CW_DMCCR_Practical_Tasks_DDobrev_v1.3.docx

DESIGN AND METHODOLOGY OF ORGANIZATIONAL AND CROSS-
CULTURAL RESEARCH
Coursework: Eight Practical Tasks on Main Topics and Master Thesis Plan
JUNE 10, 2022
SOFIA UNIVERSITY ST. KLIMENT OHRIDSKI
Prepared by: Dobrin Dobrev
Reviewed by: Prof. Ergyul Tair

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DESIGN AND METHODOLOGY OF ORGANIZATIONAL
AND CROSS-CULTURAL RESEARCH
COURSEWORK IN ORGANIZATIONAL PSYCHOLOGY TIONAL
TYPES AS PREDICTORS OF WELL-BEING AT THE WORKPLACE
Table of Contents
Introduction...............................................................................................................................................................2
Topic 1. The science Psychology: Basic concepts, Research literatures, methods and ethics..........................................3
1. Practical Task 1................................................................................................................................................3
2. Theoretical background ...................................................................................................................................3
3. Practical Task - brief description of the researchin terms of the cyclical model. ..................................................3
Topic 2. Scientificmethods:Approachesto knowledge,goalsof the scientificmethods,qualitative andquantitative
research.....................................................................................................................................................................5
1. Practical task 2: ...............................................................................................................................................5
2. Theoretical Background Qualitative vs Quantitative approach............................................................................5
3. Practical Task: Qualitative vs Quantitative approachin Empirical study...............................................................6
Topic 3. Psychological measurement: Definition, Reliability and Validity of PM ...........................................................8
1. Practical task 3 ................................................................................................................................................8
2. Theoretical Background - Psychological constructs ............................................................................................8
3. Practical Task – reliability and validity of Big 5 personality traitsfor job performance, SA studies .........................8
Topic 4. Research design: Experimental and non-experimental design in psychological research..................................9
1. Practical Task 4................................................................................................................................................9
2. Theoretical Background – Research Design.......................................................................................................9
3. Practical Task - settings, validity and generalizability of the results...................................................................10
Topic 5. Descriptive and exploratory designs: Observation and survey research in psychology...................................10
1. Practical task 5 ..............................................................................................................................................10
2. Theoretical Background – Research Design.....................................................................................................11
3. Practical Task – cross-cultural study in I/O psychology result analysis ...............................................................11
Topic 6. Experimental methods in psychology...........................................................................................................12
1. Practical task 6 ..............................................................................................................................................12
2. Theoretical Background – Experimental methods............................................................................................12
3. Practical Task – experimental study result analysis and discussion....................................................................13
Topic 7. Methodological issues in cross-cultural research..........................................................................................14
1. Practical task 7 ..............................................................................................................................................14
3. Practical Task – quasi-experimental cross-cultural research .............................................................................14
Topic 8. Data analysis in organizational research.......................................................................................................15
1. Practical task 8 ..............................................................................................................................................15
3. Practical Task – quasi-experimental cross-cultural research .............................................................................16
Topic 9. Presenting your research - practical example (DMCCR).................................................................................17

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Master Thesis Plan...................................................................................................................................................17
1. Literature Research and Main Definitions........................................................................................................17
2. Formulation of the Problem...........................................................................................................................18
3. Hypothesis definition.....................................................................................................................................19
4. Experimental Design......................................................................................................................................19
5. Data collection and survey conduction............................................................................................................19
6. Statistical methods and Data Analysis.............................................................................................................19
7. Expected results and outcomes of the Master Thesis.......................................................................................20
8. References....................................................................................................................................................20
Introduction
Thisis courseworkinthe discipline “DESIGN ANDMETHODOLOGY OF ORGANIZATIONALANDCROSS-CULTURAL
RESEARCH” (DMCCR),part of Organizational Psychology and Cross-cultural Management Master’s program.
Eightseparate practical tasks have beendone inthe currentstudyoneach one of the Topicsinthe discipline andthe
Master ThesisPlanispresentedat the endof the paperwithdetailsandmainpointscorrespondingtothe course
objectivesandReferenceliterature isprovided. ThispaperiswrittenexamonDMCCR and isuploadedtoMoodle
platform:
https://elearn.uni-sofia.bg/mod/assign/view.php?id=989517
The main objective of thisworkistoshowpractical knowledge of designandmethodologyof the researchesandstudies
inOrganizational PsychologyandCross-cultural management. All the chaptershave similardesignwiththe name of the
mainTopic fromSyllabus,practical task description,article chosen, shorttheoretical background andpractical task
analysisandresultsdiscussion. MasterThesisPlanispartof the lastTopic9 “Presentingyourresearch”andhasbeen
preparedbasedonthe previoustopicsandthe structure giveninthe lectures:
 Literature ResearchandMain Definitions
 Formulationof the Problem
 Hypothesisdefinition
 ExperimentalDesign
 Data collectionandsurvey conduction
 Statistical methodsandDataAnalysis
 Expectedresultsandoutcomesof the MasterThesis
 References
Psychologyisdefinedasthe scientificstudyof humanbehaviorandmental processes,andDMCCRillustratesthe
featuresthatmake itscientific. There are numberof importantquestionstobe asked: Whoconductsscientificresearch
inpsychology?Why?Doesscientificpsychologytell usanythingthatcommonsense doesnot?WhyshouldIbotherto
learnthe scientificapproach—especiallyif Iwantto be a clinical psychologistandnota researcher? The scope isquite
large to be masteredwithinacourse or evenwithinthe masterprogram, butitstarts fromthe firmfoundationrule in
science:“The onlysource of knowledge isexperience.”- AlbertEinstein.

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Topic1. The science Psychology: Basic concepts, Research literatures, methods and
ethics
1. Practical Task 1
Finda descriptionof an empirical study in a professional journal or inone of the scientificpsychologyblogs.Then
write a briefdescriptionof the research in terms ofthe cyclical model presented
Article usedforthe taskand analysis:
http://gmjacs.bahria.edu.pk/index.php/ojs/article/view/77
Global ManagementJournal forAcademic&Corporate Studies,Vol.9No.1, 2019: Role of Leadershipand Team
Buildingin Employee Motivationat Workplace
2. Theoretical background
Figure 1 showsa simple model of scientificresearchinpsychology.Researcherscreate researchquestions,conduct
empirical studiestoanswerquestions,analyze the resultingdata,draw conclusionsaboutthe answerstothe questions,
publishthe results,andpublish studies.Make itpartof the literature (thatis,make itall public).Researchresultsinthis
field).Thisprocesscanbe consideredacycle,asthe researchliterature isone of the mainsourcesof new research
questions.The newsurveyleadsto newquestionsthatleadtothe new survey.Figure 2.1also showsthatresearch
questionscanarise outside thiscycle,eitherthroughinformal observationsorthroughpractical problemsthatneedto
be resolved.Buteveninthese cases,researchersstartbyreviewingthe researchliterature tosee if Question hasalready
beenanswered,andimproveitbasedonwhatpreviousstudieshave alreadyfound.
3. Practical Task - brief description of the research in terms of the cyclicalmodel.
Figure1. Cycle Model of Scientific Research in Psychology adapted to the analyzed article
Cycle Model of ScientificResearchinPsychologyadaptedtothe analyzedarticle Role ofLeadershipand Team Building
in Employee Motivationat Workplace is shownonFig.1 anddescribedindetailsbellow.
Research Literature/ Theory
1) Employee Motivation
2) Leadership&Motivation;LeadershipStyles
3) Team Development andMotivation
Research Objectives/ Questions
Impact ofLeadershipand TeamBuilding
on Worplace Motivation
Empirical Study
Descriptivesurvey,basedon a quantitative design
conducted by a state-owned oilcompany.
Three questionnairies have been distributed to
employees The samplesize is 340participants.
Data Analysis
1) ReliabilityAnalysis
2) Descriptive Statistics
3) Leadership and Teambuilding on
Employee Motivation
Conclusions&Reccomendations
C:Data analysis showthatteam
development and leadership influence
the level of workplacemotivation.
R:Leadership meetings, trainings and
teambuildingtrainings and programs.

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3.1. LiteratureReview and Theoreticalconcepts
Basedon the theoretical researchfromthe booksandarticlescitedinReferencesdone followingdefinitionsand
conceptsare discussed:
 Employee Motivation
The motivationlevelof employeesisconsideredasone of the most vital elementsof motivation.Itisa setof energetic
forces,withinternal factorsof eachemployee.
 Leadership&Motivation
Work motivationisdefinedasthe inspiration,highenergy,andcommitmenttothe jobandimaginationthatan
individualcontributestothe organizationcontinuously.Motivationhasitsrootsfromthe Latin word,"movere"which
meansmovement.There are manyrational referencestothe relationship betweenleadershipandteamdevelopment
for motivation.Practitionersandscholarsemphasize thateffective leadershipqualitiesandbehaviorscanhelp
organizationsimprovetheirperformance whenevertheyneeditandface new challenges(McGrathand some res.2003).
A long-standingapproachsuggeststhatitfocusesonthe impactof leadershipwhenfew organizationsare lookingforan
efficientwaytoimprove performance of otherorganizations.
 LeadershipStyle
 Participative
 Controlling
 Supportive
 Delegating
Hypothesis H1:Leadershipstyle hasasignificanteffectonemployee motivationatworkplace
 Team DevelopmentandMotivation
Team developmentplaysasignificantrole inimprovingthe communicationandinteractionof employeeswithinthe
organization.Teambuildingactivitiesimproveproblem-solvingskillsandconfidence.
Thisstudyis an attemptto investigate the impactof teambuildingexercisesonemployeemotivation.
H2: Teambuildinghasasignificanteffectonemployee motivation.
3.2. Research Objectives/Questions
The chosen studyaimsto investigate the leadershipandteam-buildinginastate-ownedpetroleum corporationand
intendstoanalyze the impact of these two variableson workplace motivation.The objectives of the researchworkare:
 To investigate the impactof teambuildingonmotivationatworkplace
 To analyze the effectof strongteamrelationshipanditsimpactonwork relatedoutcomes
 To investigate whetherthe motivationatworkplace can be affectedbyleadershipstyles
3.3. EmpiricalStudy
The empirical study isa descriptivesurveyandisbasedona quantitative designconductedbya state-ownedoil
companyto investigate the impactof teamworkandleadershiponemployeemotivation. The questionnaire was
distributedto employeesandcollectedtheiropinions.The subjectof thissurveywere employeeswhoworkedatall
levelswithinthe organization.The samplesize forthisstudywas340 participants.Survey,participants'anonymitywas
alsomaintained.
3.4. Data Analysis
4. ResearchconductionandData analysis
• ReliabilityAnalysis
Reliabilityforall constructsiscalculatedthroughCronbachAlpha.Itisa diagnosticmeasure thatestimatesthe internal
consistencyof the entire scale.
• Descriptive Statistics
74.8 percentmale and25.2 percentfemale employeestookpartinthisresearch.Majorityof the employeeswereaged
between25to 35 years.Age group of 36-45 yearscomprisesof 31.7 percentof the respondents.Above 55yearsgroup
comprises7.9 percentof the total respondents.

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Largestgroup isof middle level employeesrepresenting45.3 percentof total respondents.32percentrespondentswere
fromlowerlevel managementand22.6 percentfromtoplevel management.
 Regression
Leadershipstyleswerecheckedwithemployee motivation.Resultsshow thatdelegatingandparticipative
leadershipstyle contributestowardsemployeemotivation.A low value of R2 whichis0.22 is indicatingthat22.9 percent
variationinemployee motivationisdue todelegatingandparticipativeleadershipstyles.Hypothesisthatthere is
significanteffectof leadershipstylesonemployeemotivationisacceptedwhichisindicatedbythe sigvalueswhichare
lessthan0.05.
• LeadershipandTeambuildingonEmployee Motivation
Leadershipstyle andteambuildinghelptoeffectivelyovercome obstaclesfrommodelsummaries.A moderate R2value
of 0.545 indicatesthat54% of employeemotivationfluctuationsare due toleadershipstyle andteambuilding.The
hypothesisthatleadershipstyle andteambuildinghave asignificantimpactonemployee motivationisaccepted,as
indicatedbya sigvalue of lessthan0.05.
The regressionresultsshowthe importanceof leadershipstyle.Foreffective teambuilding,all participantsmustbe
activelyinvolvedineachactivity.Establishingruleswhenformingateamensuresthe participationof all teammembers
and ultimatelyleadstothe successof the organizationandthe effectivenessof itsgoals.
3.5. Conclusion
Motivatedpeople have averypositiveattitude andfeel empoweredaboutwhattheyhave achieved.Insummary,
motivatedpeople enjoyworkinginthe workplace andperformbetterthanunmotivatedpeople.Allcompetentleaders
wantorganizationtobe staffedandsatisfiedwiththose ideas.
Data analysisshowthatteamdevelopmentandleadershipinfluence the level of workplace motivationwithinastate-
ownedoil company.
3.6. Recommendations
Giventhe impactof teambuildingandleadershiponworkplace motivation,the HumanResourcesDepartmentat
State PetroleumCorporationshouldconsiderthe followingactionstoimprove the overall motivationonthe workplace:
 Human resourcesneedtoarrange and conductleadershipmeetingsforseniormanagementtoenable
managersto developleadershipskillsthatmeettheirjobrequirements.
 Team buildingtrainingshouldbe conductedquarterlytoimprove teamwork.
 Variousteambuildingprogramsneedto be organizedinsideandoutside the organizationtodeepen
understandingbetweenteammembersandbetweenmanagers
Topic 2. Scientific methods: Approaches to knowledge, goals of the scientific
methods, qualitative and quantitative research
1. Practical task 2:
Findan empirical studyonone topic(whichyoufindinteresting) thatuse aqualitative andquantitative method.Analyze
the benefitsanddisadvantagesof bothmethods.
Scientificarticle usedforthe practical taskand analysis:
https://buescholar.bue.edu.eg/cgi/viewcontent.cgi?article=1016&context=bus_admin
BUE Scholar;BusinessAdministration,EconomicsandPoliticalScience;
The Impact of Motivationon Organizational CitizenshipBehaviour(OCB):The MediationEffectof Employees’
Engagement,S.Shaaban
2. Theoretical Background Qualitative vs Quantitative approach
Qualitative research ismultimethodinfocus,involvinganinterpretive,naturalistic approachtoitssubjectmatter.This
meansthat qualitativeresearchersstudythingsin theirnatural settings,attemptingtomake sense of,orinterpret,
phenomenainterms of the meaningspeople bringtothem.

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Qualitative researchersuse avarietyof methodsto developdeepunderstandingsof how people perceive theirsocial
realitiesandinconsequence,howtheyactwithinthe social world.
For example,diaryaccounts,open-endedquestionnaires,documents,participantobservation,andethnography.
A goodexample of aqualitative researchmethodwouldbe unstructuredinterviewswhich generate qualitative data
throughthe use of openquestions.Thisallowsthe respondentto talkinsome depth,choosingtheirownwords.This
helpsthe researcherdevelopareal sense of aperson’sunderstandingof asituation.
Quantitative Research
Quantitative researchgathersdataina numerical formwhichcanbe put intocategories,orinrank order,or measured
inunitsof measurement.Thistype of datacan be usedtoconstruct graphsand tablesof raw data.
Quantitative researchersaimtoestablishgeneral lawsof behaviourandphenomenonacrossdifferentsettings/contexts.
Researchisusedto testa theoryand ultimatelysupportorrejectit.
Experimentstypicallyyieldquantitative data,astheyare concernedwithmeasuringthings.However,otherresearch
methods,suchas controlledobservationsandquestionnairescanproduce bothquantitative information.
For example,aratingscale or closedquestionsonaquestionnairewould generate quantitativedataas these produce
eithernumerical dataordata that can be putintocategories(e.g.,“yes,”“no”answers)
3. Practical Task: Qualitative vs Quantitative approach in Empirical study
The variablesof thisstudyare as follows:the independentvariable ismotivationdividedinto(Intrinsicandextrinsic),the
dependentvariable isorganizational citizenshipbehaviour(OCB),andthe MediatorVariableisEmployee engagement.
Figure 2. Conceptual model
METHODOLOGY
 PreliminaryStep:
In the pre-testedstage contentvaliditythatwasdone byexpertopinionsof twouniversityresearchspecialistsin
quantitative methodologyprofessors.The pre-testedscale wastestedon25 employee respondentswhotheyhave the
similarcharacteristicsto the sample targetgroup.The PLA focusesgroupdiscussiontargettwomainpointsare: 1) to
explainthe mainpurpose of researchandhowmotivationof employee canaffecttheirOCB behaviour, alsoif the
employeesengagedintaskswouldthisincrease theirOCBbehaviour;2) To reveal the significantof thisstudyobjectives
fromtwo prospective academicsandpractitioners.
Researchdesign
The MixedMethodsStudiestermisraisesbasedonthe perspective of combinedormixingtworesearch strategiesof
quantitative and qualitative data to produce awayfrom testingandinvestigate aphenomenon orclarifyingcertain
situation.
The main advantages behindthismethodologyisratherthanyoubuildyourresult separate quantitative andqualitative
data collectionandanalysis,youbecomedependentonamore complete andutilizationof dataforone mixedapproach.

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The
evaluationof personalityand engagementprovideaclearopportunityformixedmethodsstudiestocontribute to
training,learningand capacitybuildingprogramshouldapplyforanemployee inthese twoministries,andhowto
improve the leadershipskillsandbesttaskeachpersonshouldfit.Also,ithelpsthe researchertoidentifywhich
personalitytraitswillbe dominantaleadingthe engagementdimensions.
Thisresearchis investigatingrelationshipof employee motivation,engagementandOCBinthe governmentorganization
inEgypt, inthe MOCA. Thisrelationshiphasneverbeenaddressedbefore in the governmentsectorandmostof the
literature focusesonprivate sectorbusinessratherthanthe public sector.The data gatheredwasprimarydata inthe
questionnaire form,confirmedbyinterviewswiththe targetgroup.
Measurementinstruments
Qualitative Approach: The questionnaire consistsof asetof questionswhichare giventoagroup of employees
selectedbased on(employeeswhohave postgraduate qualifications),agedfrom30 to 45. The questionnaire was
classifiedintofourdivisions.The firstdivision,isdemographical informationaboutthe employeesuch as;age,gender
and qualifications.The secondsectionmeasuresmotivation(intrinsicandextrinsic) using tenstatementsdeveloped
frommotivatingfactorsscale.The thirdsectionisemployee engagement whichtakenfrom.Andfinally,the forthsection
isOCB whichincludesfourteenstatementstaken fromFields,D.(2013), these statementsdividedinto2sectionOCB
individuallevel andforOCB organization level.
Qualitative approach PLA (ParticipatoryLearning&Action) focusesgroupinterview workshop.
The secondapproach and methodologychoseninthisstudyisPLA.The PLA is an approachof different approachesof
actionresearch.Accordingto RobertChambers,aPLA researchroute createsvarious stakeholderstoengage inashared
processto enrichedlearning-basedparticipantparticipation.A PLA ‘mode of engagement’helpsinco-operation,
reciprocity,dialogue andmutual respectinresearch.This promotesinencounterswithinandacrossrespondsand
stakeholderparticipatedinthe research study.
ThisPLA Qualitative approach is user-friendlyanddemocratic, inclusive,verbal andtangibledata,generatingand
combiningvisual,andtoconfirmthe findingof any research.The approachas a qualitative researchusingacollectionof
toolssuch as charting, mapping,rankingandassessmentpracticesare withfocusgroupsinterviews.The conceptof
includingthe sample asastakeholdergroupsengage inPLA dialoguetorecognize, inademocraticwaythe resultof their
respondsthe questionnairesorsurveyandaddon the practical level.
PLA researchers’performance asfacilitatorsthandirectorsordecision-makerswhich allow trustedstrongrelationships.
PLA tactic andstyle are to prompt foran active researchprocess designedtoencourage andsupportthe responders’
significantengagement.
A workshopheldafterthe statistical analysisof the transformational/transactionandresilience survey.
The purposesof thisworkshop2 parts, firstexplainthe meaningandapplicationsof transformational style of leadership
and transactional style of leadership,alsothistopresentthe statistical resultstothe respondersandtosee if theyare
agreedaboutthisresultof thisstudytranslatedthe real situationintheir sector.
AdvantagesandDisadvantagesfoundinQualitative andQuantitative approachinthe study.
Firstof all we can see that these twomethodsare differentandrathercan be usedas complementarymethodsthatas
opposite options.
Disadvantages of Qualitative Approachused:
 Time and costsconsuming.
 Qualitative designsdonotgenerallydraw samples
 Limiteddatasetsand statistical validity,reliability(only25 initial participants)
 Hard to replicate qualitative studies
 The time requiredfordatacollection,analysisandinterpretation islong.
 Analysisof qualitative dataisdifficultandexpertknowledgeof anarea is required.
Advantagesof QualitativeApproachused:
 Close researcherinvolvement andconnectionwithparticipants
 Researchergainsaninsider'sviewof the field.
 Openquestionsandinvolvementof employeesinthe survey
 Qualitative descriptions canplaythe importantrole instrategy,trainingandcorrective actions

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Disadvantagesof Quantitative Approachused:
 Quantitative experimentsdonottake place innatural settings.Inaddition
 Do not allowparticipantstoexplaintheirchoicesorthe meaningof the questionsmayhave forthem.
 NeedforResearcherexpertiseinstatistical anddataanalysis.
 Large sample sizesare neededformore accurate analysisandstatistical validity
Advantagesof QuantitativeApproachused:
 Objective Quantitative
 Can be interpretedwithstatistical analysis
 Useful fortestingandvalidatingalreadyconstructedtheories.
 Rapidanalysis:usage of software removesmuchof the needforprolonged dataanalysis
 Replication ispossible
The current research that the twomethodsof qualitative andquantitateapproachcanbe combinedtogain fromtheir
strengths,tomitigate theirweaknessesandtomake itworth forboth company,employeesand researchers. Thisissort
of Mixedmethodsresearch, agoodsynergyof Quantitative and Qualitative analysis.
Topic3. Psychological measurement: Definition, Reliability and Validity of PM
1. Practical task 3
Presentevidence onreliabilityandvalidityof psychological constructs;
ResearchArticle:
The validityof the BigFive personalitytraitsforjobperformance:Meta-analysesof SouthAfricanstudies,VanAarde et
al.
https://www.researchgate.net/publication/318907342_The_validity_of_the_Big_Five_personality_traits_for_job_perfor
mance_Meta-analyses_of_South_African_studies_Van_Aarde_et_al
2. Theoretical Background - Psychological constructs
Psychological constructs are the theoriesandhypothesesthatpsychologistsuse toexplainorpredicthumanbehavior.
Theycan be definedaseithervisual concepts,suchasintelligence,orunobservableones,like repression.
The constructs vary intheirlevel of complexityandrange frombasicdescriptionsof phenomena(e.g.,aggression) to
more complex processes(e.g.,cognitivedissonance).
Psychologistsdeveloptheoriesaboutthese psychological constructsbasedonobservationsmade bythemselvesor
otherresearchersonempirical datacollectedthroughscientificmethods.
These constructionsare thenputintomeasurementssotheymaybe testedfor validityina controlledexperimental
settingwithcontrol groupsagainstanexperimental group(s),whichallowsforcomparisonbetweenthemtoconclude
the causal relationshipbetweenvariableswithinthe theorybeing.
3. Practical Task – reliability and validity of Big 5 personality traits forjob performance, SA studies
Previousmeta-analyseshave establishedthe BigFive personalitytraitsas importantpredictorsof jobperformance
aroundthe globe.Thisstudyextendsthe international generalizabilityof BigFive criterion-relatedvaliditythrough
systematicreviewandmeta-analysesof personality–performance researchconductedinSouthAfrica.We meta-
analyzeddatafrom33 studiesand6,782 individualstoestimatevaliditiesof BigFive traitsforvariousjobperformance
criteria.Resultsshowedthatthe BigFive traitshave similar validityforjobperformance criteriaasfoundinother
cultural contexts.Conscientiousnesswasthe strongestpredictoracrossperformance criteria,while othertraitsshowed
validityfor specificcriteriaorsubsamples.Resultsdemonstrate the importance of psychometricmeta-analysisfor
buildingcumulativeknowledge andsupportapplieduse of personalityassessmentsinSouthAfrica.Consistencyof the

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results
of thisstudywiththose of previousmeta-analysesinothernationalcontextssupportsthe argumentthatpersonality–
performance relationsare acultural universal.
Basedon the consistencyof personalitycriterion-relatedvaliditiesacrossmeta-analysesfromthe UnitedStates,Europe,
and East Asia(Barrick& Mount, 1991; Oh,2009; Salgado,1998), we expecttoobserve personality–performance
relationsthatare generallyconsistentwithpreviousmeta-analyses.
However,asdiscussedabove,validitiesmaybe largerbecause of personalityandperformance range enhancementor
be attenuatedbecause of poortransportabilityforimportedmeasures.Higherlevelsof cultural collectivismmayalso
contribute toincreasedvalidityforinterpersonal traits.
The meta-analyticevidenceprovidedbythe currentstudyconfirmsthatthe BigFive personalitytraitshave animportant
role forpredictingjobperformance inSouthAfrica.Humanresource practitioners,industrial psychologists,and
managersshouldadoptpersonalityassessmentsandincorporate themintotheirdecision-makingsystemsforpersonnel
selection,aswell asforotherapplications,suchascareerguidance,coaching,successionplanning,anddevelopment
interventions.To maximize validity,testscoresshouldbe interpretedwithrespecttoSouthAfricannormsforthe jobs
underconsiderationusingmechanical decisionrules(Kuncel,Klieger,Connelly,&Ones,2013).
In the studyhave been computedtwosetsof meta-analyticestimates—constructcorrelations,where we correctedfor
predictorindirectrange restrictionandmeasurementerrorinthe predictorandcriterion,andoperational validities,
where we re-attenuatedthe constructcorrelationsusingthe meanpredictor reliability.Operational validitiesprovide
the bestestimate of the predictive value of personality.
In the surveyare examinedmeasurementmethodandpurpose asmoderatorsof personality validityfortechnical
performance.Supervisorandcustomerratingsshowedconsistentlystrongerrelationswithpersonalitytrai tsthandid
objective performance measures,evenafteraccountingfordifferential reliabilityacrossmeasurementmethods.This
patternof resultslikelystemsfromthe broaderrange of performance behaviorstypicallyconsideredbyratings,
comparedto the relativelynarrowarrayof behaviorsandoutcomesthatcan be capturedby an objective criterion(e.g.,
numberof emailsprocessed).
Topic4. Research design: Experimental and non-experimental designin psychological
research
1. Practical Task4
Findan experimentalstudy onsome organizational orcross-cultural psychological constructandpresentandexplainthe
settings,the validity(internalorexternal orboth) andgeneralizabilityof the results;
Scientificarticle used:
LiviaL. Barakat Melanie PLorenzJase R. RamseySherbanL Cretoiu,(2015),"Global managers:ananalysisof the impact
of cultural intelligenceonjobsatisfactionandperformance",International Journal of EmergingMarkets,Vol.10
Linkto thisdocument:
http://dx.doi.org/10.1108/IJoEM-01-2014-0011
2. Theoretical Background – Research Design
Research is typically focused on finding a particular answer or answers to a question or problem, logically
enough called the research question. A research design is a formalized means of finding answers to a research
question. Research designs create a framework for gathering and collecting information in a structured, orderly
way. Five of the most common psychology research designs include descriptive, correlational, semi-
experimental, experimental, review and meta-analytic designs.

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ResearchDesigns
Casestudy researchinvolvesresearchers’conductionaclose-uplookatan individual,aphenomenon,ora groupinits
real-worldnaturalisticenvironment.Case studiesare more intrusivethannaturalisticobservationalstudies.
Naturalistic observation, a kindof fieldresearch,involvesobservingresearchsubjectsintheirownenvironment,without
any introducedexternal factors. Naturalisticobservationhasahighdegree of external validity.
Surveys. Everyone hastakenasurveyat one time or another.Surveyssampleagroupof individualsthatare chosento
be representative of alargerpopulation.Surveysnaturallycannotresearcheveryindividual inapopulation,thusagreat
deal of studyis conductedtoensure thatsamplestrulyrepresentthe populationsthey’re supposedtodescribe.
Pollsaboutpublicopinion,market-researchsurveys,public-healthsurveys,andgovernmentsurveysare examplesof
mass spectrumsurveys.
Correlational Research Designs
In correlational researchdesigns,groupsare studiedandcompared,butresearcherscannotintroduce variablesor
manipulate independentvariables.
3. Practical Task - settings, validity and generalizability of the results
The aim of thisstudy is to investigate the mediationeffectof jobsatisfactionon the CQ-jobperformance relationship.
First, wasintroducedjobsatisfactionasapossible outcome variable of CQ.Thus,thisworkis the first empirical study to
testthe effectof CQ on the jobsatisfactionof global managers.Second,althoughthe jobsatisfaction—jobperformance
relationshipisrecurrentlydiscussedinthe organizational behaviorliterature,itisnotoftenexplicitlyassociatedwith
global managersthatare workingin cross-cultural settings.Finally, isstatedthatjobsatisfactionmediatesthe
relationshipbetweenCQandjobperformance.A surveywithglobal managersfrommultinational firmsoperatingin
Brazil was conductedinorderto test the hypotheses.
Hypothesis1.CQ ispositivelyrelatedtojobsatisfaction.
Hypothesis2.Jobsatisfactionispositivelyrelatedtojobperformance.
Hypothesis3.Jobsatisfactionmediatesthe relationshipbetweenCQandjobperformance.
In orderto testthe three hypothesesof thisstudy,asurveywasconductedtargetingglobal managersfrom
multinationalsoperatinginBrazil (Brazilianorforeign).Seventy-one multinationalcompanieswere selectedto
participate inthe studyof which23 accepted(32% companyresponse rate).
MeasurementInthe currentstudy, cultural intelligence constitutesthe independentvariable,jobsatisfactionthe
mediatingvariable,and job performance the dependentvariable.Validatedscaleswereusedtomeasure all of the
variables.
The translationprocesswascarried out intwo ways:1) for cultural intelligencewe usedthe Portuguese scale thathad
beentranslatedand validatedbya previousstudy(AraujoandNunes,2012); and2) forjobsatisfactionandjob
performance,the original Englishscaleswere translated(andbacktranslated) toPortuguesebyanaccreditedtranslator.
All of the scaleswere pre-testedwith fiveglobal managersfromanon-participatingcompanytoverifyface validity.
Both internal andexternal validationisused.
Thisstudyis the firstto testthisrelationshipamongglobal managersinBrazil,whichincreasesthe generalizabilityof
other studiesthat have lookedatCQ andjob performance aroundthe globe.
Furthermore,the generalizabilityof the studymay be limited,asthe sample wasfocusedonmultinationalcompanies
operatinginBrazil.Althoughthe companieswere globallyactive andmanyof the respondentswereexpatriates(hailing
from26 differentcountries),the settingmighthave impactedourresults.Future studiesshouldextendthe breadthof
the subjectsof analysistoothercountriesandcultures.
Topic5. Descriptive and exploratory designs: Observation and survey research in
psychology
1. Practical task 5
Finda study in organizational cross-cultural contextbased on observationor survey research and discussthe result
obtained.

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ResearchArticle:
A Convergence/DivergencePerspective of LeadershipCompetenciesManagersBelieveare MostImportantfor Success
inOrganizations:A Cross-Cultural Multilevel Analysisof 40 Countries.
https://www.jstor.org/stable/pdf/41474903.pdf?casa_token=q0g3kZ2XP_gAAAAA:hmZdwNm0Zl_uMhFSVdPmHS1yiSKZ
f26ozAmHAqArbNhTsF-ykwAEnD8w0ubQSfeFbF1XIWBa9R9BR4qUcSGwKsO4eLrvQjJctPUIkx4APnXogf9MP4g
2. Theoretical Background – Research Design
Most researchcan be dividedintothreedifferentcategories:exploratory,descriptive andcausal.Eachservesa different
endpurpose andcan onlybe usedincertainways.
Exploratoryresearch
Its focusison the discoveryof ideasandinsightsasopposedtocollectingstatisticallyaccurate data.That iswhy
exploratoryresearchisbestsuitedasthe beginningof yourtotal researchplan.Itismost commonlyusedforfurther
definingcompanyissues,areasforpotential growth, andalternative coursesof action,andprioritizingareasthatrequire
statistical research.
Whenit comesto online surveys,the mostcommonexample of exploratoryresearchtakesplace inthe formof open-
endedquestions.Thinkof the exploratoryquestionsinyoursurveyasexpandingyourunderstandingof the peopleyou
are surveying.Textresponsesmaynotbe statisticallymeasureable,buttheywill giveyouricherqualityinformationthat
can leadto the discoveryof newinitiativesorproblemsthatshouldbe addressed.
Descriptive research
Descriptive researchtakesupthe bulkof online surveyingandisconsideredconclusive innature due toitsquantitative
nature.Unlike exploratoryresearch,descriptiveresearchis preplannedandstructuredindesignsothe information
collectedcanbe statisticallyinferredonapopulation.
The main ideabehindusingthistype of researchistobetterdefineanopinion,attitude,orbehaviourheldbyagroupof
people ona givensubject.Consideryoureverydaymultiple choice question.Sincethere are predefinedcategoriesa
respondentmustchoose from,itisconsidereddescriptiveresearch.Thesequestionswill notgive the unique insightson
the issueslike exploratoryresearchwould.Instead,groupingthe responsesintopredeterminedchoiceswill provide
statisticallyinferable data.Thisallowsyoutomeasure the significance of yourresultsonthe overall populationyouare
studying,aswell asthe changesof your respondent’sopinions,attitudes,and behaviourovertime.
Causal research
Like descriptive research,causal researchisquantitative innature aswell aspreplannedandstructuredindesign.For
thisreason,itis alsoconsideredconclusiveresearch.Causal research differsinitsattempttoexplainthe cause and
effectrelationshipbetweenvariables.Thisisopposedtothe observationalstyle of descriptive research,because it
attemptsto decipherwhetherarelationshipiscausal throughexperimentation.Inthe end, causal researchwill have two
objectives:
3. Practical Task – cross-cultural study in I/O psychology result analysis
The convergence anddivergence perspectivesinorganizationstodeterminewhethercertainleadershipcompetencies
are universallyendorsedbyman- agersacrosscountries(supportingconvergence)asbeingimportantforsuccessin
organizations,orif the importance of the leadershipcompetenciesweredependentuponcertaincultural dimensi ons
(supportingdivergence). Design/Methodology/ApproachParticipantswere 9,942 practicingmanagersin40 countries.
Because managerswere nestedwithintheirrespectivecountriesandendorsementwasabinaryoutcome variable,a
special case of multilevel analysisknownasa hierarchical generalizedlinearmodel (HGLM) wasused. Findingssupport
cross-national convergence:Resourcefulness,ChangeManagement,andBuildingandMendingRelationshipswere
highlyvaluedamongman- agersacrosscountries,andcultural valuesdidnotseemtoThe orderof the authors is
alphabetical.The authorscontributedequallytothismanuscript.Portionsof thismanuscriptare basedona poster
presentedatthe 2009 SocietyforIndustrial &Organizational PsychologyConference,New Orleans,Louisiana.W.A.
BalancingPersonal Life andWorkwasnot as valuedglobally.ImplicationsResearchersmustinvestigate leadership
competenciesthatare importantto organizational successacrosscountries.Due toglobalization,itisvital that

12
managersbecome aware of the valuesespousedwithintheirorganizationaswell asamongtheirbusinesspartnersand
contemporaries.Thismayfacilitate cross-nationalbusinessinteractionandleadereffectiveness. Originality/ValueThis
studyadvancestheoryinitsattemptto empiricallyexamine whetherleadershipcompetenciesneededtosucceedin
organizationsare universallyendorsed.Moreover,the sample of managersutilizedwasuniqueandextremely robust.
The study offersmethodological advancesaswell;itisone of the few examplesof the appropriateuse of aspecial case
of multilevel dataanalysisthatenablesthe use of abinaryoutcome.
Two hypothesishave beenpresented andinvestigated inthe study:
Hypothesis1 Leadershipcompetenciesneededtosucceedinorganizationswillbe similaracrosscultures.
Hypothesis2 Leadershipcompetenciesneededtosucceedinorganizationswillbe differentacrosscultures.
The leadershipcompetencies includedandobserved:Resourcefulness,Change Management,BuildingandMending
Relationships,andBalancing Personal Life andWork.
Analysisof Results:Resourcefulness,Change Management, andBuildingandMendingRelationshipsare infact
leadershipcompetenciesthatare neededforsuccessinorganizationsaroundthe world.Whatthisstudydidnot
distinguishwasendorsedcompetenciesfromactual leadershipeffectiveness,astheyare conceptuallydistinct.Being
aware of theirimportance,the nextstepinthisresearchstreamistounderstandwhetherperceptionsof
Resourcefulness;Change Management,andBuildingandMendingRelationshipsare relatedtoactual behavior,andhow
these relationshipsfunctionacross cultures.Moreover,itisimportanttofurtherdetermine if thatbehaviorisrelatedto
relevantperformancecriteriasuchassubordinate satisfaction,commitment,decisionquality,unitperformance,or
evaluationsof aperson'sleadershiporactual performance inhis/herjob.
There are several strengthstothisstudy. The datasetwas unique androbust;data were obtainedfromactual practicing
managersworkinginnumerouscountriesaroundthe world.Inaddition,the multilevel analytictechniqueHGLMwas
appropriate giventhe nestedrelationshipexistingbetweenmanagersandtheirnationalculture andthe binaryoutcome.
Thiscross-cultural leadershipstudyhas shownthatResourcefulness,Change Management, andBuildingandMending
Relationshipsare highlyvalued,supportingthe presenceof cross-national convergence acrosscountriesinendorsing
these asleadershipcompetenciesneededforsuccessinorganizationsratherthanrepresentingculturallydependent
value divergence.
Topic 6. Experimental methods in psychology
1. Practical task 6
Presentthe resultsfrom experimental researchonsome psychological constructs and discuss the obtainedresults.
Scientificstudyused:
Impact of Lean ProductiononPerceivedJobAutonomyandJobSatisfaction:AnExperimental Study,
Denise Rodríguez,DirkBuyens, HendrikVanLandeghem,VirginiaLasio;April 2015; Human Factors and Ergonomicsin
Manufacturing&Service Industries - WileyOnline Library
https://doi.org/10.1002/hfm.20620
2. Theoretical Background – Experimental methods
An experimentisatype of studydesignedspecificallytoanswerthe questionof whetherthere isacausal relationship
betweentwovariables.Inotherwords,whetherchangesinone variable (referredtoasan independentvariable) cause
a change inanothervariable (referredtoasa dependentvariable).Experimentshave twofundamental features.The
firstisthat the researchersmanipulate,orsystematicallyvary,the level of the independentvariable.The differentlevels
of the independentvariableare calledconditions.
The researchersmanipulatedthisindependentvariable bytellingparticipantsthatthere were eitherone,two,orfive
otherstudentsinvolvedinthe discussion,therebycreatingthree conditions.Fora new researcher,itiseasytoconfuse

13
these termsbybelievingthere are three independentvariablesinthissituation:one,two,orfive studentsinvolvedin
the discussion,butthere isactuallyonlyone independentvariable (numberof witnesses) withthree differentlevelsor
conditions(one,twoorfive students).The secondfundamental feature of anexperimentisthatthe researcherexerts
control over,or minimizesthe variabilityin,variablesotherthanthe independentanddependentvariable.These other
variablesare calledextraneousvariables.DarleyandLatané testedall theirparticipantsinthe same room,exposedthem
to the same emergencysituation,andsoon.Theyalsorandomlyassignedtheirparticipantstoconditionssothatthe
three groupswouldbe similartoeachotherto beginwith.Notice thatalthoughthe wordsmanipulationandcontrol
have similarmeaningsineverydaylanguage,researchersmake acleardistinctionbetweenthem.Theymanipulatethe
independentvariable bysystematicallychangingitslevelsandcontrol othervariablesbyholdingthemconstant.
3. Practical Task – experimental studyresultanalysis and discussion
Methodology
To evaluate ourhypotheses,we used laboratoryexperiments because theyallow the studyof humanbehaviorina
controlledenvironmentthatisolatesthe researchdesign fromexogenousinfluencesthatcouldbiasthe.Moreover,
laboratoryexperimentsare more efficientthanfieldexperimentsintermsof costand time.External validityisone of
the major concernsof researcherswhenconductinglaboratoryexperiments.In thisregard,KesslerandVesterlund
(2014) state that the qualitative resultsbutnotthe quantitative resultsof laboratoryexperimentsare externallyvalid
(i.e.,the directionratherthanthe magnitude of aneffectinlaboratory experimentsis externallyvalid).Withrespectto
internal validity,Katok(2011) arguesthat laboratoryexperimentsare higherininternal validitythanfieldexperiments
because researcherscanfullymanipulate all factorsatall desired levels.Researchersfromoperationsmanagement
oftenuse laboratoryexperimentsastheirresearchmethod.Forexample,KatokandPavlov(2013) usedlaboratory
experimentstostudythe causesof the rejectionof supplychaincontracts,andRibbinkandGrimm(2014) used
experimentstoanalyze the impactof cultural differencesonbuyer–suppliernegotiations.
Measurements
As previouslymentioned,the presentstudyanalyzedthree variables:perceivedjobautonomy,jobsatisfaction,and
operational performance.We measuredperceivedjobautonomywiththe scale developedbyJackson,Wall,Martin,and
Davids(1993). To measure jobsatisfaction,we usedBrayfieldandRothe’s(1951) short-versionscale forthe affective
componentandthe MinnesotaSatisfactionQuestionnaire (Weiss,Dawis,England,&Lofquist,1967) forthe cognitive
component.We useda questionnaire tomeasure perceivedjobautonomyandjobsatisfactionafterthe firstandthe
thirdworkperiods.The questionnaire useda5-pointLikertscale thatrangedfrom 1 (stronglydisagree) to5(strongly
agree) toevaluate the items.Customersdidnotparticipate inthe questionnaire due totheirlackof participationinlean
implementation.
RESULTS
PerceivedJobAutonomyandJobSatisfaction
These experimental results supporthypothesesH1and H2, indicatingthatimplementationof leanproductioncombined
withhumanresource practicesincreasesemployees’perceivedjobautonomyandjobsatisfaction.
Operational Performance The descriptive analysisrevealedthatoperationalperformance improvedafter eachruninthe
experimental groups.
The Impact of JobSatisfactiononOperational Performance - because jobsatisfactionwasmeasuredatthe individual
level andoperationalperformance wasmeasuredatthe grouplevel,itwasnecessarytoaggregate the jobsatisfaction
measurementstoperformthe statistical analysis.
Limitations of the studyandthe approach:
 Small sample size.A largersample isdesirabletoconfirmthese resultsandperformamore sophisticated
statistical analysis,suchasthe structural equationmodelingtechnique,whichcanbe helpful toevaluatethe
complete model,whichincludesmediational relationships.
 The use of studentsinthe experiment,whomaynotaccuratelyrepresentreal employees.We attemptedto
overcome thisproblembyincludinggroupsof genuineemployeestoobserve theirbehaviorandperformance in
comparisontothose of the students.

14
 The third limitationreferstothe differentlengthsof the experimentsforthe control andexperimental groups.
The experimentforthe control grouplasted1hr and 15 min,and thatfor the experimental grouplasted2hr and
15 min.In future experiments,researchersshouldinclude aninformal dialogue sessioninthe control groupsin
orderto equal the time of contact of the experimentalgroups.
 The designof the simulationgame because onlyEcuadoriancompanieswere chosentoidentifythe companies’
operational weaknesses.A largerstudyisadvisable becausecompaniesfromothercountriesmustbe
consideredtogeneralize these results.
 The final limitationaddressesthe use of well-establishedscales(whichare commonlyappliedinreal-life
settings) inasimulationgame thatisrun or a short periodof time.Future studiescouldaddressthisissueby
developingaspecial scale forshortperiodsof time.
The major advantagesandcontribution of the present study isthe findingthatleanproduction combinedwith human
resource practices positivelyaffects perceived jobautonomy,jobsatisfaction,andoperational performance. Moreover,
we foundsignificantpositive relationshipsbetweenperceivedjobautonomyandjobsatisfactionandbetweenjob
satisfactionandoperational performance.
Topic7. Methodological issues in cross-cultural research
1. Practical task 7
Give an example forsurveyandquasi-experimentalcross-cultural research
Exploringthe impactof cross-cultural managementeducationoncultural intelligence,studentsatisfaction,and
commitment,JRRamsey,MPLorenz - Academyof ManagementLearning,2016 - journals.aom.org
Linkto the article:
https://www.jstor.org/stable/pdf/44074709.pdf?casa_token=kOiirMEcBQEAAAAA:1_NsHhWY0eZTi3RZfHWt2zj0QplnIt6
3Z4yq2yQ4I79jBsRY17oipS9h9Jwi1zcFC6aJr9TBgQCeywq4Xfdbp96XX5ivx_tvmwNtVAeZsMY-Gl_PLes
QUASI-EXPERIMENTAL RESEARCH The prefix quasi means“resembling.”Thusquasi-experimental researchisresearch
that resemblesexperimental researchbutisnot true experimentalresearch.Recall withatrue between-groups
experiment,randomassignmenttoconditionsisusedtoensure the groupsare equivalentandwithatrue within-
subjectsdesigncounterbalancingisusedtoguardagainstorder effects.Quasi-experimentsare missingone of these
safeguards.Althoughanindependentvariableismanipulated,eitheracontrol groupis missingorparticipantsare not
randomlyassignedtoconditions(Cook&Campbell,1979).Because the independentvariableismanipulatedbeforethe
dependentvariable ismeasured,quasi-experimental researcheliminatesthe directionalityproblemassociatedwithnon-
experimental research.Butbecause eithercounterbalancingtechniquesare notusedor participantsare not randomly
assignedtoconditions—makingitlikelythatthere are otherdifferencesbetweenconditions—quasi-experimental
researchdoesnoteliminate the problemof confoundingvariables.Intermsof internal validity,therefore, quasi-
experimentsare generallysomewhere betweennon-experimental studies andtrue experiments.
Cross-cultural studiesofteninvolve quasi-experimentaldesigns,inwhichsamplesare notrandomlyselectedfroma
populationorassignedtoconditions(researcherscannotrandomlyassign anindividualtoa culture). Thiscanresultin
the incomplete matchingof samples,whichhasvariousramificationsincross-culturalstudies,butone iscritical.
Interpretingfindingsaboutsimilaritiesanddifferencesismuchmore difficultincross-cultural studiesthanin
experimental studiesthatare basedon randomassignmentof participants. The interpretationof cross-cultural
differencesisoftenthreatenedbybiasandthe lack of equivalence,whichgive rise tomanyrival explanationsforthe
cross-cultural differencesobserved.
3. Practical Task – quasi-experimental cross-culturalresearch
The study analysis:
Increasingglobalization,workforce mobility,andinternationalassignmentsare creatingdemandforculturallyadept
employees.While developingtheseemployeesbeginsinthe classroom, educatorsare experiencingdifficulties

15
motivatingstudentstolearnintercultural competences.Cultural intelligence (CQ) trainingmaybe one wayto increase
theircompetencies,aswell astheircommitmentto andsatisfactionwithacross-cultural management(CCM) course.As
an extensiontothe AMLE 2013 Special Issue "Cross-Cultural ManagementLearningandEducation - ExploringMultiple
Aims,Approaches,andImpacts,"wasutilizedaquasi-experimental designtosurvey152 MBA studentstakinga cross-
cultural managementcourse.There is alsoincludedapre- andposttestalongwitha control group.The purpose of this
studywas to see whetherCQcanbe learnedinthe classroom, andif so,whatthe waysto evaluate andimprove itare?
Methodology:
Sample andData CollectionProceduresInthisstudyhave been usedaquasi-experimental design,withacontrol group
and pretest,butwithoutrandomassignment, tosurveygraduate studentswhowere enrolledinabusinessschool
program inthe southernpart of the UnitedStates.The treatmentgroupwas enrolledinthe MBA program.Aspart of
the MBA program,studentsstudyone semesterof cross- cultural managementandCQeducation.The treatmentthat
was appliedtothe CCMstudentswasbasedona two-partsystem:the use of a textbookandcurrent event.Whilemost
studentswere fromthe UnitedStates,some were internationalstudents(13%) from12 countries(China,Germany,
Korea,Russia,Thai- land,GreatBritain,Nigeria,Jamaica,Croatia,Italy,Guatemala,and France).The control group
consistedof studentstakinganentrepreneurshipcourse thatdidnotfocuson CCM or CQ. Three percentof the subjects
were takingbothcourses,andwere removedfromthe sample. Causationisnaturallydifficultto establishinthe social
sciences.We attemptedtohelp establishcausationwiththe nature of our quasi-experimental design.Byhavinga
control group, we can rule out a "history" effect(e.g.,some thirdvariablemightbe causingthe CQ-
Satisfaction/Performance relationship).The control groupalsoconfirmsthe covariationof the cause andeffect.
One hundredandfiftytwostudentsenrolledinthe MBA programservedas the treatmentgroup. Theiraverage age was
26 (SD: 3.23), and 70% of the sample were male.Mostof the studentshadnotstudiedabroador livedabroadformore
than 2 years andhad traveledtoaboutsix countries(M:5.60, SD: 4.59) before the startof the semester.One hundred
twentynine studentsenrolledinanentrepreneurshipcourse servedasthe control group. The surveywasgivenatthe
same timesas the treatmentgroup.The average age was23 (SD:1.90) and 51% of the sample were male.Aswiththe
treatmentgroup,moststudentshadnotstudiedabroador livedinanothercountrythantheirhome countryand had
visitedaboutfive countriesbefore the startof theirclass(M: 5.40, SD: 5.81).
Althoughaquasi-experimental designwithbothpre- andpost-testsisconsideredrobustinthe organizational behavior
literature,there isaclearmovementtoward longitudinal studies.
In conclusion, thisstudyhelpedextendthe CQliterature byenhancingourunderstandingof more potential outcomesof
students'CQ.Thus,we were able to addthe elementof whyCQtraininginthe classroommatters.Alsoimportant,we
foundthat students'level of CQispositivelyrelatedtothe satisfactionwithandcommitmentto cross-cultural
management(CCM) studies.
Topic8. Data analysis in organizational research
1. Practical task 8
Give an example foreachof the mostpopulardata analysisinorganizational context –correlation,regressionorANOVA
fromreal cross-cultural research.
A cross-cultural study ofself-regulatedlearningina computer-supportedcollaborative learningenvironment,
Yongchao Shi,Carl H. Frederiksen,KristaR.MuisDepartmentof Educational andCounselingPsychology,McGill
University,3700 McTavish Street,Montreal,QuebecH3A 1Y2, Canada
Linkto the article:
https://doi.org/10.1016/j.learninstruc.2012.05.007
Data analysisof an experimentinvolvesthreestages:(1) gettingtoknow the data,(2) summarizingthe data,and(3)
confirmingwhatthe datareveal.Inthe firststage we try to findout whatisgoingon in the data set,lookforerrors,and
make sure the data make sense.Inthe secondstage we use descriptive statisticsandgraphical displaystosummarize
whatwas found.Inthe third stage we seekevidence forwhatthe datatell usabout behavior.Inthisstage we make our
conclusionsaboutthe datausingvariousstatistical techniques.

16
One importantquestion researchersaskwhendescribingthe resultsof anexperimentishow large aneffectthe
independentvariable hadonthe dependentvariable.Measuresof effectsizecanbe usedto answerthisquestion
because theyindicate the strengthof the relationship betweenthe independentanddependentvariables.One
advantage of measuresof effectsize isthattheyare not influencedbythe size of the samplestestedinthe experiment.
In a correlational study our primaryinterestisnotinthe difference betweenthe meansbutinthe relationshipbetween
the setsof scores.The major descriptivetechniquesforcorrelational dataare the constructionof a scatterplotandthe
calculationof a correlationcoefficient.A scatterplotdescribesthe relationshipbetweenthe twosetsof scores.The
correlationcoefficientprovidesaquantitativesummaryof the relationshipobservedinthe scatterplot.Itisimportantto
examine carefullythe scatterplotbefore attemptingtointerpretacorrelationcoefficient.We firstillustrate the
constructionof scatterplotsandthenshowhowa correlationcoefficientisobtainedandinterpreted.
Whenour objective istounderstandthe causal processunderlyingthe relationsbetweentwoormore variable,we
oftenturnto statistics.Theycan assistusby providingameansof control,or by allowing ustotesthypothesesthrow
partial correlationsanddifferent regressionmodels.
Regressiontestsforthe effectsof twoor more predictors.
• Multiple regressioncanbe usedfora varietyof purposes,the mostpopularuse inresearchisto testhypotheses
concerningcomplex relationsamongvariables.
• Moderatedregression,whichisanalogoustointeractioninanalysisof variance,testsfor the jointeffectsof twoor
more predictors.Specifically,ittestsif the relationof one predictortoa criterionvariesacrosslevelsof the other
predictor.
Analysisof variance or ANOVA isa procedure thatallowsone to investigate the relationsof the dependentvariable
(DV) to eachof the independentvariables(IV),providingbothasignificance testof the relationandthe magnitudeof
the relation. Itismathematicallyrelatedtomultiple regression,bothof whichare variationsof the same underlying
general linearmodel. The mostcommonuse of ANOVAis to analyze datafroman experimentorquasi-experiment.
However,itcan be usedforany situationinwhichone variable canbe setupasa continuousdependenttype variable
and the other/sas independent-typecategorical variables.
3. Practical Task – quasi-experimental cross-culturalresearch
Procedure - The problemdescriptionpresentedanexample of aone-wayANOVA problem.Sampledatawere provided
togetherwiththe ANOVA output.The reportwasrequiredtoinclude:(a) the score model appliedtoanalyze the data(in
the form of an algebraicequation);(b) estimatesof parametersinthe score model;(c) adescriptionandinterpretation
of the ANOVA table providedinthe output;(d) astatementof the null andalternative hypotheses,relevantFstatistics,
degreesof freedom, andprobabilityvalues;and(e) astatementof the decisiontoacceptor rejectthe null hypothesis
basedon the statistical testsanditsjustification.Thisprocedurewasconsistentforeachdyad.The researchers’
assistance consistedof:(a) preparingthe computerenvironment,(b) presentingtaskrequirements,and(c) familiarizing
participantswiththe tutor
Data analysis - The dependent(response) variable analyzedinthisstudywasadiscourse unit(C-Act) correspondingto
an SRL action thatwas codedas eitherIND(individuallyoriented)orSOC(sociallyoriented).Thisisa binary response
variable since each response can be assignedavalue of 1 or 0. Effectsof independent variablesonthisresponsevariable
were analyzedusingthe SASGENMODprocedure (SASInstitute Inc.,Cary,NC) toimplementalogisticregression
analysis(Allison,1999).In applyinglogistic regressionanalysistothese data,the logodds of frequenciesof IND
responsesrelative toSOCresponses,i.e.,the logof the ratioof these response frequencies(orlogit),ispredictedfroma
linearmodel in whichthe independentvariables are the predictors.Resultsof alogistic regressionanalysis are similar
to those foundinan ANOVA,and are interpretedinthe same way,butwitha c2 statisticasthe teststatistic(ratherthan
an F statistic).Inlogisticregressionanalysis,the oddsratio(OR) foran effectisthe recognizedmeasureof effectsize for
testsof hypotheses(Allison,1999). The local dependence(correlation) structure of responseswithinclusterswas
estimatedusingthe REPEATEDoptionof the SASGENMOD procedure to conducta repeatedmeasuresanalysisof the
data. Due to the sequential nature of conversationaldiscourse,aC-Actof a participantislikelytobe influencedbyits
immediatelyprecedingC-Act.Therefore,we estimatedthe stationary(i.e.,constant) regressionweightbetween

17
adjacentresponseswithinclusters.All analysesreportedwererepeatedmeasuresanalysesinwhichthe correlations
withinclusterswere estimatedaccordingtothiscovariance structure.
Thisstudy representsafirstattemptto validate predictionsderivedfromacontextual andsocio-cultural theoretical
perspective in social andmulti-cultural contexts.Additional studieswillbe neededinothersocial andcollaborative
learningcontexts,includingstudiesindifferentculturesandmulticultural learningcontexts,tofurthervalidate andflesh
out this theoretical accountof SRL processes.Studiesof gendereffectsinsuchcontextsalsowill be needed.
Topic9. Presenting your research - practical example (DMCCR)
Master Thesis Plan
Work Motivation:RelationshipswithJob Satisfaction, Locus of Control and Motivational Needs
The followingdesignforMT planisusedand explainedindetails(Fig.4):
Figure 3. Study Design of Master Thesis Plan
1. Literature Research and Main Definitions
Locusof control
The Locus of control,a personalitytraitresearchedextensivelyinpsychology,isameasure of how an individual
attributescontrol overevents.Peoplewhohave an internal locusof control feel theyhave powerovereventsandtheir
outcomes.Internalsare more likelytobelievethatthe outcome of an eventorcircumstance isdirectlyrelatedtotheir
abilitiesandefforts,andthusundertheircontrol.Individualswithan external locusofcontrol are prone to attributing
eventsandtheiroutcomestoexternal factorssuchas chance. Externalsthinkthatsince the life istoocomplicatedto
control everyaspect,variablessuchasfate,luck,andthe influence of people inauthorityserve asreasonsforoutcomes
(Rotter,1990).The locus ofcontrol concept, introducedby Rotter,is widelyinvestigatedtodayinrespecttovarious
aspectsof personalityandhealth.The locusof control hasbeenstudiedinavarietyof domains,includingindustrialand
organizational psychology.Isupportthe findingsof numeroussurveysthatshow a positive correlationbetweenan
individual'slocusof control inthe workplace andjobsatisfaction.Employeesthathave aninternal locusof control and
the opportunitytoengage inwork-relatedoutcome decisionsare more motivatedandsatisfiedwiththeirjobs.(Tillman,
Smith,andTillman,2010)
Definition and typesof motivation
Work motivationis definedasthe inspiration,highenergy,andcommitmenttothe jobandimaginationthatan
individualcontributestothe organizationcontinuously.Motivationhasitsrootsfromthe Latin word,"movere"which
meansmovement.Everydefinitionthatwe wouldperuse inbooksorindictionariesandotheronline sourcesleadto
that motivationisactionandbehaviorandindividual shouldchannelize itorperformitto accomplishwantedobjectives
and outcomes.
Typesof motivation
Motivationisdividedtotwomaintypes - intrinsicandextrinsicmotivation.
Intrinsicmotivation impliesthatindividualsare motivatedfromthe innerthoughtsandfeelings.They wanttoperform
theirjobswell atthe workplace due tothe fact that the outcomesare correspondingtotheirpersonal valuesand
beliefs.Anemployees'profoundbeliefsandvaluesare normallythe strongestinspirational andmotivationalfactors.
Such people have qualitiesandcharacteristicslike acknowledgment,interest,honor,anddesire tomake progressand
Literature
Research
Problem
Formulation
Hypotheses
Definition
Experimental
Design
Data Collection
Statistical Data
Analysis
Results
Interpretation
Conclusion

18
success.Researchersprove thatappreciationgivenincreasesintrinsicmotivation,sodoespositiveworkfeedback.
However,itshouldbe done ina balancedway.In case any of these rewardsare exaggerated,there are highpossibilities
that the individuallosesmotivation.
Extrinsic motivationimpliesaperson'sinspirationisprovokedbyouterfactors - rewards,prizesandacknowledgment.
Some individualsmayneverbe motivatedinsideandjustoutside inspirationwouldworkwiththemtofinishtheirwork
and assignments.Investigationsfoundouterrewardscansometimesincrease the desire inanindividualtogain
proficiencywithanewrange of skillsabilities.Rewardslikepaymentbonuses,gifts,awards,andsoforthcan persuade
individualsorgive appreciable feedback.
1.1. McClelland’sMotivationNeedsTheory
McClelland'sNeedsTheorywasproposedbypsychologistDavidMcClelland,whobelievedthatan individual'sspecific
needsare acquiredoverperiodof time andshapedbyone'slife experience.McClelland'sNeedsTheoryisalsoknownas
the Three NeedsTheoryorthe LearnedNeedsTheory.McClellandidentifiedthreebasicmotivatingneeds:namely the
needforpower,the needforaffiliation,andthe needforachievement,andhe andhiscolleaguesconductedextensive
researchon these basicneeds. NeedforPower:Powerisdefinedasthe abilitytoinfluence the behaviorof others. Need
for Affiliation:Peoplewithahighneedforaffiliationenjoybeinglovedbyeveryone andtendtoavoidthe painof
rejection.Asaresult,people withthese needsprefertomaintainpleasantsocial relationships,enjoyasense of intimacy,
and like toassistandconsole othersintimesof need. NeedforAchievement:McClellanddiscoveredthatsome people
have a strong needdesire toachieve.He'sidentifiedthe followingaspectsinhighachievers:1) Low achieverstake
moderate risks,i.e.acalculatedrisk,while performingmanagement-relatedactivities.2) Highachieverswanttoknow
theirprogresstowarda goal by receivingimmediate feedbackontheirwork.Once agoal is established,the high
achieverdevoteshimself entirelytothe taskuntil itissuccessfullycompleted.Asaresult, McClelland'sNeedsTheory
proposesthatthese three basicneedshave asignificantimpactonaperson'slevel of effectiveness andmotivation.
Remark: McClelland's4 needsscale will be usedforthe purpose of the study.
2. Formulation of the Problem
2.1. Purposeoftheresearch
The main purpose of thisresearchisto evaluate how careermotivationtypes,motivation,andlocusof control of
individualsinfluencejobsatisfactioninthe workplace.
The aim of the currentstudyis to investigate relationshipsandinfluencebetweenpersonalitytypes(locusof control,
motivational needs),workmotivationandjobsatisfaction.
To findthe correlation/influence of motivationandlocusof control overthe jobsatisfaction.Tocreate measures/
guidelinesformotivation/LC/JSassessment.
Figure 4. Research approach
2.2. Key TheoreticalConceptsand Psychologicalconstructs
RelationshipsbetweenWorkMotivationandJobSatisfaction
The Influence of Locusof Control on Work MotivationandJob Satisfaction
Personality(Locusof Control,Motivational Needs) InfluencingWorkMotivationandJobSatisfaction
The Influence of Locusof Control on MotivationOrientation(extrinsicandintrinsic)
Locus of
Control
Job
Satisfaction
Work
Motivation

19
3. Hypothesis definition
H1: A significantpositive relationshipexistsbetweenthe levelsof jobsatisfactionandworkmotivation.
H2: The socio-demographicfactorssuchas jobposition,gender,age,income canhave asignificanteffectonlevelsof
satisfactionandmotivation.
H3: Employeeswithinternallocus of control are more motivatedandsatisfiedthanthose withexternal locusof control.
H4: There isa significantrelationshipbetweenlocusof control andpreferredmotivational factors:employeeswith
internal LChave a higherintrinsicmotivationorientationwhereasexternal employeesare more extrinsicallyoriented.
4. ExperimentalDesign
The sample will consistof employeesonvariouspositionsof randomlychosenprivate organizationsthroughout
BULGARIA.
Suggestedsample isatleast100 employeeswith better300 employeesonvariouspositionsage 18-65, bothfemale and
male on variouspositions.
Questionnaireswill be sentviae-mail.Resultswill be collectedandpost-processed.
Quantitative approachwill be useddue tostatistical validity,sample size,objectivity,datainterpretationwithstatistical
analysisandpossibilityof resultscomparisonwithsimilarstudies.
5. Data collection and survey conduction
METHOD
A surveyquestionnairebyfollowingparts:
1. Respondents’socio-demographiccharacteristics–age,gender,location,occupation,position,payments,
benefits
2. Rotter’sLocus of Control Test(Rotter,modificationof Prof.Velichkov)
3. Motivationneeds(McClelland –4 motivational needs)–Testquestionnaire(TQ)
4. JobMotivation,MotivationOrientationandJobsatisfactionquestionnaires(modificationof Prof.Ilieva)
Independentvariables:
1) Locus of control (Rotter,modificationProf.Velichkov) –testquestionnaire
2) Motivationneedsand Motivationorientation(McClelland –4 motivational needs) –testquestionnaire
Dependentvariables:
Job Motivationand Job satisfactionquestionnaires(modificationof Prof.Ilieva)
Multidimensional approachwillbe used.
 Designof the study
Figure 5. Study Design Model of Master Thesis Plan
6. Statistical methods and Data Analysis
Whichapproach isusedand why?
Quantitative approach will be useddue tostatistical validity,samplesize,objectivity,datainterpretationwithstatistical
analysisandpossibility of resultscomparisonwithsimilarstudies.
Descriptive statistics, Regressionanalysis,Correlational analysis will be usedforData Analysisandhypothesischeck
and validation.

20
Hierarchical multiple regressionanalysisandfactoranalysiswill be usedtotesthypotheses.
Descriptive statisticsandcorrelationcoefficientsof jobsatisfactionfactorsandmotivational factorsare presentedin
Table 2 andTable 3 respectively.The correlationmatrix showsthatnumeroussignificantcorrelationsexistbetweenjob
satisfactionandworkmotivationscales.
7. Expected resultsand outcomes of the Master Thesis
The MT will focusona topicbroadlyrelatedtothe human-environmentrelationship.
The current studyisexpectedtoconfirmsome tendenciesinrelationshipsbetweenthe workmotivationandpersonality
(Locusof control and Motivational Needs).
The expectedresultsof MTwill provide organizationalleadersandexecutiveswithinformationthatwill enable themto
motivate theiremployeessincethere ispositive correlationof motivationandjobsatisfaction.More attentionshouldbe
paidto juniorandstartingemployees,becausethiswillformtheirjobattitude andengagement.Fairpay,jobcontent,
workconditionsandrelationshipswithco-workersare expectedtobe confirmedassignificantmotivators.
8. References
1. “Job CharacteristicsandJobSatisfaction:WhenCause BecomesConsequence”,SEYMOURADLER,RICHARDB. SKOV,
ANDNATJ.SALVEMINIORGANIZATIONALBEHAVIORANDHUMAN DECISION PROCESSES35, 266-278 (1985)
2. Furnham,A.,Forde,L. & Ferrari,K. (1999). Personalityandworkmotivation.PersonalityandIndividual Differences,
26, 1035-1043. doi:http://dx.doi.org/10.1016/s0191-8869(98)00202-5
3. Industrial/Organizational Psychology,Paul Levy,WorthPublishers(2009)
4. Furnham,A. 2008. PersonalityandIntelligence atWork:ExploringandExplainingIndividual DifferencesatWork,
Routledge
5. RadoslavovaM. Satisfactionof work,Sofia2001(inBulgarian)
6. KarabelovaS.,Valuesforwork,BulgarianJournal of Psychology,2005(inBulgarian)
7. Armstrong,M. (2006). A Handbookof Human resource ManagementPractice,TenthEdition,KoganPage
Publishing,London
8. Christen,M.,Iyer,G. and Soberman,D.(2006). JobSatisfaction,JobPerformance,andEffort:A
ReexaminationUsingAgencyTheory,Journal of Marketing,Januaryr,Vol.70,pp.137-150
9. Davis,K. and Nestrom,J.W.(1985). HumanBehaviorat work:Organizational Behavior, 7edition,McGraw
Hill,NewYork,p.109
10. Herzberg,H.F. (1976). Motivation-Hygiene Profiles,p.20
11. Hoppock,R. (1935). Job Satisfaction,HarperandBrothers,New York,p.47
12. Mullins,J.L.(2005). Managementandorganizational behavior,Seventh Edition,PearsonEducationLimited,
Essex,p.700
13.Ilieva,S.HandbookforManagers,Ownersand Trainersinthe TourismSector(co-authored),LeonardodaVinci
Program BG / 06 / B / F / PP-166001) (inBulgarian,English,Flemish,EstonianandGreek) ,2008
14. Spector,P.E.(1997). Jobsatisfaction:Application,assessment,causesandconsequences,ThousandOaks,
CA,Sage Publications,Inc.Statt,D.(2004)
15. Vanderberg,R.J.andLance,Ch.E.(1992). Examiningthe Causal Orderof JobSatisfactionandOrganizational
Commitmen’t,Journalof Management,Vol.18,No.1,pp.153-167
16. Vroom,V.H.(1964). Work and motivation,JohnWileyandSons,New York,p.99
17. Locus of Control at Work: A Meta-AnalysisAuthor(s):ThomasW.H. Ng,KellyL.SorensenandLillianT.EbySource:
Journal of Organizational Behavior, Vol.27,No.8 (Dec.,2006), pp. 1057-1087 Publishedby:Wiley

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