Running head: Ed.D.

EDUCATIONAL LEADERSHIP AND MANAGEMENT

Ed.D. Educational Leadership and Management ePortfolio Narrative

Chriszetta Mercado
EDD8114
Educational Leadership and Management Capstone

Address

Middleburg, FL 32068

Telephone

(904) 282-6831

Email

cmercado3@capellauniversity.edu

Date

03/15/2015

Instructor Name

Dr. Elena Kays

Running head: Ed.D. EDUCATIONAL LEADERSHIP AND MANAGEMENT

Journey from Novice-to-Expert

The authors of the novice to expert taxonomy, Dreyfus and Dreyfus, formed from a
belief that learning could occur haphazordly through struggle, trial, and error or through a
instruction that builds from the learners perspective (1986). Similar to the person who opens the
box and begins to assemble an item, ignoring the directions contrary to the person who reads the
directions to assemble their new purchase. Perhaps the first person has the skill and expertise to
assemble the item without reading directions or they have choosen to learn through struggle. The
path of skill acquisition includes five steps beginning as a novice on a path to an expert. Each
step (novice, competence, proficiency, expertise, and mastery) forms based on the differences in
the level and presence of rules the learner depends on to acquire new skills and preferred mode
of learning the skill (Dreyfus & Dreyfus, 1986). The K-12 education system is a perfect example
of the progression of the novice to expert taxonomy. Teachers cover content at the applicable
grade level, learners are expected to retain previous course material to be successful in the new
course, and with every increase in grade level the learner makes gains toward mastery which
cumilats in a graduation ceremony. The following section describes my novice to expert journey
refer to Figure 1 to visually grasp where I am in the process.
Novice (1) categorized as the need of clear rules and procedures and preferred learning
from personal experience (Dreyfus & Dreyfus, 1986). In the 8100 class, the first course in the
program included a self-assessment test with a writing-skills section (competency 15), as one of
the assignments and I fully expected to score exceptionally well. I scored 85%; not a total
disappointment because the APA questions, while clear, owned my confusion. It is like a
foreigner learning English; there are just too many variances. For example, a page reference in
text citations, though not clearly stated in the rules, is optional. Early in the course, I took the

Running head: Ed.D. EDUCATIONAL LEADERSHIP AND MANAGEMENT

APA tutorial where I saved example slides because I found it to be a quicker format reference
than the APA publication. In one assignment, I included a page reference in the text and part of
the Smarthinking feedback was to remove the page reference in a citation. I did as requested
although I probably should have researched the contradiction. Later, I revisited the feedback
from each question on the assessment and it was here that I learned page numbers are optional. I
continued forward with a resolve to check my APA sources throughout the program and forgo
committing any of the formats to memory, as some matters are of preference.
Competence (2) is less rule bound, begins to see commonalities in identifying solutions,
bends the rules when necessary, folds in knowledge gained from other sources (Dreyfus &
Dreyfus, 1986). I selected this doctoral path to follow my instructional systems design masters
degree due to its leadership and management components. The education major seemed logical
to the flow of my academic career but I no longer worked in the K-12 arena, instead I work in
the corporate arena. I forged ahead believing the doctoral program difference between a Ph.D.
and an EdD. was primarily the name not the details. By the time EDD8102 was ending, I clearly
understood the difference between providing statistics on a matter and solving problems within
an organization; thus the difference between the Ph.D. and the EdD. , and behold I had chosen
the right program. Through the Dana Hall case, many keys to solving organizational problems
began to form. The action science principles promote the analysis of reasoning and reflection
used to understand the actions of leaders and how their espoused theories (what is said) compare
to their theories-in-use (what they actually do) (Argyis, 1995). Discovering the misalignment of
words to action will uncover single-loop experiences within the organization, and defensive
routines will not be far behind.

Running head: Ed.D. EDUCATIONAL LEADERSHIP AND MANAGEMENT

Defensive routines, a learned behavior, appear in various forms and while probably
unconsciously aware, these behaviors exist to protect or deflect situations where leaders fear
consequences or protect themselves and often control others. Holding in negative thoughts is a
self-censoring defense, as well as face-saving whereas an individual disguises judgment while
being vague and one of the most common defensive routine is sending mixed messages (Riley,
2012). The 10 step systematic process of ARPP (Action Research Paradigm Protocol) and the
action research plan where framing problems based on causes rather than symptoms is the
beginning of the process in which Dr. Kuhne encouraged change agents to slow down. He
explains that addressing one problem using the ARPP will uncover other problems while trying
to solve the initial problem identified; the layers of an onion is used as a metaphor to explain to
researchers the cyclical nature of action science research (Capella University, n.d.). Now in
8104, I realize the very nature of the ARPP promotes double-loop-learning, whereas
organizational leaders not only identify problems and try interventions but they also repeatedly
ask why a behavior occurred (asking the tough questions). Negotiating political systems within
an organization, using data to make informed decisions that align to the organizational goals,
mission and vision statements; and forming my first qualitative and quantitative interview
questions within the confines of a case study is becoming more comfortable to do and are no
longer such a new terrain for me.
Proficiency (3) learners see the big picture, decipher what is, and is not important,
while learning from interactions with others (Dreyfus & Dreyfus, 1986). Growth may not occur
in every area at once, for example, the second self-assessment shows minimum growth however,
there were great experiences up to this point of the program. Accepting that there is a difference
between a leader and a manager, and understanding that one person can fulfill both roles as

Running head: Ed.D. EDUCATIONAL LEADERSHIP AND MANAGEMENT

explained through examples found in the book The Game Changer, read earlier in the
program; solving problems is a necessary function of each role. With the ARPP, I am more
confident in looking at problems through a systemic lens, asking the right questions until we get
beyond symptoms, and cause and effect analytical thinking. System thinking views problems
through interrelations and the process of changes not static states (Skarzauskiene, 2008). During
one of the interview data gathering sessions, I encountered a low participant response. I had new
questions I never considered before, what percentage of participation is sufficient, what can be
done to increase the numbers, am I trying to fix a problem no one else sees as one. The one
challenge with the ARPP system, I had come to trust, I could never have known existed had this
not happened to me. In 8108, the CITI (Collaborative Institutional Training Initiative)
assignment answered many of the thoughts I had about increasing the response rate. I cannot pay
or force respondents to participate; this information forced me to further my research on the
matter because I just knew I could not be the only one with these questions. Through that process
I learned strategies on which format works best (online or on paper), and when to get the most
responses (before individuals leave a training session they complete the questionnaire before
they go). Transcribing (not interpreting) and coding responses was the next big concept to fold
into the ARPP process; if nothing else you will learn that having quality questions is only half
the job because respondents can interpret or read into the question in any manner they wish. You
cannot add to, further explain, clarify, or give examples lest you cross the line into biasness. This
causes some data to have no relevance to the big picture because it does not relate to the
question. Asking multiple-choice questions is not the way to keep respondents on tract either; in
fact, doing so just opens you up to a new problem. This style of questioning forces respondents
to respond in your way (yes that is just like steering them). Once the data analysis is complete,

Running head: Ed.D. EDUCATIONAL LEADERSHIP AND MANAGEMENT

now finding various ways to communicate that feedback to stakeholders for further action is an
important link to obtaining their buy-in.

Figure 1 Novice to Expert in Five Progressive

Waves

Expertise (4) learners begin to respond instinctively relying on intuition; routinely

analyzing problems through to implementation, yet pulls from other sources (Dreyfus & Dreyfus,
1986). Clearly not an expert in APA but smart enough to use the book and not count on my
memory, though I will say it is a book that could use my instructional design expertise. Research
no longer intimidates and no longer do I consider everything written in a journal as fact,
alternatively it is true for the author and if it is relevant to a need I have I know how to search
for data. I can explain and enjoy the conversation regarding EdD vs. PhD. I can say I am
comfortable performing action research; I will use the resources for some time to come.

Running head: Ed.D. EDUCATIONAL LEADERSHIP AND MANAGEMENT

Mastery (5) solves problems not symptoms thoroughly and permanently, self-monitors,
uses forward thinking solutions, and relies heavily on intuition (Dreyfus & Dreyfus, 1986). The
significant difference in the expertise and mastery level is self-monitoring the master no longer
self- monitors on a conscious level; instead, that energy is absorbed in the process. A wise
decision of Capella University to take the program up to expertise level understanding that the
mastery level occurs, if possible, over a long period. When my son ask for things I do not intend
to provide I respond, Its nice to have wants, it gives you something to strive for, this is how I
feel about mastery it is a want worthy of my strive effort.
Finally, to gain a full understanding of my progression from novice to expert, visit all
areas of Section 2 of my portfolio. Artifacts and descriptions where course outcomes match to
assignments that demonstrate the applicable competences; all of the self-assessments in
chronological order where you can make your own comparisons; and self-assessment 3 includes
a complete perspective on areas I identify for continued growth.

Running head: Ed.D. EDUCATIONAL LEADERSHIP AND MANAGEMENT

References
Argyris, C. (1995). Action science and organizational learning. Journal of Managerial
Psychology, 10(6), 20. Retrieved from
http://search.proquest.com.library.capella.edu/docview/215863825?accountid=27965
Capella University (n.d.). Action research: A conversation with Dr. Gary Kuhne. Retrieved from
http://media.capella.edu/CourseMedia/ELM8102/kuhne_gsp/elm8102u01_outer_wrapper
.asp
Dreyfus, H.L., & Dreyfus, S.E, (1986). The power of human intuition and expertise in the era of
the computer: mind over machine. New York: Rockefeller Center
Riley, T. (2012). A comparison analysis of defensive routines and theories-in-use of engineering
and non-engineering managers. (Order No. 3533690, Missouri University of Science, and
Technology). ProQuest Dissertations and Theses, 243. Retrieved from
http://search.proquest.com.library.capella.edu/docview/1153198398?accountid=27965.
(1153198398)
Skarzauskiene, A. (2008). Theoretical insights to leadership based on systems thinking
principles. Organizacjio Vadyba: Sisteminiai Tyrimai, (48), 105-120. Retrieved from
http://search.proquest.com.library.capella.edu/docview/222760388?accountid=27965