Research questions in academic inquiry

Atkins, S. & Gilbert, G. (2003). The role of induction and training in team effectiveness. Project Management Journal. Vol. 34 Issue 2, p48, 5p.

The hypothesis, stated on p. 48 of the article, is as follows: "if a comprehensive induction and training plan is implemented within a project, then the effectiveness of a project team has the potential to improve." The authors also state that the "objectives of this research were to evaluate an induction and training plan in operation, its effectiveness in relation to a selected project team, and to identify project management concerns in relation to a project-specific induction and training program and how it could be improved," (Atkins & Gilbert 2003, p. 48).

The researchers were looking for ways to improve project management via more effective efforts at training team members before projects commence. Based on prior literature elucidating the importance of early team induction and training, Atkins & Gilbert (2003) interviewed team leaders and group members to determine whether specific approaches to induction and training proved effective.

4. The research questions were worded as specifically as possible, showing that the effectiveness of a training plan can only be evaluated within its intended context and not applied to any other project. Keeping their research hypothesis fairly broad allowed Atkins & Gilbert (2003) to avoid biases in the research methodology. For example, the researchers did not posit that certain types of training programs are more effective than others.

5. The way the researchers worded their hypothesis and research questions affected their methodology: Atkins & Gilbert (2003) relied solely on interview data to conduct their research. The interview data allows the researchers to provide multiple answers to their open-ended research questions. However, the researchers do presume that all projects will be made more effective with a solid induction and training program and so were looking for examples of ineffective group behavior.

1. Palombo Weiss, R. (2000). Emotion and learning. Training & Development. Vol. 54 Issue 11, p44, 5p

2. Although "Emotion and Learning" is not an experimental report, on page 45 Palombo Weiss (2000) states the research question as follows: "The more that neuroscientists explore how our brains process, store, and retrieve information, the more evident is the connection between emotion and reason." The researcher was also seeking evidence for "disproving the adage that emotion is the enemy of reason," (Palombo Weiss 2000, p. 44).

3. The researcher was looking for evidence based on cognitive neuroscience showing that emotions and reasoning skills are inextricably linked. Memories, which are emotionally laden, provide cues with which human beings make decisions in the present and future. All decisions that seem rational, according to Palombo-Weiss (2000) are really ones influenced by one's past experiences and the emotional content associated with them.