Prepare for Managerial Job

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Why Write?

• Prepare for Managerial Job
• Research about mangers

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FIREFinance, Insurance, Real Estate
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FIREFinance, Insurance, Real Estate
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FIREFinance, Insurance, Real Estate
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Amount of Managers Time Spent Writing

• 15-20 of a managers time
• 30 of professional technical persons time
• Accountant Partners Study
• 80 partners write a memo/day
• 93 write letter to client/week
• 67 write report/notes to financial statement

Smeltzer Thomas, 94
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Writing is required in C24 to

• Prepare for Managerial Job
• Managers professionals write a lot
• Get a managerial job
• Be promoted once you have a managerial job

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What do managers write?

• Memos, emails
• Proposals Persuasive Letters
• Reports

Smeltzer Thomas, 94
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Tasks involved in different types of managerial
writing

• Memos/Emails
• Describing
• Persuasive Letters Proposals
• Arguing
• Reports
• Defining Analyzing

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One Loan Officers Writing Task

• Evaluate loan application from a multi-national
  that
• Owned farms, food processing manufacturing
  plants etc.
• Defaulted on payment of earlier loan for millions
  of dollars but submitted a request for extension
  on loan an additional loan
• Bank would consider additional loan to enhance
  probability of recovering initial loan from
  multi-national
• While writing, loan officer had to
• Assess performance w/initial loan
• Evaluate current viability
• Assess productivity, markets, current financial
  structure, management, etc.
• Predict potential for recovery continued
  viability
• Convince superiors recommendation was valid
• Success of recommendation determined officers
  future in bank

(Hillocks, 95)
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Class activities writing

• The activities you have done in this class so far
  show you the strategies you need to learn how to
  write
• Preparing engaging in role plays
• Class discussions
• Lectures
• Articles you read

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Descriptive Activities

• Role-play experience descriptions
• Using specific, concrete detail about relevant
  behaviors to show how you carried out the
  strategy recommended for the role-play
• Student descriptions professor feedback

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Definitional Activities

• Defining your role in role plays
• e.g., Negotiation conservation crisis role play
  preparation
• What is your role?
• How is your role different from the other partys
  role?

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Argumentative Activities

• Conservation Crisis Role Play Exercise
• Each role presents case for why they issue is
  valid using research facts explain how these
  facts justified their position
• Each role anticipates why their issues may not be
  valid (or why their research may not be valid)

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Questions to answer in the term paper

• What is the phenomenon?
• How is it different similar to another
  phenomenon?
• When is it exhibited? Why?
• When is it not exhibited? Why?
• What explains its exhibition vs. non exhibition?
• What kinds of information will help you know
  more about it?

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• The phenomenon is a 2 variable hypothesis
• Examples of hypotheses
• Is X related to Y? (e.g., extraversion NV
  skills)
• Examples of non-hypotheses
• A topic or question what is X?
• Examples of counter hypothesis
• X is not related to Y (e.g., group membership is
  not related to performance)
• Bad counter-hypothesis
• Z is related to Y (e.g., Ability is related to
  performance)

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• How is it different similar to another
  phenomenon?
• Define variables

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Steps to follow when defining

• Define concept by listing its features
• Give examples of concept
• Differentiate concept from confusing concept
• Give examples of confusing concept that can be
  mistaken for examples of the concept to be
  explained
• Compare features of the concept to be explained
  and the confusing concept

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Applying steps 1 2 of defining

• Define non-verbal communication skills
• E.g., Ability to perceive interpret emotions
  accurately
• Examples of concept (measures)
• e.g., ability to decode/encode tone of voice, eye
  contact, facial expressions

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Applying step 3a of defining

• Differentiating concept w/appropriate counter
  concept
• E.g., non verbal skills vs. verbal skills is not
  as good as non verbal skills vs. interpersonal
  skills
• E.g., introversion vs. extraversion is not
  effective as extraversion vs. talkativeness

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Step 3b Comparing concept with counter concept
using features
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Common errors in defining

• Not using good sources for definitions
• B23/B29/C24 Texts are C-level sources
• Not defining BOTH your variables
• Some do only one.assuming the other is too
  simple!
• Care in distinguishing features of concept vs.
  causes/effects of concept
• E.g., What is happiness vs. What are its effects?
• Listing features is not the same as comparing

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Listing vs. Comparing
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Additional tips in defining variables

• Use definitions used by sources giving you
  evidence for/against hypothesis
• Helps in avoiding repetition in description of
  evidence
• Could help in explaining inconsistencies in the
  evidence
• But beware of differences in definitions choose
  wisely based on your hypothesis

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Requirements of next 4 questions

• When is phenomenon exhibited?
• Describe relevant specific empirical evidence
  from 1 source supporting hypothesis
• Why is phenomenon exhibited?
• Explain reason for hypothesis
• When is phenomenon not exhibited?
• Describe relevant specific empirical evidence
  from 1 good sources not supporting hypothesis
• Why is phenomenon not exhibited?
• Explain reason for counter-hypothesis

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Describing vs. explaining

• Describing What occurred?
• E.g., how is your hypothesis true in the
  particular study
• Explaining Why it occurred?
• E.g., why is your hypothesis logically sound?

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Describing empirical evidence in oral presentation

• Unskilled, uneducated loggers paid at piece rate
  were randomly assigned to one of two groups

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• Explanation for why specific difficult goals
  result in better performance than do your best
  goals?

Do your best goals

• No external standard for
• Performance
• Performance defined
• individually

Low Performance
Specific Difficult Goals
Clear performance standard
Hi Performance
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Describing with a diagram
Performance
Goal Specificity Difficulty
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Explaining with a diagram
Do your best goals

• No external standard for
• Performance
• Performance defined
• individually

Low Performance
Specific Difficult Goals
Clear performance standard
Hi Performance
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Example good description of single study (Student
draft, Spring 2006)

• Surveyed 369 mgrs in 83 business units by using
  Spreitzers 12-item questionnaire for empowerment
  Rusbults 6-items questionnaire for job
  satisfaction and found.. a significant positive
  correlation .72 between psychological
  empowerment and job satisfaction

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Describing how evidence supports or does not
support Hypothesis
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To develop explanation, convert hypothesis into
question back it up


NV Skills
Social experiences
Extraversion

• Why is extraversion related to non verbal skills?
  bec. extraverts have more social experiences
• After you answer the question, find a source to
  back up answer

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Additional Tips for good explanations

• Use additional articles to explain findings if
  sources w/data supporting hypothesis dont
  explain findings well
• One well fleshed out explanation is better than 2
  explanations of 1 phrase each!

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Why are the variables NOT related

• Identify the correct counter hypothesis
• E.g., Extraversion is not related to Non-verbal
  skills
• E.g., Group membership is not related to
  performance

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Reason for why variables are not related

Agreeable Extraverts

NV Skills
Social experiences
-
Disagreeable Extraverts
-
NV Skills
Social experiences
E is not related to NVS because agreeable
extraverts have more social experiences whereas
disagreeable extraverts have fewer social
experiences
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Examples of incorrect counter hypotheses
No casual effect!

NV Skills
Extraversion
General Ability
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What we covered so far...Whats next

• v What is the phenomenon?
• v How is it different similar to another
  phenomenon?
• v When is it exhibited? Why?
• v When is it not exhibited? Why?
• What explains its exhibition vs. non exhibition?

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Why is your hypothesis true in some studies but
not in others?

• E.g., Why is Extraversion related to Non verbal
  skills in study A but not in Study B?
• Identify similarities differences in all
  studies relate to variable within your
  hypothesis

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Differences in findings due to differences in
measures

Extraversion In Total

NV Skills
Social experiences
-
-
Extraversion As Positive Affect
NV Skills
Social experiences
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Differences in findings due to differences in
sample

Agreeable Extraverts

NV Skills
Social experiences
-
-
Disagreeable Extraverts
NV Skills
Social experiences
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Explaining differences in findings

• E is related to NVS because of social experiences
• E is not related to NVS because
• Of differences in how extraversion was measured
• Extraverts in one study were more agreeable than
  those in the other study

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Implications for practice

• Forming evidence based generalizations based on
• Evidence
• for hypothesis, against hypothesis...etc
• for and against the hypothesis
• e.g., when to use subordinate participation in
  goal setting
• Explanations for the evidence

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• What kinds of tests will help you know more about
  your hypothesis?
• Test reasons for why your hypothesis is true?
• Test reasons for why the hypothesis is not true?
• Test reasons for why the hypothesis is true in
  some situations but not in others?

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1st Type Testing explanations for the hypothesis


Extraversion
Social experiences
Non Verbal Skills

• Daily diary of number kind of social
  experiences
• Parties attended
• Number of Club-memberships

Identify how to measure the (inner) explanatory
variables how to establish their connection to
(outer) variables in hypothesis
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Poor Example of Future Research


NV Skills
Social experiences
Extraversion
General Ability
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• 2nd Type Tests reason for why hypothesis is not
  true

Agreeable Extraverts

NV Skills
Social experiences
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Disagreeable Extraverts
NV Skills
Social experiences
Agreeable extraverts have more social experiences
whereas disagreeable extraverts have fewer
social experiences
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3rd Type Test reason for why hypothesis is true
in some situations but not in others

Extraversion In Total

NV Skills
Social experiences
-
-
Extraversion As Positive Affect
NV Skills
Social experiences
When extraversion is measured/defined as
frequency of positive affect, it is not related
to Non verbal skills
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Abstract Summarizing

• Comprehensive, short summary of paper
• Shorter than 1 page
• Hypothesis, definition, evidence, analysis
  (implications, suggestions etc)
• Write it last, using relevant main points of
  sections of the paper integrating them
  seamlessly

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Structure

• Logic of structure is clear to reader
• Paragraphs build on main idea, are connected to
  each other logically
• Have descriptive, brief topical headings
• Avoid
• Too many ideas in a sentence
• Unless you can handle complexity of long
  sentences
• Haphazardly put-together sentences
• Ensure connection b/w sentences
• Organizing your paper by article

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Paper Title

• Use descriptive writing skills
• Precision Brevity
• Key variables their relation OR Key Conclusion
• Difference between title hypothesis
• hook?

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Good Luck! You can do it!!!