help with topic proposal and worksheet

ACTION RESEARCH APPLICATION PROJECT

LEARNERS PACKET

WILEY COLLEGE

WEEK ONE

LEARNING OBJECTIVES

The adult learner will:

1. Think of a problem in the workplace to solve.

2. Complete a problem analysis.

3. Create a topic proposal.

PROBLEM ANALYSIS AND TOPIC PROPOSAL

You are now ready to choose the problem topic for the Reserch Project. Begin by generating a series of possible topics. Once the obvious problems are down on paper, the new, often better ideas start to flow. Do not worry about feasibility at this point. Include at least a few topics that will stretch the mind a bit. Keep in mind though, the biggest mistake is to select the easiest problem just to complete the requirements. Little learning takes place when this is done.

Once you have generated a large number of topics, group them in categories such as job, community, or environment. Develop a few of these ideas beyond the single word or phrase stage.

Discuss several of the topic areas with the site contact as well as the Business Application Project Facilitator. Submit the Problem Analysis Worksheet when it is due.

Let us take a closer look at what is involved in conducting a problem analysis. Remember, you are not looking for solutions yet; but are interested in zeroing in on the problem area so that a clearer and more accurate picture may emerge.

1. Write down the initial question -- for example:

· "Why are other departments producing better results than this one?"

· "Why are sales not higher in this department?"

· "Why is absenteeism higher in this department than in any other department of the office complex?"

2. Roughly delineate the problem area, including:

· What is being discussed about it and why is it a problem?

· Where is the problem located and who is involved?

Answers to these questions often require no more than a word or a short phrase.

3. Accumulate observations that appear to be related to the problem question. Separate these observations into two lists—one that describes the current situation and one that describes the desired status. These lists will include symptoms of outward manifestations of the problem as well as possible underlying causes.

Obtain these initial observations from the organization in which you will be implementing the Business Application Project. To add to these possible causes, brainstorm (with fellow adult learners, site contact and others in the organization) other possible causes. Some of these additional possible causes will suggest other symptoms that should be observed. Further observations and discussions with others in the organization will verify whether these symptoms exist. Finally, there should be a complete list of the symptoms and possible causes.

4. Consolidate the list of symptoms and causes and translate them into a set of explanations of the problem. It is important at this stage to be aware of personal biases, so do not ignore other equally possible explanations. Start to think objectively.

5. Based on all the observations, select the explanations that appear to be most relevant to the problem under study.

6. Analyze the relationships between the various explanations that may provide additional insight into the problem. Are they getting at the same thing? If so, you may be able to consolidate them into a more general statement. Does your explanation have implications for another one?

All of the above information is placed on the Problem Analysis Worksheet and discussed with the Business Application Project Facilitator. Record each step of the analysis. You may wish to make copies of the form and complete one for each general topic being considered as a Business Application Project.

You may find it helpful to view the Problem Analysis Worksheet in terms of a "funnel" analogy. The top of the funnel represents the broad or vague area of interest. As observations are made, facts accumulated, descriptions clarified, and relationships discerned, the problem becomes progressively focused, defined, and manageable.

You are now ready to write the Research Project topic proposal. The problem statement, which will become the topic proposal, should be a brief and clear statement. Keep in mind that this proposal needs to be written in such a way that someone who knows nothing about the area of study will understand it. Define all specialized terms clearly and concisely.

A copy of the Research Project topic proposal form appears in the Appendix.

The Topic Proposal must be approved by all individuals indicated at the bottom of the form. When the proposal is shared with the site contact, have the site contact sign the proposal after the n Project Facilitator has given verbal consent to the topic. After the site contact has signed the proposal, give the proposal to the Facilitator, who will then sign it.

Beginning steps toACTION RESEARCH Project

Sample Research Project Problems

Now that you have digested the "whole" of the Research Project procedures, it is time to introduce some possible problems and titles for the Research Project. The reoccurring theme is that an actual "real live" problem exists that will be researched for a possible solution.

Problem: Why are the part-time National Guard soldiers getting such low

scores on their field tests?

Title: COMBINED ARMS TRAINING: MICHIGAN NATIONAL

GUARD

Problem: Are employees feeling "short-changed" with only a bi-yearly evaluation?

Title: EVALUATION OF EMPLOYEES USING THE PERFORMANCE

APPRAISAL FORM

Problem: Automation has caused low morale among employees, much dissension, and general fear of job loss.

Title: IMPACT AND EFFECT OF AUTOMATION ON THE TECHNOLOGIES AND RELATED TRADE INSTRUCTION DEPARTMENTS

Problem: Many employees of the Engineering Department are feeling that their efforts and progress are not being evaluated fairly.

Title: MEASURING INDICATIONS OF SUCCESS IN THE ENGINEERING DEPARTMENT

Problem: Is there a better and cheaper way to package material into storage containers at the Distribution Center?

Title: FEASIBILITY OF UTILIZING MATERIAL-HANDLING ROBOTS

Problem: Procedures for quoting prices at the C.J.B. Corporation are slow and burdensome. Is there a better way?

Title: COMPUTER-ASSISTED QUOTING PROCEDURES OF THE C.J.B. CORPORATION

Problem: Customers at the Ella Mott Museum are complaining that too

many volunteer guides are uninformed and giving wrong

information.

Title: THE EFFECT OF A TRAINING PROGRAM ON HISTORIC

INTERPRETERS AT THE ELLA MOTT MUSEUM

Problem: Employees complain that fringe benefits do not fit their needs

because their spouses get much the same ones.

Title: DEVELOPING A PROGRAM TO ALLOW EMPLOYEES

GREATER CHOICE IN FRINGE BENEFITS PROVIDED BY THEIR EMPLOYER

Problem: Many small townships do a lot of their work with "pencil and

paper." Is there a better and more economical way of record-keeping?

Title: DATA PROCESSING--COOPERATIVE ACQUISITIONS BY

SMALL TOWNSHIPS

Problem: The preschool teacher and aides noticed that many of their

students were coming to them without the basic motor skills

such as hopping, skipping, and jumping.

Title: MOTOR SKILLS PROGRAM FOR PRESCHOOL CHILDREN

Problem: When the telephone system was broken up by law, there were

numerous problems with work orders and billing.

Title: REDUCTION IN ERROR RATE ON CUSTOMER WORK

INVOICES

Problem: A small, local fire department felt that information about

location of fire, type of fire, and needed equipment was

sometimes inaccurate, too costly, and too slow.

Title: COMPUTERIZED INFORMATION SYSTEM FOR THE

WATERGRANT AREA FIRE DEPARTMENT

Problem: A historical society needs money. Local tax dollars were shut off

by a millage defeat.

Title: DEVELOPING ALTERNATIVE FUNDING SOURCES FOR THE JOHNSON COUNTY HISTORICAL SOCIETY

Problem: Sales were decreasing. Equipment was not fixed properly. There

was an "air of discontent" throughout the company.

Title: MOTIVATING EMPLOYEES TO INCREASE SALES AND REDUCE EQUIPMENT-RELATED COMPLAINTS

Problem: The company was getting negative evaluations every time the

government examined the waste water coming from its plant.

Title: UPGRADING THE INDUSTRIAL WASTE WATER TREATMENT SYSTEM

TO ENSURE COMPLIANCE WITH REVISED ENVIRONMENTAL PROTECTION AGENCY REGULATIONS

Outline for section 1

INTRODUCTION

To assist in writing Chapter 1, a number of examples have been included. Several worksheets—such as the Problem Analysis Worksheet—are included to guide the thinking and planning process.

Please read this entire section before starting Chapter 1. This will provide ideas of what is expected. Then, as each chapter is developed, use these guidelines as a reference and guide. Always check the format and style section of these guidelines while writing the paper.

Purposes of Chapter 1

* Chapter One - to demonstrate that there is a firm grasp on the problem you have chosen. The entire project is based on this problem.

ORGANIZATIONAL FORMAT FOR INTRODUCTORY CHAPTERS

Organizational formatting is required to finish the first two chapters correctly. A more complete description of the format, style, and mechanics for writing the report is contained in the format and style chapter of these Guidelines. Below is an outline for the suggested organization for Chapter 1. Each chapter starts on a new page and is centered and in capital letters with a Roman numeral indicating the chapter number.

A suggested format for Chapter One might be as follows:

5-7 pages total

· Description of the Problem

· Purpose of the Project

· Setting of the Problem

· History and Background of the Problem

· Scope of the Project

· Importance of the Project

· Definition of Terms

CHECKLIST FOR CHAPTER 1

Statement of Purpose

Has the overall purpose of the project been stated?	Yes No
Does the statement serve to give the reader an adequate overview of the project?	Yes No
Is the statement concise, clear, and appealing?	Yes No
Setting of the Problem
Is there a general but current description of the organization or community in which the project will be implemented?	Yes No
Are the number of people involved indicated?	Yes No
Are all the unique characteristics of the organization described?	Yes No
History and Background of the Problem
Is there a full picture of the problem as it currently exists, indicating all the symptoms, possible causes, and their interrelationships?	Yes No
Is there a historical context of the problem; i.e., how long it has existed and major possible causes that had an influence on it?	Yes No
Are there any interrelationships between parts of the problem and parts of the setting described?	Yes No
Scope of the Business Application Project
Is there a description of the aspects of the setting included in the study and of those not included?	Yes No
Is there a description of exactly which parts of the problem will be included in the study?	Yes No
Importance of the Action Research Project
Is it clearly indicated why the project is needed?	Yes No

Writing Chapter 1 - Description of the Problem

5-7 pages

Chapter 1 of the Research Project states the purpose and provides a full description of the problem. You will be required to review the history and background of the problem and detail the scope and limits of the project. Chapter 1 will identify the importance (significance) of the problem, demonstrate the full knowledge of the setting (organization or community) in which the problem is researched, and define all key terms.

After reading this chapter, the reader should have a clear picture, not only of the specific problem being explored, but also of its background and history, its setting, and its limits. Basically, this chapter is an expansion and more refined discussion of many of the items included in the Topic Proposal.

The following are the sections that should be included in Chapter 1. Generally, all six topics constitute separate sections and will be written in the indicated sequence; however, the sequence is not mandatory. In some cases, it may be more logical to combine two or more of them into a single section. In other cases, a change in the sequence may improve the flow of the presentation. Check with your facilitator for guidance.

Statement of Purpose

In two or three sentences, state as clearly as possible the purpose of the project.

1. Example

The purpose of this project was to create, implement, and evaluate a communication/feedback manual for the Welding Metallurgical Department of Factory SKS. The manual will be used to develop, improve and maintain the metallurgists' communication skills.

The Setting of the Problem

In this section, you should describe the organization or community in which the problem exists and will be implemented.

The following examples indicate how the description of the setting might be organized.

Note: You may wish to combine this section with the next one, especially if the problem is intricately tied to several components of the system. If the sections are combined, make sure the heading in the report reflects the combination.

A. Example One

Elmwood Counseling Center is a non-profit organization located in a southern suburb of Chicago. It exists to provide a variety of counseling services, foster home placement, and outdoor educational activities to residents within the county.

Staff members of the center and representatives from the community elect a twelve-person board of trustees, which hires a director who is responsible for running the agency. Four coordinators report to the director: The Drop-in Center Coordinator, the Agency Outreach Coordinator, the Outdoor Education Coordinator, and the Drug Counseling Coordinator. (See organizational chart at the end of description.) The director and coordinators are the only paid staff members with the exception of the consultants who are called in periodically for the purpose of staff development.

Much of the agency's work is conducted by its seventy-five volunteers who donate their time each week. The volunteers are dedicated community members who are willing to donate their time because they find the work personally rewarding. One difficulty is that there is constant turnover of volunteers, making it necessary for staff to devote a considerable amount of time to recruiting and training new volunteers. There is often inadequate or poor communication between paid staff members and volunteers.

The structure of the organization is functional. There is overlapping of services in the four functions when clients are cross-referred, making cooperation of the coordinators necessary for the agency to function smoothly. Weekly staff meetings are held to facilitate cooperation and communication among coordinators.

The organization maintains close ties with law enforcement agencies, hospitals, courts, and state agencies such as the Department of Children and Family Services (DCFS). Although members of the community serve on the Board of Trustees and as volunteers, the Center has been accused of not being responsive enough to the needs of the community.

Elmwood Counseling Center is supported by state, federal, and village funds, which provide an operating budget. Special projects are paid for by community contributions or through writing grant proposals and submitting them to the appropriate funding sources. Different paid staff members take turns writing grant proposals as needed. While this is a necessary part of the agency's activities for its economic survival, staff members neither enjoy nor feel competent writing grant proposals.

B. Example Two

Training and Staff Development is a section of Personnel Services at the Medical Center Campus of the University of Illinois. There are three other sections of the Personnel Services Office: Employment, Classification, and Records. These sections work closely together to carry out the personnel function. Organization of the department is according to functions performed. Training and Staff Development is located in a separate building, which results in this section having more autonomy than the other three.

The Director of Personnel Services is in charge of the Personnel Department. He reports to the Vice Chancellor of Administrative Services, who reports to the Chancellor of the Medical Center. There are three campuses of the University of Illinois—Medical Center, Chicago Circle, and Champagne-Urbana. Each has a chancellor who reports to the President of the University of Illinois. The president reports to the Board of Trustees elected by Illinois voters.

The purpose of Training and Staff Development is to train nonacademic staff, so that they can best perform their jobs. Nonacademic staff, approximately 5,000, do not have academic appointments at the Medical Center. This training is part of the Personnel Department whose function is to provide the Medical Center with qualified nonacademic personnel. Academic personnel are hired by the Vice Chancellor of Academic Affairs.

A unique aspect of the Medical Center campus is that in addition to its being a major university, it has hospitals requiring twenty-four hour staffing. The purpose of the Medical Center is two-fold—to provide quality health care and quality education. The Vice Chancellor for Health Services is responsible for the first purpose and the Vice Chancellor for Academic Affairs for the second. All of their activities, such as business affairs and personnel selection, which are necessary for the Medical Center to function, are the responsibility of the Vice Chancellor for Administrative Services.

The University of Illinois is part of the State University Civil Service System, not to be confused with state and federal civil service systems, which were established with the intent of taking state universities out of the political arena. All state universities belong to the system. This means that major decisions in employment procedures, position classification, salary schedules, and labor and employment relations must be reviewed by the University Civil Service System.

Thus, Training and Staff Development, a section of Personnel Services, is part of a vast system. It is most directly affected by the Director of Personnel and the Vice Chancellor for Administrative Services. It is part of the University System and thus subject to its requirements and ultimate decisions. Part of the funding for the Center is obtained through allocations made by the Illinois Legislature. Other funding is generated from the educational and medical services it provides.

C. Example Three

The Harris Company is a prosperous manufacturer of metal products designed for industrial use. Its manufacturing plant, located in central Massachusetts, employs nearly 600 workers who produce a large variety of clamps, inserts, knobs, and similar items. Orders for these products are large and on a recurrent basis. Order volume fluctuates according to business conditions in the primary industries that the company services. The goal of the Harris Company is to supply prompt delivery of quality metal products to its customers at a competitive price.

The dye making and setup operations require the greatest degree of skill and are supplied by highly paid, long-service craftsman. The Finishing Department, divided geographically between plating and painting, attracts less trained but relatively skilled workers, some of whom have been employed by the company for many years. The remaining operations are largely unskilled in nature and characterized by low pay and a high rate of personnel turnover.

Examples adapted from: Paul R. Lawrence and John A. Seiler, Organizational Behavior and Administration Cases, Concepts and Research Findings, Homewood, Illinois: The Dorsey Press, 1965.

History and Background of the Problem

This section should be an expansion of the basic description you gave in the Topic Proposal. Describe, in some detail, all the ramifications of the problem: the symptoms, the possible and most probable underlying causes, and how these causes may be interrelated. Also, describe the history of the problem: how long it has existed; how it has existed; how it has changed over time; and what major events have had an influence on it. To the extent possible, show how various parts of the problem are related to the various parts of the setting. Describe the group(s) involved or affected by the problem. Who are they? How many are involved and in which organizational unit or geographical location? In most cases, the source of the information for this section will come from the setting itself. It will come from the personal knowledge of and experience in the organization, from organizational records or documents, from your observations, and from discussions with people in the setting. In some cases, the description may include information obtained from the published literature, but the history should be real and not theoretical. In this case, you may write an initial draft of this section based on your knowledge of the setting, and then rewrite if after you have completed the literature review.

Scope of the Project

Here one should very clearly and specifically describe the limits or scope of the problem to be dealt with in the project. In the history and background section, you should completely describe the problem as it exists in its setting. However, since you may choose to work on only parts of the problem, indicate which parts will be included in the project. Only some of the underlying causes, organizational units involved, or parts of the population affected may be addressed. You might need to modify this section after completing the literature review, since the review may cause you to change the scope of the study.

Importance/Significance of the Project

In this section, indicate why the project is important. Explain what special or unique benefits will be derived from developing it. Is there anything unique about it in comparison to what other research has been done on the problem? Be specific in the analysis, so the reader can immediately grasp why this project is considered important.

This is another section you might wish to rewrite after completing the literature review. In that way, there will be a better understanding of how the project relates to the work of others.

Definition of Terms

In the final section of Chapter 1, define all important and unique terms used to this point, and any anticipated to be used later in the Action Research Project. You might also have to add to this list in the final draft of the report. Include all terms that are unusual or technical, and not likely to be familiar to the readers.

Have someone who is not a member of the profession read the rough drafts and circle any term not understood. This is a good way to identify terms that need defining for the casual reader. Be sure that the list is alphabetized for greater ease in finding the terms.

PROBLEM ANALYSIS AND TOPIC PROPOSAL

You are now ready to choose the problem topic for the Research Project. Begin by generating a series of possible topics. Once the obvious problems are down on paper, the new, often better ideas start to flow. Do not worry about feasibility at this point. Include at least a few topics that will stretch the mind a bit. Keep in mind though, the biggest mistake is to select the easiest problem just to complete the requirements. Little learning takes place when this is done.

Once you have generated a large number of topics, group them in categories such as job, community, or environment. Develop a few of these ideas beyond the single word or phrase stage.

Let us take a closer look at what is involved in conducting a problem analysis. Remember, you are not looking for solutions yet; but are interested in zeroing in on the problem area so that a clearer and more accurate picture may emerge.

7. Write down the initial question -- for example:

· "Why are other departments producing better results than this one?"

· "Why are sales not higher in this department?"

· "Why is absenteeism higher in this department than in any other department of the office complex?"

8. Roughly delineate the problem area, including:

· What is being discussed about it and why is it a problem?

· Where is the problem located and who is involved?

Answers to these questions often require no more than a word or a short phrase.

9. Accumulate observations that appear to be related to the problem question. Separate these observations into two lists—one that describes the current situation and one that describes the desired status. These lists will include symptoms of outward manifestations of the problem as well as possible underlying causes.

Obtain these initial observations from the organization in which you will be implementing the Business Application Project. To add to these possible causes, brainstorm (with fellow adult learners, site contact and others in the organization) other possible causes. Some of these additional possible causes will suggest other symptoms that should be observed. Further observations and discussions with others in the organization will verify whether these symptoms exist. Finally, there should be a complete list of the symptoms and possible causes.

10. Consolidate the list of symptoms and causes and translate them into a set of explanations of the problem. It is important at this stage to be aware of personal biases, so do not ignore other equally possible explanations. Start to think objectively.

11. Based on all the observations, select the explanations that appear to be most relevant to the problem under study.

12. Analyze the relationships between the various explanations that may provide additional insight into the problem. Are they getting at the same thing? If so, you may be able to consolidate them into a more general statement. Does your explanation have implications for another one?

All of the above information is placed on the Problem Analysis Worksheet and discussed with the Research Project Facilitator. Record each step of the analysis. You may wish to make copies of the form and complete one for each general topic being considered as a Research Project.

You may find it helpful to view the Problem Analysis Worksheet in terms of a "funnel" analogy. The top of the funnel represents the broad or vague area of interest. As observations are made, facts accumulated, descriptions clarified, and relationships discerned, the problem becomes progressively focused, defined, and manageable.

You are now ready to write the Research Project topic proposal. The problem statement, which will become the topic proposal, should be a brief and clear statement. Keep in mind that this proposal needs to be written in such a way that someone who knows nothing about the area of study will understand it. Define all specialized terms clearly and concisely.

A copy of the Research Project topic proposal form appears in the Appendix.

The Topic Proposal must be approved by all individuals indicated at the bottom of the form. When the proposal is shared with the site contact, have the site contact sign the proposal after the Research Project Facilitator has given verbal consent to the topic. After the site contact has signed the proposal, give the proposal to the Facilitator, who will then sign it.

Week Two

OVERVIEW

Learners will be working independently to complete a draft of Chapters 1 and 2 of their Research Project.

LEARNING OBJECTIVES

The adult learner will:

1. Complete Chapter 1 of their Research Project.

2. Complete Chapter 2 of their Research Project.

Purposes of Chapter 2

Chapter Two - to demonstrate that you are familiar with the literature (expert research in the field) relevant to the problem.

writing Chapter 2 - Literature Review

6-8 pages

This chapter of the project reviews the published literature related to the stated problem. In Chapter 1, you describe the problem as it exists in the specific setting being studied. In Chapter 2, you should help the reader understand the problem as it exists in other settings.

There are several purposes for conducting a literature review. The literature review:

· Places the problem and project in a broader context and shows how they relate to earlier and perhaps less effective approaches to the same problem.

· Reveals difficulties others have had in attacking the problem or weaknesses in their approach or conclusions that will give ideas on how to avoid the problem.

· Provides new ideas and approaches one may not have thought of, ideas that may be alternative solutions, ways of ensuring or evaluating outcomes, and ways of operationally defining objectives and variables.

A well-developed literature review should contain the following features:

1. Articles should be grouped from a general overview to a specific subject perspective dealing with the particular problem. This is called the "funnel" approach—moving from general material to specific material on the topic.

2. Section headings should be provided to organize the review, so the reader can easily spot the direction of the review.

· Example: Section One: History of the Work Problem

Section Two: Case Studies in Other Industries

Section Three: Case Studies in Automotive Industry

Section Four: Participation Management and Union Involvement

· Example: Section One: Overall Job Performance and Satisfaction

Section Two: Time Management at the Job Site

Section Three: Employee/Management Relations and Job Description

· Example: Section One: Vandalism in America

Section Two: Vandalism in Public Places

Section Three: Vandalism in America's Schools

By organizing the review to proceed from the general to the specific, the literature review becomes more than a collection of what others have said.

3. Relevance. The review is a discussion of the relevance of the literature to the Action Research Project. Every article must contribute to an understanding of some aspect of the problem selected. There may be disagreements among authors; they may have different points of view on the causes or solutions to the problem. You should indicate how each of these views relates to the project.

At times, adult learners indicate that they cannot find any literature dealing with their papers’ problems. This generally results from taking too narrow a view of both their problem and how the literature review should relate to it. You may find that there is little information specifically dealing with the approach or narrow problem definition. However, generally you will find literature dealing with a broader problem area that is important to the study of the project. As you review the literature on related or similar problems, it will shed light on the area of study. These insights often have much to offer in guiding the thinking and approach to the project.

Writing the Literature Review

The literature review is Chapter 2 of Part One. Center the heading, LITERATURE REVIEW, at the top of the page. Section headings for parts of the review are entered as free-standing side headings, as outlined in the format and style section of these guidelines.

When citing references in the text of the review and preparing a reference list, follow the examples in the Format, Style and Organization section.

The reference list is placed at the end of the final report; however, a preliminary reference list should be submitted with Chapter 2. The Publication Manual of the American Psychological Association (Latest Edition) is required as the guide for all referencing.

Note: When submitting the literature review to the Research Project Advisor you must also submit the reference list. This reference list must contain only the references cited in the report. The review must include at least a minimum of 8-10 bibliographical references.

CHECKLIST FOR CHAPTER 2

Literature Review
Is the general background of the literature presented to show how the specific project fits into a broader picture of the whole topic area?	Yes No
Is the information on the current research most closely related to the specific problem presented?	Yes No
Is it indicated how the literature being reviewed relates to the Project throughout?	Yes No

Chapters 3 and 4

Purpose of Chapters 3 and 4

In Chapters 3 and 4 of the RESEARCH Project, the following specific requirements will be addressed. They are:

1. To identify measurable objectives that will specify the details of the intervention.

2. To describe the actual intervention that will be implemented at the RESEARCH Project site.

3. To develop a detailed plan of evaluation to be applied to determine the degree of success achieved with the intervention.

Chapters 3 And 4 Requirements

1. Chapter 3 - Description of the Intervention

Statement of Objectives

2. Chapter 4 - The Evaluation Plan

Evaluation Design

Data Collection Plan

Limitations for the Data Collection Plan

If the organization selected in Chapter 3 differs from the above, be sure to label the sections clearly and correctly. This chapter will identify what design was chosen to gather the data and how it was gathered. It will clearly conclude with the limitations of the evaluation process. If other sections are included, be sure to label them correctly.

Use of the Word “Data”

Literally, the word “data” is the plural form of the Latin word “datum.” But in modern usage it can be considered singular. Therefore, both of the following sentences are grammatically correct:

• The data have been analyzed and are ready for review.

• The data has been analyzed and is ready for review.

You need to choose a particular approach and use it consistently throughout your project.

Checklist for Chapters 3 and 4

Summary of the Problem
Are Chapters 3 and 4 introduced with a 2-3 paragraph summary of the problem?	Yes No
Statement of Objectives
Are at least two evaluation objectives listed?	Yes No
Does the statement of each objective include:
What change will result?	Yes No
How much change is expected?	Yes No
Where the change will occur?	Yes No
When the change will occur?	Yes No
Description of the Intervention
Is there a complete, clear and concise description of the program implemented given?	Yes No
The Evaluation Plan
Is the evaluation design named or described?	Yes No
Is the size of the sample(s) stated and how the individuals were selected?	Yes No
Is a complete description of the demographic data included and how these data were used?	Yes No
Is there a description of the manner in which the data were analyzed, indicating any statistical test(s) used and the level of significance chosen?	Yes No
Is there a copy of all evaluation instruments, whether self-developed or purchased, included as part of the study?	Yes No
Is there a description of the manner in which you developed the instrument, whether it was field tested and the results?	Yes No
Is there a description of all limitations to the evaluation plan?	Yes No
Are all the data collected directly relevant to the objectives?	Yes No

writing Chapter 3:

Description of the Intervention

Begin this chapter by briefly summarizing the nature of the problem to be studied. This summary of the problem should be only two or three paragraphs long. It will serve to refresh the reader's memory and provide a focus or frame of reference to which the rest of the chapter can be related.

Statement of Objectives

The most important part of the Research Project is writing measurable (result-oriented) objectives. At least two objectives, but preferably four or five objectives, should be part of the study.

In writing the objectives, state each one in a separate paragraph. It would be advisable to identify each objective (Objective One, Objective Two, etc.). Use free-standing side headings for this process.

To assist the reader in understanding what the objective is and why it was selected, a description and explanation should follow each one.

When stating each objective include:

· What change will result? (Stated in observable and measurable terms.)

· How much change is expected?

· Who or what will change?

· Where will the change occur?

· When will the change occur? (time boundaries)

EXAMPLE:

Objective One

By January of next year, there will be a 50 percent reduction in the number of errors committed by the clerical staff in the XYZ Department of the SKS Manufacturing Plant.

What? Reduction in the amount of errors

How much? 50 percent

Who? Clerical staff

Where? XYZ Department

When? By January of next year

Remember, the explanation clarifying the reason for including the objective must come immediately following each objective.

Description of the Intervention

The intervention is a plan, or program, intended to correct the problem. Describe completely, clearly, and concisely, the intervention to be implemented. If it was a training program, describe the content of the program, the methods and materials used, the length of the program, and when and where the program was held.

If a procedures manual is to be developed, describe its contents, its length, how it was distributed, and when and where it was distributed.

If a computerized inventory control program is developed, describe the input and the output, describe the type of data entered into the program, how the data are manipulated by the program, and what type of data or report are generated from the program. Also, indicate its implementation, complexity, and intended use.

Since this is the core of the entire Research Project, the reader must clearly understand all the characteristics and procedures of the intervention. In short, by reading this section only, the reader will know what was designed and implemented. If you developed a different intervention (or strategy) for each objective, then organize this section by each objective. One word of caution: limit the intervention to one main strategy if at all possible. The more complex the intervention, the more difficult it is to specify what really caused the change.

Writing Chapter 4 - The Evaluation Plan

General Requirements

The methodology used to determine whether the project met its objectives is described in this chapter. Included are questionnaires, collection methods, and complete methodology descriptions.

Some of the descriptions to be included are:

· The evaluation design - name or describe the research design used.

· The size of the population and how it was selected and organized into groups.

· If any demographic data on the population were collected, describe the data and how they were used.

· When and where the data were obtained and the manner in which the data were obtained.

· Special precautions which were taken to remove bias in the data.

· The manner in which the data were analyzed. If a statistical test was used, indicate which one, and what level of significance was chosen in performing the test.

If a questionnaire was developed , or other data collection instruments used, include complete copies of them in the appendix. However, learners should describe and explain the data collection instruments in the body of the text of this chapter, in order to give validity to the instrumentation and the study. After describing the instruments, write in parentheses where readers can find them. For example:

The data in Sample Questionnaire X indicates… (Please refer to Appendix B to see a copy of the Questionnaire used.)

Finally, discuss any limitations in the evaluation plan. These may be variables that cannot be controlled by the research design or flaws or biases in the instruments.

The following examples are intended to illustrate how to organize this chapter. These are not exclusive. Use any format that organizes the information clearly and completely.

EXAMPLE A:

Objective Analysis Design

In this segment, list each objective with a description of how the evaluation design will determine if the objective is met. Questions, collection of data, pre- and post-analysis, etc. may be used to accomplish the task. Each objective may have a different method of collecting proof to determine if the objective was met. The number of segments in the chapter is dependent upon the number of objectives. Remember, however, results are not included in this chapter.

Data Analysis

This section indicates what data analysis and calculations are important to the research. Each calculation should be noted with an explanation of why it was selected.

Limitations of the Data Collection Plan

The weaknesses of the design is established in this part. It also includes what variables may hinder clear answers and what other factors could not be controlled. Every experiment or test has elements that cannot be controlled, and should be noted.

EXAMPLE B:

Evaluation Design

If there is one design for the entire project, it is best to describe the plan in detail. This provides the reader with a complete overview of the design and how it was administered.

Data Collection Plan

In this section, weave into the discussion of the data collection, the objectives to be reached by such a collection. Mention pretest and post-test collections and how they will be used statistically to gather proof of objectives being met.

Keep the collection plan simple. In its analysis, each objective will be closely monitored to see if it was met. Be as complete as possible. As a consequence, the reader will know the plan in detail and how to apply it to all of the objectives.

Limitations of the Data Collection Plan

This section denotes the weaknesses of the design, what variables may hinder clear answers, and what other factors could not be controlled. Every experiment has elements which cannot be controlled, and they should be noted.

Start each chapter with an opening paragraph that explains what will be found in that chapter. Furthermore, close each chapter with a summary paragraph specifying how this particular chapter is integrated into the entire Business Application Project.

week Three

OVERVIEW

Learners will be working independently to complete Chapters 3 and 4 of the Research Project.

LEARNING OBJECTIVES

The adult learner will:

1. Complete Chapter 3 of the Research Project.

2. Complete Chapter 4 of the Research Project.

ASSIGNMENTS DUE

1. Complete Chapter 3 of the Research Project.

2. Complete Chapter 4 of the Research Application Project.

WEEK three Session schedule

Learners should email the instructor a draft of Chapters 3 and 4.

Chapters 3 and 4

Purpose of Chapters 3 and 4

In Chapters 3 and 4 of the RESEARCH Project, the following specific requirements will be addressed. They are:

4. To identify measurable objectives that will specify the details of the intervention.

5. To describe the actual intervention that will be implemented at the RESEARCH Project site.

6. To develop a detailed plan of evaluation to be applied to determine the degree of success achieved with the intervention.

Chapters 3 And 4 Requirements

3. Chapter 3 - Description of the Intervention

Statement of Objectives

4. Chapter 4 - The Evaluation Plan

Evaluation Design

Data Collection Plan

Limitations for the Data Collection Plan

If the organization selected in Chapter 3 differs from the above, be sure to label the sections clearly and correctly. This chapter will identify what design was chosen to gather the data and how it was gathered. It will clearly conclude with the limitations of the evaluation process. If other sections are included, be sure to label them correctly.

Use of the Word “Data”

Literally, the word “data” is the plural form of the Latin word “datum.” But in modern usage it can be considered singular. Therefore, both of the following sentences are grammatically correct:

• The data have been analyzed and are ready for review.

• The data has been analyzed and is ready for review.

You need to choose a particular approach and use it consistently throughout your project.

Checklist for Chapters 3 and 4

Summary of the Problem
Are Chapters 3 and 4 introduced with a 2-3 paragraph summary of the problem?	Yes No
Statement of Objectives
Are at least two evaluation objectives listed?	Yes No
Does the statement of each objective include:
What change will result?	Yes No
How much change is expected?	Yes No
Where the change will occur?	Yes No
When the change will occur?	Yes No
Description of the Intervention
Is there a complete, clear and concise description of the program implemented given?	Yes No
The Evaluation Plan
Is the evaluation design named or described?	Yes No
Is the size of the sample(s) stated and how the individuals were selected?	Yes No
Is a complete description of the demographic data included and how these data were used?	Yes No
Is there a description of the manner in which the data were analyzed, indicating any statistical test(s) used and the level of significance chosen?	Yes No
Is there a copy of all evaluation instruments, whether self-developed or purchased, included as part of the study?	Yes No
Is there a description of the manner in which you developed the instrument, whether it was field tested and the results?	Yes No
Is there a description of all limitations to the evaluation plan?	Yes No
Are all the data collected directly relevant to the objectives?	Yes No

writing Chapter 3 - Description of the Intervention

Begin this chapter by briefly summarizing the nature of the problem to be studied. This summary of the problem should be only two or three paragraphs long. It will serve to refresh the reader's memory and provide a focus or frame of reference to which the rest of the chapter can be related.

Statement of Objectives

The most important part of the Business Application Project is writing measurable (result-oriented) objectives. At least two objectives, but preferably four or five objectives, should be part of the study.

In writing the objectives, state each one in a separate paragraph. It would be advisable to identify each objective (Objective One, Objective Two, etc.). Use free-standing side headings for this process.

To assist the reader in understanding what the objective is and why it was selected, a description and explanation should follow each one.

When stating each objective include:

· What change will result? (Stated in observable and measurable terms.)

· How much change is expected?

· Who or what will change?

· Where will the change occur?

· When will the change occur? (time boundaries)

EXAMPLE:

Objective One

By January of next year, there will be a 50 percent reduction in the number of errors committed by the clerical staff in the XYZ Department of the SKS Manufacturing Plant.

What? Reduction in the amount of errors

How much? 50 percent

Who? Clerical staff

Where? XYZ Department

When? By January of next year

Remember, the explanation clarifying the reason for including the objective must come immediately following each objective.

Description of the Intervention

The intervention is a plan, or program, intended to correct the problem. Describe completely, clearly, and concisely, the intervention to be implemented. If it was a training program, describe the content of the program, the methods and materials used, the length of the program, and when and where the program was held.

If a procedures manual is to be developed, describe its contents, its length, how it was distributed, and when and where it was distributed.

If a computerized inventory control program is developed, describe the input and the output, describe the type of data entered into the program, how the data are manipulated by the program, and what type of data or report are generated from the program. Also, indicate its implementation, complexity, and intended use.

Since this is the core of the entire Business Application Project, the reader must clearly understand all the characteristics and procedures of the intervention. In short, by reading this section only, the reader will know what was designed and implemented. If you developed a different intervention (or strategy) for each objective, then organize this section by each objective. One word of caution: limit the intervention to one main strategy if at all possible. The more complex the intervention, the more difficult it is to specify what really caused the change.

Writing Chapter 4 - The Evaluation Plan

General Requirements

The methodology used to determine whether the project met its objectives is described in this chapter. Included are questionnaires, collection methods, and complete methodology descriptions.

Some of the descriptions to be included are:

· The evaluation design - name or describe the research design used.

· The size of the population and how it was selected and organized into groups.

· If any demographic data on the population were collected, describe the data and how they were used.

· When and where the data were obtained and the manner in which the data were obtained.

· Special precautions which were taken to remove bias in the data.

· The manner in which the data were analyzed. If a statistical test was used, indicate which one, and what level of significance was chosen in performing the test.

If a questionnaire was developed , or other data collection instruments used, include complete copies of them in the appendix. However, learners should describe and explain the data collection instruments in the body of the text of this chapter, in order to give validity to the instrumentation and the study. After describing the instruments, write in parentheses where readers can find them. For example:

The data in Sample Questionnaire X indicates… (Please refer to Appendix B to see a copy of the Questionnaire used.)

Finally, discuss any limitations in the evaluation plan. These may be variables that cannot be controlled by the research design or flaws or biases in the instruments.

The following examples are intended to illustrate how to organize this chapter. These are not exclusive. Use any format that organizes the information clearly and completely.

EXAMPLE A:

Objective Analysis Design

In this segment, list each objective with a description of how the evaluation design will determine if the objective is met. Questions, collection of data, pre- and post-analysis, etc. may be used to accomplish the task. Each objective may have a different method of collecting proof to determine if the objective was met. The number of segments in the chapter is dependent upon the number of objectives. Remember, however, results are not included in this chapter.

Data Analysis

This section indicates what data analysis and calculations are important to the research. Each calculation should be noted with an explanation of why it was selected.

Limitations of the Data Collection Plan

The weaknesses of the design is established in this part. It also includes what variables may hinder clear answers and what other factors could not be controlled. Every experiment or test has elements that cannot be controlled, and should be noted.

EXAMPLE B:

Evaluation Design

If there is one design for the entire project, it is best to describe the plan in detail. This provides the reader with a complete overview of the design and how it was administered.

Data Collection Plan

In this section, weave into the discussion of the data collection, the objectives to be reached by such a collection. Mention pretest and post-test collections and how they will be used statistically to gather proof of objectives being met.

Keep the collection plan simple. In its analysis, each objective will be closely monitored to see if it was met. Be as complete as possible. As a consequence, the reader will know the plan in detail and how to apply it to all of the objectives.

Limitations of the Data Collection Plan

This section denotes the weaknesses of the design, what variables may hinder clear answers, and what other factors could not be controlled. Every experiment has elements which cannot be controlled, and they should be noted.

Start each chapter with an opening paragraph that explains what will be found in that chapter. Furthermore, close each chapter with a summary paragraph specifying how this particular chapter is integrated into the entire Business Application Project.

Week FOUR

OVERVIEW

Learners will be presenting Chapters 1-4 of their Research Projects, and receiving feedback from the facilitator.

LEARNING OBJECTIVES

Adult learners will:

1. Compare and contrast their progress and approach with that of the rest of the cohort.

2. Model for each other constructive feedback techniques.

3. Learn and demonstrate public speaking and presentation skills.

week five

OVERVIEW

Learners will be working independently to write Chapters 5 and 6 of their Business Application Projects.

LEARNING OBJECTIVES

The adult learner will:

1. Complete Chapter 5 of their Research Project.

2. Complete Chapter 6 of their Research Project.

Writing CHAPTERS 5 AND 6

The Purpose of Chapters 5 and 6

The two general purposes of these chapters are:

1. To present a summary of the results with an analysis, according to the procedures outlined in the data collection plan. This demonstrates the ability to apply data analysis and statistical methods.

2. To present the conclusions and recommendations derived from the data analysis. This demonstrates the ability to interpret and draw conclusions from research data and to develop recommendations based on sound research findings.

The work completed up to this point culminates in Chapters 5 and 6. These two chapters focus on the results of the research and its practical value.

Checklist for Chapters 5 and 6

Results

Have you organized this chapter by objective, briefly restating each objective and indicating the instruments or measurements used?	Yes No
Have you presented for each objective only the data which are relevant to it?	Yes No
Have your followed each table or figure with a discussion of its contents?	Yes No
Have you clearly stated the results of any statistical tests?	Yes No
Have you stated how the actual results compared to those expected?	Yes No
Conclusions
Have you briefly stated your Research Project’s purpose and objectives?	Yes No
Have you stated whether your objectives were met, and indicated why or why not?	Yes No
Have you stated whether or not your original expectations were met?	Yes No
Have you related your findings to the original problem as described in Chapter 1; is impact clearly shown?	Yes No
Have you related your findings to relevant research by other researchers?	Yes No
Have you discussed any limitations in your procedures and indicated the implications of these limitations on the conclusions?	Yes No
Have you discussed the generalizations you can make from your findings?	Yes No
Have you given a complete analysis of the findings, indicating all the conclusions that can be drawn from them?	Yes No
Have you confined the conclusions to those which are supported by solid data?	Yes No
Recommendations
Have you discussed all the policy recommendations that can be based on the findings?	Yes No
Have you discussed the recommendations for further research that the project suggests?	Yes No
Have you shown how the results support the recommendations you made?	Yes No

writing Chapter 5 - Summary of Results

This chapter will summarize the results obtained from implementing the evaluation plan described in Chapter 4. Tell the reader what was discovered as a result of the research.

The chapter should begin with a brief introduction stating the contents of the chapter. Following this introduction, the chapter should be organized by objective. The results of the data collection should be presented as they relate to each objective, so that the reader will know which objectives were met and which were not met.

For each objective, begin by restating the objective and briefly indicating the instrument or nature of the measurements used to obtain data relevant to the objective. Follow with a summary of the actual data collected. Only pertinent data to an objective should be presented. For example, if you used a questionnaire with questions relevant to two or more objectives, do not present the data on all the questions; present only the data on the questions relevant to the objective currently being discussed.

Data are normally presented in table or figure format. Each table or figure should be followed by a brief discussion of its contents. Be specific about the unusual or key findings. In discussing the data, report the level of significance of each statistical test and indicate whether it exceeded the criterion level one established to determine significance. Also, indicate how the obtained results compared to those expected. The raw data collected should be presented in the Appendix of the paper. Only summarized data should be presented in this chapter. One exception is raw data that is not lengthy; such data may be included in the text. Introduce the statistical material with statements such as, "The data summarizing the effect of training on sales are presented in Table 9 on page 23; the raw data can be found in Appendix B on pages 31-36."

When using tables or figures to display data in the text of this chapter, position them as closely as possible to the written discussion of their contents. This helps the reader make quick comparisons between the visual and textual presentations of the results. The best placement is on the same page. If that is impossible, make sure the table or figure appears on the page following the reference to it.

A brief example is provided below.

Chapter 5 - Sample

The effect of a training program for sales agents on the behavior of the agents and on sales quotas is presented in this chapter. The raw data for each objective are presented in Tables 4 and 5 in Appendix A.

Effect of a Training Program on Sales Agents

Objective One: To significantly (P=.05) increase the sales of telephone sales agents in the sales office within two months after training.

A randomized pretest/post test control group design, utilizing the February 1990 (pre-training) and May 1990 (post training), and Monthly Agent's Sales Reports, was used to evaluate achievement of this objective. The data summarizing the effects of a training program on sales agents are presented in Table 1.

TABLE 1

MEAN SALES FACTORS FOR TRAINED

AND UNTRAINED AGENTS

Group* Pre-training Sales Post-training Sales

Trained 35.6 47.3

Untrained 35.7 37.9

*n = 25 for each group

The two-tailed, non-paired t-test comparison of the pre-training mean sales factor was not significant at .05, indicating that both groups were equal on this dependent variable at the start of the study. The post training means showed a difference of 9.4 in favor of the trained agents.

The t-value for this difference was 10.31, which is significant beyond the .001 level. As predicted, the trained group's performance was significantly better than that of the untrained group.

writing Chapter 6 - Conclusions & Recommendations

This chapter will draw conclusions based on the analysis of the results presented in the previous chapter. In short, tell the reader what the results mean and what actions should be taken as a result of the findings.

Introduce the chapter with a restatement of the purpose of the Research Project and its objectives. Follow this introduction with a brief statement indicating that this chapter presents an interpretation and discussion of the project findings (results) and a discussion of the recommendations stemming from these findings. Following this brief introduction there are three sections to the chapter, which are indicated by free-standing side headings:

· Conclusions

· Policy Recommendations

· Recommendations for Further Research

Conclusions

In this section, discuss the meaning of the results beyond what they mean statistically; that is, interpret the findings and indicate what can be concluded from them. This section should be a detailed discussion of the conclusions relevant to the actual subjects involved in the study and to other populations to which it can be generalized.

In the discussion, (1) indicate whether the results confirm, totally or in part, the original expectations or predictions; (2) indicate whether or not each objective was achieved and why; and (3) indicate whether the results were due to the expected variables or to uncontrollable variables. At this point, discuss what implications the limitations previously mentioned have had on the conclusions. Discuss the relationship of the results to the original problem description. Questions to ask: "Was the intervention a viable solution to the problem?" or "Did it make a difference in solving the problem or improving the situation?". If appropriate, discuss the long-term, as well as short-term implications. Finally, indicate other populations to which one can generalize the study results and the extent to which the generalizations can be made.

The presentation of conclusions should be organized by objectives. Preface the conclusions with a brief summary of the objectives and the findings (results) relevant to them; then, discuss the conclusions that can be drawn from these results. In some cases, the findings regarding several objectives may be interrelated. In that situation, you should explain the interrelationship. When writing the conclusions section, present only those conclusions that can be supported by solid data: do not claim more for the results than they really show. Special care must be taken when speculating why the results were not as expected. Be ready to support any speculation with data, information, or observations gathered during the project or from the published literature. Be sure to discuss why the objective was or was not achieved and what modifications may have improved the intervention’s effectiveness.

Policy Recommendations

In this section, discuss what actions the organization or community should take based on the results of the Business Application Project. A good set of recommendations makes it more likely that the report will have an impact on policy. The recommendations may affect the future of the program and other programs or policies long after the project is complete.

At a minimum, state whether the intervention should be continued, dropped, modified, or tested with other populations. Perhaps there are new or expanded policies you would suggest as a result of the findings. Perhaps new programs or interventions or change is needed in existing programs. In making recommendations, explain how the results support them.

Recommendations for Further Research

In this section, indicate the kinds of additional research needed in the topic area. These recommendations may take various forms. If there were any limitations in the research procedures, indicate what changes should be made in future studies. If one addressed only some aspects of the problem as described in Chapter 1 of the report, indicate how the remaining aspects should be researched. If the project raised new questions, indicate how they could be studied. If the intervention failed to achieve some of its objectives, indicate what other interventions may prove fruitful. Indicate any additional outcome variables the intervention is likely to impact—variables that should be measured. For example, if it measured the impact of training on increased knowledge, one may wish to recommend that a follow-up study measuring the impact of on-the-job behaviors be implemented.

At the end of this chapter, include a summary for the entire Business Application Project. These two or three paragraphs will be the capstone of the entire project.

Week six

LEARNING OBJECTIVES

The adult learner will:

1. Complete Chapter 7 of their Research Project.

2. Complete the abstract and the table of contents of their Research Project.

READING AND WRITING UNIT (Individual Work)

writing Chapter 7 - Reflections on the ACTION RESEARCH Project

In this chapter, discuss the learning you have realized in completing the Research Project. This is the first and only time one can use personal pronouns (I, my, me). During the Research Project you were to have kept a journal of your many experiences and frustrations. Now is the time to refer to these experiences and write the reflections important to the study.

The requirements of this chapter necessitate a balance between concrete experiences (what you have learned) and conceptualizations (how they have affected you). Do not repeat a step-by-step writing of the Research Project. Instead, attempt to analyze your feelings, your learning outcomes, and changed attitudes on the basis of some specific experiences. An example would be the literature review. What skills did you acquire? How did researching material of others change your mind? What will change in the future because of the review of literature?

Provide a good mix of conceptualization and concrete experiences. Indicate any roadblocks or difficulties you encountered and how you overcame them. Can any of this learning be generalized to other researchers or research situations? Discuss any unexpected outcomes that occurred during or as a result of this project.

In addition to documenting the learning outcomes, indicate what problems you encountered that needed to be resolved. Be sure to discuss what techniques became apparent during the research process that can be applicable to the daily work situation.

Finally, conclude with a discourse on how the entire program and Business Application Project affected your personal life. Will any of the learning outcomes transfer to personal or home activities? Were there concrete changes that gave personal satisfaction? Would you go through the process over again if given the opportunity?

Make this chapter count for all it is worth. You deserve it.

Checklist For Chapter 7

Results

Reflections
Have you indicated the experiences and learning outcomes relating to the project?	Yes No
Have you described the major problems you encountered and how you overcame them?	Yes No
Have you discussed the relevance and value of the research to management?	Yes No
Have you written this chapter in a manner which reflects a good balance between conceptualization and concrete experiences?	Yes No
Have you discussed and documented all of the learning outcomes?	Yes No
Have you generalized the learning outcomes to other problems in management or personal life?	Yes No

Abstract
Is the abstract a three-page overview of the entire Business Application Project?	Yes No
Is the abstract length within the three-page maximum?	Yes No

writing the ABSTRACT

(Including sample)

The abstract is a condensed summary of the contents of the Business Application Project. The major purpose of the abstract is to provide the reader with a quick overview. This overview will enable another researcher to determine whether the contents are sufficiently related to his or her problem to make reading the entire Business Application Project worthwhile.

Since the abstract is a summary, it should consist of no more than three pages. Only the key points of the report should be included.

* The opening sentence should indicate the purpose of the project and

your opinion.

* Briefly summarize the nature of the problem in the next paragraph.

* Next, indicate, in summary form, the project objectives.

* In the following paragraph, summarize the nature of the intervention or alternatives implemented to achieve these objectives.

* Then write a brief summary of the research method implemented and the key results obtained from the analysis of the data.

* Close the abstract with a brief summary of the conclusions and recommendations.

Note: The reflections chapter is not summarized in the abstract. A sample abstract appears on the following page.

Sample Abstract

ABSTRACT

The purpose of the project was to design, implement, and evaluate an interpersonal

relations training program for telephone sales agents at the XYZ Company.

In analyzing the reasons for the low sales conversions, it appeared that a major

contributing cause was inadequate interpersonal relations skills, particularly in dealing

with problem customers. Agents lacked skills in responding to the emotional content of

customer messages, tended to be either defensive or aggressive when handling problems,

and occasionally were discourteous to the customers. Based on the problem analysis, two

objectives were established: to increase the percentage of calls converted into sales and

to increase the ratio of positive to negative interpersonal behaviors, both within two

months after training. The one-week training program consisted of a lecture covering the

basic concepts of transactional analysis, videotapes of effective and ineffective

interpersonal behaviors, and sixteen hours of practice on active listening and problem-

solving behaviors. A randomized pretest/posttest control group design was used to

determine whether the objectives were met. One month pre- and two months’ post-

training sales data were obtained from company sales reports. The data on interpersonal

behaviors were obtained by analyzing taped sales calls. The results showed the trained

agents to be significantly higher on both performance variables. Trained agents achieved

a 25 percent increase in sales over untrained agents. Trained agents demonstrated a 50

percent increase in the ratio of positive to negative behaviors over the controls. Both

objectives were achieved, and it is concluded that the achievements were due to the

training program. The relationship between these findings and those of other researchers

are discussed. The findings of this project support previous findings that interpersonal

behaviors are a significant factor in sales effectiveness and that training involving actual

practice with new skills can result in improved behavior within a short period of time.

Based on the results of this study, it was recommended that the program be

implemented for all the agents in the sales office. It was also recommended that the

program with modifications be tested with sales personnel other than telephone sales

agents.

SAMPLE TABLE OF CONTENTS

TABLE OF CONTENTS

ABSTRACT ii

CHAPTER 1: DESCRIPTION OF THE PROBLEM 1

Purpose of the Business Application Project 1

Setting of the Problem 1

History and Background of the Problem 3

Scope of the Business Application Project 5

Importance of the Business Application Project 5

Definition of Terms 6

CHAPTER 2: LITERATURE REVIEW 7

CHAPTER 3: DESCRIPTION OF THE INTERVENTION 11

Statement of Objectives 11

Description of Intervention 13

CHAPTER 4: THE EVALUATION PLAN 15

Evaluation Design 15

Data Collection Procedures 18

Data Analysis Procedures 19

Limitations of the Evaluation Plan 21

CHAPTER 5: SUMMARY OF RESULTS 22

Effect of XYZ on ABC 22

Effect of UVW on DEF 23

CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS 24

Discussion of Conclusions 24

Policy Recommendations 25

Recommendations for Further Research 26

REFERENCE LIST 27

CHAPTER 7: REFLECTIONS ON THE ACTION RESEARCH PROJECT 29

APPENDIX B: Supplemental Material 31

THE FINAL DRAFT

It is time to put the Research Project into final form. (Please read the material on formatting again.)

Next, write the final Table of Contents. This is done after collating all the parts of the report, including the Appendices. Be sure you have the necessary title pages and that all pages are numbered correctly.

Begin to put everything into two copies for the final draft. One of these must be bound in a loose-leaf binder or study folder. This copy will be placed in the library or in the program office, as specified earlier. If it is classified as restricted, it will be kept confidential.

Week Seven

final written summaries

This week includes the evaluation of the final summaries of the completed Research Project. Each learner should prepare a summary and outline of each section of their Business Application Project. The grade on the Final Summary should include the following:

1. Appropriateness of topic:

· Level of difficulty (not too easy or too difficult)

· Research materials available

· Unique research (not adequately covered by other research)

· Timeliness of the topic

· Matching of topic with adult learner ability

· Possibility of impact upon an organization

2. Diligence by the adult learner in continuing to move ahead.

3. The following chart can be used to evaluate the content of the summaries.

	Excellent	Satisfactory	Needs Improvement
Opening statement that indicates a clear purpose and objectives	( )	( )	( )
The project’s thesis (position)	( )	( )	( )
The introduction	( )	( )	( )
The body (data)	( )	( )	( )
Conclusion (change advocated)	( )	( )	( )
Is the recommended action clear, specific and consistent with the results of the study?	( )	( )	( )

MODULE EVALUATION FORMS

APPENDICES

APPENDIX A

Problem Analysis Worksheet

1. State the problem in as clear and concise a manner as possible:

2. Why is this a problem?

Where is the problem located or centered?

Who is affected by the problem?

3. Description of current status: Description of desired status:

(a) (a)

(b) (b)

(c) ______ (c)

(d) (d)

(e) (e)

(f) ______ (f)

4. Analyze the above for symptoms vs. possible causes. Ask yourself what causes the condition that makes you think there is a real problem. Is this really the problem or only the manifestation of a symptom?

SYMPTOMS POSSIBLE CAUSE

5. List all possible explanations (hypotheses) for the problem. Use complete sentences, such as: The problem is a result of ineffective communication between departments.

6. Explain why the above explanations (hypotheses) appear to be relevant or applicable to your study.

7. Indicate any relationship among the most relevant explanations (hypotheses) identified in #6. (I.e. are they getting at the same thing, does one have implication for another?)

APPENDIX B

ACTION RESEARCH Project Topic Proposal

Name: Group: Date:

Using your completed Problem Analysis Worksheet as a guide, type your responses to the following questions. Strive for complete, yet concise, statements.

1. Problem statement (This can take the form of a statement or question and should include where the problem is found, major elements or variables involved, and the population affected.)

2. What is your personal involvement with the problem, and to what degree do you have control over the situation?

3. On the basis of your problem analysis, what are your explanations and assumptions about the cause(s) of this problem?

4. Specifically, in what practical ways will the situation improve if the problem is solved? How will your organization benefit?

5. What are the first two or three steps you need to take?

6. How do you plan to go about gathering your information?

APPROVAL:

Business Application Project Facilitator: Date:

Site Contact: Date:

APPENDIX C

Final ACTION RESEARCH Project Evaluation Report

Name

Group

Date

A. Writing Ability

	Poor Fair Good Excellent
1. Correct usage of standard English (correct spelling and tense).	1 2 3 4
2. Effective sentence structure and paragraphing, including clear and concise thoughts.	1 2 3 4
3. Logical organization of ideas that evolve into complete concepts.	1 2 3 4
B. Procedures of Problem Solving
1. Problem accurately stated for proper research.	1 2 3 4
2. Background and history relevant to problem.	1 2 3 4
3. Data collection relevant and complete for conclusion description.	1 2 3 4
4. Explanation of format (Intervention, Alternative) clear for proper follow-through of problem.	1 2 3 4
5. Evaluation plan clearly tied to problem and solution-seeking.	1 2 3 4
C. Quality of Documentation
1. Literature review contains proper readings focused on the total picture as well as stated problems.	1 2 3 4
2. Sources are properly documented in APA format.	1 2 3 4

3. The listed solutions focus on the precise nature of the defined problem.	1 2 3 4
4. Evidence of testing, interpreting, and correct conclusion-making is clear.	1 2 3 4
5. Evidence that a clear solution to the problem is stated with convincing supporting detail.	1 2 3 4
6. The weaknesses of the study are clearly identified and explained.	1 2 3 4

F. General Comments (if any)

Action Research Project Facilitator’s signature

Final Grade

Appendix E

Literature Review Q&A

Q: What is a literature review?

A: Essentially a literature review is a summary of pertinent research in the field. Learners and professionals conduct literature reviews to learn about and stay up to date on a particular problem or topic. Think of a literature review as a guide to a particular topic.

Q: Why do I need to have a literature review for this project?

A: This project is an in-depth practical look at a particular problem in your field. It is a hands-on application project designed to walk you through the proper steps of conducting research on a particular topic. Part of the formal research process requires that the researcher investigate what others have already done on the topic. Think of it this way, why conduct the exact same study yielding the same results, if it’s already been done?

With that said, the literature review provides the reader and the researcher with solid background for a research paper’s investigation of the topic.

Q: What type of literature should the literature review contain?

A: It should contain reviews of current (no more than 5 years old) scholarly articles preferably from peer reviewed journals. These types of sources are the safest because you can be sure the research has validity and was conducted correctly. Peer reviewed journals add an additional level of security to the study because it means the research was reviewed by other experts in the field before going to print. You cannot be sure research from non-scholarly sources (i.e. .coms) is reputable.

Q: What do I do if I can’t find any literature?

A: Try expanding your search. One of the biggest struggles when looking for articles is finding articles that aren’t too narrow or too broad. Remember, there isn’t going to be an article or research on your specific problem. (If there is, then you need to revise your problem statement because the whole point of this project is to further research in the field, not repeat it.)

So, if you can’t find any articles, chances are you need to either broaden or narrow your search criteria. Once you’ve found one article that is a good fit, try looking at the key words and the sources that that particular researcher used. If you are still having trouble locating appropriate sources, check with your instructor or a librarian. They will be able to help you narrow or broaden your search.

Q: How do I write the literature review?

A: Every paper will be different, so keep in mind that this is a flexible process. However, the following are some general tips to help you get started.

· Introduction, body, conclusion: Like all sections of your project paper, the literature review should contain an introduction (introducing the reader to the literature review), a body (discussing the literature in detail), and a conclusion (a brief summary of the main points in the section).

· Organization: There are many ways to organize the literature in a literature review. However, you will probably find the “funnel” approach the easiest for this type of project. Try grouping the articles from a general overview to a specific subject perspective dealing with the particular problem.

· Synthesize and summarize the literature selectively: In the body, summarize the main points of each article as they relate to your research. For example, if your research is about apples, and the article you’re discussing is about fruit in general, don’t bother to include the research on oranges. Include the research as it pertains to your topic and your research.

· Use citations: Be careful not to plagiarize. Remember to use citations even if you are paraphrasing.

· Keep your own voice: Sometimes it’s hard to summarize others’ work while keeping your own perspective and voice. A good way to avoid this is by not using too many direct quotations or paraphrases. Try beginning and ending each article review with your own words and how the source relates to your project. Explain why you chose that particular source for your review, and why the research is valid.

· Read other literature reviews: Most scholarly research articles will contain a literature review. Try reading the authors’ literature reviews and see how they write them.

Appendix F

Organizational Format of final report

The final report should consist of the following major divisions in the sequence presented:

· Title Page

· Certification Page

· Abstract

· Table of Contents

· Text of the Report

· Introduction with problem statement

· Purpose of the research

· Literature Review

· Methodology

· Description of the research conducted

· Results

· Conclusion

· Reflections (Your opinions, experiences, and conclusions)

· Reference list

· Appendix of Appendices

Be sure to review your Publication Manual of the American Psychological Association (Latest Edition) for all references.

Title Page

The first page of the report is the title page. It is not numbered and includes the title of the work, the institution to which the report is submitted, the author's name, the Business Application Project Facilitator’s name, the group designation, a running head, and the date submitted. The exact location of this information and the spacing to be used is shown in the example included at the end of this section.

The title should be brief but must provide an accurate and complete description of the Business Application Project. (For example, "The Impact of Interpersonal Relations Training on Productivity of Telephone Sales Agents of the XYZ Company" or "An Interpersonal Relations Training Program for Telephone Sales Agents of the XYZ Company.")

Certification Page

The second page of the report is the certification page. It is not numbered and includes your name, the title of the Business Application Project, and the signature of the Business Application Project Facilitator. Indicate whether the report is considered confidential, and therefore restricted from being used as a sample in future classes or catalogued in the library. If there is sensitive information or data that the company, or other organizations, prefer to have protected, the report will be restricted.

Follow the format of the sample indicated at the end of this section.

· Place the researcher’s name and the title of the report on the designated lines.

· Provide lines for the required signature of the Business Application Project Facilitator and site contact.

· Double space between all entries except the restriction statement that begins on the fifth line below the Business Application Project Facilitator’s signature.

· Indicate whether or not the Business Application Project is considered confidential and restricted.

Abstract

The next major division of the report is the two- to three-page abstract. The beginning page should be titled with ABSTRACT centered and in capital letters. The pages of the abstract are numbered with lower case Roman numerals, starting with the numeral ii. (A sample abstract can be found in Week 6.)

The major purpose of the abstract is to provide the reader with a quick overview of the Business Application Project. This condensed summary will enable another researcher to determine whether the contents are sufficiently related to his or her research to make reading the entire report worthwhile.

The key points of the abstract should follow this format:

· The opening sentence should indicate the purpose of the Business Application Project.

· The next paragraph should briefly summarize the nature of the problem.

· The objectives, in summary form, should come next.

· The following paragraph should summarize the nature of the intervention implemented (or proposed) in order to achieve these objectives.

· Next, briefly summarize the hypotheses that were developed.

· Following that is a brief summary of the conclusion and recommendations.

Table of Contents

The table of contents is the next division following the abstract. The title TABLE OF CONTENTS should be centered at the top of the page and capitalized. The pages of the table of contents are numbered with lower case Roman numerals.

The table of contents lists the major division of the Research Project and the chapter and section headings into which the text is formally divided; it also includes the beginning page number of each section. The table of contents provides the reader with an outline of the material covered by the report Business Application Project.

The relationship between the chapters and sections is indicated by the appropriate use of capitals and indentation. The chapter headings listed in the table of contents are numbered consecutively with capitalized Roman numerals and are capitalized as titles. The section headings of each chapter are indented two spaces from the first letter of the chapter heading.

The titles ABSTRACT, REFERENCE LIST, and APPENDIX are included as major divisions in the table of contents. These titles are capitalized but are not numbered with Roman numerals. If the report contains more than one appendix, each appendix should be labeled with a letter or number; for example, APPENDIX A, APPENDIX B, or APPENDIX 1, APPENDIX 2. The title of each appendix should be included in the list, and it should be capitalized.

All titles and headings in the table of contents should correspond exactly with the titles and headings as they appear in the body of the report.

In spacing the entries in the table of contents, you should leave three lines between the title, TABLE OF CONTENTS, and the first entry. You should also leave one blank line between each entry in the table.

Page numbers in the table of contents should be located at the right-hand side of the page, each following a line of dots from the last word of the heading. Only the beginning page number of each division, chapter, or section is given.

Note: Many computer software programs will automatically format this for you.

Text of the Report

The first page of Chapter 1 is the beginning of the report. This page and all pages in the text of the report should contain a header, right centered with the title and the page number on each page.

Each chapter of the report must begin on a new page. The chapter titles must be centered at the top of the page, and be typed in capital letters.

The sections of the chapters should have appropriate headings to indicate the important and logical divisions of the chapters. These section headings should be entered as free-standing side headers, underlined, and have the first letter of each significant word capitalized. (For more specific information and examples, check the most recent version of the American Psychological Association’s Publication Manual.)

Each chapter should begin with an introductory paragraph stating the content of the chapter and should conclude with a summary paragraph stating the contribution of that chapter to the whole report.

Remember that the text of the report is written in the past tense and, except for the reflections chapter, without the use of personal pronouns.

References

Follow the APA guidelines found Hacker’s A Writer’s Reference (latest edition) or the Publication Manual of the American Psychological Association (latest edition).

appendix G

Sample Title Page

TITLE OF THE PROJECT

An Action Research Project Presented to the Degree-Completion Program Name

In partial fulfillment of the requirements

for the Organizational Management Program

Your Name

Action Research Project Facilitator’s Name

Group Designation

Submission Date

Appendix H

Sample Certification Page

This is to certify that the Action Research Project prepared

By

Entitled

Has been accepted by the Degree Completion Program Name.

Signed:

Action Research Project Facilitator Date

This Action Research Project (is/is not) to be regarded as confidential and its use as a sample in future classes is (restricted/not restricted).

Site Contact

Appendix I

Sample Abstract

The purpose of the project was to design, implement, and evaluate an interpersonal relations training program for telephone sales agents at the XYZ Company.

In analyzing the reasons for the low sales conversions, it appeared that a major contributing cause was inadequate interpersonal relations skills, particularly in dealing with problem customers. Agents lacked skills in responding to the emotional content of customer messages, tended to be either defensive or aggressive when handling problems, and occasionally were discourteous to the customers.

Based on the problem analysis, two objectives were established: to increase the percentage of calls converted into sales and to increase the ratio of positive to negative interpersonal behaviors, both within two months after training.

The one-week training program consisted of a lecture covering the basic concepts of transactional analysis, videotapes of effective and ineffective interpersonal behaviors, and sixteen hours of practice on active listening and problem-solving behaviors.

A randomized pretest/posttest control group design was used to determine whether the objectives were met. One month pre- and two months’ post-training sales data were obtained from company sales reports. The data on interpersonal behaviors were obtained by analyzing taped sales calls. The results showed the trained agents to be significantly higher on both performance variables. Trained agents achieved a 25 percent increase in sales over untrained agents. Trained agents demonstrated a 50 percent increase in the ratio of positive to negative behaviors over the controls.

Both objectives were achieved, and it is concluded that the achievements were due to the training program. The relationship between these findings and those of other researchers are discussed.

The findings of this project support previous findings that interpersonal behaviors are a significant factor in sales effectiveness and that training involving actual practice with new skills can result in improved behavior within a short period of time.

Based on the results of this study, it was recommended that the program be implemented for all the agents in the sales office. It was also recommended that the program with modifications be tested with sales personnel other than telephone sales agents.

appendix J

Sample Organizational Development Interventions

TARGET GROUP	TYPES OF INTERVENTIONS
Interventions designed to improve the effectiveness of INDIVIDUALS	· Life and Career planning activities · Coaching and counseling · T-group (sensitivity training) · Education and training to increase skills, knowledge in the areas of technical task needs, relationship skills, process skills, decision making, problem solving, planning, goal-setting skills · Grid OD phase 1 · Work redesign · Gestalt OD · Behavior modeling
Interventions designed to improve the effectiveness of DYADS/TRIADS	· Process consultation · Third-party peacemaking · Role negotiation technique · Gestalt OD
Intervention designed to improve the effectiveness of TEAMS and GROUPS	· Team building - task directed or process directed · Gestalt OD · Grid OD phase 2 · Interdependency exercise · Appreciative inquiry · Responsibility charting · Process Consultation · Role negotiation · Role analysis technique · “Startup” team-building activities · Education in decision making, problem solving, planning, goal setting in group settings · Team MBO · Appreciations and concerns exercise · Sociotechnical systems (STS) · Visioning · Quality of work life (QWL) programs · Quality circles · Force-field analysis · Self-managed teams
Interventions designed to improve the effectiveness of INTERGROUP RELATIONS	· Intergroup activities - Process or task directed · Organizational Mirroring · Partnering · Process consultation · Third-party peacemaking at group level · Grid OD phase 3 · Survey feedback
Interventions designed to improve the effectiveness of the TOTAL ORGANIZATION	· Socio-technical systems (STS) · Parallel learning structures · MBO (participation forms) · Cultural analysis · Confrontation meetings · Visioning · Strategic planning/strategic management activities · Grid OD phases 4, 5, 6 · Interdependency exercise · Survey feedback · Appreciative inquiry · Future search conferences · Quality of work life (QWL) programs · Total quality management (TQM) · Physical settings · Large-scale systems change

� If you use a questionnaire or other data gathering instrument involving human subjects, be sure to check the specific policies of the school’s institutional review board. You may also need to use a consent form or get another form of permission from your research subjects.

� If you use a questionnaire or other data gathering instrument involving human subjects, be sure to check the specific policies of the school’s institutional review board. You may also need to use a consent form or get another form of permission from your research subjects.