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Unit 8 commenced with a breakdown of quantitative, qualitative and computer-assisted data analysis. The branches of quantitative data analysis; descriptive and inferential statistics was not new to me. I noticed that while reading this unit, much of the information, similar to a few other units was already introduced through another course. Topics such as central tendency and dispersion brought back memories of calculating the mean and standard deviation for data sets.

At the time that I did Introduction to Statistics, I often wondered why it was all necessary and I doubted that I would ever need to make use of the knowledge. I was of course proven wrong as I was tasked with calculating the mean, median, mode and standard deviation for a set of numbers as part of the discussion question. I can safely say that nothing in this unit was new to me and I was pleasantly delighted knowing that there was no need to read over material or attempt a hair pulling exercise; I thoroughly enjoyed the unit material.

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To begin, I did not enjoy this unit as the information was very confusing and a bit troublesome. SPSS data editor was where the confusion began for me. I had extreme difficulty grasping the information, even after viewing multiple videos online. To be honest, I browsed quickly through session 7.1 and 7.2 and made the conscious decision at that point to not utilize these data editing programmes in my research report. I felt that it would complicate things for me and I was fearful of making mistakes and possibly messing up my results.

Session 7.3 however was very familiar and a smile graced my face as I read through the material. I recalled having to construct frequency distribution tables, stem and leaf diagrams as well as scatter plots for Introduction to Statistics. I definitely enjoyed the last session in this unit. I decided at that point that I was going to utilize the frequency distribution tables, pie charts and histograms to display the results from my research project.

Despite most of the information in the unit being new and confusing to me, towards the end I appreciated the knowledge that I was exposed to and hope that maybe sometime in the future I will be able to put it to good use.

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This unit focused on questionnaires; the importance of the design, what questions to ask as well as the types of errors associated with the design. The information was essential to the research report as a questionnaire was necessary for the collection of primary data. I paid close attention to the modes of communicating using the questionnaires; interviewer-administered modes and self-administered modes. I especially appreciated the interviewer-administered modes as I saw it as a way to ensure full completion of my questionnaires; 100% response rate. I took the time to note how my questions should be constructed and the types of questions I should avoid.

I utilized the guidelines provided in an attempt to construct my questionnaire. My first sample was useless as it contained too many leading and a few memory taxing questions. This would have led to an unsatisfactory response rate and that was unacceptable for me. After a couple more attempts, I was eventually successful in creating a questionnaire that carried many of the questions necessary to gather the required information.

In my lifetime, I have prepared maybe about three (3) questionnaires and my response rate was always very low; never understood why. I now have a full understanding of where I went wrong on so many occasions.

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Taking apart a pre-selected research paper and organizing the findings in a power point presentation was the highlight of this week. I selected a paper that was closely related to my choice of major; Human Resource. I read through the paper and was able to successfully pull the findings and represent them in pie chart, bar graph and table form. There was the need to include the researchersteps in preparing for field study. That particular task was somewhat challenging as not all steps were highlighted in the paper. I had to read through the unit that made mention of the steps researchers should take and used that to my advantage.

It would have been great if that was the end of presentation week. However, the cherry on top was the pre-recorded oral presentation of the document using a program called screencast-o-matic. That was the first time I had heard of or even used a program like this and it was a headache from start. I attempted to do my recording countless times and it ended in disaster every single time. I was growing rather impatient and was ready to give up when finally, I was able to record error free. I enjoyed the activities for this week, including the question and answer segment. I was able to learn much from the back and forth that came with the questioning.

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The week of October 8th was a hectic one for me; the research proposal was due. We were tasked with preparing a research proposal for a selected topic. The topic I chose was “The Relationship between Employee Job Satisfaction and Productivity at the Customs and Excise Department in Saint Lucia”. Ensuring all the necessary information was present in my document was extremely tedious. I read through unit three (3) numerous times in an attempt to align the requirements with what I had in my possession. I found myself making many changes as my document was far from complete. Errors were made in trying to get my document up to the required APA style standard.

One of my biggest challenges was with the literature review. Although I was able to gather academic research papers in close relation to my topic, I encountered some difficulty with tying it all together. Despite the challenges, it was completed in time for submission by the 13th; one (1) day before the deadline. The unit readings assisted me greatly with this assignment.

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Data sources, collection process and preparation and management of field processes made up unit 5. In my less than professional opinion, all data was the same whether it was sourced from the internet, a newspaper, a book or even collected on your own. I learnt that this is definitely not the case; there is primary, secondary and even tertiary data. It was interesting to note that the name “primary” or “secondary” really had nothing to do with the level of importance; primary data is original, collected by the researcher and secondary is already in existence, collected by another researcher. Not only were there types of data but data apparently requires relevance, timeliness, completeness and quality to be considered “valuable”. This was a lot, and I began to feel like this course was complicating something as basic as data.

I was introduced to the term triangulation; using different research techniques in the same study to confirm and verify data gathered. I was not aware of such, or even that there were three types of triangulation; I intend on making use of this. For my research project, I will have two persons working with me during the data collection process. Session 5.3 of the unit was useful in highlighting the qualities of a good field worker and how I should go about training these workers. I assumed that a fieldworker would just have to go out there and interview persons based on the questionnaire, which did not seem very difficult until I read further into the session; I may now have to analyze the individuals selected.

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Unit four delved further into qualitative, quantitative and mixed methods in research; which was not entirely new to me. The information laid out in the first session was quite detailed with a dissection of the three methods. I experienced a bout of déjà vu when topics that were introduced to me during my head on tackle with Introduction to Statistics were re-introduced in the last two sessions of this unit. I came across the four levels of measurement; Nominal, Ordinal, Ratio and Interval and remembered how I constantly mixed them up; hoping I don’t repeat my mistake this time around.

Session 4.3 covered sampling designs with a breakdown of probability and non-probability sampling; each containing four techniques.  The steps in the sampling process were outlined along with detailed criteria for selecting sample size and design. A graded discussion called for a concept map on sampling. To say that I knew what a concept map was would be untrue; google aided in my knowledge and understanding of what a concept map entailed. The task ahead was to depict all the necessary information in an appropriate diagram. I struggled a bit as I attempted said map on three occasions before I was able to come up with something useful. It was definitely a relief knowing that I did not have to read this unit multiple times in order to grasp the information.

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The unit commenced with focus on the research proposal; its components and purpose. The proposal allows the researcher to communicate “where, how, why, what and whom. Figure 3.2 explained fifteen sections that make up the proposal. My thoughts at the time were that this is too much for a simple proposal. I could not say that this was not what I expected as I really had no expectations. It’s a little embarrassing to admit that for someone who has been gainfully employed for over 14 years, much of this is new to me. The unit took the place of my right hand as I struggled to start and complete a draft research proposal; who knew that writing a proposal would be this challenging.

The research report was highlighted in session 3.2 which appeared fairly simple; it basically followed the same layout as the proposal minus a few steps and the report has to be written in past tense and not future like the proposal. I am hoping I don’t forget this very important point when I get to the actual report writing part of this course. The unit came to an end with the oral presentation which either accompanies or follows the written report. I do not anticipate a challenge with the oral presentation as I have always been a very vocal individual. So here I am looking forward to what’s next on the list of assignments for Research Methods for Business.

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The processes highlighted in sessions 2.1 and 2.2 of the unit readings was a lot to take in as it was nonexistent to me prior to this course. I originally saw the research process as having three (3) simple steps; (1) Determine the area of study, (2) conduct research (questionnaires etc.) and (3) compile and present findings. I found that this process actually consists of six (6) stages and there are multiple activities at every stage. The videos located in the unit reading was very beneficial to me as it was able to elaborate on the terminologies, making it quite easy for me to follow.

The subtopic on literature review had me baffled at first; simply put, my impression of a literature review was a critique of a book of some sort. However, I was not surprised to find that I was completely wrong; a literature review, explained by the text is basically a compilation of analyzed and evaluated information on a specific topic. The information on the literature review is going to be very useful as I start the research process for my very first ‘official’ research project.

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The word “research” is defined as “a process of systematic inquiry that is designed to collect, analyze, interpret and use data”. My interpretation of the term was quite similar to the text as I have had cause to conduct research during my lifetime for various reasons. My assumption that businesses only conduct research to gain insight in the preferences of their customers was questioned as I was introduced to six additional reasons for business research. Based on the course material, there are three specific ways of understanding knowledge, namely epistemology, ontology and axiology. I also became knowledgeable on research philosophies, approaches and strategies; all vital to the research process.

I clearly see why many of the “research” projects I conducted in the past were always short of being conclusive. I obviously lacked understanding of the necessary terminologies and steps required for conducting effective research. A crossword puzzle was available for completion as part of learning activity 1.2; I tested myself on what I read earlier in the session and to my surprise I was able to figure out the entire puzzle. This tells me that I was able to fully grasp the information passed on to me in this week’s unit reading. I am looking forward to putting this knowledge to use in the near future as many of my courses require research being done for one reason or another.

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Week of Orientation (August 27 to September 2, 2017) was quite interesting. I was given an opportunity to meet my fellow classmates and express my expectations for the class. through the first BBC session with the Course Coordinator, I got more of a detailed outline of the course delivery as well as what is expected of me during the course. It was an eye opening week for me. I participated in a vark quiz and learnt the kind of learner I am. Based on the questions I answered the quiz indicated that I was a multimodal learner.. meaning that I use various modes of teaching to fully grasp information.