Tag: Business & Finance

  • [Solved] 5-1 Final Project Milestone Two: Budget Proposal Spreadsheet

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    For this task, you will submit the proposed budget and rationale for your final project assignment.

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    For this task, you will submit the proposed budget and rationale for your final project assignment.

  • [Solved] Business Finance – Management Writing Assignment 2

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    Use the film as a case example to explore broader themes in global supply chain and logistics. **:** Watch the film _Captain Phillips_

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    Use the film as a case example to explore broader themes in global supply chain and logistics. **:**
    Watch the film _Captain Phillips_

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    Risk analysis and potential implications Consideration of legal and regulatory implications Impact assessment on various stakeholders

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    Risk analysis and potential implications
        Consideration of legal and regulatory implications
        Impact assessment on various stakeholders

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  • [Solved] A – Discussion Thread: Farrington Medical Devices

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    **Discussion Thread: Farrington Medical Devices** At the end of Chapter 4, please read the Farrington Medical Devices Case Study and respond to all three of the case questions.

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    **Discussion Thread: Farrington Medical Devices**
    At the end of Chapter 4, please read the Farrington Medical Devices Case Study and respond to all three of the case questions.

  • [Solved] Unit VII Ess

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    se attached – ## UnitVIIEssa1.docx **## UnitVIIEssa1.docx** Unit VII Essay Choose a well-known global organization (e.g., Amazon, McDonald’s, Zara, Unilever) that operates in multiple international markets. Research how the chosen organization distributes its products across different markets. Consi…

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    se attached

    – ## UnitVIIEssa1.docx

    **## UnitVIIEssa1.docx**

    Unit VII Essay

    Choose a well-known global organization (e.g., Amazon, McDonald’s, Zara, Unilever) that operates in multiple international markets. Research how the chosen organization distributes its products across different markets. Consider both physical (retail, wholesale) and digital (e-commerce, direct-to-consumer) channels. Describe the marketing distribution channels and explain whether you would change the distribution channels or not. Include any challenges the company is facing with distribution strategies and provide potential solutions. Include a description of key logistical aspects such as warehousing, inventory management, transportation, and supply chain coordination.

    Begin with an introduction. Your essay least one page in length, not counting the reference page. You must use at least one source to support your essay. Follow APA Style when creating citations and references for this assignment.

    **## UnitVIIEssa1.docx**

    Unit VII Essay

    Choose a well-known global organization (e.g., Amazon, McDonald’s, Zara, Unilever) that operates in multiple international markets. Research how the chosen organization distributes its products across different markets. Consider both physical (retail, wholesale) and digital (e-commerce, direct-to-consumer) channels. Describe the marketing distribution channels and explain whether you would change the distribution channels or not. Include any challenges the company is facing with distribution strategies and provide potential solutions. Include a description of key logistical aspects such as warehousing, inventory management, transportation, and supply chain coordination.

    Begin with an introduction. Your essay least one page in length, not counting the reference page. You must use at least one source to support your essay. Follow APA Style when creating citations and references for this assignment.

  • [Solved] DB II

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    See attached – ## DBII.docx – ## UnitIIStudyGuide.pdf **## DBII.docx** Management Applications of Accounting DB II • Your initial post should be at least 300 words in length. • Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanyin…

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    See attached

    – ## DBII.docx

    – ## UnitIIStudyGuide.pdf

    **## DBII.docx**

    Management Applications of Accounting DB II

    •   Your initial post should be at least 300 words in length.

    •   Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Post 2: Response post to a classmate is due by the end of day on Tuesday.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    •   If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    •   Feel free to post more responses to classmates as you read, reflect, and contribute to our discussion.

    Do you think both types of accounting, financial and managerial—are necessary to make strategic business decisions? Why, or why not?

    Reply 1 David Brogden

    Successful businesses understand how both financial and managerial accounting work together. When it comes to financial accounting it is a little more straight forward for business operations. Financial accounting comprehends the financial information needed to analysis how a business is performing (Jacková, 179). Managerial accounting takes a similar approach but allows business managers to understand what direction their business should go and how they operate. Managerial accounting provides high quality information in relation to how much profit a business receives from the services or products they offer (Jacková, 179). Both are important in business operations.

               One could view this as a homeowner deciding on how to improve their home. Before one undergoes a massive or short renovation, they must look at their finances to see how much they can afford to spend to get what they desire. Once their finances have been looked at the next item would be to look at contractors and decide what would be the best for their return on investment. Business managers examine how much profit they’ll be able to generate by purchasing what’s needed. They’ll examine the finances of the business to see how much is available and forecast what the item will do for their business.

               Another reason why both work is they both work hand in hand with each other. When a business views their financial accounting, they’ll view how they been in the past and use that for a basis of their desired end state (Jacková, 179). Managerial accounting is viewed the same. This accounting method provides detailed information on financial records to understand how the business is operating (Jacková, 179). It is important for a business to understand how both accounting methods work for them. Using both allows a business to forecast revenue and a better strategic competitive advantage for their industry.

    Reference

    Jacková, A. (2024). The Impact of Management Accounting on Business Competitiveness. Ad Alta: Journal of Interdisciplinary Research, 14(2), 178–181.

    Reply 2 Cina McDowell

    Yes, it is necessary to have both financial and managerial accounting in place to assist in making strategic business decisions.

    Starting with financial accounting it focuses on preparation of income statements, cash flow statements and balance sheets for divisions outside of the company such as investors, banks, creditors and stakeholders. Having transparency allows the company to meet compliance requirements as well as providing historical data. Having full understanding of their debt levels enables the company to use the balance sheet to further their borrowing ability prior to making a large purchase, additions or additional financial investments; it can also be useful in efforts to expand the company or seeking to purchase inventory. This information which can be gathered monthly or quarterly can be audited by a certified public accountant (CPA) to ensure accuracy and make strategic financial decisions.

    Managerial accounting assists with internal planning providing more detailed information on costs and efficiency which allows them to make knowledgeable decisions of their operation such as production, pricing, etc. The information also enables the manager to compare products or departments to see how successful a product line may be versus another product. Having a greater understanding of product lines or departments enables managers to adjust department needs, promote products further or seek other products that may be more successful. Having a full understanding of the numbers will allow one to adjust goals as needed and help with everyday operations.

    It is important to not rely on just one method, but to have as much information to have a solid company financial report. This transparent information which is both internal (managerial) and external (financial) will assist a company to be successful and long lasting. Information that is transparent can also improve future decisions, increased trust and reduced economic frictions. There can be a cost to transparency as well such as misuse of information and scrutiny (Bischof, et al., 2024).

    Bischof, J., Gassen, J., Rohlfing-Bastian, A., Rostam-Afschar, D., & Sureth-Sloane, C. (2024).

    Accounting for Transparency: a Framework and Three Applications in Tax, Managerial, and       Financial Accounting.
    _Schmalenbach Journal of Business Research (SBUR)_,
    _76_(4), 573–611.
    [https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7](https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7)

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

    3. Analyze accounting information used to make strategic business decisions.

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

    Title

    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

    UNIT x STUDY GUIDE

    Title

    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

    UNIT x STUDY GUIDE

    Title

    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

    UNIT x STUDY GUIDE

    Title

    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

    UNIT x STUDY GUIDE

    Title

    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

    UNIT x STUDY GUIDE

    Title

    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

    UNIT x STUDY GUIDE

    Title

    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

    UNIT x STUDY GUIDE

    Title

    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

    3. Analyze accounting information used to make strategic business decisions.

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

    Title

    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

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    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

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    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

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    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

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    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

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    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

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    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

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    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

    UNIT x STUDY GUIDE

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    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    **## DBII.docx**

    Management Applications of Accounting DB II

    •   Your initial post should be at least 300 words in length.

    •   Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Post 2: Response post to a classmate is due by the end of day on Tuesday.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    •   If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    •   Feel free to post more responses to classmates as you read, reflect, and contribute to our discussion.

    Do you think both types of accounting, financial and managerial—are necessary to make strategic business decisions? Why, or why not?

    Reply 1 David Brogden

    Successful businesses understand how both financial and managerial accounting work together. When it comes to financial accounting it is a little more straight forward for business operations. Financial accounting comprehends the financial information needed to analysis how a business is performing (Jacková, 179). Managerial accounting takes a similar approach but allows business managers to understand what direction their business should go and how they operate. Managerial accounting provides high quality information in relation to how much profit a business receives from the services or products they offer (Jacková, 179). Both are important in business operations.

               One could view this as a homeowner deciding on how to improve their home. Before one undergoes a massive or short renovation, they must look at their finances to see how much they can afford to spend to get what they desire. Once their finances have been looked at the next item would be to look at contractors and decide what would be the best for their return on investment. Business managers examine how much profit they’ll be able to generate by purchasing what’s needed. They’ll examine the finances of the business to see how much is available and forecast what the item will do for their business.

               Another reason why both work is they both work hand in hand with each other. When a business views their financial accounting, they’ll view how they been in the past and use that for a basis of their desired end state (Jacková, 179). Managerial accounting is viewed the same. This accounting method provides detailed information on financial records to understand how the business is operating (Jacková, 179). It is important for a business to understand how both accounting methods work for them. Using both allows a business to forecast revenue and a better strategic competitive advantage for their industry.

    Reference

    Jacková, A. (2024). The Impact of Management Accounting on Business Competitiveness. Ad Alta: Journal of Interdisciplinary Research, 14(2), 178–181.

    Reply 2 Cina McDowell

    Yes, it is necessary to have both financial and managerial accounting in place to assist in making strategic business decisions.

    Starting with financial accounting it focuses on preparation of income statements, cash flow statements and balance sheets for divisions outside of the company such as investors, banks, creditors and stakeholders. Having transparency allows the company to meet compliance requirements as well as providing historical data. Having full understanding of their debt levels enables the company to use the balance sheet to further their borrowing ability prior to making a large purchase, additions or additional financial investments; it can also be useful in efforts to expand the company or seeking to purchase inventory. This information which can be gathered monthly or quarterly can be audited by a certified public accountant (CPA) to ensure accuracy and make strategic financial decisions.

    Managerial accounting assists with internal planning providing more detailed information on costs and efficiency which allows them to make knowledgeable decisions of their operation such as production, pricing, etc. The information also enables the manager to compare products or departments to see how successful a product line may be versus another product. Having a greater understanding of product lines or departments enables managers to adjust department needs, promote products further or seek other products that may be more successful. Having a full understanding of the numbers will allow one to adjust goals as needed and help with everyday operations.

    It is important to not rely on just one method, but to have as much information to have a solid company financial report. This transparent information which is both internal (managerial) and external (financial) will assist a company to be successful and long lasting. Information that is transparent can also improve future decisions, increased trust and reduced economic frictions. There can be a cost to transparency as well such as misuse of information and scrutiny (Bischof, et al., 2024).

    Bischof, J., Gassen, J., Rohlfing-Bastian, A., Rostam-Afschar, D., & Sureth-Sloane, C. (2024).

    Accounting for Transparency: a Framework and Three Applications in Tax, Managerial, and       Financial Accounting.
    _Schmalenbach Journal of Business Research (SBUR)_,
    _76_(4), 573–611.
    [https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7](https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7)

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

    3. Analyze accounting information used to make strategic business decisions.

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

    Title

    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

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    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

    UNIT x STUDY GUIDE

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    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

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    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

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    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

    UNIT x STUDY GUIDE

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    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

    UNIT x STUDY GUIDE

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    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

    UNIT x STUDY GUIDE

    Title

    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    **## DBII.docx**

    Management Applications of Accounting DB II

    •   Your initial post should be at least 300 words in length.

    •   Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Post 2: Response post to a classmate is due by the end of day on Tuesday.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    •   If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    •   Feel free to post more responses to classmates as you read, reflect, and contribute to our discussion.

    Do you think both types of accounting, financial and managerial—are necessary to make strategic business decisions? Why, or why not?

    Reply 1 David Brogden

    Successful businesses understand how both financial and managerial accounting work together. When it comes to financial accounting it is a little more straight forward for business operations. Financial accounting comprehends the financial information needed to analysis how a business is performing (Jacková, 179). Managerial accounting takes a similar approach but allows business managers to understand what direction their business should go and how they operate. Managerial accounting provides high quality information in relation to how much profit a business receives from the services or products they offer (Jacková, 179). Both are important in business operations.

               One could view this as a homeowner deciding on how to improve their home. Before one undergoes a massive or short renovation, they must look at their finances to see how much they can afford to spend to get what they desire. Once their finances have been looked at the next item would be to look at contractors and decide what would be the best for their return on investment. Business managers examine how much profit they’ll be able to generate by purchasing what’s needed. They’ll examine the finances of the business to see how much is available and forecast what the item will do for their business.

               Another reason why both work is they both work hand in hand with each other. When a business views their financial accounting, they’ll view how they been in the past and use that for a basis of their desired end state (Jacková, 179). Managerial accounting is viewed the same. This accounting method provides detailed information on financial records to understand how the business is operating (Jacková, 179). It is important for a business to understand how both accounting methods work for them. Using both allows a business to forecast revenue and a better strategic competitive advantage for their industry.

    Reference

    Jacková, A. (2024). The Impact of Management Accounting on Business Competitiveness. Ad Alta: Journal of Interdisciplinary Research, 14(2), 178–181.

    Reply 2 Cina McDowell

    Yes, it is necessary to have both financial and managerial accounting in place to assist in making strategic business decisions.

    Starting with financial accounting it focuses on preparation of income statements, cash flow statements and balance sheets for divisions outside of the company such as investors, banks, creditors and stakeholders. Having transparency allows the company to meet compliance requirements as well as providing historical data. Having full understanding of their debt levels enables the company to use the balance sheet to further their borrowing ability prior to making a large purchase, additions or additional financial investments; it can also be useful in efforts to expand the company or seeking to purchase inventory. This information which can be gathered monthly or quarterly can be audited by a certified public accountant (CPA) to ensure accuracy and make strategic financial decisions.

    Managerial accounting assists with internal planning providing more detailed information on costs and efficiency which allows them to make knowledgeable decisions of their operation such as production, pricing, etc. The information also enables the manager to compare products or departments to see how successful a product line may be versus another product. Having a greater understanding of product lines or departments enables managers to adjust department needs, promote products further or seek other products that may be more successful. Having a full understanding of the numbers will allow one to adjust goals as needed and help with everyday operations.

    It is important to not rely on just one method, but to have as much information to have a solid company financial report. This transparent information which is both internal (managerial) and external (financial) will assist a company to be successful and long lasting. Information that is transparent can also improve future decisions, increased trust and reduced economic frictions. There can be a cost to transparency as well such as misuse of information and scrutiny (Bischof, et al., 2024).

    Bischof, J., Gassen, J., Rohlfing-Bastian, A., Rostam-Afschar, D., & Sureth-Sloane, C. (2024).

    Accounting for Transparency: a Framework and Three Applications in Tax, Managerial, and       Financial Accounting.
    _Schmalenbach Journal of Business Research (SBUR)_,
    _76_(4), 573–611.
    [https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7](https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7)

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

    3. Analyze accounting information used to make strategic business decisions.

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

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    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

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    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

    UNIT x STUDY GUIDE

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    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

    UNIT x STUDY GUIDE

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    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

    UNIT x STUDY GUIDE

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    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

    UNIT x STUDY GUIDE

    Title

    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

    UNIT x STUDY GUIDE

    Title

    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

    UNIT x STUDY GUIDE

    Title

    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    – 1
    – 2

  • [Solved] Selection of Company and Problem

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    – ## Criteria.docx **## Criteria.docx** **Criteria** Choose a company from the Fortune 500 list. Your choice must be below the top 100 (101-500) in the ranking at [https://www.zyxware.com/articles/4344/list-of-fortune-500-companies-and-their-websites#rank-101-400](https://www.zyxware.com/articles/43…

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    – ## Criteria.docx

    **## Criteria.docx**

    **Criteria**

    Choose a company from the Fortune 500 list. Your choice must be below the top 100 (101-500) in the ranking at
    [https://www.zyxware.com/articles/4344/list-of-fortune-500-companies-and-their-websites#rank-101-400](https://www.zyxware.com/articles/4344/list-of-fortune-500-companies-and-their-websites) or you can utilize Google to find a list of Fortune 500 companies. Determine a business challenge this company faces that could be addressed through business analysis techniques, theories, and tools. Develop a general course of action using Chapter 1: Introduction of Your BABOK® Guide and lesson on PADIO on how you will go about making a decision and developing a solution to the problem you have identified. In an approximately 1000-word MS Word document, describe the company, the company’s history, the problem, the problem owner(s), the problem stakeholders, and your critical thinking and decision-making course of action for solving the problem. At a minimum, your course of action should move you through the five stages of decision-making and problem-solving: planning, analysis, designing and developing alternative solutions, implementation of the solution, and taking the solution operational (within the operational stage, address tasks of maintenance, training, and evaluation). Using Microsoft Excel, develop a Gantt schedule chart of the tasks you have outlined in your paper that will be necessary to move through in order to solve the company’s problem. Capture a screenshot of the task schedule and paste the image into the appendix of your paper (an appendix comes AFTER the reference page). Note: If you do not have the software installed on your computer, it is provided free from our KU Outlook 365 account.

    **Assignment Instructions:**

    The minimum requirement is 500 words, exclusive of the schedule of tasks chart that you will create in Microsoft Excel. Your paper will also include a title page, reference page, and an appendix. Using APA formatting, include both in-text and corresponding full references. References should include a minimum of five sources used to support your opinions. One will be your BABOK® Guide , one will be the company, and one will be a scholarly source found in the KU online library. The other sources are at your research discretion. Submit your completed assignment to your Blackboard classroom as a Word document by Sunday midnight CT of Week 1.

    **## Criteria.docx**

    **Criteria**

    Choose a company from the Fortune 500 list. Your choice must be below the top 100 (101-500) in the ranking at
    [https://www.zyxware.com/articles/4344/list-of-fortune-500-companies-and-their-websites#rank-101-400](https://www.zyxware.com/articles/4344/list-of-fortune-500-companies-and-their-websites) or you can utilize Google to find a list of Fortune 500 companies. Determine a business challenge this company faces that could be addressed through business analysis techniques, theories, and tools. Develop a general course of action using Chapter 1: Introduction of Your BABOK® Guide and lesson on PADIO on how you will go about making a decision and developing a solution to the problem you have identified. In an approximately 1000-word MS Word document, describe the company, the company’s history, the problem, the problem owner(s), the problem stakeholders, and your critical thinking and decision-making course of action for solving the problem. At a minimum, your course of action should move you through the five stages of decision-making and problem-solving: planning, analysis, designing and developing alternative solutions, implementation of the solution, and taking the solution operational (within the operational stage, address tasks of maintenance, training, and evaluation). Using Microsoft Excel, develop a Gantt schedule chart of the tasks you have outlined in your paper that will be necessary to move through in order to solve the company’s problem. Capture a screenshot of the task schedule and paste the image into the appendix of your paper (an appendix comes AFTER the reference page). Note: If you do not have the software installed on your computer, it is provided free from our KU Outlook 365 account.

    **Assignment Instructions:**

    The minimum requirement is 500 words, exclusive of the schedule of tasks chart that you will create in Microsoft Excel. Your paper will also include a title page, reference page, and an appendix. Using APA formatting, include both in-text and corresponding full references. References should include a minimum of five sources used to support your opinions. One will be your BABOK® Guide , one will be the company, and one will be a scholarly source found in the KU online library. The other sources are at your research discretion. Submit your completed assignment to your Blackboard classroom as a Word document by Sunday midnight CT of Week 1.

  • [Solved] RCH 5301 DB PP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ResearchDesignandMethodsRCH5301UnitIIDBPeerPost.docx **## ResearchDesignandMethodsRCH5301UnitIIDBPeerPost.docx** 2 Research Design and Methods RCH 5301 **Unit II DB** Then, select a peer post and evaluate the appropriateness of using a quantitative research strategy for their proposed study. Di…

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    – ## ResearchDesignandMethodsRCH5301UnitIIDBPeerPost.docx

    **## ResearchDesignandMethodsRCH5301UnitIIDBPeerPost.docx**

    2

    Research Design and Methods RCH 5301

    **Unit II DB**

    Then, select a peer post and evaluate the appropriateness of using a quantitative research strategy for their proposed study. Discuss challenges they might encounter using a quantitative methodology.

    Peer Post Below

    Top of Form

    Workforce and force management are crucial areas in any organization, since they deal with the effective use of human resources. A quantitative research study can shed light on these areas, helping leaders to make better decisions. Understanding the importance of labor and force management is essential because it directly affects productivity and efficiency. For example, if an organization does not have enough qualified workers, it could have difficulty fulfilling its objectives, which leads to mission failure and decreased motivation among existing employees.

    Choosing the quantitative methodology is rational for this type of study because it allows researchers to collect numerical data that can be analyzed statistically. This method provides clear evidence to support the findings,

    which is especially important to make strategic decisions in labor management. According to Zhang (2023), quantitative approaches facilitate the evaluation of complex structures, ensuring an exhaustive analysis of human resources management. Through the use of surveys or experiments, researchers can collect

    data in large quantities, which makes it easier to identify trends and patterns that may not be notable through qualitative methods.

    The evaluation of the quantitative approach for labor management can shed light on best practices and improvement areas. For example, if you conducted a study using statistical analysis to measure the performance and satisfaction of employees, we can evaluate the effectiveness of their methodology. However, potential challenges may arise. A challenge could be the need for precise data, since biased or incomplete data can lead to deceptive conclusions. Another challenge is to ensure that the sample size is large enough to support generalizable findings, since small samples may not represent the largest population effectively.

    In summary, analyzing a quantitative research study on labor and strength management is significant to understand organizational efficiency. The use of a quantitative methodology helps reveal important trends and supports solid decision making. The evaluation of peer approaches can provide information, but researchers must be aware of possible challenges related to data collection and sample sizes. In general, as organizations strive for better labor management, take advantage of quantitative research remains a key factor in achieving

    success (Zhang, 2023).

    **Citations:**

    Zhang,

    H. (2023). Fuzzy comprehensive evaluation and quantitative weight analysis in

    structure management of human resources. PLoS One, 18(7), e0288795.
    [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0288795](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0288795)

    Bottom of Form

    Reply

    It should be at least 300 words in length.

    It should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    **## ResearchDesignandMethodsRCH5301UnitIIDBPeerPost.docx**

    2

    Research Design and Methods RCH 5301

    **Unit II DB**

    Then, select a peer post and evaluate the appropriateness of using a quantitative research strategy for their proposed study. Discuss challenges they might encounter using a quantitative methodology.

    Peer Post Below

    Top of Form

    Workforce and force management are crucial areas in any organization, since they deal with the effective use of human resources. A quantitative research study can shed light on these areas, helping leaders to make better decisions. Understanding the importance of labor and force management is essential because it directly affects productivity and efficiency. For example, if an organization does not have enough qualified workers, it could have difficulty fulfilling its objectives, which leads to mission failure and decreased motivation among existing employees.

    Choosing the quantitative methodology is rational for this type of study because it allows researchers to collect numerical data that can be analyzed statistically. This method provides clear evidence to support the findings,

    which is especially important to make strategic decisions in labor management. According to Zhang (2023), quantitative approaches facilitate the evaluation of complex structures, ensuring an exhaustive analysis of human resources management. Through the use of surveys or experiments, researchers can collect

    data in large quantities, which makes it easier to identify trends and patterns that may not be notable through qualitative methods.

    The evaluation of the quantitative approach for labor management can shed light on best practices and improvement areas. For example, if you conducted a study using statistical analysis to measure the performance and satisfaction of employees, we can evaluate the effectiveness of their methodology. However, potential challenges may arise. A challenge could be the need for precise data, since biased or incomplete data can lead to deceptive conclusions. Another challenge is to ensure that the sample size is large enough to support generalizable findings, since small samples may not represent the largest population effectively.

    In summary, analyzing a quantitative research study on labor and strength management is significant to understand organizational efficiency. The use of a quantitative methodology helps reveal important trends and supports solid decision making. The evaluation of peer approaches can provide information, but researchers must be aware of possible challenges related to data collection and sample sizes. In general, as organizations strive for better labor management, take advantage of quantitative research remains a key factor in achieving

    success (Zhang, 2023).

    **Citations:**

    Zhang,

    H. (2023). Fuzzy comprehensive evaluation and quantitative weight analysis in

    structure management of human resources. PLoS One, 18(7), e0288795.
    [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0288795](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0288795)

    Bottom of Form

    Reply

    It should be at least 300 words in length.

    It should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

  • [Solved] RCH 5301 III

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    – ## ResearchDesignandMethodsRCH5301UnitIIISelfCompletionQuestionnaire.docx – ## UnitIIStudyGuide.pdf – UnitIIIStudyGuide.pdf **## ResearchDesignandMethodsRCH5301UnitIIISelfCompletionQuestionnaire.docx** 2 Research Design and Methods RCH 5301 **Unit III Assignment** This self-completion questionnair…

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    – ## ResearchDesignandMethodsRCH5301UnitIIISelfCompletionQuestionnaire.docx

    – ## UnitIIStudyGuide.pdf

    – UnitIIIStudyGuide.pdf

    **## ResearchDesignandMethodsRCH5301UnitIIISelfCompletionQuestionnaire.docx**

    2

    Research Design and Methods RCH 5301

    **Unit III Assignment**

    This self-completion questionnaire measures your mastery of ULOs 4.1 and 4.2.

    **Self-Completion Questionnaire**

    For this assignment, you will create a self-completion questionnaire for the quantitative research project of interest you described in the Unit II discussion board. As discussed in the Unit III study guide, a self-completion questionnaire should be comprised of three parts: 1) the cover, 2) the instructions, and 3) the survey items. Construct these three parts by responding to the following prompts:

    Part 1 The Survey Cover

    · State the problem(s) to be solved.

    · Describe the population of interest.

    · Explain how you would determine sample size.

    · Define the sampling frame.

    · State the sampling design. (i.e., type of sampling)

    · Explain if the survey will be cross-sectional or longitudinal.

    · Detail how the surveys will be distributed and collected upon completion.

    2 The Survey Instructions

    · Create clear and unambiguous survey instructions for participants, in familiar language, that explain how to complete the questionnaire.

    Part 3 The Survey Items

    · Formulate eight closed-ended survey questions, using a Likert scale of your choosing, that would help solve your problem(s) when answered.

    · Include a minimum of four closed-ended demographic questions.

    Please thoroughly address all areas listed above and use APA-compliant headings and sub-headings that align with the individual assignment prompts. Respond to the prompts in the same sequence they are requested above and do not combine elements within a section.

    For guidance, refer to the sections on Survey Instrument Design and Advice for Survey Construction in the Unit III study guide. The survey that is developed should appear professional and in a format that would be suitable for distribution to participants.

    Your assignment should consist of a minimum of two pages in length. No references are required unless information is quoted or paraphrased.

    **## UnitIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit II

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

    4. Apply research methods within a research design.
    4.1 Explain the relationship of population, sampling frame, sampling design, and

    generalization.

    Required Unit Resources

    Chapter 2: Review of Literature (ULO 4.1)

    Chapter 8: Quantitative Methods (ULO 4.1)
    Read the following sections from this chapter:

    • Introduction
    • Putting Quantitative Research in Context
    • Quantitative Designs

    Video: Discovering Math: Advanced—Statistics and Data Analysis: Part 2 (ULO 4.1)
    Watch the following segments to learn more about data analysis. The transcript for this video can be found by
    clicking on “Transcript” in the gray bar to the right of the video in the Films on Demand database.

    • The Statistics of Sampling, or By Any Means” (Segment 9) (2 minutes)
    • “Sampling Distributions—Elephant Ages” (Segment 10) (2 minutes)
    • “Central Limit Theorem—Giraffe Graphs” (Segment 11) (2 minutes)
    • “Confidence Intervals— Running Cheetahs” (Segment 12) (3 minutes)
    • “Sampling Techniques” (Segment 13) (2 minutes)
    • “Uncertainty in Statistical Inferences” (Segment 17) (2 minutes)
    • “Sampling Error and Confidence Interval—High School Completion” (Segment 18) (2 minutes)
    • “Means— Average Salaries and Education” (Segment 20) (4 minutes)

    Video: Confidence Intervals: Against All Odds—Inside Statistics (ULO 4.1)
    This video touches on many of this unit’s concepts, such as target population, random samples, confidence
    intervals, and solving business problems. The transcript for this video can be found by clicking on “Transcript”
    in the gray bar to the right of the video in the Films on Demand database. (10 minutes).

    Unit Lesson

    Lesson: Sampling and Statistical Inference: Leave the Crystal Ball at Home (ULO 4.1)

    Populations, Samples, and Statistical Inference

    Positivist researchers share the epistemological assumption that knowledge is achieved through observation
    and measurement of phenomena using a quantitative research methodological strategy. Measuring and
    quantifying phenomena can be valuable as an end, such as in descriptive statistics; however, the true
    advantage of using quantitative data is in its ability to be used for statistical inference. In quantitative
    research, statistical inference refers to being able to draw conclusions about a population of interest from
    analyzing sample data selected from the population. Making inferences about a population is also known as
    generalizing results.

    UNIT II STUDY GUIDE
    Sampling, Confidence Intervals,
    and Inferential Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    (Adapted from Zaman, n.d.)

    A population can include virtually anything that can be counted and measured, including human participants,
    objects, and events, and there is no limit to the industries that can apply inferential statistics, including
    business and finance, marketing, law, medicine, health and safety, psychology and sociology, manufacturing,
    logistics, technology, education, energy, and the list goes on. Likewise, the application of inferential statistics
    is endless. For example, sampling can be used to make inferences about the average job satisfaction level of
    a population of employees, to make inferences about the percentage of defects in a population of
    manufactured units, to make inferences about average achievement test scores in a population of elementary
    school students, and to make inferences about the relationship between accident victim fatality rates and
    years of experience of first responders.

    Two of the primary research methods used to facilitate statistical inference in business and social science
    research are sampling and surveying. While immersed in this content on sampling, keep in mind that
    surveying is the most ubiquitous quantitative method used to collect sample data today. Surveying and
    sampling are used because, in many cases, it is simply not feasible from a cost or time perspective to gather
    data from every participant in the population of interest. If that were possible, it would be called a census.
    Rather, the use of sample data is an efficient and cost-effective alternative to make inferences about
    population means, proportions, and relationships between variables. An example of a population mean is the
    average antibody response to a new medicine. An example of a population proportion is the percentage of
    retirement savings for workers who participate in employer-sponsored savings plans. An example of a
    relationship between variables would be the correlation of reported cases of cannabis psychosis and age of
    user. This discussion will focus on the use of samples and confidence intervals to make inferences about
    population means.

    Sampling Error: Random Error Versus Systematic Error

    While sampling can be an efficient and cost-effective alternative to using a census, it is not perfect. A sample
    mean is unlikely to be an exact representative of the population mean. The sample mean could be very close
    to the population mean or not close at all. The variance between the true population mean and the sampling
    mean is due to sampling error. Sampling error takes two forms, which are random error and systematic error.

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Random error, as its name suggests, occurs randomly. The sample mean may not truly represent the
    population mean due to factors like natural variations and individual differences in the cases selected for the
    sample or simply due to pure chance. Random error is unpredictable, so each measurement in the sample
    clusters around the true population mean and moves in both directions, both above and below, as shown in
    the graphic below. Random error can be mitigated, but not eliminated completely, by increasing sample size
    (Zikmund et al., 2013).

    Systematic error is generally non-random and occurs through deficiencies and errors in the process of
    sampling rather than the sample itself. For example, systematic error can occur through researcher errors,
    such as poor survey construction, analytical errors, and bias. As a result, systematic error is predictable, and
    each measurement will move in the same direction relative to the true population mean, either above or
    below, as shown in the graphic. Systematic error is controllable and, therefore, can be substantially reduced
    through improving systematic processes, such as recalibrating measurement equipment and pilot testing
    surveys, but it cannot be mitigated by increasing sample size (Zikmund et al., 2013).

    (Adapted from The Office of Research Integrity, n.d.)

    This discussion of sampling error highlights the imperfection and limitations of sampling. While systematic
    error can be substantially eliminated by a conscientious researcher, random error will always present a
    challenge to predicting population means. Fortunately, sample size and the central limit theorem (discussed
    later in this lesson) can help the researcher minimize random error.

    Statistical Inference Using Confidence Intervals

    Although sampling error will always be a factor in using samples to draw conclusions about population
    means, the power of statistical inference is in its ability to estimate the true values of population means, even
    in the face of random error. One of the most common methods used to make inferences about population
    means is confidence intervals.

    A confidence interval uses a sample to create a range of mean values in which the population mean is likely
    to fall. For example, a sample of emergency calls into a 911 call center may provide an average length of 4.2
    minutes per call. The following confidence intervals can be calculated from this sample:

    68.27% C.I. = 3.8 minutes to 4.6 minutes

    95% C.I. = 3.416 minutes to 4.984 minutes

    95.45% C.I. = 3.4 minutes to 5.0 minutes

    99.73% C.I. = 3.0 minutes to 5.4 minutes

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    The first confidence interval indicates, with 68.27% confidence, that the population mean lies between 3.8 and
    4.6 minutes. The last confidence interval indicates, with 99.73% confidence, that the population mean lies
    between 3.0 and 5.4. This is useful information, but it is also helpful to have a basic understanding of how
    these statistics were derived.

    The first point to understand is that the confidence interval represents the area of probability in a normally
    distributed data set. The confidence intervals above were used for a very specific reason. A confidence
    interval of 68.27 corresponds to +-1 standard deviation, a confidence interval of 95.45 corresponds to +-2
    standard deviations, and a confidence interval of 99.73 corresponds to +-3 standard deviations. This is
    represented in the distribution graphic below.

    (Weaver, 2016)

    Researchers customarily use the 95% confidence interval when estimating population means from sample
    data. Using a lower confidence interval, such as 68.25%, will give a tighter range in which the population
    mean is estimated to fall, but the confidence is not sufficiently large. A higher confidence interval, such as
    99.73%, will give a wider range in which the population mean is estimated to fall, but the confidence is so
    large that it is not useful in predicting the population parameter (Cooper & Schindler, 2014).

    The second aspect of confidence intervals that is important to understand is a statistic called the standard
    error of the mean (often referred to as the standard error or SE) and something called the Z-score. The
    standard error of the mean can be thought of as the standard deviation of the sample data; more accurately,
    SE is the standard deviation of the sampling distribution, which will be discussed below. As a side note,
    standard deviation (σ) pertains to population data and is called a parameter. The standard error of the mean
    pertains to sample data and is called a statistic. Parameters describe population data, while statistics describe
    sample data. The SE is estimated from the sample standard deviation (s). Some very intelligent statisticians
    determined how to estimate the SE; otherwise, it would be necessary to draw a large number of individual
    samples to create a sampling distribution to calculate the SE. This is discussed further in the section below on
    the Central Limit Theorem. It is not necessary to know how SE is calculated. It is more important for
    practitioners to understand how to use this statistic rather than how to calculate it (Field, 2005; Zikmund et al.,
    2013).

    The Z-score, or standard score, is also integral to calculating confidence intervals. A Z-score uses standard
    deviation to compare a sample mean (�̅�𝑥) to a single data value. A Z-score of 1 indicates that a single data
    value is one standard deviation from �̅�𝑥. The Z-score will be positive if the single data value is above �̅�𝑥, and it
    will be negative if it lies below �̅�𝑥. Z-scores can be found by referring to a Z-score table or using a Z-score
    calculator. Both can be found on the internet. In the example below, a 95% confidence level equates to a Z-
    score of 1.96 or 1.96 standard deviations. As mentioned above, researchers usually use a 95% confidence
    interval, so a Z-Score of 1.96 would always be used. The other examples were included to provide an

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    understanding of the area under a normal curve that is included for the respective confidence intervals (see
    bell curve above) and to show the application of the appropriate Z-score based on the confidence interval
    used (Brase & Brase, 2013).

    The following will show how the standard error of the mean and Z-scores were used in the 911 call center
    scenario mentioned above.

    �̅�𝑥 – [(Z) (.4 SE)] ≤ µ ≤ �̅�𝑥 + [(Z) (.4 SE)] = Confidence Interval
    �̅�𝑥 = Sample Mean = 4.2 minutes
    Z = Z Score (Standard Deviation)
    SE = Standard Error of the Mean = .4 minutes
    µ = Population Mean

    68.27% C.I. = 3.8 minutes to 4.6 minutes

    4.2 minutes – [(1) x (.4)] = 3.8 minutes ≤ µ ≤ 4.2 minutes + [(1) x (.4)] = 4.6 minutes

    95% C.I. = 3.416 minutes to 4.984 minutes

    4.2 minutes – [(1.96) x (.4)] = 3.416 minutes ≤ µ ≤ 4.2 minutes + [(1.96) x (.4)] = 4.984 minutes

    95.45% C.I. = 3.4 minutes to 5.0 minutes

    4.2 minutes – [(2) x (.4)] = 3.4 minutes ≤ µ ≤ 4.2 minutes + [(2) x (.4)] = 5.0 minutes

    99.73% C.I. = 3.0 minutes to 5.4 minutes

    4.2 minutes – [(3) x (.4)] = 3.0 minutes ≤ µ ≤ 4.2 minutes + [(3) x (.4)] = 5.4 minutes

    Precise confidence intervals and Z-scores (standard deviations) were used in the calculations above. For
    example, a 95% confidence interval equates to a Z-score of 1.96 standard deviations. This means that +-1.96
    standard deviations from the mean represent 95% of the area under a normal curve. Compare this to the
    95.45% confidence interval that equates to a Z-score of 2 standard deviations, representing 95.45% of the
    area under a normal curve. While the Z-scores for the 95% and 95.45% confidence intervals are very close,
    researchers should use the precise Z-score (standard deviation) of 1.96, rather than 2, when calculating a
    95% confidence interval. This warning is provided to help allay any confusion since standard deviations and
    intervals under the normal curve are often simplified in usage. This simplification is referred to as the
    empirical rule, the 68-95-99.7 rule, or the three-sigma rule. For example, 1.96 standard deviations are often
    rounded to two standard deviations to represent 95% of the area under a normal curve. This is fine for quick
    forecasting, but precision is recommended for high stakes calculations (Brase & Brase, 2013; Salkind, 2009).

    The last point that is important to understand is that the confidence interval range depends on both sample
    size and the dispersion of the sample’s data values around the mean. The precision of a confidence interval
    may be increased by increasing the size of the sample. As Bell et al. (2022) comprehensively explain, there is
    an inverse relationship between sample size and sampling error. As sample size increases, the sampling
    error will decrease, and the confidence interval will become tighter and more precise. Gains in precision are
    clearly evident up to sample sizes of around 1,000 cases. After this, precision gains become much less
    noticeable. It should also be noted that it is an absolute—rather than relative—sample size that is important,
    regardless of the size of the population of interest. This means that a researcher should not be concerned
    about taking a certain percentage of the population as a sample. There is little benefit of samples larger than
    1,000, regardless of whether the population size is 1 million or 100 million.

    A larger dispersion of the data values around the sample mean will result in less confidence that the sample
    mean is a better representative of the population mean than a smaller dispersion of data values around the
    sample mean. For example, assume two samples each had a sample mean of 4.2 minutes of average wait
    times. Sample 1 has a range of values from .25 minutes to 15 minutes, while Sample 2 has a range of values
    from 4 minutes to 5 minutes. There would be more confidence that Sample 2’s mean is representative of the
    population mean due to the smaller dispersion of data values, which is reflected in a smaller standard error.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Figure 1 (Adapted from The University of Florida, n.d.)

    Central Limit Theorem

    In the discussion above about sampling error, it was noted that sampling is not perfect. If Sample 1 is from the
    population, its mean is unlikely to be an exact representative of the population mean. Additionally, if Sample 2
    is drawn from the same population, its mean would likely not represent the population mean or the Sample 1
    mean. If additional samples are drawn from the same population, it is very likely that the means from each
    sample would vary. This begs the question, how well does a single sample represent the population?

    One way to address this conundrum would be to continue to take many individual samples from the
    population. In theory, hundreds or thousands of samples would be taken from the population. For each
    sample, a sample mean (�̅�𝑥) would be calculated, resulting in a collection of many sample means.
    Remarkably, plotting the sample means in a histogram would result in a normal bell-shaped curve, called a
    sampling distribution, even if the population data is not normally distributed! This is beneficial since the
    distribution of the population is often unknown or may be known to be irregular. The central limit theorem says
    that for any population distribution at all, regardless of its shape, the sampling distribution from that population
    will be bell-shaped as long as the sample size is sufficiently large. Statisticians have determined that a
    sample size of n > 30 is sufficient for the central limit theorem to apply. If the population data is close to being
    normally distributed, then smaller sample sizes will result in normal distributions of sample means. If,
    however, the population distribution is far from normal, then larger sample sizes will be needed to ensure a
    normal distribution of sample means (Norusis, 2008).

    In addition to the sampling distribution exhibiting normality, the central limit theorem states that the average of
    the sample means would be a very close, near exact estimate of the population mean and would draw closer
    as the sample size is increased. Fortunately, as mentioned above, the standard deviation of a single sample
    can be used to estimate the standard error of the mean. This alleviates the impracticality of taking many
    samples from the same population to create a sampling distribution. A small standard error indicates that the
    sample mean is a close estimate of the population mean. Conversely, a large standard error would indicate
    that the sample mean is not a close estimate of the population mean. In short, a small standard error is good;
    a large standard error—not so much (Norusis, 2008).

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    In Closing

    This unit presented the basics of sampling, including populations, samples, statistical inference and
    generalization, sampling error, and confidence intervals. One simple but important takeaway from this unit
    should be that as sample size increases, sample standard deviation decreases, resulting in the sample mean
    becoming a better estimate of the population mean. Additionally, it is important to remember that sample size
    is absolute rather than relative, and after n = 1,000, the benefits of sample size begin to diminish. Therefore, a
    sample of n = 1,000 would be an optimal sample size for a population that is 1 million or 50 million.

    Unit III will explore the topics of structured interviews, surveys, and questionnaires. These are the data
    collection methods that work together with sampling. Later units will return to the idea of using inferential
    statistics for hypothesis testing.

    References

    Annenberg Learner. (2013). Confidence intervals: Against all odds—Inside statistics [Video]. Films on

    Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=111543

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Brase, C. H., & Brase, C. P. (2013). Understanding basic statistics (6th ed.). Cengage Learning.

    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

    Discovery Education. (2007). Discovering math: Advanced—Statistics and data analysis: Part 2 [Video]. Films

    on Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=117915

    Field, A. (2005). Discovering stats using SPSS (2nd ed.). SAGE.

    Norusis, M. J. (2008). SPSS 16.0 guide to data analysis. Prentice Hall.

    The Office of Research Integrity. (n.d.) Module 4: Method of information collection – Section 2:3 [Graphic].

    https://ori.hhs.gov/node/1228/printable/print

    Salkind, N. J. (2009). Exploring research (7th ed.). Pearson Education.

    The University of Florida. (n.d.). Estimation [Graphic]. https://bolt.mph.ufl.edu/6050-6052/unit-4/module-11/

    Weaver, P. (2016, July 19). Can you use standard deviation in project management? [Chart]. Project

    Manager. https://projectmanager.com.au/can-you-use-standard-deviation-in-project-management/

    Zaman, E. (n.d.) What is the difference between population and sample? [Graphic]. BBA Lectures.

    https://www.bbalectures.com/what-is-the-difference-between-population-and-sample/

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

    Learning.

    **UnitIIIStudyGuide.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitiiistudyguide-pdf-10344473)

    **UnitIIIStudyGuide.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitiiistudyguide-pdf-10344473)

    **## ResearchDesignandMethodsRCH5301UnitIIISelfCompletionQuestionnaire.docx**

    2

    Research Design and Methods RCH 5301

    **Unit III Assignment**

    This self-completion questionnaire measures your mastery of ULOs 4.1 and 4.2.

    **Self-Completion Questionnaire**

    For this assignment, you will create a self-completion questionnaire for the quantitative research project of interest you described in the Unit II discussion board. As discussed in the Unit III study guide, a self-completion questionnaire should be comprised of three parts: 1) the cover, 2) the instructions, and 3) the survey items. Construct these three parts by responding to the following prompts:

    Part 1 The Survey Cover

    · State the problem(s) to be solved.

    · Describe the population of interest.

    · Explain how you would determine sample size.

    · Define the sampling frame.

    · State the sampling design. (i.e., type of sampling)

    · Explain if the survey will be cross-sectional or longitudinal.

    · Detail how the surveys will be distributed and collected upon completion.

    2 The Survey Instructions

    · Create clear and unambiguous survey instructions for participants, in familiar language, that explain how to complete the questionnaire.

    Part 3 The Survey Items

    · Formulate eight closed-ended survey questions, using a Likert scale of your choosing, that would help solve your problem(s) when answered.

    · Include a minimum of four closed-ended demographic questions.

    Please thoroughly address all areas listed above and use APA-compliant headings and sub-headings that align with the individual assignment prompts. Respond to the prompts in the same sequence they are requested above and do not combine elements within a section.

    For guidance, refer to the sections on Survey Instrument Design and Advice for Survey Construction in the Unit III study guide. The survey that is developed should appear professional and in a format that would be suitable for distribution to participants.

    Your assignment should consist of a minimum of two pages in length. No references are required unless information is quoted or paraphrased.

    **## UnitIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit II

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

    4. Apply research methods within a research design.
    4.1 Explain the relationship of population, sampling frame, sampling design, and

    generalization.

    Required Unit Resources

    Chapter 2: Review of Literature (ULO 4.1)

    Chapter 8: Quantitative Methods (ULO 4.1)
    Read the following sections from this chapter:

    • Introduction
    • Putting Quantitative Research in Context
    • Quantitative Designs

    Video: Discovering Math: Advanced—Statistics and Data Analysis: Part 2 (ULO 4.1)
    Watch the following segments to learn more about data analysis. The transcript for this video can be found by
    clicking on “Transcript” in the gray bar to the right of the video in the Films on Demand database.

    • The Statistics of Sampling, or By Any Means” (Segment 9) (2 minutes)
    • “Sampling Distributions—Elephant Ages” (Segment 10) (2 minutes)
    • “Central Limit Theorem—Giraffe Graphs” (Segment 11) (2 minutes)
    • “Confidence Intervals— Running Cheetahs” (Segment 12) (3 minutes)
    • “Sampling Techniques” (Segment 13) (2 minutes)
    • “Uncertainty in Statistical Inferences” (Segment 17) (2 minutes)
    • “Sampling Error and Confidence Interval—High School Completion” (Segment 18) (2 minutes)
    • “Means— Average Salaries and Education” (Segment 20) (4 minutes)

    Video: Confidence Intervals: Against All Odds—Inside Statistics (ULO 4.1)
    This video touches on many of this unit’s concepts, such as target population, random samples, confidence
    intervals, and solving business problems. The transcript for this video can be found by clicking on “Transcript”
    in the gray bar to the right of the video in the Films on Demand database. (10 minutes).

    Unit Lesson

    Lesson: Sampling and Statistical Inference: Leave the Crystal Ball at Home (ULO 4.1)

    Populations, Samples, and Statistical Inference

    Positivist researchers share the epistemological assumption that knowledge is achieved through observation
    and measurement of phenomena using a quantitative research methodological strategy. Measuring and
    quantifying phenomena can be valuable as an end, such as in descriptive statistics; however, the true
    advantage of using quantitative data is in its ability to be used for statistical inference. In quantitative
    research, statistical inference refers to being able to draw conclusions about a population of interest from
    analyzing sample data selected from the population. Making inferences about a population is also known as
    generalizing results.

    UNIT II STUDY GUIDE
    Sampling, Confidence Intervals,
    and Inferential Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    (Adapted from Zaman, n.d.)

    A population can include virtually anything that can be counted and measured, including human participants,
    objects, and events, and there is no limit to the industries that can apply inferential statistics, including
    business and finance, marketing, law, medicine, health and safety, psychology and sociology, manufacturing,
    logistics, technology, education, energy, and the list goes on. Likewise, the application of inferential statistics
    is endless. For example, sampling can be used to make inferences about the average job satisfaction level of
    a population of employees, to make inferences about the percentage of defects in a population of
    manufactured units, to make inferences about average achievement test scores in a population of elementary
    school students, and to make inferences about the relationship between accident victim fatality rates and
    years of experience of first responders.

    Two of the primary research methods used to facilitate statistical inference in business and social science
    research are sampling and surveying. While immersed in this content on sampling, keep in mind that
    surveying is the most ubiquitous quantitative method used to collect sample data today. Surveying and
    sampling are used because, in many cases, it is simply not feasible from a cost or time perspective to gather
    data from every participant in the population of interest. If that were possible, it would be called a census.
    Rather, the use of sample data is an efficient and cost-effective alternative to make inferences about
    population means, proportions, and relationships between variables. An example of a population mean is the
    average antibody response to a new medicine. An example of a population proportion is the percentage of
    retirement savings for workers who participate in employer-sponsored savings plans. An example of a
    relationship between variables would be the correlation of reported cases of cannabis psychosis and age of
    user. This discussion will focus on the use of samples and confidence intervals to make inferences about
    population means.

    Sampling Error: Random Error Versus Systematic Error

    While sampling can be an efficient and cost-effective alternative to using a census, it is not perfect. A sample
    mean is unlikely to be an exact representative of the population mean. The sample mean could be very close
    to the population mean or not close at all. The variance between the true population mean and the sampling
    mean is due to sampling error. Sampling error takes two forms, which are random error and systematic error.

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Random error, as its name suggests, occurs randomly. The sample mean may not truly represent the
    population mean due to factors like natural variations and individual differences in the cases selected for the
    sample or simply due to pure chance. Random error is unpredictable, so each measurement in the sample
    clusters around the true population mean and moves in both directions, both above and below, as shown in
    the graphic below. Random error can be mitigated, but not eliminated completely, by increasing sample size
    (Zikmund et al., 2013).

    Systematic error is generally non-random and occurs through deficiencies and errors in the process of
    sampling rather than the sample itself. For example, systematic error can occur through researcher errors,
    such as poor survey construction, analytical errors, and bias. As a result, systematic error is predictable, and
    each measurement will move in the same direction relative to the true population mean, either above or
    below, as shown in the graphic. Systematic error is controllable and, therefore, can be substantially reduced
    through improving systematic processes, such as recalibrating measurement equipment and pilot testing
    surveys, but it cannot be mitigated by increasing sample size (Zikmund et al., 2013).

    (Adapted from The Office of Research Integrity, n.d.)

    This discussion of sampling error highlights the imperfection and limitations of sampling. While systematic
    error can be substantially eliminated by a conscientious researcher, random error will always present a
    challenge to predicting population means. Fortunately, sample size and the central limit theorem (discussed
    later in this lesson) can help the researcher minimize random error.

    Statistical Inference Using Confidence Intervals

    Although sampling error will always be a factor in using samples to draw conclusions about population
    means, the power of statistical inference is in its ability to estimate the true values of population means, even
    in the face of random error. One of the most common methods used to make inferences about population
    means is confidence intervals.

    A confidence interval uses a sample to create a range of mean values in which the population mean is likely
    to fall. For example, a sample of emergency calls into a 911 call center may provide an average length of 4.2
    minutes per call. The following confidence intervals can be calculated from this sample:

    68.27% C.I. = 3.8 minutes to 4.6 minutes

    95% C.I. = 3.416 minutes to 4.984 minutes

    95.45% C.I. = 3.4 minutes to 5.0 minutes

    99.73% C.I. = 3.0 minutes to 5.4 minutes

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    The first confidence interval indicates, with 68.27% confidence, that the population mean lies between 3.8 and
    4.6 minutes. The last confidence interval indicates, with 99.73% confidence, that the population mean lies
    between 3.0 and 5.4. This is useful information, but it is also helpful to have a basic understanding of how
    these statistics were derived.

    The first point to understand is that the confidence interval represents the area of probability in a normally
    distributed data set. The confidence intervals above were used for a very specific reason. A confidence
    interval of 68.27 corresponds to +-1 standard deviation, a confidence interval of 95.45 corresponds to +-2
    standard deviations, and a confidence interval of 99.73 corresponds to +-3 standard deviations. This is
    represented in the distribution graphic below.

    (Weaver, 2016)

    Researchers customarily use the 95% confidence interval when estimating population means from sample
    data. Using a lower confidence interval, such as 68.25%, will give a tighter range in which the population
    mean is estimated to fall, but the confidence is not sufficiently large. A higher confidence interval, such as
    99.73%, will give a wider range in which the population mean is estimated to fall, but the confidence is so
    large that it is not useful in predicting the population parameter (Cooper & Schindler, 2014).

    The second aspect of confidence intervals that is important to understand is a statistic called the standard
    error of the mean (often referred to as the standard error or SE) and something called the Z-score. The
    standard error of the mean can be thought of as the standard deviation of the sample data; more accurately,
    SE is the standard deviation of the sampling distribution, which will be discussed below. As a side note,
    standard deviation (σ) pertains to population data and is called a parameter. The standard error of the mean
    pertains to sample data and is called a statistic. Parameters describe population data, while statistics describe
    sample data. The SE is estimated from the sample standard deviation (s). Some very intelligent statisticians
    determined how to estimate the SE; otherwise, it would be necessary to draw a large number of individual
    samples to create a sampling distribution to calculate the SE. This is discussed further in the section below on
    the Central Limit Theorem. It is not necessary to know how SE is calculated. It is more important for
    practitioners to understand how to use this statistic rather than how to calculate it (Field, 2005; Zikmund et al.,
    2013).

    The Z-score, or standard score, is also integral to calculating confidence intervals. A Z-score uses standard
    deviation to compare a sample mean (�̅�𝑥) to a single data value. A Z-score of 1 indicates that a single data
    value is one standard deviation from �̅�𝑥. The Z-score will be positive if the single data value is above �̅�𝑥, and it
    will be negative if it lies below �̅�𝑥. Z-scores can be found by referring to a Z-score table or using a Z-score
    calculator. Both can be found on the internet. In the example below, a 95% confidence level equates to a Z-
    score of 1.96 or 1.96 standard deviations. As mentioned above, researchers usually use a 95% confidence
    interval, so a Z-Score of 1.96 would always be used. The other examples were included to provide an

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    understanding of the area under a normal curve that is included for the respective confidence intervals (see
    bell curve above) and to show the application of the appropriate Z-score based on the confidence interval
    used (Brase & Brase, 2013).

    The following will show how the standard error of the mean and Z-scores were used in the 911 call center
    scenario mentioned above.

    �̅�𝑥 – [(Z) (.4 SE)] ≤ µ ≤ �̅�𝑥 + [(Z) (.4 SE)] = Confidence Interval
    �̅�𝑥 = Sample Mean = 4.2 minutes
    Z = Z Score (Standard Deviation)
    SE = Standard Error of the Mean = .4 minutes
    µ = Population Mean

    68.27% C.I. = 3.8 minutes to 4.6 minutes

    4.2 minutes – [(1) x (.4)] = 3.8 minutes ≤ µ ≤ 4.2 minutes + [(1) x (.4)] = 4.6 minutes

    95% C.I. = 3.416 minutes to 4.984 minutes

    4.2 minutes – [(1.96) x (.4)] = 3.416 minutes ≤ µ ≤ 4.2 minutes + [(1.96) x (.4)] = 4.984 minutes

    95.45% C.I. = 3.4 minutes to 5.0 minutes

    4.2 minutes – [(2) x (.4)] = 3.4 minutes ≤ µ ≤ 4.2 minutes + [(2) x (.4)] = 5.0 minutes

    99.73% C.I. = 3.0 minutes to 5.4 minutes

    4.2 minutes – [(3) x (.4)] = 3.0 minutes ≤ µ ≤ 4.2 minutes + [(3) x (.4)] = 5.4 minutes

    Precise confidence intervals and Z-scores (standard deviations) were used in the calculations above. For
    example, a 95% confidence interval equates to a Z-score of 1.96 standard deviations. This means that +-1.96
    standard deviations from the mean represent 95% of the area under a normal curve. Compare this to the
    95.45% confidence interval that equates to a Z-score of 2 standard deviations, representing 95.45% of the
    area under a normal curve. While the Z-scores for the 95% and 95.45% confidence intervals are very close,
    researchers should use the precise Z-score (standard deviation) of 1.96, rather than 2, when calculating a
    95% confidence interval. This warning is provided to help allay any confusion since standard deviations and
    intervals under the normal curve are often simplified in usage. This simplification is referred to as the
    empirical rule, the 68-95-99.7 rule, or the three-sigma rule. For example, 1.96 standard deviations are often
    rounded to two standard deviations to represent 95% of the area under a normal curve. This is fine for quick
    forecasting, but precision is recommended for high stakes calculations (Brase & Brase, 2013; Salkind, 2009).

    The last point that is important to understand is that the confidence interval range depends on both sample
    size and the dispersion of the sample’s data values around the mean. The precision of a confidence interval
    may be increased by increasing the size of the sample. As Bell et al. (2022) comprehensively explain, there is
    an inverse relationship between sample size and sampling error. As sample size increases, the sampling
    error will decrease, and the confidence interval will become tighter and more precise. Gains in precision are
    clearly evident up to sample sizes of around 1,000 cases. After this, precision gains become much less
    noticeable. It should also be noted that it is an absolute—rather than relative—sample size that is important,
    regardless of the size of the population of interest. This means that a researcher should not be concerned
    about taking a certain percentage of the population as a sample. There is little benefit of samples larger than
    1,000, regardless of whether the population size is 1 million or 100 million.

    A larger dispersion of the data values around the sample mean will result in less confidence that the sample
    mean is a better representative of the population mean than a smaller dispersion of data values around the
    sample mean. For example, assume two samples each had a sample mean of 4.2 minutes of average wait
    times. Sample 1 has a range of values from .25 minutes to 15 minutes, while Sample 2 has a range of values
    from 4 minutes to 5 minutes. There would be more confidence that Sample 2’s mean is representative of the
    population mean due to the smaller dispersion of data values, which is reflected in a smaller standard error.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Figure 1 (Adapted from The University of Florida, n.d.)

    Central Limit Theorem

    In the discussion above about sampling error, it was noted that sampling is not perfect. If Sample 1 is from the
    population, its mean is unlikely to be an exact representative of the population mean. Additionally, if Sample 2
    is drawn from the same population, its mean would likely not represent the population mean or the Sample 1
    mean. If additional samples are drawn from the same population, it is very likely that the means from each
    sample would vary. This begs the question, how well does a single sample represent the population?

    One way to address this conundrum would be to continue to take many individual samples from the
    population. In theory, hundreds or thousands of samples would be taken from the population. For each
    sample, a sample mean (�̅�𝑥) would be calculated, resulting in a collection of many sample means.
    Remarkably, plotting the sample means in a histogram would result in a normal bell-shaped curve, called a
    sampling distribution, even if the population data is not normally distributed! This is beneficial since the
    distribution of the population is often unknown or may be known to be irregular. The central limit theorem says
    that for any population distribution at all, regardless of its shape, the sampling distribution from that population
    will be bell-shaped as long as the sample size is sufficiently large. Statisticians have determined that a
    sample size of n > 30 is sufficient for the central limit theorem to apply. If the population data is close to being
    normally distributed, then smaller sample sizes will result in normal distributions of sample means. If,
    however, the population distribution is far from normal, then larger sample sizes will be needed to ensure a
    normal distribution of sample means (Norusis, 2008).

    In addition to the sampling distribution exhibiting normality, the central limit theorem states that the average of
    the sample means would be a very close, near exact estimate of the population mean and would draw closer
    as the sample size is increased. Fortunately, as mentioned above, the standard deviation of a single sample
    can be used to estimate the standard error of the mean. This alleviates the impracticality of taking many
    samples from the same population to create a sampling distribution. A small standard error indicates that the
    sample mean is a close estimate of the population mean. Conversely, a large standard error would indicate
    that the sample mean is not a close estimate of the population mean. In short, a small standard error is good;
    a large standard error—not so much (Norusis, 2008).

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    In Closing

    This unit presented the basics of sampling, including populations, samples, statistical inference and
    generalization, sampling error, and confidence intervals. One simple but important takeaway from this unit
    should be that as sample size increases, sample standard deviation decreases, resulting in the sample mean
    becoming a better estimate of the population mean. Additionally, it is important to remember that sample size
    is absolute rather than relative, and after n = 1,000, the benefits of sample size begin to diminish. Therefore, a
    sample of n = 1,000 would be an optimal sample size for a population that is 1 million or 50 million.

    Unit III will explore the topics of structured interviews, surveys, and questionnaires. These are the data
    collection methods that work together with sampling. Later units will return to the idea of using inferential
    statistics for hypothesis testing.

    References

    Annenberg Learner. (2013). Confidence intervals: Against all odds—Inside statistics [Video]. Films on

    Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=111543

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Brase, C. H., & Brase, C. P. (2013). Understanding basic statistics (6th ed.). Cengage Learning.

    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

    Discovery Education. (2007). Discovering math: Advanced—Statistics and data analysis: Part 2 [Video]. Films

    on Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=117915

    Field, A. (2005). Discovering stats using SPSS (2nd ed.). SAGE.

    Norusis, M. J. (2008). SPSS 16.0 guide to data analysis. Prentice Hall.

    The Office of Research Integrity. (n.d.) Module 4: Method of information collection – Section 2:3 [Graphic].

    https://ori.hhs.gov/node/1228/printable/print

    Salkind, N. J. (2009). Exploring research (7th ed.). Pearson Education.

    The University of Florida. (n.d.). Estimation [Graphic]. https://bolt.mph.ufl.edu/6050-6052/unit-4/module-11/

    Weaver, P. (2016, July 19). Can you use standard deviation in project management? [Chart]. Project

    Manager. https://projectmanager.com.au/can-you-use-standard-deviation-in-project-management/

    Zaman, E. (n.d.) What is the difference between population and sample? [Graphic]. BBA Lectures.

    https://www.bbalectures.com/what-is-the-difference-between-population-and-sample/

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

    Learning.

    **UnitIIIStudyGuide.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitiiistudyguide-pdf-10344473)

    **## ResearchDesignandMethodsRCH5301UnitIIISelfCompletionQuestionnaire.docx**

    2

    Research Design and Methods RCH 5301

    **Unit III Assignment**

    This self-completion questionnaire measures your mastery of ULOs 4.1 and 4.2.

    **Self-Completion Questionnaire**

    For this assignment, you will create a self-completion questionnaire for the quantitative research project of interest you described in the Unit II discussion board. As discussed in the Unit III study guide, a self-completion questionnaire should be comprised of three parts: 1) the cover, 2) the instructions, and 3) the survey items. Construct these three parts by responding to the following prompts:

    Part 1 The Survey Cover

    · State the problem(s) to be solved.

    · Describe the population of interest.

    · Explain how you would determine sample size.

    · Define the sampling frame.

    · State the sampling design. (i.e., type of sampling)

    · Explain if the survey will be cross-sectional or longitudinal.

    · Detail how the surveys will be distributed and collected upon completion.

    2 The Survey Instructions

    · Create clear and unambiguous survey instructions for participants, in familiar language, that explain how to complete the questionnaire.

    Part 3 The Survey Items

    · Formulate eight closed-ended survey questions, using a Likert scale of your choosing, that would help solve your problem(s) when answered.

    · Include a minimum of four closed-ended demographic questions.

    Please thoroughly address all areas listed above and use APA-compliant headings and sub-headings that align with the individual assignment prompts. Respond to the prompts in the same sequence they are requested above and do not combine elements within a section.

    For guidance, refer to the sections on Survey Instrument Design and Advice for Survey Construction in the Unit III study guide. The survey that is developed should appear professional and in a format that would be suitable for distribution to participants.

    Your assignment should consist of a minimum of two pages in length. No references are required unless information is quoted or paraphrased.

    **## UnitIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit II

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

    4. Apply research methods within a research design.
    4.1 Explain the relationship of population, sampling frame, sampling design, and

    generalization.

    Required Unit Resources

    Chapter 2: Review of Literature (ULO 4.1)

    Chapter 8: Quantitative Methods (ULO 4.1)
    Read the following sections from this chapter:

    • Introduction
    • Putting Quantitative Research in Context
    • Quantitative Designs

    Video: Discovering Math: Advanced—Statistics and Data Analysis: Part 2 (ULO 4.1)
    Watch the following segments to learn more about data analysis. The transcript for this video can be found by
    clicking on “Transcript” in the gray bar to the right of the video in the Films on Demand database.

    • The Statistics of Sampling, or By Any Means” (Segment 9) (2 minutes)
    • “Sampling Distributions—Elephant Ages” (Segment 10) (2 minutes)
    • “Central Limit Theorem—Giraffe Graphs” (Segment 11) (2 minutes)
    • “Confidence Intervals— Running Cheetahs” (Segment 12) (3 minutes)
    • “Sampling Techniques” (Segment 13) (2 minutes)
    • “Uncertainty in Statistical Inferences” (Segment 17) (2 minutes)
    • “Sampling Error and Confidence Interval—High School Completion” (Segment 18) (2 minutes)
    • “Means— Average Salaries and Education” (Segment 20) (4 minutes)

    Video: Confidence Intervals: Against All Odds—Inside Statistics (ULO 4.1)
    This video touches on many of this unit’s concepts, such as target population, random samples, confidence
    intervals, and solving business problems. The transcript for this video can be found by clicking on “Transcript”
    in the gray bar to the right of the video in the Films on Demand database. (10 minutes).

    Unit Lesson

    Lesson: Sampling and Statistical Inference: Leave the Crystal Ball at Home (ULO 4.1)

    Populations, Samples, and Statistical Inference

    Positivist researchers share the epistemological assumption that knowledge is achieved through observation
    and measurement of phenomena using a quantitative research methodological strategy. Measuring and
    quantifying phenomena can be valuable as an end, such as in descriptive statistics; however, the true
    advantage of using quantitative data is in its ability to be used for statistical inference. In quantitative
    research, statistical inference refers to being able to draw conclusions about a population of interest from
    analyzing sample data selected from the population. Making inferences about a population is also known as
    generalizing results.

    UNIT II STUDY GUIDE
    Sampling, Confidence Intervals,
    and Inferential Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    (Adapted from Zaman, n.d.)

    A population can include virtually anything that can be counted and measured, including human participants,
    objects, and events, and there is no limit to the industries that can apply inferential statistics, including
    business and finance, marketing, law, medicine, health and safety, psychology and sociology, manufacturing,
    logistics, technology, education, energy, and the list goes on. Likewise, the application of inferential statistics
    is endless. For example, sampling can be used to make inferences about the average job satisfaction level of
    a population of employees, to make inferences about the percentage of defects in a population of
    manufactured units, to make inferences about average achievement test scores in a population of elementary
    school students, and to make inferences about the relationship between accident victim fatality rates and
    years of experience of first responders.

    Two of the primary research methods used to facilitate statistical inference in business and social science
    research are sampling and surveying. While immersed in this content on sampling, keep in mind that
    surveying is the most ubiquitous quantitative method used to collect sample data today. Surveying and
    sampling are used because, in many cases, it is simply not feasible from a cost or time perspective to gather
    data from every participant in the population of interest. If that were possible, it would be called a census.
    Rather, the use of sample data is an efficient and cost-effective alternative to make inferences about
    population means, proportions, and relationships between variables. An example of a population mean is the
    average antibody response to a new medicine. An example of a population proportion is the percentage of
    retirement savings for workers who participate in employer-sponsored savings plans. An example of a
    relationship between variables would be the correlation of reported cases of cannabis psychosis and age of
    user. This discussion will focus on the use of samples and confidence intervals to make inferences about
    population means.

    Sampling Error: Random Error Versus Systematic Error

    While sampling can be an efficient and cost-effective alternative to using a census, it is not perfect. A sample
    mean is unlikely to be an exact representative of the population mean. The sample mean could be very close
    to the population mean or not close at all. The variance between the true population mean and the sampling
    mean is due to sampling error. Sampling error takes two forms, which are random error and systematic error.

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    Random error, as its name suggests, occurs randomly. The sample mean may not truly represent the
    population mean due to factors like natural variations and individual differences in the cases selected for the
    sample or simply due to pure chance. Random error is unpredictable, so each measurement in the sample
    clusters around the true population mean and moves in both directions, both above and below, as shown in
    the graphic below. Random error can be mitigated, but not eliminated completely, by increasing sample size
    (Zikmund et al., 2013).

    Systematic error is generally non-random and occurs through deficiencies and errors in the process of
    sampling rather than the sample itself. For example, systematic error can occur through researcher errors,
    such as poor survey construction, analytical errors, and bias. As a result, systematic error is predictable, and
    each measurement will move in the same direction relative to the true population mean, either above or
    below, as shown in the graphic. Systematic error is controllable and, therefore, can be substantially reduced
    through improving systematic processes, such as recalibrating measurement equipment and pilot testing
    surveys, but it cannot be mitigated by increasing sample size (Zikmund et al., 2013).

    (Adapted from The Office of Research Integrity, n.d.)

    This discussion of sampling error highlights the imperfection and limitations of sampling. While systematic
    error can be substantially eliminated by a conscientious researcher, random error will always present a
    challenge to predicting population means. Fortunately, sample size and the central limit theorem (discussed
    later in this lesson) can help the researcher minimize random error.

    Statistical Inference Using Confidence Intervals

    Although sampling error will always be a factor in using samples to draw conclusions about population
    means, the power of statistical inference is in its ability to estimate the true values of population means, even
    in the face of random error. One of the most common methods used to make inferences about population
    means is confidence intervals.

    A confidence interval uses a sample to create a range of mean values in which the population mean is likely
    to fall. For example, a sample of emergency calls into a 911 call center may provide an average length of 4.2
    minutes per call. The following confidence intervals can be calculated from this sample:

    68.27% C.I. = 3.8 minutes to 4.6 minutes

    95% C.I. = 3.416 minutes to 4.984 minutes

    95.45% C.I. = 3.4 minutes to 5.0 minutes

    99.73% C.I. = 3.0 minutes to 5.4 minutes

    RCH 5301, Research Design and Methods 4

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    The first confidence interval indicates, with 68.27% confidence, that the population mean lies between 3.8 and
    4.6 minutes. The last confidence interval indicates, with 99.73% confidence, that the population mean lies
    between 3.0 and 5.4. This is useful information, but it is also helpful to have a basic understanding of how
    these statistics were derived.

    The first point to understand is that the confidence interval represents the area of probability in a normally
    distributed data set. The confidence intervals above were used for a very specific reason. A confidence
    interval of 68.27 corresponds to +-1 standard deviation, a confidence interval of 95.45 corresponds to +-2
    standard deviations, and a confidence interval of 99.73 corresponds to +-3 standard deviations. This is
    represented in the distribution graphic below.

    (Weaver, 2016)

    Researchers customarily use the 95% confidence interval when estimating population means from sample
    data. Using a lower confidence interval, such as 68.25%, will give a tighter range in which the population
    mean is estimated to fall, but the confidence is not sufficiently large. A higher confidence interval, such as
    99.73%, will give a wider range in which the population mean is estimated to fall, but the confidence is so
    large that it is not useful in predicting the population parameter (Cooper & Schindler, 2014).

    The second aspect of confidence intervals that is important to understand is a statistic called the standard
    error of the mean (often referred to as the standard error or SE) and something called the Z-score. The
    standard error of the mean can be thought of as the standard deviation of the sample data; more accurately,
    SE is the standard deviation of the sampling distribution, which will be discussed below. As a side note,
    standard deviation (σ) pertains to population data and is called a parameter. The standard error of the mean
    pertains to sample data and is called a statistic. Parameters describe population data, while statistics describe
    sample data. The SE is estimated from the sample standard deviation (s). Some very intelligent statisticians
    determined how to estimate the SE; otherwise, it would be necessary to draw a large number of individual
    samples to create a sampling distribution to calculate the SE. This is discussed further in the section below on
    the Central Limit Theorem. It is not necessary to know how SE is calculated. It is more important for
    practitioners to understand how to use this statistic rather than how to calculate it (Field, 2005; Zikmund et al.,
    2013).

    The Z-score, or standard score, is also integral to calculating confidence intervals. A Z-score uses standard
    deviation to compare a sample mean (�̅�𝑥) to a single data value. A Z-score of 1 indicates that a single data
    value is one standard deviation from �̅�𝑥. The Z-score will be positive if the single data value is above �̅�𝑥, and it
    will be negative if it lies below �̅�𝑥. Z-scores can be found by referring to a Z-score table or using a Z-score
    calculator. Both can be found on the internet. In the example below, a 95% confidence level equates to a Z-
    score of 1.96 or 1.96 standard deviations. As mentioned above, researchers usually use a 95% confidence
    interval, so a Z-Score of 1.96 would always be used. The other examples were included to provide an

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    understanding of the area under a normal curve that is included for the respective confidence intervals (see
    bell curve above) and to show the application of the appropriate Z-score based on the confidence interval
    used (Brase & Brase, 2013).

    The following will show how the standard error of the mean and Z-scores were used in the 911 call center
    scenario mentioned above.

    �̅�𝑥 – [(Z) (.4 SE)] ≤ µ ≤ �̅�𝑥 + [(Z) (.4 SE)] = Confidence Interval
    �̅�𝑥 = Sample Mean = 4.2 minutes
    Z = Z Score (Standard Deviation)
    SE = Standard Error of the Mean = .4 minutes
    µ = Population Mean

    68.27% C.I. = 3.8 minutes to 4.6 minutes

    4.2 minutes – [(1) x (.4)] = 3.8 minutes ≤ µ ≤ 4.2 minutes + [(1) x (.4)] = 4.6 minutes

    95% C.I. = 3.416 minutes to 4.984 minutes

    4.2 minutes – [(1.96) x (.4)] = 3.416 minutes ≤ µ ≤ 4.2 minutes + [(1.96) x (.4)] = 4.984 minutes

    95.45% C.I. = 3.4 minutes to 5.0 minutes

    4.2 minutes – [(2) x (.4)] = 3.4 minutes ≤ µ ≤ 4.2 minutes + [(2) x (.4)] = 5.0 minutes

    99.73% C.I. = 3.0 minutes to 5.4 minutes

    4.2 minutes – [(3) x (.4)] = 3.0 minutes ≤ µ ≤ 4.2 minutes + [(3) x (.4)] = 5.4 minutes

    Precise confidence intervals and Z-scores (standard deviations) were used in the calculations above. For
    example, a 95% confidence interval equates to a Z-score of 1.96 standard deviations. This means that +-1.96
    standard deviations from the mean represent 95% of the area under a normal curve. Compare this to the
    95.45% confidence interval that equates to a Z-score of 2 standard deviations, representing 95.45% of the
    area under a normal curve. While the Z-scores for the 95% and 95.45% confidence intervals are very close,
    researchers should use the precise Z-score (standard deviation) of 1.96, rather than 2, when calculating a
    95% confidence interval. This warning is provided to help allay any confusion since standard deviations and
    intervals under the normal curve are often simplified in usage. This simplification is referred to as the
    empirical rule, the 68-95-99.7 rule, or the three-sigma rule. For example, 1.96 standard deviations are often
    rounded to two standard deviations to represent 95% of the area under a normal curve. This is fine for quick
    forecasting, but precision is recommended for high stakes calculations (Brase & Brase, 2013; Salkind, 2009).

    The last point that is important to understand is that the confidence interval range depends on both sample
    size and the dispersion of the sample’s data values around the mean. The precision of a confidence interval
    may be increased by increasing the size of the sample. As Bell et al. (2022) comprehensively explain, there is
    an inverse relationship between sample size and sampling error. As sample size increases, the sampling
    error will decrease, and the confidence interval will become tighter and more precise. Gains in precision are
    clearly evident up to sample sizes of around 1,000 cases. After this, precision gains become much less
    noticeable. It should also be noted that it is an absolute—rather than relative—sample size that is important,
    regardless of the size of the population of interest. This means that a researcher should not be concerned
    about taking a certain percentage of the population as a sample. There is little benefit of samples larger than
    1,000, regardless of whether the population size is 1 million or 100 million.

    A larger dispersion of the data values around the sample mean will result in less confidence that the sample
    mean is a better representative of the population mean than a smaller dispersion of data values around the
    sample mean. For example, assume two samples each had a sample mean of 4.2 minutes of average wait
    times. Sample 1 has a range of values from .25 minutes to 15 minutes, while Sample 2 has a range of values
    from 4 minutes to 5 minutes. There would be more confidence that Sample 2’s mean is representative of the
    population mean due to the smaller dispersion of data values, which is reflected in a smaller standard error.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
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    Figure 1 (Adapted from The University of Florida, n.d.)

    Central Limit Theorem

    In the discussion above about sampling error, it was noted that sampling is not perfect. If Sample 1 is from the
    population, its mean is unlikely to be an exact representative of the population mean. Additionally, if Sample 2
    is drawn from the same population, its mean would likely not represent the population mean or the Sample 1
    mean. If additional samples are drawn from the same population, it is very likely that the means from each
    sample would vary. This begs the question, how well does a single sample represent the population?

    One way to address this conundrum would be to continue to take many individual samples from the
    population. In theory, hundreds or thousands of samples would be taken from the population. For each
    sample, a sample mean (�̅�𝑥) would be calculated, resulting in a collection of many sample means.
    Remarkably, plotting the sample means in a histogram would result in a normal bell-shaped curve, called a
    sampling distribution, even if the population data is not normally distributed! This is beneficial since the
    distribution of the population is often unknown or may be known to be irregular. The central limit theorem says
    that for any population distribution at all, regardless of its shape, the sampling distribution from that population
    will be bell-shaped as long as the sample size is sufficiently large. Statisticians have determined that a
    sample size of n > 30 is sufficient for the central limit theorem to apply. If the population data is close to being
    normally distributed, then smaller sample sizes will result in normal distributions of sample means. If,
    however, the population distribution is far from normal, then larger sample sizes will be needed to ensure a
    normal distribution of sample means (Norusis, 2008).

    In addition to the sampling distribution exhibiting normality, the central limit theorem states that the average of
    the sample means would be a very close, near exact estimate of the population mean and would draw closer
    as the sample size is increased. Fortunately, as mentioned above, the standard deviation of a single sample
    can be used to estimate the standard error of the mean. This alleviates the impracticality of taking many
    samples from the same population to create a sampling distribution. A small standard error indicates that the
    sample mean is a close estimate of the population mean. Conversely, a large standard error would indicate
    that the sample mean is not a close estimate of the population mean. In short, a small standard error is good;
    a large standard error—not so much (Norusis, 2008).

    RCH 5301, Research Design and Methods 7

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    In Closing

    This unit presented the basics of sampling, including populations, samples, statistical inference and
    generalization, sampling error, and confidence intervals. One simple but important takeaway from this unit
    should be that as sample size increases, sample standard deviation decreases, resulting in the sample mean
    becoming a better estimate of the population mean. Additionally, it is important to remember that sample size
    is absolute rather than relative, and after n = 1,000, the benefits of sample size begin to diminish. Therefore, a
    sample of n = 1,000 would be an optimal sample size for a population that is 1 million or 50 million.

    Unit III will explore the topics of structured interviews, surveys, and questionnaires. These are the data
    collection methods that work together with sampling. Later units will return to the idea of using inferential
    statistics for hypothesis testing.

    References

    Annenberg Learner. (2013). Confidence intervals: Against all odds—Inside statistics [Video]. Films on

    Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=111543

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Brase, C. H., & Brase, C. P. (2013). Understanding basic statistics (6th ed.). Cengage Learning.

    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

    Discovery Education. (2007). Discovering math: Advanced—Statistics and data analysis: Part 2 [Video]. Films

    on Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=117915

    Field, A. (2005). Discovering stats using SPSS (2nd ed.). SAGE.

    Norusis, M. J. (2008). SPSS 16.0 guide to data analysis. Prentice Hall.

    The Office of Research Integrity. (n.d.) Module 4: Method of information collection – Section 2:3 [Graphic].

    https://ori.hhs.gov/node/1228/printable/print

    Salkind, N. J. (2009). Exploring research (7th ed.). Pearson Education.

    The University of Florida. (n.d.). Estimation [Graphic]. https://bolt.mph.ufl.edu/6050-6052/unit-4/module-11/

    Weaver, P. (2016, July 19). Can you use standard deviation in project management? [Chart]. Project

    Manager. https://projectmanager.com.au/can-you-use-standard-deviation-in-project-management/

    Zaman, E. (n.d.) What is the difference between population and sample? [Graphic]. BBA Lectures.

    https://www.bbalectures.com/what-is-the-difference-between-population-and-sample/

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

    Learning.

    **UnitIIIStudyGuide.pdf**

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