No
Yes
9 Report Writing
10 Report Presentation
Contrived Noncontrived
2. Goodness or data
Sampling design
Data-Collection method
Probability/ nonprobability
Sample Size (n)
Observation Interview
Questionnaire Physical measurement Unobtrusive
3. Hypotheses testing
An exploratory study is undertaken when not much is known about the situation in hand, or no information is available on how similar problems or research issues have been solved in the past. Exploratory studies are also necessary when some facts are known, but more information is needed for developing a viable theoretical framework.
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DESCRIPTIVE STUDY
A descriptive study is undertaken in order to ascertain and be able to describe the characteristics of the variables of interests in a solution. For instance, a study of a class in terms of the percentage of members who are in their senior and junior years, sex composition, age groupings, number of semesters left until graduation, and number of business courses taken, can be considered as descriptive in nature.
Example A bank manager wants to have a profile of the individuals who have loan payments outstanding for 6 months and more. It would include details of their average age, earnings, nature of occupation, fulltime/part-time employment status, and the like. This might help him to elicit further information or decide right away on the types of individuals who should be made ineligible for loans in the future.
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HYPOTHESES STUDY
Studies that engage in hypotheses testing usually explain the nature of certain relationships, or establish the differences among groups or the independence of two or more factors in a solution.
Example A marketing manager wants to know, the sales of the company will increase, if he doubles the advertising dollars. Here, the manager would like to know the nature of the relationship that can be established between advertising and sales by testing the hypothesis: If advertising is increased, then sales will also go up.
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The extent of interference by the researcher with the normal flow of work at the workplace has a direct bearing on whether the study undertaken is causal or correlational. A correlational study is conducted in the natural environment of the organization with minimum interference by the researcher with the normal flow of work.
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Noncontrived settings: If organizational research be done in the natural environment where work proceeds normally, the research is in noncontrived settings. contrived settings: If organizational research be done in artificial environment the research is in contrived settings. Correlational studies are invariably conducted in noncontrived settings, whereas most rigorous causal are done in contrived lab settings.
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2.
3.
Yes and if
No
Internal validity is more important than external validity Engage in a lab experiment.
Generalizability is more important than internal validity. Engage in a field experiment. Are there cost constraints?
Both internal validity and external validity are important. First do a Lab experiment, then, a FIELD experiment.
Yes
No
UNITS OF ANALYSIS
The unit of analysis refers to the level of aggregation (bunch) of the data collected during the subsequent data analysis stage. If the problem statement focuses on how to rates levels of employees in general, then we are interested in individuals employees in the organization and would have to find out what we can do to raise their motivation. Here the unit of analysis is the individual. If the researcher is interested in studying two-person interactions, then several two-person groups, also known as dyads. If the problem statement is related to group effectiveness, then the unit of analysis would be at the group level. If we compare different departments in the organization, then the data analysis will be done at the departmental level. If we compare different organizations, then the data analysis will be done at the organizational level. If we compare the different cities of any country, then the data analysis will be at the city level. If we compare the different countries, then the data analysis will be at the country level. etc.etc.
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TIME HORIZON
One Shot or Cross-Sectional Studies If data are gathered just once, perhaps over a period of days or weeks or months, in order to answer a research question. are called one-shot or crosssectional studies. EXAMPLES 1. Data were collected from stock brokers between April and June of last year to study their concerns in a turbulent (beyond control) stock market. Data with respect to this particular research had not been collected before, nor will they be collected again from them for this research. 2. A drug company desirous of investing in research for a new obesity (reduction) pill conducted a survey among obese people to see how many of them would be interested in trying the new pill. This is a one-shot or crosssectional study to assess the likely demand for the new product.
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Multishot or Longitudinal Studies If the researcher might want to study people or phenomena at more than one point in time in order to answer the research question or when data on the dependent variable are gathered at two or more points in time to answer the research question, the studies are called longitudinal studies. For instance, the researcher might want to study employees behavior before and after a change in the top management, so as to know what effects the change accomplished. Here, because data are gathered at two different points in time, the study is not cross-sectional or of the one-shot kind, but is carried longitudinally across a period of time.
EXAMPLE One could study the sales volume of a product before and after an advertisement, and provided other environmental changes have not impacted on the results, one could attribute the increase in the sales volume, if any, to the advertisement. If there is no increase in sales, one could conclude that either the advertisement is ineffective or it will take a longer time to take effect.
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EXERCISE
In the following scenarios indicate how the researcher should proceed in each case, that is, determine the following, give reason also: 1. 2. 3. 4. 5. 6. The purpose of study, The type of investigation, The extent of researcher interference, The study settings, The time horizon for the study, The unit of analysis. Scenario A Ms. Joyce Lynn, the owner of small business (a womens dress boutique), has invited a consultant to tell her how business is different from similar small businesses within a 60-mile radius with respect to use of the most modern computer technology, sales volume, profit margin, and staff training.
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EXERCISE
Scenario B Mr. pall Hodge, the owner of several restaurants on the East Coast, is concerned about the wide differences in their profit margins. He would like to try some incentive plans for increasing the efficiency levels of those restaurants that lag behind. But before he actually does this, he would like to be assured that the idea would work. He asks a researcher to help him on this issue.
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EXPERIMENTAL DESIGN
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When we postulate cause-and-effect relationships between two variables X and Y, it is possible that some other factor, says A, might also influence the dependent variable Y. In such a case, it will not be possible to determine the extent to which Y occurred only because of X, since we do not know how much of the total variation of Y was caused by the presence of the other factor A.
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EXAMPLE OF CONTROL
For instance, a Human Resource Development manager might arrange for special training to a set of newly recruited secretaries in creating web pages, However, some of the new secretaries might function more effectively than others, mainly or partly because they have had previous intermittent experience with the web. In this case, the manager cannot prove that the special training alone caused greater effectiveness, since the previous intermittent experience of some secretaries with the web is a contaminating factor. If the true effect of the training on learning is to be assessed, then the learners previous experience has to be controlled. This might be done by not including in the experiment those who already have had some experience with the web. This is what we mean when we say we have to control the contaminating factors.
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Matching Groups One way of controlling the contaminating or nuisance variables is to match the various groups by picking the confounding characteristics and deliberately spreading them across groups.
Randomization In randomization, the process by which individuals are drawn (i.e., everybody has a known and equal chance of being drawn) and their assignment to any particular group (each individual could be assigned to any one of the groups set up ) are both random.
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INTERNAL VALIDITY
Internal validity refers to the confidence we place in the causeand-effect relationship with in the lab settings.
EXTERNAL VALIDITY
To what extent would the result found in the lab setting be transferable or generalizable to the actual organizational or field settings? In other words, if we do find a cause-and-effect relationship after conducting a lab experiment, can we then confidently say that the same cause-and-effect relationship will also hold true in the organizational setting?
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Maturation Effects Cause-and-effect inferences can also be contaminated by the effects of the passage of timeanother uncontrollable variable. Such contamination is called Maturation effects.
Time: t1 t2 t3
Dependent variable
Independent variable
Enhanced technology
Efficiency Increase
Testing Effects Frequently, to test the effect of a treatment, subjects are given what is called a pretest (say, a short questionnaire eliciting their feelings and attitudes). That is, first a measure of the dependent variable is taken (the pretest), then the treatment given, and after that a second test, called the posttest, administered. The difference between the posttest and the pretest scores is then attributed to the treatment. However, the very fact that respondents were exposed to the pretest might influence their responses on the posttest, which would adversely impact on internal validity. Instrumentations Effects Instrumentation effects are yet another source of threat to internal validity. These might arise because of a change in the measuring instrument between pretest, and posttest, and not because of the treatments differential impact at the end.
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Selection Bias Effects The threat to internal validity could also come from improper or unmatched selection of subjects for the experimental and control groups. Mortality Another confounding factor on the causeand-effect relationship is the mortality or attrition of the members in the experimental or control group or both, as the experiment progresses.
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Statistical Regression The effect of statistical regression are brought about when the members chosen for the experimental group have extreme scores on the dependent variable to begin with. We know from the law of probability that those with very low scores on a variable have a greater probability of showing improvement and scoring closer to the mean on the posttest after being exposed to the treatment. This phenomenon of low scores tending to closer to the mean is known as regression towards the mean (statistical regression). Likewise, those with very high abilities would also have a greater tendency to regress towards the mean-they will score lower on the posttest than on the pretest.
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Pretest score
Treatment X
Posttest Score
O1
O2
Posttests Only with Experimental and Control Groups Some experimental designs are set up with an experimental and a control group, the former alone being exposed to a treatment and not the latter. The effects of the treatment are studied by assessing the difference in the outcomesthat is, the posttest scores of the experimental and control groups. Here is a case where the testing effects have been avoided because there is no pretest, only a posttest. however, to make sure that the two groups are matched for all the possible contaminating nuisance (unwanted) variables. Otherwise, the true effects of the treatment cannot be determined by merely looking at the difference in the posttest scores of the two groups. Randomization would take care of this problem. There are at least two possible threats to validity in this design. If the two groups are not matched or randomly assigned, selection biases could contaminate the results. Mortality (the drop out individuals from groups) can also confound the results,
Group
Experimental group Control group
Treatment
X
Outcome
O1 O2
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Group
Experimental group Control group
Pretest
Treatment
X
Posttest
O1 O3
O2 O4
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1. 2. 3. 4.
O1 O3
X
X
O2 O4 O5 O6
Treatment effect (E) could be judged by: E= (O2-O1) E= (O2-O4) E= (O5-O6) E= (O5-O3)
E= [(O2-O1) - (O4-O3)]
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Let us examine how the threats to internal validity are taken care of in the Solomon four-group design. It is important to note that subjects have been randomly selected and randomly assigned to groups. This removes the statistical regression and selection biases. Group 2, the control group that was exposed to both the pre-and posttest, helps us to see whether or not history, maturation, testing, instrumentation, regression, or mortality threaten internal validity. If scores O3 and O4 (pre-and posttest scores of group 2) remain the same, then it is established that neither history, nor maturation, nor testing, nor instrumentation, nor statistical regression, nor mortality has had an impact. In other words, these have had no impact at all.
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