Please review the attached. I have to:
- Identify an example of a management research article, such as one from your critical literature review (attached as Critical Review), and evaluate the data collection methods used.
To complete this Activity:
- Post a critical analysis of the research methods used in the management research example you selected. Include in your analysis commentary on the following questions:
- What, if any, primary data sources were presented in the management research example you analysed? What, if any, secondary data sources were presented?
- What alternative research methodologies could be employed to study the same research question? Explain your reasoning.
- What alternative data collection strategies could be employed to study the same research question? Explain your reasoning.
QUESTION: Evaluating Research Tools and Methods If you are driving to work or the grocery store, there may be more than one mode of transportation that will lead you to your destination. You may be able to walk, take a bus, drive your car or ride your bicycle. Similarly, there is usually more than one method to gather data to answer your research question. You have to consider your research question and then select the methods and tools that will help you gather the most appropriate data. For this Shared Activity, you are challenged to critically evaluate research tools and methods used in examples of published research. To prepare for this Activity: •Read the following: Easterby-Smith, M., R. Thorpe, & P. Jackson, (2012) Management Research, 4th edition, London: SAGE Publications •Chapter 6: ‘Creating Qualitative Data’ (pp. 124-160; ebook pp. 3127-3950) •Chapter 8: ‘Creating Quantitative Data’ (pp. 221-243; ebook pp. 5113-5660) •Identify an example of a management research article, such as one from your critical literature review, and evaluate the data collection methods used. To complete this Shared Activity: •By approximately Day 4 of Unit 4, post a critical analysis of the research methods used in the management research example you selected. Include in your analysis commentary on the following questions: •What, if any, primary data sources were presented in the management research example you analysed? What, if any, secondary data sources were presented? •What alternative research methodologies could be employed to study the same research question? Explain your reasoning. •What alternative data collection strategies could be employed to study the same research question? Explain your reasoning. Management Research Article Identified is: Rothausen, T. J., Henderson, K. E., Arnold, J. K., and Malshe, A. (2015) Should I stay or should I go? Identity and well-being in sensemaking about retention and turnover. Journal of Management, 0149206315569312. Research Project is called: Motivation and staff retention in Financial Shared Services. MODEL ANSWER ‘Exploring Millennial Leadership Development: An Evidence Assessment of Information Communication Technology and Reverse Mentoring Competencies’ “When examining what is known about a policy or practice and critically appraising existing research, performing a Rapid Evidence Assessment (REA) offers a methodology for gathering and assessing evidence to determine the need for future research” (Harrison, 2017:34). While performing the literature review on eleven primary studies on Millennials, Harrison (2017) attempted to build upon the works of earlier economists, creating a theoretical framework for defining competency, a generational cohort theory for defining generation, and finally why competency matters for innovative leadership development. The research further went on to explore innovator competencies and Millennial leaders, reverse mentoring, and innovation and the 21st century leadership development. The study used age as a moderating variable, while examining leadership development through the lens of competency-based theory and applied ontologies (Harrison, 2017). An electronic keyword search for empirical studies was performed in 2015 to find publications with findings or discussions that identified a direct link to generational cohort theory implications (Harrison, 2017). Following a thorough review of the selected publications, direct extraction of the data targeted study characteristics, findings, and workplace competencies from each publication. A synthesis of the studies was then completed, which revealed several similarities describing leadership development of Millennials. Managing change and creative thinking when coupled with ICT and reverse mentoring leadership development practices underpin innovative leadership development for baby-boomer mentees and Millennial mentors (Harrison, 2017). Millennials are usually considered tech-savvy. However, weaknesses exist in their ICT capabilities and knowledge. Although synthesizing this data creates a useful framework for future research, a more in-depth review and understanding of the competencies required for Millennials to effectively lead is essential. Targeting Millennials by country of origin, industry, education, and organization size may support an understanding of innovation impacts on competencies for emerging leaders (Harrison, 2017). In conclusion, Harrison (2017:30) revealed that “furthering research and practice is key to fostering an innovative workplace environment”. “Qualitative methods useful in management research include interviews, focus groups, open-ended questionnaires, direct observation and analysis of existing documents” (U of R, 2017). Whichever method is chosen by the researcher, each provides a means to obtaining a detailed understanding of values, motives, and practices (purpose of research, cost of the research, the extent to which access is gained, the extent to which the researcher is comfortable in the role, and the amount of time available (Easterby-Smith et al, 2012)). Although a synthesis of the eleven articles in review is valuable, at least one qualitative, and one quantitative method may have been employed to find validity in the existing data and the outcomes identified by Harrison. One of the modalities in qualitative research that could have been employed to gain further data includes in depth interviews targeting today’s social media craze. If Harrison was clear on the outset about the exact areas of interest, interviewing would have produced relevant, important, and personal data (Easterby-Smith et al, 2012). An ethnographic approach such as observations could also have been performed in this study to gain first-hand information about the current-day Millennial, thereby gaining an insider perspective of the generation (Easterby-Smith et all, 2012). Quantitative surveys designed specifically around technology would have produced data in two areas: ICT capabilities and the softer side of the individuals found through probing questions. Purposive sampling techniques may have been employed; knowing that Millennials are the age demographic that are needed, Harrison could have approached potential sample members to check eligibility. If well done, web-based surveys collecting data about the opinions and behaviours of the Millennials would have produced stimulating information (Easterby-Smith et al, 2012). More surveys, but smaller sample sizes targeting the aforementioned, including education and organization size, could have been employed to include a targeted base for the research. “Secondary data sources can consist of company or government reports, archival data, advertisements, newspaper articles and books. Secondary data sources are sometimes used as a complement to primary data sources (such as interviews), and sometimes data consists only of secondary sources” (Easterby-Smith et al, 2012:140). The main advantage of secondary sources is that the acquired data does not necessarily fit into the research we want to investigate (Easterby-Smith et al, 2012). No secondary research was completed in Harrison’s (2017) review, and based on the data collected, I find no reason for the author to perform secondary research. In conclusion, Harrison (2017) presented a well-argued topic with valid research, and also leaves an open door for further exploration. References Easterby-Smith, M., Thorpe, R., & Jackson, P., (2012) Management Research, 4th edition, London: SAGE Publications/ Chapter 6: ‘Creating Qualitative Data’ (pp. 124-160; ebook pp. 3127-3950)/ Chapter 8: ‘Creating Quantitative Data’ (pp. 221-243; ebook pp. 5113-5660 Harrison, A., (2017) ‘Exploring Millennial Leadership Development: An Evidence Assessment of Information Communication Technology and Reverse Mentoring Competencies’, Available at: http://www.macrothink.org/journal/index.php/csbm/article/view/10615 (Accessed: 09/20/17) U of R, (2017), Available at: https://elearning.roehampton-online.com/webapps/atk-progress-tracker-2.2-bb_bb60/dashboard.jsp?course_id=_1631148_1&mode=view (Accessed: 09/28/17) CRITICAL REVIEW OF LITERATURE Motivation and Staff Retention in Financial Shared Services Centres – breaking the ‘rules’ Introduction This document provides a critical review of pertinent and contemporary research studies focusing on the fields of motivation and staff retention, contextualised within the industry sector of financial shared service centres. The purpose of the document is to conduct an analysis of academic thinking and guidance in these areas, especially examining the methodological approaches and epistemological perspectives with a view to drawing out areas of consensus and areas of disagreement, and thus establishing a gap in the state of knowledge at the present time. The structure of the document therefore initially presents a brief overview of standard definitions of motivation and staff retention and their value as areas of research, as well as noting the overarching challenge of maintaining motivation in process driven environments such as financial shared services centres. Attention is then turned to the practical matters of research strategy and approach, and the overarching findings in order to provide a fundamental grounding of knowledge which then forms the foundation of a research proposal. Motivation and Staff Retention Within the field of Human Resources Management (HRM), there is general consensus that it is preferable to have a motivated workforce, as high levels of employee motivation are proven to be directly correlated with improved levels of employee productivity, a proxy for organisational output, and also staff retention (Dar et al., 2014). Similarly, it is generally considered that a relatively high level of staff retention is preferable, as there are considerable direct and indirect costs associated with high levels of staff turnover, ranging from the direct and obvious of the costs of advertising job roles and recruiting individuals, through to the indirect costs of the damaging effect it has on motivation and morale of the remaining workforce when there is high staff turnover (Vasquez, 2014). There are a number of alternative definitions of employee motivation, but for the purposes of this document, motivation can be understood to mean the willingness of an individual to commit their efforts and energies to achieving organisational goals (Samuel and Chipunza, 2009). There are also best practice guidelines on generating employee motivation, including levels of personal autonomy, appropriate working conditions, and aspects of organisational culture (Rothausen et al., 2015). Many of these best practice guidelines can be traced back to well established motivational theories of the mid-20th century, particularly the work of scholars such as Maslow (1954) and Hertzberg (1968), and no discussion of employee motivation would be complete without at least acknowledging these foundations. Debate continues as to the extent to which the obvious source of motivation, financial reward, is effective as motivational stimulus (Olafsen et al., 2015). This statement is made on the basis that whilst there is empirical evidence demonstrating the importance of intangible workplace motivators (Yuan et al., 2013), there is contrary evidence pointing to the fact that in particular circumstances, especially those of wider economic austerity for example, people will be more motivated by pay (Kuvaas et al., 2016). Some commentators controversially suggest that in fact, the arguments regarding pay not motivating individuals only applies to those who already earn a significant amount of money and have transferable skills (Bellé, 2015). This is an important area of potential debate therefore in terms of this particular research study which considers entry-level jobs and the motivation or otherwise of pay and working conditions. Cultural conditions also play a role in employee motivation, with Gerhart and Fang (2015) asserting that globalisation influences motivational stimuli. As alluded to above, for many years great faith has been placed in well-established motivational theories that pay is not a critical motivator, and it is only recently that it has finally been acknowledged as a Western cultural bias,