The research about Organizational Culture and Employee Behavior.
it’s connected to this both of these
https://www.homeworkmarket.com/questions/organizational-culture-and-employee-behavior
https://www.homeworkmarket.com/questions/organizational-culture-and-employee-behavior-19515153
The research about Organizational Culture and Employee Behavior.
Open the Individual research file for instructions I HIGHLIGHTED when you need to do, I UPLOADED EXAMPLES take a look at them to know how the paper should be PAY ATTENTION TO THE FILE MSA 600 IT’S RUBRIC FOR GRADING you also have the book in case you need it.
2 Pages and one survey page LOOK AT THE EXAMPLE
Individual Research Papers – Instructions and Grading
This is an individual research effort where each student selects a topic and submits it for instructor approval by the end of Week 2. Research Papers is a five (5) part assignment; three (3) main papers, an annotated bibliography, and a presentation on the subject.
· Assignment 1: Defining a Research Challenge (Week 3, 100 points)
· Assignment 2: Annotated Bibliography (Week 5 , 100 points)
· Assignment 3: A Literature Review (Week 5, 100 points)
· Assignment 4: Explaining a Research Methodology (Week 6, 100 points)
· Assignment 5: Power Point Presentation with recorded narratives (Week 7, 100 points)
All papers are to follow APA format and the student must keep a copy for their records. Written and constructed to graduate level use of language (includes grammar), demonstrating a research typology approach to one of the broad topics of the course. These papers should demonstrate recognition and formulation of a problem dealing with research methods in administration, exhibit collection of data obtained through observation, experimentation, or research. Papers are an applied activity that requires students to apply what they have learned in class to real-world research activities. A bibliography should be provided and contain minimum of 5 (five) scholarly resources. Papers will range in length from 3 to 10 pages. The lengths of papers will vary depending on topics. A total of at least 15 sources should be included across the papers (1, 3, 4), all sources must appear in the annotated bibliography.
Specific Criteria are as follows:
· Paper 1) Definition of the Issue/Problem
. Sets out problem and purpose of the research
. Includes Introduction, Problem Statement, Purpose of the Study, Research Questions, Scope/Limitations/Delimitations.
. Begins with a problem (an unanswered question) related to a topic of interest. As you think about your topic of interest, answer these questions: What is the management/leadership dilemma or opportunity that could be investigated? What is the purpose of my project? What assumptions would underline such a problem? Are there any existing data directly relevant to the research problem? If so, can I access the data necessary to address the research problem? If not, how can I collect the necessary data? How will I interpret the meaning of the data as they relate to the problem statement?
· Papers 2 Annotated Bibliography/
. Utilizes and synthesizes current, relevant, and credible sources sufficient in number to create the context for the problem and to demonstrate understanding of the problem/issue
. NOTE: The Annotated Bibliography is detailed in the Paper 2 folder in Blackboard.
· Paper 3) Literature Review
. It aims to help you identify research possibilities and to tailor your research project to gain new insights on the chosen topic.
. Utilizes and synthesizes current, relevant, and credible sources sufficient in number to create the context for the problem and to demonstrate understanding of the problem/issue
. As you review the current literature on your topic of interest, answer these questions: What is the purpose of the study and how does it differ from other studies? what are the findings and how do they differ from other studies? What are the limitations of the study?
· Paper 4) Methodology
. Distinguishes typology being used and clearly identifies what data are needed to answer the research questions.
. Explains in detail methods that will be used to collect and analyze the data
. Includes all methodological details appropriate to the typology (e.g., for surveys, describes population, sample, randomization)
. As you work on the methodology section of your study, consider the following questions: Will I be able to find a sufficient number of participants/subjects who will be willing to participate in the study? Am I sufficiently knowledgeable to interpret the data I obtain?
. Your research should build on precise and realistic planning and executed within the framework of a clearly conceived and feasible design.
· Other Requirements:
. References – 15 total to be used across all three papers
. Data collection instruments, consent forms, and permission letter understanding if applicable will be in appendices
. Writing/Formatting: Reflects APA style, references cited in text and listed in references according to APA Style
. Demonstrates control of syntax, grammar, coherence, paragraphs are focused and connected with transitions
. Plagiarism rules apply to the paper.
· Individual Research Project Presentation:
. The ability to clearly articulate your opinion/findings and provide a concise assessment in Power Point Presentation Format.
.
A total of 10 slides, including the title and references slides. Oral presentation should be recorded and embedded into each slide. Written speaker notes are not acceptable.
. Slides must include introduction, literature review, methodology, results, discussions, and conclusions sections.
. Presentation has a 10 minutes time limit.
Grading Rubric for CMU MSA 600 Research Paper
Paper 4 Methodology – Submission Week 6, 100pts
Scholar: ____________________________________________________
CATEGORY (100 pts total) |
Full Points |
75% of points |
50% of points |
10% to 0 points |
Paper 3 – Methodology 65 pts ____ |
*exceptionally critical, relevant and consistent connections to evidence. **excellent analysis |
*consistent connections made between evidence **good analysis. |
*some connections made between evidence **some analysis. |
*limited or no connections made between evidence **lack of analysis. |
Paper Overall Organization Development of Thesis (follows provided outline) 5 pts ____ |
*excellent topic with ideas that impact reader. **exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. |
*good summary of topic with clear ideas. **clear and logical order that supports thesis with good transitions between and within paragraphs. |
*basic summary of topic with partial ideas. **somewhat clear and logical development with basic transitions between and within paragraphs. |
*lack of summary of topic **lacks development of ideas with weak or no transitions between and within paragraphs. |
Style/Voice/Sentence Structure 10 pts ____ |
*style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. **word choice is specific, purposeful, dynamic and varied. ***sentence structures are clear, active (subject-verb-object – SVO), to the point |
*style and voice appropriate to the given audience and purpose. **word choice is specific and purposeful, and somewhat varied throughout. ***sentences are mostly clear, active SVO, and to the point. |
*style and voice somewhat appropriate to given audience and purpose. **word choice is often unspecific, generic, redundant, and clichéd. ***sentences are somewhat unclear; excessive use of passive or first person voice. |
*style and voice inappropriate or do not address given audience, purpose **word choice is excessively redundant, clichéd, and unspecific. ***sentences are very unclear. |
Grammar/Usage/ Mechanics/Proof Reading 10 pts ____ |
*control of grammar, usage, and mechanics. **almost entirely free of spelling, punctuation, and grammatical errors. ***no proof reading errors, {poor proof reading(PPR)} |
*may contain few spelling, punctuation, and grammar errors. **1 – 3 PPR |
*contains several spelling, punctuation, and grammar errors which detract from the paper’s readability. **4+ PPR |
*so many spelling, punctuation, and grammar errors that the paper cannot be understood. ****No evidence of proof reading |
Citation in-text Format 5 pts ____ |
*conforms to APA rules for formatting and citation of sources are perfect. |
*conforms to APA rules for formatting and citation of sources with minor exceptions. |
*frequent errors in APA format. |
*lack of APA format/numerous errors. |
References/Bibliography 5 pts ____ |
*entries entirely correct as to APA format. ** Exceptional number of sources used. |
*entries mostly correct as to APA format. ** Sufficient number of sources used. |
*frequent errors in APA format. ** Barely adequate number of sources used. |
*lack of APA format, numerous errors. ** No sources cited. |
Additional Comments:
PersonalityTesting in the Workplace
PAGE
Central Michigan University
Master of Science in Administration (MSA) Program
Course Title:
MSA 600 Administration Research and Report Methods
Submitted to:
[Professor’s Name]
Submitted by:
[Student’s Name]
[Street Address]
[City, State and Zip Code]
Work Phone:
[703-555-1234]
Home/Cell Phone:
[804-555-1111]
Email:
name@yourserviceprovider.com
Course Location:
MSA600 Online
Submission Date:
[Month, Day, Year]
Research Project Title:
RESEARCH METHODOLOGY EXAMPLE
PERSONALITY TESTING IN THE WORKPLACE
CERTIFICATE OF AUTHORSHIP:
I certify that I am the author of this paper and that any assistance I receive in its preparation is fully acknowledged and disclosed in this paper. I have also cited any sources from which I used data, ideas, or works, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course.
Student’s Signature:
Instructor’s Comments:
PERSONALITY TESTING IN THE WORKPLACE
MSA 600 Administrative Research and Report Methods
Submitted by:
Jason Henderson
Project Instructor:
Dr. Thomas Kessler
March 2008
Table of Contents
Page Number
List of Tables
ii
List of Figures
ii
Chapter 1
Problem Definition
1
Chapter 2
Literature Review
7
Chapter 3
Research Methodology
15
Chapter 4
Data Analysis
[Future]
Chapter 5
Summary, Conclusions, and Recommendations
[Future]
Terminology and Definitions
Page 18
References
Pages 19-22
Appendix A
Permission to Conduct Study
Appendix B
Transmittal Letter/Survey Instructions
Appendix C
Survey/
Interview Questions
Chapter 3
RESEARCH METHODOLOGY
Research Approach
In this chapter, the methodology that will be used to assess the research questions and hypotheses of this research is presented. The objectives of this research center around the effectiveness of the personality test with respect to the hiring and promotion of candidates and incumbent employees. This chapter is divided into five sections and a summary. The first section will present the original research questions outlined in Chapter 1 as the data to be collected. The second section will focus on the data collection approach. The third section will focus on the data collection procedures. The fourth section will focus on the proposed approach for data analysis and the final section will focus on the methodological limitations of this research.
Data Collection
Based on the objectives of the proposed research, the following questions were established:
1. Is there evidence of the effectiveness of personality testing in increasing training efficiency, or reducing the time necessary to train new hires?
2. Is there evidence of a link between personality testing and a reduction of personnel turnover? Specifically, what effect does personality testing have on this variable?
3. Is there evidence that personality testing has an impact on the workplace social environment? Specifically, what effect does it have on morale?
4. In terms of evaluating incumbent employees to promote, what effect does personality testing have on this decision process? Specifically, how does the use of personality testing, in conjunction with the standard methods of historical employee performance, compare to the standard methods of employee performance? In other words, does the addition of personality testing increase promoted employee performance relative to the promotion selection methods without the use of personality testing?
These questions will attempt to address the main issues discussed in the statement of the problem in Chapter 1. The research design and methodology that follow will be used in order to meet that goal.
Data To Be Collected
This research will use qualitative and quantitative methods to address the proposed research questions. This section will review the research design as well as the justification for the use of the mixed methods approach. In order to obtain the relevant and important information needed to answer the proposed research questions, a survey will be sent to 30 professionals (Appendix A). They will be known to work in a capacity that requires them to make decisions regarding initial hires and/or promotion of incumbent employees and whose company uses the NEO-PI R Personality Test as a factor in the selection process.
Of those 30 professionals, 10 will be interviewed either in person or via telephone by the researcher (Appendix B). Systematical sampling will be used in selection for interviews by requesting that the companies involved create a list of participants within their organization and selecting every 3rd employee. These interviews will allow the research to better cover the understanding of the experiences and emotions involved and gain a more in depth perspective on the interviewee’s thoughts regarding the research questions.
Mixed methods research combines theoretical or technical aspects of quantitative and qualitative research within a given study. Rocco et. al. (2003) discuss the use of mixed methods research in organizational systems. The authors discuss and give examples of the five purposes for adopting mixed methods design strategies: (1) triangulation; (2) complementarity; (3) development; (4) initiation; and (5) expansion (Rocco et. al., 2003).
· Triangulation refers to the convergence or corroboration. Triangulation is illustrated by using a qualitative interview and a quantitative questionnaire to measure the participants’ perceptions (Rocco et. al.).
· In order to increase a study’s validity and interpretability, complementarity measures the overlapping components (Rocco et. al.). Complementarity is the use of a qualitative interview to measure the participants’ perceptions and influence on those perceptions combined with a quantitative survey designed to measure the nature and level of the participants’ perceptions (Rocco et. al.).
· Development can increase a study’s validity by using the results from one methodology in order to help develop or inform other methods (Rocco et. al.). Development is the use of a quantitative survey to assess one characteristic of an experience in order to then interview those individuals who noted that characteristic (Rocco et. al.).
· Breadth and depth can be added to research results and interpretations through the use of initiation. This part of mixed methods research uses the intentional analysis of inconsistent qualitative and quantitative results to discover unexpected results that may not have arisen from the research (Rocco et. al.).
· Finally, expansion uses multiple mechanism to widen the scope of inquiry (Rocco et. al.). Expansion can be observed by using a qualitative method to assess hard to survey components (possibly involving emotional factors) while the qualitative method was used to address literal outcomes (Rocco et. al.).
This proposed research will use the mixed methods approach mostly to increase the validity and interpretability of the findings. Specifically, triangulation and complementarity will be the driving forces behind the implementation of the mixed methods approach for this study.
Data Collection Procedures
Generally speaking, data collection will begin in the fall of 2008.
In order to stay within the guidelines of the mixed methods approach, two instruments will be used.
First, a survey questionnaire will be used to assess the participants’ opinions regarding the effectiveness of personality testing with respect to training procedures and increased training efficiency, incumbent employee selection for promotion, employee morale, and personnel turnover. This survey will be based on a 1-to-5 Likert scale so that the responses can be analyzed quantitatively.
Second, an interview will be conducted with a smaller sample of managers and/or human resource personnel in order to gain a more thorough understanding of their perceptions, thoughts, and beliefs regarding the research questions. Interviews will be conducted in order to gather additional data and to verify key observations. The interviews will provide participants an opportunity to express their perceptions, concerns, and experiences regarding the personality testing. Notes will be taken during the interview and will be recorded in order to ensure accuracy and consistency.
Proposed Approach for Data Analysis
The two types of analysis that will be used for this research are the quantitative analyses of the survey responses and the Moustakas (1994) methodology for interview coding, interpretation and analysis. Since the survey responses will be measured by the Likert scale, they will be available immediately for analysis. The means and variances of the quantitatively collected survey data will be calculated and compared in order to answer the research questions. The qualitative portion of the research will require an adaption of Moustakas phenomenological experience.
The adaptation will include seven overall steps.
1. Listing and preliminary grouping: the researcher will review all participant interviews to determine themes.
2. Reduction and elimination: the researcher will systematically reduce determined themes central to the phenomenon.
3. Clustering: the researcher will group core themes together.
4. Final identification of critical themes: the researcher will determine which themes are critical to the central questions.
5. Individual context descriptions: the researcher will develop an individual context for each participant. Step 6, individual structural descriptions: the researcher will compose a structural description for each participant based upon each participant’s individual textural description. Step 7, composite descriptions and textural-structural descriptions: the researcher will create composite descriptions from the participants’ individual textual and structural descriptions.
After this process, the researcher will produce the textural-structural description from both composite descriptions. This method involves reviewing each interview to catalogue the invariant constituents. These invariant constituents represent the most fundamental aspect of each theme. From those constituents, the more general themes can be constructed (Moustakas, 1994). In order to determine the invariant constituents, the researcher will test each phrase for two requirements: (1) does the phrase have an instance of the experience that is an essential and adequate constituent for understanding it?; and (2) can the researcher assign a label to it? If the answer to question 2 is yes, then it will represent a scope of the experience. Expressions that do not meet the requirements listed above will be removed. Overlapping, recurring, and unclear expressions will be taken out or a request for clarification will be sent to the interviewee. The perspectives that remain will be the invariant constituents of the experience.
The answers to the research questions will then be undertaken. Through the use of both quantitative and qualitative methods, this study will provide an assessment of the effectiveness of personality testing as a means for candidate selection and incumbent employee promotion.
Methodological Limitations
The limitations of the proposed research include multiple factors. Those factors include the sample, the methodology, and the possible presence of bias. First, it must be acknowledged that this partly phenomenological inquiry was limited by the sample of individuals who were chosen for participation. This sample was selective as it specifically eliminated managers and human resource personnel who did not have previous experience working in a similar role where a personality test was not used.
Second, the proposed study will be limited by the parameters and objectives of the qualitative feature of the mixed methods research. Qualitative research is dependent upon the researcher’s ability to develop the invariant constituents from the qualitative interviews (Moustakas, 1994). It is possible that different researchers will arrive at a different separation of the invariant constituents. Therefore, the findings could be different if written by other researchers. The goal of the methodology adapted by Moustakas (1994) is to arrive at invariant constituents and themes that would be highly likely to be duplicated if the research were revisited by different researchers (Moustakas). Also, the data could be vastly different if sampled from a different population. This separate sampling location or population could prove different results. Care will be taken to minimize the impact of these limitations on the results and findings of the research.
Finally, the researcher’s biases may potentially skew the results of the study. The researcher has undergone personality testing on multiple occasions and has had the benefit of a thorough information session from a psychiatrist regarding the results of the testing. A mitigating factor is that the researcher has deliberately focused on the NEO-PI R test, whereas, his personal experience has dealt with the Minnesota Multiphasic Personality Inventory (MMPI). Care will again be taken in order to minimize any further negative effects of this bias.
Summary
This chapter reviewed the data collection, data collection approach, data collection procedures, data analysis approach, and methodological limitations. The effectiveness of personality testing as a means for candidate selection and incumbent employee promotion will be researched and assessed. The results of the research can add to the literature in a positive manner regardless of the results or answers to the research questions. Practitioners who rely on the use of personality testing can potentially be provided with additional perspectives from the outcome of this research.
BIBLIOGRAPHY
Barrick, M.; Mount, M. (1991). The Big Five Personality Dimensions and Job Performance: A Meta-Analysis. Personnel Psychology. V44.
Barrick, M; Mount, M.; Stewart, G. (1998). Five Factor Model of Personality and Performance in Jobs Involving Interpersonal Interactions. Human Interaction. V11 n2&3 pp. 145-165.
Becker, B.; Gerhart, B. (1996). The Impact of Human Resource Management on Organizational Performance: Progress and Prospects. The Academy of Management Journal. V39, n4 pp. 779-801.
Block, J. (1995). A Contrarian View of the Five Factor Approach to Personality Description. Journal of Personality and Social Psychology. V117 pp. 187-215.
Bullock, W.A.; Gilliland, K. (1993). Eysenck’s Arousal Theory of Introversion-Extraversion: A Converging Measures Investigation. Journal of Personality and Social Psychology. V64 pp. 113-123.
Campbell, L.; Simpson, J.A.;Steward, M.; Manning, J. (2003). Putting Personality in Social Context: Extraversion, Emergent Leadership, and the Availability of Rewards. Personality and Social Psychology Bulletin. V29 pp. 1547-1559.
Cooper, M.L.; Agocha, V.B.; Sheldon, M.S. (2000). A Motivational Perspective on Risky Behaviors: The Role of Personality and Affect Regulatory Processes. Journal of Personality. V68 pp. 1059-1088.
Digman, J. (1990) Personality Structure: Emergence of the Five Factor Model. Annual Review of Psychology. V41 pp. 417-440.
Dilchert, S.; Ones, D.; Viswesvaran, C.; Judge, T. (2007). In Support of Personality Assessment in Organizational Settings. Personnel Psychology. V60 pp. 995-1027.
Eysenk, H.J. (1982). Attention and Arousal: Cognition and Performance. Berlin: Springer.
Elliot, A.J.; Thrash, T.M. (2002). Approach-Avoidance Motivation in Personality: Approach and Avoidance Temperaments and Goals. Journal of Personality and Social Psychology. V8.
Goffin, R.D.; Rothstein, M.G.; Johnston N. G. (1996). Personality Testing and the Assessment Center: Incremental Validity For Managerial Selection. Journal of Applied Psychology. V81 n6 pp. 745-756.
Goldberg, L. R. (1992). The Development of Markers for the Big-Five Factor Structures. Psychological Assessment. V4 pp. 26-42.
Goleman, D. (1997). Emotional Intelligence. New York: Bantam.
Goodstein, L.; Lanyon, R. (1999). Applications of Personality Assessment to the Workplace: A Review. Journal of Business and Psychology. V13 n3 pp. 291-322.
Hogan, R. (1983). A Socioanalytic Theory of Personality. In M.M. Page (Ed.), 1982 Nebraska Symposium on Motivation (pp. 55-89). Lincoln: University of Nebraska Press.
Hough, L. (1992). The “Big Five” Personality Variables – Construct Confusion: Description versus Prediction. Human Performance. V5 pp. 139-155.
Infante, D.A.; Rancer, A.S. (1982). A Conceptualization and Measure of Argumentativeness. Journal of Personality Assessment. V46 pp.72-80
Kinsbourne, M.; Bemporad, M. (1984). Lateralization of Emotion: A Model and the Evidence. In N.A. Fox and R.J. Davidson (Eds.), The psychology of affective development (pp. 259-292). Hillsdale, NJ: Erlbaum.
McAdams, D.P. (1992). The Five Factor Model In Personality: A Critical Appraisal. Journal of Personality. V60 n2 pp. 329-361.
McCrae, R.R.; Costa, P.T. Jr. (1985). Updating Norman’s “Adequate Taxonomy”: Intelligence and Personality Dimensions in Natural Language and in Questionnaires. Journal of Personality and Social Psychology. V49 pp. 710-721.
McCrae, R.R.; Costa, P.T. Jr. (1987). Validation of the Five-Factor Model of Personality Across Instruments and Observers. Journal of Personality and Social Psychology. V52 pp.81–90.
McCrae, R.R.; Costa, P.T. Jr. (1991). Adding Liebe und Arbeit: The Full Five Factor Model and Well Being. Personality and Social Psychology Bulletin. V17 pp. 227-232.
McCrae, R.R.; Costa, P.T. Jr. (1992). Four Ways Five Factors Are Basic. Personality and Individual Differences. V13 pp. 653-665.
McDougall, W. (1932). Of the Words Character and Personality. Character Personality. V1 pp. 3-16.
Meier, B.P.; Robinson, M.D. (2004). Does Quick to Blame Mean Quick to Anger? The Role of Agreeableness in Dissociating Blame and Anger. Personality and Social Psychology Bulletin. V30 pp. 856-867.
Mills, C.; Hogan, R. (1978). A Role Theoretical Interpretation of Personality Scale Item Responses. Journal of Personality. V 46 n4 pp. 778-785.
Morgeson, F; Campion, M; Dipboye, R.; Hollenbeck, J.; Murphy, K.; Schmitt, N. (2007). Reconsidering the Use of Personality Tests in Personnel Selection Contexts. Personnel Psychology. V60 pp. 683-729.
Moss, S.A.; Ngu, S. (2006). The Relationship Between Personality and Leadership Preferences. Current Research in Social Psychology. V11 n6 pp. 70-91.
Mount, M.; Judge, T.; Heller, D. (2002). Five Factor Model of Personality and Job Satisfaction: A Meta-Analysis. Journal of Applied Psychology. V87 n3 pp. 530-541.
Ones, D.; Dilchert, S. (2007). In Support of Personality Assessment in Organizational Settings. Personnel Psychology. V60 pp.995-1027.
Ones, D.S.;Viswesvaran, C.; Schmidt, F.L. (1993). Comprehensive Meta-Analysis of Integrity Test Validities: Findings and Implications for Personnel Selection and Theories of Job Performance. Journal of Applied Psychology. V78 pp. 679-703.
Rankin, K. P. et al. (2004). Right and Left Medial Orbitofrontal Volumes Show an Opposite Relationship to Agreeableness in FTD. Dementia and Geriatric Cognitive Disorders, V17 pp. 328-332.
Rokeach, M. (1960). The Open and Closed Mind. New York: Basic Books.
Rosse, J.G.; Stecher, M.D.; Miller, J.L.; Levin, R.A. (1998). The Impact of Response Distortion on Preemployment Personality Testing and Hiring Decisions. Journal of Applied Psychology. V83 n4 pp. 634-644.
Rothbart, M.K.;Ahadi, S.A.; Evans, D.E. (2000). Temperament and Personality: Origins and Outcomes. Journal of Personality and Social Psychology. V78 pp. 122-135.
Schneider, R.J.; Hough, L. (1995). Personality and Industrial Organization Psychology. International Review of Industrial and Organizational Psychology. V10 pp. 75-129.
Suls, J.; Martin, R.; David, J.P. (1998). Person-Environment Fit and Its Limits: Agreeableness, Neuroticism, and Emotional Reactivity to Interpersonal Conflict. Personality and Social Psychology Bulletin. V24 pp. 88-98.
Tupes, E.C.; Christal, R.E. (1961). Recurrent Personality Factors Based on Trait Ratings. Lackland Air Force Base. US Air Force.
Watson, D.; Clark, L.A. (1997). Extraversion and its Positive Emotional Core. In R. Hogan, J. A. Johnson, and Sr. R. Briggs (Eds.). Handbook of Personality Psychology. San Diego CA: Academic Press. Pp. 767-793.
Zuckerman, M. (1984). Sensation Seeking: A Comparative Approach to a Human Trait. Behavioral and Brain Sciences. V7 pp. 413-471.
Survey Questions
1. Personality testing effective is in the workplace?
2. My current organization is more effective than previous organizations because we use personality testing.
3. I would place more emphasis on personality testing if I could.
4. Employees who have been tested assimilate into their jobs better.
5. Employees who have been tested seem to perform better in job specific training.
6. Employees who have been tested seem to come to their jobs better prepared.
7. Managers should consider personality testing when evaluating employees to promote.
8. Managers who have been tested seem to be better bosses.
9. If I were identified as not being a fit for promotion based on a personality test, then I should be passed over for the good of the section.
10. I have high moral.
11. Personality testing is a key component to my moral level.
12. My close co-workers and I seem to get along better because personality testing has helped place the right people in those positions.
Please comment on any questions that you answered as a “1” or “5”
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree 1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
Dear Participant:
Thank you for participating in this important survey. You answers will assist current and future managers to make informed decisions regarding your organizations hiring process.
The purpose of this survey is to collect information regarding the use of personality tests in hiring new employees and promoting incumbent employees. This information will be a key component in assessing the effectiveness of using the personality test.
The individual data collected from these surveys will remain strictly confidential. No one from your organization will see any answers associated with your personal demographic or personal data. Once all of the surveys are collected, the researcher will compile the results, ensure there is no identifying data and make them available to all participants.
The survey consists of 12 questions that focus around key workplace competencies and should not take more than 10 minutes. The test will ask to what level you agree or disagree with a statement and if for some reason you cannot answer a question, simply circle “NA.” The survey will ask you to write in comments for any question that elicits a strong response. Lastly, please complete the demographic information at the bottom of this page.
Thank you in advance for your participation and if you have any questions, please contact me at the numbers given below.
Jason A. Henderson
Central Michigan University
Masters of Science in Administration Candidate
Phone number
Sex ______________
Years employed
1-5 6-10 11-15 16-20 more than 20
Years with a company that uses personality testing.
1-3 4-6 7-10 11-14 more than 14
Number of employees supervised
1-3 4-7 7-10 11-14 more than 14
Interview Questions
1. Do you think personality testing is effective in evaluating potential hires and incumbent employees for promotion?
2. How much experience do you have with personality testing in the workplace?
3. Compare your managerial experience with your current organization and any organizations you work with previously that did not use the testing.
4. Are there any areas of personality testing in the workplace you think are missing?
5. What is your knowledge of the arguments against using personality testing?
PAGE
TransitionTeams
PAGE
Central Michigan University
Master of Science in Administration (MSA) Program
Course Title:
MSA 600 Administration Research and Report Methods
Submitted to:
[Professor’s Name]
Submitted by:
[Student’s Name]
[Street Address]
[City, State and Zip Code]
Work Phone:
[703-555-1234]
Home/Cell Phone:
[804-555-1111]
Email:
name@yourserviceprovider.com
Course Location:
MSA600 Online
Submission Date:
[Month, Day, Year]
Research Project Title:
RESEARCH METHODOLOGY EXAMPLE
Is the United States Army’s Transition Team Preparation Program Effective?
A Program Evaluation
CERTIFICATE OF AUTHORSHIP:
I certify that I am the author of this paper and that any assistance I receive in its preparation is fully acknowledged and disclosed in this paper. I have also cited any sources from which I used data, ideas, or works, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course.
Student’s Signature:
Instructor’s
Comments:
Is the United States Army’s Transition Team Preparation Program Effective?
A Program Evaluation
MSA 600 Administrative Research and Report Methods
Submitted by:
Matthew Leonard
Project Instructor:
Dr. Thomas Kessler
March 2008
Table of Contents
Page Number
List of Tables
ii
List of Figures
ii
Chapter 1
Problem Definition
1
Chapter 2
Literature Review
7
Chapter 3
Research Methodology
15
Chapter 4
Data Analysis
[Future]
Chapter 5
Summary, Conclusions, and Recommendations
[Future]
Terminology and Definitions
Page 18
References
Pages 19-22
Appendix A
Permission to Conduct Study
Appendix B
Transmittal Letter/Survey Instructions
Appendix C
Survey/Interview Questions
Chapter 3
RESEARCH METHODOLOGY
Research Approach
Given the importance that transition team’s hold in the overall success of Operations Iraqi Freedom and Enduring Freedom it is appropriate to research TT preparation in depth. By gathering data regarding key aspects of the current program and coupling that with data supplied by individuals who have performed the TT mission, this research seeks to determine if the United States Army’s Transition Team preparation program is effective.
In order to accomplish the objective this research will follow the program evaluation typography. This approach has been selected because there is a TT preparation program already in existence. However it is unclear as to whether the program is effective in fully meeting the needs of those who will perform the transition team mission.
Data will be collected using a combination approach. The combination will consist of a survey questionnaire and subject matter expert interviews. Using this combination method will yield data which may be readily categorized, thus serving to provide insights into the factors which lead to effective TT preparation.
Data Collection Approach and Procedures
Data to Be Collected
This research will collect data using survey questionnaire and interviews. The questionnaire will survey transition team members who have already performed a mission or are currently performing a mission. Interviews will be conducted with subject matter experts in the general areas of; the TT member selection and notification process; the program of instruction at Fort Riley; HN culture, customs and language instruction; as well as the incorporation of knowledge sharing resources into the preparation program.
The purpose of the questionnaire is to solicit feedback directly from those who have performed the TT mission. This feedback will inform the study as to the actual skill-sets required for mission success. It will also offer insights into whether these individuals feel adequate resources were available, if proper subjects were covered during the training program and if all subjects were covered in the necessary depth. Since these personnel now have real-world mission experience their input is vital to the evaluation of the training program.
The topic areas covered within the questionnaire include those related to the length of the training program, notification process, self-study opportunities prior to resident training, the value of various subject areas, the importance of foreign language ability and the value of open lines of communication with the personnel they were to replace in country.
Subject Matter Expert (SME) interviews will be conducted in order to collect data in several key areas. First, the SME research interviews will study the procedures related to the selection and notification of personnel for TT missions. It is important to understand the selection process in order to determine if it is effective at selecting individuals with the greatest aptitude for the TT mission. It is also important to understand the notification timeline to determine if it lends itself to the implied purpose of allowing the TT members to perform consistent and substantive individual self-study prior to resident training.
Secondly, an SME research interview will be conducted to discuss the resident training program of instruction (POI). A detailed look at the resident training is important to determining if the POI includes all subject matter which may be valuable. A detailed study of the training is also necessary in order to determine if the topics in the POI are covered in enough depth to ensure some useful level of proficiency.
Thirdly, an SME interview will be conducted to specifically inform the study about HN culture, customs and language training. The interview will seek to rate the value that knowledge and competency in these areas offers to TT missions. It will also compare how much material is currently being trained versus what could be trained in these areas in order to provide enhanced and useable skill-sets to the TT members.
Fourthly, SME interviews will be conducted to study knowledge sharing resources and procedures. The interview will determine what resources are available to the TT members and when they have access to it. The interview will also determine if the use of this resource is formalized, and if knowledge sharing resources are being effectively integrated into the POI.
Overall the SME interviews will look at the methods, objectives, content and resources which are part of the TT program. This data will then be compared to the data collected via the survey questionnaire from the TT members themselves, based up on their actual mission experiences. Together this entire data set will inform the study as to the effectiveness of the current TT preparation program and, also, will lead to recommendations for changes designed to make the program more effective.
Data Collection Procedures – The Survey Questionnaire
The survey questionnaire will be made available to TT members. Because all TT members are part of the U.S. military, no children will be part of the sample. While some members of the military responding to the survey may be stationed overseas, the survey will not be conducted in foreign countries or conducted with foreign nationals as participants. The researcher has no supervisory relationship with the survey population and is not a part of the TT members’ military chain of command.
The survey questionnaire sample population should ideally be derived form the entire universe of TT members. This would include individuals who have either completed at TT mission or who are currently participating in one. From a comprehensive list of the entire universe, a sample population would be selected using randomization techniques. However, given the limitations inherit with the provisions of the Privacy Act of 1974, the government is not legally able to provide contact information for TT personnel. Therefore another technique will be used to gather survey data.
A viable alternative to reaching current and former TT members is though the use of an internet-based transition team forum. Under the Army’s Battle Command Knowledge System (BCKS) many forums have been set-up to allow for the sharing of knowledge, experiences and best practices among personnel. Persons interesting in joining a BCKS forum must apply for membership. Membership in the BCKS forums is open only to members of the military and civilians working directly for the military. The BCKS system has a forum specifically tailored for TT members’ use.
This research will utilize the TT forum as a method for reaching the target population. The study will post an invitation on the forum which will solicit participation in the questionnaire. Through the invitation, the TT forum population will be given website link which will take them to an independent survey web site. From the survey site respondents will be able to participate in the survey in an anonymous fashion.
As a secondary method of attaining survey responses the survey population will be provided via the forum. Along with the web link, TT forum members will have the option of requesting and returning the survey questionnaire via email. The researchers email address will be provided within the forum invitation for this purpose.
It is important to offer the email option to the TT forum population as many military members may be somewhat distrustful of responding on a commercially based web site. While the email option does not allow for complete anonymity, confidentiality will be maintained by the removal of the email address and any other identification information from the printed survey. The names or other identifying information of survey respondents will not appear within this research. Additionally, the electronic files of the actual surveys will be erased 12 months following the completion of the study.
While the survey technique described above is not ideal for attaining a random, representative population sample, it is the most viable given the constraints of privacy laws. A more complete discussion of the limitations of the survey methods are contained in the section entitled: “Survey Methodological Limitations” later in this chapter.
The survey questionnaire is contained in Appendix C of the research project. The survey was designed specifically for this research and has not been tested for validity or reliability.
The survey cover letter and instructions are contained in Appendix B. These documents contain details regarding the research methodology and also include information regarding the confidentiality of responses. The documents will be posted on the commercial web site along with the survey. For email participants, the cover letter and instructions will be included with the survey as part of one complete document file.
Data Collection Procedures – SME Interviews
The second method of collecting data for the research will be the use of Subject Matter Expert interviews. These personnel are considered SMEs as they possess detailed knowledge of the TT preparation program, its procedures or in a subject area related the program.
All of the SME interview subjects are members of the U.S. military or civilians who work directly for the military. Therefore, no children will be part of the interview process.
The interviews will not be conducted in foreign countries or conducted with foreign nationals as participants. The researcher has no supervisory relationship with the interview population and is not a part of the SMEs military chain of command.
The SME interviews will occur over the telephone as these personnel are located in different locations across the United States. An overview of the data to be collected for the SME interviews was articulated in the section: “Data to Be Collected” earlier in this chapter.
The first subject area to be explored using SME interviews is the TT member selection and notification process. The questions selected will help determine the effectiveness of this aspect of the program. Information will be sought regarding; the criteria team member selections are based upon, centralized selection versus command quotas, the notification methods, instructions recommendations given to the individuals selected, the timeline between notification, report date and the start of resident training, and the how team members are given access to self study material and other resources. The research will also seek to determine the point at which TTs are normally notified of the specific mission they will be performing and how far in advance of deployment they are provided with contact information for the TT they will be replacing.
The SME experts who will best be able to provide data in this area will be the Personnel and Operations Officers from the 1st Infantry Division at Fort Riley, Kansas.
The second area to be explored using SME interviews is that of the resident training program itself. The interview questions will determine the training objectives, the major areas of instruction provided, the amount of time dedicated to each area, as well as utilization of competency testing. Information will also be sought as to how much formalized instruction is provided or available which is tailored to each TTs specific mission; the actual province they will be assigned, and the specific host nation unit and unit leaders which the TT will be working alongside.
The SME expert who will best be able to provide data in this area will be the Operations Officer from the 1st Infantry Division at Fort Riley, Kansas.
The third area to be explored using SME interviews is language, culture and customs training. The questions will find how much material is currently being trained in these areas as part of the current TT preparation program, what the objective of this training is, and to determine if the objective is appropriate for the TT mission. The interviews will also seek to rate the importance of this training to the mission and also to explore options as to how the program might be structured in order to increase competency in these areas.
The SME expert who will best be able to provide data in this area will be the Dean of Field Support and Special Programs from the Defense Language Institute, Monterey, California.
The fourth area to be studied thorough SME interviews will be the knowledge sharing resources available to the TT members. The questions will seek to inform the study about the resources are available to the TT members, the method for accessing information, formalized POIs for self-study, the integration of lessons learned knowledge into instructor led blocks of instruction, mechanisms for tracking self-study participation, and any tests which validate levels of knowledge acquired from the knowledge sharing resources and programs.
The SME experts who will best be able to provide data in this area will be the Knowledge Management Advisor, Fort Riley, Kansas and the Operations Officer from the 1st Infantry Division at Fort Riley, Kansas.
Proposed Approach for Data Analysis and Synthesis
The data collected from SME interviews will provide background on the current transition team training program. This data will allow for the objective characterization of the existing program.
Timeline graphics will be used to display the selection, notification and resident training portion of the preparation process. This will be displayed in conjunction with both the expectations of self-study as well as the other obligations of the transition team members which are happening concurrently in the timeline.
For the resident training phase bar graphs will illustrate the time which is allotted to each block of formal instruction. This will be instructive as it will bring clarity to the issue of weighting or subject emphasis. The weighting or lack of weighting in different areas can then be compared against the response data gathered from the transition team member surveys. Where there is significant disagreement between the program weighting and the survey responses, this will indicate an area of possible concern and perhaps ineffectiveness.
The survey questionnaire is structured so as to allow for the analysis and comparison of data using several different methods. All of the survey questions will lend themselves to bar graph representation. Most survey questions also lend themselves to statements of percentages.
The bar graphs will be instructive, and will be especially useful for illustrative purposes when either juxtaposed against or in agreement with data gathered from the SME interview responses. The statements of percentages will allow for simple characterization of responses.
It is expected that the number of completed survey responses will total more than 35. Therefore the sample should lend itself to standard statistical methodologies. Additionally, the survey questions are structured so as to allow for the statistical analysis of most question responses. These statistics are parametric and the data will fall within a normal distribution.
Many of the responses will be analyzed using points of central tendency along with the determination of standard deviation. The statistical methods will allow us to make some inferences about the entire population of transition team members.
Therefore by analyzing the results of the survey responses the study will be able to determine what facets of transition team preparation are considered vital by TT veterans. This determination will allow the research to rate the overall effectiveness of the transition team training program in its current configuration and allow for the creation of recommendations for changes which will make the program more effective.
Methodological Limitations
Methodological Limitations – Survey Questionnaire
The limitations of the survey rest with the sampling methodology. The non-availability of an entire population list, comprehensive or otherwise, means that randomization techniques cannot be used to draw a random sample population. The non-availability of population lists also prevents the use of population stratification. For instance, stratification would allow for the use of random sub-samples that would insure representation of separate sub-groups. These sub-groups could be officers versus non-commissioned officers, or combat arms personnel versus combat support personnel.
The non-availability of a population list therefore requires the use of a quasi “pull method” for executing the survey questionnaire. That is interested parties must take action, for instance linking to the survey site or requesting the email survey to participate. This runs contrary to the normal “push method” for surveying where a questionnaire is pushed out to the sample population. The fact that this methodology requires increased action on the part of potential respondents will limit participation to some degree.
Also, because the invitation and survey are internet based, it will only reach the segment of the TT population having internet access. Further, aside from possible “word of mouth” marketing amongst team members, the survey invitation will be seen for the most part only by those who participate in the TT forum.
Having responses heavily weighted in TT forum membership may also result in somewhat skewed responses. It may be reasonable to assume that the population which participates in the TT forum likely shares personality traits that may not be completely representative of the entire TT population. For example, because they participate in the forum, the respondents may possess an increased proclivity towards proposing change or challenging the status quo. Therefore responses may be inordinately weighted towards the suggestion of change.
However, because of the members’ likely personality traits, their proactive participation in the TT forum and the fact that there will be 2 options available for the survey’s completion, it is expected that there will be significant response to the invitation. For the purpose of this research significant response will be defined as greater than 35 completed surveys returned. A sample of this size, or greater, means that a statistical z-test will not be required and the responses will lend themselves to statistical analysis.
In order to insure the significant response rate, both the invitation and the survey will be made available on the forum and web site for a period of 4 weeks. Making the survey available for this long of a period is important due to the pull nature of the survey, coupled with the expectation that the population does not visit the forum daily.
Methodological Limitations – SME interviews
There are a few methodological limitations inherit to the SME interviews. One limitation is that these interviews will be conducted over the telephone. This means that there is less chance for building a rapport with the interview subject. Building a rapport during an interview may allow for an increase in the dissemination of useful information and the possibility of self disclosure. Conducting interviews via the telephone also means that there is no opportunity to evaluate any non-verbal cues or communication which may accompany interview answers.
Another limitation to the SME interviews is possible bias by the interviewee. This is possible due to the fact that all of the SMEs are stakeholders to some extent in the existing transition team training program. The SMEs may feel some level of ownership in certain aspect of the status quo. Therefore they may take some of the questions as a form of criticism to a program they may have had a role in creating. Because of this they may even consider some of the questions to be difficult, leading or perhaps even hostile. Therefore the issues of ownership and possible bias may result in slightly skewed or watered down responses to any questions which may be subjective or ask for the subjects’ opinion.
References
BDM Corporation. (1980) A study of strategic lessons learned in Vietnam: the soldier. vol 7. Vienna,Va.: BDM Corp.
Clarke, J. J. (1988) Advice and support: the final years: 1965-1973. Washington: US Army Center of Military History.
Collins J. L., Jr. (1975). The development and training of the South Vietnamese Army: 1950-1972. Washington: Department of the Army.
Cushman, J. H. (1972). Senior debriefing report of Major General John H. Cushman. San Francisco: HQ, Delta Regional Assistance Command.
Dawkins, P. M. (1979). The United States Army and the ‘other’ war in Vietnam: a study of the complexity of implementing organizational change. PhD. diss. Princeton University.
Fehrenbach, T.R. (1963). This Kind of War: A Study in Preparedness. New York: The Macmillian Company.
Hausrath, A. H. (1957). The KMAG advisor: role and problems of the military advisor in developing an indigenous army for combat operations in Korea. Chevy Chase, MD: The Johns Hopkins University Operations Research Office.
Hickey, G.C., Dr. (1965) The American military advisor and his foreign counterpart: the case of Vietnam. Santa Monica: The Rand Corporation.
Hudlin, I. C. (1965). Advising the advisor. Military Review, Nov 1965, 94-96.
Jones, R. A. (1965). The nation-builder soldier of the sixties. Military Review, Jan 1965, 63-67.
Ramsey, R.D., III. (2006). Advising indigenous forces: American advisors in Korea, Vietnam, and El Salvador. Fort Leavenworth: Combat Studies Institute Press.
Ray, J. F. (1965). The district military advisor. Military Review, May 1965, 3-8.
Ray, R.D. (2004). Center for military history and strategic analysis cold war oral history project. Interview.
http://www.vmi.edu/archives/Adams_Center/RayR/RayR_intro.asp
.
Sawyer, R.K. (1962). Military advisors in Korea: KMAG in peace and war. Washington: U.S. Army Center for Military History.
Stewart, E. C. (1965). American advisors overseas. Military Review, Feb 1965, 3-9.
U.S. Army. (2006). Army Special Operations Forces. Washington: HQ, Department of the Army.
U.S. Army. (2008). Operations. Washington: HQ, Department of the Army.
U.S. Army Special Warfare School. (1966). Program of instruction for military assistance training course (MATA). Fort Bragg, NC: U.S. Army Special Warfare School.
U. S. Military Assistance Command, Vietnam. (1966). Report on interview program of US Army advisors in Vietnam. San Francisco: United States Military Assistance Command, Vietnam.
U.S. Military Assistance Command, Vietnam. (1967). Command history 1966. vol. 2. San Francisco: U.S. Military Assistance Command, Vietnam.
U.S. Military Assistance Command, Vietnam. (1968). Command history 1967. vol. 2. San Francisco: U.S. Military Assistance Command, Vietnam.
U.S. Military Assistance Command, Vietnam. (1971). Command history 1970. vol. 2. San Francisco: U.S. Military Assistance Command, Vietnam.
Appendix B – Survey Questionnaire
(Sample: current and former transition team mission personnel)
This purpose of this survey questionnaire is to gather information from the experiences and opinions of personnel who have performed transition team missions.
Demographic Data
Pay Grade: ______ Component: □ AC □ RC Branch ______
Gender: □ Male □ Female
Trans Team duty title: ___________________________
Type of mission (e.g. Infantry, Logistics, etc) _________________
When did you complete transition team training at Ft. Riley (mo/yr) _______
Survey
1. How long was your resident training for your TT assignment?
□ 4 weeks
□ 5-8 weeks
□ 9-12 weeks
□ 13-16 weeks
□ >16 weeks
2. How long was your notification prior to your report date for resident training?
□ 0-4 weeks
□ 5-8 weeks
□ 9-12 weeks
□ 13-16 weeks
□ >16 weeks
3. Prior to reporting, how many hours did you spend on your own studying the following subjects?
Tactics: ____
TT Lessons Learned: ____ TT Related News Articles, etc : ____
Host Nation Culture/Customs: ____ Host Nation Language: _____
Geography of Country for mission: _____
Specific Province where you would be assigned: _____
Info on the specific Host Nation staff members and unit for your mission: _____
Other (please list any relevant areas / hours spent):
4. How far in advance of deployment were you given information on the specific TT mission you would be performing?
□ > 6 weeks
□ 5-6 weeks
□ 3-4 weeks
□ 1-2 weeks
□ < 1 week
5. How far in advance of deployment were you given contact information for members of the team you would be replacing?
□ 3-4 weeks
□ 2-3 weeks
□ 1-2 weeks
□ < 1 week
□ not given
6. While you were CONUS, how many times did you correspond with members of the specific Transition Team you were replacing?
□ no contact
□ 1-3 times
□ 4-6 times
□ 7-9 times
□ >9 times
Comments:
7. As a result of your resident training, approximately how many words did you learn in the Host Nation language?
□ 0-5 words
□ 6-25
□ 26-50
□ 51- 75
□ >75
8. As result of your deployment, approximately how many words did you learn in the Host Nation language?
□ 0-5 words
□ 6-25
□ 26-50
□ 51- 75
□ >75
9. How valuable do you feel it is for TT members to be able to speak enough of the Host Nation language to engage in simple conversation?
□ not valuable
□ somewhat valuable
□ valuable
□ I highly recommend
10. I feel that the length of instruction / preparation for my TT assignment:
□ should’ve been shorter
□ was about right
□ should’ve been longer
11. Do you agree with the following statement: “If the lengths of certain blocks of instruction during resident training were to be significantly increased it would better prepare our soldiers for their TT mission.”
□ don’t agree
□ somewhat agree
□ strongly agree
Comments:
12. What blocks of resident training instruction, if any do, you feel should be significantly increased it to better prepare Soldiers for their TT mission.
(please rank order with 1 being the most important to increase)
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
□ None – don’t increase any instruction
13. Please rank order (1 being the highest) what should receive the most emphasis and/or time during resident training?
_____ Tactics
_____ TT Lessons Learned
_____ Force protection
_____ Host Nation unit SOPs, etc
_____ Rudimentary ability speaking Host Nation Language
_____ Host Nation Culture/Customs
_____ Geography of Country of assignment
_____ Geography of Province of assignment
_____ Info on the specific Host Nation staff members and unit for your mission
Other (list/rank):
13. While CONUS, how valuable would it be for TT members to regularly correspond with members of the specific Transition Team they will be replacing?
□ not valuable
□ somewhat valuable
□ valuable
□ I highly recommend
14. Do you agree with the following statement: “If the Army made transition teams / advisors a functional area or part of the force structure, it would allow for more preparation, training and higher levels of proficiency.”
□ don’t agree
□ somewhat agree
□ strongly agree
Thank you for taking the time to respond to this survey. Your input will greatly impact the quality of the recommendations resulting from this research.
Appendix B – Subject Matter Expert 1 – Interview Questions
(Dean of Field Support and Special Programs, Defense Language Institute, Monterrey, California)
This purpose of this SME interview is to gather information regarding language, culture and customs training.
1. How many hours of language training does each transition team member receive at Fort Riley?
2. What is the objective of this training?
3. Is there a competency test following the language training?
4. How many hours of host nation specific culture training does each transition team member receive at Fort Riley?
5. What is the objective of this training?
6. Is there a competency test following the culture training?
7. How many hours of host nation specific customs training does each transition team member receive at Fort Riley?
8. What is the objective of this training?
9. Is there a competency test following the customs training?
10. Is there a practical test for the culture, customs or language training?
11. What happens if a student fails any of this training?
12. How important is culture and customs knowledge to maintaining a positive rapport with host nation counterparts?
13. How important is a rudimentary ability in host nation language to establishing a positive rapport with host nation counterparts?
14. In general could a rudimentary ability in Arabic or Farsi be taught to the average person in 16 or 20 weeks using half days for instruction and interactive tools? How many half days would be necessary?
Appendix B – Subject Matter Expert 2 – Interview Questions
(Personnel Officer responsible for Transition Team selections, Human Resources Command, Forward Cell, Ft Riley, Kansas.)
This purpose of this SME interview is to gather information regarding the procedures related to the selection and notification of personnel for TT missions
1. What is the process for the selection of TT members?
2. Is this process done centrally or are quotas given to commands to fill?
3. What are the qualification criteria upon which team member selections are based?
4. Are certain previous assignments considered or weighted in the selection?
5. Are any personality or aptitude tests administered during the process?
6. Is proficiency in any foreign language considered a qualification discriminator?
7. Are Armed Forces Vocational Aptitude Battery (ASVAB) or the Defense Language Aptitude Battery (DLAB) scores considered?
8. What is the normal timeline between notification, report date and the start of training?
9. What instructions or self study recommendations provided to the TT members upon selection for the assignment?
10. At what point are team members provided access to self study material and other resources?
11. At what point are TT members normally notified of the specific mission they will be performing?
12. How far in advance of deployment are TT members provided with contact information for members of the TT they will be replacing?
Appendix B – Subject Matter Expert 3 – Interview Questions
(Operations Officer, the 1st Infantry Division at Ft Riley, Kansas.)
This purpose of this SME interview is to gather information regarding the transition team resident training POI of the program at Fort Riley, Kansas
1. What are the objectives of the overall transition team POI? Is there a mission statement or vision statement related to this program?
2. What are the major areas of instruction provided and how many hours are dedicated to each area?
3. Which areas of instruction utilize post tests to measure competency?
4. If a student fails a competency test what is the SOP for remedial training?
5. What percentage of students are recycled or dropped from the training program for academic reasons?
6. What percentage of resident instructors are former transition team members?
7. How many hours of instruction are dedicated to host nation culture and customs training?
8. Is there a competency test following HN culture and customs training?
9. How many hours of instruction are tailored directly to the study of a transition teams’ specific mission?
10. Is there a competency test following TT specific mission training?
11. How many hours of instruction are tailored directly to the study of the province geography for a specific transition teams’ mission?
12. Is there a competency test following the TT province specific geography training?
13. How many hours of instruction are tailored to the study of the specific leadership personnel in the host nation unit a TT will be working with?
14. Is there a competency test following the training on specific leadership personnel in the host nation unit a TT will be working with?
Appendix B – Subject Matter Expert 4 – Interview Questions
(Knowledge Management Advisor, Fort Riley, Kansas)
This purpose of this SME interview is to gather information regarding the knowledge sharing resources available to the TT members.
1. What knowledge sharing resources are available to the TT members?
2. What is the method for accessing information?
3. At what point are TT members given information about accessing the TT knowledge sharing resources?
4. Are there one or more formalized POIs for self-study using the knowledge systems?
5. Are there any tests given which validate the levels of knowledge students acquire from the TT knowledge system?
6. Are transition team students’ utilization of the TT knowledge system tracked?
7. Is there a formalized method for incorporating lessons learned posted on the TT forum into the transition team resident training POI?
Appendix C – Web / E-Mail Survey
Cover letter to be included in the web invitation and E-Mail (if applicable)
The purpose of this study is to research the effectiveness of the United States Army transition team preparation program.
By collecting data and opinions from you we hope to be able to evaluate the United States Army transition team preparation program, and also, make recommendations which may lead to enhancements to the program.
The attached questionnaire should not take more than 10 – 15 minutes to answer. An informed consent form is also included to explain the procedures used that will maintain your confidentiality and to explain other concerns you may have.
This information is being gathered as part of a research paper for Matt Leonard, a Master’s degree candidate with Central Michigan University: Off-Campus Program. The completed research paper and/or executive summary may also be made available to senior leaders within the U.S. Army.
Your responses will be maintained solely by the researcher and will be kept confidential. No respondent names or other identifying information will be published in the research paper.
Thank you for taking the time to provide information which may prove useful to enhancing the transition team preparation program.
You may complete the survey via this website, e-mail your completed survey questionnaire to Matthew.J.Leonard@us.army.mil or mail a hardcopy to:
Matt Leonard
47591 Watkins Island Sq
Potomac Falls, VA 20165-7491
We would like to have responses by no later than 24 June 2008. Please include an e-mail address or phone number in your return mail if you would be willing to be contacted to clarify any of the answers you provide. Thank you again for taking the time to provide your valuable insights.
Appendix C – Informed Consent Form – Web / E-Mail Survey
Informed Consent to Participate in a Research Study
Title of Project: A Program Evaluation of the United States Army’s Transition Team Preparation Program.
Name of Investigator: Matthew Leonard
Phone: (770) 313-8329
Institutional Affiliation: The researcher is a graduate student in the Masters of Science in Administration program and Central Michigan University. This research is being conducted in fulfillment of degree requirements at Central Michigan University.
Invitation to Participate: You are invited to participate in this research study. The following information is provided to help you make an informed decision on whether or not to participate. If you have any questions, please do not hesitate to ask.
Purpose: We hope that by collecting data from you we will be able to evaluate the United States Army transition team preparation program, and also, make recommendations which may lead to enhancements to this program.
Subjects: This survey questionnaire is being made available to you because you have been involved in a transition team mission. Your experience and opinions are relevant to informing this study as to the procedures, methodology and program of instruction for an optimal transition team preparation program.
Confidentiality: Any information obtained during this study that could identify you or your organization will be kept strictly confidential. Should email be used to return the survey, the email address will be removed from any printed hard-copy of your responses. Further, the electronic email messages will be deleted 12 months following the completion of the study. Information provided by survey respondents will not be attributed to individual’s names in the research paper. Respondent comments, if used, will appear as respondent 1, 2, or 3, and so on.
Right to Refuse or Withdraw: You may change your mind about being involved in the study and can quit after the study has started. If the study design or use of the data is changed, you will be so informed and your consent obtained for the revised research study.
Questions: If you have any questions at this time, please ask them. If you have additional questions later, please contact Matthew Leonard at Matthew.J.Leonard@us.army.mil. Thank you for taking the time to help us evaluate the transition team preparation program.
By returning this survey, I have voluntarily decided to participate in this research project as a subject and I have read and do understand the information provided above.
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Transition Teams
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Central Michigan University
Master of Science in Administration (MSA) Program
Course Title:
MSA 600 Administration Research and Report Methods
Submitted to:
[Professor’s Name]
Submitted by:
[Student’s Name]
[Street Address]
[City, State and Zip Code]
Work Phone:
[703-555-1234]
Home/Cell Phone:
[804-555-1111]
Email:
name@yourserviceprovider.com
Course Location:
MSA600 Online
Submission Date:
[Month, Day, Year]
Research Project Title:
RESEARCH METHODOLOGY EXAMPLE
Feasibility Study for Establishing a Family Practice Medical Clinic in
Christiansburg, Virginia
CERTIFICATE OF AUTHORSHIP:
I certify that I am the author of this paper and that any assistance I receive in its preparation is fully acknowledged and disclosed in this paper. I have also cited any sources from which I used data, ideas, or works, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course.
Student’s Signature:
Instructor’s Comments:
Feasibility Study for Establishing a Family Practice Medical Clinic in
Christiansburg, Virginia
MSA 600 Administrative Research and Report Methods
Submitted by:
Peter Minalga
Project Instructor:
Dr. Thomas Kessler
March 2008
Table of Contents
Page Number
List of Tables
ii
List of Figures
ii
Chapter 1
Problem Definition
1
Chapter 2
Literature Review
7
Chapter 3
Research Methodology
15
Chapter 4
Data Analysis
[Future]
Chapter 5
Summary, Conclusions, and Recommendations
[Future]
Terminology and Definitions
Page 18
References
Pages 19-22
Appendix A
Permission to Conduct Study
Appendix B
Transmittal Letter/Survey Instructions
Appendix C
Survey/Interview Questions
Chapter 3
RESEARCH METHODOLOGY
Research Approach
The purpose of this research is to determine if it is economically feasible to establish a family practice medical clinic in Christiansburg, Virginia and to see if this medical clinic can achieve a net income of $175,000 per year beginning with the fifth year of operations.
Based on the review of the literature selected regarding establishment of a family practice medical clinic, the approach to be utilized for this research is a feasibility study, more specifically, an abridged business plan, which is “a written document charting a business’ mission, strategies, sales projections, and plan for growth. [Also, the business plan] is used to obtain financing and provide a road map for growth.”(Axman, 2007)
A majority of the data will be collected from existing secondary sources, specifically, the Internet. The focus of this information collection will be pro forma fiscal data, meaning that actual data and reasoned estimates will be used to establish a realistic projection of the businesses month to month sales, expenses, profits, and cash flow. The Internet provides access to a wealth of information retained by the Small Business Administration, the Virginia Small Business Administration, the American Medical Association (AMA), the American Academy of Family Practice, and the American College of Osteopathic Family Physicians (ACOFP). Other secondary sources that will be used included the Central Michigan University Off-Campus Library, the Christiansburg Library, the Montgomery County Chamber of Commerce, and the Christiansburg Chamber of Commerce.
Data Collected
Collected data will be principally viewed from a financial cost-benefit perspective. It will include a balance sheet and pro forma cash flow statement and will include various financial analyses including break even analysis and payback period estimation. The information will include comprehensive estimates of both capital and operating costs for a five year period with included explanations of revenue projections and capital and operating expenses.
Taxes associated with a specific type of organizational structure will also be collected. Potential liability implications of each structure will be obtained and considered from a financial standpoint to see what, if any, cost increases or decreases are prudent to enhance the long term viability of the business.
Available personal financial assets, different types of financial options and associated costs, and available federal, state, and local grant types and amounts will be collected to determine the initial amount of capital required for start-up. This will aid in determining the best way to mitigate over-financing at start-up and in determining how much capital will be necessary for unforeseen circumstances or emergencies.
Types and amounts of insurance required by all government agencies will be estimated, along with their associated cost. Additionally, other recommended types of insurance and their associated costs will be identified and collected. This allows for further analysis of ways to mitigate financial risk in the near and long term until the business is solvent and running smoothly.
The costs associated with leasing versus buying will be collected and compared as part of location determinants. Additionally, the demographics of the local and regional area will be reviewed to determine if there is sufficient population base to provide satisfactory patient flow to sustain the business in its projected location.
Other areas of collected data include cost of advisors (e.g. accountant, lawyer, realtor), required business licenses, computer hardware, software, and supplies, record keeping, advertising, marketing, office furniture and supplies, office medical furniture and supplies, office medical supplies, and employee pay and benefits. Additionally, a general fee schedule for services will be reviewed and considered.
Data Collection Procedures
Organizational Structure
In determining an appropriate organizational structure three primary sources will be used. Information will be obtained from the Small Business Administration online at www.sba.gov and the 2008 Virginia Small Business Resource online at www.sba.gov/localresources/district/va. For additional analysis, the 4th Edition of the Ultimate Small Business Advisor: All You Need To Know will be reviewed with the purpose of referencing for this research project. Specifically, tax and liability implications will be reviewed and compared to determine which structure best compliments the owner’s goals. All sources are publicly available and are readily available for research via the internet.
Although keeping costs down play a big role, whether or not the owner desires to have partners and investors able to impact the day-to-day decision making and operations play a significant role and outweighed the cost-benefit of different structure types. Ultimately, the information gained in this research will be used as input for the income statement, the cash flow statement, and the balance sheet to determine the feasibility of establishing a family practice medical clinic.
Capital/Financing
Clearly one of the biggest decisions associated with business start-up costs is the amount of financing required to get the business moving in the right direction. To determine the correct amount of financing required, research will be conducted into how much capital the owner of the business possesses and is willing to contribute to financing the medical clinic. Additionally, available capital from friends and relatives will be investigated. The amount of capital to be financed from a lending institution will also be researched. Included in the research of the capital being financed will be an analysis of the fees and percentage rate associated with the loan as well as the repayment schedule of the loan.
The primary sources for determining the types and amounts of financing for a medical clinic are online with the Small Business Administration and the 2008 Virginia Small Business Resource. The 4th Edition of the Ultimate Small Business Advisor: All You Need To Know will also be used. All sources are publicly available and are readily available for research via the internet. The information gained from this research serves as input for the income statement, the cash flow statement, and the balance sheet to determine the financial feasibility of establishing a family practice medical clinic.
Insurance
Determining the types and amounts of insurance for a business is one of the critical tasks in keeping business start up costs down. To determine the correct types and amounts of insurance required for a medical clinic, research will be conducted on the types of insurance and amounts of coverage required as directed by the federal, state and local governments. Additionally, research will be conducted into which types of insurance are strongly recommended for a medical clinic, what amounts of coverage are recommended, and how much they cost. Research will be undertaken to review those types of insurance that are simply good to have and how much they cost. A cursory analysis of the risk associated with not taking on insurance and not taking on full coverage will be reviewed if the area to be insured is strongly recommended by a particular credible source.
The primary sources for determining the types and amounts of insurance for a medical clinic are online with the Small Business Administration, the 2008 Virginia Small Business Resource and the Montgomery County and Town of Christiansburg’s Chambers of Commerce. The 4th Edition of the Ultimate Small Business Advisor: All You Need To Know will also be used. All sources are publicly available and are readily available for research via the internet. Again, the information gained from this research will be used as input for the income statement, the cash flow statement, and the balance sheet to determine the financial feasibility of establishing a family practice medical clinic.
Location
Determining the location for establishing a business is, if not the most critical task in starting, one of the top three critical tasks. To determine the proper location for establishing a family practice medical clinic, the population base in Christiansburg and surrounding communities will be researched. Research will also be conducted to determine if Christiansburg and the surrounding communities are stable economic bases and to determine their economic potential.
Inclusive in this research, the demographic profile of Christiansburg and the surrounding communities will be reviewed and analyzed to determine if the population base can support the establishment of a medical clinic. Sequentially related to this topic is whether to lease or buy when the location for establishing a medical clinic is identified. Research into these methods will be conducted to determine the cost implications associated with each method and which method best compliments the owner’s goals of minimizing start-up costs.
The primary sources for determining the location for a medical clinic are online with the Census Bureau at www.census.gov, the Small Business Administration, and the 2008 Virginia Small Business Resource. The 4th Edition of the Ultimate Small Business Advisor: All You Need To Know will also be used. Other resources include the Montgomery County Chamber of Commerce on online at www.montgomerycc.org, Christiansburg Chamber of Commerce online at www.christiansburg.org, and the Christiansburg Library.
The information gained from the demographic research of Christiansburg and the surrounding communities is aimed at determining the potential patient flow into the family practice medical clinic. This determinant helps shape the income and cash flow statements and is a principal input for realizing whether or not the targeted net income can be attained at the five year mark of the business. The information gained from research into leasing vice buying will be used as input for the income statement, the cash flow statement, and the balance sheet to aid in determining the financial feasibility of establishing a family practice medical clinic. All sources are publicly available and are readily available for research via the internet.
Proposed Approach for Data Analysis and Synthesis
Ultimately, information gained from this data collection and analysis was used as input for the income statement, the cash flow statement, and the balance sheet to determine the financial feasibility of establishing a family practice medical clinic. These statements and spreadsheets will be structured and presented as a series of tables in formats that are traditionally used for presentation of financial information. The 5-year cash flow will show whether this medical clinic can achieve a net income of $250,000 per year beginning with the fifth year of operations (Axman, 2007).
Methodological Limitations
One of the weaknesses projected for this study includes the scope of the topic areas to be researched for cost data. Much of the cost information will be generated from existing resources and not compared thoroughly against other options. For example, advertising and marketing costs will be derived from existing industry standards vice comparing the different options available in the local, regional, and state communities.
Another weakness is the lack of face-to-face interaction with existing family practice business owners. Most of the information collected is from existing and from secondary sources and although the validity is likely high, additional information, specifically lessons learned and different courses of action these existing family practice business owners would take if they had it to do over again, could potentially be gleaned from first hand interviews.
PAGE
Implementing AWS
PAGE
Central Michigan University
Master of Science in Administration (MSA) Program
Course Title:
MSA 600 Administration Research and Report Methods
Submitted to:
[Professor’s Name]
Submitted by:
[Student’s Name]
[Street Address]
[City, State and Zip Code]
Work Phone:
[703-555-1234]
Home/Cell Phone:
[804-555-1111]
Email:
name@yourserviceprovider.com
Course Location:
MSA600 Online
Submission Date:
[Month, Day, Year]
Research Project Title:
RESEARCH METHODOLOGY EXAMPLE
An Investigation of the Feasibility of Implementing an Alternative Work Schedule Program at the 55th Rescue Squadron in Tucson, Arizona: Can it work?
CERTIFICATE OF AUTHORSHIP:
I certify that I am the author of this paper and that any assistance I receive in its preparation is fully acknowledged and disclosed in this paper. I have also cited any sources from which I used data, ideas, or works, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course.
Student’s Signature:
Instructor’s Comments:
An Investigation of the Feasibility of Implementing an Alternative Work Schedule Program at the 55th Rescue Squadron in Tucson, Arizona: Can it work?
MSA 600 Administrative Research and Report Methods
Submitted by:
Jennifer Kunkel
Project Instructor:
Dr. Thomas Kessler
December 2008
Table of Contents
Page Number
List of Tables
ii
List of Figures
ii
Chapter 1
Problem Definition
1
Chapter 2
Literature Review
7
Chapter 3
Research Methodology
15
Chapter 4
Data Analysis
[Future]
[Future]
Chapter 5
Summary, Conclusions, and
Recommendations
[Future]
Terminology and Definitions
Page 18
References
Pages 19-22
Appendix A
Permission to Conduct Study
Appendix B
Transmittal Letter/Survey Instructions
Appendix C
Survey/Interview Questions
Chapter 3
Research Methodology
Research Approach
Although the literature on alternative work schedules revealed far more advantages than disadvantages, it is not until a program is evaluated and tested within one’s own organization that one can determine its true success or effectiveness. This is also the case for the 55th RQS.
The 55th RQS is made up of approximately 75 personnel who perform various functions in the organization. This includes both officer and enlisted staff members and men and women. Within the organization, some personnel are assigned as aircrew. Aircrews are defined as personnel who actually perform flight operations; pilots, co-pilots, flight engineers, and gunners are considered aircrew. There are other support personnel in the squadron not considered aircrew such as maintenance and life support.
The mission of the 55th RQS is to provide worldwide combat search and rescue. Their mission is specific and requires tremendous training time so that lives of the aircrew and those they are rescuing are not put in further danger. While the crew is located at home (in Tucson, Arizona), they are responsible for planning and training for the types of missions they are likely to be faced with in combat. Although this is the primary mission, there are always several other support tasks to be accomplished in a given week.
Currently, the 55th RQS deploys to Iraq or Afghanistan 1-2 times per year for approximately four months. This is a dynamic to the work-family conflict that most other private sector organizations do not face under normal operations. It is also what makes the importance of work-life balance even more essential in the military environment when extended separations from family are routine and frequent. A primary task for squadron commanders is effective and efficient work scheduling. It appears that the benefits of alternative work schedules in terms of increased employee satisfaction and morale would support evaluating the feasibility of implementing an alternative work schedule.
In order to determine the feasibility of implementing an alternative work schedule program, one must collect data. The methodology for data collection is program design. Currently there is no formal written alternative work schedule program at the 55th RQS. Personnel work a standard 5/40 work week unless the aircrew is scheduled to fly during that week. Flights can be scheduled for day or night operations. Aircrew assigned to fly must have the required “crew rest” hours before arriving on shift. This is not a flexible rule as the safety and well being of the entire aircrew is at stake.
The objective of a program design methodology is to evaluate the rationale, advantages, and disadvantages of implementing a new program by collecting data from the organization that it will impact. Data will be collected by surveying the current personnel and interviewing leadership. The surveys will be anonymous, voluntary, and collect data on how employees feel about the existing schedule, alternative work schedules, and individual characteristics that affect whether one uses these programs. The surveys will be distributed at a staff meeting and by e-mail. A secure drop-box will be placed at the squadron for completed surveys. Face-to-face interviews will be conducted with the following positions: Squadron Commander, Director of Operations (DO) and the Group Commander. The purpose of the interviews is to determine if the current organizational culture supports alternative work schedules and what benefits and impacts are expressed from a leadership perspective.
Data Collection Approach and Procedures
Data to Be Collected
Because of the overwhelming evidence to support that alternative or flexible work week programs increase employee’s job satisfaction and commitment to the organization, the purpose of this research is to gather information about the use of flexible work arrangements and what issues may influence a decision on the use or lack of use of these types of programs (Lambert, 2006). Survey data will be collected in the following categories:
· Use of Flexible Work Arrangements
· Support for Use
· Determinants for Use
· Follow Up Questions
· Demographic Information
The questions within each category provide the specific details about whether a program is in use and what individual characteristics affect the likelihood of using the program.
The survey that will be used for this research was selected because it highlights some key factors that may affect whether a flexible work program is feasible based upon the nature of the work and current organizational environment. The questions address how supportive supervisors and coworkers are perceived to be and what work-life conflicts may be affecting the likelihood of using such programs. The demographics information is especially helpful in understanding the workforce and what generational gaps may be present.
It is also important to interview key leadership positions. Leadership is responsible for the overall productivity and morale of the organization and the attitudes and behaviors exhibited by leaders significantly affect the effectiveness of these policies. It is critical to understand the leadership and organizational environment to determine the feasibility of implementing a new program. Leadership will be asked similar questions relating to the survey so that a correlation may be made as to any similarities and/or differences between the interviews and survey respondents. Most questions will be directly from the survey. Other open-ended questions will be used to fully understand the nature of the work and potential barriers for implementation.
Existing data about the advantages and disadvantages of flexible work week schedules are not sufficient to determine the feasibility of implementing an alternative work schedule program at the 55th RQS. Another important factor is the military environment and the effects of frequent deployments. It is possible that an alternative work schedule program is not a motivational factor for military personnel since there may be perceived lack of control over schedule and whether they deploy or not. Therefore, it is essential to this research to survey the personnel within the 55th RQS. Data from this research may or may not support other research in the private sector.
Data Collection Procedures
All survey and interview materials have been reviewed and approved by Central Michigan University, Institutional Review Board, and all participation is voluntary, anonymous, and confidential. Survey’s will be handed out at a staff meeting and sent via email by the Squadron Commander or Director of Operations (DO). The researcher will not have access to any of the email addresses of the survey participants. To assure confidentiality and anonymity, survey respondents are not being asked any personal data that may link survey respondents to specific survey responses.
55th RQS personnel will receive an email from the Squadron Commander or DO inviting them to participate. The email will include a cover letter from the researcher explaining the purpose of this research and the survey; survey instructions will also be included. Hard copies of the survey will also be handed out at a staff meeting and will include the cover letter and survey instructions. No surveys will be collected at the staff meeting to assure participation is confidential and anonymous.
It is possible that some members of the squadron will be deployed during the research period. If that is the case, the researcher will investigate designing a secure website to collect responses but at this point, deployed personnel will not be included in the study.
Approximately 60 surveys will be handed out at the staff meeting. The exact number distributed will be collected at the staff meeting; 75 surveys will be available at the staff meeting and the number left over will reflect the exact number of surveys distributed. Email notifications will include a partial duplicate list of survey participants and include those who may not have been present at the staff meeting for various schedule reasons. Because servicemen and service women tend to be very diligent, it is estimated that 40-50% of the surveys will be returned resulting in a response rate of 24-30%. The number of surveys and respondents greatly depends on the number of deployed aircrew at the time of the survey.
Personnel will be given two weeks to complete the survey. A secure and locked drop-box will be placed in the squadron common area. Only the researcher will have a key to the drop-box. A reminder email will be sent out one week after the initial request and two days prior to the ending date.
Although the researcher is not affiliated with the 55th RQS or a member of the Department of Defense (DoD), the researcher is the spouse of the Squadron Commander. The Squadron Commander will invite personnel to participate but there is no penalty for not responding. In order to assure confidentiality, completed surveys will not be kept at the home of the researcher but in a secure location at the Davis Monthan Base Education Office. There is again no personal data being collected that may link survey responses to survey respondents. This measure assures the data being collected will remain secure and confidential.
The survey to be used was obtained from a previous research project conducted by Alysa D. Lambert. The research project was conducted in 2006 in affiliation with the University at Albany, State University of New York, as partial fulfillment of the requirements for the degree of Doctor of Philosophy. The survey underwent a multi-stage pilot study in order to create a reliable measure and dispose of inappropriate or flawed questions (Lambert, 2006). The final reliabilities from the pilot study are as follows: supervisory support = .92, coworker support = .83, spousal/partner support = .87, program knowledge = .90, and lifestyle = .81 (Lambert, 2006).
The survey contains different types of rating scales. According to Lambert (2006), using different scale endpoints for collecting criterion and predictor reduces the chance for single source bias within the study. A five point Likert scale and dependent variable items asked for “Yes” or “No” responses (Lambert, 2006). Part IV of the survey provides the respondents the opportunity to answer open-ended questions in case the survey questions do not adequately address issues relating to flexible work arrangements. Results from Part IV, Follow-up Questions, will be used to determine the frequency of any common responses.
Lastly, face-to-face interviews will be initiated by the researcher through direct contact. The researcher anticipates calling the interview candidates and scheduling an appointment. Interviews will be conducted in-person at the office of the respective interview candidates: Squadron Commander, DO, and Group Commander. These candidates were selected because of their direct authority and responsibility for work scheduling and morale. These candidates would be responsible for evaluating and implementing any new programs offered by the squadron and assuring the necessary resources were available to support the new program. Interview candidates will be asked to review and sign the Informed Consent Form indicating voluntary participation in the research project prior to the beginning of the interview. No videotape or audiotape will be used.
In order to attempt to identify similarities and differences between leadership and personnel in terms of flexible work arrangements, the interview candidates will be asked similar questions to those participating in the survey. The interview questions have three (3) parts. In Part I: Use of Flexible Work Arrangements, the questions is identical to those questions on the survey. The researcher will ask the interview candidate the questions instead of them completing that part of the survey independently. This also allows for open discussion on some of the questions.
In Part II of the interview, candidates will be asked similar questions from the Part II: Support for Use of the survey. The interview candidate will be asked questions relating to the importance of allowing staff to rearrange schedules and tasks, being supportive, listening, and encouraging. These questions were selected in order to determine any notable similarities or differences in leadership perception between the survey participants (i.e. staff) and the leadership.
Part III of the interview consists of open-ended questions relating to the nature of the work within the squadron and how suitable the organization and certain tasks may be for a flexible work week program. These same questions were asked of survey participants as well. It is important to understand the nature of the work and what specific barriers are noted by those actually performing the work.
Proposed Approach for Data Analysis and Synthesis
Content Analysis is a systematic examination of the contents of a particular body of material for the purpose of identifying patterns, themes, or biases (Leedy & Ormond, 2005). For the purposes of this research, content analysis will be the primary data analysis method. The results from the surveys and personal interviews will account for the body of material to be examined and studied.
According to Leedy and Ormrod (2005), the researcher must sort and categorize the original data and gradually boil it down to a small set of abstract, underlying themes. After the submission date for all completed surveys to be returned, the researcher will organize the survey data by compiling the responses for each question. The researcher anticipates using a Microsoft Excel spreadsheet to manage the data. The researcher will note any general perceptions from the data and preliminary interpretations.
In addition to the survey data, the researcher will review the interview notes and identify any common categories or themes discussed during the interview. During the interview, the researcher asked several identical or similar questions to that on the survey. The researcher will organize the responses from the leadership interviews and make some general notes regarding preliminary interpretations. A separate Microsoft Excel spreadsheet will be used to manage the leadership responses.
After several reviews, the researcher anticipates identifying the major categories or themes of the data. The data will be reported in table format and present the percentages of each response for each question. For open-ended questions, the data will be reported in table format and present the frequency of responses by survey participants.
Based upon the data, the researcher will discuss the rationale, advantages, and disadvantages of implementing an alternative work schedule program. The discussion will include any associated direct or indirect costs, any benefits to the organization, and anticipated problems.
Methodological Limitations
There are several known limitations of this research. The first limitation is the sample size. It is possible that part of the 55th RQS may be deployed when this research project is scheduled to begin. The researcher hopes to mitigate this limitation by reviewing the deployment schedule and arranging to conduct the research while the majority of the squadron is not deployed but it may not be possible. If a significant portion of the squadron will be deployed, the researcher anticipates investigating the use of a secure website for responses but it is not yet determined if this is feasible. Even if it is feasible, it still may affect sample size due to geographical separation.
A second limitation of the research is that the project only surveyed personnel from the 55th RQS. The opinions expressed on the surveys and interviews may or may not represent all USAF rescue helicopter squadrons. Therefore other USAF rescue helicopter squadrons may see different results making the recommendations observed in this project not applicable to other interested squadrons.
A related limitation is also the fact that survey research only captures a moment in time. It is possible that the results can not be extrapolated once the leadership and personnel of the 55th RQS changes. The opinions and attitudes expressed during the research are only representative of the population used for the survey and interviews.
Survey length is another possible limitation. The survey takes approximately 20 minutes to complete and asks several redundant questions (Lambert, 2006). The same sets of questions are used for supervisor and coworker support and for flextime and compressed work weeks (Lambert, 2006). It also has six open-ended questions. These issues may contribute to lack of participation and respondent fatigue (Lambert, 2006).
A potentially significant limitation is the researcher being related to the Squadron Commander. The researcher is the spouse of the 55th RQS Squadron Commander. Although mitigation steps are in place to assure confidentiality and anonymity, it is possible that the researcher may not obtain the expected response rate due to issues relating to perceived non-confidentiality and anonymity.
Although several limitations have been identified, it remains important to investigate whether the 55th RQS can implement an alternative work schedule program. The effect of high deployment rates on work-life balance remains a major issue for Air Force leadership and one that most squadron commanders face during their term. It opens future dialogue about creative ways to increase morale and remain competitive with recruitment and retention.
Chapter IV
Data Analysis
Introduction
[Future]
Data Presentation and Analysis
[Future]
Data Analysis
Conclusions
[Future]
Chapter V
Summary Conclusions, and Recommendations
Summary
[Future]
Conclusions
[Future]
Recommendations
[Future]
Future Research Suggestions
[Future]
TERMINOLOGY AND DEFINITIONS
References
Ahmadi, M., Raiszadeh, F., & Wells, W. (1986). Traditional vs. Non-Traditional Work Schedules – A Case Study of Employee Preference. Industrial Management, 28(2), pg 20-23. Retrieved February 22, 2008, from ABI/INFORM database.
Air Force Association. (2007). 2007 USAF Almanac: People. Air Force Magazine (90)5, pg 48-52.
Air Force Personnel Center. Retrieved February 29, 2008 from http://wwa.afpc.randolph.af.mil/demographics/
Baltes, B., Briggs, T. Huff, J., Wright, J., & Neuman, G. (1999). Flexible and Compressed Workweek Schedules: A Meta-Analysis of Their Effects on Work-Related Criteria. Journal of Applied Psychology, 84(4), pg 496-513. Retrieved February 22, 2008, from ABI/INFORM database.
Department of the Air Force. Air Force Instruction 36-807: Weekly and Daily Schedules of Work and Holiday Observances. Washington: HQ USAF, 21 June 1999.
Dunham, R. & Pierce, J. (1983). The Design and Evaluation of Alternative Work Schedules. The Personnel Administrator, 28(4), pg. 67-75. Retrieved February 20, 2008, from ABI/INFORM database.
Faram, M. (2008). 4-day work week? Just one of the 12 test perks. Navy Times. Retrieved February 23, 2008 from http://www.navytimes.com/news/2008/01/navy_perks_080127w/
Golden, L. (2001). Flexible work schedules: what are we trading off to get them? Monthly Labor Review, 124((3) pg 50-67. Retrieved March 3, 2008, from
http://www.dol.gov/dol/topic/benefits-other/flexibleschedules.htm
Hays, S. (1999). Generation X and the art of the reward. Workforce, 78(11), pg. 44-48. Retrieved February 25, 2008, from ABI/INFORM database.
Kelly, E. & Moen, P. (2007). Rethinking the Clockwork of Work: Why Schedule Control May Pay Off at Work and at Home. Advances in Developing Human Resources, 9(4), pg. 487-506. Retrieved February 19, 2008, from ABI/INFORM database.
References (con’t)
Lambert, A. (2006). Individual differences: Factors affecting employee utilization of flexible work arrangements (Doctoral disseratation, University of Albany, State University of New York, 2006). Retrieved March 3, 2008, from ABI/INFORM database.
Leedy, P. & Ormrod, J. (2005). Practical Research: Planning and Design, 8th Edition. New Jersey: Pearson Prentice Hall
Morgan, R. (2004). Teleworking: an assessment of the benefits and challenges. European Business Review, 16(4), pg. 344-357. Retrieved February 19, 2008, from ABI/INFORM database.
Newman, S. (1989). Working Alternatives. SuperVision, 50(7), pg 11-13. Retrieved February 22, 2008, from ABI/INFORM database.
Pekala, N. (2001). Conquering the generational divide. Journal of Property Management, 66(6), pg 30-38. Retrieved February 25, 2008, from ABI/INFORM database.
Rau, B. & Hyland, M. (2002). Role conflict and flexible work arrangements: The effects on applicant attraction. Personnel Psychology 55(1), pg. 111-136. Retrieved February 19, 2008, from ABI/INFORM database.
Robinson, W. (2005). Ethical Consideration in Flexible Work Arrangements. Business and Society Review, 110(2), pg. 213-224. Retrieved February, 19, 2008, from ABI/INFORM database.
Turney, J., & Cohen, S. (1983). Alternative Work Schedules Increase Employee Satisfaction. Personnel Journal, 62(3), pg 202-207. Retrieved February 20, 2008, from ABI/INFORM database.
PAGE
Melamine Impact on FDA Resources
PAGE
Central Michigan University
Master of Science in Administration (MSA) Program
Course Title:
MSA 600 Administration Research and Report Methods
Submitted to:
[Professor’s Name]
Submitted by:
[Student’s Name]
[Street Address]
[City, State and Zip Code]
Work Phone:
[703-555-1234]
Home/Cell Phone:
[804-555-1111]
Email:
name@yourserviceprovider.com
Course Location:
MSA600 Online
Submission Date:
[Month, Day, Year]
Research Project Title:
RESEARCH METHODOLOGY EXAMPLE
THE ECONOMIC IMPACT OF MELAMINE ADULTERATED FOOD ON FOOD AND DRUG ADMINISTRATION RESOURCES
CERTIFICATE OF AUTHORSHIP:
I certify that I am the author of this paper and that any assistance I receive in its preparation is fully acknowledged and disclosed in this paper. I have also cited any sources from which I used data, ideas, or works, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course.
Student’s Signature:
Instructor’s Comments:
THE ECONOMIC IMPACT OF MELAMINE ADULTERATED FOOD ON FOOD AND DRUG ADMINISTRATION RESOURCES
MSA 600 Administrative Research and Report Methods
Submitted by:
Teresa Fox
Project Instructor:
Dr. Thomas Kessler
December 2008
Table of Contents
Page Number
List of Tables
ii
List of Figures
ii
Chapter 1
Problem Definition
1
Chapter 2
Literature Review
7
Chapter 3
Research
Methodology
15
Chapter 4
Data Analysis
[Future]
Chapter 5
Summary, Conclusions, and Recommendations
[Future]
Terminology and Definitions
Page 18
References
Pages 19-22
Appendix A
Permission to Conduct Study
Appendix B
Transmittal Letter/Survey Instructions
Appendix C
Survey/Interview Questions
Chapter 3
Methodology
Research Approach
The attempt to determine the financial impact of melamine on FDA resources is a question that will require the compilation of employee hours spent on investigations, import entry review, sample collections, development of lab methodologies, acquisition of equipment, lab analyses, analytical review of results, and appropriate policy review and implementation.
To that end, program evaluation will be the methodology of choice. Even though melamine adulteration is not a regular program per se, the FDA’s regulatory actions in response to unforeseen events can be seen as a program, since it involves multiple divisions that currently exist within the agency.
Data Collection Approach and Procedures
Data To Be Collected
Data will be collected from the FACTS computer database and existing data from FDA budget requests on resources devoted to melamine for fiscal years 2007and 2008, and the first two quarters of 2009. In addition, time spent on melamine assignments by employees who do not enter hours into FACTS will be determined by information obtained by personnel in supervisory roles in those divisions and a calculation will be made. Import entry review time on melamine products will be accomplished by running an ORA computer program tracking FDA product codes nationwide. A time estimate will be derived by assigning historical time increments needed by entry reviewers to determine if a sample collection is necessary. That, in turn, will be multiplied by the total number of import entry points where FDA entry review is taking place.
FACTS will specifically be able to show work hours associated with the Program Accomplishment Code (PAC) for melamine assignments. This is the most accurate means of determining financial impact on the ORA field employees.
The report on number of products with particular product codes will be used to determine number of extra hours spent by entry reviewers on the melamine sampling assignments. This is separate from FACTS and would be impossible to chronicle in an ongoing fashion, since the average entry reviewer is clearing hundreds of lines of products entering the country daily and quick turnaround is essential to not impeding commerce. The time estimate will include the time necessary to review products of interest using various databases, sampling and analytical history, as well as scheduling and coordinating examinations with field personnel, customs brokers, and importers.
Fact gathering from supervisors at the Centers and DIOP will consist of querying how much time was devoted to the melamine issue in which fiscal year. A calculation will determine the economic value. Laboratory supervisors will also be asked if their lab was required to purchase more equipment or hire more analysts or both, to accomplish melamine testing.
FDA regulates a vast array of products and provides oversight over industries related to the manufacture and distribution of regulated products. The complexity of the agency’s missions makes it extremely difficult to quantify individual assignments within the agency. These methods of data collection are the most reliable means available to answer the research question and determine what financial impact melamine has had on FDA resources. They represent the most accurate assessment available in an agency with many divisions, centers, and missions that are constantly evolving.
Data Collection Procedures
Existing data searches will be accomplished using FACTS and ORADSS databases. Reports will be compiled and hours determined from those reports. FDA personnel data will be used to determine the average salary of personnel performing melamine related activities in each FDA district, which are divided by geography. This is important because cost of living pay differs according to geographical area. Data reports in FACTS will be separated by districts as well; appropriate calculations will be made and a cumulative total will be determined accordingly. Personnel names and locations will not be used in this study. This information is available under the Freedom of Information Act (FOIA).
Information gathered should not be biased since it is merely an estimate on time spent on a particular event. That being said, because the first melamine contamination occurred in 2007, the data acquired on that event may not be accurate, as it may be dependent on a person’s record keeping. This information is available under FOIA.
Proposed Approach for Data Analysis and Synthesis
The parameter for this study will be FDA personnel involved with addressing the melamine adulteration problem on imported products. The data will be continuous and will vary according to geographical area. It is reasonable to assume that geographical areas where Asian imports are higher will show a greater number of hours spent in this program area. Once all available data has been collected, the dollar amount spent on melamine assignments will be calculated and expressed as a ratio of the total budget for ORA and CFSAN. This ratio will be used to determine the projected financial impact on FDA resources and the consequent effect on FDA food safety programs. This data can further be displayed as a dollar percentage for each operating division within FDA that has had to address melamine contamination in some way.
Since the data being acquired cannot be modified, this will be an observational study. The interview may yield variable results which may ultimately affect the accuracy of the final calculations, however, since most of the data will come from established databases, the ultimate conclusion should not be altered. The final data analysis will be displayed as pie charts to show the degree of influence the melamine issue has on a specific division’s budget.
Methodological Limitations
The limitations of this study are primarily related to calculations that will be made on employees who do not enter work hours into the FACTS database; therefore it will be harder to quantify their contribution to the melamine assignment. The data will not include hours spent on melamine by other government agencies. Ultimately, those hours could be shown as a ratio of their organization’s resources, not FDA’s. Another limitation will be the lack of similar studies from which to compare results for validity. The results of this study can be used in the future when budgeting dollars for specific responses, however, an in depth study would be required for true accuracy and precision.
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Data to be collected doesn’t necessarily make sense…You only repeated your research questions. You may consider saying something like:
In this mixed methods study, quantitate and qualitative data were collected to answer the following research questions:
List your questions…
Ratinale why mixed methods study was the most appropriate option for this study.
Describe why this data was necessary/needed to answer the research questions.
Describe your population, explain your data collection method in details ( as you did) and convince the readers why this data collection method was the most appropriate. How did you choose your participants? How did you access them… Provide rationale
Your limitations don’t make sense… The responders will be subjective but you should be the one convincing the reader that you did everything in your power not to be subjective. Instead, say something like this study is limited to a certain area, such as you had limited access to gain access to the appropriate type or geographic scope of participants and that’s why your survey participants may not truly be a random sample and/or you should have drafted your interview questions from a wider perspective etc.
Also, spell check your paper please…