lesson no 4 - theoretical framework & hypothesis development

8/9/2019 Lesson No 4 - Theoretical Framework & Hypothesis Development

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THEORATICAL FRAMEWORKTHEORATICAL FRAMEWORK11

THEORETICALTHEORETICALFRAMEWORKFRAMEWORK

&&HYPOTHESISHYPOTHESIS

DEVELOPMENTDEVELOPMENT


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THEORATICAL FRAMEWORKTHEORATICAL FRAMEWORK

22

OBSERVATION(BROAD AREA OF

RESEARCHINTERESTIDENTIFIED)

PRELIMINARYDATA GATHERING

(INTERVIEWS,

LITERATURESURVEY)

PROBLEMDEFINITION

FORMULATIONOF THEORATICAL

FRAMEWORK

IDENTIFICATIONOF VARIABLES

GENERATION

OFHYPOTHESIS

DATACOLLECTION,

ANALYSIS&

INTERPRET-ATION

SCIENTIFIC

RESEARCHDESIGN

DEDUCTIONS:HYPOTHESIS

SUBSTANTIATED?

RESEARCH QUESTIONANSWERED?

REPORT

WRITING

REPORT

PRESENTATION

MANAGERIAL

DECISION

MAKING

YES

NO



PROBLEMDEFINITION


(INTERVIEWS,

LITERATURESURVEY)



PROBLEMDEFINITION



PROBLEMDEFINITION




(INTERVIEWS,

LITERATURESURVEY)

PROBLEMDEFINITION

OBSERVATION(IDENTIFICATION

OF BROAD AREAOF RESEARCHINTEREST)



PROBLEMDEFINITION




(INTERVIEWS,

LITERATURESURVEY)

PROBLEMDEFINITION




(INTERVIEWS,

LITERATURESURVEY)

PROBLEMDEFINITION




(INTERVIEWS,

LITERATURESURVEY)

PROBLEMDEFINITION




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THEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENTTHEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENT

ASPECTS TO BE COVEREDASPECTS TO BE COVEREDNEED FOR A THEORATICAL

FRAMEWORK

TYPES OF VARIABLES

THEORATICAL FRAMEWORK & ITS

FIVE BASIC FEATURES

HYPOTHESIS DEVELOPMENT

MANAGERIAL IMPLICATIONS


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WHAT IS THEORETICAL FRAMEWORK ?

A THEORETICAL FRAMEWORK IS A

CONCEPTUAL MODEL OF HOW ONE

THEORIZES OR MAKES LOGICAL

SENSE OF THE RELATIONSHIPS

AMONG SEVERAL FACTORS THATHAVE BEEN IDENTIFIED AS

IMPORTANT TO THE PROBLEM


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NEED FOR A THEORATICAL FRAMEWORKENTIRE RESEARCH RESTS ON THE BASIS OF THE THEORETICALFRAMEWORK

INTEGRATES ONES LOGICAL BELIEFS WITH PUBLISHEDRESEARCH TAKING INTO CONSIDERATION THE BOUNDARIES ANDCONSTRAINTS GOVERNING THE SITUATION

DISCUSSES INTER-RELATIONSHIP AMONG THE VARIABLES THATARE DEEMED TO BE INTEGRAL TO THE DYNAMICS OF THE SITUATION BEING INVESTIGATED

HELPS POSTULATE OR HYPOTHESIZE AND TEST CERTAINRELATIONSHIPS AND IMPROVE UNDERSTANDING OF THEDYNAMICS OF A SITUATION

LEADS TO EVOLUTION OF TESTABLE HYPOTHESES TO EXAMINEWHETHER THE THEORY THAT HAS BEEN FORMULATED IS VALIDOR NOT

LEADS TO TESTING OF HYPOTHESIZED RELATIONSHIPS THROUGHAPPROPRIATE STATISTICAL ANALYSES


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VARIABLE

A VARIABLE IS ANYTHING (ie ANY FACTOR)

THAT CAN TAKE ON DIFFERING OR

VARYING VALUES . THESE VALUES CANDIFFER AT VARIOUS TIMES FOR THE SAME

OBJECT OR PERSON OR AT THE SAME

TIME FOR DIFFERENT OBJECTS ANDPERSONS

(Examples: Production Units, Absenteeism,

Motivation, etc)


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TYPES OF VARIABLES

DEPENDENT VARIABLE (CRITERION VARIABLE)

INDEPENDENT VARIABLE (PREDICTOR

VARIABLE)

MODERATING VARIABLE

INTERVENING VARIABLE

Others:

EXTRANEOUS VARIABLES

DICHOTOMOUS VARIABLES

DISCRETE VARIABLES


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9/37THEORATICAL FRAMEWORKTHEORATICAL FRAMEWORK

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TYPES OF VARIABLES

EXAMPLES OF DEPENDENT VARIABLE

IN THE SALE OF A NEW PRODUCT, THE

DEPENDENT VARIABLE WILL BE THE VOLUME

OF SALE

IN INVESTIGATION OF THE DEBT TO EQUITY

RATIO OF MANUFACTURING COMPANIES ,

THE DEPENDENT VARIABLE IS THE RATIO

BETWEEN THE TWO



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TYPES OF VARIABLES

INDEPENDENT VARIABLE (PREDICTOR VARIABLE)

A VARIABLE THAT INFLUENCES THE DEPENDENT

VARIABLE IN EITHER A POSITIVE OR NEGATIVE

MANNER

WHEREVER AN INDEPENDENT VARIABLE IS

PRESENT, THE DEPENDENT VARIABLE IS ALSO

PRESENTWITH EACH UNIT CHANGE IN VALUE OF

INDEPENDENT VARIABLE, THERE IS A

PROPORTIONATE INCREASE OR DECREASE IN THE

VALUE OF THE DEPENDENT VARIABLE



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TYPES OF VARIABLES

EXAMPLE OF INDEPENDENT VARIABLE - 1

IN THE RELATIONSHIP OF STOCK MARKET PRICE

TO SUCCESS OF A PRODUCT, THE VARIABLESARE:

SUCCESS OF PRODUCT : INDEPENDENT VARIABLE

STOCK MARKET PRICE : DEPENDENT VARIABLE

SUCCESS OFNEW PRODUCT

STOCK MARKETPRICE OFCOMPANY

INDEPENDENT VARIABLE DEPENDENT VARIABLE



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TYPES OF VARIABLES

EXAMPLE OF INDEPENDENT VARIABLE - 2

IF GOOD SUPERVISION & TRAINING INCREASE

PRODUCTION LEVEL OF WORKERS, THEN:GOOD SUPERVISION & TRAINING : INDEPENDENT

VARIABLE

PRODUCTION LEVEL OF WORKERS : DEPENDENT

VARIABLE

GOOD SUPERVISION& TRAINING

PRODUCTIONLEVEL

INDEPENDENT VARIABLE DEPENDENT VARIABLE



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TYPES OF VARIABLES

MODERATING VARIABLE

A VARIABLE FACTOR WHICH HAS

STRONG CONTINGENT EFFECT ON THEINDEPENDENT VARIABLE DEPENDENT

VARIABLE RELATIONSHIP

ie IT MODIFIES THE ORIGINALRELATIONSHIP BETWEEN THE TWO



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TYPES OF VARIABLESEXAMPLE OF MODERATING VARIABLE 1

INTER-RELATIONSHIP BETWEEN AVAILABILITY OF

REFERENCE MANUALS & SUCCESS OF TRAINING

WITH THE ADDITION OF FACTOR OF OPPORTUNITY OF

PRACTICAL WORK THE RELATIONSHIP MODIFIES TO:

AVAILABILITYOF REFERENCE

MANUALS

AVAILABILITYOF REFERENCE

MANUALS

SUCCESS OFTRAINING

SUCCESS OFTRAINING

PRACTICAL WORK

IV DV

IV DV



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THEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENTTHEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENT #OF REJECTS

TYPES OF VARIABLESEXAMPLE OF MODERATING VARIABLE 2

INTER-RELATIONSHIP BETWEEN TEACHER TRAINING &

STUDENT ASSIMILATION

WITH THE ADDITION OF FACTOR OF AVAILABILITY OF

TRAINING AIDS THE RELATIONSHIP MODIFIES TO:

TEACHERTRAINING

TEACHERTRAINING

STUDENTASSIMILATION

STUDENTASSIMILATION

AVAILABILITYOF AIDS

IV

IV

DV

DV



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THEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENTTHEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENT #OF REJECTSDISTINCTION BETWEEN INDEPENDENT DISTINCTION BETWEEN INDEPENDENT

VARIABLE & MODERATING VARIABLE VARIABLE & MODERATING VARIABLE SITUATION 1 : WILLINGNESS TO LEARN NEW WAYS IS GREATER WITH

BETTER QUALITY OF TRAINING PROGRAMS & GREATER GROWTH

NEEDS OF EMPLOYEES

SITUATION 2 : WILLINGNESS TO LEARN NEW WAYS IS NOT INFLUENCED BY QUALITY OF TRAINING PROGRAMS OFFERED TO

ALL PEOPLE WITHOUT DISTINCTION BUT ONLY TO THOSE WHO

HAVE HIGH GROWTH NEEDS (WHO DISPLAY A DESIRE TO DO NEW

THINGS THROUGH SPECIALIZATION)

VARIABLES (IN BOTH SITUATIONS):

EMPLOYEES WILLINGNESS TO LEARN : DV

TRAINING PROGRAMS : IV

STRENGTH OF GROWTH NEED : IV



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DISTINCTION BETWEEN INDEPENDENT VARIABLE DISTINCTION BETWEEN INDEPENDENT VARIABLE

& MODERATING VARIABLE & MODERATING VARIABLE SITUATION 2 : WILLINGNESS TO LEARN NEW WAYS IS NOT INFLUENCED BY QUALITY OF

TRAINING PROGRAMS OFFERED TO ALL PEOPLE WITHOUT DISTINCTION BUT ONLY TOTHOSE WHO HAVE HIGH GROWTH NEEDS (WHO DISPLAY A DESIRE TO DO NEW

THINGS THROUGH SPECIALIZATION)

VARIABLES IN SITUATION 2:

EMPLOYEES WILLINGNESS TO LEARN: DV (SAME)

QUALITY OF TRAINING PROGRAM: IV (SAME)

STRENGTH OF GROWTH NEED: MODERATING VARIABLE

CONCLUSION : ONLY THOSE WITH HIGH GROWTH NEEDS

SHOW A GREATER WILLINGNESS AND ADAPTABILITY TO LEARN TO DO NEW THINGS WHEN THE QUALITY OF TRAINING

PROGRAM IS IMPROVED

RELATIONSHIP BETWEEN IV AND DV HAS NOW BECOME

CONTINGENT ON A MODERATING VARIABLE



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WI L L I N

GNE

S S T OL E A RN

TRAINING PROGRAM GROWTH NEEDS

WITH NO MODERATING VARIABLE OPERATING

WI L L I N

GNE

S S T OL E A RN

TRAINING PROGRAM GROWTH NEEDS

EFFECTS FOR THOSEIN HIGH GROWTH NEEDS

EFFECTS FOR THOSEIN LOW GROWTH NEEDS

WITH MODERATING VARIABLE OPERATING



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THEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENTTHEORETICAL FRAMEWORK & HYPOTHESIS DEVELOPMENT #OF REJECTS

DISTINCTION BETWEEN INDEPENDENT DISTINCTION BETWEEN INDEPENDENT

VARIABLE & MODERATING VARIABLE & MODERATING

VARIABLE VARIABLE

DECISION TO LABEL A VARIABLE AS

DEPENDENT, INDEPENDENT OR

MODERATING DEPENDS ON HOWTHEY AFFECT EACH OTHER IN A

PARTICULAR SITUATION



2020


TYPES OF VARIABLES


A VARIABLE THAT SURFACES BETWEEN THE TIME THE

INDEPENDENT VARIABLES START OPERATING TO

INFLUENCE THE DEPENDENT VARIABLE AND THE TIME

THEIR IMPACT IS FELT ON IT

HAS A TIME DIMENSION TO IT

SURFACES AS A FUNCTION OF THE INDEPENDENT

VARIABLE OPERATING IN ANY SITUATION AND HELPS TO CONCEPTUALIZE AND EXPLAIN THE INFLUENCE OF

THE INDEPENDENT VARIABLE ON THE DEPENDENT

VARIABLE



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TYPES OF VARIABLES

EXAMPLE OF INTERVENING VARIABLE

WORKFORCE SATISFACTION INFLUENCES ORGANIZATIONAL

EFFECTIVENESS

HERE : WORKFORCE SATISFACTION : IV

ORGANIZATIONAL EFFECTIVENESS: DVIF CREATIVE SYNERGY IS GENERATED BY BETTER MOTIVATION,

THEN : CREATIVE SYNERGY BECOMES THE INTERVENING

VARIABLE FOR THE TIME IT IS IN EFFECT



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DYNAMICS OF RELATIONSHIP BETWEEN IV,

DV & INTERVENING VARIABLES

WORKFORCESATISFACTION

CREATIVESYNERGY

ORGANIZATIONALEFFECTIVENESS

IV DVINTERVENINGVARIABLE

t1 t2 t3TIME



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RELATIONSHIP BETWEEN IV, DV, INTERVENING

VARIABLE & A MODERATING VARIABLE

WORKFORCESATISFACTION

CREATIVESYNERGY

ORGANIZATIONALEFFECTIVENESS

IVDV

INTERVENINGVARIABLE

t1 t2 t3TIME

MANAGERIALEXPERTISE

MODERATING VARIABLE



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THEORATICAL FRAMEWORK AND WHAT IT IS

IT IS A LOGICALLY DEVELOPED, DESCRIBED, ANDELABORATED NETWORK OF ASSOCIATIONS AMONG THE

VARIABLES CONSIDERED RELAVANT TO THE PROBLEMSITUATION AND IDENTIFIED THROUGH SUCH PROCESSES ASINTERVIEWS, OBSERVATIONS AND LITERATURE SURVEY.

IT:

ELABORATES RELATIONSHIPS AMONG THE VARIABLES,

EXPLAINS THE THEORY UNDERLYING THESE RELATIONS AND

DESCRIBES THE NATURE & DIRECTION OF THE RELATIONSHIPS

IT PROVIDES THE LOGICAL BASE FOR DEVELOPINGTESTABLE HYPOTHESES

IT SERVES AS THE FOUNDATION ON WHICH THE ENTIRERESEARCH PROJECT IS BASED



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RELATIONSHIP BETWEEN LITERATURE SURVEY &

THEORATICAL FRAMEWORK

THE FORMER PROVIDES A SOLID

FOUNDATION FOR DEVELOPING THE

LATER

because

LITERATURE SURVEY IDENTIFIES THE VARIABLES THAT MAY BE IMPORTANT AS

DETERMINED BY PREVIOUS RESEARCH

FINDINGS



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COMPONENTS OF THE THEORATICAL FRAMEWORKIDENTIFIES AND LABELS THE IMPORTANT VARIABLES IN THESITUATION THAT ARE RELAVANT TO THE DEFINED PROBLEM

LOGICALLY DESCRIBES INTERCONNECTIONS AMONG THESEVARIABLES

IF ANY MODERATING VARIABLE(S) ARE IDENTIFIED, IT EXPLAINSHOW AND WHAT SPECIFIC RELATIONSHIPS THEY WOULDMODERATE

IF THERE ARE ANY INTERVENING VARIABLES, A DISCUSSION ON HOW & WHY THEY ARE TREATED AS INTERVENING VARIABLES WOULD BE NECESSARY

SHOULD PREFERABLY BE SUPPORTED BY A SCHEMATICDIAGRAM


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ESSENTIAL FEATURES OF A THEORATICAL FRAMEWORK 1. IDENTIFICATION OF VARIABLES CONSIDERED RELAVANT TO THE

STUDY

2. HOW TWO OR MORE VARIABLES ARE RELATED TO ONEANOTHER

3. IF THE NATURE & DIRECTION OF THE RELATIONSHIPS CAN BETHEORIZED ON THE BASIS OF THE FINDINGS OF PREVIOUSRESEARCH, IT SHOULD BE INDICATED WHETHER THERELATIONSHIPS WOULD BE POSITIVE OR NEGATIVE

4. A CLEAR EXPLANATION OF WHY WE WOULD EXPECT THESERELATIONSHIPS TO EXIST

5. A SCHEMATIC DIAGRAM OF THE THEORATICAL FRAMEWORKFOR COMPREHENSION OF THEORIZED RELATIONSHIPS


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EXAMPLE OF DELTA AIRLINES SITUATION

AS A CONSEQUENCE OF SEVERAL OPERATIONAL INCIDENTS ON GROUND & IN THE

AIR, DELTA AIRLINES FACED CHARGES OF AIR SAFETY VIOLATIONS.

FOUR IMPORTANT FACTORS WERE ATTRIBUTED TO HAVE INFLUENCED THIS STATE ie

POOR COMMUNICATIONS AMONG THE COCKPIT CREW MEMBERS

POOR COORDINATION BETWEEN GROUND STAFF & COCKPIT CREW,

INADEQUATE TRAINING GIVEN TO THE COCKPIT CREW

MANAGEMENT PHILOSOPHY THAT ENCOURAGED A DECENTRALIZED STRUCTURE

PROBLEMTO ESTABLISH IF THESE FACTORS DID INDEED CONTRIBUTE TO THE SAFETY

VIOLATIONS, AND, IF SO, TO WHAT EXTENT


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EXAMPLE OF DELTA AIRLINES HERE:DV: SAFETY VIOLATIONS

IVs: 1. COMMUNICATION AMONG CREW MEMBERS2. COMMUNICATION BETWEEN GROUND CONTROL & COCKPIT

CREW3. TRAINING RECEIVED BY THE COCKPIT CREW4. DECENTRALIZATION

COMM: COCKPIT MEMBERS

COMM: GRD CONTROL & COCKPIT

DECENTRALIZATION

TRAINING OF COCKPIT CREW

AIR SAFETYVIOLATIONS


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EXAMPLE OF DELTA AIRLINES INJECTION OF AN INTERVENING VARIABLE ( ie LACK OF

ADEQUATE TRAINING MAKES THE PILOT NERVOUS & DIFFIDENT ):



DECENTRALIZATION

TRAINING OF COCKPIT CREW


NERVOUSNESS

& DIFFIDENCE

IVs

DV



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EXAMPLE OF DELTA AIRLINES FURTHER INJECTION OF A MODERATING VARIABLE ( ie

USING INADEQUATE TRAINING AS A MODERATING VARIABLE):



DECENTRALIZATION


IVs

DV

TRAINING

MODERATING VARIABLE


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HYPOTHESES DEVELOPMENTHYPOTHESES DEVELOPMENT

AIM

TO TEST WHETHER THE RELATIONSHIPS THAT HAVE

BEEN THEORIZED DO IN FACT HOLD TRUEDEFINITION OF HYPOTHESIS

IT IS A LOGICALLY CONJECTURED RELATIONSHIPBETWEEN TWO OR MORE VARIABLES EXPRESSED IN THE

FORM OF A TESTABLE STATEMENT

eg

IF PILOTS ARE GIVEN ADEQUATE TRAINING TO HANDLE CROWDED

MIDAIR SITUATIONS, AIR SAFETY VIOLATIONS WILL BE REDUCED

FOLLOWS THEORATICAL FRAMEWORK


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HYPOTHESES DEVELOPMENTHYPOTHESES DEVELOPMENTSTATEMENTS OF HYPOTHESES

FORMATSPROPOSITIONSEMPLOYEES WHO ARE MORE HEALTHY WILL TAKE SICK LEAVE LESS

FREQUENTLY IF THEN STATEMENTSIF EMPLOYEES ARE MORE HEALTHY, THEN THEY WILL TAKE SICK LEAVE LESS FREQUENTLY

DIRECTIONAL & NON DIRECTIONAL HYPOTHESESDIRECTIONAL : USING POSITIVE, NEGATIVE, MORE THAN, etc

eg: THE GREATER THE STRESS EXPERIENCED IN THE JOB, THE LOWER THE JOB SATISFACTION OF THE EMPLOYEES

NON DIRECTIONAL : OFFER NO INDICATION OF THE DIRECTION OF ARELATIONSHIP

eg: THERE IS A RELATIONSHIP BETWEEN AGE AND JOB SATISFACTION


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HYPOTHESES DEVELOPMENTHYPOTHESES DEVELOPMENTNULL & ALTERNATE HYPOTHESES

NULL HYPOTHESIS : A PROPOSITION THAT STATES A DEFINITIVE , EXACT RELATIONSHIP

BETWEEN TWO VARIABLES

IT IS A STATEMENT THAT NO DIFFERENCE EXISTS BETWEEN THEPARAMETER ( POPULATION CHARACTERISTICS ) AND THE STATISTIC( A LIMITED NUMBER REPRESENTATIVE OF THE TOTAL POPULATION)BEING COMPARED TO IT.

SELECTED FOR POSSIBLE REJECTION / ACCEPTANCE DURING THETESTING PHASE

USUALLY REPRESENTED BY THE SYMBOL: H O

EXAMPLEHYPOTHESIS: MOTIVATIONAL LEVEL OF MEN AND WOMEN IS THE SAME

COULD BE REPRESENTED AS: H 0 : m = w


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HYPOTHESES DEVELOPMENTHYPOTHESES DEVELOPMENT

NULL & ALTERNATE HYPOTHESES

ALTERNATE HYPOTHESIS OPPOSITE OF THE NULL HYPOTHESIS ie INDICATES A DEFINITE

DIFFERENCE IN THE RELATIONSHIP BETWEEN VARIABLES

MAY TAKE SEVERAL FORMS, DEPENDING ON THE OBJECTIVE OF THERESEARCHER eg NON DIRECTIONAL & DIRECTIONAL

REPRESENTED BY THE SYMBOL: H A

IF HYPOTHESIS IS:WOMEN ARE MORE MOTIVATED THAN MEN

IT COULD BE REPRESENTED BY:

HA : m < W


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FORMULATION OF RESEARCH QUESTIONSFORMULATION OF RESEARCH QUESTIONS

NEED SERVES AS A GUIDELINE FOR TESTING OF ALL ASPECTS OF THE

HYPOTHESIS

FACILITATE FORMULATION OF QUESTIONAIRRES

IF HYPOTHESIS IS DISPROVED, ANSWERS TO RESEARCHQUESTIONS PROVIDE ALTERNATE SOLUTIONS TO THE ISSUESBEING RESEARCHED

ESSENTIALS

SHOULD FLOW FROM THE PROBLEM STATEMENT AND HYPOTHESIS

MUST COVER ALL PERCEIVABLE ASPECTS OF PROBING AHYPOTHESIS AND PROBLEM STATEMENT

MUST TAKE INTO RECKONING THE SCOPE OF THE RESEARCH


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IMPORTANT CONCLUSIONSIMPORTANT CONCLUSIONS

NEED FOR UNDERTAKING COMPREHENSIVELITERATURE SURVEY

FORMULATION OF CORRECT THEORATICALFRAMEWORK COVERING ALL RELAVANT

VARIABLES AND IDENTIFICATION OF INTER-RELATIONSHIPS BETWEEN THEM

FORMULATION OF TESTABLE HYPOTHESES

FORMULATION OF A COMPREHENSIVE SET OFRESEARCH QUESTIONS COVERING ALL ASPECTSOF THE ISSUE

SERVES AS THE BACKBONE OF SUBSEQUENTWORKING ON THE RESEARCH PROJECT

lesson no 4 - theoretical framework & hypothesis development

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