Chapter 9 Understanding the Report Process and Research Methods

Chapter 9 Understanding the Report Process and Research Methods

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.

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

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

PowerPointSlides

  • 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 information.

12.Conducting Research

13.Objectives of Secondary Research

14.Types of Sources

15.Using the Internet Effectively

16.Types of Primary Research

17.Indicators of Effective Research

18.Sampling: Help for the Overwhelmed Researcher

19.Learning Objective 4 Demonstrate appropriate methods of collecting, organizing, and referencing information.

20.Guidelines for Designing Effective Questionnaires

21.Guidelines for Designing Effective Questionnaires (cont.)

22.Common Item Types for Questionnaires

23.Common Errors in Data Collection

24.Reasons for Accurate, Complete Documentation

25.Elements in an Electronic Citation

26.Learning Objective 5 Explain techniques for the logical analysis and interpretation of data.

27.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

  • 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.

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

  • 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.
  • Where might suitable definitions be found?

Documenting Procedures

  • 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

  • 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

  • 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.
  • 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. TheAmerican’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

  • 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

  • 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 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

  • 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

  • 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

  • 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

  • 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

  • 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: