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2) To reflect on patterns of regularity through thoughtful reflection and syntheses of personally meaningful self-data such as previous self-assessments, interviews, academic / personal / professional assignments and experiences, and/or self-reflections regarding your attitudes, behaviors, values, personality characteristics, strengths, opportunities for improvement, and goals.
3) To develop a set of life themes that can be used as perspectives to view and shape you future decisions about your career and work/life balance.
Your Qualitative Thematic Self-Analysis Research Project is perhaps the most important deliverable of the semester. Grading of this paper is very rigorous. Your grade will be based on how effectively you have completed the exercises, compiled and analyzed your data sources, developed themes that are well-grounded in your data, and on the clarity and quality of your narrative. I am not grading your life or your values, just the rigor of your work and the clarity of the manner in which it is presented. You have been reflecting on (and collecting / organizing) data relevant to yourself over the last four weeks if the semester. Now its time to reflect on and interpret that data meaningfully, and synthesize it into a set of life themes; themes about you that emerge from the data!
Background / Summary & Suggestions for Conducting Qualitative Thematic Analysis(For background, please also review the Harrington and Hall text, Career Management & Work-Life Integration, Chapter 3, pages 47-57)
Developing Self-Assessment Themes – Clawson and his colleagues called for a rigorous inductive reasoning process of developing life themes. These themes are grounded in data and say something significant about the individual that could be used for the purposes of career planning and development. In essence, this is no different than the process any professional career counselor would use to help a person see how their interests, values, etc. might suggest a good career fit and help individuals choose the right career option. The basic approach followed by the authors included the following steps (Clawson et. al 1992): 1. Generate useful data: This was done primarily by completing a battery of career planning instruments that cover a wide range of topics and perspectives about the individual your data is all of the assessment-related tasks you have completed thus far in the course as well as any tools / assessments that you may have saved from previous courses, personal experiences, or work-related experiences. 2. Understand each data-gathering device: Once you have used a device or instrument, ground yourself in an understanding of what the device can (and cannot) tell you. 3. Practice interpretation following a process of inductive reasoning. By inductive we mean working from the data to develop a theory, not working from a theory to assess findings. Induction is sometimes framed as reasoning about the future from the past, but in its broadest sense it involves reaching conclusions on the basis of what is observed. 4. Interpret your own data. To develop the integrated view, we will use a process borrowed from qualitative research. In qualitative research, there is a process that uses inductive reasoning to do theory building. Put more simply, the idea is to take various sources of information and mine each source for key pieces of information. The process of interpretation suggested is similar to one used by any qualitative researcher to understand, sort, and analyze data. In effect, one is using an inductive process to build a theory of oneself that is well-grounded in facts. The ground rules Clawson and his colleagues suggest for that process are: 5. Stay close to the data: State the facts in concrete terms. Do not abstract ideas or make generalizations. 6. Do not filter: Use all the data that seems significant. Do not use information selectively to bolster what you already know to be true. In a like way, do not ignore data that conflicts with what you know. 7. Avoid use of inference or judgment: Maintain a stance of objectivity when reviewing the data. It is particularly important at the early stages of reviewing data and developing potential themes to avoid making inferences or judgments about what you are reviewing. Youll be following a similar process in the analysis and interpretation of your data, and in the creation of your own life themes for the purposes of this assignment.Instructions: How to conduct a qualitative thematic analysis, and what to turn in for this assignment.Well cover the process of conducting a qualitative thematic analysis here then well cover the details for what to turn in how I want your Assignment #4 to be structured / formatted.
Step 1 Identify Your Data SourcesThe first step in the process is to identify and collect your data sources. In your analysis, you will use as a minimum the following data sources that you have developed during the first few weeks of the class: