Chapter 10 - The University of Texas at Arlington – UT …wweb.uta.edu/management/Dr.George/Fall_2011/Lecture... · Web viewManaging Data and Using Graphics Learning Objectives

Chapter 10Managing Data and Using Graphics

Learning Objectives1. Communicate quantitative information effectively.2. Apply principles of effectiveness and ethical responsibilities in the construction of graphic aids.3. Select and design appropriate and meaningful graphics. 4. Integrate graphics within documents.

Chapter OverviewFollowing the discussion of data collection in Chapter 9, the content of Chapter 10 focuses on organizing and presenting quantitative data. The quantitative methods illustrated in the chapter are basic, with emphasis given to reducing large amounts of data to manageable size through tabular and graphic means.

Chapter OutlineCOMMUNICATING QUANTITATIVE INFORMATION 160USING GRAPHICS 162

Effective and Ethical Use of Graphics 163Types of Graphic Aids 163

INCLUDING GRAPHICS IN TEXT 170Positioning Graphics in Text 170

Key TermsArea chart 167Bar chart 165Common language 162Flowchart 169Gantt chart 165Graphics 163Grouped bar chart 165Line chart 167Map 168Pictogram 165Pie chart 168Segmented bar chart 165Table 164

PowerPoint Slides Lecture Slides — Students can review key chapter concepts on the Lecture Slides (found on the

companion website (Student’s Resources)). Slides can be downloaded for convenient printing of handouts for taking class notes.

Slide Number and Title

© 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 10 Managing Data and Using Graphics

1. Chapter 10 Managing Data and Using Graphics2. Learning Objectives3. Communicating Quantitative Information4. Using Graphics Effectively and Ethically5. Types of Graphic Aids6. Preparing Effective Tables7. Effective Table Layout8. Preparing Effective Bar Charts9. Effective Grouped Bar Chart10. Preparing Effective Line Charts11. Effective Multiple Line Chart12. Preparing Effective Pie Charts13. Effective Pie Chart14. Using Graphics in Text

E-lectures — Slides with engaging narration of key concepts—useful as reinforcement of lectures and exam reviews—are available through the CourseMate site for BCOM3.

Resource Slides — A larger deck of slides for instructors for displaying in the classroom; these slides for class enrichment and solutions to activities and applications are also available at the companion website (Instructor’s Resources) and on the Instructor’s CD.

Slide Number and Title1. Chapter 10 Managing Data and Using Graphics2. Learning Objectives3. Learning Objective 1 Communicate quantitative information effectively.4. Communicating Quantitative Information5. Learning Objective 2 Apply principles of effectiveness and ethical responsibilities in the

construction of graphic aids.6. Using Graphics Effectively and Ethically7. Learning Objective 3 Select and design appropriate and meaningful graphics.8. Types of Graphic Aids9. Preparing Effective Tables10. Effective Table Layout11. Types of Bar Charts12. Preparing Effective Bar Charts13. Ineffective Bar Chart14. Effective Grouped Bar Chart15. Preparing Effective Line Charts16. Effective Multiple Line Chart17. Preparing Effective Pie Charts18. Ineffective Pie Chart19. Effective Pie Chart20. Learning Objective 4 Integrate graphics within documents.21. Using Graphics in Text22. Discussing Graphics in Text: What To Do and What Not To Do23. Discussing Graphics in Text: What To Do and What Not To Do

Teaching Suggestions



Learning Objective 1Communicate quantitative information effectively.

COMMUNICATING QUANTITATIVE INFORMATION To gain students’ attention, use the statistics instructors’ technique of saying that at least two

people in a class of 35 will have the same birth month and day. Try it by starting with those born in January and moving through the months. For each month ask those raising hands to give the date. More often than not, two will have the same date of birth. This activity raises student interest in quantitative management techniques.

As an example of the value of data condensing and summarizing, refer to the results students receive from standardized tests (ACT, SAT, etc.) The overall score is computed, expressed as a percentile, and possibly expressed with some other normed set (students in their state, etc.). What value does such Information add to the student’s interpretation of results?

Use the slides (right and below) to illustrate how graphics can often communicate information better than words.

Resource slide 4: Communicating Quantitative Information Discuss effective use on graphics on web pages and in broadcast news. Ask students, “How would

you prefer to receive information about gas prices, concerning the increases since August 2008?”

Learning Objective 2Apply principles of effectiveness and ethical responsibilities in the construction of graphic aids.

USING GRAPHICS Project the visual as you discuss guidelines for appropriate use of graphics.

Resource slide 6: Using Graphics Effectively and Ethically Discuss companies have used effective visual presentation for product branding. For example,

Proctor & Gamble used effective visual presentation to increase toothpaste sales when they developed a new tooth-whitening product in 2003. Other ideas include Chick-fil-A chickens with various slogans; also graphics related to 3G and 4G; Starbucks; or the Nike swoosh logo.

Discuss the ethical use of graphics. Incorporate examples of graphics that distort or misrepresent data such as the pictogram on page 166, and others you locate in annual reports, USA Today, and other printed sources.

Assign Activities 2 and 3, which require students to evaluate graphics for ethical presentation of data and effectiveness of design.

Learning Objective 3Select and design appropriate and meaningful graphics.

Types of Graphic Aids Emphasize not only how to prepare each of the graphics described but also when to use each of

them. ─ Refer students to Figure 10-1 on page 164 as you discuss choosing the appropriate graphic to fit

your objective.



─ Allow students to complete Activity 1 and/or Application 5 in small groups and report to the class their graphic selection and justification for decisions.

Resource slide 8: Types of Graphic Aids Illustrate the various types of graphics as you discuss this section. Refer students to the examples in

the text and to the visuals provided to illustrate proper construction. Project the visuals provided to illustrate the effective design of (a) tables, (b) bar charts, (c) line charts, and (d) pie charts.

Table Figure 10-2, p. 165Vertical and horizontal bar chart

Figure 10-3a, p. 166

Grouped bar chart Figure 10-3b, p. 166Segmented bar chart Figure 10-3c, p. 166Pictogram Figure 10-3d, p. 166Gantt chart Figure 10-3e, p. 166Line chart (single line) Figure 10-4, p. 167Area chart Figure 10-5, p. 167Pie chart Figure 10-6, p. 168Map Figure 10-7, p. 168Flowchart Figure 10-8, p. 169

Make visuals of actual graphics taken from company documents, newspapers, magazines, journals, etc., to use for illustrations of the various types of graphics. As an alternative or supplement, prepare a variety of types of graphics using a presentation graphics computer package. These visuals can be used throughout your coverage of this section.

Tables Project the visuals to discuss the guidelines for constructing a table and to illustrate correct table

design. Also refer students to Figure 10-2 on page 165 in the textbook.

Emphasize the importance of providing a title that is complete enough to clarify what is included in the table.

Resource slide 9: Preparing Effective TablesResource slide 10: Effective Table Layout

Assign Application 2 that requires the design of a table. Project the solution provided on the Resource slides as you discuss the assignment.

Project the slide as you discuss the idea of labeling tables and other graphics. Remind students that categories can often be combined into “Other” for a pie chart, or that years can be combined for a table, bar chart, or line chart.

Bar Charts Refer students to the examples in the text as you discuss the guidelines for constructing the types of

bar charts illustrated: (a) vertical and horizontal bar, (b) grouped bar, (c) segmented bar, (d) pictogram, and (e) Gantt charts.

Resource slide 11: Types of Bar ChartsResource slide 12: Preparing Effective Bar Charts

Show the ineffective bar chart as you lead in a discussion of the weaknesses in the design and reinforce basic design principles. Alternately, allow students to critique the chart in small groups and report to the class. Project the effective bar chart visual to illustrate proper construction.



Resource slide 13: Ineffective Bar ChartResource slide 14: Effective Grouped Bar Chart

Line Charts Refer students to the examples in the text as you discuss guidelines for constructing single and

multiple line charts.

Project the visuals to discuss the guidelines for constructing a table and to illustrate correct table design. Also refer students to Figure 10-4 on page 167 in the textbook.

Resource slide 15: Preparing Effective Line ChartsResource slide 16: Effective Multiple Line Chart

Pie Charts Refer students to the examples in the text as you discuss guidelines for constructing pie charts.

Discuss other graphics that can be used to show how the parts of a whole are distributed: area charts and segmented bar.

Show the ineffective pie chart as you lead in a discussion of the weaknesses in the design and reinforce the basic principles. Alternately, allow students to critique the chart in small groups and report to the class. Project the effective bar chart to illustrate proper construction.

Resource slide 17: Preparing Effective Pie Charts Assign Application 3 that requires designing a pie chart and area chart. Project the solutions

provided on Resource slides as you discuss the assignmentResource slide 18: Ineffective Pie ChartResource slide 19: Effective Pie Chart

Maps, Flowcharts and Other Graphics Refer students to the examples in the text as you discuss guidelines for constructing these charts.

Discuss the implications of using scanned photographs in reports and presentations. Remind students that copyright information applies to images as well as information.

Learning Objective 4Integrate graphics within documents.

INCLUDING GRAPHICS IN TEXT The text supports labeling all tables, graphs, and other illustrations as “figures” and numbering them

consecutively. This practice simplifies the narrative and does not confuse the reader with “Graph 1, Table 1, etc.,” which might lead to sentences such as “… as shown in Table 8 and Graph 3.” Using consecutive numbering, the sentence would read “… as shown in Figures 8 and 9.” Businesspeople seem to prefer this approach, and it is generally followed in publishing.

Resource slide 21: Using Graphics in TextSome instructors prefer to label graphs and charts as Graph 1, 2, 3, and so on, and tables as Table 1, 2, 3, and so on. Problems occur, however, when other types of figures, such as maps, photos, and diagrams, must be included.

Resource slide 22: Discussing Graphics in Text: What To Do and What Not To DoResource slide 23: Discussing Graphics in Text: What To Do and What Not To Do



An effective way to relate information in this section is to make visuals of an actual report to display to the class. Reinforce the pattern for including graphics in text: (1) introduce it, (2) show it, and (3) tell about it. Lead the class in a discussion of the appropriateness of placing graphics in an appendix rather than in the text.

Assign Activity 4 that requires students to decide which introductory statements for graphics is most preferable. Lead the class in a discussion of why the other versions are less preferable.

In reinforcing the value of the “tell about it” step, emphasize that the intent is further explain, analyze, or relate to other data or concepts—not to bore or aggravate the reader by simply reiterating what the graphic already reveals. Show the visual as you discuss effectively labeling graphics, both in the graphic and in the text discussion.

Summary Assign selected activities and applications at the end of the chapter. Although business students

tend to be quantitatively capable, those who are not can often learn from others. Therefore, develop three- or four-person groups to work on some end-of-the-chapter activities. If you assign activities as homework, ask volunteers to put their solutions on the board, a transparency, or slide for class presentation.

Assign the interactive quizzes for Chapter 10 that are available in your online course. Assure students that completing this assignment will be an excellent review for an objective test on the material and for completing future writing assignments successfully.

Chapter Review1. In what ways does managing data help protect researchers and readers from being overwhelmed by information? (Obj. 1) Managing data consists of reducing large amounts of data to tables and graphs and of using measures of central tendency to describe populations. These steps protect researchers from distortion of their material.

2. What is meant by common language? Provide several examples. (Obj. 1) Common language consists of easy-to-understand terms for most people: percentage, ratios, and fractions.

3. What is meant by the term chartjunk? Provide suggestions for eliminating chartjunk. (Obj. 2)Chartjunk is decorative distractions that bury relevant data. The preparer should avoid extreme use of color, complicated symbols and art techniques, and unusual combinations of typefaces that reduce the impact of the information.

4. What are potential pitfalls of using presentation software to create graphics? What advice do you suggest for producing effective graphics using presentation software? (Obj. 2)While recent versions of popular software do try to guide the user away from the worst errors of taste and judgment, developers still often do not reflect good rules for formation of graphic aids in the default settings of their products. By changing format options, a desirable result can often be achieved.

5. Discuss the major principles involved in preparing effective tables. (Obj. 3) Refer to the list of guidelines in the “Tables” section on pages 164–165.

6. Why should increments on the vertical axis of a graphic be equal? Is variation in the sizes of horizontal increments acceptable? (Obj. 3)



Variations in vertical increments can drastically change the slope of lines and the contrast of bar heights. Horizontal variations may contribute to the same problems.

7. Under what conditions can data be represented in either a pie chart or a bar chart? When is that not possible? (Obj. 3)Bar and pie charts are used to show parts of a whole. Pie charts should not be used when data show quantitative totals or comparisons. Bar charts are ideal for total or comparisons.

8. When would a pictogram be preferred to a bar chart? Why? (Obj. 3)Pictograms are used to convey a more literal visual message to the reader, but users should be sure the pictogram is meaningful and not simply dramatic.

9. Should every graphic be introduced before it appears in a report? Is interpreting a self-explanatory graphic necessary? Explain. (Obj. 4) Yes, under no conditions should a graphic be included without an introduction. Yes, if readers are told about the graphic and its implications, the graphic will supplement what is said.

10. Discuss the appropriate way to introduce and to interpret a graphic in a report. (Obj. 4) Refer to the examples in the “Introducing Tables and Graphics in the Text” section. The graphic should immediately follow the introduction.

ActivitiesTeaching Suggestions and Possible Solutions

1. Selecting Appropriate Graphics (Obj. 3) Select the most effective graphic means of presenting the following data. Justify your decision.

a. Data showing the growth in the number of companies offering employees paid time for volunteerism over a five-year period

b. Data showing the number of downloads from iTunes by media type (music, books, and TV segments) for the past quarter

c. Data showing percentage of organizational projects that are delayed, on time, or ahead of schedule

d. Growth in credit card debt over the past four years by statee. Data showing the relationship of the functional areas of a company from the CEO to the vice

presidents to the line supervisorsf. Predicted unemployment rate in regions of the U.S. for the year 2015g. Instructions for conducting interrogations of employees suspected of committing fraudh. Figures comparing the percentage of warranty claims of a company’s three product lines for

the past four quartersi. Data showing the number of people utilizing the portfolio option of a financial investment

firm’s website. The data should depict the number of portfolios opened by investors in five age categories during each of the past four quarters.

j. Graphic tracking the progress of a product development team working on a new refrigeration product for a 2013 launch date

Assign the Student Handout (at the end of this guide and online) as homework. A summary of the most effective graphic means follows. a. Line chart; shows changes in quantitative data over time and illustrates trends.b. Simple bar chart; effective for comparing quantities.



c. Pie chart; useful showing percentage of a whole. Grouped bar chart could be used; useful for comparing more than one quantity at each point on the x- or y-axis.

d. Table; presents actual data in columns and rows.e. Organizational chart; provides a picture of the authority structure and relationships of an

organization.f. Map to show geographical relationships; table could also be used.g. Flowchart; provides step-by-step diagram of a procedure.h. Segmented bar chart; useful for showing how components contribute to a total figure. i. Grouped bar chart; useful for comparing more than one quantity at each point on the x- or y-axis.j. Gantt chart; used for tracking progress toward completing a series of event.

2. Improving Graphics (Obj. 3) Downloadable version available at the companion Web siteDecide which graphic design is preferable and describe why the others are less effective.



Assign the Student Handout (at the end of this guide and online) as homework. A summary of the improvements in these ineffective graphics follows.

Version 1: The problems with this graphic include a nondescriptive title with incorrect dates, improper labeling of the x- and y-axis with “sales” labeled on both; three-dimensional bars that make data difficult to interpret. Version 2: This is the best of the three graphic choices. The talking title succinctly describes the main point being made by the data; the y-axis is clearly labeled with a horizontal label; bars are evenly spaced with y-axis beginning at zero to avoid distortion. X-axis label is omitted since the information is included in the title.Version 3: The problems with this graphic include a nondescriptive title (with inaccurate years); the y-axis is not labeled; the years on the x-axis are not in consecutive order; and the pyramid design for the bars makes the chart cluttered and confusing.

3. Evaluating Graphics (Objs. 2–3) Downloadable version available at the companion Web siteAsk students to (1) revise these graphics incorporating suggestions for improvement, (2) write a descriptive or talking title and an introductory sentence, and (3) explain the most important idea in each graphic.a. Number of stores opened during 2011 by

region of a national restaurant chain.

b. Profile of online customers of a professional clothing store, third quarter, 2011.



c. The most important factor affecting employee loyalty, according to a 2011 survey of employees of a regional distribution company.

Project the Solution slides and discuss the answers in class, or assign the Student Handout (at the end of this guide and online) as homework. A summary of the improvements in these ineffective graphics follows.

a. Suggestions for improvement: A bar chart should be used rather than a line chart because no time period is being charted. The y-axis should start at 0.Talking Title: Number of Stores Opened by Region in 2011 for National Restaurant ChainIntroductory statement: The Southeast and Pacific regions opened the most stores during 2011, as shown in Figure 1.

Comparison of Number of Stores Opened by Region, Fiscal Year 2011



b. Suggestions for improvement: A pie chart would be a more effective graphic for showing the profile of online customers.Talking Title: Profile of Online Customers for Professional Clothing Store, Third Quarter, 2011.Introductory statement: Online customers ages 30-39, numbering 2.3 million, purchased more than any other age group during the third quarter of 2011, as shown in Figure 1.

Profile of Online Customers by Age, Third Quarter, 2011

c. Suggestions for improvement: A pie chart would be a more effective graphic for showing the most important factor affecting employee loyalty. Convert the number of employees to percentages.Talking Title: Factors Affecting Employee Loyalty for a Regional Distribution CompanyIntroductory statement: The majority of employees ranked salary as the number one factor affecting loyalty, in a 2011 employee survey at a regional distribution company as shown in Figure 1.

Factors Affecting Employee Loyalty, 2011



4. Improving Introductions to Graphics (Obj. 3) Decide which graphic introduction is preferable and describe why the others are less effective.

Version 1The data reveal (Figure 4) that only 7 out of 10 customers are satisfied with our service department.Version 2Take a look at Figure 4, where only 7 out of 10 customers are satisfied with our service department.Version 3Only 7 out of 10 customers are satisfied with our service department, as shown in Figure 4.

Version 3 is the best introduction to the figure because it interprets the data first and then refers to the figure. The other two versions refer to the figure first, then interpret the data. Including the reference to the figure in parentheses as shown in Version 1 indicates that the reference to the figure is unimportant.

5. Improving Graphic Interpretations (Obj. 4)Improve the discussion of a graphic taken from a report:

Figure 1 summarizes data related to college students’ investment patterns. Of the college students surveyed, 45 percent believe their companies’ pension plan will adequately fund their retirement, 25 percent plan to begin investing for retirement after their children complete college, 15 percent plan to begin investing in their 30s, 10 percent plan to begin investing in their 20s, and 5 percent have already begun their retirement investment plans.

Improved discussion of the graphic follows:A recent survey of college students’ investment patterns show that the majority of students plan to wait until after their children complete college to start investing in a retirement plan, as shown in Figure 1. Of those surveyed, 45 percent believe that their company’s pension plan will be adequate for funding retirement. While 5 percent have already started retirement investment plans, only 10 percent of them plan to do so in their 20s.

ApplicationsTeaching Suggestions and Possible Solutions



Read1. Business professionals are responsible for communicating quantitative information, but many are

unfamiliar with the design practices that make them effective. Have students read the following articles that discuss design strategies for effective charts and graphs:

Royston, R. A. (2007, November/December). Book review: Show me the numbers: Designing tables and graphs to enlighten. The Value Examiner, 11–14. Available from Business Source Complete database; Jorge Cameos’ Charts. (2008, October); 14 Misconceptions about charts and graphs. Available from http://www .excelcharts.com/blog/misconceptions-charts-graphs/

After they’ve read the articles, ask students to select three design techniques from these readings that were not covered in this chapter. Students should be prepared to share their insights with the class. (Obj. 1–3)

Assign students the two articles on effective design of charts and graphs. In teams, develop a chart or graph that demonstrates several techniques described in the articles. For example, in the Jorge Camoes article, develop an example of a “spiffy chart” by decluttering, removing grid lines, and adding a little more “flair.” What are his suggestions for titles and 3D features? Discuss the examples discussed in the articles and then show the graphics developed by each team to the class. Explain the techniques suggested by the article authors. How are these different from the information in the chapter?

Write2. Have each student prepare a table that shows the total revenue Scottsdale Fitness earned from

membership fees for a fiscal period. Fees were collected by type of membership: single, $25; double, $40; family, $50; corporate, $22.50; senior $20. Scottsdale Fitness has 1,439 single memberships, 642 double, 543 family, 3,465 corporate, and 786 senior memberships. (Obj. 2–4)

Project the solution slide and discuss in class.Scottsdale Fitness

Total Revenue, Fiscal Year 2011

Membership Type Monthly Fees No. of Memberships Revenue

Single $25.00 1,439 $35,975.00

Double 40.00 642 25,680.00

Family (3+ members) 50.00 543 27,151.00

Corporate 22.50 3,465 77,962.50

Senior 20.00 788 15,720.00

Total Revenue $182,487.50

3. Ask each student to prepare a pie chart that shows the percentage of operating income the Walt Disney Company generated in the following categories during 2010: media networks (56.2%), parks and resorts (22.4%), studio entertainment (12.9%), and consumer products (8.5%). Each student should write a descriptive or talking title that interprets the data depicted in the chart and



then write a sentence to introduce the graphic and emphasize its most important idea(s). (Obj. 2–4)

Project the solution slide and discuss in class.Talking title: The Walt Disney Company Operating Income, 2010Introductory sentence: In 2010, The Walt Disney Company received more than half of its revenue from media networks, as shown in Figure 1.

The Walt Disney Company Operating Income, 2010

Source: Walt Disney Company, Annual Report, 2010

Think4. Have students clip a pictogram from USA Today and share it with groups in class. Ask them to

discuss the effectiveness of the symbols used and the ethical presentation of the data. (Obj. 1–3)Solutions will vary.

5. Assign students to create graphics that would most effectively aid a human resources manager in identifying potential areas for employees’ personal enrichment. Each student should write a descriptive or a talking title that interprets the data depicted in the table below, and each should also write a sentence that introduces the table and emphasizes its most important ideas. (Obj. 2–4)

Interest by Age GroupJanuary 2011Age Group

Identity Security Wireless Networking Digital Photography Online Investing

21–35 87 35 45 2336–50 74 55 54 5651–65 22 18 67 88

Project the solution slide and discuss in class.Talking Title: Employee Interest in Personal Enrichment by Age Group, January 2011Introductory sentence: Identity security is the top personal enrichment choice for employees in the 21-50 age group, while online photography investing is the top choice for employees over 51, as shown in Figure 1.



Employee Interest in Personal Enrichment by Age Group, January 2011

Speak6. Ask each student to locate a recent annual report of a company of his or her choice. They should

prepare short summaries of effective graphic elements they observe; these could include photos, charts, and graphs, as well as the use of color, fonts, positioning, and spacing. In their summaries, students should describe how the graphic elements reflect the message each company wishes to convey. In addition, have each student identify a graphic that violates design principles and revise the graphic incorporating his or her suggestion. In their summaries, have students include the revised graphics and a list of their suggestions for improving it. (Obj. 2–4)

Summaries will vary. Due to time restrictions, you may want to distribute copies of annual reports for evaluation by students. Have students write a short summary of the effective graphic elements in a report. Comments should include the effective use of photos, charts, graphs, and the use of graphic elements such as color, fonts, and spacing. How do the graphic elements in the report convey the message of the company?

Have students find an example of a poor graphic in an annual report and make suggestions for improvement.

Ask students to share examples and findings with the class or in a group.

Collaborate7. A movie theater must determine the genre of the films to show on each screen during its 7:00,

9:00, and midnight show times. A G-rated animated film historically sells 60 percent of the available seats at 7:00 and only 25 percent of the available seats at 9:00. Theaters usually consider 80 percent capacity to be sold out. Ask students to play the role of a work group at a software company developing a management information system targeted specifically to movie theaters. Using hypothetical data, they should create the reports the system should generate to enable theaters to manage their screens efficiently. For example, given a limited number of screens, a theater may elect to show an animated film on two screens at 7:00 but switch one of the screens to an action film at 9:00. (Obj. 1–3)

Teams will create hypothetical data that will enable theatres to manage their screens so that the theatres maximize their sales at each viewing time. Charts should shows industry data for the percent of



capacity sold for each genre (e.g. comedy, adventure, romance, animation, horror, etc.) at each viewing time (e.g. 7:00 and 9:00). A possible solution is provided on the Solution slide. Using this chart, the manager of a four-screen theatre manager would likely recommend showing comedy, adventure, and romance movies at both screening times. The fourth screen would show animation at 7:00 and horror at 9:00.

Weekend Sales of Available Seats by Genre and Screening Time, 2010

Digging Deeper1. A poorly designed electronic slideshow can detract from the effectiveness of your presentation. Compose a list of blunders to avoid in designing effective slideshows. Blunders may include problems related to content, such as too much text on one slide, language that is not parallel, typos, and mechanical errors. Graphic blunders include the use of too many colors, colors with poor contrast, poor font selection, distracting graphics and sounds, animations, and too many special effects and transitions.

2. How much is “too much” when considering the use of graphics in a business document?A document that is too graphic heavy confuses the reader because he or she does not know what the important information or relationships are. Graphics of any type should be reserved for information that requires extra emphasis. If all the information is graphical, the reader cannot determine the primary focus or how ideas relate to one another.

CasesTeaching Suggestions and Possible Solutions

CASE ASSIGNMENT 1: Lying StatisticsThe case focuses on the power of statistics to influence and convince, but also to distort and deceive. Consumer responsibility in interpreting reported findings is emphasized.

Three kinds of lies are possible, according to Benjamin Disraeli, a British prime minister in the nineteenth century—lies, damned lies, and statistics. A related notion exists that “you can prove anything with statistics.” Such statements bolster the distrust that many people have for statistical analysis. On the other hand, many nonmathematicians hold quantitative data in awe, believing that



numbers are, or at least should be, unquestionably correct. Consequently, it comes as a shock that various research studies can produce very different, often contradictory, results. To solve this paradox, many naive observers conclude that statistics must not really provide reliable indicators of reality after all, and if statistics aren’t “right,” they must be “wrong.” It is easy to see how even intelligent, well-educated people can become cynical if they don’t understand the concepts of statistical reasoning and analysis.

Consider, for instance, the frequent reporting of a “scientific discovery” in the fields of health and nutrition. The United States has become a nation of nervous people, ready to give up eating pleasures at the drop of a medical report. Today’s “bad-for-you” food was probably once good for you, and vice versa. Twenty years ago, many consumers were turned away from consuming real butter to oily margarine, only to learn that the synthetically solidified oils of margarine, trans-fatty acids, are worse for our arteries than any fat found in nature. In the year following the publication of this finding, margarine sales dropped 8.2 percent and butter sales rose 1.4 percent.

Distrust also arises concerning studies that link exercise to health. Numerous studies have established statistically that people who exercise live longer. But the conclusion that exercise is good for you may put the cart before the horse. Are people healthy because they exercise? Or do they exercise because they are healthy? Correlation, once again, does not establish causation.

How do such incorrect and partial research findings become published and consequently disseminated through the media? Some of the responsibility should probably be cast upon researchers who may overstate the significance or the generalizability of their findings. The media should also shoulder some blame, as preliminary findings of small or limited studies are often reported as foregone conclusions. Consumers should also assume some responsibility in the interpretation of reported research. Questions such as the following should be asked when considering the value of reported findings:

Is the study sample representative of the population involved? Were the statistical procedures used appropriate to the data? Has the research involved a sample of significant size and a sufficient time period of study? Were adequate controls applied to assure that outcomes are actually the result of the studied

variable? Has the margin for error been taken into account in interpreting the results? Has any claim of causation been carefully examined using appropriate approaches?

The statement that “you can prove anything with statistics” is true only if statistics are used incorrectly. Understanding the basics of statistics is becoming increasingly important. With the prevalence of computers, vast amounts of data are available on every subject; and statistical packages allow analysis of these data with the press of a button, regardless of whether the analysis makes sense. Our professional and business lives thrive on numbers and our ability to interpret them correctly.

Questions1. Compile a list of behaviors or practices that can lead to the reporting of “lying statistics.” For each

item on your list, indicate whether the behavior or practice is likely an intentional or unintentional attempt to distort. Answers may include the following: Biased sampling (may be intentional or unintentional) Limited sample size (intentional, unavoidable at times) Poor research instruments and/or research design (may be intentional or unintentional) Inappropriate statistical test(s) (may be intentional or unintentional) Confusion over significance (may be intentional or unintentional)



Assuming causality (may be intentional or unintentional) Overgeneralizing (may be intentional or unintentional)

2. Write a one- to two-page analysis of the researcher’s ethical responsibilities in reporting statistical results of a study versus the consumer’s responsibilities in reading and interpreting the results.Student analyses should present a balance of coverage for the researcher’s responsibilities and the consumer’s responsibilities. Additional tips for writing this assignment are located on the companion website. This assignment may be used in preparation for the GMAT-AWA. See the Introduction section of the Instructor Resource Guide or visit the Instructor website for guidelines for scoring.

3. Prepare a short spoken report in which you describe some of the issues that arise when reporting international economic statistics. Reports may include the following issues related to reporting of international economic data: The economies of many countries are becoming service sector economies, but most of the

reported data are on manufacturing because service sector data are harder to identify and calculate.

The governments of some countries are so slow to release data that economists create their own measures.

Countries calculate various indicators differently.Survey data from outside the country’s government is often more relevant (when it is available).

CASE ASSIGNMENT 2: YouTube at Center of Digital Media RevolutionThe following case can be used as a springboard to discuss how YouTube is an excellent business resource for distributing information to a wide audience. The second part of the case provides tips for adapting a business presentation for YouTube.

A significant shift in digital media has occurred in just a few short years, and users are now in control of what they watch as well as when. YouTube allows videos to be uploaded and viewed by others on their TiVos, iPhones, PCs, or mobile devices. As it becomes increasingly easy to upload from phone, YouTube serves as a repository of every captured moment in a person’s life. According to CEO Chad Hurley, “We never anticipated when we started this site we would have such a profound effect on popular culture… really just enabling so many more people to express their views, not only their talents, but to get a message out there.”

YouTube was founded in 2005 by Chad Hurley, Steve Chan, and Jwed Karim, all of whom had been employees of PayPal. Like many technology startups, YouTube began in a garage and with minimal funding. The company’s tremendous growth in its first few months enabled it to attract significant investments and expand its staff. In late 2006, YouTube was sold to Google, though YouTube continues to operate independently.

Currently, users upload more than 35,000 videos per day, with 100 million video clips viewed daily. The website averages nearly 20 million visitors per month, with an audience of 56 percent male and 44 percent female. While young people initially made up most of the audience, viewership is rather equitably distributed across the age brackets now.

Copyright is one of the greatest challenges facing YouTube, with copyright holders notifying the company of unauthorized posted videos through the Digital Millennium Copyright Act notification process. “We comply with the DMCA and remove videos when we have knowledge that they are posted by users without permission of the copyright owners,” says Hurley. YouTube policies prohibit inappropriate content, and users can flag content they feel is not acceptable. Accounts of repeat offenders are disabled. Agreements have been reached with NBC, Warner Music Group, and others to allow YouTube to host their videos while sharing a portion of the advertisement income.



YouTube is not just for entertainment, however, as businesses are cashing in on its popularity as well. Videos promoting a product or service can be produced with very little cost and viewed by a wide audience. Organizations post short video segments of corporate addresses, product updates, and corporate officer profiles. Job applicants have discovered video résumés and have posted thousands of entries to YouTube. To date, few employers are looking to video résumés for potential employees, in part because of fears of discrimination claims resulting from the revealing of gender, race, and age. It’s expected, however, that once the YouTube generation infiltrates the workplace, video résumés will be as popular as iPods.

Adapting Your Presentation for YouTubeYouTube is a great potential resource for a business and can be used to distribute your sales message or training material to a wide audience. The easily accessed site can be a great avenue for sharing business presentations; however, some adaptation is necessary for best effect.• Keep it short. According to CEO Chad Hurley, the average viewing time for a YouTube clip is 2.5

minutes. If you must stay with a longer presentation format, divide it into several short segments posted as separate videos.

• Make it loud and clear. Use an external microphone rather than relying on one built in the camera. Your audio quality will be much improved.

• Avoid bulleted PowerPoint slides. Bullet points will appear blurry on YouTube and be next to impossible to read. Edit your content and change it to full-screen slides before uploading.Viewers don’t have the time or inclination to struggle through a long, poorly prepared video. Make sure your postings on social media sites are “online compatible.”

Sources: Gannes, L. (2008, June 27). Chad Hurley: How we did it. New TeeVee. Retrieved from http:// newteevee.com/2008/06/27/chad-hurley-how-we-did-it/; Glaser, M. (2006, April 4). “Digging deeper: YouTube CEO hails ‘Birth of New Clip Culture.’” Public Broadcasting Service. Retrieved from http://www.pbs.org/mediashift/2006/04/digging-deeperyoutube-ceo-hails-birth-of-a-new-clip-culture094.html; YouTube audience ages. (2008). Social Media Optimization. Retrieved from http://social-media-optimization.com/2008/04/youtube-audience-ages/; YouTube strikes content deals. (2006, October 9). USATODAY.com. Retrieved from http://www .usatoday.com/tech/news/2006-10-09-youtube-deals_x.htm; Cullen, L. T. (2007, March 5). It’s a wrap: You’re hired! Time. Retrieved from http://www.time.com/time/magazine/article/0,9171,1592860,00.html;

Activities

1. Have students locate an example where copyright infringement has been noted on a previously available posting. Students should be prepared to share their example in class and discuss how copyright is one of the greatest challenges facing YouTube.

2. Have students locate an example of a video resume and email the link to the instructor to project during class. As a class, discuss the pros and cons of employers viewing video résumés for potential employees.

3. Ask students to locate and view a business presentation posted to YouTube.4. Individually or in teams, have students prepare a short written analysis of how well the posted

presentation reflects the suggested principles for YouTube presentations. The analyses should make suggestions for improving the viewed presentation.

Student reports and analyses will vary. Discuss the suggested guidelines for adapting presentations for YouTube. Show a good and bad example of a business presentation on YouTube.

Analyses should focus on length, sound, and video quality and provide suggestions for improvement.



Student Handout, Chapter 10Activity 1: Selecting Appropriate Graphics

Select the most effective graphic means of presenting the following data. Justify your decision.Data Type of Graphic Justification

a. Data showing the growth in the number of companies offering employees paid time for volunteerism over a five-year period

b. Data showing the number of downloads from iTunes by media type (music, books, and TV segments) for the past quarter

c. Data showing percentage of organizational projects that are delayed, on time, or ahead of schedule

d. Growth in credit card debt over the past four years by state

e. Data showing the relationship of the functional areas of a company from the CEO to the vice presidents to the line supervisors

f. Predicted unemployment rate in regions of the U.S. for the year 2015

g. Instructions for conducting interrogations of employees suspected of committing fraud

h. Figures comparing the percentage of warranty claims of a company’s three product lines for the past four quarters

i. Data showing the number of people utilizing the portfolio option of a financial investment firm’s website. The data should depict the number of portfolios opened by investors in five age categories during each of the past four quarters.

j. Graphic tracking the progress of a product development team working on a new refrigeration product for a 2013 launch date



Student Handout, Chapter 10Activity 2: Improving Graphics

Decide which graphic design is preferable and describe why the others are less effective.



Student Handout, Chapter 10Activity 3: Evaluating GraphicsEvaluate each of the following graphics for its ethical presentation of the data and the effectiveness of its design. Be prepared to discuss your critique in class. Your instructor may ask you to revise each of the graphics, incorporating your suggestions for improvement. Write a descriptive or talking title and a sentence to introduce each graphic and emphasize the most important idea(s) in each graphic.

EVALUATIONa. Number of stores opened during 2011 by region of

a national restaurant chain.(1) SUGGESTIONS FOR IMPROVEMENT

(2) TALKING TITLE AND AN INTRODUCTORY SENTENCE

(3) THE MOST IMPORTANT IDEA

b. Profile of online customers of a professional clothing store, third quarter, 2011.

(1) SUGGESTIONS FOR IMPROVEMENT





c. The most important factor affecting employee loyalty, according to a 2011 survey of employees of a regional distribution company.

(1) SUGGESTIONS FOR IMPROVEMENT




Documents

Chapter 10 - The University of Texas at Arlington – UT …wweb.uta.edu/management/Dr.George/Fall_2011/Lecture... · Web viewManaging Data and Using Graphics Learning Objectives