Unit I -RMIPR

1. DEFINITION:-
1.1 : MEANING AND DEFINITION OF BUSINESS RESEARCH:
 Research: - Refers to a search for Knowledge.
 Research: - Is a scientific and Systematic search for pertinent
information on a specific topic.
 The term ‘Research’ refers to the systematic method consisting of
defining the problem, formulating a hypothesis, collecting the facts or
data, analyzing the facts and reaching certain conclusions either in the
form of solutions or certain generalizations for some theoretical
formulation.

BUSINESS RESEARCH:-
 Business Research refers to any type of researching done when starting or
running any kind of business.
 Business Research is a systematic and objective process of gathering,
recording and analyzing data to aid in making business decision.
 It helps in developing new tools, devices, concepts, theories etc., for a
better study or understanding of unknown phenomenon.
 The inventions and discoveries are the results of research only.
 The purpose of business research is to discover answers to questions
through the application of scientific procedures.

DEFINITION:-
“ Research is the manipulation of the things, concepts or symbols
for the purpose of generalizing to extend, correct or verify knowledge, whether
that knowledge aids in construction of theory or in the practice of an art”.
- D.Slesinger and M.Stephenson,

Business research is defined as, “ defining and redefine problems, formulating

hypothesis or suggested solutions, collecting, organizing and evaluating data,
making deductions and reaching conclusions”
- Clifford woody.
 Research can be defined as “any organized inquiry designed and carried out
to provide information for solving a problem”.
- E Mory
1.2. OBJECTIVES OF RESEARCH :-
The main aim of research is to find out the truth which is hidden and
which has been not discovered as yet. The general objectives of research are
given here as follows:
a. To gain familiarity with a phenomenon or to achieve new sights into it.
b. To portray accurately the characteristics of a particular individual,
situation or a group.
c. To determine the frequency with which something occurs or with which
it is associated with something else.
d. To test a hypothesis of a casual relationship between variables.

2. TYPES OF BUSINESS RESEARCH:-

The basic types of research are as follows:
Types of Business Research: - 1.Descriptive Vs Analytical
2. Applied Vs Fundamental
3. Quantitative Vs Qualitative
4. Conceptual Vs Empirical
5. Others

I) DESCRIPTIVE VS ANALYTICAL:
DESCRIPTIVE RESEARCH:
 Descriptive research includes surveys and fact finding enquiries of
different kinds.
 The major purpose of descriptive research is description of the state of
affairs as it’s exists at present.
 The main characteristic of this method is that the researcher has no
control over the variables; he can only report what has happened or what
is happening.
 In social science and business research, descriptive research often called
as ‘Ex Post facto research.’
Example: Frequency of shopping, preferences of people or similar data.
ANALYTICAL RESEARCH:-
 In Analytical research, the researcher has to use the facts or information
already available, and analyze these to make a critical evaluation of the
material.

II) APPLIED VS FUNDAMENTAL:-

APPLIED RESEARCH:-
 Applied research aims at finding a solution for an immediate problem
facing a society or an industrial, business organization.
 The central aim of applied research is to discover a solution for some
pressing practical problems.
 Research to identify social, economic, and political trends that may affect
a particular institution, marketing research, and evaluation research are
examples of applied research.
FUNDAMENTAL RESEARCH:-
 Gathering Knowledge for Knowledge’s sake is termed fundamental
research.
 It aims to extension of Knowledge; it may lead to either discovery of a
new theory (or) refinement of an existing theory.
 Research concerning some natural phenomenon or relating to pure
mathematics, and about human behavior are examples of fundamental
research.
Example: - How did the universe begin.
 What are protons, neutrons, electrons composed of.

III) QUANTITATIVE VS QUALITATIVE:

QUANTITATIVE RESEARCH:-
 Quantitative research is based on the quantitative measurements of some
characteristics. It is applicable to phenomena that can be expressed in
terms of quantities.
 It is data based and more objective and popular.
 The objective of this research is to develop and employee mathematical
models, theories and hypothesis pertaining to phenomena.
Example: - Heights – measured in meters.
Weight - measured in kilograms.
QUALITATIVE RESEARCH:-
 Qualitative research is concerned with qualitative phenomenon, i.e.,
phenomena relating to or improving quality or kind.
 Qualitative research is especially important in the behavioral sciences
where the aim is to discover the underlying motives of human behavior.
 Techniques in qualitative research include ;
 Word association tests,
 Sentence completion tests,
 Story completion tests etc.,

IV) CONCEPTUAL VS EMPIRICAL:-

CONCEPTUAL RESEARCH:-
 Conceptual research is related to some abstract ideas or theory.
 It is generally used by philosophers and thinkers to develop new concepts
or to reinterpret existing ones.
 It requires using brain not the hands. Hence, it also called as
‘analytical’. EMPIRICAL RESEARCH:-
 Empirical research relies (depends) on experience or observation alone,
often without due regard for system and theory.
 It is data-based research, coming up with conclusions which are capable
of being verified by observation or experiment.
 Hence, it is also called as experimental type of research.
 Evidence gathered through empirical or experimental studies are
considered to the most powerful support possible for testing a given
hypothesis.

V) OTHERS:-
a. One-time Research– Research is confined to single time-period.
b. Longitudinal Research– Research is carried on over several time
periods.
c. Field –Setting or Laboratory Research– This type of research depends
upon the environment in which it is to be carried out.
d. Historical Research – It utilizes historical sources like documents etc., to
conduct research.
e. Conclusion – Oriented Research:- In this, a researcher is free to pick a
problem, redesign the enquiry as he proceeds and is prepared to
conceptualize as he wishes.
 f. Decision – Oriented Research:- Researcher in this type, not free to
embark upon research according to his own inclination.
Eg:- operations research.

RESEARCH PROCESS

1. DEFINING RESEARCH PROBLEM: The first step in research problem. It

is most important stage in applied research as poorly defined problems will not
yield useful results. After a problem has been chosen the next task is to
formulate it precisely. In this case the research problem would be reasons for
increasing rate of workforce turnover.

2. EXTENSIVE LITERATURE SURVEY: Once the problem is formulated,

the next step is to write down a brief summary. For this purpose the abstracting
and indexing journals published or unpublished bibliographies are the first place
to go to. In this case the researcher would go for available literatures on
managing the increased workforce turnover rate in organization.

3. FORMULATION OF HYPOTHESIS: Now the researcher should state in

clear terms the working hypothesis. In this case of increasing rate for workforce
turnover the reasons could be low employee salary, poor working conditions
and improper timely increment.

4. PREPARING THE RESEARCH DESIGN: The researcher should specify

the approach he intends to use with respect to the proposed study. In this case
the researcher should be casual research design as it seeks to find out the cause
effect relationship of the phenomenon under study.

5. DETERMINING SAMPLE DESIGN: The research must decide the way of

selecting a sample or the sample design. A sample design is a define plan
determined before any data is actually collected for obtaining a sample from a
given population. In this case the researcher may use simple random sampling
as this is the simplest and most population technique of sampling and in it each
unit of the populating has equal chance of being included in the sample.

6. COLLECTING THE DATA: The next step is to determine the sources of

data to be used. In this case researcher should use primary data through
questionnaires as it the one which is collected by the investigator himself for
the purpose of a specific inquiry or study.

7. EXECUTION OF THE PROJECT: The research should see that project is

executed in a systematic manner and in time. Occasional checks should be
made to ensure that the interviewers are doing their assigned job sincerely
and efficiently.

8. TESTING OF HYPOTHESIS: After analyzing the data the researcher has

to test the hypothesis, various tests such as chi-square test, t-test, f-test, have
been developed by statisticians for the purpose.

9. GENERATION AND INTERPRETATION: If a hypothesis is tested and

upheld several times it may be possible for the researcher to arrive at
generalization i.e. to build a theory. If the researcher had no hypothesis to start
with he might seek to explain his findings on the basis of some theory. It is
known as interpretation. In this case the researcher would arrive at the
conclusion that which factors are responds for workforce turnover.

10. PREPARATION OF THE REPORT OR THE THESIS : Although report

writing needs some skill which can be developed with practice, the researcher
should follow the main principles of writing a report. In this case the researcher
would document the findings and present the report in front of management so
that they can apply the findings.
1.1.RESEARCH PROBLEM:
A Research problem, in general refers to some difficulty which a
researcher experiences in the context of either a theoretical or practical
situation and wants to obtain a solution for the same. It is believed that
selection of a good research problem is a discovery in itself. A research
problem is a question that a researcher wants to answer or a problem that
researcher wants to solve. Identification and formulation of the research
problem is the first step in research process.
The components of a research problem as under;

a. There must be an individual or a group which has some difficulty or the

problem.
 b. There must be some objective(s) to be attained at. If one wants nothing,
one cannot have a problem.
c. There must be alternative means for obtaining the objective(s) one
wishes to attain.
d. There must remain some doubt in the mind of a researcher with regard
to the selection of the alternatives.
e. There must be some environment(s) to which the difficulty pertains.
 There are number of factors which may result in making the problem
complicated.
FOR INSTANCE: The environment may change affecting the efficiencies of
the courses of acting or the values of the outcomes; the large number of
alternative courses of action and other factors.

DEFINITION:-
“A problem is an interrogative sentence or statement that asks what
relation exists between two or more variables. The answer to question with
provides what is having sought in the research”.
– Ker Linger.

“A problem is that situation if we modified will bring solution in the

difficulty”.
- K.Person.
 “A problem is a situation for which we have no readymade solution.
- R.S.Woodworth.
“A problem represents the information’s acquired by a researcher and
seeks solution for it”.
- John Dewey.

1.2 STEPS IN IDENTIFICATION OF RESEARCH

PROBLEMS:- PROBLEM IDENTIFICATION PROCESS:-
Process of problem identification consists of a number of steps
which are as follows;
Identify a broad field or
Subject Area of Interest

Dissect the board area

into Sub-Areas

Select what is of most interesting

Raise Research Questions

Formulate Objectives

Assess the objectives

Double-Check
i. IDENTIFY A BROAD FIELD OR SUBJECT AREA OF INTEREST:-
 Here, the researcher should ask himself at what really interests him as a
professional. This will help him to find an interesting topic.
 For example, if a person studies a social work, he would be inclined to
work in the area of youth welfare, refugees or domestic violence.
 He might take to research in one of these areas.
ii. DISSECT THE BOARD AREA INTO SUB-AREAS:
 At the onset, the researcher will realize that all the board areas have many
aspects.
 So, he can select any subject area from field such as community, health or
consumer research and go through this dissection process.
 In preparing this list of sub-areas he should also consult others who have
some knowledge of areas.
 iii. SELECT WHAT IS MOST INTERESTING:-
 Out of the list of sub-areas, the researcher should select issues or sub-
areas about which he is passionate.
 This is because his interest should be the most important determinant for
selection.
 One way to decide what interests him the most is to start with the process
of elimination.
 The researcher should go through the list and delete all those sub-areas in
which he is not interested.
Iv. RAISE RESEARCH QUESTION:-
 At this step, the researcher asks himself, ‘what is it that I want to find out
about in this sub-area?’
 Within his choose sub-area, the researcher first lists whatever questions
he wants to find answers to.
v. FORMULATE OBJECTIVES:-
 In this step, the researcher formulates his main objectives and his sub-
objectives.
 The objectives grow out research questions.
 The main difference between objectives and research questions is the way
in which they are written.
 Research questions are obviously those questions.
 Objectives transform these questions into behaviors aims by using action-
oriented words such as ‘to find’ ‘to determined’, ‘to ascertain’, and ‘to
examine’.
vi. ASSESS THE OBJECTIVES:-
 Now the researcher should examine the objectives to ascertain the
feasibility of achieving them through the research.
 He should consider them in the light of time, resources (financial and
human) and technical expertise at the disposal.
vii. DOUBLE-CHECK:-
 Here, the researcher should go back and give final consideration to
whether or not he is interested in the study.
 He should ask himself,
 ‘Am I Really enthusiastic about this study’.
 ‘Does I Really have enough resources to undertake it’?
  Once the researcher answers these questions thought-fully and
realistically, if the answer in one of them is ‘no’, he should re-assess the
objectives.
1.3: COMPONENTS OF RESEARCH PROBLEM:-
The components of research problem include the following;

Individual or community

Components of Research problem lines of Actions

Objectives for pursuing the problem

I. INDIVIDUAL OR COMMUNITY:-
 An individual or community or an institution to which the problem could
be attributed is based on certain geographical area.
For example: - teacher/ parental factors affecting student’s performance
in private management institutes in Noida.
 In this study, there are individuals (parents, teachers, students), there are
institutions (private secondary schools), and there is area of study
(Noida).
II. LINE OF ACTIONS:-
 There must be at least two lines of action to be taken to attain the
objective.
For Example: - poor academic performance may be attributed to
negative teacher and parental factors. Thus altering negative teacher
factors and parental factors become the lines of action to be pursued.
III. OBJECTIVES FOR PURSUING THE PROBLEM:-
 There must be some objectives pursuing the problem, otherwise it would
be repugnant to reason and common understanding to undertake the
research.
For example: to find out teacher/parental factors affecting the student’s
academic performance in management institutes in Noida city.
 2. BROAD PROBLEM AREA-PRELIMINARY DATA
GATHERING:-
2.1: BROAD PROBLEM AREA:
Broad problem area refers to the entire situation where one sees a
possible need for research and problem solving. The process begins with a
researcher selecting a topic a general area of study or issue. A topic appears to
be too broad for conducting research. Problem currently existing in
organizational settings that need to be solved. Areas that a manager believes
need to be improve in the organizations
Identification of the broad problem area through the process of
observing and focusing on the situation is called broad problem areas. A
conceptual or theoretical issues that needs to be tightened up [for the basic
researcher to understand certain phenomena. Examples of each type can be
provided taking the issue of (that needs to be tightened up for the basic)
harassment which is a problem at some organizations has to handle at some
point of time.

2.2. EXAMPLES/TYPES OF BROAD PROBLEM AREA:

Examples of broad problem area includes the following,
a) Broad problem areas that a manager could observe at the workplace.
b) Training programmes are not as effective as anticipated.
c) The sales volume of a product is not picking up.
d) Monitory group members are not advancing in their carriers.
e) The daily balancing of accounting ledgers is becoming a continuing
concern.
f) The introduction of flexible work hours has created more problems than it
has solved in many companies.
g) Inventory control is not effective.

2.3. PRELIMINARY DATA GATHERING:

Preliminary data gathering may be considered as part of the exploratory
research.
It is a critical step in the research process because it is the link between
theory and practice.
Such sources provide secondary data which becomes part of the
background information like about the origination group of people etc.
Company policies, procedures and roles can be obtained from the
organizations records and documents.
Data gathered through such existing sources are called secondary data.
Some secondary sources of data are statistical bulletins, government
publications information published or unpublished available from either
within or outside the organization.
Library records data available from previous research online data website
and the internet.
Research problems can arise from various sources and contexts. Here are some
common sources from which research problems can originate:

1. Literature Review: An extensive review of existing research can reveal gaps,

inconsistencies, or unanswered questions in the current body of knowledge,
which can lead to research problems.
2. Observation and Experience: Everyday observations or personal experiences
can trigger research inquiries. You might notice something interesting or
puzzling that you want to investigate further.
3. Current Events and Trends: Social, political, economic, or technological
developments can create research opportunities. Researchers often explore how
these events affect people and society.
4. Expert Advice and Consultation: Experts in a field may identify areas where
further research is needed. Consulting with experts can help pinpoint research
problems.
5. Stakeholder Needs: Problems identified by individuals, organizations, or
communities can be significant research topics. These stakeholders may require
solutions to practical issues.
6. Theory Development: Expanding or refining existing theories or developing
new ones can lead to research problems. Researchers seek to test, challenge, or
adapt theories to new contexts.
7. Policy and Government Initiatives: Government policies or regulations can
create research questions related to their impact, effectiveness, or unintended
consequences.
8. Surveying the Audience: Conducting surveys, interviews, or focus groups with
a target audience can uncover research problems related to their needs,
preferences, or concerns.
9. Emerging Technologies: New technologies often raise research questions about
their implications, limitations, and potential applications.
10.Cross-disciplinary Intersections: Bringing together ideas and methods from
different fields can lead to innovative research problems at the intersections of
those disciplines.
11.Funding Opportunities: Grant agencies or foundations may issue calls for
research proposals on specific topics or issues, prompting researchers to
formulate problems in those areas.
12.Environmental and Scientific Challenges: Environmental issues, such as
climate change, or scientific mysteries, like understanding dark matter, present
compelling research problems.
13.Social and Cultural Dynamics: Studying cultural shifts, identity, and societal
changes can generate research problems that explore these dynamics.
 14.Ethical Dilemmas: Research can be driven by ethical concerns or moral
dilemmas, where researchers aim to address ethical issues or dilemmas faced by
society.
15.Global Challenges: Problems that transcend national boundaries, such as global
health crises or refugee crises, often lead to research initiatives aimed at finding
solutions.
16.Emerging Diseases and Health Concerns: The discovery of new diseases or
health issues may spark research into prevention, treatment, or understanding
their causes.
17.Historical Analysis: Investigating historical events and their impact on the
present can be a source of research problems.

These sources can overlap, and often research problems emerge through a combination
of factors, including personal interest, societal relevance, and academic or practical
significance. It's important to ensure that your chosen research problem aligns with
your research goals, resources, and expertise.
Good research is characterized by several key criteria, which are essential for
producing valuable and reliable results. These criteria help ensure the quality and
integrity of the research process. Here are some characteristics of good research:

1. Relevance: The research topic should be relevant to the field of study and
address important questions or issues. It should contribute to existing knowledge
or address a real-world problem.
2. Clarity of Purpose: The research should have a clear and well-defined purpose
or objective. Researchers should be able to articulate what they aim to achieve
with their study.
3. Sound Methodology: Good research is built on a strong research design and
methodology. Researchers must choose appropriate methods for data collection,
analysis, and interpretation.
4. Validity: The research should produce valid results that accurately measure
what it intends to measure. Researchers must use reliable and valid instruments
and methods.
5. Reliability: The research should be consistent and replicable. Others should be
able to replicate the study using the same methods and obtain similar results.
6. Objectivity: Researchers should minimize bias and personal subjectivity in the
research process. The study's design, data collection, and analysis should be
objective.
7. Transparency: Good research is transparent, with clear documentation of the
research process, data, and methods. Others should be able to understand and
evaluate the study.
8. Ethical Conduct: Research must adhere to ethical standards and guidelines.
Researchers should consider the welfare of participants, obtain informed
consent, and protect sensitive information.
 9. Sufficient Sample Size: The sample size should be adequate to draw
meaningful conclusions. Small sample sizes can lead to unreliable results.
10.Data Quality: Data should be accurate, complete, and well-documented. Data
collection and management should meet high standards.
11.Data Analysis: The analysis of data should be appropriate, using statistical or
qualitative techniques that are suitable for the research question. The analysis
should be conducted rigorously.
12.Contribution to Knowledge: Good research contributes to the body of
knowledge in the field. It should add new insights, confirm or challenge existing
theories, or provide practical solutions.
13.Peer Review: Research should undergo peer review by experts in the field. This
process helps ensure the quality and validity of the research.
14.Clear Communication: Researchers should effectively communicate their
findings through well-written research papers, presentations, or reports. The
research should be accessible to the intended audience.
15.Logical Structure: The research report or paper should have a logical and well-
organized structure, making it easy for readers to follow the argument and
findings.
16.Generalizability: The results should be applicable beyond the specific study
context. Researchers should discuss the limitations and generalizability of their
findings.
17.Continuous Improvement: Good research is open to criticism and
improvement. Researchers should be willing to refine their methods and theories
based on feedback and new evidence.
18.Practical Implications: When applicable, research should have practical
implications or recommendations that can be useful for policymakers,
practitioners, or the public.

These characteristics are important for ensuring the credibility and value of research,
whether it is conducted in the context of academic studies, scientific research, or
applied research in various fields.
Selecting a research problem is a crucial step in the research process, and errors or
missteps at this stage can lead to various issues throughout the research project. Here
are common errors in selecting a research problem:

1. Lack of Relevance: Choosing a research problem that is not relevant to the field
of study or does not address important questions or issues. Irrelevant research
may not contribute to existing knowledge or have practical significance.
2. Overly Broad or Narrow Problem: Selecting a research problem that is too
broad or too narrow can be problematic. A broad problem may lead to an
overwhelming scope, while a narrow problem may limit the significance and
generalizability of the research.
3. Failure to Define the Problem: Failing to clearly define the research problem
and its objectives can result in confusion and directionless research.
 4. Ignoring Feasibility: Not considering the feasibility of the research problem in
terms of available resources, time, and data access can lead to unrealistic
expectations and potential research roadblocks.
5. Emotional Bias: Allowing personal interests or emotions to drive the selection
of a research problem rather than objective criteria. This can lead to biased
research or a lack of broader relevance.
6. Lack of Originality: Choosing a research problem that is too similar to existing
studies without adding a new perspective or dimension may not contribute
significantly to the field.
7. Ignoring Ethical Considerations: Failing to consider ethical issues, such as the
potential harm to research participants or the responsible use of data, can lead to
ethical dilemmas during the research.
8. Inadequate Literature Review: Not conducting a comprehensive literature
review before selecting a research problem can result in missed opportunities,
gaps in knowledge, or addressing questions that have already been answered.
9. Failure to Consult Experts: Neglecting to seek advice from experts or peers in
the field can lead to a poor choice of research problem. Experts can provide
valuable insights and help refine research questions.
10.Ignoring Practical Implications: Selecting a research problem without
considering its practical implications or potential impact on policy, practice, or
society can lead to research that lacks real-world significance.
11.External Pressure: Succumbing to external pressures, such as advisor
expectations or funding requirements, without ensuring that the chosen problem
aligns with the researcher's interests and expertise.
12.Assuming Data Availability: Assuming that necessary data for the research
problem is readily available without confirming data sources or the feasibility of
data collection.
13.Ignoring Current Trends: Failing to consider current trends, emerging issues,
or technological advancements in the field can result in outdated or less relevant
research topics.
14.Failure to Set Clear Objectives: Not setting clear research objectives and
hypotheses can lead to research that lacks focus and coherence.
15.Inflexibility: Being too rigid in sticking with an initial research problem without
considering the need for adjustments based on evolving knowledge or findings.

Avoiding these errors and taking a thoughtful, systematic approach to selecting a

research problem is essential to ensure the success and impact of the research project.
Researchers should carefully assess the strengths and weaknesses of potential problems
and consider their own expertise and interests when making a selection.
The scope and objectives of a research problem are essential components of the
research process. They help define the focus and purpose of the study, guiding
researchers in their efforts to address specific questions or issues. Here's a breakdown
of what these terms mean:
 1. Scope of Research Problem: The scope of a research problem refers to the
boundaries and extent of the study. It defines what is included and excluded
from the investigation. The scope outlines the limits of the research, such as the
population or sample size, geographical area, time frame, and specific variables
or aspects to be examined. Determining the scope is important to ensure that the
research remains manageable and realistic within the available resources and
time constraints.
Example: If the research problem is to study the impact of social media on
teenagers' mental health, the scope may include teenagers aged 13-19 in a
specific region over a one-year period. It may also specify that only major social
media platforms will be considered.
2. Objectives of Research Problem: The objectives of a research problem are the
specific, measurable goals or outcomes that the research aims to achieve. They
provide a clear roadmap for the study and help in defining what the researcher
wants to accomplish. Objectives should be formulated in a way that makes it
possible to determine whether the research has met its goals. Typically, research
objectives are derived from the research problem and guide the research process.
Example: For the research problem mentioned earlier (impact of social media on
teenagers' mental health), the objectives may include:
 To assess the frequency and duration of social media use among
teenagers.
 To examine the correlation between social media usage and self-reported
mental health issues.
 To identify any specific patterns of social media usage that may be linked
to mental health problems.
 To suggest recommendations or interventions based on the findings to
mitigate potential negative effects.

In summary, the scope of a research problem defines the boundaries and constraints of
the study, while the objectives clarify what the research aims to accomplish by setting
specific, measurable goals. Together, they help researchers plan and conduct their
studies effectively and communicate the purpose and limitations of their research.
Is this conversation helpful so far?

Objectives of Research Problem:

1. Identification of the Problem:

 Clearly articulate and define the research problem. What specific issue or
gap in knowledge is the research addressing?
2. Research Questions:
 Formulate specific research questions that the study seeks to answer.
These questions should align with the overall research problem.
3. Purpose of the Study:
  Specify the broader purpose of the research. What is the ultimate goal or
significance of addressing the research problem?
4. Hypotheses or Expectations:
 If applicable, state any hypotheses or expected outcomes. These are
informed predictions about the results of the research.
5. Variables and Parameters:
 Identify the key variables and parameters that will be studied. This
includes both independent and dependent variables.
6. Methodology:
 Outline the research methods and approaches that will be employed to
investigate the research problem. This could involve experiments,
surveys, case studies, literature reviews, etc.
7. Contribution to Knowledge:
 Clarify how the research will contribute to existing knowledge in the
field. What new insights or perspectives does the study aim to provide?

Scope of Research Problem:

1. Geographical Scope:
 Define the geographical area or location to which the research is confined.
This could be a specific region, country, or even a global perspective.
2. Temporal Scope:
 Specify the time frame covered by the research. Is it a historical study, a
contemporary analysis, or a future-oriented investigation?
3. Population and Sample:
 Identify the target population and the sample size (if applicable). Who or
what is the study focusing on, and how representative is the sample?
4. Limitations:
 Acknowledge and articulate the limitations of the study. What aspects will
not be covered, and what potential constraints might affect the research?
5. Disciplinary Boundaries:
 Clarify the academic disciplines or fields of study that are relevant to the
research problem. What specific knowledge domains will be considered?
6. Applicability:
 Discuss the practical or theoretical applicability of the research findings.
To what extent can the results be generalized or applied in real-world
scenarios?
7. Ethical Considerations:
 Highlight any ethical considerations that will guide the research, including
issues related to privacy, consent, and potential harm to participants.

Approaches of Research problem

By clearly defining the objectives and scope, a researcher can create a roadmap for
their study, ensuring that it remains focused, feasible, and contributes meaningfully to
the existing body of knowledge.
Is this conversation helpful so far?
When investigating solutions for a research problem, researchers typically employ
various approaches based on the nature of the problem, available resources, and the
desired outcomes. Here are some common approaches to investigating solutions:

1. Literature Review:
 Description: A comprehensive review of existing literature related to the
research problem.
 Purpose: To identify what is already known, gaps in knowledge, and
potential solutions proposed by previous research.
2. Experimental Research:
 Description: Conducting controlled experiments to test hypotheses and
gather empirical data.
 Purpose: To determine cause-and-effect relationships and evaluate the
effectiveness of potential solutions.
3. Surveys and Questionnaires:
 Description: Collecting data from a sample of individuals through
structured surveys or questionnaires.
 Purpose: To gather opinions, attitudes, and perceptions related to the
research problem and potential solutions.
4. Case Studies:
 Description: In-depth analysis of a specific case or a small number of
cases.
 Purpose: To gain a detailed understanding of real-world situations,
identify patterns, and extract lessons that may inform potential solutions.
5. Action Research:
 Description: Collaborative research involving active participation in
solving the problem within the research context.
 Purpose: To address practical issues, improve processes, and generate
knowledge that contributes to solutions.
6. Simulation and Modeling:
 Description: Creating models or simulations to represent the problem and
test various scenarios.
 Purpose: To explore the potential outcomes of different solutions in a
controlled and virtual environment.
7. Content Analysis:
 Description: Systematic analysis of textual or visual content to identify
patterns, themes, and relevant information.
 Purpose: To extract insights from diverse sources, such as documents,
articles, or media, related to the research problem.
 8. Historical Research:
 Description: Examining historical records and events to understand the
evolution of the problem.
 Purpose: To provide context, trace the development of the issue, and
identify historical solutions or lessons.
9. Expert Interviews:
 Description: Conducting interviews with subject matter experts to gather
insights and recommendations.
 Purpose: To tap into the expertise of individuals who have experience or
knowledge relevant to the research problem.
10.Cross-disciplinary Approaches:
 Description: Integrating perspectives and methodologies from multiple
disciplines.
 Purpose: To leverage diverse expertise and approaches to generate
holistic solutions to complex problems.
11.Collaborative Research:
 Description: Working with stakeholders, industry partners, or other
researchers to collectively address the research problem.
 Purpose: To ensure that solutions are practical, relevant, and have real-
world applicability.
12.Pilot Studies:
 Description: Conducting small-scale trials or preliminary investigations
before a full-scale implementation.
 Purpose: To assess the feasibility and effectiveness of potential solutions
in a controlled setting.

The choice of approach or combination of approaches depends on the nature of the

research problem, the available resources, and the research objectives. Often, a
combination of these methods provides a more comprehensive understanding and
robust solutions.
COLLECTION AND ANALYSIS OF DATA

INTRODUCTION:
Data collection is a process of collecting information from all the
relevant sources to find answers to the research problem, test the hypothesis and
evaluate the outcomes.
Data Analysis. In qualitative researches using interviews, focus
groups, experiments etc. data analysis is going to involve identifying common
patterns within the responses and critically analyzing them in order to
achieve research aims and objectives.
1. SOURCES OF DATA:
 For the study purpose, both primary and secondary data are used.
 The primary data is collected from sales men of the companies,
customers and dealers who are dealing in the products of the company.
The primary data are related to behavior and response of employees,
dealers and customers.
 The secondary data is collected from records of the company, retailers
and dealers. The data of past sales are also been collected. The secondary
data shows the sales of the company product wise. These data used in
combination as per need of the study.
 The primary and secondary data will be collected to cover every aspect of
the study.
 DATA

Primary data source secondary data source

Direct personal published sources unpublished

investigation source
Indirect oral interview national organization maintained by;
Mailed questionnaire international agencies private firms
Schedules committee reports institution
s
Local agencies international
publications
Publications of
research Institutes

PRIMARY DATA:
Primary data is information collected by a researcher specifically for a
research assignment. In other words, primary data is information that a
company must gather because no one has compiled and published the
information in a forum accessible to the public.
Primary data are original in nature and directly related to the issue or
problem and current data. Primary data are the data which the researcher
collects through various methods like interviews, surveys, questionnaires etc.
Example: Interviewing a candidate for getting details.

THE PRIMARY DATA ADVANTAGES AND DISADVANTAGES: a.

ADVANTAGES OF PRIMARY DATA:
Advantages of primary data are as follows:
1. The primary data are original and relevant to the topic of the research
study so the degree of accuracy is very high.
2. Primary data can be collected from a number of ways like interviews,
telephone surveys, focus groups etc. It can be also collected across the
national borders through emails and posts. It can include a large
population and wide geographical coverage.
3. Moreover, primary data is current and it can better give a realistic view
to the researcher about the topic under consideration.
 4. Reliability of primary data is very high because these are collected by
the concerned and reliable party.

b. DISADVANTAGES OF PRIMARY DATA:

Following are the disadvantages of primary data:
1. For collection of primary data where interview is to be conducted the
coverage is limited and for wider coverage a more number of
researchers are required.
2. A lot of time and efforts are required for data collection.
3. It has design problems like how to design the surveys. The questions
must be simple to understand and respond.
4. Some respondents do not give timely responses. Sometimes, the
respondents may give fake, socially acceptable and sweet answers
and try to cover up the realities.
5. With more people, time and efforts involvement the cost of the data
collection goes high. The importance of the research may go down.

SOURCES OF PRIMARY DATA:

PRIMARY DATA – METHODS OF COLLECTION OF DATA
Discussed below are 5 broad classifications of the methods of collecting
primary data.

I. DIRECT PERSONAL INVESTIGATION:

 Consists of the collection of data by the investigator in a direct manner.
 The investigator (or researcher) is responsible for personally approaching
a respondent and investigating the research and gather appropriate
information.
 In other words, the researcher himself enters the field and solicits data
that he requires to take the research forward.
 This data is all the more reliable for an intensive research.
 But in an extensive research, this data is inadequate and proves to be
unreliable.
 This method of collection of data is time-consuming. Hence, it tends to
get handicapped when there is lack of time resource.
 However, the greatest demerit is that this method is very subjective in
nature and is not suitable for objective based extensive researches.
 ii.INDIRECT ORAL INTERVIEW:
 Consists of the collection of data by the investigator in an indirect
manner.
 The investigator (or enumerator) approaches (either by telephonic
interviews) an indirect respondent who possesses the appropriate
information for the research.
 Thus, this method of data collection ensures first-hand information
because the interviewers can cross-question for the right and appropriate
information.

iii. MAILED QUESTIONNAIRE:

 Consists of mailing a set or series of questions related to the research.
 The respondent answers the questionnaire and forwards it back to the
investigator after marking his/her responses.
 This method of collection of data has proven to be time-saving.
 It is also a very cost-efficient manner of collecting the required data.
 An investigator who has the access to the internet and an email account
can undertake this method of data collection.
 The researcher can only investigate those respondents who also have
access to the internet and an email account. This remains the only major
restriction of this method.

IV. SCHEDULES:
 Scheduling involves a face to face situation with the respondents.
 In this method of collecting data, the interviewer questions the respondent
according to the questions mentioned in a form. This form is known as a
schedule.
 This is different than a questionnaire. A questionnaire is personally filled
by the respondents and the interviewer may or may not be physically
present. Whereas, the schedule is filled by the enumerator or interviewer
after asking the respondent his/her answer to a specific question.
 And in scheduling method of collecting data, the interviewer or
enumerator is physically present.
 V. LOCAL AGENCIES:
 In this method, the information is not directly or indirectly collected by
either the interviewer of the enumerator.
 Instead, the interviewer hires or employs a local agency to work for
him/her and help in gathering appropriate information.
 These local agents are often known as correspondents as well.
 Correspondents are only responsible for gathering accurate and reliable
information. They work according to their preference and adopt different
methods to do so.

2. SECONDARY DATA:
Secondary data refers to the data that the investigator collects
from another source. Past investigators or agents collect data required for their
study. The investigator is the first researcher or statistician to collect this data.
Moreover, the investigator does not have a clear idea about the intricacies
(details) of the data. There may be ambiguity in terms of the sample size and
sample technique. There may also be unreliability with respect to the accuracy
of the data.

2.1. SECONDARY DATA – SOURCES OF DATA:

Discussed below are 2 broad classifications of the sources of secondary
data.

i. PUBLISHED SOURCES:
 There are many national organizations, international agencies and official
publications that collect various statistical data.
 They collect data related to business, commerce, trade, prices, economy,
productions, services, industries, currency and foreign affairs.
 They also collect information related to various (internal and external)
socio-economic phenomena and publishes them.
 These publications contain statistical reports of various kinds.
 Central Government Official Publication, Publications of Research
Institutions, Committee Reports and International Publications are some
published sources of secondary data.
ii. UNPUBLISHED SOURCES:
 Some statistical data are not always a part of publications.
 Such data are stored by institutions, private firms.
 Researchers often make use of these unpublished data in order to make
their researches all the more original.

2.2. ADVANTAGES OF SECONDARY DATA:

i) It is economical. It saves efforts and expenses.
ii) It is time saving.
iii) It helps to make primary data collection more specific since with the
help of secondary data, we are able to make out what are the gaps and
deficiencies and what additional information needs to be collected.

iv) It helps to improve the understanding of the problem.

v) It provides a basis for comparison for the data that is collected by the
researcher.

2.3. DISADVANTAGES OF SECONDARY DATA:

i. Secondary data is something that seldom fits in the framework of the
marketing research factors. Reasons for its non-fitting are:-
a. Unit of secondary data collection-Suppose you want information
on disposable income, but the data is available on gross income.
The information may not be same as we require.
b. Class Boundaries may be different when units are same.

Before 5 Years After 5 Years

2500-5000 5000-6000
5001-7500 6001-7000
7500-10000 7001-10000
c. Thus the data collected earlier is of no use to you.
ii. Accuracy of secondary data is not known.
iii. Data may be outdated.

3. INTERVIEWS:
Interview is a conversation where questions are asked and answers are
given. In common parlance, the word "interview" refers to a one-on-one
conversation between an interviewers and an interviewee. Interviewer asks
questions to which the interviewee responds, usually so information may be
 transferred from interviewee to interviewer (and any other audience of the
interview).
Interviews usually take place face to face and in person, although
modern communications technologies such as the internet have enabled
conversations to happen in which parties are separated geographically, such as
with video conferencing software, and interviews can happen without visual
contact. Interviews can range from unstructured or free-wheeling and open-
ended conversations in which there is no predetermined plan with prearranged
questions to highly structured conversations in which specific questions occur
in a specified order.

3.1. IMPORTANCE OF INTERVIEW FOR EMPLOYERS:

a) INFORMATION ABOUT JOB-SEEKING CANDIDATE:
 In an interview, the employer can collect complete information about the
job-seeking candidate.
 Interview collects information about the candidate's cultural and
educational background, work experience, intelligence quotient,
communication skills, personality type, interests, social behavior, etc.

b) SUPPLEMENTS THE APPLICATION BLANK:

 Due to some limitations, the job-seeking candidate cannot give his full
information or details in the Application Blank for employment.
 However, an interviewer can collect additional relevant information of
the candidate by scheduling a personal meeting with him.
 During meeting, interview process helps an interviewer to collect that
information which is currently not available in the Application Blank.
 Thus, an interview supplements the Application Blank by collecting and
verifying some missing information of the candidate.

C. INTERVIEW HELPS TO SELECT A RIGHT PERSON:

 In an interview, the interviewer can see and talk to the candidates.
 So he can make a correct decision, whether to select or reject the
candidate.
 Personal interview is the best method of selecting the right person for the
right post.
d. INTERVIEW COLLECTS USEFUL INFORMATION:
 In an interview, the candidates discuss about their past work experiences,
achievements, research works, etc.
 Interview helps an employer to collect a lot of useful information from
different candidates.
 The employer can use this collected information to solve problems of his
firm and improve efficiency.

e. GOOD INTERVIEW INCREASES GOODWILL:

 An interview is a public-relation tool.
 So, it should be conducted properly in a friendly and fearless
environment.
 The candidates being interviewed should be treated with dignity and
respect.
 Whether the candidate is selected or rejected, he / she should feel happy
about the employer. This will boost the image of the employer.
 So, a good interview session always increases the goodwill of the
employer.

F. HELPS IN PROMOTIONS AND TRANSFERS:

A personal interview also helps an employer to evaluate his staff for
promotions, transfers, etc.

3.2. IMPORTANCE OF INTERVIEW FOR JOB

SEEKERS: i. PROVIDES EMPLOYMENT
OPPORTUNITY:
 An interview provides an employment opportunity to the job-seeking
candidate.
 It helps an applicant to present and communicate his views, opinions and
ideas to the employer.
 If a candidate performs well at the interview and meets employer's
expectations, then he has a good chance of getting selected for a desired
post.
II. DEVELOP CONFIDENCE IN CANDIDATES:
 Fresh job-seeking candidates (young college graduates), generally get
nervous during their first few job interviews.
 However, after attending (facing) multiple interviews, they automatically
develop a confidence in themselves.
  As experience builds up, they subconsciously develop skills to tackle a
variety of interviews.
 Thus, routine interviews develop a confidence in the job-seeking
candidates and boost their morale.

iii. HELPS CANDIDATES TO ACCEPT OR REJECT THE JOB:

 The job-seeking candidate is provided with information about the job and
employer.
 He is well-informed about the compensation (salary), perks and
allowances, working condition, job security, chances of promotions and
transfers, other employment benefits, if any, etc.
 All the doubts of the candidate are cleared by the interviewer.
 This helps the candidate to make a wiser career decision, whether to
accept or reject the job, if offered.

iv. HELPS JOB SEEKERS TO INCREASE CONTACTS:

 When a job-seeking candidate attends an interview, he develops contacts
with the interviewer and the other candidates.
 So, if a candidate is not selected at first job searching attempt, then these
contacts sometimes help him to succeed at next job hunting attempts.

4. STRUCTURED INTERVIEW:
A structured interview (also known as a standardized interview or
a researcher-administered survey) is a quantitative research method
commonly employed in survey research. The aim of this approach is to ensure
that each interview is presented with exactly the same questions in the same
order. This ensures that answers can be reliably aggregated and that
comparisons can be made with confidence between sample subgroups or
between different survey periods
Structured interviews are a means of collecting data for a statistical
survey. In this case, the data is collected by an interviewer rather than through a
self-administered questionnaire. Interviewers read the questions exactly as they
appear on the survey questionnaire. The choice of answers to the questions is
often fixed (close-ended) in advance, though open-ended questions can also be
included within a structured interview.
4.1. CHARACTERISTICS OF THE STRUCTURED INTERVIEW:
i. The interviewer asks each respondent the same series of questions.
ii. The questions are created prior to the interview, and often have a limited
set of response categories.
iii. There is generally little room for variation in responses and there are few
open-ended questions included in the interview guide.
iv. Questioning is standardized and the ordering and phrasing of the
questions are kept consistent from interview to interview.
v. The interviewer plays a neutral role and acts casual and friendly, but does
not insert his or her opinion in the interview.
vi. Self-administered questionnaires are a type of structured interview.

4.2. TYPES OF STRUCTURED INTERVIEWS:

I. CLOSE-ENDED QUESTIONS:
 Structured interview questions could be open as well as close-ended.
 The close-ended questions will ask all respondents for the right piece of
information and could also require the respondent to maybe choose the
right list of alternatives.
 If we are considering a close-ended question, it could be something like
“are you taking drugs recently? They could be prescribed or not” and
here the person who is responding shall say YES or NO. Literally, there
shall not be any room for further elaboration.

ii. OPEN-ENDED QUESTIONS:

 Open-ended questions happen to those which can be answered in several
ways.
 The respondent will have to elaborate and give you thoughtful answers.
 An open minded question that interviewers may also ask you includes
“can you talk about the symptoms that you have been experiencing in
the last few weeks”.
 The respondent will also list the symptoms they want to talk about and
will not limit themselves to a couple of responses.
 4.3. ADVANTAGES AND
DISADVANTAGES OF STRUCTURED INTERVIEWS:

Advantages of Structured Interview Disadvantages of Structured

Interview
Make the process easy Very little rapport

Can be checked upon Limited assessments as well as tensions

Expands the line of questioning Intimidating

Gives you a better idea of the issue Internal disconnect

Questions can be rephrased Cannot alter questions

Reliable Complex questions

Examine understanding level Limited scope

Powerful form of assessment Lack to test communication

Can get to know details Intense process

Training not required Experts required

a) PROS OR ADVANTAGES OF STRUCTURED INTERVIEW:

Here are some of the biggest advantages that come with structured
interviews.
i. MAKE THE PROCESS EASY:
 Since structured interviews mostly come with standardized questions, it
makes the process much simpler and efficient.
 All people who respond will answer the same kind of questions so that
they can be compared with others easily along with the trends.

II. CAN BE CHECKED UPON:

 The second benefit of structured interview is that it can be repeated all
the time so that the reliability can be checked
 Often the data is not great or reliable. But since the structured interview
lets you repeat and check the data constantly, the problem will be solved.
 iii. EXPANDS THE LINE OF QUESTIONING:
 The best thing about this interview is that it can expand the line of
questioning.
 The respondent can give you much better and detailed responses.
 This is one of the biggest and most wonderful benefits that come with
structured interviews.

IV. GIVES YOU A BETTER IDEA OF THE ISSUE:

 Structured interviews always manage to give you a better and much more
comprehensive view of the whole issue.
 It is beneficial for those who have difficulty while trying to understand
the subject and an eye-opener as well.
 With other types, you can’t read such situations well. But with structured
interviews, that is very much possible.

V. QUESTIONS CAN BE REPHRASED:

 The trained interviewer may also rephrase the question if he wants in
order to alter the manner or the tone so that he can sue the ones who are
interviewing.

A) CONS OR DISADVANTAGES OF STRUCTURED INTERVIEW:

I. VERY LITTLE RAPPORT:
 The thing with structured interviews is that both the hiring managers as
well as the candidates of the job tend to get disappointed when they see
the rigidity that comes with formal interviews.
 Hiring new managers will mean that you will have to understand the
prospect of the person personality as well as a good idea of
their interpersonal skill as well as general demeanor.
 The candidates want to be able to develop the rapport with their hiring
manager as well.
 Because of the emphasis and structure of keeping their interview well
focused, there will be very little room to build up a proper relationship.
II. LIMITED ASSESSMENTS AS WELL AS TENSIONS:
 The thing with structured interviews is that it makes far more sense in the
lower level. The same applies to technical positions.
 Whether it is sales, service or other positions that need regular
communication as well as personal interaction, a structured interview is
something that will reduce your ability to see and check a person’s
personality and their qualifications.
 They don’t just have any formal interviews which leave out basic
elements that include rapport and small talk as per the formal interview
definition; the process will cause all candidates to feel tense.

iii. INTIMIDATING (FRIGHTEN,

SCARE, ALARM, TERRORIZE,
DISCOURAGE):
 Another thing with structured interviews is that they tend to become very
intimidating to even those who are experienced or do qualify as job
candidates.
 When the interview is being processed, the ability of the candidate to give
away the right depiction of skills, confidence, and personal may also
diminish with time.
 The goal of all interviews is to hire the best type of candidate which
makes the process of the interview a problem and inhibits the person’s
ability to do their best.

IV. INTERNAL DISCONNECT:

 A final problem and major concern we get to see in structured interviews
is that the questions are usually prepared by the staff but the managers, as
well as the committees, are the ones who will handle the interview and
conduct them.
 This also could mean that the managers are not feeling all that supportive
or comfortable when it comes to a few questions.
 Choosing collaboration between the HR as well as hiring managers could
become a disadvantage.
 V. CANNOT ALTER QUESTIONS:
 The quality of the questions plays a major role which assists in the use
and quality of information.
 The main disadvantage here is that the interviewer cannot add or delete
questions as they like as it may affect quality.

VI. COMPLEX QUESTIONS:

 It is quite complex when a deep look is taken about the format of
questions when issues and opinions are to be evaluated.
 Open-ended questions are another aspect where the answers are also
limited when compared to any other method.

5. UNSTRUCTURED INTERVIEWS:
An unstructured interview is an interview in which there is no
specific set of predetermined questions, although the interviewers usually have
certain topics in mind that they wish to cover during the interview. Unstructured
interviews flow like an everyday conversation and tend to be more informal and
open-ended.
This is in contrast to a structured interview, when a list of
predetermined questions is used. Despite not having a list of predetermined
questions, unstructured interviews are still purposeful and somewhat directive.
5.1. ADVANTAGES AND DISADVANTAGES OF
UNSTRUCTURED INTERVIEW:

Advantages of Unstructured Disadvantages of Unstructured

Interview Interview
Better understanding of the candidate Time consuming
than in a structured interview
It is very flexible and more There are chances to get diverted from
comfortable the entire interview
It is very valid and interactive way It might also create a negative opinion
about the organization
It breaks the communication gap There are risks of speaking about
between the interviewer and the confidential matters during the
candidate interview
It creates a good hope to the candidate
about the organization’s work
atmosphere
A) PROS OR ADVANTAGES OF UN STRUCTURED INTERVIEWS:
I. THE BETTER UNDERSTANDING OF THE CANDIDATE THAN
IN A STRUCTURED INTERVIEW:
 In an unstructured interview, the interviewer gets to know the person
better as he tries to know from his perspective.
 For example, in an interview, the interviewer asks the candidate about
how to market a mobile phone and expects a different answer. The
candidate explains it with various techniques involved which the
interviewer might not really know.
 Hence, the next question is based on his/her answer which is a perfect
example of an unstructured interview as the interviewer is able to guess
the depth of the knowledge.
 Hence, an unstructured interview gives a better understanding of the
candidate.

II. IT IS VERY FLEXIBLE AND MORE COMFORTABLE:

 A structured interview might move based on the pre-determined
questions which the interviewer puts up in the interview.
 When it proceeds in the same way, the interview might move in a formal
way and strictly stuck to the same area.
 In case of an unstructured interview, the candidate might be very
comfortable as it proceeds like a conversation than one on one type.
 And moreover, an unstructured interview has flexibility in explaining the
concept in a very informal way which exhibits the pure knowledge rather
than a bookish explanation.
 Hence, an unstructured interview is very flexible and comfortable to
both the interviewer and the candidate.

III. VERY PRACTICAL METHOD TO ANALYZE THE CANDIDATE:

 Most of the unstructured interviews happen to be very realistic and
practical as it analyses and the interview happens in a very spontaneous
way.
 The interview questions or answers happen to be very spontaneous and it
shows the real intentions and knowledge of the candidate to the
interviewer.
 Hence, unstructured interviews are a very practical method to analyze the
candidates.
IV. IT IS A VERY VALID AND INTERACTIVE WAY:
 Unstructured interviews are very valid comparison to structured
interviews because of the thorough understanding of the concept as well
as the interviewer will be able to clarify the doubts of concept told by the
candidate.
 Hence, the unstructured interview is something which has clarity and it is
very interactive too.

V. IT BREAKS THE
COMMUNICATION GAP BETWEEN THE
INTERVIEWER AND THE CANDIDATE:
 In most of the formal interviews like structured interviews, the question
asked is very direct and it sticks to simple bookish replies.
 Hence there is no opportunity to communicate or discuss neither
interview questions nor the answer.
 Whereas, in unstructured interviews, as the interview questions are very
informal and spontaneous there is good communication between the
interviewer and the candidate.

B) DISADVANTAGES OF UNSTRUCTURED INTERVIEW:

Here are the few disadvantages which are said to be common in an
unstructured interview. They are,
I. TIME-CONSUMING:
 In an unstructured interview, as the interview process does not have any
proper direction it might be time-consuming.
 As sometimes the interview questions do not have a specific format and
not pre-determined, the interviewer might not know where to stop and
how to decide about the answer.
 And also sometimes it also will raise branch questions from the
uncertainty of the answer. Hence, there is a lot of time consumed in an
unstructured interview.
ii. THERE ARE CHANCES TO GET DIVERTED FROM THE
ENTIRE INTERVIEW:
 Mostly all the interview questions in an unstructured interview have no
judgment about the answer, the interviewer or the candidate tend to divert
from the topic and deviate totally out of the purpose of the interview.
  Hence, the only proper experienced person in unstructured interviews has
to have opted else the real purpose of the method of the interview might
go waste.

III. NOT SUITABLE FOR CERTAIN CANDIDATES:

 We cannot hope all candidates, to be decent enough take the right
intention of the unstructured interview.
 There are chances that the candidate might totally take advantage of the
informal way by getting into informal arguments or irrelevant topics and
losing the real intention of the interview process.
 Hence, sometimes unstructured interview process might not suit all
candidates.

IV.IT MIGHT ALSO CREATE A NEGATIVE OPINION ABOUT THE

ORGANIZATION:
 The real intention of the unstructured interview is to make the candidate
feel comfortable and interactive.
 But, there are lots of chances that the candidate might develop a
misconception about the professionalism of the organization.
 They might also feel that the organization does not function in a very
formal way.
 Hence, unstructured interviews have to be conducted in a correct way to
avoid creating a negative opinion about the organization.

V. THERE ARE RISKS OF SPEAKING ABOUT CONFIDENTIAL

MATTERS DURING THE INTERVIEW:
 In an unstructured interview, there are a lot of chances of talking about
many official topics.
 Sometimes in a flow, it might also lead to the discussion about the
confidential issues about the organization.
Data collection is a crucial aspect of research methodology, as it involves
gathering information or evidence to answer research questions or test
hypotheses. The choice of data collection methods depends on the nature of the
research, the research questions, and the available resources. Here are some
common methods of data collection in research:

1. Surveys and Questionnaires:

 Description: Surveys involve gathering information from a sample
of individuals through the use of structured questionnaires.
 Advantages: Cost-effective, efficient for large samples,
standardized data collection.
 Considerations: Response bias, the quality of the questions, and
ensuring a representative sample.
2. Interviews:
 Description: Researchers conduct face-to-face or virtual
interviews to gather in-depth information from participants.
 Advantages: Allows for probing and clarification, more detailed
responses.
 Considerations: Time-consuming, may be influenced by
interviewer bias.
3. Observation:
 Description: Researchers observe and record behavior, events, or
phenomena in their natural setting.
 Advantages: Provides direct insight into behavior, less reliance on
participant self-report.
 Considerations: Observer bias, ethical considerations, may alter
natural behavior.
4. Experiments:
 Description: Researchers manipulate variables and observe the
effects on outcomes.
 Advantages: Establishes cause-and-effect relationships.
 Considerations: May lack external validity, ethical considerations.
5. Case Studies:
 Description: In-depth analysis of a single individual, group, or
phenomenon.
 Advantages: Provides detailed and context-specific information.
 Considerations: Limited generalizability, potential bias in data
interpretation.
6. Document Analysis:
  Description: Examining existing documents, records, or artifacts
for relevant information.
 Advantages: Historical context, cost-effective.
 Considerations: Reliability of documents, potential bias in
document selection.
7. Focus Groups:
 Description: A group of participants discusses a topic facilitated
by a researcher.
 Advantages: Collects diverse perspectives, interaction among
participants.
 Considerations: Group dynamics, potential for dominant voices.
8. Sensor Data and Technology:
 Description: Utilizing sensors, wearables, or technology to collect
data automatically.
 Advantages: Continuous and objective data collection.
 Considerations: Technical challenges, ethical considerations.
9. Biometrics:
 Description: Collecting physiological data such as heart rate,
EEG, or eye tracking.
 Advantages: Objective measures, insights into subconscious
processes.
 Considerations: Ethical considerations, technical challenges.

Interpretation of data

When selecting a data collection method, researchers need to carefully consider

the strengths, limitations, and appropriateness of each method for their specific
research goals. Combining multiple methods, known as triangulation, can
enhance the reliability and validity of research findings by Interpreting data in
research is a crucial step that involves making sense of the information collected
during the study. The interpretation phase aims to draw meaningful conclusions,
identify patterns or trends, and answer the research questions or hypotheses.
Here are key steps and considerations for interpreting data in a research
problem:

1. Review the Research Questions or Hypotheses:

 Ensure a clear understanding of the research questions or
hypotheses that guided the study.
  Align the interpretation with the original objectives to maintain
focus.
2. Data Cleaning and Preprocessing:
 Before interpretation, ensure that the data is clean and has
undergone necessary preprocessing steps (e.g., handling missing
values, outliers).
 Verify that the data is in a format suitable for analysis.
3. Descriptive Statistics:
 Begin with descriptive statistics to summarize and describe the
main features of the dataset.
 Use measures such as mean, median, mode, standard deviation, and
range to provide a snapshot of the data.
4. Data Visualization:
 Create visual representations of the data, such as graphs, charts,
and plots, to identify patterns or trends visually.
 Visualization aids in communicating findings to a wider audience
and can reveal insights not immediately apparent in raw data.
5. Statistical Analysis:
 Apply appropriate statistical tests to examine relationships,
differences, or associations within the data.
 Choose statistical methods based on the type of data (e.g.,
categorical, numerical) and the research questions.
6. Compare Findings to Existing Literature:
 Relate your findings to existing research in the field. Confirm or
challenge previous studies and discuss the implications of your
results in the context of the broader knowledge base.
7. Consider Limitations:
 Acknowledge and discuss any limitations in the study that might
affect the interpretation of the data.
 Be transparent about the potential impact of these limitations on
the validity and generalizability of the results.
8. Draw Conclusions:
 Summarize the key findings and draw conclusions based on the
interpretation of the data.
 Clearly state whether the research questions or hypotheses are
supported or not.
9. Implications and Recommendations:
 Discuss the practical implications of your findings and provide
recommendations for future research or real-world applications.
10.Peer Review and Validation:
 If possible, seek input from peers or experts to validate your
interpretations and ensure robustness.
the interpretation of data should be conducted with diligence, transparency, and
a commitment to accurately representing the insights gained from the study.
Always be cautious about overinterpreting results and consider the broader
context of your research.
Instrumentation in research Problem
cross-verifying information obtained through different means. Instrumentation
in research refers to the tools, devices, or procedures used to collect and analyze
data. The necessary instruments for a research study depend on the nature of the
research question, the type of data needed, and the research methodology. Here
are some common types of instruments used in research:

1. Surveys and Questionnaires:

 Structured sets of questions designed to gather information from
participants.
 Can be administered in person, over the phone, through email, or
online.
2. Interviews:
 In-depth, one-on-one or group discussions with participants to
collect qualitative data.
 May be structured, semi-structured, or unstructured.
3. Observation Tools:
 Instruments for systematically observing and recording behavior or
phenomena.
 Examples include checklists, coding schemes, and field notes.
4. Tests and Assessments:
 Instruments to measure specific abilities, skills, knowledge, or
personality traits.
 Examples include standardized tests, cognitive assessments, and
psychological assessments.
5. Experimental Apparatus:
 Instruments used in experimental research to manipulate variables
and measure outcomes.
 Can include laboratory equipment, experimental setups, and
measuring devices.
6. Biometric Devices:
 Instruments that measure physiological responses, such as heart
rate, EEG, or eye-tracking devices.
 Useful in psychology, health sciences, and human-computer
interaction studies.
7. Recording Devices:
  Instruments for capturing audio, video, or other types of
recordings.
 Useful in qualitative research, focus groups, or when studying
behavior.
8. Sampling Tools:
 Instruments used to collect and prepare samples for analysis.
 Common in scientific research, especially in fields like chemistry,
biology, and environmental science.
9. Data Logging and Sensors:
 Instruments that automatically record data over time.
 Useful in monitoring environmental conditions, industrial
processes, or experimental variables.
10.Question Banks and Test Items:
 For researchers creating tests, quizzes, or exams, having a bank of
questions or test items is essential.
11.Software and Data Analysis Tools:
 Tools for organizing, analyzing, and interpreting data.
 Examples include statistical software (e.g., SPSS, R), qualitative
data analysis tools, and data visualization software.
12.Measurement Scales:
 Instruments for assigning numbers or categories to variables.
 Examples include Likert scales, ordinal scales, and interval scales.
13.Field Instruments:
 Instruments designed for use in specific environments or
conditions, such as fieldwork or outdoor research.

Before selecting instruments, researchers should carefully consider the

reliability and validity of the tools to ensure the accuracy and consistency of
data collection. Additionally, ethical considerations, participant comfort, and the
feasibility of using certain instruments in the chosen research setting should be
taken into account.
Is this conversation helpful so far?
UNIT II-RMIPR

Effective literature study approaches are essential for gaining a deep

understanding of a subject, staying updated on current research, and producing
high-quality academic work. Here are some strategies to enhance your literature
study:
1. Define Your Research Questions or Objectives:
 Clearly outline your research questions or objectives to guide your
literature search.
 Formulate questions that help you focus on specific aspects of your
topic.
2. Conduct a Thorough Literature Search:
 Utilize academic databases, library catalogs, and relevant online
resources.
 Use controlled vocabulary and keywords to optimize your search.
 Consider using reference lists in articles and books to find
additional sources.
3. Organize Your Literature:
 Create a system to manage and organize your references (e.g.,
citation management tools like Zotero, EndNote, or Mendeley).
 Use folders, tags, or categories to group related articles and
materials.
4. Read Critically and Take Notes:
 Assess the credibility and relevance of each source.
 Take concise notes, summarizing key findings, methodologies, and
important arguments.
 Identify gaps, controversies, and trends in the existing literature.
5. Synthesize Information:
 Analyze and synthesize information from different sources to
develop a comprehensive understanding of your topic.
 Identify common themes, patterns, and divergent viewpoints.
6. Create Concept Maps or Outlines:
 Develop visual aids such as concept maps or outlines to organize
the relationships between different concepts and theories.
 This can help you visualize the structure of your literature review.
7. Write Annotations or Summaries:
 Summarize each source with annotations, highlighting its main
contributions and limitations.
 This helps you recall and compare sources more easily.
8. Stay Updated:
 Set up alerts or subscribe to newsletters in your field to stay
informed about the latest research.
 Regularly check for new publications and revise your literature
review accordingly.
9. Network and Collaborate:
 Engage with researchers in your field through conferences,
seminars, and online platforms.
  Discussing literature with others can provide new perspectives and
insights.
10.Maintain a Balance:
 Be selective in your reading; focus on the most relevant and recent
publications.
 Balance foundational literature with cutting-edge research to
provide a well-rounded perspective.
11.Draft and Revise Continuously:
 Start writing early and revise your literature review regularly.
 Use feedback from peers and mentors to improve the quality of
your work.
12.Understand Citation Styles:
 Familiarize yourself with the citation style required by your
institution or journal.
 Consistently cite sources in your literature review.

Remember that effective literature study is an iterative process that involves

continuous refinement and updating as your research progresses. Stay
organized, critically evaluate sources, and integrate information cohesively into
your work.
I believe there might be a typo in your question, and you may
have intended to ask about the "analysis of plagiarism."
Plagiarism is a serious academic and ethical offense that involves
using someone else's work, ideas, or intellectual property without
proper acknowledgment or permission. To analyze plagiarism, you
typically consider the following aspects:

1. Textual Comparison:
 Utilize plagiarism detection tools and software that
compare the text in question against a vast database
of academic and non-academic content.
 Tools such as Turnitin, Grammarly, and Copyscape are
commonly used for this purpose.
2. Quotation and Citation:
 Check if the author has properly cited the sources of
information. A lack of proper citation could indicate
potential plagiarism.
 Ensure that direct quotations are enclosed in quotation
marks and attributed to the original author.
3. Paraphrasing:
 Assess whether the text has been adequately
paraphrased. Even if the words are changed, the
 structure and meaning should differ substantially from
the original.
4. Referencing Style:
 Verify that the document adheres to the required
referencing style (APA, MLA, Chicago, etc.).
Inconsistencies or errors in citation style may indicate
plagiarism.
5. Cross-Check with Source Material:
 Manually cross-check portions of the text against the
suspected source material. This is particularly useful if
you have reason to believe that specific sources were
used without proper citation.
6. Author's Writing Style:
 If you have access to the author's previous work,
compare the writing style, language, and tone. Drastic
differences may be a sign of potential plagiarism.
7. Use of Uncommon Phrases or Jargon:
 Identify any unusual phrases, jargon, or technical terms
that may be beyond the usual writing capability of the
author. This could suggest copied content.
8. Inconsistencies in Knowledge:
 Examine the overall coherence and consistency of the
document. Inconsistencies in knowledge or arguments
may indicate that the material has been pieced
together from various sources.
9. Collaborative Work:
 In collaborative projects, ensure that the contributions
of each team member are appropriately acknowledged.
Failure to do so may constitute plagiarism.
It's important to note that unintentional plagiarism can also occur
due to improper citation practices or lack of understanding of
academic Research ethics refers to the principles and guidelines
that govern the conduct of research involving human subjects or
animals. These ethical principles aim to ensure the integrity,
reliability, and validity of research findings while also
safeguarding the rights and well-being of participants. Key
aspects of research ethics include:

1. Informed Consent:
 Researchers must obtain voluntary and informed
consent from participants before they can be involved
in the study. Participants should be fully aware of the
 study's purpose, procedures, potential risks, and
benefits.
2. Confidentiality:
 Researchers must protect the privacy and
confidentiality of participants. Any information
gathered during the research process should be kept
confidential and should not be disclosed without the
participant's explicit consent.
3. Privacy:
 Researchers must respect the privacy of individuals
and avoid unnecessary intrusion into their lives. This
includes protecting participants from any potential
harm or discomfort that may arise from the research.
4. Beneficence:
 Researchers should maximize benefits and minimize
potential harm to participants. The well-being of
participants should be a priority, and researchers must
weigh the potential risks against the benefits of the
research.
5. Justice:
 Researchers must ensure that the distribution of the
benefits and burdens of research is fair and equitable.
This involves avoiding the exploitation of vulnerable
populations and ensuring that the benefits of research
are shared broadly.
6. Integrity and Honesty:
 Researchers must conduct their work with honesty and
integrity. This includes accurately reporting data,
methods, and results. Any conflicts of interest should
be disclosed, and plagiarism should be avoided.
7. Respect for Participants:
 Researchers should treat participants with respect and
dignity. This involves recognizing the autonomy and
rights of individuals, as well as being sensitive to
cultural and individual differences.
8. Animal Welfare:
 When research involves animals, researchers must
adhere to ethical guidelines that promote the humane
treatment of animals. This includes minimizing pain
and distress, using alternatives when possible, and
obtaining appropriate approvals from animal ethics
committees.
9. Compliance with Regulations:
  Researchers must comply with local, national, and
international regulations and guidelines governing
research ethics. This may involve obtaining approval
from institutional review boards (IRBs) or ethics
committees.
10. Transparent Communication:
 Researchers should communicate their findings
transparently and accurately, providing sufficient detail
to allow for replication and validation of their work.

Ethical considerations are crucial at all stages of the research

process, from the design and implementation of studies to the
dissemination of results. Adherence to ethical principles helps
build trust between researchers and the public, fosters the
responsible advancement of knowledge, and protects the rights
and well-being of those involved in research. Researchers are
often guided by codes of ethics specific to their discipline or
institution.
conventions. Educational institutions often provide guidelines on
proper citation and academic integrity, and students should
familiarize themselves with these guidelines to avoid
unintentional plagiarism.