questions are not appropriate for the study.

5 (5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 5:

Conceptual

Framework

(not to exceed

1 page)

10 (10%)

Student presents a thorough and detailed conceptual framework that includes the name of the framework, name of the theorist (if applicable), lists key concepts, identifies key propositions, and identifies application to his/her study.

9.5 (9.5%)

8.5 (8.5%)

Student presents a conceptual framework that includes some details including the name of the framework, name of the theorist (if applicable), lists some key concepts, identifies some key propositions, and identifies some details of the application to his/her study.

7.5 (7.5%)

Student presents a cursory or incomplete conceptual framework that includes vague or missing details on the name of the framework, name of the theorist (if applicable), lists few key concepts, identifies few key propositions, and/or identifies few details of the application to his/her study.

5 (5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 6:

References

10 (10%)

Student identifies several peer-reviewed references in proper APA format in his/her Reference section. All references are correctly formatted, current, and relevant to study. There are no errors.

9.5 (9.5%)

Student identifies several peer-reviewed references in proper APA format in his/her Reference section. All references are correctly formatted, current, and relevant to study. There are one or two minor errors.

8.5 (8.5%)

Student identifies some peer-reviewed references in proper APA format in his/her Reference section. Most references are correctly formatted, current, and relevant to study.

7.5 (7.5%)

Student identifies few peer-reviewed references and/or references are not in proper APA format in his/her Reference section and/or references are not current or relevant to study.

5 (5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 7:

Critical

Thinking

10 (10%)

Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments.

9.5 (9.5%)

8.5 (8.5%)

Writing exhibits some evidence of thoughtful critical analysis and thinking. A good examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments adequately, but not superbly.

7.5 (7.5%)

Writing exhibits little evidence of thoughtful critical analysis and thinking. Examination is not made of assumptions and possible biases. Writing does not synthesize the classroom experiences and content; nor analyzes patterns or connections between theory and practice. Logical conclusions based on well-reasoned arguments are not exhibited.

5 (5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 8:

Written

Delivery

Style & Grammar

15 (15%)

Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors.

14.25 (14.25%)

Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar.

12.75 (12.75%)

Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar.

11.25 (11.25%)

Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style.

7.5 (7.5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Element 9:

Formal and

Appropriate

Documentation

of Evidence,

Attribution of

Ideas (APA Citations)

15 (15%)

Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors.

14.25 (14.25%)

12.75 (12.75%)

Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident.

11.25 (11.25%)

Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident.

7.5 (7.5%)

Does not meet minimal standards.

0 (0%)

Did not submit element.

Draft: Qualitative Doctoral Study Prospectus

Walden University

Qualitative and Quantitative Methodology for Applied Business Research

2/17/2019

Problem Statement

Since the mid-2010s, inadequate dispute resolution has been blamed for the increase in the rate of turn-over in firms of all sizes. According to Presbitero, Roxas, & Chadee (2016), firms in the United States have witnessed a rise of between 15% and 22% in employee turn-over rate beginning in 2013 to the end of 2018. Of those who have left, only 4.5% have retired. A whopping 63.6% resigned, while another 31.8% got fired. Resigning and firing are drastic measures, and it means that the parties involved are no-longer in good terms.

James (2016) dug deeper and established that if the stakeholders had a reliable way of handling their disagreements, the rate at which extreme measures are being taken would drop remarkably. As of now, it seems as if not enough managers appreciate the value of proper arbitration. For those who do, they get derailed by lack of an appropriate framework.

Purpose Statement

A significant number of stakeholders tend to regard dispute resolution and negotiation as competition. As such, conflicts arise when individuals have divergent views, or when some find the status quo being unsatisfactory. However, attempts to resolve disagreements are geared towards establishing a common ground. The proposed study will help the understanding of how overlapping interests could be identified and accommodated. A common interest would be increased economic gains. As the employees endeavor to earn extra, the management are out to maximize profits. Supposing the dispute was about pay, a proposed objective would be to tie bonuses with organizational performance (Nixon et al., 2017).

The management must appreciate that no man is an island and, besides, none has the monopoly of ideas. One could be defending observations which do not make sense at all to another. If these stakeholders bring their heads together, a common understanding would be in the offing. Otherwise, unilateral decision making deteriorate the dispute. The proposed study will highlight the reason the failure to accommodate relational and emotional wellbeing could be the cause of high employee turnover (Kelly, 2016).

Nature of the Study

The proposed study is causal research, or explanatory. The idea is to investigate the cause and effect relationship between failed dispute resolution and employee turn-over. In that case, the variation in the effectiveness of dispute resolution will be observed. This will be in an endeavor to establish how the changes impact on employee retention. There could be confounding influences, and these will be controlled as much as possible. This will be by using statistical methods and experimental data creation to hold them constant (Buonocore, Russo, & Ferrara, 2015).

Of course, the research has the drawback of not really exhausting the confounding influences. It is impossible to, say, hold people’s varied motivations and attitudes constant. There tend to be other deeper psychological considerations which neither the respondent nor the researcher is aware of. Nevertheless, it is still possible to establish a reliable causal link. The objective of discovering new insights and ideas will be realized. At least it is a versatile and flexible strategy, and it could be considered as preceding total research design (Kalliath & Kalliath, 2014).

Among the methods to be used include pilot surveys, expert surveys, secondary data, and qualitative research. The goal will be to come-up with clear and precise conditional statements of the nature “if a, then b”. The problem and the hypotheses will be defined in a precise manner, and this is in a bid to enhance the relevance of the findings. The sources of secondary data include journals, books, and special reports. The analysis of these kind of data will be the core of the exploratory research (Buonocore et al, 2015; Charlwood & Pollert, 2014).

In addition to secondary data, there will be experience surveys where information will be sought from individuals thought to be aware of the issues in question. Next is case analysis, and this will facilitate the study of former situations which bear similarity to the current research problem. Focus groups will facilitate bringing stakeholders together in small groups through the guidance of a moderator. The purpose will be to gain and analyze relevant information (James, 2016; Presbitero et al., 2016).

Research Question

a. What is the influence of unclear expectations in triggering resignation?

b. How does poor and/or ineffective communication escalate disputes?

c. In what ways does lack of boundaries frustrate individuals who would otherwise be highly productive?

d. To what extent are interpersonal attitudes and styles endangering proper dispute resolution?

e. What is the connection between unresolved conflicts of interest and employee turnover?

f. To what extent does organizational change impact on disputes within the organization?

The Conceptual Framework

Buonocore et al . (2015) argues that unclear expectations make it hard to accomplish the task at hand. This is because the employees do not understand what is expected of them. Such a situation depicts poor or ineffective communication between the stakeholders involved. For instance, there could be poor listening skills, incorrect assumptions, and faulty perceptions. Another challenge is lack of distinctive jurisdiction and/or boundaries. There could be disputes over funds, time, and equipment due to confusion as to who should be in charge and how they should be utilized (Buonocore et al., 2015; Nixon et al., 2017).

Interpersonal attitudes and styles could trigger disputes. The workplace could have individuals drawn from varied backgrounds; and the views of an individual are influenced by their age, nationality, religion, ethics, politics, and/or values. If such individuals fail to find common ground, the conflict of interest would escalate. The worst case scenario is when departments, and not just individuals, engage in an unhealthy competition rather than focus on realizing the common objective (Kelly, 2016).

Changes are inevitable, and it would be unrealistic to suggest that an individual or a group of individuals will not accommodate them. Sometimes the changes happening in teams intensify diversity. With diversity, it means that individuals will be having varied perspectives in regard to the issues at hand. It is upon the management to ensure that organizational change is a source of strength and does not end-up being a trigger for divisions (Kalliath & Kalliath, 2014). The conceptualization of these ideas is depicted in Figure 1 below.

Figure 1: Conceptual Framework

Charlwood & Pollert (2014) notes that it is not the most toxic employees who quit. The stakeholders who can easily bring a firm down are those who undermine it from within. In that case, the management ought to ensure that everybody recognizes the need for being accommodating, else they risk losing top talents while remaining with others who take sadistic pleasure in tormenting their colleagues.

References

Buonocore, F., Russo, M., & Ferrara, M. (2015). Work–family conflict and job insecurity: Are workers from different generations experiencing true differences? Community, Work & Family, 18(3), 299–316. https://doi.org/10.1080/13668803.2014.981504

Charlwood, A., & Pollert, A. (2014). Informal employment dispute resolution among low-wage non-union workers: Does managerially initiated workplace voice enhance equity and efficiency? British Journal of Industrial Relations, 52(2), 359–386. https://doi.org/10.1111/j.1467-8543.2012.00903.x

James, A.R. (2016). Because arbitration can be beneficial, it should never have to be mandatory: Making a case against compelled arbitration based upon pre-dispute agreements to arbitrate in consumer and employee adhesion contracts. Loyola Law Review, 62(2), 531–576 doi / url is missing

Kalliath, P., & Kalliath, T. (2014). Work–family conflict: Coping strategies adopted by social workers. Journal of Social Work Practice, 28(1), 111–126. https://doi.org/10.1080/02650533.2013.828278

Kelly, D.R. (2016). NASW law note: Social workers and alternative dispute resolution. Social Work, 61(2), 190–191. https://doi.org/10.1093/sw/sww004

Nixon, A.E., Bruk, L.V., & Spector, P.E. (2017). Grin and bear it? Employees’ use of surface acting during co-worker conflict. Stress & Health: Journal of the International Society for the Investigation of Stress, 33(2), 129–142. https://doi.org/10.1002/smi.2689

Presbitero, A., Roxas, B., & Chadee, D. (2016). Looking beyond HRM practices in enhancing employee retention in BPOs: focus on employee–organization value fit. International Journal of Human Resource Management, 27(6), 635–652. https://doi.org/10.1080/09585192.2015.1035306

�DBA Rubric 1.3 (a-d). The Problem Statement needs to be succinctly written in 150 words as noted in the DBA Rubric.

The problem statement needs four elements:

Hook (with citation from the peer reviewed literature)

Anchor (with citation and statistic from the peer reviewed or government literature)

General business problem

Specific business problem (this is what you will study)

Link to Problem Statement Tutorial: � HYPERLINK "http://youtu.be/IYWzCYyrgpo" �http://youtu.be/IYWzCYyrgpo�

�Secondary

Follow APA Table 6.1, p. 177 on the correct way to use an ampersand within the text of your paper. Follow APA section 7.01, p. 198 for examples on how to use the ampersand in references.

Want to learn additional information regarding APA to support your scholarly knowledge and competence – review the resources and tutorials at: � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/apa" �https://academicguides.waldenu.edu/writingcenter/apa�

�DBA Rubric 1.4 (a-g) -The purpose statement of the study clearly describes the intent of the investigation. The purpose statement is a mini story and should not exceed 200 words and contains the following six elements:

Research method is identified as qualitative, quantitative, or mixed methods

Research design is clearly stated

Reserved for quantitative studies: Research variables briefly identified: independent, dependent (experimental study) or a correlation (relationships, comparison)

Specific population group of proposed study is identified & justified (use of reference)

Geographic location of study is identified

How study might contribute to social change and/or impact a business practice

View the tutorial at: � HYPERLINK "https://www.youtube.com/watch?v=pLP4r0mfT9A" �https://www.youtube.com/watch?v=pLP4r0mfT9A�

�DBA Rubric 1.5 (a & b)

The Nature of the Study component serves two purposes. The first purpose is describing and justifying the methodology (i.e. quantitative, qualitative, or mixed-method). The second purpose is describing and justifying the design (i.e. case study, phenomenological, correlation). Therefore, a well-crafted Nature of the Study can be presented in two paragraphs but not exceed one page.

The first paragraph is to describe and justify the methodology. State why you selected a specific method and why other methods were not appropriate. The second paragraph is to describe and justify the design. State why you selected a specific design and why other designs were not appropriate. Map to the rubric and only include the required content!

�Secondary

This is passive voice. Follow APA sections 3.11, p. 73 and 3.18, p. 77. “Use active rather than passive voice – passive voice is acceptable in expository writing and when you want to focus on the object or recipient of the action rather than the actor” (APA, p. 77). However, to enhance clarity, students should strive to use the subject-verb-object sentence structure and avoid passive voice.

You can learn more how to use the active voice, and avoid the passive voice by accessing the resources and tutorials offered through the Walden Writing Center at: � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive" �https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive�

�Secondary

��Secondary

�DBA Rubric 1.8 (a & b)

Research Question: a. Defines why study is being conducted in a question format (about 10-15 words – 20 words max as per the DBA Rubric). This is not the interview questions, but the overarching question on what will be researched for the study. B. Ensures research question aligns with the specific Business Problem and Purpose Statement.

�DBA Rubric 1.10 (a – e)

A Conceptual framework contributes to a doctoral study in at least two ways because it (1) identifies research variables, and (2) clarifies relationships among the variables. Linked to the problem statement, the conceptual framework sets the stage for presentation of the specific research question that drives your investigation.

To meet the DBA Rubric elements, you must: Identify and describe the theory or conceptual model for theoretical / conceptual framework.

Identify the theorist(s) of the theory or conceptual model for theoretical / conceptual framework.

Identify the date of the theory or conceptual model for theoretical/conceptual framework (if applicable).

Identify key concepts / propositions / tenets of the theory or conceptual model for theoretical/conceptual framework.

Ensure you focus on explaining Why and How you expect your selected theory is useful for understanding the findings from your study.

This component should not exceed one page. It will be expanded upon in the literature review.

To enhance your understanding of how to develop a Theoretical / Conceptual Framework, view the Video Tutorial at: � HYPERLINK "http://youtu.be/P-01xVTIVC8" �http://youtu.be/P-01xVTIVC8�

�Follow APA Table 6.1 – you do not place the et al. in italics

�Secondary

For grammatically correctness use past tense when writing about published literature. See APA 3.18 Page 78 top of page. Since I will not review further past tense issues beyond this point, you should review and revise all such instances throughout your paper to ensure it reflects APA requirements.

For example, Jones et al. (2011) argued

Want to learn additional information regarding how to avoid unnecessary shifts in verb tense within a paragraph or in adjacent paragraphs to help ensure smooth expression, as per APA requirements; and to support your scholarly knowledge and competence – review the resources and tutorials at: � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/grammar/verbtenses" �https://academicguides.waldenu.edu/writingcenter/grammar/verbtenses�

�Secondary

Follow APA Table 6.1, p. 177 on the correct way to use an ampersand within the text of your paper. Follow APA section 7.01, p. 198 for examples on how to use the ampersand in references.

�Secondary

For example, Jones and Hoff (2011) noted

�Secondary

There are errors in your references as per APA Chapter 7. Keep in mind there are four general sources of references for doctoral work, so ensure that your references meet the style and format requirements. See the examples below to support your APA knowledge and competence. As well, enhance your scholarly knowledge of APA by reviewing the resources and tutorials at: � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/apa" �https://academicguides.waldenu.edu/writingcenter/apa�

Electronic Journal Articles (APA, p. 198)

LaPlante, J. M. (2011). Seven habits of unsustainable budget building: A state policy perspective. Journal of Public Budgeting, Accounting and Financial Management, 23, 215-267. doi:123456.abcd/x

LaPlante, J. M. (2011). Seven habits of unsustainable budget building: A state policy perspective. Journal of Public Budgeting, Accounting and Financial Management, 23, 215-267. Retrieved from http://pracademics.com/jpbafm.html

Book (APA, p. 202)

Ross, M. (2010). Branding basics for small business: How to create an irresistible brand on any budget. Bedford, IN: NorLights Press.

Chapter in an Edited Book (APA, p. 202)

Quinn, R. E. (2008). Moments of greatness: Entering the fundamental state of leadership. In J. V. Gallos (Ed.), Business leadership: A Jossey-Bass reader (pp. 142-154). San Francisco, CA: Jossey-Bass.

Dissertation (APA, p. 208)

Kirwan, J. G. (2005). An experimental study of the effects of small-group, face-to-face facilitated dialogues on the development of self-actualization levels: A movement towards fully functional persons (Doctoral dissertation). Retrieved from ProQuest Digital Dissertations and Theses database. (UMI No. 3159996)

Government or Corporate Websites (APA, p. 205 – See technical and Research Reports)

Office for Business & Community Economic Development. (2010). Small business profile list. Retrieved from http://www.bced.umn.edu/MapSB1.cgi