Barker JMS 620 -- Spring, 2014
JMS 620 - Quantitative Methods in Mass Media Research
Dr. Valerie Barker
Office: PSFA 350A
E-mail: valeriebarker@valeriebarker.net
Office Hours: Monday/Wednesday, 1:00-2:30; Other dates & times by appointment
COURSE DESCRIPTION: This course provides the knowledge and skills necessary to
conduct empirical research, and data analysis, as well as to interpret research findings.
The emphasis is on hands-on experience in the use of the statistical tools available in
the Statistical Package for the Social Sciences (SPSS).
COURSE OBJECTIVES:
 To increase conceptual understanding of experimental, survey, and content analysis
research methods
 To develop competencies with SPSS
 To conduct statistical analyses of quantitative research data through hands-on
exercises
 To conduct an original small-scale group research project
 To learn how report the research findings
RESOURCES YOU WILL NEED:
 SPSS software and a computer that can run SPSS. There are computer labs with
open lab hours on campus. However, be aware that you will be expected to
conduct statistical analysis at other times.
 Time outside class to analyze data. Students vary widely in the time-on-task
required to master the competencies taught and tested in this class.
Barker JMS 620 -- Spring, 2014
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 Microsoft Word or other word processing software. Exercises in the class will be
distributed electronically and in paper form. With the electronic version, you can
type in the answers and print the document.
 Flash drive (at least 128MB) used to save data files and lab activities, hands-on
exercises, plus data analysis for the Group Project.
REQUIRED TEXTS:
Babbie, E. (2013). The practice of social research (nth ed.). Belmont, CA:
Wadsworth/Thompson Learning.
JMS 620 course workbook.
Barker SPSS commands and syntax
BACK UP READING
Dozier, D. M., & Sheehan, C. M. (2005). SPSS for communicators (5th ed.).
NOTE: Other important resources will be posted on Blackboard.
THE GROUP PROJECT & FINAL REPORT: Students conduct a group quantitative
mini-project. This involves the formation of work groups to conduct a small-scale
research project during the course of the semester. The mini-project culminates in a
Final Report. See the Quantitative Mini-Project for more details.
GRADING AND EVALUATION: Course grade is based on the following measures.
Activity
Points
Mini-Project Progress Report Participation Points (mid-semester)
Participation Points (end of semester)
Mini-Project Final Report (end of semester)
Subtotal
50
100
200
350
Exercise #1: Contingency Tables
Exercise #2: Questionnaire Construction
Exercise #3A: Chi-Square & Corr. for Survey Research
Exercise #3B: Chi-Square & Corr. for Content Analysis
Exercise #4: Analysis of Variance
Exercise #5: Regression Analysis
Exercise #6: Factor Analysis
Subtotal
100
100
100
100
100
100
100
700
Midterm Exam (multiple choice & hands-on SPSS)
Final Exam (hands-on SPSS)
Subtotal
300
350
650
SPSS Lab Activities
Subtotal
300
300
Barker JMS 620 -- Spring, 2014
Grand Total
3
2000
POINT TO GRADE CONVERSION: The following conversions are used at the end of
the semester to transform each student's total accumulated points into a letter grade:
1860-2000 = A; 1800-1859 = A-; 1740-1799 = B+; 1660-1739 = B; 1600-1659 = B-;
1540-1599 = C+; 1460-1539 = C; and 1400-1459 = C-. To estimate the approximate
letter grade equivalent for any assignment receiving points, use the following generic
conversion: 93%-100% of maximum possible = A; 90%-92% of maximum possible = A; 87%-89% of maximum possible = B+; 83%-87% of maximum possible = B; 80%-82%
of maximum possible = B-; 77%-79% of maximum possible = C+; 73%-77% of
maximum possible = C; 70%-72% of maximum possible = C-.
MIDTERM EXAM: The midterm consists of a multiple-choice portion and an SPSS data
analysis portion. The multiple-choice exam consists of questions that ask you to
synthesize material covered in the class discussions and readings. This portion of the
exam is closed book. The multiple-choice portion is limited to 60 minutes, with a 15minute break before the computer portion begins. The SPSS data analysis portion
consists of specific data analytic tasks that students are expected to complete. The
computer output is then used to answer several brief questions involving statistical
analysis of the data. The data analysis portion of the exam is open book. However,
students are expected to complete the computer analytic portion of the exam on their
own, without assistance from the instructor or other students in the class. The
computer data analysis portion is limited to 120 minutes. Completion of a practice
midterm exam counts as a lab activity.
FINAL EXAM: The final exam consists exclusively of data analysis, involving specific
data analytic tasks on the computer. The computer output is then used to answer
several brief questions involving statistical analysis of the data. The final exam is
comprehensive of all data analytic techniques learned in the course. The final exam is
limited to 180 minutes. Prior to the final exam, a practice exam will be distributed which
will include the types of analytic tasks tested on the actual exam. Completion of the
practice exam counts as a lab activity.
EXERCISES: In the JMS 620 Course Workbook, students are introduced to key
statistical procedures through self-study. The Workbook is divided into six sections.
Each section ends with an exercise that you are expected to complete on your own.
Do not collaborate. Identical incorrect answers on the exercises of several
students will be treated as prima facie evidence of cheating. A score of zero will
be assigned automatically to that exercise for all students involved. The first two
exercises involve constructing a questionnaire and interpreting contingency tables.
These exercises do not require a working knowledge of SPSS. Subsequent exercises,
however, use a range of statistical analytic procedures in SPSS to answer research
questions using existing databases stored on your JMS 620 flash drive. Completing
these exercises builds competencies you will need when you perform individually on the
midterm and final exam.
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LAB ACTIVITIES: You will complete 14 lab activities over the course of the semester.
Late lab activities will receive a lower grade (3 points off for each day late). Deadlines
and procedures for turning in lab activities will be announced in the lab; these deadlines
and procedures may vary from one lab activity to another. The student is responsible
for knowing and meeting these deadlines and procedures. Make sure that you
understand how and why these lab activities are conducted BEFORE THE
MIDTERM AND FINAL.
LATE ASSIGNMENTS: All lab activities, exercises, and papers are due in class on the
evenings that they are due. Computer and printer breakdowns are not considered
legitimate excuses for late papers. Late exercises and papers will be accepted up to
seven days late (in class the following week) but points earned on the activity will be
reduced automatically by 10%. Exercises and papers turned in later than seven days
will not be evaluated.
READINGS: All assigned readings are to be completed before class each week.
Students who have not read the materials prior to class will be at a pronounced
disadvantage since one major purpose of the seminar is to build upon the reading. This
is especially true of material in the Workbook. It will be assumed that you have
completed (or at least attempted to complete) the practice exercises in the Course
Workbook prior to class each week. This is absolutely essential to understanding
course content.
SPSS: Class periods will be divided into two parts: the seminar portion at the beginning
and the SPSS activities portion at the end. Anticipate spending time after class
finishing exercises in the computer lab. As an alternative, you might consider obtaining
a copy of SPSS to use at home.
RELIGIOUS HOLIDAYS: Some religious holidays for students of various faiths may fall
on regularly scheduled class dates. Please consult with the instructor to help you
observe religious holidays without negatively impacting your coursework and/or grade.
COURSE AND CLASS DECORUM: All students are expected to respect the privacy
and dignity of all other students in the course, including all communication with other
students via e-mail and postings on the course web site. All cell phones and social
media must be turned off at all times in the classroom and in the computer lab.
PLEASE BRING YOUR FLASH DRIVE, THE COURSE WORKBOOK, BARKER
SPSS COMMANDS AND SYNTAX, & SPSS FOR COMMUNICATORS TO
CLASS EACH WEEK.
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Important Dates for Your Calendar
Feb 17
Feb 24
March 03
March 10
March 24
April 07
April 21
April 28
May 05
May 12
Mini-Project Memo
Exercise 1 – Contingency Tables
Exercise 2 – Questionnaire Design
Exercise 3A & 3B – Chi Square and Correlation
Midterm
Mini-Project Progress Report
Exercise 4 – Analysis of Variance
Exercise 5 – Regression Analysis
Exercise 6 – Factor Analysis & Group Presentations
Final & Final Report due
Weekly Readings & Schedule
Symbol
BABB
SPSS
WORK
Publication
Babbie, E. (2013) The practice of social research (nth ed). Belmont, CA:
Wadsworth/Thompson Learning.
Dozier, D. M., & Sheehan, C. M. (2004). SPSS for communicators (4th
ed.). San Diego: Montezuma.
Barker version. JMS 620 course workbook.
Week 1 (1-20) No meeting
Week 2 (1-27) The Epistemological Framework for Quantitative Studies
The logical positivist assumptions of experimental and survey research. Modernism and
postmodernism. The value of other methodological approaches (e.g., qualitative
studies) to experimental and survey research. An introduction to SPSS and the
Macintosh operating system.
Readings: None
Activity: SPSS Lab Activity #1 (in class): SPSS file structure and set-up
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Week 3 (2-03) Research Design and the Pursuit of Cause and Effect
The power of experiments to isolate cause-and-effect relationships. Causality in the
social sciences. Distinguishing non-experimental, experimental, and quasiexperimental designs. Random assignment and control groups. The primacy of theory
in experimental research. Simple exercise with building SPSS data file and entering
completed TVS questionnaires.
Readings: BABB, “PART 1: An Introduction to Inquiry (Chapters 1-3)”
SPSS, Parts 3-5: "Questionnaire Basics," "Creating a Data File," and
"Data definition.”
Activity: SPSS Lab Activity #2 (in class): Constructing SPSS Data Files.
Week 4 (2-10) Sampling and Representativeness in Surveys and Experiments
The logic of random sampling in survey research. Attempts to approximate random
sampling through other probability sampling techniques. Generalizing from samples to
populations. Margin of error. Initial and valid samples. Response, refusal, and
noncontact rates. Nonprobability sampling. The logic of random assignment in
experiments. The nature of statistical generalizations in experiments to the “implied”
populations of treatment and control groups. HAND OUT MARGIN OF ERROR TABLES.
Practice use of margin of error
tables. Begin reading Workbook,
Part 1, and bring questions to
class.
Readings: BABB, “The Logic of
Sampling.” SPSS, Part 6:
"Frequencies." WORK, “Part 1:
Contingency Tables.”
Activity: SPSS Lab Activity #3 (in
class): Modifying data.
Week 5 (2-17) Relationships in
Quantitative Methods
Understanding relationships between variables. The meaning of positive, negative,
null, and non-linear relationships. WORKBOOK ACTIVITIES: Do Study Questions for
Part 1. Discuss Part 1 and the use of contingency tables to understand relationships.
Limitations of contingency tables. Questions about Exercise #1.
Readings: WORK, “Part 1: Contingency Tables.”
SPSS, Part 9: "Crosstabs".
Activity: SPSS Lab Activity #4 (in class): Contingency Tables & Chi-Square.
MINI-PROJECT MEMO DUE IN CLASS
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Week 6 (2-24) Operationalization and Questionnaire Design
An examination of surveys, both cross-sectional and longitudinal. The mechanics of
questionnaire design. Edge coding. Pilot testing questionnaires. From propositions and
concepts to hypotheses and variables. Reliability and validity. Measuring reliability.
Levels of measure and use of statistical tools. Nominal, ordinal, interval, and ratio level
measures. Categorical and metric variables. The Chi-Square statistic. Positive,
negative, and non-linear relationships. WORKBOOK ACTIVITIES: Read Workbook,
Part 2, and bring questions to class. Pay special attention to propositions and
hypotheses. Do Study Questions for Part 2. Discuss questionnaire design using Part 2
of the Workbook and Exercise #2. Relationships in Quantitative Methods. Cont’d over
Readings: BABB, “Conceptualization, Operationalization, and Measurement” & “Survey
Research.”
SPSS, Part 8: "Reliability."
WORK, “Part 2: Questionnaire construction.”
Activity: SPSS Lab Activity #5 (in class): Building Indices & Scales.
EXERCISE #1 DUE IN CLASS: CONTINENCY TABLES
Week 7 (3-3) The Elaboration Model Using Categorical Data
The near-infinite permutations of data analysis. Elaboration as a strategy for systematic
data exploration and discovery. Replicated (confirmed), spurious, and specified
hypotheses. The classical approach as a reconstructed logic. Advantages and
disadvantages of the elaboration model with categorical data. Introduction to correlation
coefficients.
Readings: BABB, “The Elaboration Model.”
SPSS, Part 11: "Correlations."
WORK, “Part 3: Chi-Square & Correlations.”
Activity: SPSS Lab Activity #6 (in class): Elaboration & Controlling for Third Variables.
EXERCISE #2 DUE IN CLASS: QUESTIONNAIRE DESIGN
Week 8 (3-10) The Elaboration Model Using Metric Data
Using the elaboration model with metric (ordinal, interval, and ratio level) data.
Advantages and disadvantages of the elaboration model with metric data. Moderating
and mediating variables.
Readings: WORK, “Part 3: Chi-Square & Correlations.”
SPSS, Part 12: "Basics of Elaboration” (CROSSTABS, CORRELATION &
PARTIAL CORR)
Activity: SPSS Lab Activity #7 (in class): Correlation Coefficients.
EXERCISE #3A & 3B DUE IN CLASS: CHI-SQUARE & CORRELATION
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Week 9 (3-17) Midterm Review
Preparation and review for the Midterm Exam in lecture and in SPSS lab. (Midterm
next week).
Activity: SPSS Lab Activity #8 (in class) Practice for Midterm Exam
Week 10 (3-24) Midterm Exam
Bring a Scantron answer sheet and a couple of #2 pencils to class. Midterm exam
covers all assigned readings to date in the Babbie text and reading materials on
Blackboard. Test also covers interpretation of basic contingency tables and correlation
coefficients and controlling for a third variable. The multiple-choice portion of the exam
is limited to 60 minutes. There will be a 15-minute break before the SPSS portion of
the exam in the computer lab. The SPSS lab portion of exam involves writing SPSS
syntax (including data modification), running syntax and diagnosing errors, and
interpreting output for the following procedures: FREQUENCIES, CROSSTABS,
CORRELATIONS and PARTIAL CORRELATIONS. The SPSS lab portion of the exam will be
limited to 120 minutes.
SPRING BREAK MARCH 31 - APRIL 4. ENJOY! 
Week 12 (4-7) Analysis of Variance With Experimental Data
Experimental protocol. The concept of within-group and between-group variance in an
experimental design. Comparing control groups and experimental groups. Interaction
effects.
Readings: WORK, “Part 4: Analysis of Variance.”
SPSS, Part 10 (MEANS).
Activity: SPSS Lab Activity #9 (in class): Analyzing Experimental Data.
MINI PROJECT Progress Report DUE IN CLASS
Week 13 (4-14) Analysis of Variance With Survey Data
The concept of within-group and between-group variance in a survey design. The nonrandom assignment of individuals to treatment and control groups. Confounding
factors. Controlling covariates. Multiple classification analysis. WORKBOOK
ACTIVITIES: Do Examples for Part 4. Understand the principles of Analysis of
Variance (ANOVA) in the context of survey designs.
Readings: WORK, “Part 4: Analysis of Variance.”
SPSS, Part 12, "Basics of Elaboration (ANOVA)."
Activity: SPSS Lab Activity #10 (in class): Analyzing Survey Data
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Week 14 (4-21) Regression Analysis
Using multiple independent variables to predict a single dependent variable.
WORKBOOK ACTIVITIES: Do Study Questions for Part 5. Discuss student questions
about Exercise #5. Review regression using Part 5 of Workbook.
Readings: SPSS, Part 12: "Predicting a Single Dependent Variable."
WORK, “Part 5: Regression."
Activity: SPSS Lab Activity #11 (in class): Regression.
EXERCISE #4 DUE IN CLASS: ANALYSIS OF VARIANCE
Week 15 (4-28) Factor Analysis
The generation of parsimonious clusters of attitudinal and behavioral characteristics
through shared covariance. The empirical construction of scales. WORKBOOK
ACTIVITIES: Do Study Questions for Part 6. Discuss student questions about Exercise
#6. Use examples and Study Questions in Part 6 to illustrate factor analysis.
Readings: SPSS, Part 14: "Building Scales Inductively."
WORK, “Part 6: Factor Analysis."
Activity: SPSS Lab Activity #12 (in class): Factor Analysis.
EXERCISE #5 DUE IN CLASS: REGRESSION ANALYSIS
Week 15 (5-05) Mini-Project Presentation and Final Exam Review
Student presentations of research mini-projects. The instructor evaluates preparation
and clarity of the oral report as part of the final grade on the research mini-project.
Review for Final exam.
EXERCISE #6 DUE IN CLASS: FACTOR ANALYSIS
Week 16 (5-12) Final Exam (4 - 6:40 p.m.)
Final Exam involves answering research questions and testing hypotheses on actual
data. Required competencies include writing SPSS syntax (including data
modification), running syntax and diagnosing errors, and interpreting output. The Final
Exam will incorporate simple data modification procedures and the use of the
FREQUENCIES, CROSSTABS, ANOVA, REGRESSION, FACTOR and RELIABILITY procedures. The final
exam is limited to a maximum of 180 minutes.
FINAL REPORT DUE IN CLASS
Barker JMS 620 -- Spring, 2014
JMS 620—SPSS Lab Activities and Learning Objectives
1.
File and Folder Structure
• How to distinguish different types of SPSS files
• How to organize folders
• How to use the printer
2.
Constructing an SPSS Data File
• How to construct an SPSS data file
• How to enter data
• How to do simple data analysis using FREQUENCIES
3.
Modifying Data in SPSS
•
•
•
•
4.
Contingency Tables & Chi-Square
•
•
•
•
5.
How to use the CROSSTABS command
How to organize findings from contingency tables
How to test for statistical significance
How to interpret contingency tables in narrative form
Building Indices & Scales
•
•
•
•
6.
How to create a dichotomous variable
How to create a categorical variable from a metric
How to compute an index from several variables
How to use the FREQUENCIES command to compute
univariate statistics
How to identify operational measures of concepts
How to create scales from several measures of a concept
How to compute key descriptive statistics for those scales
How to compute the reliability of scales
Elaboration & Crosstabs
• How to control for a third variable using CROSSTABS
• How to test for confirmed, spurious, and specified
explanations involving rival hypotheses
7.
Elaboration & Correlations
• How to compute the Pearson r, Kendall's tau-b, & Spearman's
rho
• How to identify statistically significant correlations
• How to control for the influence of a third variable
10
Barker JMS 620 -- Spring, 2014
8.
Practice Midterm
• Review SPSS techniques previously studied
• What to expect on SPSS Midterm
9.
Analyzing Differences in Means with Experimental Data
• How to determine the reliability of dependent variables
• How to test relations between an independent and dependent
variables in an experiment using MEANS
• How to isolate subsets of subjects for separate analysis
• How to test for interaction effects using UNIANOVA
10.
Analyzing Differences in Means with Survey Data
• How to test for nonlinear relationships using MEANS in survey
research
• How to test for linear relationships using CORRELATIONS in
survey research
• How to control for third variables using ANOVA in survey
11.
Regression
• How to predict a metric dependent variable using
REGRESSION analysis
12.
Factor Analysis
• How to compute and interpret factors
• How to construct factor scales from factors
• How to test the reliability of factor scales
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Barker JMS 620 -- Spring, 2014
Requirements for Group-Projects in JMS 620
As defined in JMS 620, a mini-project is a small-scale quantitative research project
that seeks to maximize methodological rigor but must be “do-able” within the confines of
a 15-week semester. Each mini-project has unique aspects to it, so no master template
can dictate how each project should be constructed. In this handout, generic design
and implementation strategies are suggested. In addition, issues of participation and
grading are addressed.
Basic Requirements for Mini-Projects in JMS 620
1. The mini-project must be sufficiently “small” to permit collection and analysis of
quantitative research data prior to the end of the semester. See the course syllabus for
deadlines for “deliverables.”
2. The mini-project must deal with some area of mass media communication, broadly
defined.
3. The project must use one of the following methodological approaches: experimental,
quasi-experimental, survey, or content analysis.
4. Regardless of the type of project, the sample size (people, social networking site
subscribers, video game players, TV programs, films, newspaper stories, etc.) must be
sufficiently large to permit meaningful inferences from samples to populations.
5. Sampling strategy should involve a representative sampling strategy (e.g., random,
systematic, etc.) whenever possible. However, as a mini-project, this characteristic of
the study is negotiable.
6. The study may be used for either academic purposes (e.g., submission to a
conference as a student paper or work with a professor on a project) or applied
purposes (assist an organization). If the study is for academic purposes, then a
theoretical framework is necessary. Further, you must obtain prior approval of the
Institutional Review Board (IRB) prior to collecting data. See the instructor for further
details. If the study is for applied purposes, then specific information needs of the
“client” must be stated.
7. Mini-projects may involve teams of students who self select, based on (1) shared
interest in a research project, (2) compatible schedules, and (3) compatible work styles.
8. Mini-project teams need turn in only one ‘deliverable” (e.g., Memo, Participation
Progress Report, Final Report) for each team.
9. Students are encouraged to explore joint projects with other graduate seminars or to
assist second-year graduate students on data collection for theses projects. See the
instructor for details.
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Basic Design and Implementation
1. Start with a mass media topic or issue that interests your research team. Within that
problem or issue, identify a small number of research questions (2 or 3) that your research
team would like to answer. Here are some common examples of research questions from
media settings:
•
Does the presence of women in powerful positions behind the scenes in television and
film production affect the representation (number) and depiction of male and female
characters?
•
Does level of professional experience and manager role enactment help explain
differences in the income of men and women working in public relations and
advertising?
•
Does the consumption of teen magazines affect the body image and self-esteem of
teenage girls?
2. Once you have identified the research questions that drive your research project, review
existing research literature relevant to your research questions. Keep your review of the
literature focused on the specific concepts embedded in your research question. The goal of
the review of literature is to:
•
Identify and explicate each concept relevant to your study, using prior research as a
guide
•
Explain theoretically or conceptually how each concept is related to the other concepts
you are studying, using propositions or conceptual hypotheses.
3. Once you have specified your propositions or conceptual hypotheses, operationalize your
concepts as they will be measured in your study. Use existing indices or scales whenever
possible. Determine the reliability of these measures in prior studies you have read. Construct
your questionnaire, content analytic coding sheet, or other data collection instrument.
4. Identify your population of study and determine how that population will be sampled.
5. Submit your protocol to the Institutional Review Board (IRB) if you plan to study human
subjects and present your findings at a convention. IRB approval is not required for content
analyses.
6. Collect your data, enter it into an SPSS data file, and analyze the data. This will consist of
tests of your original hypotheses, as well as additional analyses that come to mind as a result
of your hypothesis testing. This is called post hoc analysis.
7. Make an oral presentation of your research project in seminar, according to the schedule in
the syllabus. Use handouts and/or PowerPoint/Prezi to provide a “professional” presentation.
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8. Write your report of findings, including the following major sections:
•
Statement of relevance/importance of issue or problem, including your research
questions.
•
Review of literature to explicate your concepts and to detail how they are expected
(theoretically) to be related to each other.
•
Methods, including operationalization of concepts, population of study, sampling, and
reliability of your measures.
•
Findings, including whether each hypothesis was accepted or rejected, as well as any
post hoc analysis.
•
Discussion, including the meaning or importance of your research to the body of
knowledge and/or your client’s information needs.
Mini-Project Deliverables
1. The first deliverable is a 1 page memo that identifies the members of your research team,
specifies the media topic that your team plans to study, and the hypotheses/research
questions based on the teams preliminary review of the literature. See the course syllabus for
the deadline for this deliverable.
2. The second deliverable is a mid-semester progress report that responds to items 2, 3, and
4 in the Basic Design and Implementation section above. See the course syllabus for the
deadline for this deliverable.
3. The third deliverable is an oral presentation of your research, as detailed in item 7 in the
Basic Design and Implementation section above. See the course syllabus for the deadline
for this deliverable.
4. The fourth deliverable is a written Final Report of your research project, as detailed in item
8 in the Basic Design and Implementation section above. See the course syllabus for the
deadline for this deliverable.
Participation Points
1. The Progress Report (see #2 above) and the Final Report (see #4 above) require that the
majority of each research team assign participation points to each member of the team, based
on the relative contribution of each member to the “deliverable.”
2. If each member of the research team makes a substantial and roughly equal contribution to
the product or deliverable, each member of the research team can be assigned the same
number of participation points.
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3. If some members of the research team make more substantial contributions to the product
or deliverable, the majority of the group may elect to give more participation points to those
members. Note that the total number of participation points is fixed, so the assignment of
additional points to some research team members must be matched by an equal number of
points taken away from team members who made less than average contributions to the
product. This is decided by a simple majority of the research team.
4. If a team member makes no meaningful contribution to the product or deliverable, then
zero (0) participation points can be assigned to that team member by a vote of a majority of
the team.
5. The Progress Report is an important mechanism for communicating to non-productive
team members that their contribution is inadequate. The psychology of group projects is
defined by the initial assignment of participation points. Your instructor strongly encourages
each research team to assign participation points based on merit. Members of any particular
research team may feel uncomfortable “penalizing” another team member for substandard
performance. Thus, in order to reduce or avoid conflict, team members may be tempted to
“give away” equal participation points to individuals making unequal contributions to the
product. The individual making an unequal and substandard contribution finds his or her
substandard performance “rewarded” by a majority of the team. Such individuals have no
motivation to change their behavior with regard to the Final Research Report. Your instructor
strongly recommends that you use participation points on the Progress Report to
communicate to all team members that substandard contribution to the “deliverable” means
fewer participation points.
6. Use the forms on the following pages to assign and report participation reports on the
Progress Report and the Final Research Report to the instructor.
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JMS 620
PARTICIPATION: Mini-Project Progress Report
Research Team Members:
Your research team has been allocated a set number of participation points for this
report. You are free to allocate these points among yourselves, based on your
collective assessment of contribution to this progress report. The number of points is
based on the number of people in your group. Use the following table to assist you in
allocating participation points among members of your consulting group.
If your group has 4 members, you have:
If your group has 5 members, you have:
If your group has 6 members, you have:
If you give all members equal participation points, then each gets:
200 points
250 points
300 points
50 points
A majority of your research team hereby agrees to the following allocation of
participation points for this report and has signed below. [NOTE: Must be signed by
50% or more of the consulting group.]
MEMBER
POINTS
1.
2.
3.
4.
5.
6.
TOTAL (Must match total for a group of your size):
Name
Date
Name
Date
Name
Date
Name
Date
Name
Date
Name
Date
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JMS 620
PARTICIPATION: Mini-Project Final Research Report
Research Team Members:
Your research team has been allocated a set number of participation points for this
report. You are free to allocate these points among yourselves, based on your
collective assessment of contribution to this progress report. The number of points is
based on the number of people in your group. Use the following table to assist you in
allocating participation points among members of your consulting group.
If your group has 4 members, you have:
If your group has 5 members, you have:
If your group has 6 members, you have:
If you give all members equal participation points, then each gets:
400 points
500 points
600 points
100 points
A majority of your research team hereby agrees to the following allocation of
participation points for this report and has signed below. [NOTE: Must be signed by
50% or more of the consulting group.]
MEMBER
POINTS
1.
2.
3.
4.
5.
6.
TOTAL (Must match total for a group of your size):
Name
Date
Name
Date
Name
Date
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