THU THP V X L THNG TIN

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MC TIU

Thu thp thng tin X l thng tin

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QUY TRNH THC HIN PHN TCH.

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Mc tiu

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CC K THUT THU THP THNG TIN Tho lun nhm Tho lun tay i Brainstorming 10-10 tng Quan st Kho st bn cu hi

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QUESTIONNAIRES u nhc im Cch thit k bng cu hi Cc cu hi v d trong OD

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PresenterPresentation NotesPoints to consider with students are:Advantages of using say a 7 point scale vs a 5 point scale to get greater discrimination.Various forms of questions e.g. open questions, closed questions and so on. Designing the questionnaire to use statements rather than questions and then using a Likert scale from SD to SA to get the response. For example in exploring the issue of whether or not Zung is a good lecturer one question could be: Zung puts a lot of effort into prepration for her lectures. . This would be a statement in the questionnaire, then using a Likert scale from Strongly disagree to Strongly agree to indicate respondent view.Whether the questions should be designed to all run in the same direction or whether they should be designed with reverse scoring in mind. Are there any advantages one way or another? E.g. using the example above a reverse scored question would be something like Zung does not have the practical experience to provide sufficient examples related to the topic area being taught Here a strongly agree is actually a negative response about Zung whereas in the first question about the extent of Zungs preparation SA represents a positive response. Examples of questions to determine organizational effectiveness can be found in the AMACOM survey which is provided as part of the package for this lesson.

HOW TO DESIGN ITEMS EFFECTIVELY.Take any questionnaire that you have designed yourself around any construct and go through it with students.Alternatively, give them a construct. For example, say Suppose you were going to evaluate me as a lecturer, what sort of items would you include in the questionnaire? Then help them in small groups to construct such a questionnaire. For example some categories for the design of such a questionnaire could be Knowledge of the subject from a research perspectivePractical knowledge of subject from a consulting perspective. Ability to explain concepts clearlyArticulate nature of speech Timely attendance at lecturesWillingness to helping students with specific performance difficulties. Giving prompt feedback on assignments.Also to indicate to students whether they should try to hide what the questionnaire is trying to determine, or whether they should be open about the categories or clear labels for each part of the questionnaire to indicate to the respondent what you are trying to find out. Under what circumstances would you be open? In my view for most organizational questions, you are better off being entirely open with respondents about what it is you are trying to find out and the categories for exploration e.g. structure, culture, relationships and so on. However, in many psychologically based questionnaires (eg Myers Briggs or Benchmarks, the categories are not made explicit. Much depends upon whether making the categories explicit permits respondents to manipulate the data)

EXAMPLES OF GOOD AND POOR QUESTIONNAIRE DESIGNProvide example of Preziosi questionnaire (based on Weisbord model) as an example of a poorly designed questionnaire and ask the students why it is poor and how it could be improved. This is good for the students as they have already studied the Weisbord model by now. The Preziosi design (which is included in many OB and HR books is actually quite poor because:

There are too few questions in each category to explore complex constructs such as structure (5 questions only)The questions themselves are often vaguely written. - eg the division of labor in this organization is flexible

Ask students what they would do to improve such a questionnaire? For example, If you wanted to improve it you would need perhaps 10 questions in each category and the questions would have to be more precisely written. Perhaps even give students some time, (perhaps 15-20 minutes in groups with each group dealing with a different construct) to try to improve on the questionnaire and see what they come up with in plenary session. Of course this is time consuming so depends how much time you have in the session to try it out.

Lastly use the Litwin and Stringer Climate questionnaire to illustrate how a good questionnare is designed. The questionnare measures climate. A climate measure is a bit like a culture measure here there are a number of dimensions which measure climate as an average. Use the questionaire to discuss:

how the scales are constructed differently (10 point scales with opposite ends defined); how complex concepts such as conformity can be investigated using a questionniare ; how when complex concepts are investigated then it becomes necessary to provide a definition of such a concept at the outset so that there is no confusion in the minds of respondents as to what the concept refers to. And lastly how given that such definitions need to be provided for each question, this slows down the response time and therefore only a limited number of such questions can be used (say a maximum of 20 ( How the L&S questionnaire asks for both an ACTUAL and an IDEAL response. how to use the Chart provided with the questionnaire to plot means of ideal and actual for a particular group how the gaps between the ideal and actual scores on the graph gives indication of the degree of PAIN in a particular situation. For example if the actual score for conformity is 8 while the ideal is 6 then there is little conflict. However for another respondent or group, if the actual score is 8 while the ideal is 2 then the group or individual is much more conflicted. For example someone with a military background would be used to conformity while someone who may be an artist or creative person would dislike conformity and would find such a high level in the organization a painful experience.

ADDITIONAL NOTESTo summarize, note that in using the L&S Questionnaire, the actuals are averaged for a group and also the ideal scores are averaged for a group and these can be recorded on the graph provided.The gaps between the actual and ideal averages is an indication of the difficulties faced by people in the company.The actual score provides an objective measure of the particular construct, while the gap provides a relative measure. So the advantage with such a questionnaire is that one gets both an absolute and a relative measure of a particular construct such as conformity or responsibility.

ALTERNATIVE TEACHING STRATEGY DEPENDING UPON HOW MUCH TIME YOU HAVEIf a number of people are in the audience and they work in the same company, you can ask them to map the climate for their own company within the classroom.

QUESTIONNAIRES1. Thng s dng giai on u thu thp s liu2. Cc phn chnh trong questionnaire3. Cc thnh phn ni dung cn khm ph4. Cc dng cu hi5. Cu hi khng hay

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PHNG VN Khi no? Loi thng tin no? Nhng cu hi thng s dng So snh chi ph v ri ro

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PresenterPresentation NotesMost interviews are 1:1 hence very expensive and time consuming for consulting purposes. So in essence they should only be used when the cost is warranted and the risk of not understanding the situation is high.For example, prior to a team building session which focused on interpersonal difficulties among members of a management team, it would be mandatory to interview all members to avoid surprises in a public forum.

QUAN ST La chn thi gian, a im, i tng quan st Ch quan v suy lun

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PresenterPresentation NotesSelf explanatory.

THO LUN NHM 5-10 ngi i tng Quy trnh

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Steps for a diagnostic sensing meeting.ppt

Use of drawings.ppt

PresenterPresentation NotesTry to get together groups of people who trust each other. Or else total stranger groups.If people in a sensing group trust each other, then when one says something the others will expand and elaborate on what the first person said.However, if they do not trust each other, then they will be reluctant to say anything at all of a revealing nature.

KT LUNT cc ngun thng tin

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PresenterPresentation NotesSelf explanatory.

K THUT NH TNH X L THNGTINPG

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PresenterPresentation Notesa g nht khi lm vic cho cng ty?

NH GI HIU QU LM VIC

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K THUT NH LNG Thng k m t: trung bnh, tn sut,..

Biu phn tn v cc mi tng quan Cc kim nh

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THANG O thangdo.ppt sai sot trong thang do.ppt chon mau.ppt quy mo mau.ppt

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X L D LIU xu ly data.ppt

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DIN GII THNG TIN

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C TH SNG HON TON DA VOTHU NHP T CNG TY?PG

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SN SNG HI SINH QUYN LI CNHN KHI CN GIP TC THNHCNG

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THNG HIU CNG TYPG

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PHN HI THNG TIN

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PresenterPresentation NotesNi dung thng tin v quy trnh phn hi thng tin

MT LOT CU HI

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NH GI BO CO BI NGI NHN

Phng php lun Bn tng trnh Kt lun Kin ngh

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C TRNG CA QU TRNH PHNHI1. ng vin lm vic vi d liu2. Cu trc, chng trnh trao i ph hp3. ng ngi tham gia4. Thm quyn ph hp5. xut u tin v hng gii quyt

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QU TRNH PHN HI KT QU KHOST

1. Cc thnh vin bit cp v mc tiu kho st 2. S lng ngi nghe c lin quan 3. Phn tch kt qu, xut hng gii quyt,

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HN CH CA PHN HI KHO ST Mc ch khng r rng Thiu tin tng Ch khng c chp nhn Nhng xo trn, lo u ca t chc

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