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1) Design of the Investigation. Explain how the study is designed to investigate each question or hypothesis. If appropriate, identify all variables and how they are manipulated.
2) Population and/or Sample. Describe the principal characteristics of the population selected. If a random sample is used, describe the general population from which the sample was selected and the sampling procedure used.
3) Treatment. Describe the exact sequence followed to collect and tabulate the data. Describe the instrument(s) used to collect the data and establish the validity of the instrument(s) via studies by other researchers.
Summary, Conclusions
This concluding section should summarize the entire research effort. A sufficiently comprehensive overview should enable the intended audience to understand the entire study. At this point it is appropriate to reacquaint the reader with the conceptual framework, the design of the investigation, the methodology, and the results of the study. This section should include the significance of the study and its conclusions, the limitations and weaknesses of the study, implications for future research, and
Sample Solution
ssential (Pettinger 2007). Specific and clear goals are the most effective motivators, and will lead to optimum performance, therefore it becomes essential for a leader to understand what motivates each individual within a group (Pettinger, 2007). Motivation is highly personal, and can differ massively across a group, so the leader must adapt how they motivate to suit each individual, this highlights the need for an organisation to implement policies that allow leaders to be flexible in how they reward individuals. Issues arise when goals are not set well, if the goals are ambiguous, unachievable or too easy then the individual will lose motivation (Pettinger, 2007). Once goals have been set it becomes essential for leaders to regularly assess how individuals are progressing towards them, if well then goals should be made more challenging, if they are struggling then the goals should be made easier. Goals also allow for leader to assess how the team are performing, and how their leadership style is functioning with the group, if goals are not being met the leader must adapt how the team interact together or their leadership style to achieve them. Conclusions The theories discussed provide a framework for understanding teamwork, leadership and motivation, however often are only applicable to distinct situations so do not translate sufficiently into practice and should be used cautiously. Clear connections and codependency exist between the theories, and ultimately in practice becomes the responsibility of the leader to intertwine them to achieve maximum performance from a group. For organisational behaviour to be successful, leadership must aspire change in group members, ensure teams are functional and individual group members are motivated, and is underpinned by a leaders ability to adapt the theories to the situational factors around them. To do this, and successfully implement policies to gain maximum performance, there must be conditions that make the situation favourable for a leader, and is the responsibility of the group at the top of an organisations hierarchy. In summary, the theories discussed may not always directly provide the solution required to maximum performance from a group, but equip a leader with the understanding of the core principles of leadership, teamwork and motivation, allowing them to shape and tailor the theories to any situation they face.>
ssential (Pettinger 2007). Specific and clear goals are the most effective motivators, and will lead to optimum performance, therefore it becomes essential for a leader to understand what motivates each individual within a group (Pettinger, 2007). Motivation is highly personal, and can differ massively across a group, so the leader must adapt how they motivate to suit each individual, this highlights the need for an organisation to implement policies that allow leaders to be flexible in how they reward individuals. Issues arise when goals are not set well, if the goals are ambiguous, unachievable or too easy then the individual will lose motivation (Pettinger, 2007). Once goals have been set it becomes essential for leaders to regularly assess how individuals are progressing towards them, if well then goals should be made more challenging, if they are struggling then the goals should be made easier. Goals also allow for leader to assess how the team are performing, and how their leadership style is functioning with the group, if goals are not being met the leader must adapt how the team interact together or their leadership style to achieve them. Conclusions The theories discussed provide a framework for understanding teamwork, leadership and motivation, however often are only applicable to distinct situations so do not translate sufficiently into practice and should be used cautiously. Clear connections and codependency exist between the theories, and ultimately in practice becomes the responsibility of the leader to intertwine them to achieve maximum performance from a group. For organisational behaviour to be successful, leadership must aspire change in group members, ensure teams are functional and individual group members are motivated, and is underpinned by a leaders ability to adapt the theories to the situational factors around them. To do this, and successfully implement policies to gain maximum performance, there must be conditions that make the situation favourable for a leader, and is the responsibility of the group at the top of an organisations hierarchy. In summary, the theories discussed may not always directly provide the solution required to maximum performance from a group, but equip a leader with the understanding of the core principles of leadership, teamwork and motivation, allowing them to shape and tailor the theories to any situation they face.>
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