Tag: Business & Finance

  • [Solved] Can someone do my Week 2 discussion 1 in MHA 605 Business Intelligence?

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    Executive Solution Overview

    – Read Chapter 5 from the course textbook, _An Overview of Business Intelligence, Analytics, Data Science, and AI_ – Review [_Data mining applications in healthcare_Links to an external site.](https://pubmed.ncbi.nlm.nih.gov/15869215/) – Review [_What is data mining?_Links to an external site.](http…

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    Assignment Prompt & Instructions

    – Read Chapter 5 from the course textbook, _An Overview of Business Intelligence, Analytics, Data Science, and AI_
    – Review [_Data mining applications in healthcare_Links to an external site.](https://pubmed.ncbi.nlm.nih.gov/15869215/)
    – Review [_What is data mining?_Links to an external site.](https://www.youtube.com/watch?v=7rs0i-9nOjo)
    Predictive analytics centers on data mining, processes, methods, and algorithms. According to Delen, Sharda, and Turban (2023), “Generally speaking, data mining is a way to develop intelligence (i.e., actionable information or knowledge) from data that an organization collects, organizes, and stores. A wide range of data mining techniques are being used by organizations to gain a better understanding of their customers and their operations and to solve complex organizational problems” (p.189).
    Healthcare organizations use data mining to reduce fraud and abuse. Doctors and nurses analyze data to implement best practices and provide positive healthcare outcomes for patients. Additionally, data mining is used to improve customer relationships and decision-making processes.
    You are the administrator for Green Valley, long-term care facility with 120-bed and skilled care providers. You have been tasked with researching how data mining could be implemented into the decision-making processes at Green Valley. You will present your researched information to the organization’s regional administrators, CEO, director of nursing, and business office managers. It is your job to examine current research on data mining and present your findings and potential application to the organization’s decision and policy makers.
    In your initial post of a minimum of 500 words,
    – Define data mining and the various technologies used for business analytics.
    – Discuss recent factors that have increased the popularity of data mining.
    – Describe some major data mining methods, algorithms, and benefits.
    – Compare two data mining applications used in the healthcare industry.
    – Support your response with at least three scholarly sources published in the last 5 years.

  • [Solved] Business Finance – Operations Management Can someone do my Week 2 ASSIGNMENT in MHA 605 Business Intelligence?

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    Executive Solution Overview

    Prior to beginning work on this assignment, review the following articles: – [_Why is data quality important in business intelligence_Links to an external site.](https://itchronicles.com/big-data/why-is-data-quality-important-in-business-intelligence/) – [_Leading BI by Example: Executive Sponsors &…

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    Assignment Prompt & Instructions

    Prior to beginning work on this assignment, review the following articles:
    – [_Why is data quality important in business intelligence_Links to an external site.](https://itchronicles.com/big-data/why-is-data-quality-important-in-business-intelligence/)
    – [_Leading BI by Example: Executive Sponsors & BI Champions_Links to an external site.](https://blogs.sap.com/2014/03/28/leading-bi-by-example-executive-sponsors-bi-champions/)
    – [_What Is business intelligence architecture? (With benefits)_Links to an external site.](https://www.indeed.com/career-advice/career-development/business-intelligence-architecture)
    The five key tenets of healthcare business intelligence (BI) include:
    – Data quality
    – Leadership and sponsorship
    – Technology and architecture
    – Value
    – Cultural change
    Healthcare organizations rely on data quality to minimize possible deviations within data sets. The role of leadership and sponsorship in a data-driven healthcare organization is to promote and implement BI concepts. Leadership becomes the bridge between obtaining data and implementing analytical driven changes. As Mary K. Pratt (2023) suggests, “A business intelligence architecture is the framework for the various technologies an organization deploys to run business intelligence and analytics applications. It includes the IT systems and software tools that are used to collect, integrate, store, and analyze BI data and then present information on business operations and trends to corporate executives and other business users”. (p.1).
    The value of business intelligence is its ability to support healthcare organizations in understanding customer/patient expectations, increasing proficiency, and making informed decisions based on data driven outcomes. The last business intelligence tenet centers on culture change. This means organizations need to be inclusive in their applications of data-driven policy change processes. Organizations, specifically management, should encourage the use of business intelligence and data-driven concepts among all departments. This cultural change needs to be an integral part of each department’s daily operations. Data and analytics should be included in all departments to assist and improve the decision-making process and not used in isolation within the organization.
    For this week’s assignment, you are tasked with researching the five tenets of healthcare business intelligence and learning how these concepts can be applied in the healthcare delivery system.
    In your paper,
    – Define the five tenets of healthcare business intelligence: data quality, leadership and sponsorship, technology and architecture, value, and culture change.
    – Discuss the importance of management developing a data-driven culture in a healthcare organization.
    – Analyze how the five tenets of healthcare business intelligence promote collaboration among departments and the steps management should take to ensure the organization embraces a data-driven culture.
    – Explain how the five tenets of healthcare business intelligence ensure that all analytics are linked to the organization's strategic plan.
    – Discuss how technology can be used by management to help build a data-driven culture that relies on data during decision-making processes.
    The Five Tenets of Healthcare Business Intelligence paper
    – must be three to five double-spaced pages in length (not including title and references pages) and formatted according to [_APA Style_Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s [_APA Formatting for Microsoft Word_Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.
    – must include a separate title page with the following in title case:
    – title of paper in bold font
    – Space should appear between the title and the rest of the information on the title page.
    – student’s name
    – name of institution (The University of Arizona Global Campus)
    – course name and number
    – instructor’s name
    – due date
    – must utilize academic voice. Review the [_Academic Voice_Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.
    – must include an introduction and conclusion paragraph.
    – Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    – For assistance on writing [_Introductions & Conclusions_Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and [_Writing a Thesis Statement_Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.
    – must use at least three scholarly or peer-reviewed sources published in the past 5 years in addition to the course text.
    – The [_Scholarly, Peer-Reviewed, and Other Credible Sources_Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
    – To assist you in completing the research required for this assignment, review [_Quick and Easy Library Research_Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
    – must document any information used from sources in APA Style as outlined in the Writing Center’s [_APA: Citing Within Your Paper_Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.
    – must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.
    – Review the [_APA: Formatting Your References List_Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

  • [Solved] RCH 5301 IV

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx – ## UnitIVStudyGuide.pdf **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx** 2 Research Design and Methods RCH 5301 **Unit IV Assignment** This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3…

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    – ## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx

    – ## UnitIVStudyGuide.pdf

    **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit IV Assignment**

    This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher(s) used a quantitative research strategy, a survey instrument, and inferential statistics. After reading the article, explain the following elements:

    · purpose of the study,

    · population of interest,

    · research questions,

    · constructs and variables being tested,

    · hypotheses,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · sampling frame,

    · sampling design (i.e., sampling type),

    · data collection method,

    · statistically significant inferences that are generalizable to the population of interest.

    Your assignment should consist of a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points.

    Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

    RCH 5301, Research Design and Methods 3

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    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
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    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
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    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit IV Assignment**

    This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher(s) used a quantitative research strategy, a survey instrument, and inferential statistics. After reading the article, explain the following elements:

    · purpose of the study,

    · population of interest,

    · research questions,

    · constructs and variables being tested,

    · hypotheses,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · sampling frame,

    · sampling design (i.e., sampling type),

    · data collection method,

    · statistically significant inferences that are generalizable to the population of interest.

    Your assignment should consist of a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points.

    Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit IV Assignment**

    This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher(s) used a quantitative research strategy, a survey instrument, and inferential statistics. After reading the article, explain the following elements:

    · purpose of the study,

    · population of interest,

    · research questions,

    · constructs and variables being tested,

    · hypotheses,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · sampling frame,

    · sampling design (i.e., sampling type),

    · data collection method,

    · statistically significant inferences that are generalizable to the population of interest.

    Your assignment should consist of a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points.

    Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    – 1
    – 2

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    Developing Individuals and Teams Part 3: Developing Your Team: Draft Team Charter

    In Weeks 5 and 6 of Module 2, you conducted a simulated one-on-one coaching conversation with an employee to promote individual development. This week, for Part 3 of this Assignment, you will turn your focus from developing individuals and will now focus on developing teams. You will research the team charter, often used as a way to quickly build team cohesion and commitment, and will then develop a team charter for a team you know well—either one you are currently part of or one you have been part of in the past.

    As you prepare your Draft Team Charter, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Do some research to locate two team charter examples and consider their effectiveness in helping a team organize quickly for success and avoid derailment.

    · Identify a team you know well (either one you are currently a part of, or one you have been a part of in the past) to serve as the team you are leading (for the purpose of this exercise) and for which you will be creating a team charter. Additionally, as part of the documentation you will share with your manager, you will identify strategies to help your team develop and will evaluate the effectiveness of the charter to meet that goal.

    · As you develop your team charter, be sure to disguise the names of the organization and of any team members to protect privacy.

    · Download the
    [Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1) [Download Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892/download?download_frd=1).

    **Submit** your 4- to 5-page Draft Team Charter. To complete this task, address the following:

    · Analyze the two team charters you located for their effectiveness in helping a team organize quickly for success and avoid derailment. Based on your analysis, provide details of how the charters would contribute to a team’s success. Be sure to include a copy of the team charter examples you located.
    **Note:** These examples will not count toward your total page count.

    · Design your own team charter for your chosen team, being sure to address the following:

    · Describe the mission or purpose of the team.

    · Identify three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission.

    · Provide the names (disguised) of team members, describe their official team roles (if any), and indicate the key strengths of each team member in terms of their functional skills and knowledge, as well as their work style and approach.

    · List specific and behavioral ground rules that team members are expected to abide by in their work together and explain how violation of any of these ground rules will be handled within the team.

    · Outline the team’s approach to resolving conflicts that may arise as the team works together.

    · As a final part of the team charter, include an Appendix (to be provided only to your manager) that includes the following:

    · Based on your assessment of the members of the team and their strengths, skills, and work styles/approach, explain two or three strategies you plan to use to further develop the team and its members.

    · In addition, because your manager is also concerned with ensuring a strong and viable leadership pipeline—or overall “bench strength” in the succession plan—propose three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team.

    · Consider how you will choose the individual (what qualities will you look for?), how you will first propose the mentoring relationship, and what that first mentoring meeting might look like.

    · Defend your rationale for selecting the specific goals, ground rules, and approaches to conflict resolutions you drafted for the team, including how these guidelines will help the team develop and meet those goals. As part of your response, note any potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges.

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    **## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx**

    Developing Individuals and Teams Part 3: Developing Your Team: Draft Team Charter

    In Weeks 5 and 6 of Module 2, you conducted a simulated one-on-one coaching conversation with an employee to promote individual development. This week, for Part 3 of this Assignment, you will turn your focus from developing individuals and will now focus on developing teams. You will research the team charter, often used as a way to quickly build team cohesion and commitment, and will then develop a team charter for a team you know well—either one you are currently part of or one you have been part of in the past.

    As you prepare your Draft Team Charter, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Do some research to locate two team charter examples and consider their effectiveness in helping a team organize quickly for success and avoid derailment.

    · Identify a team you know well (either one you are currently a part of, or one you have been a part of in the past) to serve as the team you are leading (for the purpose of this exercise) and for which you will be creating a team charter. Additionally, as part of the documentation you will share with your manager, you will identify strategies to help your team develop and will evaluate the effectiveness of the charter to meet that goal.

    · As you develop your team charter, be sure to disguise the names of the organization and of any team members to protect privacy.

    · Download the
    [Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1) [Download Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892/download?download_frd=1).

    **Submit** your 4- to 5-page Draft Team Charter. To complete this task, address the following:

    · Analyze the two team charters you located for their effectiveness in helping a team organize quickly for success and avoid derailment. Based on your analysis, provide details of how the charters would contribute to a team’s success. Be sure to include a copy of the team charter examples you located.
    **Note:** These examples will not count toward your total page count.

    · Design your own team charter for your chosen team, being sure to address the following:

    · Describe the mission or purpose of the team.

    · Identify three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission.

    · Provide the names (disguised) of team members, describe their official team roles (if any), and indicate the key strengths of each team member in terms of their functional skills and knowledge, as well as their work style and approach.

    · List specific and behavioral ground rules that team members are expected to abide by in their work together and explain how violation of any of these ground rules will be handled within the team.

    · Outline the team’s approach to resolving conflicts that may arise as the team works together.

    · As a final part of the team charter, include an Appendix (to be provided only to your manager) that includes the following:

    · Based on your assessment of the members of the team and their strengths, skills, and work styles/approach, explain two or three strategies you plan to use to further develop the team and its members.

    · In addition, because your manager is also concerned with ensuring a strong and viable leadership pipeline—or overall “bench strength” in the succession plan—propose three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team.

    · Consider how you will choose the individual (what qualities will you look for?), how you will first propose the mentoring relationship, and what that first mentoring meeting might look like.

    · Defend your rationale for selecting the specific goals, ground rules, and approaches to conflict resolutions you drafted for the team, including how these guidelines will help the team develop and meet those goals. As part of your response, note any potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges.

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    **## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx**

    Developing Individuals and Teams Part 3: Developing Your Team: Draft Team Charter

    In Weeks 5 and 6 of Module 2, you conducted a simulated one-on-one coaching conversation with an employee to promote individual development. This week, for Part 3 of this Assignment, you will turn your focus from developing individuals and will now focus on developing teams. You will research the team charter, often used as a way to quickly build team cohesion and commitment, and will then develop a team charter for a team you know well—either one you are currently part of or one you have been part of in the past.

    As you prepare your Draft Team Charter, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Do some research to locate two team charter examples and consider their effectiveness in helping a team organize quickly for success and avoid derailment.

    · Identify a team you know well (either one you are currently a part of, or one you have been a part of in the past) to serve as the team you are leading (for the purpose of this exercise) and for which you will be creating a team charter. Additionally, as part of the documentation you will share with your manager, you will identify strategies to help your team develop and will evaluate the effectiveness of the charter to meet that goal.

    · As you develop your team charter, be sure to disguise the names of the organization and of any team members to protect privacy.

    · Download the
    [Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1) [Download Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892/download?download_frd=1).

    **Submit** your 4- to 5-page Draft Team Charter. To complete this task, address the following:

    · Analyze the two team charters you located for their effectiveness in helping a team organize quickly for success and avoid derailment. Based on your analysis, provide details of how the charters would contribute to a team’s success. Be sure to include a copy of the team charter examples you located.
    **Note:** These examples will not count toward your total page count.

    · Design your own team charter for your chosen team, being sure to address the following:

    · Describe the mission or purpose of the team.

    · Identify three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission.

    · Provide the names (disguised) of team members, describe their official team roles (if any), and indicate the key strengths of each team member in terms of their functional skills and knowledge, as well as their work style and approach.

    · List specific and behavioral ground rules that team members are expected to abide by in their work together and explain how violation of any of these ground rules will be handled within the team.

    · Outline the team’s approach to resolving conflicts that may arise as the team works together.

    · As a final part of the team charter, include an Appendix (to be provided only to your manager) that includes the following:

    · Based on your assessment of the members of the team and their strengths, skills, and work styles/approach, explain two or three strategies you plan to use to further develop the team and its members.

    · In addition, because your manager is also concerned with ensuring a strong and viable leadership pipeline—or overall “bench strength” in the succession plan—propose three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team.

    · Consider how you will choose the individual (what qualities will you look for?), how you will first propose the mentoring relationship, and what that first mentoring meeting might look like.

    · Defend your rationale for selecting the specific goals, ground rules, and approaches to conflict resolutions you drafted for the team, including how these guidelines will help the team develop and meet those goals. As part of your response, note any potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges.

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    – 1
    – 2

  • [Solved] MBA 699 Milestone 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This is due Sunday the 13th by 11:59pm. Would love to see it by mid-afternoon Sunday to check over, etc. – ## MBA699AlternativeBuyerOptions.pdf – ## MBA699GanttChartTemplate.xlsx – AssignmentInformationMilestone3699.mhtml **## MBA699AlternativeBuyerOptions.pdf** MBA 699 Alternative Buyer Options Glo…

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    Assignment Prompt & Instructions

    This is due Sunday the 13th by 11:59pm. Would love to see it by mid-afternoon Sunday to check over, etc.

    – ## MBA699AlternativeBuyerOptions.pdf

    – ## MBA699GanttChartTemplate.xlsx

    – AssignmentInformationMilestone3699.mhtml

    **## MBA699AlternativeBuyerOptions.pdf**

    MBA 699 Alternative Buyer Options

    Global Medical and Pharmaceutical Companies
    • Johnson & Johnson

    • Pfizer Inc

    • Abbvie Inc

    • Novartis Pharmaceuticals Corp

    • Merck & Co Inc

    • Bristol-Myers Squibb Company

    • Abbott Laboratories

    • Eli Lilly and Company

    • Gilead Sciences Inc

    • Viatris Inc

    [https://www.naics.com/company-profile-page/?co=16115](https://www.naics.com/company-profile-page/?co=16115)

    [https://www.naics.com/company-profile-page/?co=12165](https://www.naics.com/company-profile-page/?co=12165)

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    [https://www.naics.com/company-profile-page/?co=16916](https://www.naics.com/company-profile-page/?co=16916)

    **## MBA699GanttChartTemplate.xlsx**

    ## Project Planner

    | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | [Project Planner] |
    | Vineetha P: This Project Planner uses <br>periods for intervals. Start = 1 is period 1 and duration = 5 means project spans 5 periods starting from the start period. <br>Data in row 5 shows an example of how to use this table. | Select a period to highlight at right. A legend describing the charting follows. | | | | | Period Highlight: | 1 | | | Plan Duration | | | | | | Actual Start | | | | | % Complete | | | | | Actual (beyond plan) | | | | | | | | % Complete (beyond plan) |
    | | ACTIVITY | PLAN START | PLAN DURATION | ACTUAL START | ACTUAL DURATION | PERCENT COMPLETE | PERIODS |
    | | | | | | | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 |
    | | [Example: Form Strategic Planning Team] | 1 | 1 | 1 | 2 | 75% |
    | | [Activity 01] | x | x | x | x | x% |
    | | [Activity 02] | x | x | x | x | x% |
    | | [Activity 03] | x | x | x | x | x% |
    | | [Activity 04] | x | x | x | x | x% |
    | | [Activity 05] | x | x | x | x | x% |
    | | [Activity 06] | x | x | x | x | x% |
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    | | [Activity 12] | x | x | x | x | x% |
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    | | [Activity 15] | x | x | x | x | x% |
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    | | [Activity 17] | x | x | x | x | x% |
    | | [Activity 18] | x | x | x | x | x% |
    | | [Activity 19] | x | x | x | x | x% |
    | | [Activity 20] | x | x | x | x | x% |
    | | [Activity 21] | x | x | x | x | x% |
    | | [Activity 22] | x | x | x | x | x% |
    | | [Activity 23] | x | x | x | x | x% |
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    **AssignmentInformationMilestone3699.mhtml**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentinformationmilestone3699-mhtml)

    **AssignmentInformationMilestone3699.mhtml**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentinformationmilestone3699-mhtml)

    **## MBA699AlternativeBuyerOptions.pdf**

    MBA 699 Alternative Buyer Options

    Global Medical and Pharmaceutical Companies
    • Johnson & Johnson

    • Pfizer Inc

    • Abbvie Inc

    • Novartis Pharmaceuticals Corp

    • Merck & Co Inc

    • Bristol-Myers Squibb Company

    • Abbott Laboratories

    • Eli Lilly and Company

    • Gilead Sciences Inc

    • Viatris Inc

    [https://www.naics.com/company-profile-page/?co=16115](https://www.naics.com/company-profile-page/?co=16115)

    [https://www.naics.com/company-profile-page/?co=12165](https://www.naics.com/company-profile-page/?co=12165)

    [https://www.naics.com/company-profile-page/?co=15288](https://www.naics.com/company-profile-page/?co=15288)

    [https://www.naics.com/company-profile-page/?co=12214](https://www.naics.com/company-profile-page/?co=12214)

    [https://www.naics.com/company-profile-page/?co=16288](https://www.naics.com/company-profile-page/?co=16288)

    [https://www.naics.com/company-profile-page/?co=8700](https://www.naics.com/company-profile-page/?co=8700)

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    [https://www.naics.com/company-profile-page/?co=16916](https://www.naics.com/company-profile-page/?co=16916)

    **## MBA699GanttChartTemplate.xlsx**

    ## Project Planner

    | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | [Project Planner] |
    | Vineetha P: This Project Planner uses <br>periods for intervals. Start = 1 is period 1 and duration = 5 means project spans 5 periods starting from the start period. <br>Data in row 5 shows an example of how to use this table. | Select a period to highlight at right. A legend describing the charting follows. | | | | | Period Highlight: | 1 | | | Plan Duration | | | | | | Actual Start | | | | | % Complete | | | | | Actual (beyond plan) | | | | | | | | % Complete (beyond plan) |
    | | ACTIVITY | PLAN START | PLAN DURATION | ACTUAL START | ACTUAL DURATION | PERCENT COMPLETE | PERIODS |
    | | | | | | | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 |
    | | [Example: Form Strategic Planning Team] | 1 | 1 | 1 | 2 | 75% |
    | | [Activity 01] | x | x | x | x | x% |
    | | [Activity 02] | x | x | x | x | x% |
    | | [Activity 03] | x | x | x | x | x% |
    | | [Activity 04] | x | x | x | x | x% |
    | | [Activity 05] | x | x | x | x | x% |
    | | [Activity 06] | x | x | x | x | x% |
    | | [Activity 07] | x | x | x | x | x% |
    | | [Activity 08] | x | x | x | x | x% |
    | | [Activity 09] | x | x | x | x | x% |
    | | [Activity 10] | x | x | x | x | x% |
    | | [Activity 11] | x | x | x | x | x% |
    | | [Activity 12] | x | x | x | x | x% |
    | | [Activity 13] | x | x | x | x | x% |
    | | [Activity 14] | x | x | x | x | x% |
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    | | [Activity 16] | x | x | x | x | x% |
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    | | [Activity 21] | x | x | x | x | x% |
    | | [Activity 22] | x | x | x | x | x% |
    | | [Activity 23] | x | x | x | x | x% |
    | | [Activity 24] | x | x | x | x | x% |
    | | [Activity 25] | x | x | x | x | x% |
    | | [Activity 26] | x | x | x | x | x% |

    **AssignmentInformationMilestone3699.mhtml**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentinformationmilestone3699-mhtml)

    **## MBA699AlternativeBuyerOptions.pdf**

    MBA 699 Alternative Buyer Options

    Global Medical and Pharmaceutical Companies
    • Johnson & Johnson

    • Pfizer Inc

    • Abbvie Inc

    • Novartis Pharmaceuticals Corp

    • Merck & Co Inc

    • Bristol-Myers Squibb Company

    • Abbott Laboratories

    • Eli Lilly and Company

    • Gilead Sciences Inc

    • Viatris Inc

    [https://www.naics.com/company-profile-page/?co=16115](https://www.naics.com/company-profile-page/?co=16115)

    [https://www.naics.com/company-profile-page/?co=12165](https://www.naics.com/company-profile-page/?co=12165)

    [https://www.naics.com/company-profile-page/?co=15288](https://www.naics.com/company-profile-page/?co=15288)

    [https://www.naics.com/company-profile-page/?co=12214](https://www.naics.com/company-profile-page/?co=12214)

    [https://www.naics.com/company-profile-page/?co=16288](https://www.naics.com/company-profile-page/?co=16288)

    [https://www.naics.com/company-profile-page/?co=8700](https://www.naics.com/company-profile-page/?co=8700)

    [https://www.naics.com/company-profile-page/?co=17709](https://www.naics.com/company-profile-page/?co=17709)

    [https://www.naics.com/company-profile-page/?co=4288](https://www.naics.com/company-profile-page/?co=4288)

    [https://www.naics.com/company-profile-page/?co=14523](https://www.naics.com/company-profile-page/?co=14523)

    [https://www.naics.com/company-profile-page/?co=16916](https://www.naics.com/company-profile-page/?co=16916)

    **## MBA699GanttChartTemplate.xlsx**

    ## Project Planner

    | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | [Project Planner] |
    | Vineetha P: This Project Planner uses <br>periods for intervals. Start = 1 is period 1 and duration = 5 means project spans 5 periods starting from the start period. <br>Data in row 5 shows an example of how to use this table. | Select a period to highlight at right. A legend describing the charting follows. | | | | | Period Highlight: | 1 | | | Plan Duration | | | | | | Actual Start | | | | | % Complete | | | | | Actual (beyond plan) | | | | | | | | % Complete (beyond plan) |
    | | ACTIVITY | PLAN START | PLAN DURATION | ACTUAL START | ACTUAL DURATION | PERCENT COMPLETE | PERIODS |
    | | | | | | | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 |
    | | [Example: Form Strategic Planning Team] | 1 | 1 | 1 | 2 | 75% |
    | | [Activity 01] | x | x | x | x | x% |
    | | [Activity 02] | x | x | x | x | x% |
    | | [Activity 03] | x | x | x | x | x% |
    | | [Activity 04] | x | x | x | x | x% |
    | | [Activity 05] | x | x | x | x | x% |
    | | [Activity 06] | x | x | x | x | x% |
    | | [Activity 07] | x | x | x | x | x% |
    | | [Activity 08] | x | x | x | x | x% |
    | | [Activity 09] | x | x | x | x | x% |
    | | [Activity 10] | x | x | x | x | x% |
    | | [Activity 11] | x | x | x | x | x% |
    | | [Activity 12] | x | x | x | x | x% |
    | | [Activity 13] | x | x | x | x | x% |
    | | [Activity 14] | x | x | x | x | x% |
    | | [Activity 15] | x | x | x | x | x% |
    | | [Activity 16] | x | x | x | x | x% |
    | | [Activity 17] | x | x | x | x | x% |
    | | [Activity 18] | x | x | x | x | x% |
    | | [Activity 19] | x | x | x | x | x% |
    | | [Activity 20] | x | x | x | x | x% |
    | | [Activity 21] | x | x | x | x | x% |
    | | [Activity 22] | x | x | x | x | x% |
    | | [Activity 23] | x | x | x | x | x% |
    | | [Activity 24] | x | x | x | x | x% |
    | | [Activity 25] | x | x | x | x | x% |
    | | [Activity 26] | x | x | x | x | x% |

    **AssignmentInformationMilestone3699.mhtml**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentinformationmilestone3699-mhtml)

    – 1
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  • [Solved] Journal Article 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachments – ## JournalArticleReviewAssignmentInstructions3.docx – ProQuestDocuments-2025-07-10.pdf **## JournalArticleReviewAssignmentInstructions3.docx** BUSI 613 **Journal Article Review Assignment Instructions** **Overview** MBA programs around the country are starting to require the…

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    Assignment Prompt & Instructions

    Please see attachments

    – ## JournalArticleReviewAssignmentInstructions3.docx

    – ProQuestDocuments-2025-07-10.pdf

    **## JournalArticleReviewAssignmentInstructions3.docx**

    BUSI 613

    **Journal Article Review Assignment Instructions**

    **Overview**

    MBA programs around the country are starting to require their students to become more effective writers. This is in response to industry’s urging for grad schools to improve the writing skills of graduate students. Writing at the MBA level should be informative, colorful, and nuanced, and the writing should include simple words vs. complicated (especially if used out of context).

    As you read the journal articles for this course, remember the context of the MBA degree. The MBA is a practitioner’s degree. The degree signifies that you can think, analyze, solve problems, and then communicate solutions to business executives effectively and efficiently. Your analysis of the discussion in the articles, the articles’ relationship to this course, and implications related to each reading assignment will prepare you to communicate in this manner.

    **Instructions**

    In each assigned module, you will choose 1 journal article from those provided in the course. Reviews of substitute articles will not be accepted. Write a
    **Journal Article Review** of 900-1200 words, not including the title page or reference page. For each
    **Journal Article Review**, you must discuss how the theoretical model or treatment described in the article compares to the information discussed in your textbook. No more than 20% of each
    **Journal Article Review** may be quotations. You must cite and reference the original article, the course textbook, and one additional scholarly article.

    Each
    **Journal Article Review** assignment must include these sections:

    · Title page

    · Article caption at top of first page of text (current APA style) to identify the article

    · Statement of the author's purpose (100 words)

    · Background of the issue (175 words)

    · Application of supply chain management theory relevant to article (175 words)

    · Managerial implications of article findings (350 words/2–3 paragraphs)

    · Summary of the article and its context (100 words)

    · References (Current APA style)

    Students must follow this format for their review.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **ProQuestDocuments-2025-07-10.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/proquestdocuments-2025-07-10-pdf)

    **ProQuestDocuments-2025-07-10.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/proquestdocuments-2025-07-10-pdf)

    **## JournalArticleReviewAssignmentInstructions3.docx**

    BUSI 613

    **Journal Article Review Assignment Instructions**

    **Overview**

    MBA programs around the country are starting to require their students to become more effective writers. This is in response to industry’s urging for grad schools to improve the writing skills of graduate students. Writing at the MBA level should be informative, colorful, and nuanced, and the writing should include simple words vs. complicated (especially if used out of context).

    As you read the journal articles for this course, remember the context of the MBA degree. The MBA is a practitioner’s degree. The degree signifies that you can think, analyze, solve problems, and then communicate solutions to business executives effectively and efficiently. Your analysis of the discussion in the articles, the articles’ relationship to this course, and implications related to each reading assignment will prepare you to communicate in this manner.

    **Instructions**

    In each assigned module, you will choose 1 journal article from those provided in the course. Reviews of substitute articles will not be accepted. Write a
    **Journal Article Review** of 900-1200 words, not including the title page or reference page. For each
    **Journal Article Review**, you must discuss how the theoretical model or treatment described in the article compares to the information discussed in your textbook. No more than 20% of each
    **Journal Article Review** may be quotations. You must cite and reference the original article, the course textbook, and one additional scholarly article.

    Each
    **Journal Article Review** assignment must include these sections:

    · Title page

    · Article caption at top of first page of text (current APA style) to identify the article

    · Statement of the author's purpose (100 words)

    · Background of the issue (175 words)

    · Application of supply chain management theory relevant to article (175 words)

    · Managerial implications of article findings (350 words/2–3 paragraphs)

    · Summary of the article and its context (100 words)

    · References (Current APA style)

    Students must follow this format for their review.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **ProQuestDocuments-2025-07-10.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/proquestdocuments-2025-07-10-pdf)

    **## JournalArticleReviewAssignmentInstructions3.docx**

    BUSI 613

    **Journal Article Review Assignment Instructions**

    **Overview**

    MBA programs around the country are starting to require their students to become more effective writers. This is in response to industry’s urging for grad schools to improve the writing skills of graduate students. Writing at the MBA level should be informative, colorful, and nuanced, and the writing should include simple words vs. complicated (especially if used out of context).

    As you read the journal articles for this course, remember the context of the MBA degree. The MBA is a practitioner’s degree. The degree signifies that you can think, analyze, solve problems, and then communicate solutions to business executives effectively and efficiently. Your analysis of the discussion in the articles, the articles’ relationship to this course, and implications related to each reading assignment will prepare you to communicate in this manner.

    **Instructions**

    In each assigned module, you will choose 1 journal article from those provided in the course. Reviews of substitute articles will not be accepted. Write a
    **Journal Article Review** of 900-1200 words, not including the title page or reference page. For each
    **Journal Article Review**, you must discuss how the theoretical model or treatment described in the article compares to the information discussed in your textbook. No more than 20% of each
    **Journal Article Review** may be quotations. You must cite and reference the original article, the course textbook, and one additional scholarly article.

    Each
    **Journal Article Review** assignment must include these sections:

    · Title page

    · Article caption at top of first page of text (current APA style) to identify the article

    · Statement of the author's purpose (100 words)

    · Background of the issue (175 words)

    · Application of supply chain management theory relevant to article (175 words)

    · Managerial implications of article findings (350 words/2–3 paragraphs)

    · Summary of the article and its context (100 words)

    · References (Current APA style)

    Students must follow this format for their review.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **ProQuestDocuments-2025-07-10.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/proquestdocuments-2025-07-10-pdf)

    – 1
    – 2

  • [Solved] FUNDAMENTALS OF ACCT II

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering FUNDAMENTALS OF ACCT II.

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Business Finance – Accounting Assignment sh

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Assignment instruction attached. 2 pages. – ## assignment_sh.docx **## assignment_sh.docx** **Essay:** Express a vision for using your degree for social betterment. – DBA degree and working as an accountant. **## assignment_sh.docx** **Essay:** Express a vision for using your degree for social be…

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    Assignment Prompt & Instructions

    Assignment instruction attached. 2 pages.

    – ## assignment_sh.docx

    **## assignment_sh.docx**

    **Essay:** Express a vision for using your degree for social betterment. – DBA degree and working as an accountant.

    **## assignment_sh.docx**

    **Essay:** Express a vision for using your degree for social betterment. – DBA degree and working as an accountant.