Discussion Board Module 5 Question 1
Coding Scheme
The following tables demonstrate the steps involved in developing a coding scheme and serve as an
abbreviated exercise in a qualitative research data analysis, based on a model provided by Taylor-Powell
& Renner (2003), applied to the following research sub-question and transcript from data collected for
Concordia University Chicago’s course RES 7700-7 during the summer 2020 semester. The reflexive
memo regarding the coding exercise can be found after the presentation of the coding scheme.
Research Sub-Question: How do students in RES 7700-7 understand the purpose of leadership?
| Participant # | Initial Code | Transcript Item/Line | Memo |
| 1 | Team leader: Management | 1/3. I sometimes in my life found myself handling a team as a leader | |
| 1 | Leadership Confidence | 2/3-5. Regard myself as someone who has leadership experience | |
| 1 | Team Management: Serving | 3/5. As a leader I can say that I have always been keen to help people find The best in themselves | |
| 1 | Leadership initiative | 4/6. Faced with a situation where I needed to take a step as a leader to help Out our team through academic problems | |
| I | Leadership initiative: Take charge attitude | 5/7-8. I took the role of organizing and directing my team members to do Several tasks that would later turn out to be helpful | |
| 1 | Leadership initiative: Take charge attitude | 6/9. What I did was actually play the role of a leader | |
| 1 | Organizing | 7/10. We were faced with a problem of organizing ourselves | |
| 1 | Organizing: Managing | 8/10. Meet and consolidate our work | |
| 1 | Leadership initiative: Take charge attitude | 9/11-12. In the interest of time, I came forward and and decided to ask Each team member about their previous experience | |
| 1 | Managing to strengths | 10/13-14. able to realize the area in which each team member would excel | |
| 1 | Acknowledge leadership | 11/15. The majority of the team was in agreement with my opinion | |
| 1 | Leadership identified: acknowledged | 12/16-17. Told me that I should communicate meeting time and consolidate our work | |
| 1 | Positive results:crucial decisions | 13/17. Making crucial decisions that impacted our team activities positively | |
| 1 | Emotion: affirmation | 14/19. experience was awesome | |
| 1 | Affirmation | 15/19. Gave me insight that I can perform as a leader | |
| 1 | Random selection | 16/20. Called out students randomly and assigned each of us students | |
| 1 | Leadership by Assignment: coordinationn | 17/21-22. we were assigned leadership roles directly…coordinate students Assigned to us as random leaders | |
| 1 | Designation | 18/22-23. Select one of the members to take student names | |
| 1 | Team familiarization | 19/23-24. Met briefly and got to know each other better…new class | |
| 1 | Challenging experience | 20/24. Leading experience was a bit challenging… team uncooperative | |
| 1 | Examples of leadership; Others desired to join our team | 21/26-27. Some team members from other teams enjoined themselves to ours Theirs was not functional…leader showed no interest in leading the Team activities. | |
| Lead:work as a team Member as well | 22/28. undertake a section of the team activities | ||
| 1 | Team Accountability | 23/29. Expected to make daily reports…how team progressed | |
| 1 | Communication: Team Accountability | 24/29-30. communicate to members…request activities updates |
|
| 1 | Accountability: approval | 25/30-31. undertake team tasks…team members found admirable | |
| Shaped Leadership experienced | 26/31. Leadership experiences shaped my leadership life | ||
| 1 | Leadership challenges | 27/32. Showed me what leadership entails…challenges involved | |
| 1 | Leadership encounters | 28/32-33. Encountered all kinds of people while functioning as a leader | |
| 1 | Delight in leadership | 29/33-34. Experience cooperation and no need to follow up at times | |
| 1 | experience | 30/34-35. Team lead and interim manager | |
| 1 | volatility | 31/35-36. Experience more volatile than academic experience | |
| 1 | Leadership by elimination | 32/36-37. Senior engineers did not want to lead | |
| 2 | Types of leaders | 1/3. Some were good and some were bad | |
| 2 | experience | 2/4. Some were bad…still learned from them | |
| 2 | Learning lessons | 3/5-6. Main lesson from bad leaders…did not want to lead like them | |
| 2 | Communication | 4/6-7. believe no communicating outside of monthly conferences | |
| 2 | inaccessibility | 5/7-8. No dropping by his office | |
| 2 | avoidance | 6/8. Ask a question…referred to policy manual | |
| 2 | inclusion | 7/10. Including the policy in the email and how I interpreted the policy | |
| 2 | Avoidance | 8/11. He still would not give a direct answer | |
| 2 | Poor leadership | 9/12 Poor leadership…a leader should be able to give a direct answer | |
| 2 | Accountability | 10/13. Don’t know the answer…talk to direct Supervisor…move up to the next level of leadership and seek advice | |
| 2 | Excellent Leadership | 11/17. Majority of former leaders have been great | |
| 2 | Personable: attentive | 12/17-18. Supervisors took the time to know you as a person…how you best performed your job. | |
| 2 | Personable:attentive | 13/18-19. Leader does not have the time to personally get to know 500 People. Should know at least one quality about their direct reports
| |
| 2 | Servant: Attentive
| 14/20-21.Know how their employees work best in order to serve them | |
| 2 | Understanding | 15/21. Employees don’t work the same. | |
| 2 | 16/21. A leader should be transformational | Transformational? | |
| 2 | Style | 17/21-22. Being able to lead a group shows leadership style | |
| 2 | Make adjustments | 18/22-23. Adjust their style to communicate with others | |
| 2 | Conflict resolution | 19/23. Solve conflicts among team | |
| 2 | Show favoritism | 20/23. A leader would not favoritism | |
| 2 | Delegation | 21/23-24. A leader should know how to delegate work | |
| 2 | Successful: Everyone wins | 22/24-25. Understands that they are not the only person who wins On the team…collective effort of the team | |
| 2 | Genuine leadership | 23/25. Leader should be genuine | |
| 2 | 24/27. Leaders should make the team members feel valued | ||
| 3 | Purpose Driven | 1/1.defining characteristics…leadership…immersed in purpose | |
| 3 | Servant Leadership | 2/3-4. Profound experiences with leaders who had a conviction To serve the greater needs of others | |
| 3 | Purpose Driven | 3/4-5. Purpose driven action requires that leaders exude specific skills in aptitudes | |
| Ethical duty: organizational | 4/6. Have ethical duty to support organizational functions | ||
| 3 | Innovation:persistence: purpose | 5/6-7. Must use innovation and persistence in tandem with Purpose | |
| Collaboration: vocation: Servant Leadership | 6/7. My greatest strength in the development of my own Leadership qualities was derived from leaders who had These qualities…allowed collaboration, vocation, and Servant leadership to guide their actions. | ||
| 3 | Servant leader: Collaborative leader | 7/10-11. Phrases like servant and collaborative leader would Indicate leading in a diminished capacity…direct opposite | |
| 3 | Servant Leadership | 8/11-12. Servant leaders operate in the capacity to support “the growth and well-being of people and the communities to which they belong | |
| 3 | Servant Leadership | 9/12-13. Being a servant leader alludes to the importance of serving Through vocation | |
| 3 | Ethcal Leadership | 10/13-14. Leaders operate through a higher ethical purpose | |
| 3 | Servant Leadership | 11/14-15. Servant leadership is the foundation for altruistic behavior. | Altruistic?? |
| 3 | Servant Leadership | 12/15-16. By immersing oneself in its principles…sacrifice for the Good of others. | |
| 3 | Transformational leadership | 13/16. Serves as a more transformational experience | Transformational?? |
| 3 | Purpose driven | 14/16-17. Actions exuded by leaders are symbiotically meshed with Higher purpose | Symbiotically?? |
| 3 | Servant Leadership | 15/18-19. Servant leader uses their mind as a catalyst to Understand the needs of others | |
| 3 | Intellectual awareness: motivations | 16/19-20. Intellectual aware…help me better grasp… motivations that impact employee, colleague, and student behavior | |
| 3 | empowerment | 17/20. Creating an environment of transformational empowerment | Transformational?? |
| 3 | morality:empathy | 18/21. Combine resolute moral purpose with empathy | |
| 3. | Interactions: organization | 19/21-22. Allow this attribute to fuel their collective Interactions within an organization | |
| 3. | Responsibly:progression: organization
| 20/22-23. Leaders have the responsibility to incite positive Progression within their organization | |
| 3. | Leadership foundation: Priority | 21/23. also must make it a priority to use their intellectual disposition as a foundation for action |
|
| 3 | Experience | 22/24-25. Being this type of leader…merit due to the Transformational experience…had in both my personal And professional life | Transformational?? |
| 3 | Purposeful: Servant Leadership | 23/25. purposeful foundation grounded in servant leadership | |
| 3. | Empowerment | 24/26. Empower others through my guidance | |
| 3. | Satisfaction | 25/26-27. Witness former employees exceed their own expectations | |
| 3. | Relationship building: Skills building | 26/27. build long lasting partnership…continue skill building | |
| 3. | Revelation: servant Leadership: organization | 27/27-29. No longer perceive leader issues as nuances; but Rather unique opportunities to strengthen servant Leadership skills…collective success of the of the Organization. | |
| 3. | Servant leadership: management | 28/29-30. Help me to manage and support my employees Colleagues and students …effectively | |
| 3. | Experience: new capabilities | 29/30-31. will continue to foster new capabilities in me as A mother, daughter, sister, and friend | |
| 4 | List of weaknesses | 1/3.Short list of my weaknesses | |
| 4. | Experience | 2/3.Played a big part in my growth | |
| 4. | Leadership weaknesses | 3/4. glutton for punishment and decision making | |
| 4. | Leadership weaknesses | 4/4-5. played out in my various roles…community, Parenting, teaching and more | |
| 4 | Leadership strengths | 5/5-6. recognize that I have certain talents and methods of engagements | |
| 4 | Education | 6/7-8. doing meditation and conflict resolution…part of My Master’s in Communication | |
| 4. | Christianity:Servant Leadership: leadership weaknesses | 7/9-10. As a Christian I found that things have always Clicked when I followed along with greater callings Despite my own weaknesses | |
| Critical thinking: realization | 8/10-11. realized that I had to start thinking much more Critically about who I am as a person in my home and society | ||
| 4. | Critical thinking:Servant Leadership | 9/11-12. The striking example of becoming a college instructor Always passionate about helping others | |
| 4. | Example | 10/12. strong women in my life who didn’t make much money | |
| 4. | Ambition | 11/14. Always wanted to become a healthcare provider | |
| 4 | Emotion: decision making | 12/20-21 First couple of years I struggled with decision making | |
| 4 | Self improvement ; awareness | 13/22 I noticed how important my faults are as a leader.. Need better decision making skills | |
| 4 | Communication | 14/29 leadership strengths lie in abilities to write and speak in non-threatening ways | |
| 4 | Empathy; decision-making | 15/29-30 And empathize up to the point it becomes my problem | |
| 4 | decisiveness | 16/30-31 I find myself addressing how to be more As a first step | |
| 4 | Empathy: talents and faults | 17/31 I don’t believe enough of us are empathetic and I have a talent and fault with it. | |
| 5 | Role model | 1/2 My dad served as my first model of a leader | |
| 5 | Role model | 2/3 I considered a leader to be a dedicated employee | |
| 5 | Providing a service: reliability | 3/3 providing a service to his employer | |
| Role model: service | 4/8 dedicated homeworker who served her family diligently | ||
| 5 | Service: accountability | 5/9-10 I recall being a campaign manager to students | |
| 5 | Bad leadership: empowerment | 6/12-13 I remember that he could not answer my questions. Did not encourage me to resources that might help help me find the answers. | |
| 5 | System failure | 7/17 I feel that I had been denied an opportunity to seek | |
| 5 | Responsibility, recognition | 8/23 I was awoken to a new reality that a leader of a family learns to diffuse selfishness to preserve peace and tranquility | |
| 5 | Protection: service | 9/23-24 I learned that a leader acts bravely to protect the Innocent and the vulnerable | |
| 5 | Role model: coach | 10/25 Becoming a scout leader for my son’s boy scout Troop helped to ignite my interest in becoming a role Model and coach | |
| 5 | Service: responsibility: Instruction | 11/28-29 In my development as a scout leader, I was asked to serve as an instructor for an adult scout leadership training. | |
| 5 | Skills enhancement: Role model | 12/30-31 During my tenure as a scout leader, I have Learned to take every opportunity to learn new skills to be a better model for the youth | |
| 5 | Lead by example: servant leadership | 13/33-34 I strongly uphold the strategy of leading by example and of servant leadership | |
| 5 | Service: helping: preparation | 14/38-39 One of the reasons for pursuing a doctorate Is to help schools prepare future knowledge workers | |
| 5 | Ambition: servant leadership: Skills transfer | 15/41-42 Another reason is to fulfill a lifelong Ambition, so that I may pass along my experiences of failure, skills as a compassionate listener. | |
| 5 | Service to communities | 16/43-44 Leadership to me means to serve Communities | |
| 5 | Service to communities: Promotion of good leadership | 17/44-45 means to serve communities so they may thrive sustainably assured by a system where mindful leadership emerges by design | |
| 5 | Well qualified: experienced | 18/47 It will especially require highly literate and well informed educators | |
| 5 | Service: development | 19/48 To build and guide curious students in their charge…so that their curiosity is sustained | |
| 6 | Reflection: embarrassing: Find my own strength : accountability | 1/7-9 I would rather not reflect on it…since it brings Forward embarrassing memories of myself stumbling Along learning how to run meetings, managing Multiple personality types in the group and find my own strength | |
| 6 | Instruct: lead | 2/12 As an instructor I have led classes and continue to do so in the present | |
| 6 | Experience: learning
| 3/13 I fumbled my way through the first few classes | |
| 6 | Learning: self improvement | 4//13-14 Learning how to structure lectures, guide discussions and provide meaningful feedback to students | |
| 6 | Teaching: guiding | 5/18 Teaching is fundamentally leadership since you are guiding others | |
| 6 | 6/22 Good leaders always put the interest of the group first | ||
| 6 | Servant leadership: sacrifice
| 7/23 leadership as something that you give and Sacrifice for rather than something that brings prestige and benefits | |
| 6 | Servant Leadership: emotion | 7/23-24 The Concordia system…uses the term Servant leadership, and am fond of that term | |
| 6 | Communication: Learning: realization | 8/25-26 learned that my role was to provide cogent Arguments and bear the brunt of difficult Conversations, because that was the job of a leader | |
| 6 | Role recognition: ideas: Vision | 9/28-29 As president I had ideas and a vision of what I wanted senate to look and act like in the | |
| 6 | Self-confidence | 10/30-31 Good leadership requires that you Confidently be yourself | |
| 6 | Knowledge: servant leadership | 11/31 know your subject, put others before yourself | |
| 7 | Emotion: diversity | 1/6-7 Often leadership is taken for granted…pertains to the upbringing of different races | |
| 7 | Alignment: starts at home | 2/7-8 To better align oneself …leadership must first be instilled within the home | |
| 7 | Respect: empowerment: honor | 3/14/15 found it necessary to give the respect that was needed for those who were empowered while honoring their rules | |
| 7 | Establish relationships: Maintain boundaries | 4/15-16 I felt it was important to me to establish my boundaries with my counterparts | |
| Example | 5/22 hold yourself to a particular standard as a man Father, instructor and coach | ||
| 7 | Responsibility: service | 6/28 Overall, leadership and those in power have to Take responsibility for those they are leading and themselves | |
| 7 | Confirm: belief | 7/31 In order to confirm the actions of you have to Have a true foundation to stand on and believe in | |
| 8 | Accountability: responsibility | 1/3-4 I think of someone who takes the initiative to go Above and beyond what is expected of them | |
| 8 | Responsibility: organization | 2/4 Leaders not only lead those around them, but they Make certain things are kept in order to make sure Nothing goes wrong | |
| 8 | Importance; value add | 3/10 This type of leader goes out of the way to ensure That they remember what is most important | |
| 8 | Superiority complex: Criticize | 4/11-12 I have also seen where the leader of the school Has talked down on the students and staff as the school Fails. A leader of this stature does not take criticism Well and believes that no one can do the job better than them | |
| 8 | Learn | 5/15-16 I think it is very important for me to be in a Position where I can learn from my superiors | |
| 8 | Experience: communication | 6/16 Therefore when engaging with leaders, I listen, I Observe, and I learn | |
| 8 | Role model: build relationships | 7/17-18 When being led by someone who exemplifies Good leadership skills allows me to be open to constructive criticism | |
| 8 | Value add: purpose driven | 7/18-19 I think that it is very important for a leader to have a purpose in what they are doing | |
| 8 | Build relationships: honesty | 8/19/20 when this happens you are able to see the intent of the person and see what their real intentions are. | |
| 8 | Role model: teach | 9/26-27 I was able to teach these girls the necessary Steps on the path to being young ladies | |
| 8 | Emotion: satisfaction: Value add | 10/27 It gave me joy to see the excitement in their eyes And the desire to want to be better | |
| 8 | Value add: service to others | 11/31 We should all prescribe to be leaders. We Should all want to help someone become better | |
| 9 | Emotion: satisfaction | 1/3-4 I enjoy leading more than following | |
| 9 | Experience : contingency | 2/3-4 The way I handle the position of leadership Depends on the people I’m leading | |
| 9 | Example: servant | 3/5-6 Any leader needs to set an example, get input Change if need be and keep everyone’s best interest in mind | |
| 9 | Build relationships: empowering | 4/6-7 As a parent I try and take my sons feelings and Perspectives into consideration with everything | |
| 9 | Allowing | 5/10 Same idea applys to my places of work…students Lead and direct the class | |
| 9 | Innovation | 6/13 so I learned about their interests and thought about it for a while and created a project | |
| 9 | Emotion: allowing | 7/20 I don’t like to micro-manage, and I hate being micro-managed | |
| 9 | Value-add: allowing | 8/20-21 One of my core values is freedom | |
| 9 | Build relationship: be supportive | 9/26 Wow, Oliver your mom is very supportive… I am supportive | |
| 9 | Allowing | 10/27 Want him to know mistakes are good that’s how We improve | |
| 9 | Understand: allowing | 11/27-28 we are at risk every time we step outside… Don’t want him giving up | |
| 9 | Build relationships: allowing | 12/28-29 the job of a leader to inspire and support | |
| 9 | Values | 13/through my personal life and in my work life, I have practiced what I believe | |
| 10 | Allowing: experience | 1/3 One must lead from the back and not the front | |
| 10 | Values, respect | 2/4-5 A true leader is on of impeccable character, commitment and competence that commands respect
| |
| 10 | Organization: values | 3/5-6 Also possess qualities like integrity, passion, Compassion, and organizational skills | |
| 10 | Innovation | 4/14-15 with the strong mantra of “do more with less”
| |
| 10 | Motivation | 5/17 A superb leader is one who can manage and Motivate subordinates | |
| 10 | Allowing: servant: team | 5/18 This leader guides from the back and places his Personnel before his (or her) own agenda | |
| 10 | Sacrifice: service | 6/18-19 When budgets were sparse, my selfless leader Sacrificed his menial raise to allow his staff equal Distribution of additional money and compensatory Time. | |
| 10 | Innovation: inclusion | 7/20 A true leader not just one who supervises staff Searches for ways to engage individuals as part of the team | |
| 10 | Team leadership: allowing | 8/21-23 The light mood, praises, and attitude of Laughter in the office trickles down to effectively Reduce stress while molding a judgement free space To express opinions, innovations and problem solving | |
| 10 | Service: delegation: Organization | 9/24 The leader will continuously remnid each person’s role as a subject matter expert that serves a purpose in The big picture of the greater organization | |
| 10 | Experience: team management | 10/25-26 It takes an experienced leader to balance Priorities, manage time efficiently and distribute the Volume of work when a co-worker is burdened and Unable to carry the load | |
| 10 | Allowing: service | 11/27 A great leader build more leaders | |
| 10 | Experience: self awareness | 12/27-28 I have been in supervisory positions at a Young age and realized my incongruities and Deficiencies that define an exemplary leader | |
| 10 | Service: loyalty | 13/29-31 I am my father’s legacy, his drive to leave a Third world country to serve the US Army as a Private and bravely maneuvered his way to become a Sgt Major was the epitome of selflessness | |
| 11 | Servant: strength; ethical | 1/3 I think a good leader practice servant and Strength based leadership…has a growth mindset and Be ethical | |
| 11 | Ambition: self confidence | 2/6-8 My goal was to be a supervisor or team leader At work so I could be a good leader, as I believed I could be a good leader
| |
| 11 | Experience: recognition | 3/7 After witnessing all the good and bad leadership From different supervisors and managers | |
| 11 | Learn: improve | 4/14-15 It reminded me that we should learn from Failure and see it as an opportunity for improvements instead of just failure
| |
| 11 | Identification: improvement | 5/17 There was a good example about bad Leadership but making a good attempt to improve | |
| 11 | 6/18-19 To share feedback openly with supervisors As team effort and the supervisors would come up with an action plan for improvement | ||
| 11 | Acceptance: communication: | 7/22 think he took a big step towards greater Leadership by openly accepting all the harsh feedback from his team | |
| 11 | Building relationships: service | 8/28-29 I practice leadership be being accountable/ responsible in fulfilling my duty and always there to Support my customers and peers | |
| 11 | Diversity: culture | 9/31 I recognize and respect the diversity of different Mindsets from my family members | |
| 11 | Allowing, ethical, overcome: accomplish | 10/34-35 As I continue to sharpen my leadership skills I will remember to be ethical with my values, use my Leadership strengths to overcome any obstacles and Empower others to accomplish goodness and success | |
| 12 | Diversity | 1/2 As an African American growing up in the late 70 and early 80’s,…diversity was what you made it | |
| 12 | Reflection, diversity, Problem solving, additional problems | 2/8 As I reflect on this time frame of desegregation, Image #6 spoke to me personally. The school board Was presented with a problem, they fixed it, but it Created other issues, “school closings and violence” | |
| 12 | Diversity | 3/13-14 When some of the bused students were Incorporated into the school, violence increased, and Stronger disciplinary actions were enforced | |
| 12 | Decision making: experience | 4/22-24 As an educator and a working professional Furthering my education, my insight has changed in Terms of decision making and the approaches to take When making the decisions | |
| 12 | experience | 5/26-27 Education allows me to interject and provide Insights on issues with first- hand experience, while incorporating my professional experience as well
| |
| 12 | Servant: make a difference | 6/27-29 Education is worth the time and effort… knowledge will allow me to be a voice for others that might not have the education or experience or networking capabilities to make a difference | |
| 13 | Value: prerequisite | 1/3-4 If you want to be a leader, you have to be a reader | |
| 13 | 2/4-5 What she meant by this is that you cannot rest On one’s laurels but stay informed of what’s happening | ||
| 13 | Empower: service | 3/5-6 Stay up to date so you can educate and empower Those you work with | |
| 13 | Self-improvement: servant | 4/18-19 adjust to meet the needs of each staff member after two months on the job, I shifted me perspective and approach…. back on track | |
| 13 | Values | 5/21-22 I vowed that when I became an administrator, I I would not “forget where I came from” or lose sight Of what’s really important
| |
| 13 | Values | 6/22-23 All staff and students embody these values | |
| 13 | Values | 7/24 True leaders should take this vision and carry it With them in conjunction with their personal and more Specific values | |
| 13 | Build Relationships | 8/29 Between meetings, instead of checking emails she Made time to visit classrooms and sit with students | |
| 13 | Service: advice: leading | 9/30 She led lessons and offered advice on data Collection or differentiation | |
| 13 | Allowing: | 10/31-32 No matter how contentious or tense she always Referred to her staff as professionals and experts in Their respective fields | |
| 13 | Example | 11/32 She never quoted her philosophy on leadership But she lived it in her day to day | |
| 13 | Service: allowing | 12/34-35 rather than taking leadership into our own Hands…making it work best for everyone involved |
Level 2 Coding
Research Sub-Question: How do students in RES 7700-7 understand the purpose of leadership?
| Pattern (PTN) | Emerging Sub-Patterns | Participant Sources Key: P1.1/1 – Participant 1, chunk1, Line 1 |
| PTN1 A leader is a servant to others | PTN1 a. building relationships PTN1 b. allowing others PTN1 c. personable | P1.2 to have people working together P2.9 to give people a chance to fulfil themselves P3.2 to give room for dialogue and sharing of ideas P4.3 to show direction P5.8 enables easier supervision P6.6 makes people work best P7.3 to make people more productive P8.9 to share experiences P9.5 let students to practice being in charge of a group P10.6 enables taking of responsibilities P11.2 to bring about team work success P12.1 to let others express themselves P13.9 being attentive and listening to others |
| PTN2 A leader has values and Promotes them | PTN2 a. communicate them PTN2 b. account for them PTN2 c. purpose driven | P1.7 giving clear communication to others P2.2 communication is important P3.12 through communication there is sharing P4.7 fluency and articulate in oral and written communication P5.13 being an example to others P6.11 giving clear and understandable instructions P7.7 ability to abide by your own words P8.3 they detail what is more of a priority to be delt upon P9.3 lead by example and giving others a chance to speak their minds P10.10 its main purpose is key to organizational success P11.8 there is always a diversity and that needs to be appreciated P12.1 to air out concerns affecting others P13.5 I will be determined and focused at what I do |
| PTN3 A Leader takes initiative | PTN3 a. accountability PTN3 b. considerate PTN3 b. responsibility
| P1.19 leadership is all about taking responsibility for others P2.8 can adopt to different situational changes P3.22 best practices to improve on my leadership skills P4.6 I need to improve my skills of attentiveness P5.16 listener who is all caring P6.2 perform all my leadership duties to perfection while still polishing on some areas P7.4 to know myself and what I need from my peers P8.5 I pay attention, attentively and put to practice P9.6 I learned of their best practices that I can use P10.13 to always be humble P11.9 tap from the existing knowledge while taking in new best practices P12.0 to learn to speak out while tapping into more ideas |
Level 3 Coding
Research Sub-Question: How do students in RES 7700-7 understand the purpose of leadership?
| Themes (TH – Theme) | Pattern (PTN – Pattern) | Emerging Sub-Pattern | Participant Source Key: P1.1 – Participant 1, Chunk 1 |
| TM1 A leader is a servant to others | PTN1 A leader is a servant to others | PTN1 a. building relationships PTN1 b. allowing others PTN1 c. personable | P1.2 to have people working together P2.9 to give people a chance to fulfil themselves P3.2 to give room for dialogue and sharing of ideas P4.3 to show direction P5.8 enables easier supervision P6.6 makes people work best P7.3 to make people more productive P8.9 to share experiences P9.5 let students to practice being in charge of a group P10.6 enables taking of responsibilities P11.2 to bring about team work success P12.1 to let others express themselves P13.9 being attentive and listening to others |
| TM2 A leader has values and Promotes them | PTN2 A leader has values and Promotes them | PTN2 a. communicate to them PTN2 b. account for them PTN2 c. purpose driven | P1.7 giving clear communication to others P2.2 communication is important P3.12 through communication there is sharing P4.7 fluency and articulate in oral and written communication P5.13 being an example to others P6.11 giving clear and understandable instructions P7.7 ability to abide by your own words P8.3 they detail what is more of a priority to be delt upon P9.3 lead by example and giving others a chance to speak their minds P10.10 its main purpose is key to organizational success P11.8 there is always a diversity and that needs to be appreciated P12.1 to air out concerns affecting others P13.5 I will be determined and focused at what I do |
| TM3 A Leader takes initiative | PTN3 A Leader takes initiative | PTN3 a. accountability PTN3 b. considerate PTN3 b. responsibility
| P1.19 leadership is all about taking responsibility for others P2.8 can adopt to different situational changes P3.22 best practices to improve on my leadership skills P4.6 I need to improve my skills of attentiveness P5.16 listener who is all caring P6.2 perform all my leadership duties to perfection while still polishing on some areas P7.4 to know myself and what I need from my peers P8.5 I pay attention, attentively and put to practice P9.6 I learned of their best practices that I can use P10.13 to always be humble P11.9 tap from the existing knowledge while taking in new best practices P12.0 to learn to speak out while tapping into more ideas |
The Coding Scheme
Research Sub-Question: How do students in RES 7700-7 understand the purpose of leadership?
| Themes TH – Themes | Patterns PTB – Pattern | Emerging Sub-Patterns |
| TM1 A leader is a servant to others | PTN1 A leader is a servant to others | PTN1 a. building relationships PTN1 b. allowing others PTN1 c. personable |
| TM2 A leader has values and Promotes them | PTN2 A leader has values and Promotes them | PTN2 a. communicate to them PTN2 b. account for them PTN2 c. purpose driven |
| TM3 A Leader takes initiative | PTN3 A Leader takes initiative | PTN3 a. accountability PTN3 b. considerate PTN3 b. responsibility
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Summary of Findings
My summary is short and precise because my code schema is unique. The subject themes above form part of the patterns from the participants’ responses and are easily understood based on the literature that is known. However, the socio-cultural and political factors may not be so clear to interpret and understand as implied by the respondents.
Regarding the subject topic, which forms the basis of the research question on “What is the purpose of leadership from different perspectives?” most of the respondents pegged their answers around leadership skills and teamwork management. Responses that talked of leadership were utilized as they formed the basis of this research.
Many responses considered leadership as a work of service to others. These categories of persons included but were not limited to relationships of team building, corporate team, people with the same skills collaborating, but to name a few. This relationship encompasses team building, teamwork, and effort, management of the group, fostering relationships, communication, mentoring, and teaching. The identified qualities of true leadership skills were accountability, personality perspective, considerate, purpose-driven, and responsible.
The respondents linked leadership to perspectives on team building, transformative, being exceptionally innovative, which then translates to personal improvement, knowledge gaining, adapting to changes, and getting transformed.
Considering the themes drawn from the responses, the line of consideration is removed from building relationships that are culturally formed with meaningful leadership and management aspects. The question, therefore, “What is the purpose of leadership from different perspectives?”. As clearly stated by respondent #2, “Purpose driven action requires that leaders exude specific skills in aptitudes.” For this reason, therefore, leadership has to be analyzed deeply and holistically to find an answer to the question above.
Reflexive Memo on the Coding Practice
I consider coding a time-consuming task and also a detailed practice. Having delved deeply into the participants’ responses to the above question, it is possible and easy to draw several themes of interest to concentrate and build from. Putting my own words into the research gave me a chance to express myself and enlightened me on other leadership skills that I can emulate and put into practice.
It gives a feeling that I have a lot to learn as I go deeply into the responses and discover more themes. I also noticed that most of the participants #1, #2, and #3 respondents received a lot of attention from the responses. In contrast, the others had a small window of opportunity, maybe due to redundancy or repetition from what has already been discussed.
With the advancement in pattern identification, re-categorization and reclassification effectively merged the new patterns identified from the new responses and linked to the existing practices.
The fascinating part of this research was the socio-cultural perspective of identification that was labeled was necessary for the details regarding terminologies, views, and principles which were signed and categorized.
Is there a line of separation between the words team management and team building? Are they similar? How similar are they? From these questions that I stumbled upon, I realized that coding is biased socially and in literature. This is due to the personal consideration that coding is masked in culture and literature understanding of the researcher.
An individual’s nationality or language matter is certainly what defines a person’s perspective on a “code scheme.” Therefore, it is fascinating and intriguing to find out more about what other persons which different views and inclinations define their code themes. From this, a comparison check can be performed to establish and ascertain the similarity and difference between the code schemes.
References
Richards, K. A. R., & Hemphill, M. A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225-231.
Taylor-Powell, E. & Renner, M. (2003). Analyzing Qualitative Data. Program development & evaluation. University of Wisconsin-Extension.