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Lecture and Resource slides Business 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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Page 1: Business communication Chapter 09 resource slides

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

Page 2: Business communication Chapter 09 resource slides

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