Quantitative Methods and Analysis:

n each of the assignments in this course, you will be dealing with the following scenario: American Intellectual Union (AIU) has assembled a team of researchers in the United States and around the world to study job satisfaction. Congratulations, you have been selected to participate in this massive global undertaking.

The study will require that you examine data, analyze the results, and share the results with groups of other researchers. Job satisfaction is important to companies large and small, and understanding it provides managers with insights into human behavior that can be used to strengthen the company’s bottom line.

The data set for the study is a sample of a survey conducted on the population of the American Intellectual Union (AIU). This session’s unique data set may be found in the LEARNING MATERIALS and it contains the following nine sections of data that will be used throughout our course:

GenderAgeDepartmentPositionTenureOverall Job SatisfactionIntrinsic Job Satisfaction—Satisfaction with the actual performance of the jobExtrinsic Job Satisfaction—external to the job, for example, office location, your work colleagues, your own office (cubicle/hard walled office, etc),Benefits—Health insurance, pension plan, vacation, sick days, etc.

In the first assignment you are to complete the following:

• You will need to examine two of the nine sections of data:one section of qualitative data (choose either Gender or Position)one section of quantitative data (choose either Intrinsic or Extrinsic)
• Each section should include all data points listed in the column for the variable. The requirements include:Identify the data you selected.Explain why the data was selected.Explain what was learned by examining these sets of data.Your analysis should include using Microsoft Excel to obtain information about the data through the use of three measures of central tendency (mean, median, mode).Your analysis should also include the use of two measures of variability (standard deviation and variance). Some measures are appropriate for qualitative data, and some are appropriate for quantitative data.If a measure is not applicable, then explain why.You will have to also provide one chart/graph for each of the results of the two processed sections of data (2 total), such as a pie or bar chart or a histogram. (A table is not a chart/graph.) Ensure that you label the chart/graph clearly.You will then need to discuss what you additionally learned from the results of this process.Explain why charts/graphs are important in conveying information in a visual format and why standard deviation and variation are important.

You will need to combine all of the items above into one comprehensive report. This report must be completed in Microsoft Word and should contain: 

This assignment will be assessed using the rubric provided 

here

.

Load the Data Analysis Toolpak by following 

these instructions

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1

Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.

Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

Functional areas include, where
applicable:

BUSINESS PROGRAM CONTENT

Leadership, management,
innovation, and teambuilding

Operations and Marketing
Finance
Economics
Qualitative and quantitative

tools
Technology and Internet
Ethical and legal issues
International issues

Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.

All requirements of the
assignment are included
in the response.

Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.

Most requirements of
the assignment are
included in the
response.

Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.

Many requirements of
the assignment are
included in the
response.

Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.

Some requirements of
the assignment are
included in the
response.

Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.

Few or no
requirements of the
assignment are
included in the
response.

Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)

EFFECTIVE COMMUNICATION

Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.

Demonstrates outstanding
expression of topic, main
idea, and purpose.

Audience is addressed
appropriately.

Language clearly and
effectively communicates
ideas and content relevant
to the assignment.

Errors in grammar,
spelling, and sentence
structure are minimal.

Organization is clear.

Format is consistently
appropriate to assignment.

Demonstrates sound or
accomplished
application of written,
visual, or oral skills.

Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.

Audience is usually
addressed appropriately.

Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.

Errors in grammar,
spelling, and sentence
structure are present,
but do not distract.

Organization is apparent

Demonstrates adequate
or proficient application
of written, visual, or oral
skills.

Demonstrates adequate
expression of topic, main
idea, and purpose.

Audience is generally
addressed appropriately.

Language is adequate,
generally communicating
ideas and content
relevant to the
assignment.

Errors in grammar,
spelling, and sentence
structure are present and
sometimes distract from
meaning or presentation.

Organization is adequate,

Demonstrates
inadequate or partially
proficient application of
written, visual, or oral
skills.

Demonstrates
inadequate or partial
expression of topic,
main idea, and purpose.

Audience is often not
addressed appropriately.

Language often impedes
the communication of
ideas and content
relevant to the
assignment.

Errors in grammar,
spelling, and sentence
structure are frequent
and often distract from

Demonstrates
unacceptable application
of written, visual, or oral
skills.

Demonstrates
unacceptable, unclear
expression of topic, main
idea, and purpose.

Audience is not
addressed appropriately.

Language does not
clearly and effectively
communicate ideas and
content relevant to the
assignment.

Errors in grammar,
spelling, and sentence
structure are pervasive
and consistently
distracting.

2

Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Presentation and delivery
are confident and
persuasive (where
applicable).

and mostly clear.

Format is appropriate to
assignment, but not
entirely consistent.

Presentation and
delivery are mostly
confident and
persuasive (where
applicable).

though confusing or
unclear at times.

Format is adequate, but
inconsistent.

Presentation and delivery
are adequate, with
evident lack of
confidence and
persuasive power (where
applicable).

meaning or
presentation.

Organization is
inadequate, confusing,
and distracting.

Format is inadequate
and obscures meaning.

Presentation and
delivery are inadequate,
lacking confidence and
persuasive power
(where applicable).

Format is absent or
consistently appropriate
to assignment.

Organization is not
apparent and completely
inadequate.

Presentation and
delivery are
unacceptable, with little
or no confidence and
persuasive power
(where applicable).

CRITICAL AND CREATIVE
THINKING, PROBLEM-SOLVING

PRACTICAL REASONING

Demonstrates outstanding
or exemplary ability to
analyze assumptions and
evaluate evidence,
complexities of issues, and
alternatives. Where
required, demonstrates
outstanding or exemplary
ability to use creativity and
originality in problem-
solving.

Demonstrates sound or
accomplished ability to
analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
sound or accomplished
ability to use creativity
and originality in
problem-solving.

Demonstrates adequate
or proficient ability to
analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
adequate or proficient
ability to use creativity
and originality in
problem-solving.

Demonstrates
inadequate or partially
proficient ability to
analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
inadequate or partially
proficient ability to use
creativity and originality
in problem-solving.

Demonstrates
unacceptable ability to
analyze assumptions and
evaluate evidence,
complexities of issues,
and alternatives. Where
required, demonstrates
unacceptable ability to
use creativity and
originality in problem-
solving.

INFORMATION LITERACY AND
RESEARCH

PRACTICAL REASONING

Demonstrates
outstanding selection
and use of high quality,
credible, and relevant
sources to develop ideas
that are appropriate to
the assignment.

Sources are consistently
cited according to
required documentation
(e.g., APA), with almost
no errors.

Demonstrates sound
selection and use of
credible, relevant
sources to support
ideas that are
appropriate to the
assignment.

Sources are generally
cited according to
required
documentation (e.g.,
APA), with few errors.

Demonstrates adequate
selection and use of
credible and/or
relevant sources to
support ideas that are
appropriate to the
assignment.

Sources are cited
according to required
documentation (e.g.,
APA), with some errors.

Demonstrates
inadequate selection
and use of sources to
support ideas in the
writing.

Sources are
inconsistently cited
according to required
documentation (e.g.,
APA), with frequent
errors.

Demonstrates
unacceptable selection
and use of sources to
support ideas in the
writing.

Sources are not cited
according to required
documentation (e.g.,
APA).

Running head: BUSN311 – Quantitative Methods and Analysis
1

Unit 1 – Fundamentals of Statistics

Type your Name Here

American InterContinental University

Abstract

This is a single paragraph, no indentation is required. The next page will be an abstract; “a brief, comprehensive summary of the contents of the article; it allows the readers to survey the contents of an article quickly” (Publication Manual, 2010). The length of this abstract should be 35-50 words (2-3 sentences). NOTE: the abstract must be on page 2 and the body of the paper will begin on page 3.

Introduction

Remember to always indent the first line of a paragraph (use the tab key). The introduction should be short (2-3 sentences). The margins, font size, spacing, and font type (italics or plain) are set in APA format. While you may change the names of the headings and subheadings, do not change the font or style of font.

Chosen Variables

Introduce the variables that you chose to analyze and why you made that choice. Please remember you are limited to the choice of Gender or Position for your qualitative variable, and Intrinsic or Extrinsic for your quantitative variable.

Difference in variable types

Explain In your own words the difference between qualitative and quantitative variables. Which descriptive statistics are appropriate for qualitative variables and which are appropriate for quantitative variables and why?

Descriptive statistics: Qualitative variable

Copy/Paste appropriate descriptive statistics from Excel here for your qualitative variable

Explanation of descriptive statistics

Explain what these descriptive statistics represent or what recommendations you would make to AIU. What information do you now have as a result of processing this data?

Descriptive statistics: Quantitative variable

Copy/ Paste appropriate descriptive statistics from Excel for your quantitative variable.

Explanation of descriptive statistics

Explain what these descriptive statistics represent or what recommendations you would make to AIU. What information do you now have as a result of processing this data?

Chart/Graph for qualitative variable

INSERT CHART here for qualitative variable. Be sure that you have included labels in the chart.

Description of Chart

Insert your written description of the chart pasted above

Chart/Graph for quantitative variable

INSERT CHART here for quantitative variable. Be sure that you have included labels in the chart.

Description of Chart

Insert your written description of the chart pasted above

Explanation of standard deviation and variance

Explain the importance of standard deviation and variance, what they measure and why they are needed.

Importance of charts and graphs

Explain the importance of charts and graphs in conveying information.

Conclusion

Add some concluding remarks-can be a sentence or two.

References

NOTE: The reference list starts on a new page after your conclusion.

For help with formatting citations and references using rules outlined in the APA Manual’s 6th Edition, please check out the AIU APA guide located under the Interactive Learning section on the left side of the course.

Examples:

American Psychological Association [APA]. (2010) Publication manual of the American

Psychological association (6th ed.). Washington, DC: Author.

Association of Legal Writing Directors (ALWD) (2005). ALWD citation manual: A professional

system of citation (3rd ed.). New York: Aspen Publishers.