1. Review of Course Activities What is research? Why conduct it? What phenomenon will you study? How to describe the phenomenon you will study? What designs can you use to study your chosen phenomenon?

2. What phenomenon will you study? Develop a topic, research question & hypothesis with activity “Select a research question” –Topic Choice If you wrote some topic words, you got an A Why? Some exercises (e.g., in class exercises) enable focus on skill mastery rather than performance display

3. Narrowing down a topic E.g., Narrowing down from Stress using the ‘ways to limit a topic’ framework Occupational stress Does occupational stress vary from urban & rural settings Changes in occupational stress levels over the eras of agriculture, industry, and computerization Issues with narrowing down your topic –If you used a framework other than the one your provided, logic must be provided/obvious to me Option of re-submitting with logic

4. E.g., Goal setting appraisal systems at PWC –Goal-setting appraisal systems within financial services institutions –HRM practices within international organizations –Not employee compensation (off topic) E.g., Leadership style of PM Harper –Leadership styles of Conservative vs. Liberal leaders (or N. American vs. European leaders) –Not social behavior (too vague/broad) Broadening a topic

5. Students work with research partners What is the topic of your research project? Based on the feedback you have so far, is it too narrow/too broad? How can you make it at the appropriate level? –If you used a framework other than the one provided for narrowing down your topic, identify the logic

6. After choosing a topic, develop research questions –Research question vs. Focused research question vary at level of detail RQ=is there a relationship between networking & career outcomes? FRQ=Are students who participate in networking activities before graduation more likely to be happier in their chosen careers? –Some did not write FRQs, option to resubmit with FRQs

7. Students work with research partners What is the research question being answered by your research project? Based on the feedback you have so far, is it focused enough?

8. After choosing a research question, develop a Hypothesis –Research question vs. hypothesis RQ= In what ways can absenteeism be reduced? Hypo= Employee where-about charts reduce the amount of absenteeism –Feedback=most did well on this question

9. Mid-lecture Review What phenomenon will you study? –Developing a hypothesis How to describe the phenomenon you will study? What designs can you use to study your chosen phenomenon?

10. How to describe the phenomenon you will study? 1.Find empirical research using skills learned in electronic database workshop & assignment 2.Describe empirical research on phenomenon

11. Finding empirical research Descriptiveness of keywords used –e.g., Employee Attitudes=Job satisfaction, work (attitudes toward) commitment, job involvement, employee motivation ok descriptors= employee characteristics NOT productivity/performance –Performance on above task correlated with performance on “generating keywords” in “Selecting a Research Question” activity E.g., When are certain motivational tactics more effective than others?

12. After choosing topic, generate keywords to search for research E.g., Developing keywords from the research question: “In what ways can students manage their time better” –Time management (perception/estimation) –Academic stress (students) –Study habits/skills –Organizational skills

13. Set goals with feedback on quality of keywords generated Students (privately) write goals on what to do next –Did you generate good quality keywords? –If no, what should you do for generating good keywords for your research project?

14. Be systematic, after generating accurate keywords Logic of search –Use “or” to combine keywords generated under ‘job security’ – SEARCH 1 –Use “or’ to combine keywords generated under ‘employee attitudes’ SEARCH 2 –Use “and” to combine results from searches 1 & 2 –Explain effectiveness of search strategies in terms of operators, relevance of terms used and number of hits generated

15. After conducting a systematic & logical search of existing research using accurate keywords identify relevant articles Relevancy of articles judged on –Whether it covered both job security & employee attitudes –Abstract was descriptive enough –Number of citations by other articles will be used in ‘rationale’ assignment

16. After choosing relevant articles describe your phenomenon Briefly, in class Using worksheet (handout & online posting) on how to describe phenomenon you will study

17. Describe the phenomenon you will study orally Students work with research partners & write down answers to questions (5 min) and answer orally (5min) –Describe the phenomenon in words/in a diagram (see example on next page) –Why you are interested in it? –How may you/others benefit from researching it? Adapted from Poe, 1999

18. Frequency of Help Productivity Social Status Example of Describing with a diagram

19. Frequency of help influences social status Describing with a figure

20. Describing results with a chart Frequency of help ProductivityPositive Social Standing Positive

21. How to describe the phenomenon with worksheet Give specific, relevant & sufficient detail about sources depending on assignment Methodology=Measures used? N? Rationale=Size/direction of correlation? Differences in means? Significance level? Relevance should be obvious to reader! Beware of jargon!

22. Students describe articles found for own research project or describe meta-analytic study by Kluger & DiNisi with worksheet, copy of article & figure

23. After describing the phenomenon, identify research designs you can use Based on lectures, in-class exercises & readings –Do you have the resources to study your chosen phenomenon People (at least 50 units) Time (by Feb 2007) Materials

24. Mid-lecture Review What phenomenon will you study? –Developing a hypothesis How to describe the phenomenon you will study? What designs can you use to study your chosen phenomenon? How to explain why your phenomenon may/may not occur

25. After describing the phenomenon, understand why Why does the phenomenon occur/not occur in current research –A.K.A. Will the study work? In what way can it not work? Why would it not work? Can you think of explanations for why the counter hypothesis may be supported? Counter hypothesis vs. alternative hypothesis vs. null hypothesis Hillocks, 1985; Sternberg, 1999

26. Frequency of Help Productivity Social Status Efficiency in resource exchange Information about others’ interests Liking for helper Recall example of explaining with a diagram from economist reading

27. There are different types of explanations How vs. Why Using different types of variables

28. Explaining at different levels How vs. Why E.g., Meta-analysis article by Kluger & DiNisi –Why does feedback not work in one-third of the studies examined? (FRQ) Narrowing down from the theoretical framework to specific variables that operate in specific situations –How does feedback work? (RQ) Using multiple variables (i.e., a theoretical framework) to understand the phenomenon

29. Explaining at different levels How vs. Why E.g., Frequency of helping article –Why does helping affect productivity & social status in some situations but not in others? –How does helping work?

30. One-sidedness of help determines whether helping affects social status

31. One-sidedness of help determines whether helping affects productivity

32. Explaining at different levels How vs. Why Frequency of helping article –Why does helping affect productivity in some situations but not in others? Generate small diagrams –How does helping work? (RQ) Generate Framework

33. Summary of both figures to understand when helping does or does not work Frequency of help One-sidedness of help ProductivityPositiveCurvilinear Social Standing Positive

34. Frequency of Help Productivity Social Status Information about others’ interests leads to Efficiency in resource exchange Liking for helper Example of framework on how frequency of helping works One-sidedness of help

35. There are different types of explanations How vs. Why Using different types of variables –Inner variables vs. outer variables

36. Explaining with different types of variables Inner variable that is evoked to explain why the two outer variables are linked = Mediating Variable Outer variable evoked to explain why the relationship between two outer variables can change = Moderating Variable

37. Frequency of Help Productivity Social Status Efficiency in resource exchange Information about others’ interests Liking for helper Explaining with mediating variables

38. Explaining with a Moderating Variable Frequency of Help Productivity One-sidedness of help Social Status

39. Frequency of Help Productivity Social Status Information about others’ interests leads to Efficiency in resource exchange Liking for helper A framework has mediating & moderating variables One-sidedness of help

40. Students apply what you learned Look at more examples of diagrams with mediating & moderating variables on following slides Generate a framework for how does feedback work? Develop a focused research question on why the feedback method used by instructor works in class

41. FIGURE 5.8 Copyright © 2003 John Wiley & Sons, Inc. Sekaran/RESEARCH 4E

42. FIGURE 5.9 Copyright © 2003 John Wiley & Sons, Inc. Sekaran/RESEARCH 4E

43. FIGURE 5.10 Copyright © 2003 John Wiley & Sons, Inc. Sekaran/RESEARCH 4E

44. What you learned today Identifying the phenomenon you will study –Identifying a topic & developing a hypothesis Describing the phenomenon you will study –Identifying descriptive keywords to search for articles –Being logical in combining keywords when searching –Using worksheet to describe relevant & sufficient details based on assignment requirements Explaining why the phenomenon may/may not occur –Framework vs. Mediating vs. Moderating variable A research question vs. a focused research question