Making Decisions with Data

At the same time that I was gathering these data, in all three of my classes, we are, at present, also involved in discussions of data collection — conducting needs assessments and administering evaluation instruments in the Program Planning class; gathering data from clients and stakeholders in the Consulting Skills class; and working with small groups of organizational “insiders” to gather data on cultural artifacts, espoused beliefs and values, and, ultimately, underlying assumptions in deciphering culture in the Organizational Learning class. 

With all this data gathering going on (mine included), it seems appropriate to remind ourselves about the real purposes of data collection in a non-research context.  Clearly, we are all involved in gathering data to make better decisions — decisions about how to design and deliver programs, solve client problems so that they stay solved, and understand culture and its influence on organizational learning.  This brings me to my conundrum …. what decisions do I want to make with the data I’ve collected? To comment or not to comment … that is the question (sorry, Hamlet).  If only it were that easy given the results expressed below!

The Survey Results

Among the index cards returned on the “to comment or not” issue, all but three asked that I continue commenting on their blogs. Two responded that I stop (no reasons given) and one said this:

I think we can be more relaxed and personal knowing that only our classmates are commenting. It allows for freedom of expression, and not the pressure of feeling like we’re being graded.

Among those who asked that I continue to comment on their blog were these written responses:

I personally value your comments. If I am working through something in my head, I like to know that I am on the right track.

Please continue commenting on individual blog posts. Many times I write and discuss topics that are unclear and the acknowledgement allows me to discuss things outside the classroom. I honestly love blogging; it has been an experience that allows me to leave the classroom, digest what I have learned, and put it “out” there.

I like knowing the professor is reading my posts.

I see these comments as conversations that can’t (or shouldn’t) take place in the classroom, much in the same way that I see the blogs themselves as comments, etc. that would distract from or altogether disrupt the lesson. I also like the non-confrontational nature of these “conversations,” since the emotional component is stripped from them.

I’ve enjoyed them so far. As long as it’s not like being graded.

I enjoy reading your comments. Your comments help me put my thoughts in context and confirm I’m headed in the right direction or making the right connections.

You are just another person to give me insight, which makes me reflect and learn more, so please — continue!

I actually enjoy the comments I have received from people other than my mirrors (not to take away from them). It shows me that people enjoy this aspect of class — reading other’s blogs for fun and constructive commenting!

I haven’t gotten a lot of comments so I would like you to start or continue. I like to get your perspective on things, along with my classmates.

I really do enjoy your comments! I feel like you keep me thinking in the right direction. I think the blogs are very helpful– I enjoy the exercise of reflecting on different topics… how I can or cannot apply our learning at work. I also like reading the thoughts of classmates and receiving their feedback.

I have not seen many comments on my reflections. I love the whole concept of blogging my reflections so I am excited to see your comments and would love to see more of them.

It’s taking me some time to get adjusted to blogging but I do think it’s a worthwhile endeavor. I also appreciate the comments … I don’t feel it inhibits me.

I like knowing that you are reading; it provides some sense of support and community to the (blogging) medium. I read all of my classmates’ blogs… I’m disappointed when I read others’ blogs and am reading a simple re-cap of the last class … I htink this is really missing the point. I also try to comment on my classmates’ blogs in hopes of drawing them back to mine for mutual feedback. I’m very open in my blog and like the free-form my thoughts take when blogging. It provides a unique venue for reflection.

So, What To Do Now?

What was I thinking? That everyone would respond alike?? How very unlikely for a group of highly individualized, mature, responsible, and thoughtful learners.

Here’s what I have learned from this exercise that is clear to me: commenting, exercised with care and respect, has the potential to be a good thing. It provides the sort of confirmation and support that Jack Mezirow writes about when he says that adult learners need validation in their attempts to revise meaning perspectives and grow as individuals.

It’s also clear to me that the blogging we are doing in our program is considered fun, creative, and an exercise in self-expression, leading to the development of ”voice,” a worthwhile goal for the graduate school experience.

Thus, the informality and freedom of expression discovered through blogging needs to be protected and nurtured, but not graded.  Of this, Adult Learning  program students can rest assured: while the practice of blogging may be a part of their participation grade, the content of their blogs never will be.  If any of you prefer that I not share my thoughts and reactions on your blogs, all you need to so is ask me privately not to do so. No grades, no penalties, but, hopefully,  commentary that you find helpful and supportive of your goals.

Feel free to let me know how it’s going. For those of you who want to deepen your reflective practice habits, I recomment Michele Martin’s blog post, Becoming a More Reflective Individual Practitioner.  Enjoy!

Photo Credits from Flickr:
Survey: Joe Gratz,
Creative Commons Attribution, Non-Commercial License
August 6, 2006

Blogging pic: andyp uk
Attribution, No Derivative Works
January 1, 2007