Chapter 9
Understanding the Report
Process and Research Methods
Lecture and Resource Slides
BCOM 3e, Lehman & DuFrene
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Learning Objectives
1. Identify the characteristics of a report and the various
classifications of business reports.
2. Apply steps in the problem-solving process and
methods for solving a problem.
3. Use appropriate printed, electronic, and primary
sources of information.
4. Demonstrate appropriate methods of collecting,
organizing, and referencing information.
5. Explain techniques for the logical analysis and
interpretation of data.
Learning Objective 1
Identify the characteristics of a
report and the various
classifications of business reports.
Characteristics of Reports
Reports are . . .
• Generally requested by a higher authority
and often travel upward in an organization
• Logically organized and objective
• Generally prepared for a limited audience
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Types of Reports
Formal vs.
informal
Short vs. long
Informational
vs. analytical
Vertical vs.
lateral
Internal vs.
external
Periodic or
scheduled
Functional
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Formal-Informal
Report Continuum
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Proposals Are . . .
• Used to show how one organization can
_____________
meet the needs of another
services
• Often used to show how goods
_____ or ________
can be provided
request or a
• Usually issued in response to a _______
call for bids
__________
• Used to make decisions about issuing
_________
contracts for work
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Learning Objective 2
Apply steps in the problem-solving
process and methods for solving a
problem.
The Problem-Solving Process
1
Recognize and define the problem
2
Select a method of solution
3
Collect and organize data and
document sources
4
Arrive at an answer
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Questions for Limiting the Problem
What
• is it that I wish to find out?
Why
• is the information needed?
When
• must the report be completed?
Where
• is the study limited?
Who
• will read and use the information?
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Learning Objective 3
Use appropriate printed, electronic,
and primary sources of information.
Conducting Research
Primary
research
• relies on firsthand data and
obtains information from
experiments, selected
individuals, or observations
Secondary
research
• compiles information that
other experts have already
created
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Objectives of Secondary Research
departure for
• Establish point of _________
further research
duplication of costly
• Avoid needless __________
research effort
• Reveal
______ areas of needed research
contribution to body of
• Make a real ___________
knowledge
© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Types of Sources
Primary Sources
•
•
•
•
•
•
•
•
Customer surveys
Market research
Operational research
Historical research
Performance observation
Product development
Financial reports
Employee surveys
Secondary Sources
•
•
•
•
•
•
•
•
Newspapers
Magazines
Journals
Abstracts
Almanacs/fact books
Books
Government documents
Online resources
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Using the Internet Effectively
• Choose your search engine or database
appropriately
• Structure searches from broad to specific
• Use quotation marks for literal topics
• Look for pages that have links to other sites
• Be adaptable to access formats
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Types of Primary Research
Observational research
Experimental research
Normative survey research
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Indicators of Effective Research
Validity
• Does the data measure what
was intended?
• Were instruments pilot tested?
Reliability
• Are outcomes consistent
(repeatable) over time or
independent samples?
• Is sample size sufficiently large?
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Sampling: Help for the
Overwhelmed Researcher
• Eliminates need to question 100
percent of population
• Uses random group from population to
represent entire population
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Learning Objective 4
Demonstrate appropriate methods
of collecting, organizing, and
referencing information.
Guidelines for Designing
Effective Questionnaires
• Arrange items in a logical sequence
• Ask for facts that can be recalled readily
• Write clear, specific questions
─Brief, easy-to-follow directions
─Words with precise meanings
─Short items related to one idea
─No “skip-and-jump” instructions
Continued
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Guidelines for Designing
Effective Questionnaires (cont.)
• Create an appealing format that is
easy-to-answer and tabulate
• Do not force respondents to choose an answer
that does not apply to them
─ Provide all possible answers
─ Add “undecided” or “other” category
─ Avoid leading questions
• Pilot test the questionnaire and revise based on
feedback
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Common Item Types for Questionnaires
Open Question
What will you do to combat inflation?
Forced Choice
What is the one most important problem you . . .
Checklists
Check all that apply to you:
 Male
 Married
 Female
 Single
Rating Scale
Circle the number indicating how you feel about each statement:
Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
8
Ranking Scale
Please rank the following problems in order of importance. Use 1 for most
important, 2 for second most important, and continue until all are ranked.
______ World Peace
_____ Unemployment
______ Inflation
_____ Drug Abuse
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Common Errors in Data Collection
• Samples that are too small
• Samples that are not representative
• Poorly constructed data-gathering instruments
• Information that comes from biased sources
• Too little information
• Too much information that is not relevant
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Reasons for Accurate,
Complete Documentation
• Gives credit where credit is due (highly
ethical conduct)
• Protects writers against plagiarism charges
• Supports statements and thus increases
credibility
• Aids researchers in pursuing similar research
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Elements in an Electronic Citation
• Author (if given)
• Date of publication
• Title of article and/or name of publication
• Electronic medium (such as CD or DVD)
• Volume, series, page, section, or paragraphs
• Internet address (URL) and database if available
• Direct object identifier (DOI) if available
© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objective 5
Explain techniques for the logical
analysis and interpretation of data.
Common Errors in Data Interpretation
• Conforming results to prediction or desire
• Hoping for spectacular results
• Comparing when commonality is absent
• Assuming a cause-and-effect relationship when one
does not exist
• Failing to consider important factors
• Basing conclusions on lack of evidence
• Assuming constancy of behavior
© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.