RES 341 RESEARCH AND EVALUATION

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RES 341RESEARCH AND EVALUATION

• WORKSHOP 1
• By
• Dr. Serhat Eren
• University OF PHOENIX
• Spring 2002

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CHAPTER 1

• THE ROLE OF STATISTICAL THINKING IN BUSINESS
  RESEARCH

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.1 CHAPTER OBJECTIVES

• What Managers Should Know About Research and
  Statistics Statistical Thinking-A New Paradigm
  for Management
• Some Situations That Call for Research and
  Statistical Thinking Types of Research
• Steps in Conducting Business Research
• Key Components of Research and Statistical
  Thinking Organization of This Course

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.3 WHAT MANAGERS SHOULD KNOW
ABOUT RESEARCH AND STATISTICS

• As a manager you will be making several decisions
  each day at work.
• What would help you to make the right decisions?
• Will it be your experience on the job, your sixth
  sense or hunch, or will you just trust to good
  luck?
• For sure, all these will play a part after you
  have thoroughly investigated or researched the
  problem, analyzed some data, and generated some
  alternative solutions to choose from.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.3 WHAT MANAGERS SHOULD KNOW
ABOUT RESEARCH AND STATISTICS

• Some of the main tools of research are
  statistical techniques because in attempting to
  understand a problem you will almost always
  gather and analyze data.
• Statistical techniques allow you to see the
  information in the data. Thus, an understanding
  of statistics is needed to do the research
  necessary for you to be a good manager.
• The use of statistical techniques has long played
  an important role in quality control and quality
  improvement in business and industry.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.3 WHAT MANAGERS SHOULD KNOW
ABOUT RESEARCH AND STATISTICS

• Unfortunately, for too long quality has been
  relegated to the "quality department" and not
  integrated into the whole organization.
• The purchasing department would purchase the raw
  materials needed at the cheapest price without
  regard to quality and then would throw the
  material "over the wall" to the engineers.
• One of the reasons that people prefer to have the
  quality department handle quality issues is that
  thinking about quality leads to thinking about
  data analysis.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.3 WHAT MANAGERS SHOULD KNOW
ABOUT RESEARCH AND STATISTICS

• Data analysis requires the use of statistical
  techniques, which are often viewed as difficult.
• Four issues must be addressed if statistics is to
  become an integral part of management
• Managers must understand why they need to possess
  statistical knowledge.
• Current and future managers (that's you) must
  have this knowledge.
• Steps must be taken to ensure that the knowledge
  is used.
• The payoff from the knowledge and its application
  must be measured.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH1.4 Statistical Thinking- A
New Paradigm and Statistics

• Look at the Figure 1.1 below. What do you see?
• Some of you will see two faces and some of you
  will see a vase. You probably can see both of
  these things, but which one did you see first?
• There is no right or wrong answer here. What you
  see first depends on your viewpoint, your lens,
  and your glasses. This is your paradigm this is
  how you see things.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.6 TYPES OF RESEARCH

• Research is simply the process of finding
  solutions to a problem after a thorough study and
  analysis of the situation and data.
• The term business research simply tells us that
  the problem to be investigated is in the work
  setting. Business research comprises a series of
  steps with the goal of finding answers to the
  issues that are of concern to the manager.
• Business research is process of finding solutions
  to a specific problem encountered in the work
  setting.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.6 TYPES OF RESEARCH

• Business research can be undertaken for two
  different purposes. One is to solve a current
  problem faced by the manager.
• For example, a particular product may not be
  selling well and the manager might want to find
  the reasons for this in order to take corrective
  action. Such research is called applied research.
  
• The results are applicable only to this
  particular product in this particular company at
  this particular time.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.6 TYPES OF RESEARCH

• Applied research is research, done with the
  intention of applying the results of the findings
  to solve specific problems being experienced in
  the organization.
• Basic research is research done mainly to
  increase the understanding of certain problems
  that commonly occur in organizational settings.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.7 STEPS IN CONDUCTING
BUSINESS RESEARCH

• As you gain some experience with doing business
  research, you will find that although the
  situations and problems are varied, the steps
  necessary to successfully complete the research
  can be generalized to apply in any situation.
• Many authors have summarized these steps and you
  may find some procedures with 5 steps, some with
  6 or 8 steps.

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.7 STEPS IN CONDUCTING
BUSINESS RESEARCH

• These procedures simply differ in how the
  necessary work is divided up into manageable and
  logical steps.
• Step 1. Problem Identification
• Step 2. Statement of Desired Goal or Outcome
• Step 3. Research Evidence and Hard Data
• Step 4. Outcomes
• Step 5. Identification of Possible Cause(s)
• Step 6. Proposed Solutions

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CHAPTER I THE ROLE OF STATISTICAL THINKING IN
BUSINESS RESEARCH 1.8 KEY COMPONENTS OF
STATISTICAL THINKING

• It is important to understand the components of
  this new paradigm that we have called statistical
  thinking. There are three key components
• We must use data whenever possible to guide us.
• We must look for connections and relationships.
• We must understand why data values differ from
  each other.
• Statistics is a branch of mathematics dealing
  with the analysis and interpretation of masses of
  data.

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CHAPTER 11

• NEEDS ASSESSMENT

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.1 CHAPTER OBJECTIVES

• The three-level approach to needs assessment
• Data collection methods used for needs assessment
• Four types of needs assessment, classified
  according to the type of problem being addressed
  and the conditions under which the problem occurs
• Some guidelines that may be applied to almost any
  needs assessment

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.2 LEVELS OF ANALYSIS

• Needs assessments have traditionally been
  classified as focusing on three levels of
  analysis organization, job or task, and
  individual or person?
• The assessors should start by analyzing the
  organization to determine what results are not
  occurring and should be, and what organizational
  factors are contributing to that condition. The
  assessors should then analyze work, jobs, or
  tasks to determine what performance should be
  occurring.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.2 LEVELS OF ANALYSIS

• Finally, assessors should study individuals to
  determine who needs learning to accomplish those
  jobs or tasks.
• Figure 11.1 shows how these corresponding levels
  can be viewed as a U-shaped process of needs
  assessment leading to evaluation.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.2 LEVELS OF ANALYSIS

• By starting at the organizational level, needs
  assessment is most likely to lead to
  well-designed interventions with a very good
  chance of solving real performance problems.
• Evaluation after the program is easy because the
  criteria for each level were determined before
  the interventions were designed.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.2 LEVELS OF ANALYSIS

• Assessors are usually cautioned to be sure that a
  needs assessment encompasses these three
  traditional levels (organization, work or task,
  and individual).
• Failure to collect assessment data at all levels
  is likely to lead to misdirected resources and
  low-impact interventions that are difficult to
  evaluate.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.2 LEVELS OF ANALYSIS

• It should be pointed out, however, that not all
  needs assessors are given the opportunity to
  perform an all-encompassing three-level analysis.
  
• The levels of analysis included in an assessment
  depend on such factors as the status of the
  assessor in the organization, available time and
  resources, management policy, and the assessor's
  biases.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.3 METHODS EMPLOYED

• Needs assessors have long been known for
  employing a wide variety of methods?
• Table 11.1 summarizes the methods used.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.3 METHODS EMPLOYED

• Some notable and encouraging trends evident in
  needs assessment include the following
• Multi-method strategies- Although surveys and
  interviews are the most popular methods, many
  others are used as well.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.3 METHODS EMPLOYED

• Integration of qualitative methods-Interviews and
  focus groups provide open-ended information that
  enriches an assessment. True revelations tend to
  occur more frequently with qualitative methods,
  largely because quantitative data collection
  instruments constrain the range of responses.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.3 METHODS EMPLOYED

• Appropriate use of surveys- The message to
  assessors is this Surveys are powerful tools,
  but they are best used in conjunction with other
  methods, and they are not a necessary part of
  needs assessment, even with a large group.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• Traditionally, needs assessment had been
  deficiency oriented, designed to identify and
  address existing deficiencies or gaps in
  performance. A deficiency approach is, by
  definition, focused in the present.
• Opportunity-oriented needs assessment is future
  oriented, identifying performance gaps likely to
  occur in the future and proactively implementing
  solutions to prevent them.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• And if organizations are to handle today's
  fast-changing business environments, needs
  assessments must be more focused on the future.
• R. Revans has suggested that organizations face
  four types of change, varying along two
  dimensions.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• One dimension is the type of problem-known or
  unknown.
• The other dimension is the conditions under which
  the problem occurs-also divided into known and
  unknown.
• The four-cell matrix that results, Figure 11.2,
  can be used to describe the following four types
  of needs assessments

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• Corrective needs assessments are those that
  analyze existing problems in existing
  circumstances to identify performance problems.
• Adaptive needs assessments occur in organizations
  that find themselves performing under new
  conditions, but facing the same job demands as in
  the past.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• Developmental needs assessments are those
  designed to improve an organization's ability to
  deal with additional problems in the existing
  environment and conditions.
• Strategic needs assessments require the
  anticipation of unknown problems or deficiencies
  that are likely to occur in the future under
  changing, but unknown, conditions.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• Traditional needs assessment and performance
  analysis methodologies are strong tools for
  corrective needs assessments, limited tools for
  adaptive and developmental needs assessments, and
  weak tools for strategic needs assessments.
• Needs assessors have traditionally avoided
  strategic needs assessments because they require
  a great deal of "crystal ball" analysis.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• However, needs assessors must develop the
  capability to assist organizations with
  non-corrective assessments.
• Corrective assessments, by definition, place the
  human resource development (HRD) person
  conducting the assessment in a reactive mode. But
  no organization can afford to wait for
  performance problems to occur in order to figure
  out how to prevent them.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.4 FOCUS OF NEEDS ASSESSMENT

• Experience indicates that the basic assessment
  methods appear to work in strategic assessments
  with minimal adaptation.
• Perhaps the barriers lie more in a lack of
  strategic thinking in HRD, not in the lack of
  methodologies.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.1 Plan to use data
• Someone once said, "Planning is a substitute for
  good luck." The data you collect in a needs
  assessment can be useful long after you've used
  it to determine training needs.
• You should plan to make your needs-assessment
  data an integral part of your whole training
  project. The data can keep you from having to
  "reinvent the wheel" at every stage of the
  training, as new needs arise.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.2 Establish criteria or goals
• What do you expect your needs assessment to find?
  
• List your expectations and make a note of
  conditions prior to the assessment.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.3 Research the topic, task, or focus
• Become familiar with the subject that is targeted
  by your needs assessment.
• Interview people in the field.
• Review books, journals, and reports on the topic.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.4 Create a guidance group
• Get together a group of people whose function is
  to make decisions and keep the needs assessment
  on track.
• The group should include some of the people who
  requested the needs assessment, some subject
  matter experts, and some stakeholders-people who
  may be affected by the outcome.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.5 Identify your data sources
• With the group's help, determine the best sources
  for the data you'll need.
• Even while collecting data, continue looking for
  other sources of information. Ask the people who
  provide you with information to recommend
  additional resources.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.5 Identify your data sources
• There are two kinds of data hard and soft.
• Hard data are factual. They can take the form of
  production reports, defective-parts reports,
  recall reports, and absentee reports.
• Such data provide real numbers that you can
  count, analyze, and translate into statistics.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.5 Identify your data sources
• Soft data are pieces of information that are
  obtained through such means as group discussions,
  interviews, questionnaires, and literature
  reviews.
• Soft data are subjective-similar to opinions and
  beliefs-but they can often be supported by hard
  data.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.6 Design an interview format
• A trial run can help you refine the content of
  your interviews with the people on your list of
  sources and stakeholders.
• The more refined an interview is, the more
  information you're likely to get. Carefully
  planned interviews also take less time to conduct.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.6 Design an interview format
• Construct a questionnaire-either on paper or on a
  computer disk-to use as the basis for your
  interviews.
• For the trial run, ask several people in your
  guidance group to answer the questionnaire.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 5 PLANNING AHEAD

• 11.5.6 Design an interview format
• In both the trial and actual interviews, describe
  for participants the goals of your needs
  assessment. Tell them who authorized it.
• You also should tell them why they were selected,
  how you plan to use the information they provide,
  how much you value their participation, what
  kinds of feedback they'll receive, and how they
  might benefit from the outcome of the assessment.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 6 COLLECTING DATA

• 11.6.1 Interviews
• Interviewing is an excellent way to get
  information. The best interview subjects tend to
  be those who are professionals in the area you're
  assessing and who may be directly affected by the
  outcome of the assessment.
• Let an interviewee know in advance how much time
  you expect the interview to take. You should have
  some idea from your trial interviews.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 6 COLLECTING DATA

• 11.6.1 Interviews
• When you begin an interview, ask for permission
  to record the session. Warn people that you may
  ask probing questions. Invite them to ask
  questions as well.
• Feel free to stray from your present format.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 6 COLLECTING DATA

• 11.6.1 Interviews
• For example, interviewees may elaborate
  immediately on some points that you'd planned to
  ask later. Just glance through the questions at
  the end to ensure that all of them have been
  addressed.
• When you can't interview people in person,
  consider sending them questionnaires to fill out
  instead.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 6 COLLECTING DATA

• 11.6.1 Interviews
• One study shows that disk" based surveys reap
  better response rates than written surveys.
• Afterwards, be sure to send interviewees
  thank-you notes that emphasize how valuable their
  input will be to the outcome of the needs
  assessment.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 6 COLLECTING DATA

• 11.6.2 Group discussion
• A group discussion can bring out all kinds of
  data an interactive environment tends to elicit
  information that individuals might not bring up
  on their own.
• It's important to select a diverse group of
  people, to follow an agenda, and to keep the
  number of members manageable.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 6 COLLECTING DATA

• 11.6.2 Group discussion
• Group size can affect the amount and kinds of
  information you get. If a group is too large,
  some people may not join the discussion. If a
  group is too small, it may not provide the
  richness or variety of information you seek.
• Don't let one or two people in the group
  dominate. And don't let anyone stray from the
  topic.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 6 COLLECTING DATA

• 11.6.3 Hard data
• If your needs assessment requires hard data, make
  sure the data are relevant to and accurately
  reflect work conditions that are observed during
  the assessment.
• Also, it's important that the data address the
  concerns of people who requested the needs
  assessment.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 7 ANALYZING THE DATA

• 11.7.1 Compile the data
• By now, you probably have a lot of information.
• What are you going to do with it? It's up to you
  and the group to decide which data is relevant.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11. 7 ANALYZING THE DATA

• 11.7.2 Provide statistics
• If any of the hard data include statistics, a
  statistical analysis can help clarify the
  results. And sometimes, it may be necessary to
  provide statistical documentation in order to
  obtain resources for projects.
• The data used for statistics also may be used to
  monitor any changes that are implemented.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.7 ANALYZING THE DATA

• 11.7.3 Prepare a report
• Your report should flow. It should lead readers
  step-by-step through the needs assessment to the
  results.
• The report should contain a statement of purpose
  and goals, dates, methodologies, data sources,
  analysis techniques, and results-as well as a
  list of the needs you and the group identified.

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CHAPTER 11NEEDS ASSESSMENT ANALYSIS AND
EVALUATION 11.7 ANALYZING THE DATA

• 11.7.3 Prepare a report
• Include charts and graphs for clarification. Use
  the data you have collected as documentation for
  the needs you list.
• The report provides a solid basis for making
  changes and for measuring the effectiveness of
  those changes. You may even want to go ahead and
  make some recommendations at this point.

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CHAPTER 8

• THE BUSINESS RESEARCH PROPOSAL

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CHAPTER VIIITHE BUSINESS RESEARCH PROPOSAL

• 8.3 Ethics in Business Research

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.1 Ethical Issues in the Preliminary Stages of
  Investigation
• Once a problem is recognized and an investigation
  is decided on, it is important to inform all
  employees, particularly those who will be
  interviewed for preliminary data gathering
  through structured and unstructured interviews,
  of the proposed study.
• It is also necessary to assure them that their
  responses will be kept confidential by the
  interviewer(s) and that individual responses will
  not be divulged to anyone in the organization.

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.2 Ethics in Handling Information Technology
• PC technology imposes certain obligations on the
  part of its users.
• First, it is important that the privacy of all
  individuals is protected whether they are
  consumers, suppliers, employees, or others.
• Second, companies also need to ensure that
  confidential information relating to individuals
  is protected and does not find its way to
  unscrupulous vendors.
• Third, care should be taken to ensure that
  incorrect information is not distributed across
  the many different files of the company.
• Fourth, those who collect data for the company
  should be honest, trustworthy, and careful in
  obtaining and recording the data.

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.3 Ethical Issues in Experimental Design
  Research
• The following practices are considered unethical
• Pressuring individuals to participate in
  experiments through coercion, or applying social
  pressure.
• Giving menial tasks and asking demeaning
  questions that diminish their self respect.
• Deceiving subjects by deliberately misleading
  them as to the true purpose of the research.
• Exposing participants to physical or mental
  stress.
• Not allowing them to withdraw from the research
  when they want to.

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.3 Ethical Issues in Experimental Design
  Research
• Using the research results to disadvantage the
  participants, or for purposes that they would not
  like.
• Not explaining the procedures to be followed in
  the experiment.
• Exposing respondents to hazardous and unsafe
  environments.
• Not debriefing participants fully and accurately
  after the experiment is over.
• Not preserving the privacy and confidentiality of
  the information given by the participants.
• Withholding benefits from control groups.

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.4 Ethics in Data Collection
• 8.3.4.1 Ethics and the Researcher
• Treating the information given by the respondent
  as strictly confidential and guarding his or her
  privacy is one of the primary responsibilities of
  the researcher.
• Researchers should not misrepresent the nature of
  the study to subjects, especially in lab
  experiments.
• Personal or seemingly intrusive information
  should not be solicited, and if it is absolutely
  necessary for the project, it should be tapped
  with high sensitivity to the respondent, offering
  specific reasons therefor.

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.4 Ethics in Data Collection
• 8.3.4.1 Ethics and the Researcher
• Whatever be the nature of the data collection
  method, the self-esteem and self-respect of the
  subjects should never be violated.
• No one should be forced to respond to the survey,
  and if someone does not want to avail of the
  opportunity to participate, the individual's
  desire should be respected.
• Nonparticipant observers should be as
  nonintrusive as possible.

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.4 Ethics in Data Collection
• 8.3.4.1 Ethics and the Researcher
• In lab studies, the subjects should be debriefed
  with full disclosure of the reason for the
  experiment after they have participated in the
  study.
• Subjects should never be exposed to situations
  where they could be subject to physical or mental
  harm.
• There should be absolutely no misrepresentation
  or distortion in reporting the data collected
  during the study.

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CHAPTER 8THE BUSINESS RESEARCH PROPOSAL8.3
ETHICS IN BUSINESS RESEARCH

• 8.3.4 Ethics in Data Collection
• 8.3.4.2 Ethical Behaviors of Respondents
• The subject, once having exercised the choice to
  participate in a study, should cooperate fully in
  the tasks ahead, like responding to a surveyor
  taking part in an experiment.
• The respondent also has an obligation to be
  truthful and honest in the responses.