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Week 6: Assignment

a) In my opinion, you have to work hard, to be determined to finish the project regardless of the obstacles.

b) It had to finish her project and to work hard.

c) This section is largely theoretical, and stems from the notion of messiness or complexity in social science research, beginning with a discussion of methodological bricolage in qualitative research and moving into a discussion of what might constitute a mobile sociology for the 21st century. Characterised by contingency and indeterminacy, sociality is seen to involve practices that are substantially altered by stable and totalising explanations, compelling more dynamic and contingent approaches to sociological research. To this end, the next section outlines my multi-sited ethnographic approach to online and offline participant observation. Special attention is given to the selection of research participants, and how my relationships with them evolved over time. Arguing for a situated and embodied case history approach, rather than a distanced and generalisable case study, the complex relations between seeing, doing and writing are further explored. Primarily, this involves a description of my original research plan, and specifically how my trajectories shifted over time. The last two sections reposition my research project within broader experimental approaches to ethnography, focussing specifically on the guiding role that experimental writing in feminist social theory takes in my talk. I then conclude with a brief discussion of the question of interpretive validity in the approaches I present.

Although best known as actor-network theory, a “sociology of associations” may also be better understood as a methodology where the social must be explained instead of providing the explanation (Latour 2005). As Latour has long advocated “following actors” through the world, John Law focusses on how multiple methods situationally enact multiple subjects, objects and perspectives. Accordingly, to present one’s research subject as a singularity can be seen to “hide the practice that enacts it, and also conceal the possibility that different constellations of practice and their hinterlands might make it possible to enact realities in different ways” (Law 2004:66). This perspective builds on other research in social studies of science, as well as decades of work in anthropology and feminist theory. For example, in order to trace people, objects and ideas as they circulate, anthropologists like Hannerz (2003) and Marcus (1986; 1995:105) advocate a multi-site or multilocal ethnography, where research is “designed around chains, paths, threads, conjunctions, or juxtapositions of locations.” While sustained engagement with a specific field has historically been the hallmark of anthropological research, Marcus (1985) points out that shifting global relations challenge the feasibility and appropriateness of studying isolated places or cases. Furthermore, he stresses the fact that fieldwork has actually always involved some combination of following people, things, metaphors, plots, stories or allegories, lives or biographies, or conflicts. In other words, it may actually be impossible to do research that is not multi-sited, or perhaps better put, situated in multiple ways.

Unit 6.2 - Reflection

This is based on the mediation and facilitation process in which I assist parties in their communication in order to determine their own solutions.

Using the ability to serve clients, you must gain and maintain the skills as relationship building, empathy, acceptance, geniuneness, open mindedness, self awareness and cognitive complexity.

There is a significant role for training and learning specialists in eroding the practical and political barriers to making knowledge management a reality. The case study, expressed in the form of a mini‐scenario, is used to illustrate how learning is a crucial ingredient that assists people to work smarter. Key principles for breaking down barriers to implementing knowledge management are developed for adaptation to particular organisations. 

Learners rely on a combination of experience-independent and experience-dependent mechanisms to extract information from the environment. Language acquisition involves both types of mechanisms, but most theorists emphasize the relative importance of experience-independent mechanisms. 
Active Experimentation In the fourth stage of the model, you will apply your newly discovered principles, testing the implications of the concepts in new situations. Ask yourself:
• How does my knowledge apply to other situations?
• How will I implement (have I implemented) my new knowledge?
• Have I tested my ideas or those of others? If not, what might I predict will happen? Why?
• Can I give specific examples of how I am using or would use the learning around each of my 3 key concepts in a new setting? The testing or experimentation in the fourth stage leads to another concrete experience. You then make new observations and reflections and, based on them, formulate or refine the principle and apply it to see if it holds true. Therefore, Kolb’s Model might be better pictured as a spiral: the cycle repeats itself, becoming more refined and sophisticated with each “turn.”
Coleman’s differences between classroom and experiential learning Traditional Classroom Learning by doing Steps:
Steps: 1. receiving information
2. understanding the general principles
3. identifying potential applications of the general principles
4. taking action in specific experiences
Approach :
Deductive arriving at a practical application from the general principle
Experiential Learning Information Assimilation Learning
1. taking action in specific experiences
2. analyzing the consequences of actions
3. understanding the general principle
4. applying the general principle in new situations
Approach : Inductive developing a general concept from specific experiences
There are significant differences in how people learn in the traditional, information assimilation mode and how they learn via experiences. One of the differences concerns the individual’s grasp of the knowledge base of the field. The traditionally educated have a greater breadth of the knowledge base and are familiar with many concepts/theories of the area; however, their depth of application of these concepts in “real life” is relatively shallow. The experientially educated, on the other hand, have a deep understanding of how a particular concept is applied, but rarely do they have a grasp on the other concepts of the field.

This experience is a clear meaningful event that leads to immediate insight and needs no real interpretation by management.

These experiences will never be interpreted in the desired manner and should be avoided at all costs or be completely transformed to land in a higher category. These experiences can actually damage the culture and instill beliefs that have a negative impact.

This is generally where most experiences within organizations fall. 

Type three experiences do not alter existing beliefs nor nurture new belief systems because they are perceived as insignificant and within the normal pattern of things. This can include things like putting the mission and vision statements on the walls, sending internal company newsletters and making company announcements.