TRUSTING A LEADER? - THE EFFECTS ON AN ORGANIZATION

Leadership – “Trust” A General Discussion
How Trust Engenders a Leader

Patrick D. Huff
Pepperdine University
EDOL 714.20
Dr. June Schmieder-Ramirez, PhD
September 18, 2011


Table of Contents
Table of Contents 2
List of Tables 3
Abstract 4
CHAPTER 1 6
Introduction 6
Leadership – “Trust” A General Discussion 6
CHAPTER 2 7
The Problem Statement 7
Definition of Terms and Relative Assumptions 7
Emerson’s Thoughts on Trust 7
Key Definitions and Terms 8
CHAPTER 3 10
Conveyance of Trust to Organizational Leadership 10
The Purpose of Trust 10
CHAPTER 4 11
Exploring the Problem 11
How does the issue of trust relate to organizational behavior? 11
CHAPTER 5 13
How Trust is Engendered as a Leader - Conclusion 13
Table 1: U.S. Army (TRADOC): Core Values 13
CHAPTER 6 15
Conclusion 15
References 16
Appendix 20
Table 2: EDOL 714.20 Rubric: Trust Paper 20
Table 3: EDOL 714.20 Rubric: Engaged Learning 21
Other Questions of Interest Pertaining to the Influence of Trust on Organizational Behavior. 22


List of Tables

Table 1: U.S. Army (TRADOC): Core Values 13
Table 2: EDOL 714.20 Rubric: Trust Paper…………………………………………………… ..29
Table 3: EDOL 714.20 Rubric: Engaged Learning………………………………………………30



Abstract

The purpose of this paper is to review individual trust and its relationship and effect on leadership; and subsequently the effect of trust on leadership and organizational behavior (OB).

The project was assigned by Dr. June Schmieder-Ramirez, PhD for the students in EDOL 714.20 to complete in accordance with Forum 3. Per Dr. Schmieder-Ramirez’s guidance, (17 September 2011; 4:55PM) the paper is not required to utilize outside material, however, she did not indicate that students would not be allowed to exercise creativity and innovation as pertaining to the use and incorporation of outside reference materials and unique presentation methods in support of their work (paper & presentation).

The total length of the paper is not to exceed six pages. In conjunction with the paper Dr. Schmieder-Ramirez has included the requirement of a six page PowerPoint document and related oral presentation to the class. The paper will be assessed (as all will) using the rubrics in the Sakai section of the Student Services Support Window within the Pepperdine University Website. The Sakai section can be located under the Resource section within the EDOL class tabs. Dr. Schmieder-Ramirez suggests the rubric on the leadership “Trust” paper should be reviewed by all students as it forms for the guide for those measurements she intends to use in her review and evaluation of all student work in this course. The Leadership -“Trust” A General Discussion paper shall address the following criteria: 1. Purpose of trust as you see it; What is its purpose according to your opinion? 2. Is the body of the paper clear and supportive of your premise? 3. Is the context of the paper clear? Have you included the necessary context to the discussion of trust in your opinion? 4. How does the issue of trust relate to organizational behavior? This is described in the rubric. 5. What is the conclusion? This is described in the rubric.

In conjunction with the discussion of each of the above criteria, the paper shall additional focus on a central problem statement.
Finally, the Discussion section of this paper will cover “How do I engender trust as a leader in an organization”.

Each activity assigned is given a rubric and the rubric is contained in the Resource section of the Sakai. Dr. Schmieder-Ramirez suggests each student meet with Ms. Gina Meister, the Pepperdine University, WLA, Writing Support Director on the fifth floor of the building for any assistance needed in writing this paper.


CHAPTER 1
Introduction

Leadership – “Trust” A General Discussion

This paper discusses the effect of trust in relationship and effect on leadership and subsequently organizational behavior. Imposed on the discussion are certain limitations and controls. These include limits and controls on method, use of outside research and information sources, to include limits of discussion to generally only those questions posed for inquiry and response by Dr. Schmieder-Ramirez.

Specific questions this paper is intended to explore and address are summarized as follows:
1. What is the purpose of trust as you see it?
2. How does the issue of trust relate to organizational behavior?
3. What can be concluded about the relationship between trust, leadership and organizational behavior?

Responses to the above questions are to be framed in the context of a central assumption or problem statement.

CHAPTER 2
The Problem Statement

Absent the development and sustainment of a sufficient level of trust in a relationship between an individual and a leader (or leadership) of a group or organization, the individual’s interest in participating in the support of such a group or organization will be low, yielding relatively little or no output, productivity or positive social interaction.

Definition of Terms and Relative Assumptions

An initial assumption pertaining to human trust is the nature and basis for those conditions that enable individuals to develop trust.

Research information sited in this paper support that human trust originates from a complicated mixture of internal biological functions, preceptors or neuroscience dynamics and external experiences or learned social drivers. Once the perception of trust is formed and developed internally humans commence in a process of continued development to externalize and transfer trust to relationships to other individuals. Ultimately, an individual develops an understanding of trust internally that is acceptable and sufficient to allow a transfer of trust to others. This transfer of trust to others varies as to a level of trust in others that is unique to each individual. The amount of trust that is conveyed to another individual, group or organization include conditions that are situationally unique to each trust conveyance.
Emerson’s Thoughts on Trust

Ralph Waldo Emerson suggested that prior understanding “trust” as related to leadership it is appropriate to first understand the order and relationship of internal (self-trust) as a precedent to placing or developing trust externally or in a other individual (leader) as an actor in a leadership role.

Emerson states that “…self-trust is the first secret of success…and for cause, or with some task strictly appointed you in your constitution, and so long as you work at that you are well and successful.” Emerson also observed a relationship between trust and mankind stating, “Trust men and they will be true to you; treat them greatly, and they will show themselves great…” (Ralph Waldo Emerson, 1841)

Summarized, Emerson is suggesting that once an individual has defined and developed an internal self-trust then it is possible to infer transfer of a certain level of trust to others.

Key Definitions and Terms

In the context of this paper and in accordance with the limiting stipulations it is appropriate to start with a few generally accepted definitions of terms and synonyms that are used in connection with this discussion, e.g. leadership, leader, and trust.

The definition of leadership is: “…the position or function of a leader, a person who guides or directs a group: He managed to maintain his leadership of the party despite heavy opposition. Synonyms: administration, management, directorship, control, governorship, stewardship, hegemony, ability to lead: Synonyms: authoritativeness, influence, command, effectiveness; sway, clout; an act or instance of leading; guidance; direction: They prospered under his strong leadership. The leaders of a group: The union leadership agreed to arbitrate.” (Dictionary.com, personal communication, 1815–25; leader + -ship)

Next the generally accepted definition of leader is: “…a person or thing that leads. A guiding or directing head, as of an army, movement, or political group. (Music) A conductor or director, as of an orchestra, band, or chorus. The player at the head of the first violins in an orchestra, the principal cornetist in a band, or the principal soprano in a chorus, to whom any incidental solos are usually assigned. (Journalism) A featured article of trade, especially one offered at a low price to attract customers. (Dictionary.com, 1250–1300; Middle English leader)

Additionally, the generally accepted definition of trust is: “…reliance on the integrity, strength, ability, surety, etc., of a person or thing; confidence; a confident expectation of something; hope; confidence in the certainty of future payment for property or goods received; credit: to sell merchandise on trust; a person on whom or a thing on which one relies: God is my trust. The condition of one to whom something has been entrusted. (Dictionary.com, 1175-1225)

As an expansion to the above definition of trust can also be defined as the following: “confidence in and reliance on good qualities, especially fairness, truth, honor, or ability; the position of somebody who is expected by others to behave responsibly or honorably; hopeful reliance on what will happen in the future; responsibility for taking good care of somebody or something; U.S. something entrusted to somebody to be responsible for; accepted responsibilities as a sacred trust; to place confidence in somebody or in somebody's good qualities, especially fairness, truth, honor, or ability. (Encarta Dictionary: English (North America), 2011)


CHAPTER 3
Conveyance of Trust to Organizational Leadership


Studies pertaining to trust conveyance to organizational leadership sited in this paper pertain to individuals, small groups or effective teams. Teams or groups this paper focuses on are those formed for the purpose of competing in professional level athletic sports.
The Purpose of Trust
Trust when viewed in the framework of leadership in organizational behavior is pivotal to the overall functionality and effectiveness of team performance in athletic sports. Research into this subject had indicated a positive correlation between members of effective teams and the level of trust each team member has for the other. Teams displaying a high level of trust between each player also exhibit a positive corollary of trust conveyance to their leaders or team captains and coaches (managers). (Dirks, 2000, pp. 1004-1012) (Williams, 2001, pp. 377-396)

Interpersonal trust among team members facilities cooperation, reduces the need to monitor each others’ behavior, and bonds members around the belief that others on the team won’t take advantage of them. Team members are most likely to take risks and expose vulnerabilities when they believe they can trust others on their team…It allows a team to accept and commit to its leader’s goals and decisions. (Robbins & Judge, 2011, p. p320)
Although this paper did not research similar trust based associations or effects in other groups (generally those outside of professional sports) the preliminary assumption taken from Dirks and Williams study is that it is probable that all groups or organizational interactions will demonstrate similar trust conveyances with similar outcomes or affects.



CHAPTER 4
Exploring the Problem

How does the issue of trust relate to organizational behavior?
The influence of trust on organizational behavior has been the subject of focused study by a number of researchers. In could be concluded that the corollary between trust, leadership and organizational behavior have been studied since the beginning of social groups, if not at the time human beings commenced to form groups of teams to hunt and collect food. For certain, historical archives indicate the study of trust in relationships goes back to the creation of social defense forces or armies.

Recently, two researchers have added to this body of work through additional contributions to corollaries between individual personality traits (characteristics), leadership and organizational behavior. These researchers confirmed a positive corollary between (individual) trust and behavioral patterns that underpin leadership and organization behavior. Robbins & Judge’s The Big Five Personality Model as defined by the following Big Five factors:

1. Extraversion. The extraversion dimension captures our comfort level with relationships. Extraverts tend to be gregarious, assertive, and sociable. Introverts tend to be reserved, timid, and quiet.

2. Agreeableness. The agreeableness dimension refers to an individual’s propensity to defer to others. Highly agreeable people are cooperative, warm, and trusting. People who score low on agreeableness are cold, disagreeable, and antagonistic.

3. Conscientiousness. The conscientiousness dimension is a measure of reliability. A highly conscientious person is responsive, organized, dependable, and persistent. Those who score low on this dimension are easily distracted, dis-organized, and unreliable.

4. Emotional stability. The emotional stability dimension often labeled by its converse, neuroticism taps a person’s ability to withstand stress. People with positive emotional stability tend to be calm, self-confident, and secure. Those with high negative scores tend to be nervous, anxious, depressed, and insecure.

5. Openness to experience. The openness to experience dimension addresses range of interests and fascination with novelty. Extremely open people are creative, curious, and artistically sensitive. Those at the other end of the openness category are conventional and find comfort in the familiar.

People who score high on emotional stability are happier that those who score low. Of the Big Five traits, emotional stability is most strongly related to life satisfaction, job satisfaction, and low stress levels. (Robbins & Judge, 2011, p. p138)

The lack of trust developed between individuals would clearly undermine any one if not all of Robbins & Judge’s Big Five factors of leadership.


CHAPTER 5
How Trust is Engendered as a Leader - Conclusion

I have attempted to incorporate the core values I learned and developed as a member of the United States Army into my life. Since being drafted into military service in roughly 1969 I was introduced in basic training to what the Army called its service member core values. These values are listed in the following table.

Table 1: U.S. Army (TRADOC): Core Values
Key Concept Characteristics
1. Loyalty Bear true faith and allegiance to the US Constitution, the US Army, your unit, and other soldiers.
2. Duty Fulfill your obligations.
3. Respect Treat people as they should be treated.
4. Selfless Service Put the welfare of the nation, the US Army, and your subordinates before your own.
5. Honor Live up to US Army values.
6. Integrity Do what's right, legally and morally
7. Personal Courage Face fear, danger, or adversity (physical or moral)
(TRADOC, 2011) http://www.army.com/info/what-to-memorize

In researching the meanings of selected key concepts used in the U.S. Army’s Core Values, the terms loyalty, duty, honor, trustworthiness and integrity are commonly associated with “trust” as synonyms. (Dictionary, Encarta, and Engish (North Amercia), 2011)

These core values have a certain level of meaning to each individual when he/she is first introduced to them. However, the significance and priority of the values increase over a service members years of service and subsequent involvement in (or exposure to) complicated and harsh circumstances the average service member is confronted with during his tenure with the armed forces. This is especially true when he/she is exposed to enemy combatants in a theater of war.

During my professional career as a lieutenant colonel in U.S. Army I found on two occasions my core values were put to a test. The first was when I accepted the Command of a battalion and the second was when I was subject to a common unified organizational struggle to prevail in a theater of war.

In both cases, I was confronted with the reality that I needed to either fully accept into my life a set of core values or be compromised forever. The thought of being comprised was unacceptable to me when viewed against the trust and confidence the U.S. Army Command had placed on me and my training in my assignment to the post of Commander. On the other hand, I fully realized the overwhelming commitment or obligation involved in “living the core values”. After a few weeks of deliberation and discussion with my family, peers and mentors I elected to throw myself into living the core values and upholding them in my thoughts and everything it do and believe in.

After that day, I took those values which I believe embody the concept and practice of trust based relationships into my daily life and state of mind as I continue to join with other individuals in the service of others for a common good. That service includes the incorporation of these ethos in any role I assume within an organization and its leadership.

CHAPTER 6
Conclusion

Trust could be considered the glue that binds relationships between individuals together. This glue acts in such a way that individuals chose to act as one in support of each other (as with a common purpose). When learned and conveyed to another individual or to an organizations leadership it carries with it strong implications to the relationship. Implications include the individual conveying trust and those that are in receipt of it. This includes individuals receiving trust in roles associated with leadership; whether informal, as in casual family relationships; or formal, as in professional sports teams (as referenced) groups and large organizations.

This focus of interest and study has been going on since the beginning of social order. When groups were formed to hunt, gather food and form a defense for small family tribes trust was a critical part of what bound individuals together to act and perform as a single unit. As humans continue to evolve and develop, and their social networks & semiotic domains become ever more complex and diverse, trust will continue to be an essential common ingredient in the mixture of human learning and socialization that will keep the human social engine running in a productive and uniform way. Absent the critical component of trust, the human endeavor will be lost to a single focus and effort, the power of any social network, leadership, and organizational behavior will wane.


References

Dictionary, Encarta, and Engish (North Amercia). (2011, September). Definitions of loyalty [Online forum comment]. Encarta Dictionary.com
Dictionary.com. (1175-1225; (noun) Middle English < Old Norse traust trust (cognate with German Trost comfort); (v.) Middle English trusten < Old Norse treysta, derivative of traust). Definition of trust [Web log post].
Dictionary.com. (1250–1300; Middle English leder ( e ). See lead1 , -er). Definition of a leader [Web log post]. Retrieved from http://dictionary.reference.com/browse/leader
Dirks, K.T. (2000). Trusr in Leadership and Team Performance: Evidence from NCAA Basketball (pp. 1004-1012). Pepperdine University Library: Journal of Applied Psychology.
Encarta Dictionary:English (North America). (2011, September). Definition of trust [Online forum comment]. Encarta Dictionary.com
Leadership. (n.d.). Retrieved from http://dictionary.reference.com/browse/leader
Ralph Waldo Emerson. (n.d.). Leadership. Retrieved from http://dictionary.quotes.com/browse/trust
Raplh Waldo Emerson. (1841). Dictionay.com [Web log post]. Retrieved from http://quotes.dictionary.com/Trust_men_and_they_will_be_true_to
Robbins, S. P., & Judge, T. A. (2011). Organizational Behavior (p. p320). Pepperdine University Library: Prentice Hall.
Schmieder-Ramirez, June. (2011, September 17). Forum #3 9/22 Trust Paper & PowerPoint Presentation [Online forum comment]. ED https://courses.pepperdine.edu/xsl-portal/site/edol714.20_2116/page/c7b23bc5-f560-4cbd-b913-1d4503f9b4a6
Schmieder-Ramirez, June. (2011, September 17). Forum #3 9/22 Trust Paper & PowerPoint Presentation [Online forum comment]. ED https://courses.pepperdine.edu/xsl-portal/site/edol714.20_2116/page/c7b23bc5-f560-4cbd-b913-1d4503f9b4a6
TRADOC, U.S. Army. (2011, September). U.S. Army Core Values [Online forum comment]. Retrieved from http://www.army.com/info/what-to-memorize
Williams, M. (2001). In Whom We Trust Development (pp. 377-396). Pepperdine University Library: Academy of Management Review.

CAUTION WIKIPEDIA AHEAD - QUESTION YOUR SOURCES!

Selecting the Right Resource for the Right Purpose!

By: Patrick D. Huff
Pepperdine University
EDOL 755.20
For: Dr. Kathleen Plinske, PhD
September 27, 2011

Table of Contents

Table of Contents 2
Abstract 3
Selecting the Right Resource for the Right Purpose! 5
Introduction 5
1) Wikipedia – A Reference Authority? 5
2) Exploring the Importance of the Problem 5
3) Relevant scholarship pertaining to Wikipedia’s credibility 6
4) Terms and Definitions 7
5) A simple hypotheses – Wikipedia’s Credibility 8
Method 10
Ancillary analyses 10
Wikipedia External Searches -Use Growth Rate 10
Table 1 - (Wikipedia Search Rates)(March 2007) 10
Discussion 11
1) Is Wikipedia a blessing or a curse? 11
2) How can a resource with thousands of authors possibly be accurate? 12
3) How can a resource with thousands of authors possibly be wrong? 13
Conclusion 14
References 15

Abstract
Since the launch of Wikipedia in January 2001 by Jimmy Wales and Larry Sanger this “quick” reference online encyclopedia has rocked established educational scholars and encyclopedia publishers. Every since educators and scholars have been asking the following: 1.) Is Wikipedia a blessing or a curse? How can a resource with thousands of authors possibly be accurate? On the other hand, how can a resource with thousands of authors possibly be wrong? The topic dealing with Wikipedia as a “reference authority” and its accuracy or lack thereof arises largely due to Wikipedia’s practice of incorporating large numbers of traditional educational (scholastically acceptable) contributors into its publication while at the same time integrating a mix of publications from a host of non-conventional (scholastically questionable) contributors. The bottom line; can Wikipedia as an information source be trusted. The subject of Wikipedia as a credible collection of knowledge when compared to tried and true traditional publications such as Encyclopedia Britannica with highly researched and scientifically reviewed and approved information brings into close scrutiny any source of knowledge (scientific, historical or otherwise) that is not the subject to the same level of scrutiny by scholars, scientists, and accepted subject matter experts widely recognized within the semiotic domain of literate scholarship, e.g. professional, scientific, scholastic and academic societies. The possible effects of such publications on the established scholastic community could serve to challenge knowledge provided by acclaimed scholars and academicians. In fact, such experts could be proved as being wrong. Being proved wrong by a follow academic peer is one thing, but being proved wrong by someone with no scholastic credentials, institutional education, or approved scholastic standing would be an outrage. Wikipedia’s access or educational information forum by virtue of being open to contributions for “common people” to submit information poses the basis of an educational revolution of the people; the magnitude of which has not occurred since the “Age of Enlightenment” over three hundred years ago (weblog, September 2011). Finally, this paper touches on the effects imposed by a (polyarchy or plutocratic) social-academic elite over that of a (democratic) “open social-academic forum” created and propagated by common people as literary entrepreneurs.

Selecting the Right Resource for the Right Purpose!
Introduction

1) Wikipedia – A Reference Authority?

The question posed by Dr. Plinske in an abstract form could be restated as a focus on Wikipedia, as a “reference authority”. At the core of Dr. Plinske’s question is the degree Wikipedia should be considered an accurate source of information considering the diversity and varied qualifications of its contributors. This paper will attempt to address this query with an additional focus on the following: 1.) Is Wikipedia as an electronic media information source that can be trusted; and 2.) Why would a wide source of contributors to an “online virtual encyclopedia” be cause for an inquiry into Wikipedia’s credibility?

2) Exploring the Importance of the Problem

Globally educators and business leaders continually conduct research and collect information necessary to enhance and advance their knowledge and professional careers. As such, sources of research information used must prove to be reliable and trusted. An expanded synonym for reliability and trust is credibility. Without being able to fully rely on a publication’s credibility and resources; researchers, educators, scientists and credentialed business professionals citing information in their works in support of findings and determinations are placing their reputations (if not careers) at risk. Does this prospect raise a specter of fear among scholars and professionals? Although the sourcing, citation and application of highly credible information is critical to a professional standing, it should not represent or induce fear into the review and consideration of possible information or sources considered for inclusion into research. In fact, such sources have provided outsider observations, information, concepts or theories that have proven to broaden an understanding or approach to new discoveries. Information sources like Wikipedia should be considered and scrutinized in same manner as any other sources by subjecting each to a series of scientific investigation, experimentation, testing, and re-proofing protocols commonly undertaken by any trained professional and credentialed practitioner.

3) Relevant scholarship pertaining to Wikipedia’s credibility

Since Wikipedia’s launch into the global web log (internet) commonly referred to as the “blogosphere”, numerous scholars have served to contribute a considerable amount of their professional energies on the subject of Wikipedia’s creditability or lack thereof as an information source. Scholars closely associated with institutional learning are concern Wikipedia is essentially not a credible source of information. Scholars suggest Wikipedia does not properly vet its publications through approved academicians or scholars in the same way traditional publications do. Traditional encyclopedias are vetted and released through traditional channels of academic and scholarly reviews. Wikipedia has been described as “a flawed and irresponsible research tool” (Seigenthaler, 2008, p. 4).

While completing the research for this paper it became clear Dr. Plinske’s questions pertaining to Wikipedia’s creditability are the subject of considerable controversy (if not an on-going basis of a feud) between established academic traditionalists in education (to include scholastic researchers) and those non-traditionalist desiring to open scholastic research and publications to anyone having a passion and expertise for any given subject. At the core of this dispute is the issue of how information is reviewed and approved by scholars for subsequent publication and consumption (use in research) by research scholars and subsequently incorporated into the established educational system for use in the classroom of accredited educational institutions. Danah Boyd, a doctorial student in the School of Information at the University of California, Berkeley and a fellow at the Harvard University Berkman Center for Internet & Society at the Harvard Law School suggests in his article, Many 2 Many-a group weblog on social software, (Boyd 2005), any research completed on the subject of Wikipedia’s creditability should begin with a clear and concise set of terms and definitions. In accordance with the disciplines this writer practices in the fields of geo-science, engineering and architecture, I would agree.

Research and the development of controlled experimentation, findings and determinations is a scientific process of vetting reoccurring truths that can be trusted and considered credible. As a mature professional practitioner in these fields I would never place my reputation at risk due to unsubstantiated information or material facts being introduced into my findings and determinations. Let’s look at some of the key terms and definitions used in this paper so as to better ensure we are focused on the issue.

4) Terms and Definitions

Protocol in the research and study of any subject drives the introduction and concise description of key terms and definitions used in a project. Considering the semiotic domain and literacy of those outside of that set of highly literate and experienced internet users (scholars) or researchers, the following will serve to define and establish a less complex scope & boundary of this inquiry into the credibility of Wikipedia. Among the key terms used in this inquiry are the following:

1. Wikipedia, “…is a free, web-based, collaborative, multilingual encyclopedia project supported by the non-profit Wikimedia Foundation. Its 19.7 million articles (over 3.7 million in English) have been written collaboratively by volunteers around the world. Almost all of its articles can be edited by anyone with access to the site, (Post, 2011) and it has about 90,000 regularly active contributors. (Yahoo.com)As of July 2011, there are editions of Wikipedia in 282 languages. It has become the largest and most popular general reference work on the Internet, (Yahoo.com) (Tancer) ranking seventh globally among all websites on Alexa and having 365 million readers.It is estimated that Wikipedia receives 2.7 billion monthly page views from the United States alone. See attached Table 1(Wikipedia Search Rates, March 2007)
Wikipedia was launched in January 2001 by Jimmy Wales and Larry Sanger. Sanger coined the name Wikipedia, which is a portmanteau (a case or bag used to carry possessions) of wiki (a technology for creating collaborative websites, from the Hawaiian word wiki, meaning "quick")”.

2. Encyclopedia, “(a book or set of books containing articles on various topics,usually in alphabetical arrangement, covering all branches of knowledge or, less commonly, all aspects of one subject…)”

3. Scholastic or Scientific Academic Process, “Wikipedia's departure from the expert-driven style of encyclopedia building and the large presence of un-academic content has often been noted. Some have noted the importance of Wikipedia not only as an encyclopedic reference but also as a frequently updated news resource because of how quickly articles about recent events appear” (Dee, 2007) (Lih). “Students have been assigned to write Wikipedia articles as an exercise in clearly and succinctly explaining difficult concepts to an uninitiated audience” (Witzlab, 2009, p. 83).

4. Creditability, “Although the policies of Wikipedia strongly espouse verifiability and a neutral point of view, critics of Wikipedia accuse it of systemic bias and inconsistencies (including undue weight given to popular culture), and because it favors consensus over credentials in its editorial processes. Its reliability and accuracy are also targeted. Other criticisms center on its susceptibility to vandalism and the addition of spurious or unverified information; though some scholarly work suggests that vandalism is generally short-lived” (Priedhorsky, Lam, Terveen, & Riedl, 2007). “A 2005 investigation in Nature showed that the science articles they compared came close to the level of accuracy of Encyclopedia Britannica and had a similar rate of "serious errors" (Giles, 2005).

The selected definitions cited above are refined so as to focus on the topic of this paper. They may be subject to criticism due to the fact that, yes, they were taken from Wikipedia. Wikipedia’s citations do however demonstrate a balanced posting of supportive and unsupportive contributors. That being said, this writer encourages researchers utilize accepted scientific and investigative journalism protocols and procedures prior accepting any definition or information that may be subjected to review and scrutiny by peers or scholars.

5) A simple hypotheses – Wikipedia’s Credibility

After reading the above definition of Wikipedia and the publications of numerous researchers on the subject of Wikipedia’s credibility, this researcher is struck by the level of controversy Wikipedia’s practices have stirred up within the established academic community.

Having used Wikipedia for about nine years in the practice of private and public business pursuits, this is the first time this writer has viewed the full description of the term; who created it, who contributes to it and what certain intellectuals are taking issue with. It appears academics abhor Wikipedia for the following reasons: 1.) The “free and open contributor” rights to publish information which is presented in an encyclopedic format that is non-conforming to established scholastic practices in the establishment of what is presumed by the reader to be properly vetted (or proven) knowledge, and; 2.) The fact this un-vetted source is being cited by students in academic research and incorporated into work being submitted in traditional educational institute work.

Looking for a moment beyond education, consider the validity of sourced information used in a professional business practice, e.g. finance, accounting, legal, engineering, politics or science. It is essentially the obligation of each certified/licensed professional to ensure his/her resources are in accordance with vetted resources prior to incorporating them into his/her work. In many cases certified/licensed practices lend to the development of information, findings and determinations that are fully vetted, tested and re-proofed by adjacent underwriting agencies (or research institutions) prior to such material being cited or incorporated into a professional’s work. Certainly, in the practice of the law, medical, engineering and architecture, absent a practitioner’s measured and scientific method of approach to his/her work such practices could lead to a level of error as to be causation for loss of credentialing/certification or licensure.

When viewing the dispute pertaining to the use of Wikipedia as a credible source of information in a traditional academic forum this writer is compelled to believe any scholar completing research on any subject would exercise a similar amount of caution together with a system of informational cross-checks prior to incorporating any information into his/her research, findings and determinations. Not doing so could be considered unprofessional and poor practice.

Therefore, a working hypothesis is the following: As long as scholastic academicians continue to caution individuals (students) to always cross-check and review the quality of cited sources of information used in their work, and place a high level of emphasis on engaging in a “scientific process” the credibility of Wikipedia is of little or no concern.

Method

This study was conducted by performing research on the topic as published by a number of subject matter experts (including scholars) in the areas of traditional education, educational reform, social media, and others working in the area of academics, to include methods and practices in scholastic research publication certification processes. Research pertaining to this paper did not include designed scientific study, surveys or interviews with any experts. Research and publications cited in support of this paper were collected primarily from the internet, course textbooks & assigned readings, and from information provided by Dr. Plinske.

Ancillary analyses

Wikipedia External Searches -Use Growth Rate

Notes to Table 1: 1.) This week's Science of Search column is live on the TIME.com website. I'm sure this will touch a nerve with some, but in the article I decided to talk about a trend that we've noticed in the Hitwise Research group, that search term data and traffic patterns indicated that a good portion of visits to Wikipedia were coming from school-aged children most likely researching homework and school projects.

Here's a chart that didn't make it into the column. The growth rate for Wikipedia.org over the last two years was over 680%. The blue line represents U.S. visits to Wikipedia.org, the red line shows the % of visits that Wikipedia received from Google. As of last week, Wikipedia.org was the #1 external domain visited from the Google main search page (after images.google.com). (Weblog 2007)

Table 1 - (Wikipedia Search Rates)(March 2007)


Discussion

Dr. Plinske’s questions pertaining to inquiries into Wikipedia are cause for deeper and more penetrating inquiries into fundamental theories of institutionalized (government controlled) education and traditional scholastic systems. Her question stirs us to consider alternatives and innovation in education. In this case, the alternative of education and knowledge being created and published for all to participate in as a “democratic process” with free and open access versus traditional institutionalized education.

1) Is Wikipedia a blessing or a curse?

Case studies completed by traditional educational theorists indicate open public knowledge forums such as Wikipedia are precipitous to the down fall and decay of highly structured and organized methods of established institutional education and social-academic scholarship. If they are right, then over time the effect on those participating in open and unstructured (unaccredited) educational forums will stand to be discredited and embarrassed by those supporting institutionalized scholastic or academic societies (the intellectual elite). To continue down this institutional path will perpetuate the power of scholastic elitist over the wisdom of many (Kittur, Pendleton, & Suh, 2007).

In the view of this writer, such traditions impose unnecessary restrictions on the introduction of new and evolving concepts or theories. Such limitations placed on free association collaboration and knowledge sharing would be counter to the current growth and contributions to global learning and the advance of human intelligence and collective literacy. Bill Gates in 1999 suggested the internet in the “Information Age” is largely responsible for human knowledge doubling roughly every twenty-five years. After researching various scholars it would appear there is a consensus in favor Wikipedia viewing it as a blessing.

2) How can a resource with thousands of authors possibly be accurate?

The question of Wikipedia’s authors or contributors being inaccurate or outright wrong is a strong possibility and in accord with many scholastic watchdogs representing established and highly reputed publications. In fact, the publication of a non-traditionally proofed scholastic encyclopedia has raised such ire in the academic community that scholars are continually testing, re-proofing and contributing notices and “articles of correction” to Wikipedia. This practice serves Wikipedia’s interest in globally vetting the information it publishes in the full and open eye of its scholastic critics. In many cases these are the same critics that attempt to reduce or limit the use of Wikipedia as a citation source in academic or scholastic works. In addition, the numbers of students and researchers scanning and citing Wikipedia is significantly on the upswing (See Table 1).

Over time as student’s review and provide researched and traditionally vetted feedback to Wikipedia the weblog will continue to improve. This phenomenon only serves to continually increase Wikipedia’s credibility. That being said, Wikipedia still contains errors. As Danah Boyd indicates in his scholastic work on this subject, he deeply respects the level of academic work and scholarship that go into the creation of a dictionary or an encyclopedia, however, he points out that many of these traditional sources contain errors as well. He suggests (students) and academic scholars using Wikipedia should view it for what it is and nothing more. In his view Wikipedia’s contributor information should always be questioned and cross-checked against other sources before “acceptance” of the information. He additionally indicates that Wikipedia offers a diversity of insight many traditional sources don’t. The bottom line; his views make good sense. His augments support the use of Wikipedia as a place to possibly “start” ones research inquiries, but not a place to “end it”.

3) How can a resource with thousands of authors possibly be wrong?

The answer to this question is in part embedded in the research findings pertaining to the accuracy of Wikipedia’s contributors. As referenced in the prior paragraph Wikipedia can and is often inaccurate or wrong due the large number of contributors that are submitting information for publication that has not been run through the rigors of an academic, scholarly review and an acceptance process. As a result, at times information presented in Wikipedia is not accurate. Why beg the question? It is generally known that Wikipedia is competing for academic and scholastic market share against established traditional encyclopedic publishers such as Britannica. All this needs to be placed in proper perspective. As Oedipa suggests in a review on the subject of information cited “…Google, Wikipedia, (and) Britannica, …is a trade-off between coverage and reliability. Google will give you five answers for everything, one of which will eventually turn out to be right. Wikipedia will give you one answer that is more or less serviceable. Britannica will give you either nothing or one answer that is gospel”. (Corante,2005, p. p1)

Conclusion

For this writer the real question comes down how and for what purpose can Wikipedia serve as a useful tool in academic and scholastic research? The answer to this question lies in what the needs or intended use of the information is for the end-user. If a researcher is intending to cite information within the context of a scholastic article for publication it may not be well advised without thorough scrutiny considering the work will be subjected to the rigorous review of senior academicians and society scholars. However, if the researcher needs a place to kick-start his/her neuro-synapses on any particular aspect of his/her study then going to Wikipedia will definitely get that biological nervous system rolling. Again, just be sure to remind yourself not to “end” your research quoting Wikipedia without cross-checking it!
 
References

Boyd, D. (2005, April). Many 2 many: A group weblog on social software. Retrieved from http://many.corante.com/archives/2005/01/04/academia_and_wikipedia.php
Dee, J. (2007, December). All the news that's fit to print out. The New York Times.
Gates, B. (1999). Business @ the speed of thought. New York: Prentice Hall.
Giles, J. (2005, December). Internet encyclopedias go head to head. doi:10.1038/438900a
Grossman, L. (2006, December). Time's person of the year: you. Time.
Kittur, C., Pendleton, & Suh, M. (2007). Power of the few vs. Wisdom of the crowd. Wikipedia, Wiki, collaborative knowledge systems.
Lih, A. (2007). Wikipedia as participatory journalism: reliable resource. 5th International Symposium on Online Journalism.
Oedipa. (2005). A review of many 2 many (p. p1). Retrieved from http://many.corante.com
Post, H. (2011, September). Wikipedia's Jimmy Wales Speaks Out. Retrieved from http://www.huffingtonpost.co.uk/2011/08/29/wikipedias-jimmy-wales-sp_n_941239.html
Priedhorsky, C., Lam, P., Terveen, & Riedl. (2007). Creating, destroying and restoring value in Wikipedia. Association for Computing Machinery.
Seigenthaler, J. (2008, December). A false Wikipedia biography. USA Today, p. B.
Tancer, B. (2011, December). Look who's using wikipedia. Retrieved from http://weblogs.hitwise.com/bill-tancer/2007/03/wikipedia_search_and_school_ho.html
Weblog, A. (2007, March). Wikipedia, search and school homework. Retrieved from http://weblogs.hitwise.com/bill-tancer/2007/03/wikipedia_search_and_school_ho.html
Weblog, W. (2011, September). Age of reason, age of enlightenment cultural movement. Retrieved from http://en.wikipedia.org/wiki/Age_of_Enlightenment
Wikipedia. (2011, September). Definitions. Retrieved from http://en.wiktionary.org/wiki/Wikipedia
Witzlab, N. (2009). Engaging with the world: students of comparative law. Legal Education Review, 83-98.
Yahoo.com. (2011, May). Five-year Traffic Statistics for Wikipedia.org. Alexa Internet
Yahoo.com. (2011, May). Wikipedia says it's losing contributors. Retrieved from http:// search.yahoo.com /404 handler?src=news&fr=404_ news&ref=http%3A%2F%2Fen.wikepedia.org/%2 Fwiki%2F Wikipedia&url=http%3

BLOGS - A General Discussion, Let's Get Blogging!

Introduction
BLOGS – A General Discussion
Let’s Get Blogging!

This paper explores the application and use of blogs. The exploration is limited to those questions posed by Dr. Plinske to include a caution she offered students in class. The questions and caution are summarized as follows:
1. What is a blog (a blend of the term web log)?
2. What applications or uses does a blog serve?
3. What can be concluded about personal or business uses of a blog?
4. Finally, I have expanded this exploration to include a review of Dr. Plinske’s cautions regarding blogs, use and access of the internet and related postings. What’s to worry about?
The responses are framed in the context of a few central assumptions and a problem statement. The conclusion offers remarks and personal observations resulting from research and studies published on the subject of blogs as related to personal, educational and business uses. Although Dr. Plinske did not set a limit on the number of pages covering a response to the questions, she did encourage being concise and paying attention to brevity. What follows is an attempt to achieve both goals. However, the subject proved to be fascinating and one in which this writer had little knowledge or experience.

The Problem Statement

The level of risk versus reward of placing a blog on the internet is difficult to assess. Absent the development of internet technology that can steadfastly outpace hackers and those that maliciously invade highly secure corporate and governmental (defense) information systems, the proposal of any use of public blogs or internet communication sites is questionable accept as may be related to basic communications between individuals or groups. That stated, digital cell (phones) transmitting private communications and electronically encoded metadata (co-streaming digital data and voice) have been ripped from such meta-formats for subsequent unauthorized public distribution and broadcast globally compromising personal integrity, trust relationships, and ending private and professional (public and business) careers. A restatement of the problem then is as follows; what circumstances justify using the application (blog) and what is the assessed risk versus reward as determined by experts in the field (communication engineers, scientists and analysts).

Assumptions - General

An initial assumption pertaining to blogs is that they are user friendly and relatively easy to setup and launch. Therefore, just about everyone above the age of say six to eight years old can enter this semiotic domain with a functional degree of literacy.

Limiting Conditions

The focus of this exploration into blogs is limited to those individuals in the United States that are above the poverty level and sufficiently literate within the semiotic domain of the internet. This semiotic domain includes all publicly accessed applications and gateways for the purpose of engaging in socialization (social-networking), the publication of data and information, advertising, or other activities engaged in introducing formal or informal content, or a presence in the global internet community in association with individual, educational, or business purposes.

Accessibility Assumptions

The issue of access and participation in such digital media is (on review) one of “computer-literate elitism” or social-egoism that will not be addressed in this exploration beyond the following observations. This information is important when considering setting up a blog. Experts suggest as represented in our exploration, that it is important to identify the audience and focus (or purpose) of a blog prior to creating and launching one. In business a project manager in-charge of developing a blog with these considerations would additionally want to know as much about the potential target audience as possible so as to assess and justify to his company a Return on Investment (ROI) associated with establishing and operating a blog. Beyond this it is likely an operations chief will want a valid way of financially assessing non-reoccurring and reoccurring costs or the profitability of placing a blog in service considering the system will be used by employees during work hours. The overall benefits and effects on employee productivity (cost-benefit analysis) in the workplace could influence the consideration of establishing a blog prior to a company investing in one. A similar argument could be made for families wishing to blog. Families should consider looking at financial and entertain valves of a blog prior to investing time and money in establishing one.
Before this exploration begins let’s take a quick look at the access and use of a blog application, associated semiotic domain and those enabled to access the internet (domain). Current statistics indicate the number of those empowered is extremely small when viewed globally.

Without supporting research, it shall be assumed in our exploration reasons for such a low-level of participation involve several factors. In addition, it is assumed that should a SPELIT Power Matrix analysis be undertaken pertaining to low-level participation, such an analysis would likely yield an outcome indicating the following: (Social) Generally it could be assumed that a low social awareness of the internet (and its power) is not widely known or within the current literate semiotic domain of global populations; (Political) Regional or national political barriers, cultures, controls and policies may be adversely restricting access and use; (Economic) Economic or financial constraints at the micro and macro-economic tiers of low-level participation countries are insufficient to support the costs of infrastructure and provision of access to the general public; (Legal) Rule of law or other non-rule of law regulations or edicts within certain regions or governments prevent the establishment of such systems, related access and use; (I) Information systems due to adjacent influences pertaining to the social-political, economic, and cost infrastructure do not lend to the education of the public or businesses about the advantages of such systems; and (Technology) Technology could essentially be non-existent or grossly insufficient due to the lack of technical infrastructure thereby preventing broad-based user access and participation.
The table below represents research completed in March 2011 pertaining identification of all global internet users accessing web-based internet or wide-area digital electronic networks.

Table 1: Global Internal-User Statistics,
(Internet World Stats, 2011)
ASIA 44.0%
EUROPE 22.7%
NORTH AMERICA 13.0%
LATIN AMERICA 10.3%
AFRICA 5.7%
MIDDLE EAST 3.3%
OCEANIA/AUSTRALIA 1.0%
Note: The above research sampling indicates
87% percent of the North American population
is not accessing internet services.

Table 1 viewed after sampling error assumptions demonstrate participation figures for North America. After consideration of error, the figures still provide substantially valid geographic distribution figures for users/audience (transmission and receiver groups) for those potentially participating in blogging. Figures represented by Internet World Stats show approximately 13% percent of the North American population have internet access. This information does not indicate or represent the number of internet users that operate blogs.

The next level of research data or information needed to fully appreciate the relevancy of a blog is to collect the requisite data pertaining to market tiers, geographic areas and densities of participation, economic tiers, age groups, level of education and occupations of those within each user group. Short a company being provided this basic marketing information the launch of a blog site would represent a form of “gambling”.

The Internet contains more than 40 million blogs (some estimates say 60 million) with more than 200 million readers. With numbers like that, businesses must learn how this powerful new form of word-of-mouth works, because bloggers talk about many companies – perhaps even yours…blogging can boost your brand, your customer relationships or your internal communications. (Wright, 2005)
Assumption(s) Specific to Institutional Education Users

The fore mentioned market data research will not be considered in connection to formal education blog applications as these institutions target (access and user participants) that are captured audiences in coursework, learning programs, research, information requirements and in shared group or team learning practices.
 
Assumption(s) Specific to Private or Commercial Business Users

As for private or commercial enterprise access and user statistics, more marketing research would need to be completed. Under the limiting stipulations of this exploration, it will be assumed that within current regional markets the use and access to the internet within each population region will continue to increase and in time grow to support a robust personal, education and business justification for blogs.

What is a blog? Key Terms and Definitions

In the context of this paper it is appropriate to establish generally accepted definitions and synonyms that are used: e.g. blog, blogroll, blogosphere, and feedreader. The selected terms and definitions are the following:
1. Blog: (A blend of the term web log.) A blog is a website that acts as an online journal, a place to post information, and a way to keep in touch with others. A blog can be used as an important tool for networking and sharing tips or news with others.. (Wikipedia.com) (Wright, 2005)
2. Blogroll: “…listings of other blogs of interest to the blogger, such as blogs covering similar industries and topics. (Wright, 2005)
3. Blogosphere: “The blogosphere is made up of all blogs and their interconnections. The term implies that blogs exist together as a connected community (or as a collection of connected communities) or as a social network in which everyday authors can publish their opinions. Since the term has been coined, it has been referenced in a number of media and is also used to refer to the Internet. Sites such as Technorati, BlogPulse, Tailrank, and BlogScope track the interconnections between bloggers. (Wikipedia.com)
4. Feedreader: A feedreader, also called a “news reader” or “aggregator.” Most blogs offer a feed so subscribers can receive notifications when the designed blog is updated. (Wright, 2005)

What Applications or Uses Does a Blog Serve?

Studies and testimonials from blog users indicate the ways in which individuals, educators, and businesses create and focus the use of blogs to communicate, share information and build trusted social networks among peers and families. On view, these users largely share a common focus, purpose and use of a blog within their domain. However, some focuses and purposes are unique to each semiotic domain and related literary. The following illuminates a common focus and purpose for individuals and professional educators.

Education/Personal Applications or Uses

A central place to keep in touch and provide information. The blogs are used as tools for networking and sharing news, upcoming events or tips with other professions/peers. Commonly teachers use blogs to disperse information to students. Individuals can use the tool for similar information sharing with family. Teachers and individuals can use blogs to keep parents or friends abreast of shared experiences in the classroom or with the family during special events. (Adultlearn)

A place to share professional and personal interests. Blogs allow you to express your interests to other professionals. Over time a blog can develop a readership, especially among peers and friends. Readers will regularly comment on your thoughts and provide feedback. Often this feedback is viewed as valuable information that can be used to assist in developing your thoughts pertaining to what you have published. (Adultlearn)

A classroom management tool or family diary or event management tool. Educators commonly use blogs to publish class assignments. They often use links to other websites to enhance the students’ understanding and or knowledge of the concepts and topics covered in the classroom. Some educator’s use extra credit postings as a way to provide an incentive to regularly checking their site for information pertaining to class activities. (Adultlearn)

A blog is a great tool in keeping parents informed. Using a blog is a way of catching parent’s attention and keeping them informed about what is occurring in the classroom. Similarly, families can use blogs to share events and keep other members of the family informed by sharing activities and gathering of the family to those not able to attend. Educators and individuals should use caution when posting information about others however. It’s always a good idea to ask and receive permission from parents or family members before posting their photos on your blog site. For educators photos of classroom projects and of the class working together helps parents to feel they are sharing in their child’s daily activities. (Adultlearn)

Increasing communications by encouraging blogs. Educators use blogs to encourage student informal socialization or sharing thoughts pertaining to class assignments or simply activities at school. Blogging provides students a forum to express their thoughts and practice their computer skills to include improving their communication talents such as writing and grammar. (Adultlearn)

Business/Personal Applications or Uses

Overhearing customers’. Overhearing customer conversations is considered by marketers to be valued information and communications about their companies, customers and competitors. Blogging enables your personnel to “overhear” conversations about your industry and your f rm. The community of blogs (known as the “blogosphere”) presents a valuable opportunity to find out what others think of your products, services and business. If you hesitate to open this door fearing negative feedback, realize that “an unhappy customer is a happy customer waiting to happen.”(Wright, 2005)

Offers customers a feedback forum. Blogging offers companies the ability to engage in conversations with customers rather than just transmit one-way information with no feedback. Companies that use blogs to show passion for their work generate passion from others to create customer evangelists who can spread the message about their products or services. (Wright, 2005)

Builds dialogue and trust relationships.. Companies with blogs earn trust by regularly communicating with customers. Corporate blogs provide visibility and a forum for sharing expertise. They also defray some of the costs of visibility campaigns and establish the host companies as thought-leaders. (Wright, 2005)

Offers an engaging marketing vehicle. Traditional marketing often means sending press releases and receiving an average media response rate of 1%. This kind of “transmission” advertising generates little if any engagement or feedback. Blogging is about engaging and having a conversation, creating buzz and capturing loyal customers. (Wright, 2005)

Can augment existing Marketing Strategies. Blogs can become an integral part of your marketing strategy, but they can’t replace it. Blogging successful customer responses or posted comments on a company’s blog or on some other blog can generate strong interest in a company. The company needs to listen and pay attention to these comments. (Wright, 2005)

Tracking negative Feedback. When corporate bloggers encounter an angry comment they should try to understand it. Experienced corporate representatives look behind the emotions consumers express and write appropriate, thoughtful responses. Smart bloggers value readers and their feedback.

According to Wright’s study, when a company receives high response levels, the company tends to dismiss them. Wrights suggests companies should instead, consider all comments as valuable, and read each carefully. Further he suggests companies offer thoughtful responses. Answers such as, “We agree” seem to add little if any substance to a valued customer. Listening well; watching for follow-ups and meaningful feedback will pay off in the long run for companies. (Wright, 2005)

What can be concluded about personal or business uses of a blog?

Personal or business use of blogs.

Individuals and businesses seek ideas that can lead to career advancement or increase interest and marketing exposures in business. The information listed below is the product of studies, surveys and general research that has been completed by Jeremy Wright in his book, Blog Marketing, pertaining to business and personal uses of blog applications and the associated benefits.

1. Blogs can help create new ideas and learn about competitors. Blogs can cultivate great ideas for both personal and business use, since they provide forums for discussing and brainstorming new possibilities.
2. Blogs can capture indirect feedback. An example of a business use is General Motors. GM hosts a blog called FastLane, which allows readers to comment on new concepts. The company can listen to customers by reading their conversations in entries or comments on other blogs to include post appropriate responses.
3. Monitoring blogs. Companies can monitor blogs through such sites as Technorati and PubSub, allowing you to search keywords and Web addresses to see what’s being said about your company and its products. They also show you which blogs link to your company’s web site or your competitors’ sites.
4. Open informal communications with peers & employees. Individuals and companies can create internal blogs just for their peer groups or employees. Individuals and companies can restrict blog access to project teams, departments or any other groups.
For example, employees who work different shifts at The Disney Channel use an internal blog to post shift logs and communicate between shifts. These logs were originally on paper, which had obvious drawbacks including legibility and the inability to search for specific keywords. Before looking at a blog application, Disney implemented a simple database for entering and tracking shift notes. Eventually, its techs imported the database entries into the blogging tool. It worked because Disney listened to its internal users and made changes to the blog based on their feedback.
Using an internal blog to communicate can reduce employee e-mail even as it creates documentation. Instead of a stream of “reply all” e-mails, employees can hold discussions on the blog. Unlike e-mailers, people on blogs rarely write short, meaningless comments, such as “That’s true.” People tend to consider their blog comments more carefully than their e-mails. Furthermore, it’s easier to scan comments on a blog than to open and read individual e-mails. Before starting a blog, establish a blogging strategy that states why your company wants to get into blogging and how it plans to measure success. Determine who will be accountable for the blog. Set rules for managing comments that are not allowed and how comments are moderated. Consider a policy that addresses anonymous comments and how the company will handle disputed comments.
5. Build trust between peer & employees. Prior to launching into cyberspace to start a corporate blog, first talk with your employees about blogging. Prioritize the benefits to your company. Create a blog only if you have valid business reasons. Just “being cool” isn’t enough. Business purposes might include helping teams connect and developing trust between employees.
6. Increase peer and employees strengths. Blogs increase peer and employee inter-communications, brainstorming, creating ideas, and interacting internally or with customers.
7. Set aside blogging time. Allow time for employees to make blogging part of their daily workload. To encourage employees to start blogging, teach them the benefits and suggest ways blogs can help them with their jobs. Be sure to include which comments aren’t allowed (such as comment spam or curse words), establish how comments are moderated (if at all). Establish an anonymous and disputed comments policy. (Wright, 2005, p. 366)

Exploring the Problem

Dr. Plinske’s and other cautions about the use of a blog.

Once you research and implement a blogging tool (your company may already have a blogging application in place), start posting to the blog without opening it to the public. This lets you get the hang of blogging, the software’s tools and such blogging features as “trackback” and linking, so you can resolve any problems before going live. (Wright, 2005)

Before an individual or business engages in the development and launch of a blog they should be aware of the different types of personalities a blog can attract. This is especially important for those choosing to open their publication for access to the general public. Of course, most blog applications offer the author of a blog several options dealing with security and access options pertaining to your targeted interest group or peers. The following is a listing of several generic types of bloggers and what their interests are in accessing and viewing your blog.

Types of Bloggers fall into seven types of personality they are listed in the following table that was researched and published by Wright.

Table 1: Types of Bloggers
Actors Characteristics
1. “The Barber” Barber-style bloggers tend to know the right people and share insights. The wise barber can be an advisor, analyst or authority on the industry or topic. Barbers are candid about who they work for and they remain impartial. Barbers give a company “visibility, new ideas and a human perspective.”

2. “TheBlacksmith” These bloggers come from inside the firm. They know the business well, though they’re usually not managers. Software developers with large technology companies are often blacksmiths. Their blogs help customers, report news and build relationships.

3. “The Bridge” Bridgers connect people in networks. They create opportunities and draw new customers.

4. “The Window” This blogger talks about the company from inside and outside. Window bloggers provide internal news and address complaints.

5. “The Signpost” Signposts identify valuable resources and information while offering little opinion. They share tidbits and pointers more than commentary. They filter garbage and provide good information so people trust them and their companies.

6. “The Pub” Pub blogs bring together a community of thinkers who “meet” at the blog and discuss shared topics. Companies with pub-style blogs provide visitors with communities where everyone feels equal and treated fairly.

7. “The Newspaper” These bloggers report facts, but post very few opinions. They try to be objective resources. Companies with newsletter blogs keep readers informed on their industries or related topics. Such blogs require a lot of time and work.
(Wright, 2005, p. 366)
 
Conclusion – To blog or not to blog…

This author admits his impression and thoughts about blogs has substantially changed since researching and completing this project. At first, it was my impression bloggers were likely young people between the ages of six (or eight) years old ranging to those in their mid to late twenties. In addition, it was my thinking that the primary motivation for users was based on narcissistic personality traits and obsessive compulsive disorders. Having raised three very active and social networked young men, and having attempted to remain fully engaged with them during their developmental years, I would like to think I was on top of my game. Being a good father and considering my propensity for being interested in what energizes young people somehow the blogosphere and blogs escaped my attention. Thanks to Dr. Plinske the “blog chicken” is now out of its shell.

I am now compelled to admit that I had little understanding of the number of blogs and users that are actively involved in the enterprise. Formerly working at the senior level of management for such corporations as General Electric, Hyundai Marine America, The Rockefeller Group, NBC and Newscorp, you would think I would have been more aware of the blogosphere. The fact is I was not. After working on this project, completing only a few selected readings and limited reviews of immediately available research on the subject I have found that blogs can and do serve a real-life purpose in personal, education and business uses.

Studying information available on the subject showed me blogs have numerous potential applications across all boarders. Most significant to me, is the understanding that they offer a formal and informal method of sharing ideas, innovative concepts, educational information and a means of informing friends, peers and colleagues about activities and events they can benefit from. I found Disney and General Motors Corporation’s integration of blogs into their business operations for project coordination, idea sharing, competitive market research, and employee scheduling very interesting and a highly credible use for blogs.

Jeremy Wright offers the following tips to contemplate prior to settling up and launching a site pertaining to site developer/user.

1. “Be real” – Avoid the temptation of blogging about everything…Determine who you are when blogging, what you’ll blog about and who is in your target audience.
2. “Be passionate” – Be passionate about your blog’s contents. Otherwise, you’ll burn out and blogging will become a chore. Passion is contagious and can create evangelists.
3. “Write often” – Write five entries each week. Search engines and readers thrive on fresh content.
4. “Link lots” – Readers discover new blogs through links in other blogs. Earn respect by providing links to good resources and blogs. Sometimes another poster’s blog can spur a post to your blog, so give your source credit by linking back to the referring blog.
5. “Leave comments on other blogs” – This helps you get more involved in the blogging community and lets others know about your blog, since you usually can link to your blog from within your comment.
6. “Have fun” – Blogging gives you an opportunity to experiment and try new things.
7. “Push the envelope” – Do something different and you might get lots of traffic.
8. “Ping” – Most blog tools “ping” directories to let them know your blog has been updated. So ping as much as you can. Some directories, such as Ping-O-Matic, allow you to enter your blog’s URL or RSS link, and ping multiple places.
9. “Use feeds” – Some people prefer to come to a blog and read it; others prefer to receive information in feeds from your blog. If possible, provide full-text feeds.
10. “Create meaningful titles” – Readers scan titles, so a catchy headline can impel them to read the entry. Include your blog’s URL in your e-mails, forum discussions, presentations and printed material. Depending on how your company uses its blog, consider linking the blog to the company’s home page. Honesty, sincerity and good relationships are recurring themes in blogging. Bloggers value genuine, truthful connections without spin or distortion. You will get burned if you stray from the honorable, ethical approach, because the blog world discerns fakes quickly. “The focus on realness and authentic relationships is one of the reasons blogging grew so quickly…keep it real. (Wright, 2005, p. 366)

An additional observation; an overworked educator or business executive is going to experience difficulty in fitting in the extra five to six extra hours a week Wright suggests is required to maintain a blog. Many of us already have overbooked lives. Determining how we are going to be able to squeeze in another activity is questionable unless we give something else up. To receive a solid cost benefit for the amount of time that is committed to blogging one must completely commit to blogging as an investment. Wright suggests a blog that is properly setup, with good focus, purpose and use will offset your time and financial investment. In fact, Wright suggests the proper use of a blog(s) could free up time currently spent on emails and other electronic endeavors. Wright indicates a productive use of a blog will increase the amount of time you can spend on other things due to a blog offering you a more efficient and effect use of your time.

I am reminded of what a professor once said to me at Wichita State University in the beginning of an automated computing science course once, he said “students of this new and innovative data analysis and information system (equipment) must be aware of the necessity of filtering out needless information/data in favor of focusing only on content that matters…otherwise you will be overwhelmed with information”. In closing the professor offered these words of wisdom, “be cautious with your input (punch) cards, remember, junk in equals junk out”. That being said, let’s get blogging, see you in the blogosphere!
 
References:
Adultlearn. (2011, September). Blogs in education. Retrieved from http://www.adultlearn.com/blogs-education.html

Blog Marketing The Revolutionary New Way to Increase Sales, Build Your Brand, and Get Exceptional Results; Jeremy Wright; McGraw-Hill © 2005, 336 page
Internet World Stats. (2011, March). [Online forum comment]. Retrieved from http://www.internetworldstats.com
Wikipedia.com. (2011, September). Blogosphere. Retrieved from http://en.wikipedia.org/wiki/Blogosphere
Wright, J. (2005). Blog marketing (p. 366). New York, New York: Mc Graw-McGraw-Hill.