Test bank herman aguinis – performance management ch06
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Chapter 6—Problem Definition: The Foundation of Business Research
TRUE/FALSE
1. A research proposal is a written expression of the key question(s) that a research user wishes to answer.
ANS: F
This is a decision statement.
PTS: 1
REF: p. 108
NAT: AACSB: Reflective Thinking
2. The term problem definition refers to the process of defining and developing a decision statement and
the steps involved in translating it into more precise research terminology, including a set of research
objectives.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 108
3. The problem definition stage is the easiest stage of the research process.
ANS: F
This is far from the easiest stage because it can be the most complex.
PTS: 1
REF: p. 109
NAT: AACSB: Reflective Thinking
4. It is easier to define the problem in recurring business situations.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 110
5. When a sudden change in the business situation takes place, it can be easier to define the problem.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 111
6. A problem occurs when there is a difference between the current conditions and a more preferable set
of conditions.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 112
7. The first step in the problem-definition process is to identify key problems(s) from symptoms.
ANS: F
This is the second step. The first step is to understand the business situation by identifying key
symptoms.
PTS: 1
REF: p. 112
NAT: AACSB: Reflective Thinking
8. When the definition of the problem is unclear, the first step is to perform a situation analysis in an
attempt to clarify the problem.
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 112
9. One of the best ways to identify the symptoms of a problem is to interview key decision-makers in the
organization.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 113
10. Interactive techniques simply involve asking multiple what, where, who, when, why, and how
questions.
ANS: F
These are interrogative techniques.
PTS: 1
REF: p. 114
NAT: AACSB: Reflective Thinking
11. Probing is an interview technique that tries to draw deeper and more elaborate explanations from a
discussion.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 114
12. A research user’s decision statements need to be translated into the research objectives of the study.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 116
13. The unit of analysis for a study indicates the level of significance that will be acceptable for acting on
the results.
ANS: F
The unit of analysis indicates what or who should provide the data and at what level of aggregation.
PTS: 1
REF: p. 119
NAT: AACSB: Reflective Thinking
14. Income is an example of a variable.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
15. A continuous variable is one that can take on a range of values that correspond to some quantitative
amount.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
16. An independent variable is a variable that is predicted and/or explained by other variables.
ANS: F
This is a dependent variable. An independent variable is one that is expected to influence the
dependent variable.
PTS: 1
REF: p. 120
NAT: AACSB: Reflective Thinking
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
17. Research hypotheses express the research objectives in terms of questions that can be addressed by
research.
ANS: F
These are research questions. Research hypotheses are much more specific and are declarative.
PTS: 1
REF: p. 121
NAT: AACSB: Reflective Thinking
18. Managerial action standards specify a performance criterion upon which a decision can be based.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 123
19. The greater the number of research objectives, the better the research.
ANS: F
Research objectives should be limited to a manageable number as it becomes easy to lose focus with
too many.
PTS: 1
REF: p. 123
NAT: AACSB: Reflective Thinking
20. A research proposal is a written statement of the research design.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 124
21. A wise researcher will not agree to do a research job for which no written proposal exists.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 125
22. Basic business research refers to research usually performed by academic researchers and supported by
some public or private institution.
ANS: F
This is funded business research, which is usually basic research, but not all basic research is funded
research.
PTS: 1
REF: p. 127
NAT: AACSB: Reflective Thinking
23. Tables placed in research proposals that are exact representations of the actual tables that will show
results in the final report with the exception that the results are hypothetical (fictitious) are referred to
as surrogate tables.
ANS: F
These are called dummy tables.
PTS: 1
REF: p. 127
NAT: AACSB: Reflective Thinking
MULTIPLE CHOICE
1. A written expression of the key question(s) that a researcher user wishes to answer is referred to as a:
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
a.
b.
c.
d.
problem definition
decision statement
research proposal
hypothesis
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 108
2. When a researcher defines and develops a decision statement and the steps involved in translating it
into more precise research terminology, he or she is involved in what process?
a. hypotheses development
b. research planning
c. research process
d. problem definition
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 108
3. Which of the following make defining problems more difficult?
a. situation is recurring or routine
b. a dramatic change occurs
c. symptoms are scattered
d. symptoms are consistent
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 111
4. All of the following are gaps that represent problems EXCEPT:
a. actual business performance is less than possible business performance
b. actual business performance is greater than expected business performance
c. actual business performance is worse than expected business performance
d. expected business performance is greater than possible business performance
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 112
5. Which of the following is the FIRST step of the problem definition process?
a. determine the unit of analysis
b. identify the problem
c. identify key symptoms in the situation
d. determine the relevant variables
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 112
6. Which of the following is the LAST step of the problem definition process?
a. state the hypotheses and the research questions
b. determine the relevant variables
c. determine the unit of analysis
d. understand the background of the problem
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 112
7. All of the following are steps in the problem-definition process EXCEPT:
a. identify key problem(s) from symptoms
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
b. determine the unit of analysis
c. develop dummy tables
d. determine relevant variables
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 112
8. Julius is gathering background information to familiarize himself with his new client’s decisionmaking environment. He is analyzing marketplace conditions and conducting interviews with
employees of the company. Julius is conducting a:
a. gap analysis
b. pre-research analysis
c. basic analysis
d. situation analysis
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 112
9. All of the following are helpful hints that can be useful in the interview process when attempting to
understand the situation EXCEPT:
a. develop hypotheses before conducting interviews
b. develop many alternative decisions and problems
c. think about possible solutions to the problem
d. be open-minded
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 114
10. Clint and his fellow researchers are asking managers and line workers multiple what, where, who,
when, why, and how questions to get a better understanding of their client’s business decision-making
situation. Asking these types of questions is representative of which type of technique?
a. peeling techniques
b. iceberg technique
c. 80/20 techniques
d. interrogative techniques
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 114
11. An interview technique that tries to draw deeper and more elaborate explanations from the discussion
is called:
a. probing
b. peeling
c. immersion
d. ethnography
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 114
12. Which of the following is the most important question a researcher can ask when using a probing
technique?
a. How does that make you feel?
b. Why do you think that is so?
c. What has changed?
d. What does _____ make you think of?
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 114
13. Which of the following essentially answers the question, “What information is needed to address this
situation?”
a. dependent variable
b. independent variable
c. research objectives
d. research design
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 117
14. When a researcher determines what or who should provide the data and at what level of aggregation,
he or she is determining the:
a. hypotheses
b. research questions
c. analysis technique
d. unit of analysis
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
15. Which of the following is a possible unit of analysis in a research study?
a. an employee
b. a sales region
c. a zip code area
d. all of the above
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
16. In research, anything that varies or changes from one instance to another is called a:
a. variable
b. constant
c. category
d. classification
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
17. Something that does not change from one instance to another is called a:
a. hypothesis
b. constant
c. variable
d. category
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
18. All of the following are types of variables EXCEPT:
a. continuous
b. categorical
c. constant
d. dependent
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
19. A variable that can take on a range of values that correspond to some quantitative amount is called a:
a. categorical variable
b. continuous variable
c. classificatory variable
d. independent variable
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
20. What type of variable is "gender”?
a. continuous variable
b. primary variable
c. dependent variable
d. categorical variable
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
21. What type of variable is "dollar sales volume"?
a. continuous variable
b. independent variable
c. categorical variable
d. classificatory variable
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 119
22. In the statement: "Years of sales experience is an important variable in predicting unit sales
performance," what type of variable is "years of experience"?
a. dependent variable
b. independent variable
c. categorical variable.
d. classificatory variable
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 120
23. In the statement: "Years of sales experience is an important predictor of dollar sales performance,"
what type of variable is "dollar sales performance"?
a. dependent variable
b. categorical variable
c. classificatory variable
d. independent variable
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 120
24. Which of the following expresses the research objectives in terms of questions that can be addressed
by research?
a. situation analysis
b. dependent variable
c. research question
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
d. independent variable
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 121
25. A statement such as: "If we increase price five percent, sales will likely drop eight percent or more," is
an example of a:
a. hypothesis
b. dependent variable
c. problem definition
d. research objective
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 122
26. A statement such as: "If our new soft drink reaches a local market share of one percent after nine
months of test marketing the product in St. Louis, we will launch the product nationally," is an
example of a:
a. hypothesis
b. situation analysis
c. managerial action standard
d. problem definition
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 123
27. A written statement of the research design is called a:
a. research hypothesis
b. research proposal
c. research question
d. research summary
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 124
28. Sharon is a management professor who received a grant from the American Management Association
to study how employees make decisions in cross-functional groups. Sharon’s research is:
a. applied business research
b. dependent business research
c. funded business research
d. analytical business research
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 127
29. Tables placed in a research proposal that are exact representations of the actual tables that will show
results in the final report but contain hypothetical results are called:
a. dummy tables
b. surrogate tables
c. interim tables
d. placeholder tables
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking
REF: p. 127
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
COMPLETION
1. "What is to be measured in this research study?" is a fundamental question to ask at the
____________________ stage of a research design.
ANS: problem definition
PTS: 1
REF: p. 108
NAT: AACSB: Reflective Thinking
2. A ____________________ is a written expression of the key question(s) that a research user wishes to
answer.
ANS: decision statement
PTS: 1
REF: p. 108
NAT: AACSB: Reflective Thinking
3. A preliminary study of background information that led up to the current situation is called a
____________________.
ANS: situation analysis
PTS: 1
REF: p. 112
NAT: AACSB: Reflective Thinking
4. ____________________ is an interview technique that tries to draw deeper and more elaborate
explanations from a discussion with a decision maker.
ANS: Probing
PTS: 1
REF: p. 114
NAT: AACSB: Reflective Thinking
5. Lance is studying consumers to determine how they decide to use credit in purchase situations. In this
case, consumers are the ____________________.
ANS: unit of analysis
PTS: 1
REF: p. 119
NAT: AACSB: Reflective Thinking
6. Anything that changes in value from one instance to another in a research study is called a(n)
____________________.
ANS: variable
PTS: 1
REF: p. 119
NAT: AACSB: Reflective Thinking
7. Age is an example of a type of ____________________ variable.
ANS: continuous
PTS: 1
REF: p. 119
NAT: AACSB: Reflective Thinking
8. The variable that is measured to determine the outcome of the research process is called the
____________________ variable.
ANS: dependent
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
PTS: 1
REF: p. 120
NAT: AACSB: Reflective Thinking
9. The variable that is manipulated in an experiment to determine its effect on sales performance is
known as the ____________________ variable.
ANS: independent
PTS: 1
REF: p. 120
NAT: AACSB: Reflective Thinking
10. The research objectives of a study are translated into research ____________________ that can be
answered by the research study.
ANS: questions
PTS: 1
REF: p. 121
NAT: AACSB: Reflective Thinking
11. A performance criterion that expresses what a manager will do if a criterion is achieved in a research
study is called a ____________________.
ANS: managerial action standard
PTS: 1
REF: p. 123
NAT: AACSB: Reflective Thinking
12. A written statement of the research design for a study is called the____________________.
ANS: research proposal
PTS: 1
REF: p. 124
NAT: AACSB: Reflective Thinking
13. Basic research usually performed by academic researchers and supported by some public or private
institution is called ____________________ business research.
ANS: funded
PTS: 1
REF: p. 127
NAT: AACSB: Reflective Thinking
14. Tables in a research proposal which contain fictitious, but realistic, data of the likely outcome of the
research study are referred to as ____________________ tables.
ANS: dummy
PTS: 1
REF: p. 127
NAT: AACSB: Reflective Thinking
ESSAY
1. Discuss factors that make defining problems more difficult.
ANS:
Factors that make it more difficult to define problems include:
(1) Situation frequency - recurring and/or routine situations allow easier problem definition and may
even be automated through a company’s DSS.
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
(2) Dramatic changes - it is easier to define the problem when a sudden change in the business
situation takes place.
(3) How widespread are the symptoms? - the more scattered any symptoms are, the more difficult it
is to put them together into some coherent problem.
(4) Symptom ambiguity - the higher the ambiguity, the more difficult it is to define the problem.
PTS: 1
REF: pp. 109-111
NAT: AACSB: Reflective Thinking| AACSB: Communication
2. List the steps in the problem-definition process.
ANS:
(1) Understand the business situation by identifying key symptoms
(2) Identify key problem(s) from symptoms
(3) Write managerial decision statement and corresponding research objectives
(4) Determine the unit of analysis
(5) Determine the relevant variables
(6) Write research questions and/or research hypotheses
PTS: 1
REF: p. 112
NAT: AACSB: Reflective Thinking| AACSB: Communication
3. Compare and contrast continuous, categorical, dependent, and independent variables and give an
example of each.
ANS:
A variable is anything that varies or changes from one instance to another. A continuous variable is
one that can take on a range of values that correspond to some quantitative amount. Age, sales, or
satisfaction are examples. Categorical variables (also called classificatory variables) indicate
membership in some group. For example, male/female; freshman, sophomore, junior, or senior. A
dependent variable is a process outcome or a variable that is predicted and/or explained by other
variables. An independent variable is one that is expected to influence the dependent variable in
some way. For example, advertising expenditures (independent variable) might influence sales
(dependent variable). Independent and dependent variables can be continuous variables or categorical
variables.
PTS: 1
REF: pp. 119-120
NAT: AACSB: Reflective Thinking| AACSB: Communication
4. Explain the difference between research questions and hypotheses.
ANS:
Research questions express the research objectives in terms of questions that can be addressed by
research. For example, a research question might be “Are consumers’ perceptions of food quality,
price, and atmosphere related to customer loyalty?” Hypotheses are more specific than research
questions. One key distinction between research questions and hypotheses is that hypotheses can
generally specify the direction of a relationship. For example, a hypothesis might be stated as, “Food
quality perceptions are related positively to customer commitment toward a restaurant.” At times, a
researcher may suspect that two variables are related but have insufficient theoretical rationale to
support the relationship as positive or negative. In this case, hypotheses cannot be offered. At times in
research, particularly in exploratory research, a proposal can only offer research questions. Research
hypotheses are much more specific and therefore require considerably more theoretical support. In
addition, research questions are interrogative, whereas research hypotheses are declarative.
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
PTS: 1
REF: p. 121
NAT: AACSB: Reflective Thinking| AACSB: Communication
5. What is a research proposal and how is it useful for both the researcher and the client?
ANS:
The research proposal is a written statement of the research design. It includes a statement
explaining the purpose of the study (in the form of research objectives or deliverables) and a definition
of the problem, often in the form of a decision statement. It outlines the particular research
methodology and details procedures that will be used during each stage of the research process.
Normally a schedule of costs and deadlines is included. It becomes the primary communication
document between the researcher and the research user.
A research proposal is useful to both the researcher and the client in two ways:
(1) Planning tool - forces the researcher to think critically about each stage of the research process.
Research clients evaluate the proposed study with particular emphasis on whether or not it will provide
useful information and whether it will do so within a reasonable budget. It helps managers decide if
the proper information will be obtained and if the proposed research will accomplish what is desired.
(2) Contract - serves as the researcher’s bid to offer a specific service. Both the researcher and client
should sign the proposal indicating agreement on what will be done. Thus, it is a record of the
researcher’s obligations and provides a standard for determining whether the actual research was
conducted as originally planned.
PTS: 1
REF: pp. 124-127
NAT: AACSB: Reflective Thinking| AACSB: Communication
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.
