1. How to do your research presentation Research Methods IRE2002Y Radhakrishnan

2. Two elements of your research presentation Content Form

3. Content of your research presentation Explain the logic of your Hypothesis Describe how you tested your Hypothesis Make logical inferences from research on your hypothesis

4. Why the variables in your hypothesis are related OR Why the variables in your hypothesis are not related Explaining the logic for/against your hypothesis

5. How to explain why two things are related 1.Create a good general impression 2.Conceptualize parts

6. Create a good general impression via graphic or model 1 st step to explaining why two things are related Extraversion NV Skills + Extraversion is related to non verbal skills

7. How to explain why two things are related 1.√ Creating a good general impression 2.Conceptualize parts

8. Break down process/conceptualize parts –Give brief definition of each variable to illustrate how they are connected –Illustrate an example of the process Cite empirical research 2 nd step to explaining why two things are related

9. Example: Brief definition & breaking down the process

10. Non-verbal Skills –E.g., Ability to perceive & interpret emotions accurately Examples –e.g., ability to decode/encode tone of voice, eye contact, facial expressions Example brief definition of first variable cite previous research on measurement here

11. Extraversion –tendency to be frank, talkative, fun loving, sociable across different types of situations & time Example items (from Goldberg IPIP) –I am interested in people –I start conversations –I talk to a lot of different people at parties –I don't talk a lot. Example brief definition of second variable

12. Extraversion Social experiences + NV Skills + Extraverts have better non verbal skills because they have more social experiences Cite previous empirical/theoretical research on hypothesis here

13. Social experiences Practice old skills Develop new Skills + + More social experiences helps practice old skills or develop new skills Cite previous empirical/theoretical research on hypothesis here

14. Extraversion Social experiences Practice old skills NV Skills Develop new Skills + + + + + Extraverts have more social experiences which help them practice old skills or develop new skills which in turn improves NV skills Cite previous empirical/theoretical research on hypothesis here

15. Example of how to break down the process by giving an illustration of the process by using an empirical study

16. Goal Specificity & Difficulty Performance Specific & difficult goals improve performance Cite previous empirical/theoretical research on hypothesis here

17. Type of Goal Specific & Difficult Goal “Do your best” Goal PerformanceHighLow Unskilled, uneducated loggers paid at piece rate were randomly assigned to one of two groups Describing the empirical Study (XX ??) demonstrating how specific & difficult goals improve performance

18. Explaining how the research illustrates the relation between specific & difficult goals & performance Do your best goals No external standard for Performance Performance defined individually Specific & Difficult Goals Clear performance standard Low Performance Hi Performance Cite previous empirical/theoretical research on hypothesis here

19. √ Why are the variables in your hypothesis are related OR Why are the variables in your hypothesis not related Explaining the logic for/against your hypothesis

20. 1.State relation/hypothesis 2.Identify reason for why variables are believed to be related 3.Identify limitations of reasoning for hypothesis 4.Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence How to explain why variables are not related

21. State Hypothesis verbally & graphically –e.g., Participation results in more difficult goals (cite previous empirical research here) 1 st step to explain why variables are not related Type of Goal No ParticipationEasy ParticipationDifficult

22. Identify reason for why variables are related –Participation results in more difficult goals being set because supervisors do not know the abilities of subordinates (cite author of logic) 2 nd step to explain why variables are not related

23. Difficult goalsParticipation Easy goals No Participation Subordinate knows own Ability Supervisor does not know Subordinate Ability Assumption of the original Hypothesis = = Cite researcher who questions assumption here

24. Demonstrate limitations of reason behind why variables are related –Assumes that supervisors do not know the abilities of the subordinates and so assign easy goals 3 rd step to explain why variables are not related Cite researcher who questions assumption here

25. 3.Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence –When supervisors know the abilities of subordinates, participation does not result in more difficult goals as shown in results of study x conducted by xx in xx.... 3 rd step to explain why variables are not related

26. Easy goals No Participation Difficult goals No Participation Supervisor does not know Subordinate Ability Supervisor knows Subordinate Ability Explaining the reason for the counter Hypothesis = =

27. Does Supervisor Know Subordinate Ability YesNo No ParticipationDifficultEasy ParticipationDifficult Describing how the empirical research (xx, ??) supports the counter hypothesis

28. What we covered so far...what’s next √ Your Hypothesis Describe how you tested your Hypothesis Inferences from research on your hypothesis

29. Method –Participants –Measures –Procedure Results –Describe Data analytic techniques used –Graphs/Tables of results obtained explain how they support/do not support the hypothesis Describe how you tested your Hypothesis

30. Example Description of Participants from Convenience Store Study

31. Who was observed in each store 1319 clerks –Mostly urban stores –44% male clerks Descriptive title of the type of participants Sample size, relevant demographic characteristics with frequencies/mean info where possible

32. Response Rate of Participants 74% of women participating in a women-only leadership development program Descriptive title of the feature of the sample

33. Demographic Characteristics of Participants Average Age=40 –Range=26-57 92% White Avg. Salary =~78K (SD= ~32k) Sample size, relevant demographic characteristics with frequencies/mean info where possible Descriptive title of the feature of participants illustrated in slide

34. 50% had children under 18 yrs 71% in committed relationships Family Status Characteristics of Participants Sample size, relevant demographic characteristics with frequencies/mean info where possible Descriptive title of the feature of participants illustrated in slide

35. Example Good & Bad Descriptions of Procedure

36. (good) Stratified sample of stores 2 Countries 1 st Division 576 stores in total 18 th Division10 th Division........... 1 st District72 nd District50 th District........... 1 st Store8 th Store4 th Store.............................

37. (not so good) Procedure Faxed questions to participants a few days before interview Pilot tested interview qs on 28 women managers Tape-recorded and transcribed each interview

38. Example Description of Measures from Convenience Store Study

39. Measurement of Clerk Image 3 items rated by observers on a yes/no scale (reliability=??) –Was clerk wearing a smock? –Was smock clean? –Was clerk wearing name tag? Brief description of Measure Shorten questionnaire; give examples of items, reliability info, cite previous research on measures

40. Measurement of Store Stock Level Extent to which shelves, snack stands & refrigerators were fully stocked –Rated on 5-point Likert scales Brief description of Measure Shorten questionnaire items, give examples of scale & Reliability info if relevant; previous research on measures here

41. What was observed in each store 11805 transactions 3 month observation period For each of the 576 stores –1 day + 1 swing shift 25% of stores observed during night shift –1-20 transactions/visit Up to 60 transactions/store 75% male customers Brief description of Measure Establishes reliability of measure: describes number of measurements, length of measurement, time of day of measurement

42. √ Method –Participants –Measures –Procedure Results –Remind audience of Hypothesis –Describe Data analytic techniques used –Present results in graphs/tables explain how they support/do not support the hypothesis Describe how you tested your Hypothesis

43. Example of Results Section from Convenience Store Study

44. Analysis to test whether line length predicts the positive emotions of a clerk Clerk as unit of analysis (n=1319) Hierarchical multiple regression Dependent variable=positive emotion Type of analysis conducted to test hypothesis (reminds audience of hypothesis) Brief description of key components of analysis, indicate preliminary combinations here

45. Line length predicts a clerk’s positive emotions Yes, line length adds 3% of variance Line length negatively predicted display of positive emotion β=.-14 p<.001 Type of ModelMultiple R Adjusted R 2 Without Line Length.27.07 With Line Length.32.10 Visual & numerical Display of Results Short description of graphic display of results Title indicates support/non support for hypothesis

46. Describe test of hypothesis visually & orally Present information numerically (e.g., via means, frequencies, correlations) & describe orally/written phrases Use graphics (e.g., bar charts, pie charts, line graphs) and interpret orally or w/ short phrases

47. What we covered so far...what’s next √ Your Hypothesis √ Describe how you tested your Hypothesis Inferences from your research on your hypothesis

48. Inferences from your research What do your results imply for future research? –What research would help you understand more about the hypothesis

49. What kinds of information will help you know more about your hypothesis? Should future research 1.Test reasons for why hypothesis is true? 2.Test reasons for why hypothesis is not true? 3.Test reasons for why hypothesis is true in some situations but not in others?

50. Test explanations for hypothesis –Identify how to measure the (inner) explanatory variables and how to establish their connection to those of the hypothesis 1 st Type of Proposed Research

51. Extraversion (E) Social experiences Practice old skills Non Verbal Skills (NVS) Develop new Skills + + + + + Example A-Level Proposed Test of explanations for the hypothesis

52. Extraversion Social experiences + NV Skills + Not so good suggestion of Future Research General Ability

53. Empirically tests explanations for why the hypothesis is not true 2 nd Type of Proposed Research

54. Agreeable Extraverts Social experiences + NV Skills + Example reason for why the hypothesis is not true Disagreeable Extraverts Social experiences - NV Skills -

55. Extraversion Social experiences + NV Skills + 2nd Type of Proposed Research Example A-level Proposed Test of why hypothesis is not true Agreeableness

56. Example A-level Test of the Explanation for the Counter Evidence Social Experiences Practice old skills NV Skills Develop new Skills + + + + Conscientiousness Openness to Experience Extraversion (E) +

57. Test explanations for why the hypothesis is true in some situations but not in others –Address methodological limitations or definitional inadequacies 3 rd Type of Proposed Research

58. e.g., when extraversion is measured/defined as frequency of positive affect, it is not related to Non verbal skills Example how methodological inadequacies explain counter evidence

59. Extraversion In Total Social experiences + NV Skills + Extraversion As Positive Affect Social experiences - NV Skills - Example 3 rd Type of Proposed Research

60. Present one good type of proposed study rather than 2 or 3 moderate quality ones –Focus! Show how proposed study logically flows from the research on your hypothesis or the counter evidence Evaluation of Proposed Research

61. Content of your research presentation Explains the logic behind your hypothesis or counter hypothesis Define your variables & show why they are logically connected Illustrate with an empirical study Describes the test of hypothesis you collected data to test your hypothesis the results you analyzed tested your hypothesis Illustrates the logical next step for future research

62. 2nd element of your research presentation Content Form

63. Oral Presentation vs. Written Paper Focus Visuals Structure Speaking Ability

64. Oral Presentation is more focused Time limit! =25 min Highlight key point of each section of the written paper –e.g., Inferences section Written pres = more elaborate write up of findings, future research, implications & limitations, counter-evidence etc. Oral presentation = implications for future research –demonstrate how you make evidence-based generalizations (analytical skills)

65. e.g., in explaining logic of hypothesis –models & graphics of the relation between the variables + oral explanation e.g., in method –visual display sample size & method of data collection & highlight main points orally e.g., in Results –Display findings in graphs & repeat orally Oral Presentation uses visual elements more

66. Good Visuals Material presented is clearly visible (i.e., font size is appropriate, background & foreground contrast is good) Material on slides is adequate (i.e., not too much material on each slide) Supportive, does not over-shadow presentation

67. Introduction & Conclusion –vs. Abstract (in write up) Reminders of structure for audience –Titles of slides connect to keep audience on track e.g., Slides should have clear headings & subheadings, title for each slide describes content of slide –Map of where you are and where you are going... Structure of Oral Presentation

68. Introduction vs Conclusion Intro asks the question, conclusion gives the answer –Your hypothesis/research question –Short phrase describing how you tested your hypothesis (e.g.., where you collected data, or who your participants were) –Short description of what your inference is about (without totally giving away the ‘insight’)

69. Example Introduction Why extraversion is related to non verbal skills Study of male nurses Why future research should focus on the role of agreeableness

70. Speaking Ability TimingIs not more than 2 minutes over or under 25 minutes PaceSpeaker is not rushed at the end & maintains the same speed throughout the talk IntonationSpeaker varies tone and volume to enhance points made during talk Eye contactSpeaker engages individual members of the audience by connecting with them. Does not simply look up from his/her note; Does not glance briefly toward audience EnthusiasmSpeaker uses appropriate physical gestures, demonstrates interest for topic, seems excited when speaking about the topic.

71. Oral Presentation of Research highlights your skill in Being Focused Presenting Information Visually Being Highly Structured Your Speaking Ability

72. Research presentation is evaluated on Content & Form Content = explanatory, analytical & descriptive skills Form = speaking skills, descriptive skills, ability to structure things