Chapter 9 Understanding the Report Process
and Research Methods
Learning Objectives
1.
2.
3.
4.
5.
Identify the characteristics of a report and the various classifications of business reports.
Apply steps in the problem-solving process and methods for solving a problem.
Use appropriate printed, electronic, and primary sources of information.
Demonstrate appropriate methods of collecting, organizing, and referencing information.
Explain techniques for the logical analysis and interpretation of data.
Chapter Overview
After having studied informal communications including letters, memos, and electronic communication,
students seem to understand the objective and formal nature of reports simply because of the contrast.
Chapter 9 follows a sequence that begins with report characteristics and then covers the four steps in
problem solving. Methods of research are presented, with considerable attention given to sampling and
designing survey instruments used in normative surveys. Information is included for locating both
printed and electronic sources of information.
Chapter Outline
CHARACTERISTICS OF REPORTS 140
Types of Reports 141
Proposals 143
BASIS FOR REPORTS: THE PROBLEM-SOLVING PROCESS 143
Recognizing and Defining the Problem 143
Selecting a Method of Solution 145
Collecting and Organizing the Data 149
Arriving at an Answer 155
Key Terms
Analytical report 142
Experimental research 148
External report 142
Formal report 142
Functional report 144
Hypothesis 144
Informal report 142
Informational report 142
Internal report 142
Lateral report 142
Longitudinal studies 145
Normative survey research 148
Observational studies 147
Periodic report 142
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Chapter 9 Understanding the Report Process and Research Methods
Plagiarism 150
Primary research 147
Problem statement 144
Procedures (or methodology) 145
Proposal 143
Reliability 149
Sampling 148
Secondary research 145
Statement of purpose 144
Validity 149
Vertical report 142
PowerPoint Slides
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

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
1. Chapter 9 Understanding the Report Process and Research Methods
2. Learning Objectives
3. Formal-Informal Report Continuum
4. The Problem-Solving Process
5. Questions for Limiting the Problem
6. Conducting Research
7. Objectives of Secondary Research
8. Types of Sources
9. Common Errors in Data Collection
10. Reasons for Accurate, Complete Documentation
11. Common Errors in Data Interpretation
E-lectures — Slides with engaging narration of key concepts—useful as reinforcement of lectures
and exam reviews—are available through the WebTutor product.
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 Title
1. Chapter 9 Understanding the Report Process and Research Methods
2. Learning Objectives
3. Learning Objective 1 Identify the characteristics of a report and the various classifications of
business reports.
4. Characteristics of Reports
5. Types of Reports
6. Formal-Informal Report Continuum
7. Proposals Are . . .
8. Learning Objective 2 Apply steps in the problem-solving process and methods for solving a
problem.
9. The Problem-Solving Process
10. Questions for Limiting the Problem
11. Learning Objective 3 Use appropriate printed, electronic, and primary sources of
© 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
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
information.
Conducting Research
Objectives of Secondary Research
Types of Sources
Using the Internet Effectively
Types of Primary Research
Indicators of Effective Research
Sampling: Help for the Overwhelmed Researcher
Learning Objective 4 Demonstrate appropriate methods of collecting, organizing, and
referencing information.
Guidelines for Designing Effective Questionnaires
Guidelines for Designing Effective Questionnaires (cont.)
Common Item Types for Questionnaires
Common Errors in Data Collection
Reasons for Accurate, Complete Documentation
Elements in an Electronic Citation
Learning Objective 5 Explain techniques for the logical analysis and interpretation of data.
Common Errors in Data Interpretation
Teaching Suggestions
Learning Objective 1
Identify the characteristics of a report and the various classifications of business reports.
THE CHARACTERISTICS OF REPORTS

Show the visual or refer students to Figure 9-1 on page 142 in the textbook as you contrast the
purpose and style of informal communication, with which students are already familiar, with formal
communication that is best used in reports.
Resource slide 6: Formal-Informal Report Continuum

As you introduce report characteristics and the various terms used in report classifications, you may
want to display a complete report such as the one found in Chapter 11. You will be able to give
students a better idea of what the characteristics mean and the role of research in gathering data.
Students can then refer to this report in handling the remainder of the report chapters.
Resource slide 4: Characteristics of Reports
Types of Reports

Display the visual (shown at left) as you lead a discussion of the types of reports. Refer students to
Figure 9-2 on page 143 in the textbook as you discuss the general upward flow of reports.
Resource slide 5: Types of Reports
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
Project the questions in Activity 1 provided on the solution slide and have students discuss the
report classifications in small groups. Initiate a class discussion as students share their classifications
of several business reports with the class.
Discuss the importance of both informational and analytical reports. Remind students that the type
of report depends on the question being considered and the instructions from the requesting
authority/group.
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Chapter 9 Understanding the Report Process and Research Methods
Proposals

Proposals can be written for an internal audience, but more commonly are submitted to external
audiences. Proposal preparation is covered in Chapter 11 and includes a model proposal.
Resource slide 7: Proposals Are . . .
Learning Objective 2
Apply steps in the problem-solving process and methods for solving a problem.
BASIS FOR REPORTS: THE PROBLEM SOLVING PROCESS
 Show the visual as you discuss this section. The logic of problem solving may be confirmed by using a
common problem as an example: Your automobile is low on gasoline.
Step 1: You have a problem that you define as how to replenish the gas supply as quickly,
conveniently, and perhaps as economically as possible.
Step 2: Having defined the problem, you select a method of solution—probably observation (you
do not have to do any library research).
Step 3: Using this method, you observe how much gas probably remains and how far it will take
you. You watch (observe) the surroundings for a service station(s).
Step 4: You analyze the data your observations provide (third step in problem solving) and finally
reach a conclusion about where to obtain gasoline.
Other problems you could use to describe the four steps include (a) how to study effectively for an
exam, (b) which side of the bed to get out of when you awaken for the first time in a hotel room, (c)
what product brand and quantity to purchase off a store shelf, and (d) what to select for lunch in a
restaurant or college cafeteria.
Resource slide 9: The Problem-Solving Process
Recognizing and Defining the Problem
Using Problem Statements, Statements of Purpose, and Hypotheses
 Discuss the need for identifying the research problem clearly. Many students will be familiar with
the term thesis statement as the basis for a literary paper. Use this as a springboard into discussing
the similarity to a problem statement or purpose in a business report.
 Because of grade school science, virtually every student will know the basic definition of a
hypothesis (an educated guess). Ask students to recall hypotheses they tested in their science class
and lead into a discussion of hypotheses that might be tested in business settings.
 Assign Activity 2 that requires students to write positive and null hypotheses for business problems.
Discuss the answers in class or in small groups.
Limiting the Scope of the Problem

Show the visual as you lead a discussion as to why each question must be adequately answered
before beginning the report process.
Resource slide 10: Questions for Limiting the Problem
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
Lead a discussion of the purpose of a gun’s scope (focus on the target, magnify the target, eliminate
distraction, etc.). Explain the similarity with a report’s scope.
Assign Activity 3 and discuss the students’ responses in class.
Defining Terms Clearly

If students already have a report topic, ask groups to brainstorm terms that may need to be defined.
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Chapter 9 Understanding the Report Process and Research Methods

Where might suitable definitions be found?
Documenting Procedures
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
Lead a discussion as to why scientific studies must include a methodology or procedures section.
What types of business reports might also lend themselves to this need?
Learning Objective 3
Use appropriate secondary, electronic, and primary sources of information.
SELECTING A METHOD OF SOLUTION
Secondary Research

Display the visuals as you discuss the nature of primary and secondary sources of data.
Resource slide 12: Conducting Research
Resource slide 14: Types of Sources
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
What purpose does each type of data serve? Show how the two categories of data complement
each other. Emphasize that many studies use a combination of data sources.
Show the visual as you discuss reasons for conducting secondary research. Remind students that
they do not need to “reinvent the wheel” when conducting primary research. If the data already
exist, researchers should use it from those secondary sources rather than trying to recreate it.
Resource slide 13: Objectives of Secondary Research

Refer to Figure 9-3 on page 146 in the textbook to preview the availability of printed and electronic
sources. Stress that secondary research defines boundaries of knowledge so researchers do not
make the mistake of reinventing the wheel.
Printed sources
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
Libraries are absolutely essential to research. Arrange a tour and orientation by your campus’s
business librarian; ask him/her to emphasize the location and use of various types of business
resources, both printed and electronic. Sources of business information such as government
statistics data on national and international business and economic data are of interest of students.
Develop a library assignment that requires students to locate various types of resources (books,
magazines, journals, newspapers, and government documents) and record the call number, title,
and author information for each. Have students photocopy or retrieve relevant articles from online
sources. This type of activity forces students to begin the necessary process of researching a topic,
eliminating procrastination that often occurs.
Electronic sources


Emphasize use of computer-assisted data searches to simplify time-consuming research.
A research process that may have taken several hours can be completed in a matter of minutes.
Because of the problem of information overload, emphasize the need to apply the tips on
pp. 146-147 and shown on the visual to make Internet searches more productive.
Resource slide 15: Using the Internet Effectively

Discuss Boolean logic and its use in Internet search engines and electronic databases. Pick a search
function (Lexis-Nexis or EBSCOHost) and show students how structuring searchers differently will
provide different and often better results. Also show them an advanced search function and discuss
its uses.
© 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

Assign Activity 7, which requires the collection of printed and electronic sources and the preparation
of citations.
Primary Research

Show the visual as you lead a discussion of three primary research methods.
Resource slide 16: Types of Primary Research
•
•
•
Ask students to read about issues with Apple iPods and potential hearing loss by visiting Apple’s
website and reading the following article:
Chen, E. (2006, March 20). U. Penn: Apple, Inc responds to hearing loss claims. The American’s
Intelligence Wire, p. NA.
Ask students to list strategies for minimizing the risk of hearing loss including:
- Use volume control software and listen below the 50 percent volume level.
- Be aware of surroundings even while listening to avoid difficult situations.
- Use noise canceling headphones to block background noise and provide better volume quality at
lower decibel levels.
- Have hearing checked regularly.
Students may discuss company policies for informing consumers about potential product dangers,
taking responsibility for one’s safety, and limiting company liability issues.
Observational and experimental research
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

To illustrate observation research, refer to counters on turnstiles or counters on traffic lights that
help determine timing of light changes.
To illustrate experimental research, have students recall a recent medical or nutritional study
reported in the media. Discuss how that study might have been designed, implemented, etc.
Stress the differences between primary and secondary research and discuss the need for both kinds
of research. Neither is more important than the other; when conducted correctly, the two should
complement each other.
Normative Survey Research
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
To illustrate normative survey research, refer to election opinion polls; a poll taken two months
before an election might have little similarity to one taken a week before the election.
Project the visual as you discuss some of the methods for sampling. Give examples of each. Discuss
the role of convenience sampling in business research. While it is nonscientific, why is it widely
used?
Resource slide 18: Sampling: Help for the Overwhelmed Researcher

Instruct students to discuss Activity 6 that requires students to construct a sampling procedure for a
business problem. Discuss students’ answers in class.
Web Enrichment Content: Sampling Methods

To supplement this topic, assign students to read the information on sampling methods from the
companion website.
Validity and Reliability

Show the visual as you discuss the principles of validity and reliability.
Resource slide 17: Indicators of Effective Research

Instruct students to discuss Activity 4 in small groups and report to the class. This exercise requires
© 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
students to select a research method for several business problems. Initiate a class discussion as
students share their answers with the class.
Learning Objective 4
Demonstrate appropriate methods for collecting, organizing, and referencing information.
COLLECTING AND ORGANIZING DATA
Collecting Secondary Data
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
Refer to Figure 9-4 on page 150 in the textbook as you discuss the revolution in the research
process. Talk to students about what research methods were like “back in the day” when
researchers had to obtain physical copies of articles instead of accessing them electronically. Ask
students: “How would you cope with research if without the Internet and electronic databases?”
Remind students that good note taking is critical in collecting and organizing secondary data.
Caution students against taking notes directly from the article without reading it through first. Also
remind them that notes are paraphrases of the article’s content, not information copied directly
from the article. Show the visual and discuss techniques for taking thorough notes.
Collecting Data through Surveys
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

Lead a discussion of the advantages and disadvantages of the following methods for collecting
survey data: mail, personal interview, telephone interview, observation, and e-polling. Refer
students to Figure 9-5 on page 152 in the textbook and discuss the advantages and disadvantages of
each method.
Discuss e-polling as gaining popularity with researchers and participants. Discuss a lack of computer
access for some consumers as possibly biasing e-poll results.
Refer students to Figure 9-6 on page 154 as an example of an effective online questionnaire. Discuss
the marginal notes from the figure to show what makes the questionnaire effective.
Developing an Effective Survey Instrument

Display the visual for designing effective questionnaires. In discussing questionnaire design,
emphasize that, regardless the types of questions, the responses must be counted or tallied. Design
questions and questionnaire format so that tabulating will be relatively easy and contribute to
report organization.
Resource slide 20: Guidelines for Designing Effective Questionnaires
Resource slide 21: Guidelines for Designing Effective Questionnaires (cont.)

Display the visual as you discuss common item types for questionnaires.
Resource slide 22: Common Item Types for Questionnaires
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
Require students to develop a survey instrument for a research study. Assign Application 5 if
students were required to design a research study for one of the problems in Application 3. Chapter
10 begins with construction of tables and data analysis from questionnaire surveys.
Assign Application 2 that requires students to develop an idea for product improvement or creation,
create a questionnaire for a focus group, and report results of leading a focus group.
Avoiding Data Gathering Errors

Project the visual as you lead a discussion about common errors in data collection. Discuss the
reverse problems of not gathering enough information and gathering too much (extraneous) data.
Resource slide 23
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Chapter 9 Understanding the Report Process and Research Methods

What factors should be considered in choosing research methods?
Documenting Sources of Information

Show the visual as you lead a discussion of the reasons for accurate, complete documentation.
Resource slide 24
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
Discuss the need to follow an acceptable referencing style and general suggestions for preparing
accurate documentation (shown on right).
Emphasize that charges of plagiarism can diminish your credibility and result in costly law suits by
discussing current examples:
─ DaVinci Code author Dan Brown’s winning a court battle against individuals claiming Brown
had lifted theme and ideas from their book. In 2002, Harry Potter author J. K. Rowling won a
court battle against an individual claiming Rowling had lifted ideas from her book.
─ Author of the best-selling series “Conversations With God,” Neale Donald Walsch, posted a
personal Christmas essay on a website about his son’s kindergarten winter pageant; except
the story never happened to him. It was identical to an essay by another writer published 10
years ago, but Walsch said he mistakenly believed the story had actually come from his own
experience. He apologized to his readers and the original author; no law suit was involved,
but there was definite damage to his credibility as a writer. Refer students to the article by
Motoko Rich in the New York Times:
http://www.nytimes.com/2009/01/09/books/07book.html?_r=1
Referencing Methods

Discuss the major referencing methods shown in the visual and the current trend toward in-text
methods.
Resource slide 25
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
Refer students to the comprehensive OWL site developed by Purdue University to specific guidelines
for using APA style. You can access this site at http://owl.english.purdue.edu/owl/resource/560/01.
You might wish to have students purchase a copy of a referencing guide.
Discuss the particular challenges in citing electronic sources. As you display the slide that lists the
typical elements in an electronic source, reinforce the importance of selectively choosing online
sources. If the required citation elements cannot be found, the source may be suspect in terms of its
integrity or reliability.
Learning Objective 5
Explain techniques for the logical analysis and interpretation of data.
ARRIVING AT AN ANSWER
Analyzing the Data


Discuss the difference between tabulation and correlation.
Refer students to Figure 9-7 on page 157 in the textbook as you discuss how analyzing the data and
arriving at an answer completes the report process.
Web Enrichment Content: Measures of Central Tendency
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
Assign students to read the information from the companion website titled “Measures of Central
Tendency.”
Ask students why measures of central tendency are needed. They may mention that researchers (or
© 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

other parties) will want to be able to generalize and summarize what the research revealed.
A good way to approach the statistical discussion is to put an array of 35 to 50 numbers on the
chalkboard or on a visual. Be sure the numbers are related closely enough to make sense as a
statistical distribution when they are tabulated in data classes. For example, make the numbers
represent student scores on a test. Have them range between 40 and 99, with a median around 75.
Range
 As students review the array, ask them to pick out the high and low scores (values). Subtracting the
low from the high value and adding 1 to the result gives the range size; that is, 99 - 40 = 59 + 1 = 60.
The range is from 40-99, and the size of the range is 60, which includes both 40 and 99.
 Ask students to suggest how many data classes to use in tabulating the values. They will probably
arrive at ranges of 40-49, 50-59, 60-69, and so on, which would provide 6 classes.
 Once tabulation into data classes is completed, ask students to prepare a table showing the number
and percent of values in each class. From there, you can talk about central tendency.
Mean, Median, and Mode
 Discuss the mean, median, and mode. Lead a discussion as to situations in which each measure is
preferred. Give examples of how the three measures can produce very different “averages.” For
instance, in an economy with a very few mega-rich citizens and many poor ones, which measure will
yield the most accurate idea about the income for that economy?
 Assign Activity 9 that requires students to compute the measures of central tendency of a
distribution of ungrouped data. Project the answers provided on a solution slide as you review these
principles.
Interpreting Data

Discuss the visual as you discuss common errors in data interpretation.
Resource slide 27
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

To illustrate inaccurate data interpretation, use examples from businesses familiar to students. Coca
Cola’s fiasco with its 1985 introduction of New Coke is an excellent example of researchers’ failing to
consider important factors. Coca Cola did not realize that many Americans consider Coke to be more
than a soft drink; its flavor is an American tradition—something not to be changed on a whim.
An outstanding example of the fallacy of making inferences in the projection of results occurred in
the Bush-Gore presidential race in 2000. When major news networks used projections based on
preliminary counts in key precincts to declare first one candidate and then the other the winner,
newspapers went to press under different assumptions about the outcome of the election.
Headlines the morning after communicated conflicting information. Encourage students to discuss
other examples of errors in data interpretation.
Have students brainstorm in groups to identify other examples of interpretation errors they have
discussed in their business classes. Attempt to identify an example for each of the seven errors listed
on the slide and discussed on pp. 156 and 158.
Ask students to define the terms on page 158—findings, conclusions, and recommendations—in
their own words. Discuss the differences between conclusions and recommendations, pointing out
that not all reports provide recommendations or ask for a specific action.
Web Enrichment Content: Interpreting Research Data

Discuss research as an opportunity to “circle around or explore” a topic to gain a better
understanding. Stress the importance of conducting research on subjects that interest them, when
possible.
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Chapter 9 Understanding the Report Process and Research Methods

Remind students that the result of research is a body of knowledge that is commonly accepted to be
true.
Summary


Assign selected activities and applications at the end of the chapter. Remind students to study the
suggestions in the “Check Your Communication” checklist for making decisions on the report process
and research methods.
Assign the interactive quizzes for Chapter 9 that appear 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 Review
1. A bank’s internal auditing division performs semiannual audits of each branch. The audit reports
are sent to the bank’s chief executive officer and chief financial officer and to the manager of the
audited branch. The purpose of the audits is to determine whether policies and practices are properly
followed. Into what report classifications might the audit report fall? Explain. (Obj. 1)
Internal audit reports might be formal or informal, short or long, informational or analytical, vertical or
lateral, periodic, and functional. Within the description of the purpose and distribution, all of these
categories are implied.
2. How might a null hypothesis be stated for a research study attempting to determine whether
television or magazine advertising has greater influence on athletic shoe sales? (Obj. 2)
No difference exists in the influence of television and magazine advertising on athletic shoe sales.
3. How are observational and experimental research different? (Obj. 3)
In observation research, the researcher observes and analyzes certain phenomena in order to establish
new principles. Experimental research measures the effect of a variable added to one of two samples.
4. What techniques can help make the Internet search process more efficient? (Obj. 3)
Internet searches are more productive when the researcher (a) chooses the search engine
appropriately, (b) structures the search from broad to specific, (c) uses quotation marks when literal
topics are desired, (d) looks for web pages that have collections of links to other related topics, and (e) is
adaptable to various access format requirements.
5. Distinguish between reliability and validity. How are both important to quality research? (Obj. 3)
Reliability is the quality of measuring accurately, and validity is the quality of measuring what is intended
to be measured.
6. What purpose do quotes and paraphrases serve in the findings of a report? (Obj. 4)
Quotes are useful when the exact words of another have a special effect or impact. Paraphrases express
important ideas of another in the words of the writer. Using the ideas of recognized authorities adds
credibility to one’s research study.
7. Why should a research study document information taken from other sources? (Obj. 4)
Citations give credit where it is due, protect the writer against plagiarism, document-supporting
statements to add credibility, and aid future researchers in pursuing similar material.
8. What questions might you ask of someone who wants assistance in planning a questionnaire
survey to determine automobile owner satisfaction with certain after-the-sale services provided by
© 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
dealers? (Obj. 4)
What will you do with the results? Will you use computer methods to tabulate and test the data? Can
you get what you want with simple checklist answers?
9. Gathering so much information that the researcher is “snowed under” by the amount is often a
barrier to good reporting. How might researchers protect themselves against this possibility? (Obj. 5)
Defining the problem and limiting the scope of the study at the beginning of the research process will
help the researcher in collecting relevant information that is needed to solve the problem.
10. How does the assumption that human beings behave in consistent ways over time present a
danger in data interpretation? (Obj. 5)
Assuming that people behave consistently may lead researchers to make inaccurate generalizations
about a different time or a different cause.
Activities
Teaching Suggestions and Possible Solutions
1. Classifying Business Reports (Obj. 1)
Working in small groups, classify each of the following reports in one or more of the ways described in
this chapter.
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.
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.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
Solutions:
a. external, analytical, formal report
b. vertical report, analytical
c. periodic, lateral report
d. functional, vertical report
e. informal, informational report
f. informal, informational report
2. Writing a Hypothesis (Obj. 2)
Write a positive hypothesis and then restate it as a null hypothesis for each of the following research
topics. Hypotheses for topic (a) are given as an example.
a. A study to determine functional business areas from which chief executive officers advanced in their
© 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
organizations. Functional areas include legal, accounting, marketing, etc.
Positive Hypothesis: Chief executives advanced primarily through the legal background area.
Null Hypothesis: No relationship exists between chief executives’ advancement and their functional
field backgrounds.
b. A study to determine whether listening to music using mp3 player ear buds contributes to hearing
loss.
c. A study to determine whether a person’s career success is related to mentoring experiences.
d. A study to determine the relationship between college -students’ gender and their final grades in
the business communication course.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
a.
Positive Hypothesis: Chief executives advanced primarily through the legal area.
Null Hypothesis: No relationship exists between chief executives’ advancement and functional field
backgrounds.
Note: In a hypothesis, the word significant usually is added when tests of significance are to be used. Of
course, variations are easily possible.
b.
Positive Hypothesis: There will be a positive relationship between the use of ear buds and hear loss.
Null Hypothesis: No relationship will exist between the use of ear buds and hearing loss.
c.
Positive Hypothesis: There will be a positive relationship between the occurrence of mentoring
experiences and career success.
Null Hypothesis: No relationship will exist between the occurrence of mentoring experiences and a
person’s career success.
d.
Positive Hypothesis: Business communication students’ genders will be correlated to their final course
grade.
Null Hypothesis: No correlation exists between students’ genders and their final business
communication course grade.
3 Limiting the Scope of the Problem (Obj. 2)
What factors might limit or influence your findings in any of the studies in Activity 2? Could you apply the
findings of the Activity 2 studies to a broader population than those included in the studies? Why or why
not?
Studies may be limited by sampling selection and size and by methods used to gather data. In
experimental studies, limitations might include time of day, different teaching abilities, student
differences, and a variety of other factors. Students should recognize that limitations do exist and that
to generalize findings beyond the sample requires meticulous research methodology.
4 Selecting a Research Method (Obj. 3)
What research methods would you use for each of the research problems identified in Activity 2?
Research methods used in addition to library research:
a. Normative survey
b. Normative survey
c. Normative survey and observation
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Chapter 9 Understanding the Report Process and Research Methods
5 Outlining a Search Strategy (Obj. 3)
Outline a secondary search strategy for one of the topics in Activity 2. What printed indexes would you
use? What electronic search techniques would you use?
Answers will vary, but should include strategies for using both published and electronic sources.
6 Using Sampling Techniques (Obj. 4)
You are to conduct a survey of residents’ attitudes toward recycling in a town of 35,000 people. Describe
how you might construct a sampling procedure to avoid having to survey the entire population.
A sample could come from a telephone list, tax assessor’s files, or other numeric sources at random.
Perhaps 10 percent might have to be included.
7 Collecting and Documenting Secondary Data (Obj. 4)
Select one of the research problems in Activity 2. Locate four related articles using both printed and
electronic sources. As directed by your instructor, prepare a Reference page using APA style or another
style specified by your instructor. (See Style cards bound in the back of the textbook.)
Refer to guidelines and sample citations in the Style cards in evaluation. Reinforce to students that some
elements may not be present in a given electronic citation.
8 Developing Questionnaire Items (Obj. 4)
In teams of three or four, develop a customer satisfaction questionnaire for a restaurant of your choice.
Participants might be asked to rate on a 4-point scale the speed of service, friendliness of staff,
cleanliness of the facility and restrooms, and quality of the food.
9 Computing Measures of Central Tendency and Preparing a Table (Obj. 4)
Refer to your companion website for information about measures of central tendency. The following
figures represent the value of stock options in thousands of dollars issued to executive management of
25 local high-tech firms. Access a downloadable version of this activity at your companion website.
a. Compute the range, mean, median, and mode of the following distribution.
50
91 164 217 425
60 130 170 260 596
65 139 170 283 600
70 143 170 350 650
78 159 204 390 690
b. Tally the scores in Part a in seven classes beginning with 0-99, 100-199, and so on to 600-699. When
you have tallied the scores, compute the mean, median, and mode for each class.
c. Prepare a table for the data and indicate the appropriate percentages for each class. Write a
sentence to introduce the table in a report.
Solutions:
a. See solution slide. In computing values, add 000s to answers; that is, multiply answers by 1,000.
b. See solution slide.
Range:
0-690 (50 is the lowest value and 690 is the highest value. The range is 641,000 (6900+1).
Median:
$253,000 (middle value).
Median:
$170,000 (middle value).
Mode:
$170,000 (most frequent value).
c. An appropriate table for the data may look similar to the one shown on the solution slide.
Introductory sentence: Figure 1 shows the mode and the median, both at 170, are the best measures of
central tendency for this set of data because the mean is skewed by the three numbers over 600.
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Chapter 9 Understanding the Report Process and Research Methods
Applications
Teaching Suggestions and Possible Solutions
Read
1. Have students use an online database to locate and read an article related to challenges
associated with experimental research. What legal and ethical challenges do researchers face when
conducting experimental research with human subjects? How can they be managed? (Obj. 4)
Risks to human subjects can be physical, mental, emotional, financial, etc. Such risks can be minimized
by careful research design. Research participants can be asked to sign waivers for unavoidable risks
before participating in studies.
Write
2. A focus group is a form of qualitative research in which a group of people are asked about their
attitudes toward a product, service, concept, advertisement, idea, or packaging. Questions are asked
in an interactive group setting where participants are free to talk with other group members. For
marketers, focus groups are an important tool for acquiring feedback regarding product development,
such as product name, features, and packaging. Information from the focus group can provide
invaluable insight about the potential market acceptance of a product. Ask students to select an
existing product that could be improved and to write five questions that could be asked of a focus
group to elicit needed responses for the improvement of the product. Next, students should ask
several people to serve as a focus group, selecting participants who are knowledgeable about the
product you have selected. After conducting the focus group with the questions they have prepared,
students are to prepare reports of their findings and present them to the class. (Obj. 1-5)
A focus group can provide marketers qualitative research on consumer attitudes toward a product,
service, concept, advertisement, idea, or packaging. Many of the guidelines for traditional
questionnaires may also apply to questions used in a focus group. Have students develop an idea for
product improvement or creation. Then ask them to create questions that could be asked of a focus
group on this product. Form a group of volunteers who are knowledgeable about the type of product,
and ask the group the product questions. Assign students to write a report based on the qualitative
research from the focus group. Results may vary depending on the questions and the groups. Feedback
in the report may include product names, features, and packaging.
Think
3. Have students prepare a one-page description of their plans to solve the problem for one of the
following research studies. Use the following headings for the problem: (1) Statement of the Problem,
(2) Research Method and Sources of Information, (3) Nature of Data to Be Gathered and Analyzed, (4)
Hypothesis or Hypotheses to Be Proved or Disproved (if feasible). Here are some ideas to get students
started:
a. Investigate a problem occurring on your campus (e.g., declining enrollment in some majors,
increasing tuition, delayed financial aid payments, high cost of textbooks, or closed classes) or in a
job or student organization position you hold.
b. Superior Foods, Inc., is considering adding organic versions of its frozen vegetables in an effort to
establish itself as a leader in this fast-growing market. To increase its available supply of organic
produce, management recognizes the need to assist local growers in adopting organic farming
© 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
methods. The first step in this process is to recruit experts in organic farming to design and
implement training.
c. Rainbow Pool and Spas initiated a website to provide answers to frequently asked questions and
product-update information. Customer response has been outstanding, freeing up the company’s
toll-free telephone lines for calls about more technical, nonrecurring problems—a primary goal of
the service. As marketing manager, you are considering the possibility of starting a corporate blog
and a microblogging site on Twitter to strengthen your relationship and communication with
customers.
d. As branch manager of a bank, you are faced with the task in a sagging economy of reassuring
customers of the solvency of your institution. Your current strategies for casting a positive light on
negative performance indicators don’t seem to be effective.
e. For the first time, Greenwood Consulting Group held an all-company retreat that included
customer service training, teambuilding sessions, and numerous social activities. Eight months
following the conference, neither customer service nor employee morale seem to have had any
noticeable improvement, and you must decide whether to schedule the retreat for the coming
year. (Obj. 1-5)
a. Campus, Job, or Organization Problem. See Solution slide for one possible research study.
b. Adding Organic Frozen Vegetables at Superior Foods, Inc.
Statement of the Problem: Can Superior Foods, Inc. increase its available supply of organic produce
in order to offer organic frozen vegetables?
Research Method and Sources of Information: A normative survey by questionnaire to random local
growers will be conducted.
Nature of Data to Be Gathered and Analyzed: Data will be gathered on adopting organic farming
methods, including attitudes on recruiting experts to train growers in organic farming.
Hypothesis or Hypotheses to Be Proved or Disproved: Superior Foods, Inc. can add organic versions
of its frozen vegetables and establish itself as a leader in this market.
c. Adding Organic Frozen Vegetables at Superior Foods, Inc.
Statement of the Problem: Can Superior Foods, Inc. increase its available supply of organic produce
in order to offer organic frozen vegetables?
Research Method and Sources of Information: A normative survey by questionnaire to random local
growers will be conducted.
Nature of Data to Be Gathered and Analyzed: Data will be gathered on adopting organic farming
methods, including attitudes on recruiting experts to train growers in organic farming.
Hypothesis or Hypotheses to Be Proved or Disproved: Superior Foods, Inc. can add organic versions
of its frozen vegetables and establish itself as a leader in this market.
d. Internet Ordering for Rainbow Pool and Spas
Statement of the Problem: Should Rainbow Pool and Spas launching a corporate blog and a Twitter
feed?
Research Method and Sources of Information: A normative survey by questionnaire to a random
sample of customers will be conducted.
Nature of Data to Be Gathered and Analyzed: Data will be gathered on customer attitudes
© 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
regarding communication via a corporate blog and Twitter feed as compared to traditional
communication methods.
Hypothesis or Hypotheses to Be Proved or Disproved: A corporate blog and a Twitter feed will
improve customer communication with the company.
e. Assuring Customers of Bank Solvency
Statement of the Problem: What strategies can be implemented by the branch manager of a bank
to reassure customers of the solvency of the bank?
Research Method and Sources of Information: A normative survey of bank customers will be
conducted.
Nature of Data to Be Gathered and Analyzed: Data will be gathered on customer attitudes about
the bank’s solvency in view of the sagging economy. Questions will focus on positive performance
indicators and the most effective channels for communicating this information to customers.
Hypothesis or Hypotheses to Be Proved or Disproved: New communication strategies must be used
to reassure customers that the bank is solvent.
f.
An All-Company Retreat for Greenwood Consulting Group
Statement of the Problem: Should Greenwood Consulting Group schedule an all-company retreat
Research Method and Sources of Information: Observation research will be done to determine
whether any performance indicators other than customer service and morale (absenteeism,
turnover, etc.) have shown a positive change following the retreat. A normative survey will also be
conducted of members of the sales force.
Nature of Data to Be Gathered and Analyzed: Performance indicators will be examined to
determine whether the previous all-company retreat had positive effects; members of the sales
force will be surveyed to determine their attitudes toward the value of the retreat.
Hypothesis or Hypotheses to Be Proved or Disproved: Sufficient benefit was derived from holding
the all-company retreat to justify offering it again.
Speak
4. Have students locate an article using either printed or electronic sources that addresses a problem
that has occurred for some organization when it failed to realize that research findings that were true
for one country or culture were not accurate for another. Ask each student to make a brief
presentation to the class about his or her findings. (Obj. 4 & 5)
The way data is collected and summarized will impact statistical outcomes. Erroneous conclusions can
result from ignoring significant data, using inappropriate statistical tests, and overgeneralizing results,
etc.
Collaborate
5. Organize students into groups of three or four and have each group design a survey instrument for
one of the scenarios in the Think section above. (Obj. 4
See solution slide.
Digging Deeper
1. How has the process of research changed in recent years? How have the changes been both
beneficial and detrimental?
Research processes have changed as technology has changed and as consumers have less time to
© 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
involve themselves in product research. Most changes have been beneficial, saving companies time and
money, e.g., e-polling. Some have been detrimental, e.g., telephone marketing that is now being limited
by the federal Do Not Call list.
2. What communication skills should an effective researcher possess?
An effective researcher should be able to think conceptually, take effective notes, organize material,
write succinctly and clearly, and deal well with people (especially when face-to-face consumer research
is required).
Cases
Teaching Suggestions and Possible Solutions
CASE ASSIGNMENT 1: Coping with Information Overload
Information overload is presented as an overwhelming challenge facing every individual. Reasons for the
escalation of the problem are given, along with a discussion of how organizations are responding.
The greatest challenge of our times is to reduce information, not to increase it. Until about 50 years ago,
more information was always a good thing. Now we can’t see our way through the “data smog.” An
ever-growing universe of information translates to masses of data through which people must search to
find what is useful and meaningful to them. Consider the following statistics:

Office workers average sending more than 160 messages and check their inboxes more than 50
times a day.

Managers report that email demands an average of two hours a day.

A typical manager reads about a million words a week.

Senior managers report spending an average of three-quarter hours per day accessing information
on the Internet.
While the original intent of advanced communication technologies was to make communication faster
and more efficient, the result has been a communications gridlock and heightened stress for many
workers. According to noted neurologist Barry Gordon, virtually everyone in today’s environment suffers
from some degree of information overload. He points out that people’s memories do not work as well as
needed because our brains were not built for the modern world. In the Stone Age there were no clocks,
papers, or news flash as contrasted with everything individuals are expected to remember today.
Some companies are going so far in battling information overload as hiring people whose job it is to
filter and sort through the communications gridlock. These “information architects” are the translators
and traffic controllers who help to bridge the communication gaps in the organization and deliver usable
information in a concise way. The information architect reorganizes information for more effective
communication, gives structure and order to pertinent information, and maps out the best way for the
organization’s people to access it.
Whether for improved job performance, a better product, or increased productivity, more and more
organizations are recognizing that good information means good business. And good information must
somehow be made available in spite of increasing information overload.
Sources: Mijailovic, J. (2009, January 21). Office workers send more than 160 e-mail messages daily and spend two hours to e-mail. Deloitte.
Retrieved from http://www.deloitte.com/dtt/press_release/0,1014,cid%253D243722,00.html; Email contributes to “Information Overload,”
claim UK managers. (2003, February). Information Systems Auditor, 8; Gordon, B. (2004, June 8). Remembering and forgetting in everyday life.
NPR. Tavis Smiley Show. Retrieved from http://www.npr.org/templates/story/story.php?storyId=1943901; Gilchrist, A., & Mahon, B. (2004).
© 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
Information architecture: Designing for information environments for purpose. London: Facet Publishing.
Questions
1. In teams of four, visit the listed sites and prepare a presentation on Information Overload (IO).
The presentation should include the following elements: (1) seriousness of the problem, (2)
suggestions for reducing IO in email usage, (3) suggestions for reducing IO in Internet usage, and
(4) suggestions for reducing stress that results from IO.
The listed sites provide information on each of the spoken presentation sub-points. Other sources
may be consulted, including Chapter 12 for information related to planning and delivery of spoken
presentations.
2. “The information age has brought about a reduction in the quality of life.” Choose to support or
defend the statement; write a one-to two-page paper that explains your position and gives
supporting evidence and/or examples.
This assignment can be used in preparation for the GMAT “Analysis of an Issue” question. Additional
tips for writing this assignment are available on the Student website. Visit the Instructor’s website
for scoring guidelines.
3. Select a personal example from your academic or work life in which you have experienced
information overload (IO). Prepare a written analysis that (1) describes the situation, (2) identifies the
reasons for the IO that occurred, and (3) outlines strategies for reducing your IO.
This activity requires self-analysis on the part of students, as well as analytical problem solving to
arrive at the identified solution strategies. Students may write about particular challenging courses,
exam week, orientation to a new job, etc.
CASE ASSIGNMENT 2: Research and Development Strategies Offer Lifesaving Products at Novartis
This case highlights research and development strategies at Novartis and features new drug development
projects at this pharmaceutical company.
Pharmaceutical companies spend billions of dollars annually to develop drugs that usually don’t reach
the market. Novartis International AG has an impressive track record of developing and marketing new
products that save lives and relieve pain for many. Created in 1996 from the merger of two longoperating pharmaceutical firms, Novartis is a multinational pharmaceutical company based in Basel,
Switzerland. In addition to internal research and development activities, the company is involved in joint
research projects with the European Commission and various other health agencies.
While most drug manufacturers concentrate on products to treat highly visible diseases such as cancer
and Alzheimer’s, Novartis has taken a somewhat radical approach to its R&D. The company focuses on
drugs that are backed by proven science, whether the diseases they treat are rare and the initial
markets are miniscule. Once a drug has proven its effectiveness against one disease, it is tested against
others. The strategy has paid off for the company in the development of Gleevec, a drug initially
approved for the treatment of a rare blood cancer; Gleevec has since proven effective against six other
life-threatening diseases.
Another important test for Novartis is its willingness to pursue treatment for an illness almost nobody
has heard of and that affects just a few thousand people worldwide. This inflammatory disorder called
Muckle-Wells syndrome results from a genetic mutation and results in the buildup of proteins that
causes rashes, joint pain, and fatal kidney damage. Most drug makers would not bother with finding a
cure or treatment for a condition that affects so few, but Novartis tested a drug to treat the rare
disease. In early trials, four patients who received the drug showed dramatic improvement in the first
© 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
24-hours. Following successful clinical trials among patients suffering from Muckle-Wells syndrome, the
drug is now marketed as Ilaris. Once FDA approval is obtained, Novartis hopes to seek approval of the
drug for use against a variety of autoimmune diseases, including Type 2 diabetes and severe arthritis.
In a field where most top executives have backgrounds in law, accounting, or marketing, Novartis CEO
Daniel Vasella is a former physician. The company places a high premium on medical experience, with
medically trained scientists holding down many of the company’s senior positions. CEO Daniel Vasella
speaks of the value of staying current about developments in his industry and in the scientific world:
“Every day I read material on the Internet using key words to find a selection of articles and
publications.”
Company research continues on an oral treatment for multiple sclerosis; and Afinitor, a drug approved
to treat advanced kidney cancer, shows promise in six other forms of the disease. Company plans
include expansion into China, which has required a great deal of fact gathering, as well as visits with
politicians and physicians.
Source: Capell, K. (2009, June 22). Novartis: Radically remaking its drug business. BusinessWeek, 30-35. Retrieved from Business Source
Complete database; How Vasella interprets data—and the future. (2007, November). Pharmaceutical Executive, 27(11), 94. Retrieved from
Business Source Complete database; Capell, K. (2009, June 22). Novartis: Radically remaking its drug business. BusinessWeek, 30-35. Retrieved
from Business Source Complete database.
Activities
1. Instruct students to visit the Novartis website and click on the R&D link. Discuss examples of
the company’s drug development projects. How do these projects seem to line up with the
company’s market strategy as discussed in the case, above?
2. Have students read the following article and answer the question that follows:
Capell, K. (2009, June 22). Novartis: Radically Remaking its Drug Business. BusinessWeek,
30-35. Available from Business Source Complete database.
What medical conditions are currently the focus of drug R&D efforts at Novartis?
3. In teams, write a short report summarizing the contributions of Novartis to alleviate human
suffering through new drugs.
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Chapter 9 Understanding the Report Process and Research Methods
Student Handout, Chapter 9
Activity 1: Classifying Business Reports
Working in small groups, classify each of the following reports in one or more of the ways described in
this chapter.
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.
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.
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Chapter 9 Understanding the Report Process and Research Methods
Student Handout, Chapter 9
Activity 2: Writing a Hypothesis
Write a positive hypothesis and then restate it as a null hypothesis for each of the following research
topics. (Hypotheses for topic (a) are given as an example.)
a. A study to determine functional business areas from which chief executive officers advanced in
their organizations. Functional areas include legal, accounting, marketing, etc.
Positive Hypothesis: Chief executives advanced primarily through the legal background area.
Null Hypothesis: No relationship exists between chief executives’ advancement and their functional
field backgrounds.
b. A study to determine whether listening to music using mp3 player ear buds contributes to hearing
loss.
Positive Hypothesis:
Null Hypothesis:
c. A study to determine whether a person’s career success is related to mentoring experiences.
Positive Hypothesis:
Null Hypothesis:
d. A study to determine the relationship between college -students’ gender and their final grades in
the business communication course.
Positive Hypothesis:
Null Hypothesis:
© 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.