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Display the visual (shown at left) as you lead a discussion of the types of reports. Refer students to Figure 9-2 on page 143 in the textbook as you discuss the general upward flow of reports.
Resource slide 5: Types of Reports
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Project the questions in Activity 1 provided on the solution slide and have students discuss the report classifications in small groups. Initiate a class discussion as students share their classifications of several business reports with the class.
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Discuss the importance of both informational and analytical reports. Remind students that the type of report depends on the question being considered and the instructions from the requesting authority/group.
Proposals -
Proposals can be written for an internal audience, but more commonly are submitted to external audiences. Proposal preparation is covered in Chapter 11 and includes a model proposal.
Resource slide 7: Proposals Are . . .
Learning Objective 2
Apply steps in the problem-solving process and methods for solving a problem.
BASIS FOR REPORTS: THE PROBLEM SOLVING PROCESS
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Show the visual as you discuss this section. The logic of problem solving may be confirmed by using a common problem as an example: Your automobile is low on gasoline.
Step 1: You have a problem that you define as how to replenish the gas supply as quickly, conveniently, and perhaps as economically as possible.
Step 2: Having defined the problem, you select a method of solution—probably observation (you do not have to do any library research).
Step 3: Using this method, you observe how much gas probably remains and how far it will take you. You watch (observe) the surroundings for a service station(s).
Step 4: You analyze the data your observations provide (third step in problem solving) and finally reach a conclusion about where to obtain gasoline.
Other problems you could use to describe the four steps include (a) how to study effectively for an exam, (b) which side of the bed to get out of when you awaken for the first time in a hotel room, (c) what product brand and quantity to purchase off a store shelf, and (d) what to select for lunch in a restaurant or college cafeteria.
Resource slide 9: The Problem-Solving Process
Recognizing and Defining the Problem
Using Problem Statements, Statements of Purpose, and Hypotheses
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Discuss the need for identifying the research problem clearly. Many students will be familiar with the term thesis statement as the basis for a literary paper. Use this as a springboard into discussing the similarity to a problem statement or purpose in a business report.
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Because of grade school science, virtually every student will know the basic definition of a hypothesis (an educated guess). Ask students to recall hypotheses they tested in their science class and lead into a discussion of hypotheses that might be tested in business settings.
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Assign Activity 2 that requires students to write positive and null hypotheses for business problems. Discuss the answers in class or in small groups.
Limiting the Scope of the Problem -
Show the visual as you lead a discussion as to why each question must be adequately answered before beginning the report process.
Resource slide 10: Questions for Limiting the Problem
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Lead a discussion of the purpose of a gun’s scope (focus on the target, magnify the target, eliminate distraction, etc.). Explain the similarity with a report’s scope.
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Assign Activity 3 and discuss the students’ responses in class.
Defining Terms Clearly -
If students already have a report topic, ask groups to brainstorm terms that may need to be defined.
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Where might suitable definitions be found?
Documenting Procedures -
Lead a discussion as to why scientific studies must include a methodology or procedures section.
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What types of business reports might also lend themselves to this need?
Learning Objective 3
Use appropriate secondary, electronic, and primary sources of information.
SELECTING A METHOD OF SOLUTION Secondary Research -
Display the visuals as you discuss the nature of primary and secondary sources of data.
Resource slide 12: Conducting Research
Resource slide 14: Types of Sources
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What purpose does each type of data serve? Show how the two categories of data complement each other. Emphasize that many studies use a combination of data sources.
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Show the visual as you discuss reasons for conducting secondary research. Remind students that they do not need to “reinvent the wheel” when conducting primary research. If the data already exist, researchers should use it from those secondary sources rather than trying to recreate it.
Resource slide 13: Objectives of Secondary Research
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Refer to Figure 9-3 on page 146 in the textbook to preview the availability of printed and electronic sources. Stress that secondary research defines boundaries of knowledge so researchers do not make the mistake of reinventing the wheel.
Printed sources -
Libraries are absolutely essential to research. Arrange a tour and orientation by your campus’s business librarian; ask him/her to emphasize the location and use of various types of business resources, both printed and electronic. Sources of business information such as government statistics data on national and international business and economic data are of interest of students.
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Develop a library assignment that requires students to locate various types of resources (books, magazines, journals, newspapers, and government documents) and record the call number, title, and author information for each. Have students photocopy or retrieve relevant articles from online sources. This type of activity forces students to begin the necessary process of researching a topic, eliminating procrastination that often occurs.
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