The document outlines different qualitative research procedures including focus groups, depth interviews, and projective techniques. It describes the characteristics, techniques, advantages, disadvantages, and applications of each method. Focus groups involve group discussions with 8-12 screened participants moderated by an interviewer. Depth interviews use techniques like laddering and hidden issue questioning to uncover deeper motivations. Projective techniques indirectly assess attitudes through activities like word association, sentence completion, and role playing.
Will They Love You Tomorrow? Conducting Effective Alumni ResearchSUNYCUAD
Presentation by Renee Kart, Director of Project Strategy at Simpson Scarborough, given at the 2011 SUNYCUAD Conference held in Saratoga Springs, NY on June 9.
Questionnaire Design - Meaning, Types, Layout and Process of Designing Questi...Sundar B N
This ppt covers Questionnaire Design - Meaning, Types, Layout and Process of Designing Questionnaire which includes Questionnaire Definition
OBJECTIVES OF QUESTIONNAIRE
Questionnaire design process
Guidelines for Question Wording
Increasing the willingness of respondents
Overcoming unwillingness to answer
Layout of the Questionnaire
Questionnaire, interview, observation and rating scale zunaira rafiq
In writing about your research when you have completed the project you need an explanation of your methodology so that others can understand the significance of what you have done and make sense of how it all worked. The methodology piece says why you did what you did. It also enables you to write about what you did not do and why, and about the weaknesses or limitations of your project as well as its strengths. Every research has a limitation of some sort and it is perfectly acceptable to identify the weaknesses of your own study.
ORG423 Portfolio Project Self-Assessment of Leadership Communica.docxgerardkortney
ORG423 Portfolio Project
Self-Assessment of Leadership Communication Capabilities - checklist
Barrett (2014, p.405) Appendix A
Read through the list of capabilities and, for each one, mark your present level of expertise in the table below. The instructions on determining your average follow the table. If using this text in a class, you will probably want to ask your instructor for the electronic version of this assessment.
1 = Need to develop, essentially need a lot of work on this capability
2 = Need some work on this capability
3 = Acceptable, but could be stronger
4 = Very good abilities, close to leadership communication level
5 = Excellent abilities, leadership communication level achieved
Section 1 – Assessment of Core Capabilities
Area and Capability
1
2
3
4
5
Avg
Leadership Communication Ethos/Image
1. Understanding the characteristics of leadership communication
2. Recognizing and able to distinguish transformational leaders
3. Understanding how I am seen by others
4. Knowing how my personal style differs from others
5. Asking others to comment on my style
6. Assessing my own strengths and weaknesses
7. Setting goals for personal change
8. Willing to work on improving personal effectiveness
9. Influencing the behavior of others
10. Inspiring trust in others
11. Projecting confidence
12. Making ethical decisions
Totals
Audience Analysis and Strategy
1. Analyzing the context for communication
2. Analyzing audiences
3. Tailoring messages to different audiences
4. Selecting the most effective medium (channel)
5. Developing a complete communication strategy
Totals
Social Media and Other Written Communication
1. Deciding on communication purpose
2. Clarifying your purpose
3. Organizing your written communication
4. Using formatting effectively
5. Using language correctly
Area and Capability
1
2
3
4
5
Avg
6. Writing clearly
7. Writing concisely
8. Writing confidently
9. Using an appropriate style and tone
10. Knowing how to use social media in professional settings
11. Writing correspondence (texts, tweets, e-mails, etc.)
12. Writing formal documents and reports
13. Writing executive summaries and abstracts
14. Proofreading your own work
Totals
Oral Communication Skills
1. Delivering an impromptu presentation
2. Delivering an extemporaneous presentation
3. Organizing your presentation
4. Talking in small groups
5. Talking in large groups
6. Answering questions
7. Asking questions
8. Drawing others out
9. Summarizing and clarifying others’ ideas
10. Keeping to the topic
11. Summarizing a discussion
Totals
Visual Communication
1. Recognizing when to use graphics
2. Selecting and designing effective data charts
3..
Analyzing promotional strategies on ACI pure salt (internship report)Jamil Ahmed AKASH
It is complete internship report to prepare on the period of 3 months when I work as a market auditor. It can help to other intern to prepare a report.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. 5-2
Chapter Outline
1) Overview
2) Primary Data: Qualitative versus Quantitative
Research
3) Rationale for Using Qualitative Research
Procedures
4) A Classification of Qualitative Research Procedures
3. 5-3
Chapter Outline
5) Focus Group Interviews
i. Characteristics
ii. Planning and Conducting Focus Groups
iii. Telesessions
iv. Other Variations in Focus Groups
v. Advantages and Disadvantages of Focus Groups
vi. Applications of Focus Groups
5) Depth Interviews
i. Characteristics
ii. Techniques
iii. Advantages and Disadvantages of Depth
Interviews
iv. Applications of Depth Interviews
4. 5-4
Chapter Outline
7) Projective Techniques
i. Association Techniques
ii. Completion Techniques
a. Sentence Completion
b. Story Completion
iii. Construction Techniques
a. Picture Response
b. Cartoon Tests
iv. Expressive Techniques
a. Role Playing
b. Third-Person Technique
v. Advantages and Disadvantages of Projective
Techniques
vi. Applications of Projective Techniques
5. 5-5
Chapter Outline
8) International Marketing Research
9) Ethics in Marketing Research
10) Internet and Computer Applications
11) Focus on Burke
12) Summary
13) Key Terms and Concepts
6. 5-6
A Classification of Marketing Research Data
Survey
Data
Observational
and Other Data
Experimental
Data
Fig. 5.1
Qualitative Data Quantitative Data
Descriptive Causal
Marketing Research Data
Secondary Data Primary Data
7. 5-7
Qualitative vs. Quantitative Research
Qualitative Research
To gain a qualitative
understanding of the
underlying reasons and
motivations
Small number of non-
representative cases
Unstructured
Non-statistical
Develop an initial
understanding
Objective
Sample
Data Collection
Data Analysis
Outcome
Quantitative Research
To quantify the data and
generalize the results from
the sample to the population
of interest
Large number of
representative cases
Structured
Statistical
Recommend a final course of
action
Table 5.1
8. 5-8
A Classification of Qualitative Research Procedures
Association
Techniques
Completion
Techniques
Construction
Techniques
Expressive
Techniques
Fig. 5.2
Direct (Non
disguised)
Indirect
(Disguised)
Focus Groups Depth Interviews
Projective
Techniques
Qualitative Research
Procedures
9. 5-9
Characteristics of Focus Groups
Group Size 8-12
Group Composition Homogeneous, respondents,
prescreened
Physical Setting Relaxed, informal atmosphere
Time Duration 1-3 hours
Recording Use of audiocassettes and videotapes
Moderator Observational, interpersonal, and
communication skills of the moderator
Table 5.2
10. 5-10
Key Qualifications of Focus Group Moderators
1. Kindness with firmness: The moderator must combine a disciplined
detachment with understanding empathy so as to generate the
necessary interaction.
2. Permissiveness: The moderator must be permissive yet alert to signs
that the group’s cordiality or purpose is disintegrating.
3. Involvement: The moderator must encourage and stimulate intense
personal involvement.
4. Incomplete understanding: The moderator must encourage
respondents to be more specific about generalized comments by
exhibiting incomplete understanding.
11. 5-11
Key Qualifications of Focus Group Moderators
5. Encouragement: The moderator must encourage unresponsive
members to participate.
6. Flexibility: The moderator must be able to improvise and alter the
planned outline amid the distractions of the group process.
7. Sensitivity: The moderator must be sensitive enough to guide the
group discussion at an intellectual as well as emotional level.
12. 5-12
Procedure for Planning and Conducting Focus Groups
Fig. 5.3
Determine the Objectives and Define the Problem
Specify the Objectives of Qualitative Research
Develop a Moderator’s Outline
Conduct the Focus Group Interviews
Review Tapes and Analyze the Data
Summarize the Findings and Plan Follow-Up Research or
Action
State the Objectives/Questions to be Answered by Focus Groups
Write a Screening Questionnaire
13. 5-13
Variations in Focus Groups
Two-way focus group. This allows one target group
to listen to and learn from a related group. For
example, a focus group of physicians viewed a focus
group of arthritis patients discussing the treatment
they desired.
Dual-moderator group. A focus group conducted by
two moderators: One moderator is responsible for
the smooth flow of the session, and the other ensures
that specific issues are discussed.
Dueling-moderator group. There are two moderators,
but they deliberately take opposite positions on the
issues to be discussed.
14. 5-14
Variations in Focus Groups
Respondent-moderator group. The moderator asks
selected participants to play the role of moderator
temporarily to improve group dynamics.
Client-participant groups. Client personnel are
identified and made part of the discussion group.
Mini groups. These groups consist of a moderator
and only 4 or 5 respondents.
Tele-session groups. Focus group sessions by
phone using the conference call technique.
Online Focus groups. Focus groups conducted
online over the Internet.
17. 5-17
Depth Interview Techniques: Laddering
In laddering, the line of questioning proceeds from
product characteristics to user characteristics. This
technique allows the researcher to tap into the
consumer's network of meanings.
Wide body aircrafts (product characteristic)
I can get more work done
I accomplish more
I feel good about myself (user characteristic)
Advertising theme: You will feel good about yourself when flying
our airline. “You're The Boss.”
18. 5-18
Depth Interview Techniques:
Hidden Issue Questioning
In hidden issue questioning, the focus is not on
socially shared values but rather on personal “sore
spots;” not on general lifestyles but on deeply felt
personal concerns.
fantasies, work lives, and social lives
historic, elite, “masculine-camaraderie,” competitive
activities
Advertising theme: communicate aggressiveness,
high status, and competitive heritage of the airline.
19. 5-19
Depth Interview Techniques:
Symbolic Analysis
Symbolic analysis attempts to analyze the symbolic meaning
of objects by comparing them with their opposites. The logical
opposites of a product that are investigated are: non-usage of
the product, attributes of an imaginary “non-product,” and
opposite types of products.
“What would it be like if you could no longer use airplanes?”
“Without planes, I would have to rely on letters and long
distance calls.”
Airlines sell to the managers face-to-face communication.
Advertising theme: The airline will do the same thing for a
manager as Federal Express does for a package.
20. 5-20
Definition of Projective Techniques
An unstructured, indirect form of questioning
that encourages respondents to project their
underlying motivations, beliefs, attitudes or
feelings regarding the issues of concern.
In projective techniques, respondents are
asked to interpret the behavior of others.
In interpreting the behavior of others,
respondents indirectly project their own
motivations, beliefs, attitudes, or feelings into
the situation.
21. 5-21
Word Association
In word association, respondents are presented with a list of
words, one at a time and asked to respond to each with the first
word that comes to mind. The words of interest, called test
words, are interspersed throughout the list which also contains
some neutral, or filler words to disguise the purpose of the
study. Responses are analyzed by calculating:
(1) the frequency with which any word is given as a response;
(2) the amount of time that elapses before a response is given;
and
(3) the number of respondents who do not respond at all to a
test word within a reasonable period of time.
22. 5-22
Word Association
EXAMPLE
STIMULUS MRS. M MRS. C
washday everyday ironing
fresh and sweet clean
pure air soiled
scrub don't; husband does clean
filth this neighborhood dirt
bubbles bath soap and water
family squabbles children
towels dirty wash
23. 5-23
Completion Techniques
In Sentence completion, respondents are given incomplete
sentences and asked to complete them. Generally, they are
asked to use the first word or phrase that comes to mind.
A person who shops at Sears is ______________________
A person who receives a gift certificate good for Sak's Fifth
Avenue would be __________________________________
J. C. Penney is most liked by _________________________
When I think of shopping in a department store, I ________
A variation of sentence completion is paragraph completion, in
which the respondent completes a paragraph beginning with the
stimulus phrase.
24. 5-24
Completion Techniques
In story completion, respondents are given part of
a story – enough to direct attention to a particular
topic but not to hint at the ending. They are required
to give the conclusion in their own words.
25. 5-25
Construction Techniques
With a picture response, the respondents are
asked to describe a series of pictures of ordinary as
well as unusual events. The respondent's
interpretation of the pictures gives indications of that
individual's personality.
In cartoon tests, cartoon characters are shown in a
specific situation related to the problem. The
respondents are asked to indicate what one cartoon
character might say in response to the comments of
another character. Cartoon tests are simpler to
administer and analyze than picture response
techniques.
27. 5-27
Expressive Techniques
In expressive techniques, respondents are
presented with a verbal or visual situation and asked
to relate the feelings and attitudes of other people to
the situation.
Role playing Respondents are asked to play the
role or assume the behavior of someone else.
Third-person technique The respondent is
presented with a verbal or visual situation and the
respondent is asked to relate the beliefs and attitudes
of a third person rather than directly expressing
personal beliefs and attitudes. This third person may
be a friend, neighbor, colleague, or a “typical” person.
28. 5-28
Advantages of Projective Techniques
They may elicit responses that subjects would
be unwilling or unable to give if they knew the
purpose of the study.
Helpful when the issues to be addressed are
personal, sensitive, or subject to strong social
norms.
Helpful when underlying motivations, beliefs,
and attitudes are operating at a subconscious
level.
29. 5-29
Disadvantages of Projective Techniques
Suffer from many of the disadvantages of
unstructured direct techniques, but to a
greater extent.
Require highly trained interviewers.
Skilled interpreters are also required to
analyze the responses.
There is a serious risk of interpretation bias.
They tend to be expensive.
May require respondents to engage in
unusual behavior.
30. 5-30
Guidelines for Using Projective Techniques
Projective techniques should be used
because the required information
cannot be accurately obtained by direct
methods.
Projective techniques should be used
for exploratory research to gain initial
insights and understanding.
Given their complexity, projective
techniques should not be used naively.
31. 5-31
Comparison of Focus Groups, Depth Interviews,
and Projective Techniques
1. Degree of Structure
2. Probing of individual
respondents
3. Moderator bias
4. Interpretation bias
5. Uncovering
subconscious
information
6. Discovering innovative
information
7. Obtaining sensitive
information
8. Involve unusual
behavior or
questioning
9. Overall usefulness
Relatively high
Low
Relatively medium
Relatively low
Low
High
Low
No
Highly useful
Relatively medium
High
Relatively high
Relatively
medium Medium to
high
Medium
Medium
To a limited
Relatively low
Medium
Low to high
Relatively high
High
Low
High
Yes
Somewhat
useful
Focus
Groups
Depth
Interviews
Projective
Techniques
Criteria
Table 5.3
32. 5-32
Advantages of Online Focus Groups
Geographical constraints are removed and time
constraints are lessened.
Unique opportunity to re-contact group participants at
a later date.
Can recruit people not interested in traditional focus
groups: doctors, lawyers, etc.
Moderators can carry on side conversations with
individual respondents.
There is no travel, video taping, or facilities to
arrange; so the cost is much lower.
33. 5-33
Disadvantages of Online Focus Groups
Only people that have access to the Internet can
participate.
Verifying that a respondent is a member of a target
group is difficult.
There is lack of general control over the respondent's
environment.
Only audio and visual stimuli can be tested. Products
can not be touched (e.g., clothing) or smelled (e.g.,
perfumes).