MGMT 276: Statistical Inference in Management Spring, 2014

1. MGMT 276: Statistical Inference in ManagementSpring, 2014 Welcome Green sheets

2. Use this as your study guide By the end of lecture today1/30/14 • Nominal, Ordinal, Interval, Ratio • Field observation/naturalistic research • Surveys and questionnaire design • Random versus non-random sampling techniques • Questionnaire design and evaluation Remember to hold onto homework until we have a chance to cover it

3. Please click in My last name starts with a letter somewhere between A. A – D B. E – L C. M – R D. S – Z Register your clicker by February 4thand receive extra credit!

4. Homework due - (February 4th) On class website: please print and complete homework worksheet # 2 & 3 We’ll be using this for a writing assignment on Tuesday

5. Schedule of readings Before next exam: February 18th Please read chapters 1 - 4 & Appendix D & E in Lind Please read Chapters 1, 5, 6 and 13 in Plous Chapter 1: Selective Perception Chapter 5: Plasticity Chapter 6: Effects of Question Wording and Framing Chapter 13: Anchoring and Adjustment

6. So far, Measurement: observable actions Theoretical constructs: concepts (like “humor” or “satisfaction”) Operational definitions Validity and reliability Independent and dependent variable Random assignment and Random sampling Within-participant and between-participant design Single blind (placebo) and double blind procedures

7. Writing Assignment – Pop Quiz Ari conducted a watermelon seed spitting experiment. She wanted to know if people can spit farther if they get a running start. She tested 100 people. She randomly assigned them into one of two groups. One group stood still on the starting line and spit their watermelon seeds as far as they could. The second group was allowed to run up to the starting line before they spit their watermelon seeds. She measured how far each person spit their watermelon seeds. Please answer the following questions 1. What is the independent variable? 2. The independent variable: Is it continuous or discrete? 3. The independent variable: Is it nominal, ordinal, interval or ratio? 4. What is the dependent variable? 5. The dependent variable: Is it continuous or discrete? 6. The dependent variable: Is it nominal, ordinal, interval or ratio? 7. Is this a quasi or true experiment? 8. Is this a within or between participant design 9. Is this a single blind, double blind or not at all blind experiment? 10. Be sure to put your name and CID on this page

9. Homework review You are looking to see if “class standing” affects the “level of sales”. Class standing Independent variable (IV):______________ Number of levels of IV: ________________ (how many means?) Quasi or True experiment:______________ Dependent variable: __________________ Between or within participant design: ______________ In this study, what is the operational definition of “class standing”? In this study, what is the operational definition of “level of sales”? 4 Quasi Level of sales Between Classification based on units earned Number of bags of peanuts sold

10. Homework review You are looking to see whether “type of program” has an effect on “body transformation”. Please identify the following variables: Independent variable (IV):______________ Number of levels of IV: _______________ (how many means?) Quasi or True experiment:______________ Dependent variable: __________________ Between or within participant design: ______________ What is the operational definition of “type of program”? What is the operational definition of “body transformation”?   Type of program 2 True Body transformation Between Type of program = type of diet (regular versus programmatic diet) Body transformation = number of pounds lost

11. Homework review You are looking to see which driving choice is most efficient. So you ask each driver to drive each of the three routes and time themselves on how long it takes. Please identify the following variables: Independent variable (IV):______________ (how many means) Number of levels of IV: ________________ Dependent variable: __________________ Between or within participant design: ______________ What is the operational definition of “driving efficiency”? What is the operational definition of “driving choice”? Type of route 3 driving efficiency Within Driving efficiency = travel time (measured in minutes) Driving choice = route taken

12. Homework review

13. Notice that the operational definition of each construct matters Homework review

14. gender Homework review 2 quasi salary between nominal ratio

15. Name of City 3 Quasi- experiment Temperature Between Nominal Interval

16. Homework review city 3 quasi temperature between nominal interval Must be complete and must be stapled Hand in your homework

18. Naturalistic Research Naturalistic research: Descriptive method in which observations are made in a natural social setting. Also called field observation. • Survey is a series of self-report measures administered • either through an interview or a written questionnaire • Behavioral data is a measurement of observable actions in natural setting

19. Questionnaires use self-report items for measuring constructs. Constructs are operationally defined by content of items. Wording “Would you say our president is a great president or the greatest president?” The Colbert Report How might we word a question about more strict gun control legislation if we wanted it to reflect support / not? How might we word a question about the gay marriage if we wanted it to reflect support / not? Order How satisfied are you with your relationships with your family? How satisfied are you with your relationship with your romantic partner? spouse?

20. 5 Principles of questionnaire construction 1. Make sure items match research objectives & Identify what constructs you are trying to understand (Be explicit in identifying your constructs) • 2. Responders have the answers to our questions • We are tapping into their attitudes/beliefs/ knowledge • Understand your research participants • “think like” the responders / consider their sensibilities • use appropriate, natural and familiar language (for them) 3. Use appropriate, natural and familiar language

21. 5 Principles of questionnaire construction • 3. Assessment should feel easy and clear, unthreatening • Be clear, precise and concise (short questions) • Minimize use of contingency questions • Start with most friendly (least threatening) questions first • then at the end “now a couple questions about you” (foot in the door phenomenon) • Avoid double negatives • For example: • Agree or disagree? • Teachers shouldn’t have less contact with parents • 4. Avoid ambiguity and bias in your items • Avoid “double-barreled” questions - Difficult to interpret answers • Avoid leading or loaded questions - Can introduce bias • Consider problem of acquiescence – Ask question in different ways • (careful with coding)

22. 5 Principles of questionnaire construction 5. Consider lots of different formats for responses • Consider open-ended vsclosed-ended questions - pros and cons of each - can often modify a question into a closed question • Consider complementing your questionnaire with other forms of data collection (focus group or direct observation) • Pilot – feedback – fix - pilot – analyze – fix - pilot – etc Respect process of empirical approach

23. Types of questions

24. Likert Rating scales: measure that allows for rating the level of agreement with a statement. The score reflects the sum of responses on a series of items. Rating scales: a continuum of response choices Anchored rating scales: a written description somewhere on the scale I prefer rap music to classical music Agree 1---2---3---4---5 Disagree Fully anchored rating scales: a written description for each point on the scale I prefer rap music to classical music 1---------2---------3---------4---------5 StronglyDisagree StronglyAgree Agree Disagree Neutral

25. Summated scales - miniquiz (like Cosmo - ask several questions then sum responses) - For example, several questions on political views (coded so that larger numbers mean “more liberal”) 1. The rights of the community are more important than rights of any one individual agree 1 --- 2 --- 3 --- 4 --- 5 disagree 2. Marriage should be between one man and one woman agree 1 --- 2 --- 3 --- 4 --- 5 disagree 3. Evolution has no place in public education agree 1 --- 2 --- 3 --- 4 --- 5 disagree

26. Ranking scales Rank options in ascending or descending order An apartment / house should have ___ lots of square feet ___ access to bus route ___ pleasant neighbors ___ workshop / workout area ___ big rooms ___ close to work / school Note: Options can come from open-ended questions or surveys

27. Semantic differential Create a profile of your opinion An apartment / house should be (place checkmarks) Cozy and small___ _______________roomy and large Quiet ___ _______________Active community Larger communal rooms ___ _______________Larger bedrooms Note: Options can come from open-ended questions or surveys

28. Checklist An apartment / house should have ___ lots of square feet ___ access to bus route ___ pleasant neighbors ___ workshop / workout area ___ big rooms ___ close to work / school Note: Options can come from open-ended questions or surveys

29. Questionnaires use self-report items for measuring constructs. Constructs are operationally defined by content of items. Questionnaire is a set of fixed-format, self-report items completed without supervision or time-constraint Response rate and power of random sampling Number of responders versus percentage of responders Really important regarding bias! Wording, order, balance can all affect results

30. Questionnaires use self-report items for measuring constructs. Constructs are operationally defined by content of items. As “consumers” of questionnaire data – what should we ask? Number of responders versus percentage of responders Methodology of sampling Operational definitions of constructs Wording As “composers” of questionnaire data – how should we ask? - pilot – fix - pilot – analyze – fix - pilot – all the way through your design

31. Preview of Questionnaire Homework • There are four parts: • Statement of Objectives • Questionnaire itself (which is the operational definitions of the objectives) • Data collection and creation of database • Creation of graphs representing results

32. Questionnaire Homework Objectives: This study will examine some of the subject characteristics that predict whether an individual is likely to prefer modern music characterized by amplified guitar rock and roll sounds or whether they would prefer older styles of music characterized by acoustic, orchestral (like cello) classical sounds. We will examine whether gender and age are associated with musical preference.

33. Questionnaire Homework

34. Questionnaire Homework

35. Questionnaire Homework What might you graph?

36. Questionnaire Homework

37. Questionnaire Homework

38. Questionnaire Homework Average of these three scores

39. Questionnaire Homework Average of these two scores

40. Questionnaire Homework Variable label and scale values Variable label and scale values

41. Questionnaire Homework Average of these three scores

42. Questionnaire Homework Average of these two scores

43. Questionnaire Homework Variable label and scale values Variable label and scale values

44. Questionnaire Homework

45. Thank you! See you next time!!