course material

1. Your paper must be written as a research paper in
Your paper must be written as a research paper in paragraph form. Please see an example
of the chapters in the research paper example located in the ″Files″ tab under example
SENIOR PROJECT. The Action Research Project Student Packet in the ″Files″ tab will also
help. Do not simply submit this checklist as an assignment. Think of this checklist as the
rubric for grading your assignment. Submit you Chapter 3 assignment. Checklist for chapter
3 submission.Is there a complete and concise desсrіption of the program implemented
given?11CHAPTER 3MethodologyIn finding out whether or not the researcher’s hypothesis
is true, a research survey questionnaire must be developed and implemented. The key to
developing a good survey questionnaire is to keep it short while ensuring that all of the
information that is needed will be captured. Surveys can help decide what needs changing,
what problems there might be, or lots of other questions that may arise at any time.
Gathering information is an important way to help people make decisions about topics of
interest. The reason why a survey will be used during this research is because it will give
the answer any question about the hypothesis or topic. As stated in Applegate (2002), “The
best part about surveys is that they can be used to answer any question about any topic,” (p.
25).A survey is a way to collect information directly from people in a systematic and
standardized way. The survey that was developed will be used to provide factual evidence
to support the hypothesis. The researcher plans to take the data received from the survey
and utilize it to support her hypothesis. When the survey questionnaire is distributed, the
data received will capture the information needed for the research paper. The survey will
be the documentations provided from the students that will prove that the career planning
and placement department has not provided the resources and professional development
programs to prepare the students for the workforce. When using a survey to receive
information, it is important to be concise about the information needed. Surveys are
essential to seeking factual evidence and revealing any issues or problem. The reason why a
survey is an essential part of the statistical process is because it shows what is actually
happening in reality. By implementing a survey questionnaire in the research paper, the
learner will be able to add credibility to the research. Running head: THE UNPREPARED
AND UNEMPLOYED COLLEGE GRADUATE12There are three major benefits in using a
survey within the specified organization. The first major benefit is that surveys places
emphasis on authentic data. Surveys are an excellent way to receive information first hand
and not heresy. The second advantage is that surveys are a strong quantitative methodology
when used correctly. The last advantage is that surveys are inexpensive and is not time

2. consuming. The challenges in using a survey are that the students may not feel comfortable
providing answers that present themselves in an unfavorable manor. The second challenge
in using a survey is that students may not feel encouraged to provide accurate, honest
answers because of perception of the way they were treated. The last challenge in using a
survey is that surveys with closed-ended questions may have a lower validity rate than
other question types.Once the researcher agreed on a research question, the next decision
that had to be made was what would be the best way to conduct the survey. Due to time
constraints, the researcher had to personally hand out surveys instead of sending them to
people through the Internet or mail. By handing out the surveys, it would guarantee
immediate responses. It was also convenient to hand out the surveys personally because the
researcher was able give discuss it with other classmates. The next thing was to compose
the research survey questionnaire and implement it. The procedure that was used to
develop the research survey questionnaire was extremely detailed and precise. The main
idea of the survey was to capture the opinion of the students regarding how they viewed
how much guidance and training they received to be prepared for the workforce once they
graduate. Students are procrastinators and think that everything should be given to them.
Students also do not realize that they are not prepared for something until they are actually
faced with it. As stated in Savage (2003), “Landing a job is a skill that students need for a
lifetime of employment, and a critical part of a complete college education comes from
learning to develop great skills” (p. 273). Running head: THE UNPREPARED AND
UNEMPLOYED COLLEGE GRADUATE13Demonstration of Intervention – Statement of
ObjectiveThe transition from collegiate life to working professional is a large one. As stated
in the aforementioned, it is _________ College responsibility to educate, empower and employ
the traditional students while they matriculate through the institution. When college
students graduate with no professional development training for the workforce and are
unemployed in their field of study, it demonstrates that there needs to be an intervention in
place to support the future success of these students. Statement of ObjectiveThe objective is
recommend starting in the Fall of 2014, the Department of Academic Affairs should provide
mandatory professional development training to all traditional students at ________ College
during the four to five years of their college career so that once they graduate from the
institution, they can be well prepared to succeed in their field of study.Demonstration of
Intervention- The Professional Development AcademyThe intervention plan of action is to
implement a career planning and placement curriculum into the _______ College traditional
students’ academic degree plan for them to receive professional career training and
graduate prepared for a successful career. The purposed career development part of the
academic curriculum would be called “The Professional Development Academy.” These
credited career-development focused classes will enhance, educate and empower
traditional students about professional development while preparing them to be successful
in their field of study while they are taking educational courses. The students will have the
opportunity to be advised and trained in the area of professional career-development
through several courses: online soft skills training, developing a resume, mock interviewing,
elevator pitch, etiquette at work and other Running head: THE UNPREPARED AND
UNEMPLOYED COLLEGE GRADUATE14professional development training in classification

3. phases as they matriculate through college. As stated in chapter 2, as freshmen, instead just
taking the normal college success, all traditional freshmen would be required take two
three-credited “Career Awareness” classes. This would be the foundation of the four phases
to learn about the culture of career awareness, the importance of professional behavior in
the workplace, explore basis office and professional etiquette and identify the student’s
career potential. By the time the student completes this course they will ascertain and
complete the goals needed to move to the next level. By the students’ sophomore year, the
second phase that would be purposed to be implemented as part of their degree plan would
be a class in Career Exploration. This phase would offer lessons in how to draft a resume
and identify students work experiences and skills. Also, the students would be required to
attend professional development workshops with college-partnered companies to further
enhance their knowledge. At the junior level, traditional students of _________ College would
be required to take “Career Experience” class. At this level, students will be required to start
exploring their two mandatory internship and future employment opportunities. Students
will be required to identify prospective employment opportunities and two internships
within their major. By the second semester as a junior, the students should be well versed in
obtaining one of the two internships to be completed by the end of the first semester in
their senior year. As the students advance to a senior year status, students would be
required to complete the “Transition from College to Career” class. At this crossroad, the
students will have perfected all of the aforementioned skills needed to compete in their
career globally. Students would have attained a wealth of career awareness and planning
knowledge. At this level of successful planning, students would have completed their
required internships in their major field of study. This would give them the edge that they
need to receive job offers before graduation. See Appendix ″D″ Running head: THE
UNPREPARED AND UNEMPLOYED COLLEGE GRADUATE15for the Pyramid diagram for a
visual desсrіption of the career development part of the academic curriculum. Running
head: THE UNPREPARED AND UNEMPLOYED COLLEGE GRADUATE16CHAPTER
4Evaluation PlanIn order to develop a detailed plan of evaluation for this research, a
research survey questionnaire assessment of sixty-seven traditional seniors who graduated
in May 2013 need to first be conducted to determine whether or not the hypothesis theory
is true. Once the survey is assessed, the data will need to be scrubbed and analyzed. The
results and findings from the data will prove the hypothesis theory or reject the hypothesis
theory.Data AnalysisIn the research plan, it is the plan to survey sixty-seven traditional
graduating seniors out of one hundred and eighteen graduating senior students at ________
College. The reason why this group was selected is because this group of seniors was
affected by administration changes within the institution and received no career awareness
training. The researcher will find out whether or not _________ College has provided adequate
services to the students and prepared them for the workforce in their field of study while
matriculating at the institution. The theory that is going to be used would be the hypothesis
theory. The hypothesis theory provides the researcher with a structural analytical method
for making decisions of this type. To formulate the hypothesis the researcher used the null
and alternative hypotheses. The null hypothesis is a statement about the sample values that
was tested. The null hypothesis will be rejected only if the data provided has contradictory

4. evidence. The alternative hypothesis includes all the values not covered by the null
hypothesis. The alternative hypothesis is to be true if the null hypothesis is
rejected.Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE16CHAPTER 4Evaluation PlanIn order to develop a detailed plan of evaluation
for this research, a research survey questionnaire assessment of sixty-seven traditional
seniors who graduated in May 2013 need to first be conducted to determine whether or not
the hypothesis theory is true. Once the survey is assessed, the data will need to be scrubbed
and analyzed. The results and findings from the data will prove the hypothesis theory or
reject the hypothesis theory.Data AnalysisIn the research plan, it is the plan to survey sixty-
seven traditional graduating seniors out of one hundred and eighteen graduating senior
students at ________ College. The reason why this group was selected is because this group of
seniors was affected by administration changes within the institution and received no
career awareness training. The researcher will find out whether or not _________ College has
provided adequate services to the students and prepared them for the workforce in their
field of study while matriculating at the institution. The theory that is going to be used
would be the hypothesis theory. The hypothesis theory provides the researcher with a
structural analytical method for making decisions of this type. To formulate the hypothesis
the researcher used the null and alternative hypotheses. The null hypothesis is a statement
about the sample values that was tested. The null hypothesis will be rejected only if the data
provided has contradictory evidence. The alternative hypothesis includes all the values not
covered by the null hypothesis. The alternative hypothesis is to be true if the null
hypothesis is rejected.Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE17Limitation of the Data Collection PlanThe essentials of the research survey
questionnaire was to implement a systematic way of asking people to volunteer information
about their opinions and beliefs regarding how prepared are they for the workforce.
Identifying and writing survey questions is an important aspect of any survey process.
Special precautions were made to remove bias in the data. The researcher did not include
the students that were in the BEEP, CSX or JEA professional development program. The
researcher preferred to receive direct answers from the participants to ensure concrete and
concise results at the end of the survey. The way the survey questions perform, the
adequacy with which they obtain the desired information, has a greater influence on the
results of the survey than any other single part of the process. Therefore, careful
consideration was taken when constructing the survey questionnaire. The type of questions
that was chosen for this particular research survey was closed end questions. Closed-ended,
or multiple choice, questions ask the group of participants to choose an answer from list of
alternatives. In the opinion of the researcher, closed-ended or multiple-choice questions are
easier for the participants to answer. They are also easier to analyze and tabular than open-
ended questions. Closed-ended questions reduce changes of participants’ bias opinion on a
particular subject. In a closed-ended or multiple-choice survey, questions are well
administered and structural towards goal of survey compare to open-ended survey
questions. As stated in Hightower and Scott (2012), “Some researchers prefer closed-ended
or multiple-choice questions to gather quantitative data.” Another reason why the
researcher chose to use closed-ended questions for this research is because it limits the

5. participants’ input into the wording of answers, but ensures that the researcher or other
people are not influencing the answer by randomly encouraging elaboration or making
suggestions for answers. The survey tool that was created consisted of five questions
Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE GRADUATE18focusing on
the opinion of sixty-seven out of one hundred and eighteen traditional senior students at
________ College. Before the students were given the survey questionnaire a pilot-test was
done. The pilot-test is useful for demonstrating the survey’s reliability. As stated in Kelley.
K, Clark, B., Brown, V. and Sitzia, J. (2003) “the pilot test is a good way to determine the
necessary sample size needed for experimental designs.” When a survey questionnaire is
pilot tested it ensures that each question is valid, all the words are understood, whether or
not the questions are answered correctly and whether or not the questions apply to each of
the students. The sample for the pilot test were the same questions as the actual survey just
given to a different selection of students. The pilot test was done on five students where
graduates of the Class of 2012. This was extremely motivating as well as intriguing. Those
students were extremely cooperative and were concise in their opinion. The results were
different than the actual survey that was conducted because four out of five of the students
that were selected ended graduated with jobs that they were already working but not in
their field of study. The sampling technique that was used was based on convenience
sampling. The researcher decided to have a sample size of sixty-seven participants because
the researcher felt that it would be feasible, considering the time constraints. To further
expedite the surveying process, each the survey was done during a meet and greet so that
each person did the survey immediately. After each person had their surveys filled out, the
results were placed into Microsoft Excel. This made the process easy and less time
consuming. Formulizing the results after receiving the surveys back made it easy to begin
analyzing.Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE19CHAPTER 5Summary of ResultsThe researcher proceeded to formulate the
results from the survey. The raw data was scrubbed into a histogram, pie chart and bar
graph to demonstrate the results. Out of sixty seven traditional students that were about to
graduate with college degrees, only three students were working in their field of study. Out
of sixty seven students that were about to graduate with college degrees, only two students
were in management trainee programs in their field of study at the time of graduation.
Students indicated that they did not feel that they were prepared for their career in their
field of study. The students realized that they lack professional development skills that
should have been taught while they were matriculating and is an issue for them now that
they are facing their career in their field of study. They hypothesis was proven to be correct.
Traditional graduating students at _______ College are not prepared to work in their field of
study because there are no professional training development programs in place for
traditional college students to mandatory attend.In other words, as the students are
preparing to graduate, they are not employed in their field of study and not prepared to
enter workforce. Students spend four to five years at the institution and during that time
receive little to no professional training that will prepare them to enter the workforce. The
results in the research also confirmed that the institution did not deliver a well-rounded
college graduate because they are not professionally qualified to work efficiently and

6. effectively in corporate America. If the students were asked to do a task regarding
professional development they would not have an understanding how to apply those skills
to the workplace. Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE20CHAPTER 6Conclusion and RecommendationAs stated in the aforementioned,
professional development is a critical necessity in today’s educational environment.
Students at ______ College are not receiving professional development training to ensure that
they are prepared for a career in their field of study. Traditional graduating students at
_______ College are not prepared to work in their field of study because there are no
professional training development programs in place for traditional college students to
mandatory attend. The study demonstrated that out of sixty seven traditional students that
were about to graduate with college degrees, only three students were working in their field
of study. The study also proved that out of sixty seven students that were about to graduate
with college degrees, only two students were in management trainee programs in their field
of study at the time of graduation.The purposed recommendation is starting in the Fall of
2014, the Department of Academic Affairs should provide mandatory professional
development training to all traditional students at _______ College during the four to five
years of their college career so that once they graduate from the institution, they can be well
prepared to succeed in their field of study. The purposed career development part of the
academic curriculum would be called “The Professional Development Academy.” These
credited career-development focused classes will enhance, educate and empower
traditional students about professional development while preparing them to be successful
in their field of study while they are taking educational courses. The students will have the
opportunity to be advised and trained in the area of professional career-development and
other professional development training in classification phases as they matriculate
through college.Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE21Chapter 7ReflectionsIn everyday life I am constantly researching various
things and researching how to perfect my craft. I have learned that not everyone is equal to
being determined to get the job done. Among my peers, there was frustration because of the
number of pages that needed to be prepared for the topic. In all of my classes, I have always
written and produced more than what was required of me. The Literature Review was a
little challenging for me. The reason it was challenging for me was because I had to intensify
and specify my research to get the support needed for my problem. I knew what I wanted to
write about because I have written several papers on the same problem throughout my
career as a college student. The only difference this time was I needed to narrow in on the
nucleus of the problem specifically. This is the learning outcome that I received. Stop
looking at the broader picture and just look the specific problem so that I can figure out how
to solve that problem. Then once the problem is solved, this will help the broader
picture.The entire program as well as the business application project has affected me and
changed my life tremendously. It has made me more aware on how valuable a college
degree is needed to be successful in my career. My education is extremely important to me. I
will try to apply the learning outcome to my personal life because I tend to become
overwhelmed when I look at the broader picture instead of the problem at hand. Being an
advocate of the adult learner I’m grateful for the opportunity of being able to earn a college

7. degree. The CLIMB program at Edward Waters College is the best kept secret for adults who
couldn’t earn a degree and now would like to complete what they started in the
past.Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE22REFRENCE LISTApplegate, J., (2002), 201 Great Ideas for your Small Business,
Bloomberg Press, PrincetonBarkin, C., (1999), When Your Kid Goes to College: A Parent’s
Survival Guide, Avon Books, New YorkBoisjolie, M., (2012), Preparing for the Real World,
nacacnet.org, Retrieved March 20, 2014,
http://www.nacacnet.org/studentinfo/articles/Pages/Preparing-for-the-Real-World.aspx
Grasgreen, A., (2013), More Data to Show Students Unprepared, insidehighered.com,
Retrieved March 20, 2014 from:
http://www.insidehighered.com/news/2013/10/29/more-data-show-students-
unprepared-work-what-do-about-it#ixzz2wVxcCjF4Hightower, C. and Scott, K. (2012), Infer
More, Describe Less: More Powerful Survey Conclusions through Easy Inferential Tests,
istl.com, Retrieved March 23, 2014 from: http://www.istl.org/12-
spring/article1.htmlJohnson, L., (2011), Employers Say College Graduates Lack Job Skills-
The Chronicle of Higher Education, chronicle.com, Retrieved March 20, 2014 from:
http://chronicle.com/article/Employers-Say-College/130013/ Kelley. K, Clark, B., Brown, V.
And Sitzia, J. (2003), Good Practice in the Conduct and Reporting of Survey Research,
Oxfordjournals.org, Retrieved March 1, 2014 from:
http://intqhc.oxfordjournals.org/content/15/3/261 Planin, E., (2014), The Surprising
Reason College Grads Can’t Get A Job, thefiscaltimes.com, Retrieved March 20, 2014
from:http://www.thefiscaltimes.com/Articles/2014/01/29/Surprising-Reason-College-
GradsCan-t-Get-Job#sthash.6DRKJ5Gp.dpufRunning head: THE UNPREPARED AND
UNEMPLOYED COLLEGE GRADUATE23Sanburn, J., (2012) The Beginning of the End of the
Unpaid Internship, business.time.com, Retrieved March 20, 2014 from: Internships: The
Beginning of the End of Interns Without Wages http://business.time.com/2012/05/02/the-
beginning-of-the-end-of-the-unpaid-internship-as-we-know-it/#ixzz2wKIDDMHzSavage,
M. (2003), You’re on Your Own: Mentoring Your Child during the College Years Fireside,
New YorkSingletary, M., (2012), Not all College Majors are Created Equal,
Washingtonpost.com, Retrieved March 20, 2014
from:http://www.washingtonpost.com/business/not-all-college-majors-are-created-
equal/2012/01/12/gIQAfz4XzP_story.htmlToland, S., (2011), The Ill-Prepared Workforce:
Corporatevoices.wordpress.com Retrieved March 20, 2014 from:
http://corporatevoices.wordpress.com/2011/01/27/the-ill-prepared-workforce-new-
report-argues-that-lack-of-academic-rigor-undercuts-educational-attainment-and-skills-of-
u-s-college-students/White, M.W., (2013), The Real Reason New College Grads Can’t Get
Hired:business.time.com Retrieved March 20, 2014 from:
http://business.time.com/2013/11/10/the-real-reason-new-college-grads-cant-get-
hired/#ixzz2wKF1XBVRunning head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE24APPENDIX OF APPENDICESAPPENDIX AProblem Analysis Worksheet
(session 1)1. State the problem in as clear and concise a manner as possible:Traditional
students at _____ College are not prepared to work in their field of study because there are
no professional development programs in place for them to mandatory attend.2. Why is this

8. problem?This is a problem because traditional students spend four to five years
matriculating at __________ College and during that time, receive no professional development
training that will prepare them for work in their field of study. a. Where is the problem
located or centered?The problem is located within the curriculum at ___________ College.b.
Who is affected by the problem?Traditional students, especially the senior classification of
students are affected by this problem.3. Observations of the problem – DESCRIPTION OF
CURRENT STATUS DESCRIPTION OF DESIRED STATUSa. Students lack communication and
interpersonal skillsa. Training as a freshmen about career awarenessb. Students lack
professional development and soft skills. b. Implementation of professional development
and soft skills workshops c. Students lack workplace ethics c. Training in sophomore year
on work place ethics and d. Student lack job etiquette and professionalismd. Training in
Junior Year excellent interpersonal skills and etiquette workshopse. Student lack
interviewing skills e. Required Mock Interview Workshopsf. Students lack experience f.
Required two internships in junior and senior yearRunning head: THE UNPREPARED AND
UNEMPLOYED COLLEGE GRADUATE254. Analyze the above for symptoms vs. possible
causes. Ask yourself what causes the condition that makes you think there is a real problem.
Is this really the problem or only the manifestation of a symptom?SYMPTOMS (LIST)
POSSIBLE CAUSE (LIST)no mandatory training in field of study Not implemented in
curriculum senior traditional students graduating with no skill setsNo mandatory training
in field of study5. List all possible explanations (hypotheses) for the problem. Use complete
sentences, such as: The problem is a result of ineffective communication between
departments.The problem is a result of the traditional students’ curriculum and instruction
planning from academic affairs.6. Explain why the above explanations (hypotheses) appear
to be relevant or applicable to your project.The explanation appears to be relevant to my
project because when traditional students graduate from _______ College, they are not
prepared to work in their field of study because there are no professional development
programs in place for them to mandatory attend.7. Indicate any relationship among the
most relevant explanations (hypotheses) identified in #6. (i.e., are they getting at the same
thing – does one have implication for another?)Mandatory professional development
workshops should be implemented forall traditional students as a requirement. Two
internships should be required foreach traditional student as a graduation requirement.
This will be an asset to the traditional students to be able to effectively prepared for jobs in
their field of study.Running head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE26APPENDIX BSenior Project Topic Proposal (Session 1)Name: Group:
Date:Using your completed Problem Analysis Worksheet as a guide, type your responses to
the following questions. Strive for complete, yet concise, statements.1. Problem statement
(This can take the form of a statement or question and should include where the problem is
found, major elements or variables involved, and the population affected.)Traditional
graduating students at _______ College are not prepared to work in their field of study is
because there are no professional development programs in place for them to mandatory
attend.2. What is your personal involvement with the problem, and to what degree do you
have control over the situation?My personal involvement is that the school does a poor job
preparing them to work in their field of study and I would like to implement into the

9. curriculum a program to help the traditional students be successful in their career.3. On the
basis of your problem analysis, what are your explanations and assumptions about the
cause(s) of this problem?Traditional graduating students at ______ College are not prepared
to work in their field of study is because there are no professional development programs in
place for them to mandatory attend.4. Specifically, in what practical ways will the situation
improve if the problem is solved? How will your organization benefit?The situation will be a
win-win for everyone involve. The traditional students will have a solid experience in their
field of study and will be able to secure a job in their field. _________ College will produce
successful students working in their careers as well as securing a variety of partnerships for
the institution.5. What are the first two or three steps you need to take?Interview
graduating traditional students, address the issue, research the problem, and find a solution
to the problem.6. How do you plan to go about gathering your information?I plan on
interviewing the graduating traditional students, doing surveys and research about college
graduates being unprepared for the workforce.APPROVAL:Senior Project Facilitator: -
_______________ Date: ______________Running head: THE UNPREPARED AND UNEMPLOYED
COLLEGE GRADUATE27APPENDIX CProfessional Development AcademyProposed
Curriculum for Traditional StudentsStudent Name: _________________________________ ID#
____________________ Course Code Course Name Credit Hours Semester Grade Freshmen and
Transfer Students: Career Awareness (8 hours)CPA 101A Career Planning and Assessment
2MLTS 1001B Marketing Leadership 2JST 1001C Job Search Tips and Networking
Strategies2RODJ 1001D Researching Organizations for Your Career/Dream Job2Sophomore
Students: Career Exploration (6 hours)EPPS 2001 Elevator Pitch and Public Speaking3DSDE
2002 Dress for Success and Dining Etiquette3Junior Students: Career Experience (6
hours)PRIS 3001 How to write the perfect Resume and Interview Like a Pro3CARF 3002
How to Work a Career 3Senior Students: Career Transition (6 hours)EDLD 4001 Embracing
Diversity in Leadership3MLTS 1001B The 4 –Year Transfer and Beyond3Total 26 Credit
hoursRunning head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE28APPENDIX DRunning head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE29APPENDIX ESENIOR SURVEY QUESTIONNAIRESenior’s Name Date:Major:
Please answer the following questionnaire as part of your department exit packet.Yes No1.
As a senior with three months to graduate, do you feel adequately prepared to pursue your
career in your field of study?2. During your matriculation here at Edward Waters College,
have you been provided with resources that you need to pursue employment in your field of
study?3. Has the college provided workshops, forums or seminars regarding Professional
Development for workplace etiquette training?1. As senior, are your presently employed in
your field of study, if not, is there a job opportunity available for you once you obtain your
college degree?Please rate on a scale of 1 – 5 with 5 being fully prepared and one being not
prepared.5. How prepared are you to transition from a College Student to a Corporate
Executive in your field of study? (circle one) 5 4 3 2 1Running head: THE UNPREPARED
AND UNEMPLOYED COLLEGE GRADUATE30APPENDIX FAs a result of the students that
took the survey:64 of the students surveyed are unemployed graduates;3 of the students
surveyed are presently employed in their field of study;64 shared that they were not
prepared for their career;2 shared that they are in management trainee programs at the

10. time of graduationResults From Senior Class Survey Questionnaire
010203040506070UnemployedGraduatesGraduatesEmployed inFieldGraduates
NotPrepared forCareerGraduates inManagementTraineeProgramNumber of Students
Unemployed GraduatesGraduates Employed in FieldGraduates Not Prepared
forCareerGraduates in ManagementTrainee ProgramRunning head: THE UNPREPARED
AND UNEMPLOYED COLLEGE GRADUATE31APPENDIX GAppendix G is the results of the
last question on the survey on a scale of 1 -5As the result of the students that took the
survey the findings were as follows:1. 75% of the students surveyed shared that were not
are not prepared for their career;2. 16% of the students surveyed shared that they were
fully prepared for their career;3. 9% of the students surveyed shared that they are
somewhat prepared for their career.Distance to work (Miles), Fully Prepared for Career, 8,
1, 9%Distance to work (Miles), Somewhat Prepared for Career , 15, 2, 16%Distance to work
(Miles), Not Prepared for Career, 68, 3, 75%Fully Prepared for Career Somewhat Prepared
for Career Not Prepared for CareerRESULTS FROM SENIOR CLASS
QUESTIONNAIRERunning head: THE UNPREPARED AND UNEMPLOYED COLLEGE
GRADUATE32APPENDIX HAppendix H shows the Histogram Results of all the questions on
the surveyAs the result of the students that took the survey the findings were as follows:1.
Sixty-four students said “No” to all four questions to the survey2. Three students said “Yes”
to all four questions to the survey3. Sixty –four students said that they were not prepared 4.
Two students circled five and said they were preparedHistogram Results of Senior Class
Survey Questionnaire02040608064 3 64 2Number of StudentsFrequency643642Running
head: THE UNPREPARED AND UNEMPLOYED COLLEGE GRADUATE33APPENDIX ITo
further support the hypothesis the researcher did a z-test. The results of the z-test are
shown in Appendix I. The hypothesis is proven to be correct as shown in the test.z-Test:
Two Sample for MeansResults StudentMean 28.5 2Known Variance 1 1Observations 4
4Hypothesized Mean Difference 65 z -36.7696 P(Z˂＝z) one-tail 0 z Critical one-tail
1.644854 P(Z˂＝z) two-tail 0 z Critical two-tail 1.959964Important InfoThe order was
placed through a short procedure (customer skipped some order details).Please clarify
some paper details before starting to work on the order.Type of paper and subjectNumber
of sources and formatting styleType of service (writing, rewriting, etc)