business communication chapter 09 resource slides
TRANSCRIPT
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Lecture and Resource slidesBusiness Communication, 16e, Lehman & DuFrene
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 9
Understanding the Report Process and Research Methods
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Characteristics of Reports
• Generally requested by a higher authority and often travel upward in an organization
• Logically organized and objective
• Generally prepared for a limited audience
Reports are . . .
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Types of Reports
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Formal-InformalReport Continuum
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Proposals Are . . .
• Used to show how one organization can _____________ of another
• Often used to show how _____ or ________ can be provided
• Usually issued in response to a _______ or a __________
• Used to make decisions about issuing _________ for work
meet the needsgoods services
requestcall for bids
contracts
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Why do organizations need information generated from both informational and analytical reports?
1. To make as much work for employees as possible
2. To provide opportunities for simply gaining knowledge and opportunities for answering in-depth questions
3. Organizations don’t need both; they should only use analytical reports
Your Turn
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Your TurnYou are to prepare a report for the operations VP about whether your company should offer an in-house daycare center for employees’ children.
What kind of report would you prepare? What kind of report would you prepare? Explain your answerExplain your answer.
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Your Turn
a. Your company’s two-year study of traditional classroom training versus distance-learning instruction is to be written for publication in an industrial training journal.
b. You have surveyed company personnel on their perceptions of the need for a company-sponsored wellness program. You are preparing a report for the president that conveys the results.
c. You have completed your department’s weekly time sheets to send to payroll.
ExternalAnalytical
Formal
VerticalAnalytical
PeriodicLateral
Classify each of the following business reports.
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Your Turn (cont.)
d. As department head, you have sent a report to the vice president for finance requesting additional funding for equipment acquisition.
e. You have prepared an article on strategies for enhancing customer satisfaction for publication in your online employee newsletter.
f. As director of end-user computing, you have prepared a report for circulation to all departments. The report summarizes technology and human relations training offerings available through your department.
FunctionalVertical
InformalInformational
InformalInformational
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
The Problem-Solving Process
Recognize and define the problem
Select a method of solution
Collect and organize data and document sources
Arrive at an answer
1
2
3
4
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Questions for Limiting the Problem
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
How does the scope of a report serve a similar purpose as the scope on a rifle?
1. The scope blinds the researcher to anything outside the set parameters, just as a rifle scope blinds the hunter
2. The scope focuses the researcher on the main problem, while “shadowing” other issues
3. A report scope is nothing like a rifle scope
Your Turn
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Conducting Research
Primary Primary researchresearch
Secondary Secondary researchresearch
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
The most important type of research is . . .
1. Primary research because you are finding out something that no one else knows
2. Secondary research because you don’t want to conduct primary research if is has already been done
3. Observational research because you get the best information from watching others
4. Cannot say which type of research is more important
Your Turn
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Types of Primary Research
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Why is the U.S. Census conducted every 10 years instead of every year or every five years?
1. Because the federal government chose that interval
2. Because surveying every person in a population (the United States) takes several years to plan and months to execute
3. Because people would not cooperate more often
Your Turn
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Sampling Methods
• Simple random sampling—Selecting at random to produce the desired number of subjects
• Stratified random sample—Selecting a random sample that is representative of subgroups within the population
Using a random number generator to select from a membership list of 2,000 to produce a sample of 200.
Selecting randomly from an employee database until the sample contains the same percentage of males and females as the company’s workforce.
Continued
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
• Systematic random sampling —Taking every “nth” item from a list to produce the desired number of subjects.
• Convenience sampling—A nonscientific sampling method in which the researcher selects subjects that are “convenient” to him/her, thus producing a sample that may not be representative of the population.
Using a random number generator to select from a membership list of 2,000 to produce a sample of 200.
Selecting randomly from an employee database until the sample contains the same percentage of males and females as the company’s workforce.
Sampling Methods
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Indicators of Effective Research
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Sampling: Help for the Overwhelmed Researcher
• Eliminates need to question 100 percent of population
• Uses random group from population to represent entire population
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Types of Sources
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Objectives of Secondary Research
• Establish point of _________ for further research
• Avoid needless __________ of costly research effort
• ______ areas of needed research
• Make a real ___________ to body of knowledge
departure
duplication
Reveal
contribution
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Taking Effective Notes
• Read the article rapidly
• Put the article aside
• List the main and supporting points from memory
• Review the article to verify significant points
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Problems with Internet Resources
• Resources are not always accurate and reliable• Certain uses of site information may constitute
copyright violation• Resources are not always complete in terms of
information or updating• Electronic periodicals are not always subjected
to same rigor as printed periodicals
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Using the Internet Effectively
• Choose your search engine or database appropriately
• Structure searches from broad to specific
• Use quotation marks for literal topics
• Look for pages that have links to other sites
• Be adaptable to access formats
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Which Boolean search term is used for excluding data?
1. And
2. Or
3. Nor
4. **
Your Turn
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Reasons for Accurate, Complete Documentation
• Gives credit where credit is due (highly ethical conduct)
• Protects writers against plagiarism charges
• Supports statements and thus increases credibility
• Aids researchers in pursuing similar research
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Elements in an Electronic Citation
• Author (if given)• Date of publication• Title of article and/or name of publication• Electronic medium (such as CD or DVD)• Volume, series, page, section, or
paragraphs • Internet address (URL) and database if
available• Direct object identifier (doi) if available
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Common Errors in Data Collection
• Samples that are too small• Samples that are not representative• Poorly constructed data-gathering instruments• Information that comes from biased sources• Too little information• Too much information that is not relevant
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Guidelines for Designing Effective Questionnaires
• Arrange items in a logical sequence• Ask for facts that can be recalled readily• Write clear, specific questions
─Brief, easy-to-follow directions─Words with precise meanings─Short items related to one idea─No “skip-and-jump” instructions
Continued
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Guidelines for Designing Effective Questionnaires (cont.)
• Create an appealing format that is easy-to-answer and tabulate
• Do not force respondents to choose an answer that does not apply to them─ Provide all possible answers─ Add “undecided” or “other” category─ Avoid leading questions
• Pilot test the questionnaire and revise based on feedback
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Common Item Types for QuestionnairesOpen Question
What will you do to combat inflation?Forced Choice
What is the one most important problem you . . .Checklists
Check all that apply to you: Male Married Female Single
Rating ScaleCircle the number indicating how you feel about each statement:Disagree Agree Strongly Agree
1 2 3 4 5 6 7 8Ranking Scale
Please rank the following problems in order of importance. Use 1 for most important, 2 for second most important, and continue until all are
ranked.______ World Peace _____ Unemployment______ Inflation _____ Drug Abuse
Chapter 9 Business Communication, 16e by Lehman and DuFrene Copyright 2011 by Cengage Learning
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Common Errors in Data Interpretation
• Conforming results to prediction or desire• Hoping for spectacular results• Comparing when commonality is absent• Assuming a cause-and-effect relationship
when one does not exist• Failing to consider important factors• Basing conclusions on lack of evidence• Assuming constancy of behavior
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Advantages of Conducting Web Surveys
• Inexpensive—no printing, mailing, or long distance costs
• Less intrusive than telephone calls• Quick response time—typically 24 to 48 hours• Multimedia appeal—integration of graphics, audio,
and video• Anonymous and private for surveys on sensitive
issues• Convenient reply for respondents • Unbiased because a human interviewer is eliminated
Electronic Café
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Disadvantages of Conducting Web Surveys
Electronic Café
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Chapter 9, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Overcoming Web Survey Disadvantages
Electronic Café
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Solution, Activity 9a
Measures of Central Tendency
Chapter 9, Business Communication, 16e by Lehman and DuFrene 2011 Cengage Learning
Mode = value occurring most frequently = 170
50
60
65
70
78
91
130
139
143Range = difference between the
highest and lowest value690 – 50 + 1 = 641
Median = middle value = 170
Mean = average of all values
6324/25 = 252.96
159159
164164
170170
170170
170170
204204
217217
260260
283283
350350
390390
425425
596596
600600
650650
690690
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Solution, Activity 9
Measures of Central Tendency
Chapter 9, Business Communication, 16e by Lehman and DuFrene 2011 Cengage Learning
Value of Stock Options for 25 Firms
Value No. of Options Percentages
0 – 99 6 24
100 – 199 8 32
200 – 299 4 16
300 – 399 2 8
400 – 499 1 4
500 – 599 1 4
600 – 699 3 12
25 100
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Solution, Activity 9c
Measures of Central Tendency
Chapter 9, Business Communication, 16e by Lehman and DuFrene 2011 Cengage Learning
Value Number No. x Midpoint
0 – 99 6 297
100 – 199 8 1,196
200 – 299 4 998
300 – 399 2 699
400 – 499 1 449.5
500 – 599 1 549.5
600 – 699 3 1,948.5
25 6,137.5
Mean: 6,137.5 / 25 = 125.5
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Solution, Application 4a / 7a
Statement of the Problem: Is student parking on the campus of Metropolitan University adequate?
Research Method and Sources of Information:Periodicals and online sources will be consulted to determine the status of parking on typical campuses and how parking needs are met.
A survey of 100 Metropolitan University students will be conducted, using a simple random sample to select participants. A questionnaire will be devised to assess the opinions of participants concerning the overall adequacy of campus parking, perceived needs for more parking in particular areas, the willingness of students to pay more for preferred parking, and suggestions for improving parking on campus.
Chapter 9, Business Communication, 16e by Lehman and DuFrene 2011 Cengage Learning
Continued
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Solution, Application 4a / 7a
Nature of Data to Be Gathered and Analyzed: Survey data will be tabulated and percentages calculated.
Hypothesis or Hypotheses to Be Proved or Disproved: H1: Students perceive that the parking at Metropolitan University is inadequate.H2: Students are willing to pay more for preferred parking privileges.H3: Students believe more parking facilities should be constructed at Metropolitan University.
Chapter 9, Business Communication, 16e by Lehman and DuFrene 2011 Cengage Learning
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1. Your classification:Freshman SophomoreJunior SeniorGraduate Other
2. Residence StatusLive on campusLive off campus
3. Attendance StatusDay student onlyNight student onlyAttend day and night
4. Parking on campus isgrossly inadequatesomewhat inadequategenerally adequatemore than adequate
5. Overall, how serious a problem is parking on campus? (Circle the number)
Not a problem A very serious problem
1 2 3 4 5 6 7 8
6. What comments do you have concerning the parking on campus?
Comments: _________________________________________________________________________________________________________________________
Parking SurveyAnswer each of the following items by checking the appropriate option.
Chapter 9, Business Communication, 16e by Lehman and DuFrene 2011 Cengage Learning
Solution, Application 4a / 7a