Please read the instructions in the word file first, then chose two articles from the excel list that satisfy the requirement of instructions, then do the writing

ARTICLE 1- QUALITATIVE APPROACH
EDUCATIONAL MANAGEMENT ADMINISTRATION AND LEADERSHIP
Published by SAGE Publications
Online ISSN: 1741-1432
ARTICLE 2-QUANTITATIVE APPROACH
Human Resource Development International
QUANTITATIVE DATA ANALYSIS
Taylor & Francis "1367-8868    "    "1469-8374    "    "1998    "    http://www.tandfonline.com/rhrd    "1503    "    B
1.    Analyse the rationale given by the authors for the technique employed in data collection in each of the business research studies. In your analysis, determine whether the data collection technique is appropriate in each study
Article -1
Years of dedicated service Authentication have received very little
study. Neither traits of leadership talent inside the education
industry have been identified or investigated as being significant in
talent discovery within the context of research. How important are
these features, and how important are they? They’re evaluated, how
they are revealed, and how they are received. There are no founded
heads, center leaders, or teaching staff.
The authors have emphasized the significance of schooling new group
of workers that allows you to update another group of workers as they
leave. Hayes (2005) has counseled that the variety of assistant heads
now no longer searching for heads role is developing and that the
the interplay among heads and their deputies in phrases of succession
calls for in additional study.
Article -2
Quantitative study entails examining numerical data (both categorical and continuous) using a variety of statistical approaches. Data analysis and statistical tests are the two primary disciplines of statistics.
The questionnaire provides Human Capital Innovation (HRD) academics with an effective instrument for collecting data on a single issue from a large number of people. The phrase "questionnaire" refers to any type of data collection.
HRD International is committed to challenging the boundary between practice and theory, between practitioner and academic, and between traditional and experimental methodological approaches by adopting this stance.
2.    Evaluate the differences in data collection procedure and instrument used in each of the techniques
Article 1
Tests, questionnaires, interviews, and observations are some of
the methods of data collection used in carrying out this evaluation
task.
1. Participating schools received a packet containing a query for the principal, as well as inquiries for up to five school leadership and five teaching staff. Senior supervisors and teaching staff had their tasks clarified once more.
2. A bundle containing the quiz for the principal, as well as a questionnaire for up to five middle leaders and five classroom teachers, was distributed to participating institutions. The roles of intermediate managers and teaching staff were once again defined.
3. The data was collected using two different designs. To help grow the second survey phase, a focus group session was performed. Both sections used a group of schools with varying industry, size, and geographic outcomes.
4. The goal of this study is to widen the range of possible management talent development perspectives by using data from a number of middle and high schools.
Findings were discussed in accordance with the specific focus group and questionnaires.
Article-2
Quantitative Techniques
Numbers are used to collect data. Dummy encoding and other techniques are commonly used to convert non-numeric data into numbers. Non-numeric data is frequently divided into a few categories, which can subsequently be analysed using quantitative methods. It is possible to recode unrestricted text data or do quantitatively based text analysis on it.
There is a strong emphasis on "objective" analysis, however that term is always contested. In a medical study, for example, objective measurements like blood pressure and blood chemistry are chosen above subjective indicators like clinical judgement.
In a mathematical sense, there is a focus on whether the amount of data available is sufficient to warrant conclusions (how likely is this a chance result). p-values, hypothesis tests
3.    Disadvantages may negatively impact the study and recommend strategies to overcome or mitigate the impact from these disadvantages
Article 1
Although a variety of individual and career factors may influence an individual's willingness or ability to pursue leadership successor within their own university, the head and senior people are seen as having critical roles to perform in identifying and developing leadership potential this is a major disadvantage.
Each HR challenge has its unique set of problems and rewards, but one thing they all have in similar is that they will have a direct impact on the remaining workforce. The industry's living, vital people, each with their own personality traits, role models, goals, and requirements. Concentrate on providing the finest possible service to the individuals in your company. You should acquire their loyalty in exchange this is too can result as a disadvantage
Article 2
Adding a human resources has the downside of requiring you to lose control over how your company functions. Other people are now in charge of making significant decisions in key areas like as employment and human relations. If you hire outsiders or outsourcing personnel functions, you run the danger of their failing to adapt to the subtleties of your business and making judgments that are not in your greatest advantage.
Human Resource Management International encourages all parts of practice and study that focus on the independent person, group, and organizational learning and performance so greater challenges.
4.    Briefly describe the data analysis techniques used in these studies. Evaluate the differences in data format and data analysis methods between the studies
Article-1
The data analysis techniques
Non-numerical information is referred to as qualitative data. Working with unique identifiers like labels and attributes, as well as categorical variables like statistics, percentages, and measures, is part of the qualitative data analysis strategy. In qualitative data analysis, a data analyst may employ firsthand or participant observation methodologies, conduct interviews, run focus groups, or study documents and artefacts. This is the technique used in the article
Article -2
Because quantitative data is numerical in nature, quantitative data analysis requires working with numerical variables such as statistics, percentages, calculations, measurements, and other data. Working with algorithms, mathematical analytical tools, and software to modify data and unearth insights that expose the business value are common quantitative data analysis strategies.
Quantitative approach, such as survey questionnaire, aims to generate information by identifying variables and analysing textual research questions and hypotheses, using positivism and postpositivist philosophical approaches in particular is the technique used here.
5.    Critically assess secondary data as a substitute and as a supplement to data collected through the quantitative and qualitative techniques in the studies
Secondary data:
Secondary data analysis entails a researcher using data obtained by someone else for their interests. Authors have used secondary research to try to answer the latest research topic or investigate a different angle on a prior study's previous question.
Quantitative study includes the gathering and analysis of subjective data that is frequently shaped by the sociological, cultural, and political realities that exist at the moment of data collection. When such data is re-analysed or re-interpreted at a different period, modifications in social, cultural, and/or political norms may cause investigators to ask incorrect study questions or use inappropriate analysis methodologies, or they may misrepresent the actual information.
Article-2
Consider what type of data you're dealing with, along with your research objectives and hypotheses, when selecting statistics approaches and procedures is crucial
For researchers who want to address broad questions on a big scale, secondary data analysis is a useful and effective tool if used carefully.
REFERENCES
1.https://www.researchgate.net/publication/258135592_Leadership_Talent_Identification_and_Development_Perceptions_of_Heads_Middle_Leaders_and_Classroom_Teachers_in_70_Contextually_Different_Primary_and_Secondary_Schools_in_England
2.https://tech.ed.gov/wp-content/uploads/2014/03/edm-la-brief.pdf
3.https://www.alchemer.com/resources/blog/secondary-data-analysis/
4.https://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rhrd20
5.https://doi.org/10.1080/13678860310001630665
2,
TT5
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Leadership Talent Identification and Development Perceptions
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DOI: 10.1177/1741143208090592
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Administration & Leadership
Educational Management
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DOI: 10.1177/1741143208090592
2008 36: 311Educational Management Administration & Leadership
Christopher Rhodes, Mark Brundrett and Alan Nevill
Secondary Schools in England
Leaders and Classroom Teachers in 70 Contextually Different Primary and
Leadership Talent Identification and Development : Perceptions of Heads, Middle


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311
Leadership Talent Identification and Development
Perceptions of Heads, Middle Leaders and Classroom Teachers
in 70 Contextually Different Primary and Secondary Schools
in England
Christopher Rhodes, Mark Brundrett and Alan Nevill
A B S T R A C T
This article reports on outcomes from a study funded by the National College for
School Leadership (NCSL) designed to explore leadership talent identification,
development, succession and retention in contextually different primary and
secondary schools in England. Focus groups and a questionnaire were used to secure
perceptions of heads, middle leaders and classroom teachers about leadership talent
identification and development. Twenty characteristics indicative of leadership talent
were identified. Agreement and disjuncture were recorded concerning the importance
of characteristics among respondent groups. The implications of these findings for
leadership development and succession, in the face of a potential leadership crisis in
the UK and internationally, are discussed. The longer-term career planning of staff, the
place of needs analysis, self-disclosure and senior leadership decision-making are
examined with respect to leadership talent identification and development. The article
offers a basis upon which schools can reflect on their role in providing a good training
ground for future leaders. School-based changes are recommended so that individual
school’s longer-term leadership requirements may be better addressed.
K E Y W O R D S leadership crisis, leadership, leadership talent, succession management,
succession planning
Introduction
It is well established that ensuring a supply of able middle and senior leaders
is of key strategic importance to individual schools, their learners and the
communities they serve. A recent document presented to the UK Parliament
by the Secretary of State for Education and Skills (DfES, 2005) emphasizes that
good leadership is at the heart of every good school. However, increasing
concern about the potential for a leadership crisis in UK schools (Hartle and
Thomas, 2004; Griffiths, 2005; Bedford, 2006; Shaw 2006) typified by falling
numbers of applicants and an exodus from the profession caused by a
Educational Management Administration & Leadership
ISSN 1741-1432 DOI: 10.1177/1741143208090592
SAGE Publications (London, Los Angeles, New Delhi and Singapore)
Copyright © 2008 BELMAS Vol 36(3) 311–335; 090592
A RT I C L E
311-335 090592 Rhodes (D) 10/6/08 09:47 Page 311
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demographic ‘retirement bulge’ (IPPR, 2002; LDR, 2004; Ward, 2004), serves to
undermine both leadership supply and continuity. In consequence, the notion
of pro-activity in ‘growing one’s own’ leaders within schools is rapidly emerging
within the UK so that those with talent can be developed as the school leaders
of the future (Rhodes and Brundrett, 2005, 2006). The in-house development of
possible leadership successors requires the recognition of leadership talent in
others. Talent identification is well-established in many commercial organiz-
ations and forms part of overall leadership succession planning and its manage-
ment. This typically involves the organization taking a longer-term view so that
future leadership needs can be addressed. It also involves well-targeted career
development for talented individuals and senior staff working together to
recognize the leadership potential of others (Wolfe, 1996; McCall, 1998; Hirsch,
2000; Byham et al., 2003). The centre piece of most succession planning and
management programmes is some means to assess individual potential
(Rothwell, 2005).
In contrast to the commercial sector, little information concerning leadership
succession and its management is available in the education sector (Rhodes and
Brundrett, 2006). In public sector organizations, Lynn (2001) describes two of
the most important dimensions of succession management as assessing future
needs and identifying potential leaders. More recently, in the schools sector,
Fink and Brayman (2006) have suggested that engagement with leadership
succession planning connects mechanisms of leadership talent identification,
recruitment, preparation, placement, induction and continuing professional
development. In view of the centrality of leadership talent identification to in-
house leadership development and succession, the present article seeks to
explore current practices and potentialities with respect to talent identification
in contextually different primary and secondary schools in England. Contextu-
ally different schools were chosen as context has been shown to be influential
in shaping what leaders prioritize and do to develop their schools in the future
(Southworth, 2004). Contextually different schools offer a potential breadth of
experience in leadership talent identification and development. The article
seeks to establish characteristics indicative of leadership talent so as to aid
talent identification and development. The article also seeks to explore head,
middle leader and classroom teacher perspectives of the related development
issues of career planning, needs analysis, self-disclosure of staff desire to
further develop leadership potential and senior staff bases for judgments
relating to leadership talent identification and development. It is intended that
the article should bring forward perspectives relatable to other schools and to
further inform the research agenda with respect to this sparsely investigated
area of school leadership.
Educational Management Administration & Leadership 36(3)
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Literature Review
The extent of a potential leadership crisis in schools characterized by falling
applications for leadership posts in the UK and accompanying leadership short-
ages is becoming clear in the UK (Howson, 2005; Rhodes and Brundrett, 2006).
Details of school leadership shortages are also emerging internationally (see
Brooking et al., 2003; Gronn and Rawlings-Sanaei, 2003; Thomson et al., 2003;
Williams, 2003). The need to identify and develop a pool of talent able to meet
present and future leadership requirements in schools is becoming increasingly
imperative. Leadership talent identification in the UK has traditionally relied
on the tacit knowledge of educational professionals, such as heads, gained
through years of service. Little research has been undertaken on the identifi-
cation of leadership talent within the education sector, nor have the character-
istics perceived important in talent identification been articulated or explored
within a research context. The relative importance of such characteristics, how
they are assessed, how they are disclosed and how they are understood by
heads, middle leaders and classroom teachers have not been established.
Most research in the UK has been concerned with overcoming barriers to
leadership succession and has not included study of the linked parameter of
talent identification. For example, Fletcher-Campbell (2003) has secured
feedback on teacher perspectives of the advantages and disadvantages of
seeking promotion to middle leadership posts. Castagnoli and Cook (2004) have
emphasized the importance of training new staff so that they can replace other
staff as they leave. Hayes (2005) has cautioned that the number of deputy heads
not seeking headship is growing and that the interaction between heads and
their deputies in terms of succession requires further study. Flintham, (2003a,
2003b) has researched headteachers who see their incumbency in terms of a
limited timescale, offering a skill-set required at a particular stage in the
journey of their school and then moving on or leaving headship in advance of
the normal retirement age. Flintham suggests that decisions concerning the
timescale of incumbency are related to levels of sustainability of hope and
emotional fortitude. In a Scottish study, Draper and McMichael (2003) identi-
fied a number of problems in relation to head teacher recruitment. For
example, they contend that the attraction of senior staff to other career oppor-
tunities in schools and in education other than headship is likely to occur due
to individuals reluctance to take on further responsibilities, reluctance to
address burdensome bureaucracy and reluctance to lose control over their lives.
A recent UK government initiative to identify and ‘fast-track’ people of talent
within the profession has led to the emergence of a number of competencies
and values against which aspirant individuals may be measured. Tranter (2003)
has advocated the development and use of ‘national standards’ to act as bench-
marks against which talent can be measured concisely. Lambert (2003) has
identified the role of the school as a learning environment in allowing new
teachers to emerge as leaders early in their careers. Similarly, Baker (2003)
Rhodes et al.: Leadership Talent Identification and Development
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suggests that it is possible and desirable to identify future leaders after two or
three years teaching. Most recently, Rhodes and Brundrett (2006) have begun
to explore characteristics suggested by heads and by middle leaders in primary
schools as important in leadership talent identification. This study has also
suggested some possible discordance between heads and middle leaders with
respect to their understanding of the characteristics perceived to be indicative
of leadership talent.
Outside the UK, an international literature concerned with leadership succes-
sion is developing, with a similar focus on overcoming barriers to succession.
For example, in Australia, Dorman and D’Arbon (2003a, 2003b) have studied
barriers to succession to principalship and Gronn and Lacey (2004) have offered
insights into how aspirant principals position themselves for leadership. A
recent study undertaken in the USA by Quinn et al. (2006) has begun to pose
questions concerning the nature of knowledge, skills and experiences required
to support leadership potential and desire. In suggesting a four-phase model of
leadership development for new teachers, these authors are mindful that
without talent identification and talent development, a rich source of human
potential remains untapped and untrained and may be lost.
Research Design
Context
Data collection was effected via a two phase design. A focus group phase was
conducted in order to inform a second questionnaire phase. Both phases drew
upon a sample of contextually different schools in terms of sector, size and
performance. Research into school leadership has shown that context is
important (Southworth, 2004). Context pertains to the age of pupils the school
serves, school culture, performance, size, religious denomination, geographical
location, immediate environment in terms of an inner city, urban, sub-urban
or rural location, reputation, community links, characteristics of the school site
and school buildings. Of these, Southworth (2004) has identified school
performance as a major influence which can dramatically influence develop-
ment and improvement efforts set by a school’s incumbent leadership. South-
worth (2004) and Kimber (2003) have also identified school size as a major
contextual factor influential upon incumbent leadership actions. For example,
it has been indicated the larger the size of the school, the greater its complex-
ity and hence the greater its need for the distribution of its leadership (Harris
and Lambert, 2003; Southworth, 2004). Schools within the present sample did
reflect differences in culture, religious denomination, geographical location,
immediate environment, reputation, community links and characteristics of
the schools site and buildings. However, in seeking contextual factors most
likely to be influential upon incumbent leadership actions and priorities and
hence influential upon leadership needs, the identification of characteristics
Educational Management Administration & Leadership 36(3)
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perceived as indicative of leadership talent and issues pertaining to leadership
talent development, school performance and school size were chosen to guide
the selection of schools included in the present sample. Additionally, a balance
between primary...