DRIVE

SUMMER 2014

PROGRAM

MBADS (SEM 3/SEM 5)

MBAFLEX/ MBA (SEM 3)
PGDISMN (SEM 1)
II

SEMESTER
SUBJECT CODE &
NAME
BK ID

MI0035 COMPUTER NETWORKS

CREDIT & MARKS

4 Credits, 60 marks

B1973

ASSIGNMENT

Name:

Ajeet Kumar

Roll No:

1405010120

Center Code:

3293

MB0050- Research Methodology

Explanation of Focus group discussion
Explanation of Focus group discussion:
Focus group discussion (FGD) is a highly versatile and dynamic method of collecting primary data
from a representative group of respondents. The process generally involves a moderator who
steers the discussion on the topic under study. There are a group of carefully selected respondents
who are specifically invited and gathered at a neutral setting.
Key elements:
Size: Ideal recommended size for a group discussion is 8 to 12 members. Less than eight would
not generate all the possible perspectives on the topic and the group dynamics required for a
meaningful session. And more than 12 would make it difficult to get any meaningful insight.
Nature: Individuals who are from a similar backgroundin terms of demographic and
psychographic traitsmust be included; otherwise disagreement might emerge as a result of other
factors rather than the one under study.
Acquaintance: It has been found that knowing each other in a group discussion is disruptive and
hampers the free flow of the discussion. It is recommended that the group should consist of
strangers rather than subjects who know each other.
Setting: The space or setting in which the discussion takes place should be as neutral, informal
and comfortable as possible. In case one-way mirrors or cameras are installed, there is a need to
ensure that these gadgets are not directly visible.
Time period: The discussion should be held in a single setting unless there is a before and after
design, which requires group perceptions, initially before the study variable is introduced; and later
in order to gauge the groups reactions. The ideal duration of conduction should not exceed an
hour and a half.
The moderator: The moderator is the one who manages the discussion. He might be a participant
in the group discussion or he might be a non-participant. He must be a good listener and unbiased
in his conduct of the discussions.

Discuss the concepts involved in Testing of Hypothesis. Also discuss the steps involved
in testing the hypothesis.
Concepts in testing the hypothesis:
A hypothesis is a tentative statement about the relationship between two or more variables. A
hypothesis is a specific, testable prediction about what you expect to happen in your study. For
example, a study designed to look at the relationship between sleep deprivation and test
performance might have a hypothesis that states, "This study is designed to assess the hypothesis
that sleep deprived people will perform worse on a test than individuals who are not sleep
deprived."
Steps for procedure of testing hypothesis:
Five Steps in Hypothesis Testing:
1. Specify the Null Hypothesis
The null hypothesis (H0) is a statement of no effect, relationship, or difference between two or
more groups or factors. In research studies, a researcher is usually interested in disproving the null
hypothesis.
Examples:
There is no difference in intubation rates across ages 0 to 5 years.

 The intervention and control groups have the same survival rate (or, the intervention does not
improve survival rate).
There is no association between injury type and whether or not the patient received an IV in the
pre hospital setting
2. Specify the Alternative Hypothesis
The alternative hypothesis (H1) is the statement that there is an effect or difference. This is usually
the hypothesis the researcher is interested in proving.
Examples:

The intubation success rate differs with the age of the patient being treated (two-sided).
The time to resuscitation from cardiac arrest is lower for the intervention group than for the
control (one-sided).
There is an association between injury type and whether or not the patient received an IV
in the pre hospital setting (two sided).

3. Set the Significance Level (a)

The significance level (denoted by the Greek letter alpha a) is generally set at 0.05. This means
that there is a 5% chance that you will accept your alternative hypothesis when your null
hypothesis is actually true. The smaller the significance level, the greater the burden of proof
needed to reject the null hypothesis, or in other words, to support the alternative hypothesis.
4. Calculate the Test Statistic and Corresponding P-Value
In another section we present some basic test statistics to evaluate a hypothesis. Hypothesis
testing generally uses a test statistic that compares groups or examines associations between
variables. When describing a single sample without establishing relationships between variables, a
confidence interval is commonly used.
5. Drawing a Conclusion
1. P-value <= significance level (a) => Reject your null hypothesis in favor of your alternative
hypothesis. Your result is statistically significant.
2. P-value > significance level (a) => Fail to reject your null hypothesis. Your result is not
statistically significant.
Hypothesis testing is not set up so that you can absolutely prove a null hypothesis.

What do you mean by Exploratory research design? Explain the types of exploratory
research design.

Definition of Exploratory design:

Exploratory designs, as stated earlier, are the simplest and most loosely structured designs. As the
name suggests, the basic objective of the study is to explore and obtain clarity about the problem
situation. It is flexible in its approach and mostly involves a qualitative investigation..
Types of exploratory design:
Secondary Resource Analysis: Secondary sources of data, as the name suggests, are data in
terms of the details of previously collected findings in facts and figureswhich have been
authenticated and published. It is a fast and inexpensive way of collecting information.
Case Study Method: Another way of conducting an exploratory research is the case study
method. This requires an in-depth study and is focused on a single unit of analysis. This unit could
be an employee or a customer; an organization or a complete country analysis. They are by their
nature, generally, post-hoc studies and report those incidences which might have occurred earlier.

The scenario is reproduced based upon the secondary information and a primary
interview/discussion with those involved in the occurrence. Thus, there might be an element of bias
as the data, in most cases, becomes a judgmental analysis rather than a simple recounting of
events.
Expert Opinion Survey: At times, there might be a situation when the topic of a research is such
that there is no previous information available on it. In these cases, it is advisable to seek help
from experts who might be able to provide some valuable insights based upon their experience in
the field or with the concept. This approach of collecting particulars from significant and
knowledgeable people is referred to as the expert opinion survey. This methodology might be
formal and structured and is useful when authenticated or supported by a secondary/primary
research or it might be fluid and unstructured and might require an in-depth interviewing of the
expert.
Focus Group Discussions: Another way to conduct a exploratory analysis is carry out discussions
with individuals associated with the problem under study. This technique, though originally from
sociology, is actively used in business research. In a typical focus group, there is a carefully
selected small set of individuals representative of the larger respondent population under study.

Structuring the Research Paper

Formal Research Structure
For emphasis, the primary purposes for formal research are repeated here:

find and understand raw data and information

enter the discourse, or conversation, of other writers and scholars in your field
learn how others in your field use primary and secondary resources

For the formal or primary academic research assignment, where you will take your place in the
scholarly conversation, consider an organizational pattern typically used for primary academic
research. This organization consists of these sectionsintroduction, methods, results, discussion,
and conclusions and recommendations.
The research paper flows from the general to the specific and back to the general in its
organization. The introduction uses a general-to-specific movement in its organization, establishing
the thesis and setting the context for the conversation. The methods and results sections are more
detailed and specific, providing support for the generalizations made in the introduction. The
discussion section moves toward an increasingly more general discussion of the subject leading to
the conclusions and recommendations, which then generalize the conversation again.
The Introduction
Many students will find that writing a structured introduction gets them started and gives them the
needed focus that significantly improves their entire paper. Usually, you will not actually begin
writing here, but in a later section, wherever you think you have the most information. Because
introductions are so highly structured, you may actually write your introduction last.
Introductions usually have three parts:

presentation of the problem or the research inquiry

purpose and focus of the current paper
summary or overview of the writers position or arguments

In the first part of the introduction, the presentation of the problem, or the research inquiry, state
the problem or express it so that the question is implied. Then, sketch the background on the
problem and review the literature on it to give your readers a context to show them how your
research inquiry fits into the conversation currently ongoing in your subject area. You may tell why
this problem has been a problem, why previous attempts have failed to solve it, or why you think
this particular slant or angle to the problem is important. You can also mention what benefits are to
be gained from solving this problem or exploring this topic from your perspective.

In the second part of the introduction, state your purpose and focus. Here, you may even present
your actual thesis. Sometimes your purpose statement can take the place of the thesis by letting
your reader know your intentions. Some writers like to delay presenting their thesis, especially if
their readers may not be ready to accept it.
The third part, the summary or overview of the paper, briefly leads readers through the discussion,
forecasting the main ideas and giving readers a blueprint for the paper.
The Methods Section
The methods section of your research paper should describe in detail what methodology and
special materials, if any, you used to think through or perform your research. You should include
any materials you used or designed for yourself, such as questionnaires or interview questions, to
generate data or information for your research paper. You want to include any methodologies that
are specific to your particular field of study, such as lab procedures for a lab experiment or datagathering instruments for field research. If you are writing a literary research paper, you would
want to use the methodologies scholars use to examine texts and place the author and the literary
piece into its literary and historical context. If you are writing a business management research
paper, you would want to use the methodologies that place your discussion in the context of
business and economics.
Next to your own critical review of the scholarship in your discipline, your teacher is the best
source of what methodologies are used in it. Many writers of research begin with this section
because it is often the easiest to write. This section is usually written in past tense.
The Results Section
How you present the results of your research depends on what kind of research you did, your
subject matter, and your readers expectations. Quantitative information, data that can be
measured, can be presented systematically and economically in tables, charts, and graphs.
Quantitative information includes quantities and comparisons of sets of data. If you are unfamiliar
with the conventions, you may find it challenging to present quantitative findings. You may include
some commentary to explain to your reader what your findings are and how to read them.
The distinction between the results section and the discussion section is not always so clear-cut.
Although many writers think you should simply present and report your findings on the data you
have collected, others believe some evaluation and commentary on your data may be appropriate
and even necessary here. You and your teacher can decide how strict you want to be in this
decision.
Qualitative information, which includes brief descriptions, explanations, or instructions, can also be
presented in prose tables. This kind of descriptive or explanatory information, however, is often
presented in essay-like prose or even lists.
There are specific conventions for creating tables, charts, and graphs and organizing the
information they contain. In general, you should use these only when you are sure they will
enlighten your readers rather than confuse them. In the accompanying explanation and your
discussion, always refer to the graphic by number and explain specifically what you are referring
to. Give your graphic element a descriptive caption as well. The rule of thumb for presenting a
graphic is first to introduce it by name, show it, and then interpret it. You can consult a textbook,
such as Lannons Technical Writing for more information and guidance. The results section is
usually written in past tense.
The Discussion Section
Your discussion section should generalize on what you have learned from your research. One way
to generalize is to explain the consequences or meaning of your results and then make your points
that support and refer back to the statements you made in your introduction. Your discussion
should be organized so that it relates directly to your thesis. You want to avoid introducing new
ideas here or discussing tangential issues not directly related to the exploration and discovery of
your thesis. This section, along with the introduction, is usually written in present tense.
The Conclusions and Recommendations Section

Some academic research assignments might end with the discussion and not need a separate
conclusions and recommendations section. Often, in shorter assignments, your conclusion is just a
paragraph or two added to the discussion section. In many of your research assignments, however,
you will be asked to provide your conclusions and recommendations in your research paper.
Conclusions unify your research results and discussion and elaborate on their significance to your
thesis. Your conclusion ties your research to your thesis, binding together all the main ideas in your
thinking and writing. By presenting the logical outcome of your research and thinking, your
conclusion answers your research inquiry for you and your readers. Your conclusions should relate
directly to the ideas presented in your introduction section and not present any new ideas.
You may be asked to present your recommendations separately in your research assignment. If so,
you will want to add some elements to your conclusion section. For example, you may be asked to
recommend a course of action, make a prediction, propose a solution to a problem, offer a
judgment, or speculate on the implications and consequences of your ideas. The conclusions and
recommendations section is usually written in present tense.
The Reference List
Of course, your research paper is not complete without your list of references. Documenting your
research paper to use your sources in a manner that maintains academic integrity is discussed in
the next chapter.

What are the guidelines for effective report writing?

A report can be defined as a testimonial or account of some happening. It is purely based on
observation and analysis. A report gives an explanation of any circumstance. In todays corporate
world, reports play a crucial role. They are a strong base for planning and control in an
organization, i.e., reports give information which can be utilized by the management team in an
organization for making plans and for solving complex issues in the organization.
1. Know your purpose
This is the major aim: the reason you're writing the report in the first place. Because it determines
the kind of report you write, it's a critical (and often neglected) first step.
Give it a think. Are you writing a factual, instructional or leading report? Remember:

Factual reports aim to inform.

Instructional reports aim to explain.
Leading reports aim to persuade.

Once your major aim has been defined this way, your subsidiary aims will fall into place - you
inform in order to explain, and inform and explain in order to persuade. This starting point gives
you vital focus, and drives absolutely everything else.
2. Know your readers
Before you start writing your report, consider its audience. Why? Because you can't hit the nail on
the head if you can't see the bleedin' nail. In short, to be successful, a report must ensure that its
target readers can:

read it without delay;

understand everything in it without much effort;
accept its facts, findings, conclusions and recommendations; and
decide to take the action recommended.

Achieving this demands more than presenting the facts accurately. It also means that you must
communicate acceptably and intelligibly to the reader. But who is he/she?
We can get a clearer picture of our reader by asking three questions:

What does the reader know?

What are the reader's attitudes?

What does the reader want?

Note: Sometimes it can be difficult to answer these questions, especially when writing for a varied
readership. If so, aim for the most important or primary reader.
3. Know your objective
By matching the purpose to the reader, you are ready to set your objective. In other words, what
do you want the reader to think and do after reading your report? (People are not brainiacs - often,
you have to make it explicit. 'Do this...!')
Here's an example of an objective:
To persuade my MD to authorise a proposed system of flexible working hours
The words "persuade" and "authorize" are the biggies here. They show that you must produce a
logical and consistent case: one that will spur your MD to act. Also, once you've set the objective,
you can anticipate the likely problems in meeting them - such as the fact that your MD likes to see
all staff standing briskly to attention at 7am.
4. Choose an approach
I recommend a top-down approach to writing a report. This starts with the thesis statement
(pretentiously also called the "terms of reference"), follows with the information-gathering and
continues into three stages of ongoing refinement.
Thesis - the thesis of a report is a guiding statement used to define the scope of the research or
investigation. This helps you to communicate your information clearly and to be selective when
collecting it.
Info-gathering - there are a number of questions to ask at this stage:

What information do I need?

How much do I need?
Where will I find it?
How will I collect it?

Refinement - there are three stages in the refinement process; namely:

Write the section-level outline.

Write the subsection-level outline.
Write the paragraph-level outline.

Tip: The paragraph-level outline is like a presentation with bulleted points. It incorporates the
flow of ideas. Once you have the paragraph-level flow of ideas, you can convert it into a full report
by writing out the flow of ideas in full sentences. Like I said, hardly rocket science. But sometimes
you just need someone to show you...
5. Decide on structure
Here are 11 basic elements of a standard report. I'm not a masochist, so this structure does not
need to be rigidly adhered to. Instead, bring your own circumstances, needs and creativity to the
mix, and use whatever's appropriate.

Title page
Index (or Contents)
Thesis (or Terms of Reference or Abstract)
Introduction (or Executive Summary)
Background
Procedure
Implications (or Issues)
Solutions (or Recommendations)
Conclusion
Appendices

Bibliography (or References)

6. Use the right style

Use hard facts and figures, evidence and justification. Use efficient language - big reports with too
many words are awful. The best reports are simple and quick to read because the writer has
interpreted the data and developed viable recommendations.
Here are some tips:

Write as you speak.

Avoid empty words.
Use descending order of importance.
Use the active voice.
Keep sentences short.
Don't try to impress; write to express.
Get facts 100% right.
Be unbiased and open.

7. Consider layout
Fonts Remember that reports are conservative and often formal documents, so your font
choices should not be cutesy, clever or sexy. For the body of the document, choose a serif font
such as Times Roman or Cambria with a point size of 11 or 12. You can use a sans serif font such as
Arial or Calibri for bolded headings to complement the body text.
Visuals
Spend time thinking about the pictures. Wherever necessary, explain all aspects of a visual and
don't leave the reader wondering about the connection between the figure and the text. Write good
captions, and choose the type of visual with careful consideration. (Bar graphs, pie charts and
tables do different things, for example.)
8. Leave time to refine
No report is perfect, and definitely not when it's still Draft 1. Unfortunately, well-written reports are
those that have gone through the mill a couple of times, either with your gimlet eye or under the
skeptical gaze of someone else. Leave as much time as you can afford to check, check and doublecheck, and then ask yourself:

Overall, does the report fulfill its purpose?

Does it do what I was asked to do?
Does it do what I said I'd do in my introduction?
And bottom line: Am I pleased with it?

Definition of Comparative scales

Types and Definition of Comparative scales

Comparative scales Definition: A comparative scale is an ordinal or rank order scale that can also
be referred to as a nonmetric scale. Respondents evaluate two or more objects at one time and
objects are directly compared with one another as part of the measuring process. it is assumed
that respondents make use of a standard frame of reference before answering the question. For
example: A question like How do you rate Barista in comparison to Cafe Coffee Day on quality of
beverages? is an example of the comparative rating scale. It involves the direct comparison of
stimulus objects.

Types of Comparative scales:

Guttman Scaling
This can also be referred to as a cumulative scoring or scalogram analysis. The intent of this
survey is that the respondent will agree to a point and their score is measured to the point where
they stop agreeing. For this reason questions are often formatted in dichotomous yes or no
responses. The survey may start out with a question that is easy to agree with and then get
increasingly sensitive to the point where the respondent starts to disagree. You may start out with
a question that asks if you like music at which point you mark yes. Four questions later it may ask
if you like music without a soul and which is produced by shady record labels only out to make
money at which point you may say no. If you agreed with the first 5 questions and then started
disagreeing you would be rated a 5. The total of questions you agreed to would be added up and
your final score would say something about your attitude toward music.
Rasch Scaling
This probabilistic model provides a theoretical basis for obtaining interval level measurements
based on counts from observations such as total scores on assessments. This analyzes individual
differences in response tendencies as well as an items discrimination and difficulty. It measures
how respondents interact with items and then infers differences between items from responses to
obtain scale values. This model is typically used analyze data from assessments and to measure
abilities, attitudes, and personality traits.
Rank-Order Scaling
This gives the respondent a set of items and then asks the respondent to put those items in some
kind of order. The order could be something like preference, liking, importance, effectiveness,
etc. This can be a simple ordinal structure such as A is higher than B or be done by relative
position (give each letter a numerical value as in A is 10 and B is 7). You could present five items
and ask the respondent to order each one A-E in order of preference. In Rank-Order scaling only
(n-1) decisions need to be made.
Constant Sum Scaling
With this ordinal level technique respondents are given a constant sum of units such as points,
money, or credits and then asked to allocate them to various items. For example, you could ask a
respondent to reflect on the importance of features of a product and then give them 100 points to
allocate to each feature of the product based on that. If a feature is not important then the
respondent can assign it zero. If one feature is twice as important as another then they can assign
it twice as much. When they are done all the points should add up to 100.
Paired Comparison Scale
This is an ordinal level technique where a respondent is presented with two items at a time and
asked to choose one. This is the most widely used comparison scale technique. If you take n
brands then [n (n-1)/2] paired comparisons are required. A classic example of when paired
comparison is used is during taste tests. For example you could have a taste test in which you
have someone try both Coke and Pepsi and then ask them which one they prefer.
Bogardus Social Distance Scale
This is a cumulative score that is a variant of the Guttman scale, agreement with any item implies
agreement with the preceding items. This scale is used to measure how close or distant people feel
toward other people. Social distance is a concern when it comes to issues related to racial
integration or other forms of equality. This is applicable to team formation in the work place for
example. Some people accept other people easily and use trustworthiness as the basis of their
relationship with other people. Other people do not accept people who are not like them and tend
to keep those that are not like them at arms length.
Q-Sort Scaling
This is a rank order procedure where respondents are asked to sort a given number of items or
statements and classify them into a predetermined number of sets (usually 11) according to some
criterion such as preference, attitude, or behavioral intent. Using cards that note an item to be

ranked is the most popular and simplest method to use in the sorting process. In order to increase
statistical reliability at least 60 cards should be used and no more than 140. This is good for
discriminating among a large group of items in a relatively short amount of time.

Definition of Non-comparative scales:

In the non-comparative scales, the respondents do not make use of any frame of reference before
answering the questions. The resulting data is generally assumed to be interval or ratio scale.
Types of Non-comparative scales: In the non-comparative scales, the respondents do not make
use of any frame of reference before answering the questions. The resulting data is generally
assumed to be interval or ratio scale.
Graphic rating scale- This is a continuous scale, also called graphic rating Scale. In the graphic
rating scale the respondent is asked to tick his preference on a graph.
Itemized rating scale: The respondents are provided with a scale that has a number of brief
descriptions associated with each of the response categories. The response categories are ordered
in terms of the scale position and the respondents are supposed to select the specified category
that describes in the best possible way an object is rated. There are certain issues that should be
kept in mind while designing the itemized rating scale.
continuous rating scale -- also referred to as graphic rating scale, this measurement scale has
the respondents rate the objects by placing a market the appropriate position on a line that runs
from one extreme of the criterion variable to the other
itemized rating scale -- a measurement scale having numbers and/or brief descriptions
associated with each category. The categories are ordered in terms of scale position
Likert scale -- a measurement scale of five response categories ranging from strongly disagree to
strongly agree, which requires the respondents to indicate a degree of agreement or disagreement
with each of a series of statements related to the stimulus objects
semantic differential -- a seven-point rating scale with endpoint associated with bipolar labels
that have semantic meaning
Stapel scale -- a scale for measuring attitudes that consists of a single objective in the middle of
an even numbered range of values, from negative five to positive five, without a neutral point
(zero)

What do you mean by Research Problem? Explain the steps involved in research
problem identification process.
Definition of Research Problem

A research problem, or phenomenon as it might be called in many forms of qualitative research, is

the topic you would like to address, investigate, or study, whether descriptively or
experimentally. It is the focus or reason for engaging in your research. It is typically a topic,
phenomenon, or challenge that you are inter-ested in and with which you are at least somewhat
familiar.
The research problem is a general statement of an issue meriting research. Its nature will suggest
appropriate forms for its investigation. Here are several forms in which the research problem can
be expressed to indicate the method of investigation.
In all research projects, on whatever subject, there is a need to define and delineate the research
problem clearly. The research problem is a general statement of an issue meriting research. Its
nature will suggest appropriate forms for its investigation. Here are several forms in which the
research problem can be expressed to indicate the method of investigation. The research problem
in some social science research projects using the hypothetico-deductive method is expressed in
terms of the testing of a particular hypothesis . It is therefore important to know what makes good

hypotheses and how they can be formulated. However, it is not appropriate to use the hypotheticodeductive method, or even scientific method, in every research study. Much research into society,
design, history, philosophy and many other subjects cannot provide the full criteria for the
formulation of hypotheses and their testing.

1. Specify the Research Objectives

A clear statement of objectives will help you develop effective research.
It will help the decision makers evaluate your project. Its critical that you have manageable
objectives. (Two or three clear goals will help to keep your research project focused and relevant.)
2. Review the Environment or Context of the Research Problem
As a marketing researcher, you must work closely with your team. This will help you determine
whether the findings of your project will produce enough information to be worth the cost.
In order to do this, you have to identify the environmental variables that will affect the research
project.
3. Explore the Nature of the Problem
Research problems range from simple to complex, depending on the number of variables and the
nature of their relationship.
If you understand the nature of the problem as a researcher, you will be able to better develop a
solution for the problem.
To help you understand all dimensions, you might want to consider focus groups of consumers,
sales people, managers, or professionals to provide what is sometimes much needed insight.
4. Define the Variable Relationships
Marketing plans often focus on creating a sequence of behaviors that occur over time, as in the
adoption of a new package design, or the introduction of a new product.
Such programs create a commitment to follow some behavioral pattern in the future.
Studying such a process involves:

Determining which variables affect the solution to the problem.

Determining the degree to which each variable can be controlled.
Determining the functional relationships between the variables and which variables are
critical to the solution of the problem.

During the problem formulation stage, you will want to generate and consider as many courses of
action and variable relationships as possible.
5. The Consequences of Alternative Courses of Action
There are always consequences to any course of action. Anticipating and communicating the
possible outcomes of various courses of action is a primary responsibility in the research process.