Part 1
Watch RSA ANIMATE: The Power of Outrospection on the RSA YouTube video community channel. A is available.
Write a 250- to 300-word response to the following:
- Consider the differences between affective empathy and cognitive empathy. How will understanding the differences affect your perspectives as a researcher, in your professional field, and as a leader? Share any additional insights you gained from the video.
Part 2
write a feed back to the following post based on part 1
post 1
Good Evening,
Understanding the differences between affective and cognitive empathy will help me develop a more thoughtful and practical way to build connections with people. Cognitive empathy means I am able to see things from your point of view, to feel what you experience; whereas, affective empathy means I am able to feel with you, what I mean by “feel with” is to mirror whatever emotions you are experiencing. The article explains that empathy includes “two related human abilities: mental perspective taking (cognitive empathy, CE) and the vicarious sharing of emotion (emotional empathy, EE)” (Smith, 2006). This quote from Krznaric captures the essence of cognitive empathy when he says it’s about stepping into someone else’s world and seeing what shapes their views of the world, their fears, experiences, etc. Knowing these distinctions matters because both forms of empathy have value and serve unique functions.
Cognitive emotional intelligence has improved my ability as a researcher to understand the data collected from participants’ lived experiences without the lens of my personal bias; I am able to recognize when my interpretation may be biased and attempt to look at things objectively. This aligns with Hogan’s description of cognitive empathy as “the act of constructing for oneself another person’s mental state” (Hogan, 1969). Affective emotional intelligence can be useful, but should be used in conjunction with cognitive for fear of becoming too subjective and therefore losing objectivity. At work, particularly in health care and administrative positions, cognitive emotional intelligence will help provide clarity and equity regarding communication and decisions made on behalf of patients, staff, or colleagues. The article notes that CE enables humans “to understand and predict the behavior of others in terms of attributed mental states” (Smith, 2006), which supports my ability to view what policies, procedures, and leadership decisions are perceived by others rather than assuming everyone views them the same way.
As a leader, the video emphasized that empathy is not a soft skill; it is a catalyst for creating positive social change. The two specific examples provided by Krznaric (Parents Circle dialogue project and the Abolitionist Movement) demonstrate how empathy has been used in history to alter the dynamics of relationships, to decrease conflict, and to inspire large-scale collaboration among groups. Krznaric introduced the concept of “Outrospection,” which was new to me. Outrospection is a very deliberate act of looking outward, expanding our capacity for moral imagination.
References:
Smith, A. (2006). COGNITIVE EMPATHY AND EMOTIONAL EMPATHY IN HUMAN BEHAVIOR AND EVOLUTION. The Psychological Record, 56(1), 3-21.
The RSA. (2012). RSA ANIMATE: The Power of Outrospection [YouTube Video]. In YouTube.
Part 3
Write a 250- to 300-word response to the following:
- What is your dissertation topic, and how is that topic in alignment with your program of study? Dissertation effect of technology on children 8-12. Program of Study Doctorate of health admn
- Which personal biases have you identified in formulating your research plan?
- How have you mitigated those biases?
Part 4
write a feedback to the following post based on part 3
Post 2
My dissertation examines the lived experiences of African American women in Human Resources (HR), focusing on the systemic barriers they encounter and the strategies they employ to navigate organizational landscapes. This topic aligns directly with my doctoral program in organizational leadership and diversity management, as it addresses critical issues of equity, representation, and inclusion within workplaces. HR professionals often serve as catalysts for cultural change, making it essential to understand the unique challenges faced by minority women in these roles. By exploring this intersectionality, my research aims to contribute to both academic scholarship and practical initiatives aimed at fostering more inclusive organizational cultures (Crenshaw, 1990). This work is vital in providing nuanced insights into how race and gender intersect to influence career trajectories and organizational dynamics, ultimately informing policies that promote diversity and equity.
Throughout the development of my research plan, I have become aware of potential personal biases stemming from my identity as an African American woman. I recognize that I may have a predisposition to emphasize systemic barriers and understate positive experiences or resilience factors within my population of interest. This bias could inadvertently influence data interpretation, leading to confirmation bias or overgeneralization of certain narratives. To mitigate these biases, I am committed to employing a reflexive research approach, engaging in ongoing critical self-assessment of my positionality, and incorporating multiple data sources. I plan to utilize peer debriefing and feedback from mentors with diverse backgrounds to ensure balanced analysis and interpretation (Tuffour, 2017). Additionally, I will carefully triangulate qualitative data from interviews, surveys, and relevant literature to enhance the credibility and validity of my findings. This conscientious approach will help ensure that my research presents an authentic, comprehensive, and unbiased account of the experiences of African American women in HR, ultimately contributing valuable insights to both scholarly and practical domains.
References:
Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
Tuffour, H. (2017). Reflexivity in qualitative research: A guide for researchers. International Journal of Qualitative Methods, 16, 1-10.
Part 5
The purpose of integrating feedback from faculty members and dissertation committee members is to not only produce a high-quality dissertation, but also to assist you in becoming an independent and self-directed learner. Feedback is an essential element in writing a dissertation to gain advice and recommendations from individuals who have already done it and can guide you through the process.
View the Prospectus Outline
Review the feedback provided to you from your Research Conceptualization and Design faculty member.
Integrate all feedback in your : Research Conceptualization and Design course.
Transfer the information from your : Research Conceptualization and Design course Research Outline template into the appropriate sections of the Prospectus Template
Part 6
Complete the Problem statement worksheet to prepare for making revisions.
Based on the work that you completed in Research Conceptualization and Design, and on your completed Problem Statement and Worksheet, review and revise your problem statement. Remember this is a fluid process and you should expect some suggestions for fine-tuning your problem statement.
For the peer review:
- State your program of study.
- Post your revised draft problem statement for peer review.
Part 7
Complete the purpose statement worksheet to prepare for making revisions.
Based on the work that you completed in Research Conceptualization and Design, and on the completion of the Purpose Statement Worksheet, review and revise your purpose statement. Remember this is a fluid process and you should expect some suggestions for fine-tuning your purpose statement.
For the peer review:
- State your program of study.
- Post your revised draft problem statement from – Problem Statement Peer Review.
- Post your revised draft 1-sentence purpose statement for peer review.
- Include a description of the population by discussing the criteria for selecting the study participants and describe the sample size and the rationale for the sample size. If the study will include archival data, briefly explain the proposed data sources.
Part 8
Create a completed problem statement and purpose statement using the information you entered in your Problem Statement Worksheet- Problem Statement, the information you entered in the Purpose Statement Worksheet i- Purpose Statement, and from the feedback received from the peer reviews.
Add your completed problem statement and purpose statement to the Prospectus Template you submitted for your
