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BBA3042 Business Research Project I Class Session Two.

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Presentation on theme: "BBA3042 Business Research Project I Class Session Two."— Presentation transcript:

1 BBA3042 Business Research Project I Class Session Two

2 Devotions Attitude

3 Track One: Post BBA Career Goal: Individual Learning Outcomes Individual Learning Outcomes Individual Learning Outcomes are post BBA career goal competencies, skills, and abilities.

4 Track One: Post BBA Career Goal: Individual Learning Outcomes Competencies: possessing the necessary qualities for a specific profession

5 Track One: Post BBA Career Goal: Individual Learning Outcomes Skills: technical expertness; proficiency; aptitude

6 Track One: Post BBA Career Goal: Individual Learning Outcomes Abilities: physical, mental, or legal powers to perform; talent for a specific task

7 Track One: Post BBA Career Goal: Individual Learning Outcomes The competencies, abilities, and skills identified by the literature review and expert interviews related to the post BBA career goal will generate the Individual Learning Outcomes.

8 Track One: Post BBA Career Goal: Individual Learning Outcomes The outcomes must be broad enough to be fulfilled by an assignment within the BBA curriculum and yet pertinent to the special requirements of the post BBA career goal.

9 Track One: Post BBA Career Goal: Individual Learning Outcomes Management, communication, and analytical competencies are in demand by employers. Focus on these areas when developing Individual Learning Outcomes.

10 Track One: Post BBA Career Goal: Individual Learning Outcomes Post BBA career goal: Internet specialist for the banking industry (from sample Post BBA Career Goal Report in Appendix K)

11 Track One: Post BBA Career Goal: Individual Learning Outcomes Plan to Achieve Individual Learning Outcomes (listed in Appendix B of the sample Post BBA Career Goal Report)

12 Track One: Post BBA Career Goal: Individual Learning Outcomes List possible ways to achieve each Individual Learning Outcome within the BBA program.

13 Track One: Post BBA Career Goal: Individual Learning Outcomes zDevelop a working knowledge of Internet zUnderstand current banking regulations (general overview)

14 Track One: Post BBA Career Goal: Individual Learning Outcomes zUnderstand re-engineering, strategic planning, and leadership zDevelop communication skills, oral and written

15 Track One: Post BBA Career Goal: Individual Learning Outcomes zKnow how to develop and implement training programs

16 Track One: Post BBA Career Goal: Individual Learning Outcomes What purposes do the Individual Learning Outcomes serve?

17 Track One: Post BBA Career Goal: Individual Learning Outcomes zClarify the broader purpose of the BBA program zIllustrate connection between BBA program and post BBA career goal

18 Track One: Post BBA Career Goal: Review of HWA 2-3: Post BBA Career Goal Proposal zBreak up into pairs zEach person evaluates the others HWA 2-3 assignment (DO NOT MARK ON THE COPY TO BE GIVEN TO FACILITATING INSTRUCTOR AT THE END OF THIS CLASS SESSION.)

19 Track One: Post BBA Career Goal: Review of HWA 2-3: Post BBA Career Goal Proposal zDiscuss how the proposed expert interviews will be conducted. zCreate questions for the expert interviews.

20 Track One: Post BBA Career Goal: Review of HWA 2-3: Post BBA Career Goal Proposal zHow will the results of the literature review and proposed expert interviews be incorporated into Individual Learning Outcomes? zShare examples of Individual Learning Outcomes that might be developed. zSuggest how the Individual Learning Outcomes might be fulfilled within the BBA program.

21 Track One: Post BBA Career Goal: HWA 3-1: Plan for Post BBA Career Goal Review next weeks assignment.

22 Scientific Inquiry ? Selltiz, C., Wrightsman, L. S., & Cook, S. W. (1972). Research methods in social relations (3rd ed.). New York: Holt, Rinehart and Winston.

23 Scientific Inquiry Versus Common Sense Definition of Common Sense: The unreflective opinions of ordinary men Websters Seventh New Collegiate Dictionary. (1971). Springfield, MA: G. & C. Merriam Company.

24 Scientific Inquiry Versus Common Sense What are some examples of common sense?

25 Scientific Inquiry Versus Common Sense Why did people 500 plus years ago think that the world was flat (or least hump-backed)?

26 Scientific Inquiry Versus Common Sense Scientific Inquiry and Common Sense are both Perception-Screening Devices

27 Scientific Inquiry Versus Common Sense Scientific Inquiry utilizes a: zsystematic zwell planned zlogical approach to explain observations

28 Scientific Inquiry Versus Common Sense Common sense limits you to the familiar.

29 Scientific Inquiry Versus Common Sense This may be an interesting discussion for the natural sciences (biology, chemistry, physics, etc.) -- BUT what does it have to do with my world?

30 Scientific Inquiry Versus Common Sense Decisions made by using generally accepted common sense can be wrong.

31 Scientific Inquiry Versus Common Sense It is not practical to throw away common sense and subject every work-related decision to a scientific inquiry process.

32 Scientific Inquiry Versus Common Sense ENHANCE However, understanding and incorporating the discipline of the scientific inquiry process can ENHANCE your decision- making skills for solving work- related problems.

33 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC Freshman Seminar course has been promoted at MVNC to improve GPAs and Retention Rates. Bolender, R. K. (1997). The evaluation of institutional goals for Freshman Seminar at Mount Vernon Nazarene College. Resources in Education Journal, The George Washington University. (ERIC: ED 406 912)

34 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC The value of Freshman Seminar is generally accepted.

35 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC An informal evaluation was conducted by comparing the average first semester GPAs of the group that completed Freshman Seminar versus the group that did not.

36 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC The informal evaluation supported the generally accepted belief that Freshman Seminar helps improve students GPAs. The GPAs were slightly higher.

37 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC This also supported the generally accepted assumption that students who have better GPAs, return for the 2nd, 3rd, and 4th semesters.

38 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC What are some possible problems with an informal (common sense) evaluation?

39 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC Bolender (1997) supported the Freshman Seminar course and wanted to prove that it accomplished the GPA and retention goals.

40 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC The purpose of the formal evaluation was to prove that Freshman Seminar should be required for all freshmen.

41 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC The study, using inferential statistics, did not prove the assumptions that the Freshman Seminar course had a positive impact on GPAs or retention rates.

42 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC Any GPA improvement made by students completing the Freshman Seminar course was not any better than pure chance.

43 Scientific Inquiry Versus Common Sense: Freshman Seminar at MVNC In fact, the formal study could not even replicate the informal average findings. More care was taken in handling the data in the formal study.

44 Scientific Inquiry Versus Common Sense How does this example compare with any work related problems you face?

45 Scientific Inquiry Versus Common Sense Scientific Inquiry is: zDeliberate zFocused zSystematic zLogical

46 Scientific Inquiry: Business Research Project I, II, and III How is the scientific inquiry process used within Business Research Project I, II, and III?

47 Scientific Inquiry: Business Research Project I, II, and III Business Research Project Sequence zTrack One:Post BBA Career Goal zTrack One: Post BBA Career Goal development methodology yThe post BBA career goal will be studied and developed using the development methodology format. xThe scientific inquiry process will be more deliberate, systematic, focused, and logical toward connecting the post BBA career goal with the BBA program than using a non- scientific inquiry approach (for example--common sense).

48 Scientific Inquiry: Business Research Project I, II, and III zTrack Two:Work Related Problem zTrack Two: Work Related Problem methodologies yThe work related problem will be solved by studying the problem with one of three possible methodologies (development, evaluation, or research/quasi-experimental). xThe scientific inquiry process will be more deliberate, systematic, focused, and logical toward solving the work related problem (a real world application) than using a non- scientific inquiry approach (for example--common sense).

49 Scientific Inquiry: Development Methodology zThe post BBA career goal report (see Appendix K in the Student Study Guide) utilizes an abbreviated form of the development methodology. zThere is an example of a work related problem report utilizing the development methodology at www.bolender.com.www.bolender.com

50 Scientific Inquiry: Development Methodology The development methodology is preferred for solving a work related problem due to its application-oriented nature.

51 Scientific Inquiry: Development Methodology This methodology produces a product as a result of an investigated problem.

52 Scientific Inquiry: Development Methodology The product can be a: zPlan zProgram zModel zHandbook zVideo

53 Scientific Inquiry: Development Methodology Uses the formal scientific inquiry process to investigate a problem. A research question is studied without the use of a hypothesis or statistical analysis.

54 Scientific Inquiry: Development Methodology Components of the Development Methodology zResearch Question zLiterature Review zFormative Committee zSummative Committee

55 Scientific Inquiry: Development Methodology Research Question Reduce the problem to be investigated into a concise question that can be solved by developing a product.

56 Scientific Inquiry: Development Methodology Literature Review A literature review allows the investigator to determine what is already known about the research question. See Appendix C in the Student Study Guide.

57 Scientific Inquiry: Development Methodology Formative Committee zSelect three experts within your organization zGive the committee an outline of a possible solution developed from the literature review

58 Scientific Inquiry: Development Methodology Formative Committee Have the committee give suggestions for what ought to be included in the product.

59 Scientific Inquiry: Development Methodology first version Review the suggestions from the formative committee and combine with the literature review outline to develop the first version of the product.

60 Scientific Inquiry: Development Methodology Summative Committee zSelect three experts outside of your organization to review the product zAllow the committee members ample time to review your product Note: If distance is an obstacle, summative committee members do not have to meet together in a joint meeting.

61 Scientific Inquiry: Development Methodology The summative committee is to validate the product as a reasonable solution to the research question.

62 Scientific Inquiry: Development Methodology revised The summative committee may require revisions prior to giving approval. This process is not complete until a revised product has been validated. final version revised Note: The term final version of the product is the same as revised product.

63 Scientific Inquiry: Development Methodology key decision-maker Present the validated product to a key decision-maker who is familiar with the work related problem.

64 Scientific Inquiry: Development Methodology When feasible, include the product in the appendix of the report. If not feasible, put a description of the product in the appendix of the report. A copy of the product along with the report must be given to the facilitating instructor.

65 Scientific Inquiry: Career Development Possibilities

66 Do you see any career development possibilities with this work related problem study?

67 Scientific Inquiry: Career Development Possibilities To whom are you selling yourself while conducting this investigation?

68 Scientific Inquiry: Career Development Possibilities zInside your organization (formative committee members and a key decision-maker) zOutside your organization (summative committee members)

69 Scientific Inquiry: Career Development Possibilities What are you illustrating about yourself to these people? zYour initiative zYour awareness of the organization zYour problem-solving abilities

70 Scientific Inquiry: Evaluation Methodology The evaluation methodology requires a higher level of analytical skills. Qualitative questions or problems are solved with quantitative analysis.

71 Scientific Inquiry: Evaluation Methodology EXISTING Evaluation methodology focuses on whether an EXISTING product or process is meeting the organizations expectations.

72 Scientific Inquiry: Evaluation Methodology The evaluation methodology allows the application of the scientific inquiry process to a specific setting to make decisions.

73 Scientific Inquiry: Evaluation Methodology A decision may be made to: zcontinue zcontinue with changes zdiscontinue zreplace

74 Scientific Inquiry: Evaluation Methodology The evaluation methodology produces a quantitative solution for a qualitative question.

75 Scientific Inquiry: Evaluation Methodology A hypothesis is developed from the research question to be analyzed using statistical analysis.

76 Scientific Inquiry: Evaluation Methodology BBA383 Data Development and Analysis will illustrate the proper way to test a hypothesis using statistical analysis.

77 Scientific Inquiry: Evaluation Methodology Components of the Evaluation Methodology zResearch Question zLiterature Review zDevelop Hypothesis from Research Question zSelect Statistical Analysis zCollect Data zTest Hypothesis

78 Scientific Inquiry: Evaluation Methodology quality The results of the hypothesis testing process will assist you in making a decision about the quality of the product or process evaluated in this study.

79 Scientific Inquiry: Research (Quasi- Experimental) Methodology The research (quasi-experimental) methodology requires a higher level of analytical skills. Qualitative questions or problems are solved with quantitative analysis.

80 Scientific Inquiry: Research (Quasi- Experimental) Methodology cause-and- effect relationship This methodology investigates the possible cause-and- effect relationship of a treatment to a problem.

81 Scientific Inquiry: Research (Quasi- Experimental) Methodology Example The error rate in the shipping department for a large mail order company is too high. Your observation is that the competence level is rather low among the 300 plus workers.

82 Scientific Inquiry: Research (Quasi- Experimental) Methodology Your suggestion that the shipping department receive formal training is rejected due to cost. You counter with a suggestion to conduct an experiment using only 50 of the workers. Management agrees.

83 Scientific Inquiry: Research (Quasi- Experimental) Methodology To solve this problem with a new treatment, two groups (as similar as possible) are selected. zControl Group: Treatment not applied zExperimental Group: Treatment applied

84 Scientific Inquiry: Research (Quasi- Experimental) Methodology randomly select randomly assigned zYou randomly select 50 workers to be randomly assigned into two groups. zOne group of 25 workers is assigned to the control group. This group will not receive any formal training. treatment zThe other group of 25 workers is the experimental group. It will receive the treatment (formal training).

85 Scientific Inquiry: Research (Quasi- Experimental) Methodology The treatment is given to the experimental group. Data is collected for the one month period following the treatment.

86 Scientific Inquiry: Research (Quasi- Experimental) Methodology The t-test was used to compare the correct shipment rates for the control and experimental groups.

87 Scientific Inquiry: Research (Quasi- Experimental) Methodology statistically significant The improvement in the correct shipment rates for the experimental group was statistically significant.

88 Scientific Inquiry: Research (Quasi- Experimental) Methodology Management decided to implement the formal training program for all shipping employees.

89 Scientific Inquiry: Research (Quasi- Experimental) Methodology appear The BBA383 Data Development and Analysis course will illustrate the use of statistical significance. What may appear to be an improvement may not be statistically significant.

90 Scientific Inquiry: Research (Quasi- Experimental) Methodology Components of the Research (Quasi- Experimental) Methodology zResearch Question zLiterature Review zDevelop Hypothesis from Research Question zSelect Statistical Analysis zCollect Data zTest Hypothesis

91 Scientific Inquiry: Research (Quasi- Experimental) Methodology cause-and-effect relationship The results of the hypothesis testing process will assist you in making a decision about the cause-and-effect relationship of the tested treatment.

92 Scientific Inquiry: Literature Review What is it?

93 Scientific Inquiry: Literature Review foundation It is the foundation of the scientific inquiry process.

94 Scientific Inquiry: Literature Review It allows the investigator to determine what is already known about the problem or research question.

95 Scientific Inquiry: Literature Review If a students post BBA career goal is to become a specialist in developing Internet services for the banking industry, the literature review will provide a formal background in this area.

96 Scientific Inquiry: Literature Review If a work related problem deals with training employees who are semi-literate, the literature review may provide studies describing how this problem has been solved at other organizations.

97 Scientific Inquiry: Literature Review The literature review expands the understanding of the subject beyond what is commonly known and also provides thought provoking ideas for possible solutions.

98 Scientific Inquiry: Literature Review The literature review tells you what has been done and what needs to be done.

99 Scientific Inquiry: Literature Review It allows the investigator to begin the study at a higher level.

100 Scientific Inquiry: Literature Review re-inventing redesigned The study should not be re-inventing the wheel--although a redesigned wheel could be a solution. Example zThe development and implementation of a wellness program at Zolab will reduce the companys portion of medical insurance premium. yHow would a properly conducted literature review impact this study? yWhat type of sources (technical and managerial) would be reviewed? xThis is a business management program--so even a technical problem must include a managerial component as part of the solution.

101 Scientific Inquiry: Literature Review If a review of the current literature is not conducted at the beginning of the investigation, it is difficult to develop a high-quality, innovative solution.

102 Scientific Inquiry: Literature Review Literature Review within Business Research Project I, II, and III zBBA342 Business Research Project I yTrack One: Post BBA Career Goal xPost BBA Career Goal Proposal Requires a minimum of two sources listed in References and cited within the body of the paper xPost BBA Career Goal Report Requires a minimum of three sources listed in References and cited within the body of the paper zBBA402 Business Research Project II yTrack Two: Work Related Problem xWork Related Problem Proposal Requires a minimum of five sources listed in References and cited within the body of the paper zBBA482 Business Research Project III yTrack Two: Work Related Problem xWork Related Problem Report Requires a minimum of 10 sources listed in References and cited within the body of the paper

103 Scientific Inquiry: Literature Review Remember -- many more sources will be reviewed than what are finally included in the proposal or report. Every source does not contribute pertinent information to the review.

104 Scientific Inquiry: Literature Review REQUEST HELP FROM A LIBRARIAN BEFORE YOU BEGIN YOUR SEARCH! The librarian should not conduct the literature review for you -- but -- REQUEST HELP FROM A LIBRARIAN BEFORE YOU BEGIN YOUR SEARCH!

105 Scientific Inquiry: Literature Review Why? Because you may overlook some valuable sources that are specifically related to your research problem.

106 Scientific Inquiry: Literature Review Quality of Sources Graduate-level, quality sources are not required for the literature review in this course. However -- you should be concerned about the quality of your sources.

107 Scientific Inquiry: Literature Review BEYOND Remember -- the purpose of scientific inquiry is to go BEYOND common sense. You cannot develop a good study if your literature review consists of low-quality sources.

108 Scientific Inquiry: Literature Review Confused - Worried - Clueless? Remember -- When in doubt -- ASK!

109 Track Two: Work Related Problem: Review of HWA 2-4: Work Related Problem Worksheet Rationale Document Select one of the problems from your Work Related Problem Worksheet. Create a new Microsoft Word document to answer the following questions (save this document as Rationale): yWould the successful implementation of the solution of this problem make a positive economic impact (give specifics) on the organization? yIs the problem dealing with a structural issue(s)--or is it limited to the personality of one or two employees within the organization? yIs the problem worthy of a multiple month study? If so, why? yWhat type of literature review would be conducted? What areas (technical and non-technical) would be reviewed? Give specific examples.

110 Track Two: Work Related Problem: Review of HWA 2-4: Work Related Problem Worksheet Rationale Document zPrint the rationale document. yThe rationale document will not affect your grade unless it is not included with HWA 2-4 yDo not print a new copy of HWA2-4 Work Related Problem Worksheet

111 DO NOT LEAVE Until you have given the facilitating instructor the following items: zHWA 2-3 zHWA 2-4


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