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Essay Instructions on Project Evaluation Assignment

I need to submit a project report that describes & evaluates three project alternatives using the project evaluation techniques. Assume writing a proposal to Board of Directors My analysis should include estimates of projected costs of production and use Discounted Cash Flow analysis, using a justified” Internal rate of return” to give a Net present Value of 3 alternatives of a capital investment project. The procedures to be followed are: a)    Prepare a clear definition of the objective of the project and, where practicable, this should be related to the current strategies of the organisation. b)    The formulation of options to achieve (e.g set up a manufacuring plant at locations in countries A,B & C). Three investment alternatives should be compared. c)    A formulation of the detailed costs and benefits of the options. d)    Calculate the cost of capital (debt/ equity) e)    Evaluation of the Earned Value Management f)     Evaluation of the Accounting Rate of Return  (ARR = Average Annual Profit/Average investment to earn that profit x 100%) g)    Calculation of the NPV of each option using D.C.F techniques (Use a minimum period of 10 years and justify the discount rate used. h)    Evaluation of the risks of the project. i)      Weighted Average Cost of Capital (WACC) j)      Recommendation of the most economic option and discussion of any non-financial factors relevant to my decision. The assignment report should be brief and to the point. The aim is to demonstrate understanding of the operating and capital budgets from a practising manager’s point of view . The following format to be in my report: ·         Executive summary ·         Table of contents ·         Introduction (not more than one page for introducing the project) ·         Discussions of options ·         Cost of capital assumptions and calculations (debt/ equity costs) ·         Description of the costs and benefits of the project ·         Evaluation of the project – eg. DCF comparisons to give NPV ·         Evaluation of the risk of the project ·         Recommendations ·         Biography   Basis guide on the marking criteria: ·         Description of Project – 10% ·         Cost and Benefits– 20% ·         Basis for selecting the IRR – 10% ·         Evaluation of project e.g  DCF – 20% ·         Evaluation of risks – 10% ·         Recommendations – 10% ·         Readability and biography – 10% ·         Presentation of the report: Executive Summary, Conclusion, tables, etc – 10% Assumption Company Info: Beverage Trading Pte Ltd New Product: Flower Tea EXECUTIVE SUMMARY The history of tea is as long and storied as the history of China itself. One legend states that early emperor Shen Nong required all drinking water be boiled. While travelling to a distant part of his realm, some dried leaves from a bush fell into the water his servants were boiling for him. Shen Nong, a creative scientist, was intrigued by the brown liquid. He took a drink, found himself refreshed, and thus, legend goes, created tea. Blooming tea was created in the recent 20 years mainly the two provinces of China, Fujian and Yunnan. It soon gains popularity in Hong Kong, Shanghai, Taiwan, Thailand, Japan, etc. It is also fast becoming a fashionable trend even in European countries. Blooming tea is made by binding needle-like, green or white jasmine tea into various shapes around different flowers. This delicate technique requires skilled hands, combining art with tea making. When brewed, the bound piece slowly opens releasing the sweet smell of jasmine and the hidden flowers. Fully opened, a spectacular shape is revealed with the tea leaves and flowers wafting graciously. There are splendid varieties of different teas for the blooming tea lover, and makes an impressive gift. The blooming teas are 100% natural tea and flowers and are suitable for drinkers of all ages I would like to introduce “Blooming Tea” to create a whole new innovative experience in tea drinking by not just allowing the master tea-makers to display their skills, they also honour longstanding tea customs and traditions. The end result is a visually appealing, flavourful tea worthy of the finest courts. INTRODUCTION Since 2006, specialty tea saw the most dynamic growth in the tea sector, due to its novelty and its wide array of flavours.(Executive Summary from “Tea in Singapore” by Euromonitor International).  It attracts consumption demand from the increasing numbers of health-conscious and younger consumers respectively; and this market trend will keep going stronger. Therefore there is very good prospect to introduce Blooming Tea to the market. Singapore is a cosmopolitan country which is susceptible to accept and try new captivating product. Therefore Blooming Tea brings in a new drinking experience. So in order to market the product, there are 3 alternative plans to expand our new business:- <li class="MsoNormal"> Setup a retail outlet at high end shopping mall.</li> ·         Target Audiences - Upper class buyer ·         Benefits – Brands awareness & increase the product status   <li class="MsoNormal"> Setup a retail outlet at neighbourhood shopping mall. </li> ·         Target Audiences - Middle class buyer ·         Benefits – Good products exposure to family audiences & high human flow <li class="MsoNormal"> Setup retail outlet at 2 locations – 1 x high end shopping mall & 1x neighbourhood shopping mall.</li> ·         Target Audiences – Upper class & Middle class buyer ·         Benefits – Able to market more audiences and provide better brand awareness to different level buyer INFORMATION OF SHOPPING MALL RENTAL CHARGES (ASSUMPTION) <li class="MsoNormal"> Rental Cost at High end Shopping Mall:</li> ·         800sqft ·         10,000 per mth ·         Initial 3 months rental payment ·         1 month deposit ·         2 + 1 year leasing <li class="MsoNormal"> Rental Cost at Neighbourhood Shopping Mall</li> ·         700sqft ·         6,000 per mth ·         Initial 2 months rental payment ·         1 month deposit ·         3 + 1 years leasing           Finance assumption (You can come out your own finance assumption if necessary): Balance Sheet 2008 Current Asset <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal"> Bank  -                                                350,000</li> <li class="MsoNormal"> Trade debtors -                                   300,000</li> <li class="MsoNormal"> Inventory at cost -                               450,000</li> </ul> 1,100,000 Non-current asset <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal"> Fixtures and fitting at cost -                200,000</li> <li class="MsoNormal"> Less accumulated depreciation -        100,000</li> </ul> 100,000   Total Assets - 1,200,000   Current Liabilities ·         Trade creditors -                           300,000 ·         Income tax -                                  50,000 350,000   _________________________________________________________________________ PS: You may create or change the above assumption if require. I hope the above able to provide better understanding of the assignment. Thank you

Essay Instructions on Project Evaluation Assignment

I need to submit a project report that describes & evaluates three project alternatives using the project evaluation techniques. Assu...

Applying for management trainee position

March 10, 2007         The Manager Adam & Company PLC 22 Charlotte Square Edinburgh EH2 4DF UK   Dear Sir/Madam:     I am  A graduate student of Bachelor of Science in Business Management from a prestigious university.   I have read from the ads that your prestigious company is looking for a Management Trainee and I am applying for that position. I am dynamic and adaptive to change, hard working, can work under pressure, diligent, and easily get along with others. If consider me for the position, I will promise to do my best on the job.   I will be willing to come at your good office for an examination and interview in your most convenient time. You reach me through my email and cellular phone number.   Hoping for a favorable response.       Respectfully yours,

Applying for management trainee position

March 10, 2007 ...

ESSAY

Application of Albert Bandura’s Social Learning Theory   Theoretical Principles             Albert Bandura’s social learning theory focuses on the significance to learning of observing and modeling other people’s attitudes, behaviors and emotional reactions. Bandura propounds that “learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” [1] This means that human behavior is explainable through the continuous reciprocal interaction among behavioral, cognitive and environmental influences[2]. Learning is achieved through the process influenced by these factors. The observational learning process commences with attention accorded to the influences qualified through distinctiveness, complexity, prevalence, affective valence and functional value together with the characteristics of the observer classified into sensory capacity, perceptual set, arousal level and past reinforcement[3]. This means that the attention level and characteristics of the observer determines the extent and quality of learning derived from observation. This is followed by the process of retention of the aspects observed covering the sub-processes of coding observations symbolically, organizing observations cognitively, rehearsing observations symbolically, and rehearsing observations motor-wise[4]. This stage covers the processing of the observations to derive learning. The next phase is motor reproduction covering the physical capabilities of the observer to reproduce what was learned, the self-observation of the process of reproduction, and feedback accuracy[5]. This phase involves the decision, the plan and the execution of observation reproduction. The last phase involves the motivation to reproduce learning from observations including self-reinforcement, vicarious and external reinforcements[6]. This phase supports the propensity of the observer to mimic learning derived from the observation process.             Based on these processes, social learning theories of Bandura are captured through three major principles. First principle is the achievement of a high level of observational learning through the initial organization and rehearsal symbolically and then overtly of the modeled behavior. Moreover, using codes such as words, labels and images to describe the modeled behavior influences better retention when compared to simply observing behavior. Second principle is the propensity of individuals to adopt modeled behavior if the outcome of modeling accrues value to the observer. This is because the value obtained from mimicking observed behavior comprises a motivation for modeling. Third principle is the inclination of observers to adopt a modeled behavior if similarities between the actors observed and observers exist and the observers find functional value in the modeling of the behavior observed.[7]             Social learning theory finds extensive application in understanding aggression[8] as well as other psychological disorders in relation to behavior modification[9]. This also serves as theoretical foundation of techniques developed for behavior modeling in the case of training programs in different contexts. Moreover, social learning theory is also important in application to the self-efficacy concept for different utility contexts[10].             In application, the most prominent exemplification of the social learning theory involves advertisements[11]. A viewer observes an alcoholic beverage commercial showing how drinking the beverage would draw greater attention to the drinker especially from the opposite sex. Depending upon the interplay or dynamics of the different behavioral, cognitive and environmental influences in the behavioral learning process, determines the decision and actualization of behavioral modeling through the purchase of the alcoholic beverage. Social learning theory finds other applications in different behavioral learning contexts. Application in the Stages Human Development             Social learning theory can also be applied to understanding of one’s own personality as influenced by different factors throughout the stages of development from childhood to adulthood.              Belonging to a dysfunctional family due to the divorce or separation of parents comprise an environmental influence[12] to a child. In social learning theory, children develop their self-concept based on the observation of the situation of other children with their families. If the child observes that most of the children in school or in neighboring houses belong to families with both parents living together and the child associates positive memories to having both parents living under one roof, then the child would develop negative feelings about himself or herself because of the difference in his or her situation. If a significant number of schoolmates and neighbors have divorced parents and children raised in this familial conditions have adjusted to the change and exhibiting positive attitudes about their families, then the child would either be influenced by negative observations if the child values the behavior of children with both parents living under the same house or influenced by positive behavior of children who have coped up with the divorce. In the given case, the child focused more on behavior and attitudes of children with both parents living under the same house. In observing their behavior with their family, the child perceives the loss of his or her security due to the separation of his or her parents resulting to only one parent providing familial security relative to the perceived greater security experienced by children having both parents. Due to the prioritization of these behavioral observations[13], the child perceives the differences in his situation resulting to negative self-concept expressed in feelings of insecurity, nervousness and anxiety.             Apart from the situation of the child of having divorced parents, another factor influencing behavioral learning outcomes is the observations of the child of behavior based on socio-economic differences.  The child determines behavioral differences based on socio-economic status through the observation of rich peers, who have new things every now and then and have the money to purchase the food they want in the canteen. The rich kids also become leaders in class dominating the socialization process in school. The child then process these observations through comparison of his or her condition[14] of not being able to purchase new things because only one parent is working so that the family has limited money to spend and not having the confidence to interact with rich schoolmates because of perceptions of inferiority and deprivation. However, with support from teachers and the parent, the feeling of inferiority may be countered by support received from teachers, the parents and peers. The actions of non-discriminating teachers of treating children in the same way regardless of family background or socio-economic status comprise a behavior that could balance the negative perceptions of the child about his or her situation. The behavior of the parent of supporting the child by explaining the divorce situation and encouraging the active participation of the child in school academic and social activities comprise positive influence to the child in developing a better self-concept. Rich peers socializing with the child also comprise a positive reinforcement[15] towards the development of positive self concept by the child. Since the child placed great value towards the support received from his or her mother, teachers and peers, the child developed an improved self concept resulting to higher confidence levels despite the perceive differences in his or her situation relative to other children and families.             Puberty comprise a difficult and complex stage of development because this involves the transition process from childhood to adulthood. Different people have varying pace of development with some children developing earlier or later than others. In the case of the child, if puberty is experienced earlier or later than other students or peers, there would be additional influences because of the different pace of development coupled with the physical, behavioral and attitudinal changes experienced by people going through puberty. During this stage, the child is influenced by observations and comparisons of the physical and attitudinal experiences of other people. If after comparison, the child undergoing puberty observes his or her better experience relative to others this would result to learning that puberty could be worst but that the child is lucky not to have experienced these worst cases developing a positive attitude on the child. If the comparison showed that the child is experiencing worst puberty conditions based on the better experiences, the child learns what constitute better experiences or feel low for having a better experience. In the latter case, the child mimics the attitude or behavior of peers with the hope making puberty a better experience.               As an adolescent, people have the tendency to start establishing their personalities in the hope of achieving the desired social status in school. Personality is often developed through behavioral learning where a person observed differences in the social status of personalities and determines the personality that represents the desired status. Behavior manifestations of the personality would be modeled with the purpose of developing the personality and achieving the same social status[16]. Generally, students develop a general classification of their schoolmates in terms of personality such as the brainy group, jocks and cheerleaders, punks and others. Depending upon the classification that the adolescent want to fall under, determines the behavioral modeling involved to achieve social recognition in the preferred group.             Adulthood involves the development phase of the assumption of responsibility associated with decision-making processes. Again, decisions and behaviors of adults depend upon the modeling of the behavior that corresponds to the status they want to achieve. In college, failing in entry level exams comprise an influencing factor that affects behavioral modeling. Students failing in entry level exams compare their performance with other students and process the loss of the status they want to achieve with a college education. Failure results to the feeling of disappointment because of the inability to reach personal expectations and the expectations of family and friends. Disappointment constitutes a negative feeling that results to the modeling of the behavior of looking for work as an alternative to college.             Working offers different influences depending upon the nature of work. In working as a social worker to support mentally retarded persons, the person who failed the A-level examination observes the limitations in the lifestyle of mentally retarded persons of being unable to do the normal activities that people without their condition are able to accomplish. This causes the person opting to work to learn that his or her situation is better in some ways than other people. This results to the modeling of the behavior of people, who have realized that their lives are better, of optimizing opportunities to achieve their desired educational and employment status. For the person who opted to work because of failure in A-level examinations, entering university to study social work comprise the modeling of the behavior of optimizing capabilities and opportunities in order to improve one’s status.          Integrating Social Learning Theory and Application             Social learning theory has become an important foundational framework for behavioral studies and behavioral modification. In behavioral studies, the determination of behavioral, cognitive and environmental influences underpinning a particular behavior provides an understanding of the reasons resulting to the behavior. This is important in behaviors with serious community ramifications such as deviant and criminal behavior. Through social learning theory, people are able to trace and determine the influences resulting to the modeling of deviant or criminal behavior. Concurrently, social learning theory is also important in behavior modification because it is through the process of observation learning that deviant or criminal behavior may be rehabilitated through controlled influence stimulus interventions. [17]             Apart from these applications, social learning theory also works in a person’s understanding of one’s own experiences in order to determine where one was, where one is at present and where one wants to be in the future. The social learning theory allow individuals to take advantage of vicarious reinforcement and vicarious learning after processing the observations made of behaviors underlying the desired status[18]. In doing so, a person learns to translate observed behavior into a regulated and efficient change in that person’s own behavior.             On a smaller scale, individuals improve their status through learning and modeling the behavior of others resulting to desired status. On a bigger scale, communities achieve change by positively influencing observational learning. References

ESSAY

Application of Albert Bandura’s Social Learning Theory Theoretical Principles Albert Bandura’s social learning theory fo...

Designing sampling strategies for qualitative social research

Designing sampling strategies for qualitative social research: with particular reference to the Office for National Statistics’ Qualitative Respondent Register   1. Introduction The design of a sampling strategy for a qualitative study is as important as that for quantitative inquiry. A well-defined sampling strategy that utilises an unbiased and robust frame can provide unbiased and robust results. There is a tendency, particularly within a quantitative environment, to consider that the sampling strategy for qualitative research is of lesser importance to that where statistical inference is required. Indeed, it is not unknown for those unfamiliar with qualitative research methods to suppose that no more than a convenience sampling strategy is applied. That is to say the researcher makes no attempt, or only a limited attempt, to ensure that the sample is an accurate reflection of the population. This paper attempts to show why it is as important to develop a robust sampling strategy, from a well-constructed sampling frame, for qualitative research practice. The paper also discusses how the Office for National Statistics (ONS) puts theory into practice using a qualitative ‘Respondent Register’, developed for use for sample frame construction for qualitative social research. 1.1 Understanding qualitative research It is difficult to discuss the design of qualitative sampling strategies without first discussing the nature and purpose of qualitative research, and how its approach differs from quantitative research. The terms ‘quantitative’ and ‘qualitative’ are used as overarching categories covering a wide range of approaches and methods within each. However, the very bases of those approaches differ. Quantitative research, by definition, implies a measurement or numerical approach. The methodology employed is based on the testing of hypotheses deduced from theory. Using statistical inference the results may be generalised to the population. Qualitative research aims to provide an in-depth understanding of the world as seen through the eyes of the people being studied. It aims not to impose preordained concepts; hypotheses and theory are generated during the course of conducting the research as the meaning emerges from the data. Statistical inference is not the objective, although within government, results are used to inform policy and therefore some form of generalisation or transferability is implicit. Qualitative research may stand alone or in conjunction with quantitative research, used before, along side or after. Where the studies are associated then the sampling strategy for both should ideally be considered at the same time. 2. Informing the design of a qualitative sampling strategy Different qualitative sampling strategies may be used at different stages of the research, or for different research purposes. Questions which the researcher should ask themselves at the outset, and which will inform the design of the sampling strategy, are the similar for both quantitative and qualitative research. They are: • What are the research objectives? • What is the target population? • Who should be excluded from the sample? • Who should be included in the sample? • What is the budget? • What is the reporting time period? • How many qualified researchers are available to work on the project? • What sampling technique(s) should be employed? • How are the data to be analysed? • What data collection methods should be employed? • What are the sample criteria? • How long will the interview be? • What size should the sample be? • What should be used as the sampling frame? • How should potential respondents/participants be recruited? All of the above are interdependent, however some of the questions require a more detailed discussion with regard to their application in a qualitative research environment. 2.1 Research objectives Clear definition of the research objectives is crucial. Time spent in clarification with the client is time well spent, as the objectives, of course, determine the route of the research. In qualitative research the objectives may be refined as the research progresses and new incites are realised. 2.2 Resources Time, budgetary and other resource constraints may impact on the qualitative sample design but should not be allowed to undermine it. The nature of the data collection method (e.g. cognitive, in-depth, or group interview), the human resources available to the project and their skills base, are also important considerations. 2.3 Sampling technique The sampling technique employed is a crucial element of the overall sampling strategy. At this point it is important to understand why probability sampling is inappropriate for qualitative research. In probability sampling members of the research population are chosen at random and have a known probability of selection. Groups are represented in the sample in their true proportions; or, where unequal probabilities are used the data are reweighted back to the true proportions. The aim is to produce a statistically representative sample, suitable for hypothesis testing. Qualitative research uses non-probability sampling as it does not aim to produce a statistically representative sample or draw statistical inference. Indeed, a phenomenon need only appear once in the sample. Purposive sampling is one technique often employed in qualitative investigation. With a purposive non-random sample the number of people interviewed is less important than the criteria used to select them. The characteristics of individuals are used as the basis of selection, most often chosen to reflect the diversity and breadth of the sample population. However, there are different approaches to purposive sampling some of which focus on different aspects of the sample members, cases are chosen because they are considered more extreme, for example. One form of purposive sampling is ‘theoretical sampling’, developed from the ‘grounded theory’ approach (1967) . The term ‘grounded theory’ expresses the idea that theory is generated, through an iterative process, involving the continual sampling, collection and analysis of data to inform the next stage of the sample design, until ‘theoretical saturation’ is achieved; that is, no new ideas or theories emerge. The iterative nature of the theoretical sample design is important. It gives the researcher the opportunity to analyse the data as the sampling progresses and means that the researcher can add to or change the emphasis of the sample design, and in doing so ensure robustness of the theories generated. It is therefore valuable to have considered the analysis technique early on in relation to the qualitative sampling strategy. Sometimes theoretical hypothesis generation is not the primary aim of the research. Where the sample population is clearly defined, such as when testing already operational survey questions, and where resource and time constraints are in place, then a more constrained purposive sampling strategy can be devised that avoids iteration and does not necessarily achieve saturation, on the grounds of diminishing returns. Whatever approach is used, some advance knowledge of the population under investigation is necessary when carrying out purposive sampling. 2.4 Sample criteria A decision will be required as to the sample selection criteria. That is, what characteristics will need to be reflected in the sample population to address the research question. The decision on which criterion to use will be informed by the policy advisor and other subject specialists, as well as a review of the current literature. The researcher will need to know whether particular sub-groups need to be included to ensure breadth. The criteria used may be based on demographic characteristics or behaviours or attitudes, and will need to be prioritised if purposive sampling is to be employed. This is partly influenced by the fact that qualitative research is often, but not always, based on a relatively small number of cases so it may not be possible to include all of the sample criteria in the sample design. Some criteria may be considered more important than others in relation to the research objectives. 2.5 Interview length The intensity and therefore the length of the qualitative interview will also impact on the design of the qualitative sampling strategy and the decision of sample size. Longer interviews may provide more data than shorter interviews. A decision may be taken, depending on the nature of the study, to conduct a larger number of shorter interviews or a smaller number of longer interviews. 2.6 Sample size A feature of qualitative sampling is this fact that the number of cases sampled is often small. This is because, as mentioned earlier, a phenomenon only need appear once to be of value. There is no need for scale as there is no need for estimates of statistical significance. Furthermore, because qualitative investigation aims for depth as well as breadth, the analysis of large numbers of in-depth interviews would simply be unmanageable because of a researcher’s ability to effectively analyse large quantities of qualitative data. However, the small-scale approach only works if the researcher has a strong sampling strategy ( 2003). The issues that should be considered when determining the sample size for qualitative investigation are dependent on the heterogeneous or homogeneous nature of the sample population, or requirements of the data collection methods employed; for example, focus groups tend to be more productive and manageable if participants have some commonality. The number of selection criterion required and the degree to which criteria are nested (dependent on whether certain characteristics are to be controlled for e.g. age), are important considerations. The intensive nature of the study; whether multiple samples are required, the inclusion of a control sample for instance; and the resources available to conduct the study, are also important for determining sample size (2003) To provide some idea of the scale of qualitative investigation one might expect to achieve between 20 and 50 interviews for a one-to-one investigation and around 60 to 100 participants at group interview, depending on the research question. The size of the sample required will of course also feed into the decision about the type of sampling frame to use. 2.7 Sampling frames A sampling frame is a list or map that identifies most units within the target population. (Missing units are referred to as undercoverage.) 2.7.1 Frame evaluation When evaluating the effectiveness and efficiency of any sampling frame for qualitative research, it is important, as with quantitative research, to consider whether the frame is comprehensive. That is, all of the target population are included. The full range of dimensions, and information needed to inform the sample selection, should be covered. This is because sections of society missing from the frame may have different characteristics and indeed different behaviours, opinions and attitudes from those covered by it. This undercoverage may affect the results if associated with the subject of enquiry for example, phenomena may not be raised or survey questions not tested thoroughly. It is however, also important to consider overcoverage. Sample members may be listed more than once, or the list may contain members considered out of scope for the purposes of the study. Their inclusion in the study could impact on the findings and indeed on resources and the ultimate cost of the project. Furthermore, the frame should also contain sufficient numbers in each sub-group to provide the sample size required, as not everyone who is eligible will be willing to take part. Three or four people may be contacted who fulfil the sample criteria before one agrees to take part. A practical consideration is whether the frame can be easily manipulated in order to identify those with the relevant characteristics. As with frames for quantitative research, geographical clustering is important because if the population are highly dispersed then fieldwork will be more resource intensive. It is also important to know whether the potential respondent contact details are complete and up-to-date. Lastly, whether the time and cost involved in using the frame is justified. 2.7.2 Types of frame There are basically two types of frame (or list) available for social research practice. These are existing lists that can be used as frames, perhaps after some manipulation, or frames that need to be constructed. Existing frames Existing frames usually comprise of records which were constructed for administrative purposes, for example, a published list of General Practitioners. As such, they tend not to have been designed with research purposes in mind and may not be very well maintained from a research perspective. Furthermore, some administrative records, for example, benefit records, will be covered by data protection and confidentiality issues, which can make them difficult to access. Existing survey samples can provide a frame, but they may also not have been designed with the current research interest in mind. (Although if the qualitative research is a follow-up to a quantitative survey and has been planned as such, then the qualitative sample criteria can be built into the quantitative survey in advance.) Existing survey samples may be affected by undercovereage and response bias, not least because they are dependent on the survey response rate. For ethical reasons, the survey respondent will have been required to give permission for a survey organisation to contact them again for future research. Not everyone taking part in the original survey will have given their consent, particularly if the first survey interview was long or not interesting. There are therefore additional attrition issues to be considered. Ethical considerations might also include the burden on the respondent taking part in more than one interview. Follow-up of respondents who have taken part in longitudinal surveys should be of particular concern. Constructed frames Where an existing frame or list is not available then the researcher may have to create their own. Sampling may then take place directly from the constructed frame or indirect methods of obtaining a sample may be used to either construct or to supplement the frame. In qualitative, as with some quantitative, studies the actual sampling and recruitment may take place in the field, as potential respondents fulfil the sample criteria and the overall sampling strategy. The use of household or organisation screening methods is not uncommon. However, both are subject to the ‘gatekeeper syndrome’ where the person initially contacted may not have available, or may be unwilling to provide, information about others. Particularly where an organisation is concerned, there may be a tendency for the organisation’s representative to select potential respondents who are in more regular contact with the organisation or who may present the organisation in a good light. Another method of frame construction that can be useful, particularly where the population is clustered geographically, is focussed enumeration. Here interviewers call at a certain number of addresses living either side of respondents who fulfil specified criteria. They will administer a screening questionnaire and attempt to gain an interview with people who may also fulfil the specified criteria. This method is more effective where certain characteristics are known to cluster such as high income earners or certain ethnic groups. Snowballing, where respondents tell the researcher about others they know with the same or specified characteristics, is a method also used in qualitative research. As potential respondents often know each other, the disadvantage with snowballing is that a sampling frame created using this method alone may be prone to bias. This is because those who know each other may have similar behaviours and attitudes or may influence each other in relation to the research. Those that are missed may have quite different characteristics. As a result the sample may not be particularly diverse and important phenomena may be missed. It is therefore usually used as a supplement to other methods. Advertising for potential respondents is not advised unless other methods of frame construction are unavailable. If used, a rigorous screening process should be in place but even then the sample members are, to a certain extent, somewhat self-selecting. 2.8 Respondent recruitment The method of respondent recruitment and its effectiveness is also an important part of the sampling strategy. 2.8.1 Recruitment specification For each recruitment project, a comprehensive set of specifications should be drawn up, particularly if an external recruitment agency is to be used. It is therefore of paramount importance to provide a detailed specification of the project to those doing the recruiting. This detailed specification is also useful for the research commissioners in order to alleviate fears about the quality of the research. The recruitment specification will detail the recruitment strategy and explain the purpose of the research and how the research will be conducted and for whom. It will also provide a schedule of events, as well as the detail of any screening questionnaire. Following this, a quota is drawn up according to the sampling strategy and, as people are contacted and meet the criteria and agree to take apart, a note is made of which quota they fill. This in turn informs the recruitment of the next person on the list. At this point it is worth briefly discussing the use of recruitment agencies. Many research organisations use professional recruitment agencies to conduct respondent recruitment for qualitative research. This approach can certainly save time and be cost effective since such agencies specialise in recruitment and have the in-house expertise to manage it. However, it is important periodically to take the time to quality assure the work of these agencies, either directly or though discussions with respondents about their experience of the recruitment process. It is also worth considering the use of incentive payments in relation to recruitment for qualitative research. Due to the intensive (at least cognitively) and sometimes intrusive nature of the interviews, incentive payments are commonplace in qualitative research. At the ONS this is kept to a minimum and is really no more than a token of our appreciation for the time people have spent talking with us, and to cover any travel costs involved on the part of the interviewee. It is important not to mention the incentive to potential respondents at the outset as there is a chance that someone may sift themselves into the study on that basis alone. Certainly in the United States for example, attendance at focus groups is becoming a regular way of earning money. Such professional focus group attendees are to be avoided as their participation will most likely bias the results. 2.8.2 Documenting outcomes It is important to document the outcome of the recruitment process in the same way as it is important to document outcomes in quantitative survey research. This is because it is essential to know whether there is any attrition or deficiencies and biases in the sample and the sampling frame used with respect to the research objectives. Furthermore, the information is valuable for informing future research using the same frame. It is important to know the characteristics of those who refuse to take part, particularly if their refusal is related to the research topic. Furthermore, their refusal may, in part, be a result of the recruitment strategy, which may need revision. Information about non-contacts is important to inform the recruitment strategy, or to check the accuracy of contact details on the frame. Information about those contacted but who were ineligible for the purposes of the study is useful for checking the effectiveness of the sampling frame. Their agreement to be contacted again in the future could also be sought, providing further valuable information. 3. Office for National Statistics’ Qualitative Respondent Register At the ONS, respondent recruitment is conducted by the researchers themselves and not by an outside agency. A major part of the work carried out by the ONS qualitative research unit relates to testing social survey question(naire)s, including the Census, administered to the general population. We have been investigating ways of constructing sampling frames for qualitative social studies. The ONS continuous social surveys can provide details of survey respondents but, particularly where the survey is run annually, the information is often difficult to retrieve quickly and on an ad hoc basis. Furthermore, providing a list of potential respondents is not a survey manager’s priority. We have therefore looked to the National Statistics Omnibus survey to provide a list of potential respondents and their details. The Omnibus is a multi-purpose survey, run on a monthly basis, covers the whole of Great Britain and selects one person living in a private household, aged 16 or over, for interview. Data are available within a few weeks of fieldwork completion. The Omnibus Survey uses the Royal Mail’s small user Postcode Address File as its sampling frame, which aims to include all private household addresses in Great Britain. A new sample of 100 postal sectors is selected at random each month. The postal sectors are selected with probability proportionate to size and, within each sector, 30 addresses are selected randomly. Around 1800 individuals respond to the survey each month1. A potential respondent register is being built from details of those who responded to the Omnibus survey and gave their contact details and permission to be contacted again in the future by the ONS. Every month around 1470 (82%) individual contact details are added to the register. Sampling frames for specific projects can then be constructed from the register. The register is currently stored as an SPSS database. Details of potential respondents remain on the database for a period of four years, after which time they are deleted. This is because around 1/3 of respondents from the original monthly Omnibus sample are likely to have moved over that time period and details may then be out of date. Furthermore, when respondents have taken part in a maximum of two qualitative studies they are not contacted again; so respondent burden is minimised. Contact is usually made by telephone followed by a face-to-face interview. As discussed earlier, it is important for the researcher to be aware of any potential deficiencies in the register or frames produced from it, particularly if those deficiencies relate to the research question or subject under investigation. The advantages and disadvantages of the register in this respect are detailed in section 3.2. The ONS respondent register contains the following information about those who agreed to be contacted: • Around fifty classificatory variables including both household and individual level information such as household type and composition; tenure; number of cars; respondent age and sex; marital, education, health and employment status; socio-economic classification; ethnic group and income band. • Geographical information such as postcode and postcode sector, Local Authority and Government Office Region. • Comments from Omnibus interviewers about the household such as how to find the address. • A note of the Omnibus topic areas covered each month. • Address details (100% coverage of Omnibus sample agreeing to recall). • Respondent name (100% coverage). • Telephone number (96% coverage). • Email address (19% coverage). • Number of times respondent contacted via the register. • Dates when contacted. • Times of contact. • Contact outcomes. • Number of times respondent participated. • Details of project participated in. • Dates of participation. • Name of researcher conducting interview. The register is kept and maintained in a secure environment, access procedures have been verified and agreed with those responsible for data protection at ONS. Respondent confidentiality is paramount. Only two members of staff have access to the database. 3.1 Geographical mapping We have recently begun to investigate an enhancement to the register that is intended to make it more efficient as a frame for qualitative purposes. The use of geographical mapping software means that each potential respondent, with the required sample characteristics, can be mapped at postcode level and a located across the country. This means that the spread of potential respondents with the required characteristics can be visualised. Areas where potential respondents cluster are then visible and can be easily targeted for recruitment. This is especially useful when recruiting for face-toface focus groups since the groups need to come together in one convenient location. It is more difficult to encourage a dispersed group to meet due to the time and cost involved in getting together. In addition, outliers, that is potential respondents who do not cluster, are also important in assuring breadth of coverage. These people may be different from those who cluster and should also be included in the research, at least in the initial stages2. 3.2 Strengths and weaknesses of the ONS respondent register The major benefit of having a qualitative potential respondent register such as this is the considerable efficiency gains for the office both in terms of quality and resource. However, the decision to use the register will depend upon the research objectives and requires an understanding of the strengths and weaknesses of the register, which are detailed below. 3.2.1 Strengths Efficiency gains from a sampling perspective • Potential respondent contact details are up-to-date. Telephone numbers are available in 96% of cases which makes the initial respondent contact simple, timely and less costly than contact made by post or in person. • A large number of demographic and classificatory variables means that selection criteria can be varied and relevant. • The size of the register (around 45,000 cases) means that sub-sampling for frame construction is both possible and effective. • There is diversity and breadth of coverage since the original Omnibus sample design was based on random probability. • When implemented, the mapping software will be useful in identifying where people who meet the sample criteria cluster and additional sampling methods, such as focussed enumeration or snowballing, may achieve a greater success rate. • Even if the Omnibus respondent is unable to take part in the subsequent qualitative study there may be others in the household who fit the selection criteria and are willing to be interviewed. • The register can be used as a starting point for frame construction and prior to administering a screening questionnaire. • The fact that the Omnibus has a random sample design and only those selected can be included for interview means that potential qualitative respondents are not likely to be so called ‘professional qualitative respondents’. Indeed, many have never taken part in social research prior to being interviewed on the Omnibus. • Although the register is depleted through use for various studies it is also refreshed each month as a new Omnibus sample is added. • Outcomes of any recruitment process are recorded which inform subsequent studies and periodic assessments of the completeness of the register can be made by comparing distributions with other data sources. This means that the researcher is informed at the outset of any potential deficiencies in the frame. Efficiency gains from a research perspective • Ensures efficient use of research resource as less time is spent identifying or constructing a suitable sampling frame. • Ensures efficient use of research resource in identifying regions or areas to either target or avoid for recruitment. • If implemented the additional use of the mapping software will be able to inform the development of the sampling and recruitment methodology. • The mapping software will also aid decision making related to cost and timeliness. A more dispersed sample will require greater resource input when interviews are to be conducted face-to-face as researchers will have to travel further to interviews. • The issues that are raised in recruitment, including those related to the geographical mapping information, may reveal issues that can further feed in to understanding during the research analysis or project reporting. • From a practical perspective the SPSS database is easy to access and to manipulate. Sub-sampling frames can be produced quickly, particularly bearing in mind the number of classificatory variables included on the file. The ease of manipulation also means that it is simple to quality assure the sampling and recruitment process3. Efficiency gains from an operational perspective • The fact that respondents have already taken part in an Omnibus interview and have been visited by an ONS interviewer means that greater confidence can be placed in the personal safety of the qualitative researchers when visiting people in their own homes. • Because respondents have already taken part in the Omnibus survey and have agreed to ONS recall, respondents feel less pressurised to take part and more confident in the research process. • Again, because respondents have already been through the Omnibus interview process they generally require less explanation as to what to expect in relation to the practical elements of taking part in the research e.g. making appointments. • The previous experience of the Omnibus interviewer and comments such as how to find an address are also useful for the qualitative researcher. 3.1.2 Weaknesses Efficiency losses from a sampling perspective • The register as a sampling frame is potentially biased in the sense that it only lists those who responded to the original Omnibus survey (65% on average) and only those who then agreed to be contacted again in the future (80% on average). • As the Omnibus is a survey of people aged 16 years or over, living in private households in Great Britain, the register can only list people in those circumstances and would not include people living in institutions. This means that the register alone may not be suitable for a study of the elderly for example. • Despite the large number of cases listed on the register it may still not be suitable for studies of sub-groups of the general population where numbers could be very small, particular ethnic groups for example. • Classificatory variables provided by the Omnibus are factual in nature. However, the sample criterion may be behavioural or attitudinal in nature. Therefore a further screening questionnaire would be required. • Although refreshed each month and containing large numbers of potential respondents, the register may, in the longer term suffer from over use and resulting bias. This is because respondents are removed from the register after taking part in research on two occasions. So if a number of studies are carried out using the same selection criteria this could deplete the frame of certain types of respondent. Efficiency losses from a research perspective • Potential respondents have already taken part in an Omnibus interview and although agreed to recall, there is still an increase in respondent burden. • Respondents contacted to take part in a qualitative study are usually offered a payment in the region of £15 to £30 depending on the nature of the study and data collection method used. Those who took part in an Omnibus interview were not provided with any incentive payment, other than a book of first class stamps. This may raise a question in the respondents mind about why they were not paid to take part in the original survey interview. • The ease and accessibility of the register may mean that over time researchers become reliant on it when thinking about the most appropriate recruitment strategy, choosing to use the register as an easy option rather than it being the most appropriate option. 4. Conclusion An effective sampling strategy is as important for qualitative as it is for quantitative research. The research objectives, sample population, resources available and reporting period, sampling and analysis techniques, data collection methodology, sample criteria, interview length, sample size, sampling frame and recruitment method, all feed into the design of a qualitative sampling strategy. Fundamental to the sampling strategy is the choice of sampling frame. Obtaining an appropriate sampling frame from existing lists or constructing a frame can be difficult and time consuming, although there may be no alternative. The decision is very much dependent on the nature of the study and the target population. However, where studies involve members of the general public and sampling criteria are factual in nature the ONS qualitative respondent register provides a simple yet comprehensive and effective list containing around 45,000 potential respondents and 50 potential selection criteria, from which frames can be constructed. Furthermore, screening interviews can be conducted to aid frame construction, perhaps where relevant research criteria are not included. The fact that the register contains such a large proportion of potential respondents while in contrast qualitative studies are small in scale, one might question why register bias should be considered at all. But misuse, overuse and poor documentation can certainly affect the quality of the register and sub-sampling of frames, and hence the quality of the sampling strategy employed. The register is still under development and as such should currently be considered a prototype tool. However, it has proved effective as a source for sample frame construction for a number of social research projects already carried out by the ONS qualitative research unit, providing evidence of its value, encouraging further development and its formal operationalisation as a necessity.

Designing sampling strategies for qualitative social research

Designing sampling strategies for qualitative social research: with particular reference to the Office for National Statistics’ Qualitat...

Conclusion and References: “Investigation of Factors that Affect the Successful Implementation of Electronic Recruitment Tools in Pakistan: Case of Pakistan Telecommunication Company Limited (PTCL)"

Conclusion            Just like all of the countries in the world, Pakistan had been affected, and continuously being affected by the Internet and globalization. Thus, it also affect on how people seek jobs for money and daily living, and how companies look for useful people in order to achieve their organization goals and objectives. It can be applied in the case of PTCL, where in the company strive for the better in order to improve their human resource management process, to catch the biggest fishes in the sea of pool of striving candidates.   ReferencesBest, J. W. (1970). Research in education. 2nd Ed. Englewood Cliffs, N.J.: Prentice Hall, Inc. Brewer, CL & Ware, ME (eds.) 2002, Handbook for teaching statistics and research methods, Lawrence Erlbaum Associates, Mahwah, NJ.Burton, S. & Steane, P. (Eds.) (2004). Surviving your thesis. New York: Routledge.  Cohen, L., Manion, L. & Morrison, K. (2003). Research methods in education. Routledge.Commonwealth of Learning. (2000). Manual for educational media researchers: Knowing your audience. Vancouver, Canada. Commonwealth Educational Media Centre for Asia (CEMCA). Creswell, J.W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, California: Sage.‘E-Recruitment gets the Nike tick of approval: System fees HR staff to perform more consultancy’ (2005). Human Resource Management International Digest. 13(2), 33 – 35.Flick, U. (2009). An introduction to qualitative research. SAGE Publications.Forex PK (2010). Telecommunication: Pakistan Telecommunications Company Limited – Analysis of Financial Statements Financial Year 2005 – H 2001 2010 (March 11). Retrieved from: http://finance.kalpoint.com/ (July 21, 2010).Kerrin M., & Kettley P. (2003). ‘E-Recruitment: Is it delivering?’ Institute for Employment Studies, Report 401. Brighton, UK: Institute for Employment Studies.King Tong, D. Y. (2009). ‘A Study of e-recruitment technology adoption in Malaysia’. Industrial Management & Data Systems. 109(2), 281 – 300.Kin Tong, D. Y. & Sivanand, C. N. (2005). ‘E-Recruitment service providers review: International and Malaysian’. Employee Relations. 27(1). 103 – 117.Lin, B. & Stasinskaya V. S. (2002). ‘Data warehousing management issues in online recruiting’. Human Systems Management, 21, 1-8.Mitchell, M. & Jolley, J. (2009). Research design explained. Cengage Learning.‘Online recruitment connects 3 with top talent: HR specialist “can learn a lot from marketing”’ (2008). Human Resource Management International Digest. 16(4), 25 – 26.Rehman Khan, N. U. (2010). ‘Online job portals’, Business Recorder (February 08). Retrieved from Business Recorder: http://www.brecorder.com/ (July 19, 2010).Rubin, A. & Babbie, E. (2009). Essential research methods for social work. Cengage Learning.Sharf, J. (2000). ‘As if “g-loaded” adverse impact isn’t bad enough, Internet recruiters can expect to be accused of “e-loaded” impact’. The Industrial-Organizational Psychologist, 38, 156.Stanton, J. M. (1999). ‘Validity and related Issues in web-based hiring’, The Industrial Organizational Psychologist. 36 (3), 66 – 77.‘Superdrug Prescribes e-recruitment to improve talent management: Retailer cuts it cost per hire by 87 percent’, Human Resource Management International Digest. 15(4), 26 – 28.Vallier, I. (1973). Comparative methods in Sociology: Essays on trends and applications. University of California Press.

Conclusion and References: “Investigation of Factors that Affect the Successful Implementation of Electronic Recruitment Tools in Pakistan: Case of Pakistan Telecommunication Company Limited (PTCL)"

Conclusion Just like all of the countries in the world, Pakistan had been affected, and continuously being affected by the Inter...