Survey analysis and prsentation

Survey analysis and prsentation
Using the SPSS program (Data and the output will be uploaded)
analyze the output using 5 variables below:
1-Demographic 2-Reliability 3-Standard deviation 4-Correlation(use the tables from the data) 5-Multiple Regression

Abu Dhabi University
College of Business Administration

Master of Business Administration Program
Master of Human Resource Management Program

MGT524 Research Methods in Business
Spring Semester AY2015-2016 Term B

Please read the instructions below. Failure to comply with the instructions will
result in a penalty ranging from 5% to 100% of the grade

GUIDELINES FOR SURVEY ANALYSIS AND PRESENTATION
1. Students are required to present their survey analysis
2. The presentation weighted 5% and the total mark is 10.
3. The soft copy of the survey analysis also is to be submitted into Turnitin.com latest by
1
st
June 2016, 11.59pm.

4. The guidelines on how to enroll your-self in the class can be retrieved at Additional
Learning Resources under Turnitin Student Quickstart in the Blackboard. Kindly
use below Class ID and Enrolment password to register yourself into the class of
Spring 2015-2015 Term B (MGT524). (If you have had register your email account
into Turnitin.com, you are not required to proceed with the registration).

5. Penalty
A. Late submission: There will be a 5% penalty for every day late. No
submissions will be accepted after the deadlines. Assignment MUST be
submitted before the due date. There will be NO exceptions. To ensure the
submission is submitted before the deadline, kindly submit your assignment
much earlier to avoid bottle-neck in the system. Be reminded that similarity
index will not be in concerned in this assignment.

6. Below are explanation, and example of analysis and interpretation that can be
used for survey analysis and presentation.

Types of Analysis
There are several procedures you can use to analyze your needs assessment data.
Below are two basic types of analyses that will provide useful information about your survey
sample. You can do both of these types of analysis in online survey software programs or
Excel.
For all types of analysis, it is important to keep in mind that you are analyzing the data based
on the number of people who answered that particular question, not the number of people
who responded to the survey.
So, you might have had 120 people respond to your survey, but only 100 people answered
the question about their career goals. In this case, you should make sure that Excel or your
online survey software is calculating the percent of people who chose each career goal
response option based on 100 people, not based on 120. (In more technical terms, you want
to make sure that you are using 100 as the denominator in your calculations, not 120.) There
are many reasons why the number of people who responded to the survey are not
necessarily the same as the number of people who responded to any one question.
Here are some example reasons why people may have not answered a particular question
or skipped it: they may have felt the survey was too long and only completed some of the
questions, they may not have known the answer to a particular question, or based on their
response to a prior question they may have been instructed to skip certain questions.

Descriptive Statistics
Descriptive statistics describe and summarize the quantitative information from your survey
about your sample. It includes such summary measures as:
o Mean (the average value – e.g. the average home price in your county);
o Median (the value at which half of the values are above, and half are below – e.g. at
the median home price in your county, exactly half of the houses cost more; and the
other half costs less); and
o Frequencies (the percentage of responses that fall into a set of categories – e.g. in
your county, 20% of the housing prices are $200,000 or less; 50% of them fall in the
$200,000-$500,000 range; and the remaining 30% are over $500,000).
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Strictly speaking, you cannot use your results to describe the actual population that your
survey was sent to. For example, say that 65% of your respondents said they were
interested in a basic computer course. This does not meant that 65% of your target
population is interested in the computer course! This is because your sample of survey
respondents does not perfectly represent the larger population from which it was drawn.

Don’t worry!!
This is always the case with survey data. While you cannot generalize with 100% accuracy
to the larger population, you can use descriptive statistics to get an excellent idea of what
the population’s needs and preferences are. Also, you will often be concerned more with
comparisons between numbers than with the value of a number. For example, you may be
interested in seeing what was most often marked as an obstacle to taking college courses.

Cross-tabulations
Simple cross-tabulations allow you to compare the results of two mutually exclusive groups
of respondents. An example of a simple cross-tabulation would be comparing the career
goals of male respondents to female respondents. You do not need to stop at two categories
– you can compare as many groups as you like. For example, you can see how the career
goals of respondents age 50-64, 65-74, and 75+ differ from one another.

Example Analysis and Presentation
Approach Using the Sample Survey To give you an idea of how to analyze, interpret, and
present your survey results, this toolkit offers an example of how this might be done with the
sample survey provided in this toolkit. Below are examples with selected questions from the
sample survey (the actual survey questions are shown for your easy reference).
o This tool highlights the approach to the analysis, which always begins with the
research question that you want to answer, or the information you want to bring to
light with a particular survey question.
o The examples also include possible ways to present survey results with charts or
tables. In the examples, we have used Excel to create all the charts.
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EXAMPLE 1
Research Question: What is the demand for workforce training and career development
services?
Survey Question 2: Which of the following are you interested in? …
□ Taking courses that can help me find employment, or change or advance my career. …
□ Career services (career counseling, job fair, etc) …
□ Neither.  You are done with the survey! Please follow the instructions for returning the
survey to [College Name].

Guidance for Analysis and Interpretation
For this survey question, the research question you are examining really breaks down into
two sub-questions:
1. what percentage of respondents checked that they are not interested in courses or
career services (those who checked “neither”)?; and
2. for those who are interested in one or the other, what is the rate of interest in or
demand for each?
What percentage of your target market is interested in workforce training and career
development services?
What is the percentage that did not check “neither”? Say that 25% checked “neither.” This
means that 75% of your respondents are interested in courses and/or services. You should
be careful in generalizing to the population: in other words, just because 75% of your
respondents are interested, this does not necessarily mean that 75% of your population or
target market is interested. This is because those who are not interested in these are much
less motivated to return the survey to you, especially if they filled it out on paper and can’t
turn it in with a click of a mouse.
The rate of respondents interested in workforce development programming gives you an
idea of demand among those in your target market. You may also want to investigate what
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the rate of interest is for different age groups. It is reasonable to expect that there is more
demand for workforce development programming among those 50-64 – but how much
more? You may be surprised to find that there is actually significant demand among those
65-74, or even 75+. To investigate this, you would do a “crosstab” (see above) to separate
your respondents into age categories, and find out what percent checked one or both of the
first two response options. Understanding the demand in different age groups will help you
decide how to tailor your programming. For example, if you have enough demand among
those 65 and older that you want to specifically target their needs, you might have a greater
emphasis on services that can help people address ageism during their job search.

What is the demand for courses? For services?
To understand the needs of your target market, you want to find out where the interest lies –
whether it is in taking courses, or accessing services, or both. There are several
percentages useful for analysis:
1. those interested in courses;
2. those interested in services;
3. those interested only in courses and not in services;
4. those interested only in services and not in courses;
5. those interested in both.
Looking at all these aspects of the question will help you to decide where to concentrate
resources in your programming – in workforce training programs, in career development
services, or in both.
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A majority of respondents age 5064 reported that they are interested in career services
(73%). A little over half (54%) have an interest in taking courses that will help them find
employment, change, or advance their careers. There is less interest in either of these
offerings in the older age cohorts.

EXAMPLE 2
Research Question: What are the barriers to taking college courses, perceived by the plus
50 population?
Survey Question 5: Which of the following do you believe might be obstacles to your taking
courses at [name of community college]? (Check all that apply.)
□ When classes are at times that do not fit my schedule. …
□ Classrooms are not physically very accessible (up stairs, desks uncomfortable, etc) …
□ Courses too expensive …
□ To register, I might need to find my high school transcript …
□ No access to easy transportation to campus …
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□ Concern about returning to a school environment after many years out of school …
□ Limited knowledge of how to use computers …
□ The professors might be gearing their teaching style to young adults …
□ I need help choosing classes, and advising might be geared to young adults …
□ I need to brush up on math skills …
□ I need to brush up on writing skills …
□ I need to brush up on my study skills …
□ None of the above

Guidance for Analysis and Interpretation
This question is designed to help you identify what the people in your target market perceive
as obstacles to coming to your college for coursework. Understanding their perceptions
about this will guide decisions regarding how your program should provide support or
remove these obstacles if possible. It can also provide guidance for marketing our program.
For example, if those in your target market fear that courses are too expensive, but in fact
courses are affordable or financial assistance is available, you should include this
information in your marketing materials.
In analyzing this question, you will be investigating what percentage of respondents checked
each response. What responses were checked the most often? These are the most common
obstacles that your target market perceives. You should also separate out your sample by
age group, and see what percentage checked each response within each age group. For
example, you may want to know if physical accessibility is a far more frequent issue among
those in the older age cohorts, or if it is a widespread issue.

Responses to questions about barriers to taking courses reveal that many of the potential
students do in fact perceive that they face multiple challenges. They most frequently
reported that enrolling in courses that fit their schedules could be challenging (79%). Other
common challenges are: taking courses after having been out of the school environment for
many years (68%); cost (63%); and the perception that professors gear their teaching styles
towards younger students (62%).

EXAMPLE 3
Research Question: What type of tailoring will make the plus 50 population feel welcome?

Guidance for Analysis and Interpretation
How people answered this question will help you to see what is really important to them in
tailoring services. The first thing to look at is whether high rates of people (for example, over
50%) say that a particular way of tailoring services is not very important. If a majority of your
target market does not find a particular aspect important, then you may decide not to include
it in your program design. However, your “cutoff” percentage is something you should
choose yourself. A majority may not find something important, but you may still consider an
aspect of tailoring important if 40% of your respondents check “important” or “extremely
important.”
Thinking about the other end of the scale, you should look at the percentage of people who
mark something as “extremely important.” Those aspects with the highest percentages
checking this response option may become the aspects of tailoring that you emphasize
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Sample Graphic and Interpretation
When asked about the importance of tailoring career services to the needs of students age
50 or older, respondents indicated that tailored services are personally important to them.
Respondents particularly value career counselors who are knowledgeable about and
understanding of the needs of adults age 50 or older: a majority (83%) of respondents
reported that it is either “important” or “extremely important” that career counselors have
been trained specifically to understand the specific assets and challenges of a 50 or older
job seeker. In addition, respondents reported that it is either “important” or “extremely
important” for the college to host job fairs that only or mostly include employers that are “plus
50 friendly” (78%) and for the college to provide paper and electronic resources that focus
on the job search and career issues specific to those who are 50+ (77%).