HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
Business Statistics (T-Test) : An analysis of paradigm shifts in behavioral patterns
1. An Analysis of Paradigm Shifts in Behavioral Patterns :
Before and After Graduation
2. Behavior
• An aggregate of the responses, reactions or movements made
by a person in any situation
Responses
Reactions
Movements
Stimuli Behavior
• Prone to changes
4. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
Leadership
Skills
Leadership Skills
Intellect
Social Skills
Undesirable Skills Source:Barker, R.
A. (2001). The
nature of
leadership.
Human Relations,
54, 469-494.
12. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in leadership skills)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α = 0.05
1
;
)
( 2
1
n
df
n
s
d
t
d
13. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ±2.086. The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Leadership Skills
Step 6 : Analyze the data
Excel: Leadership Skills
Minitab: Leadership Skills
14. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value -4.82 is less than the tabular
t-value -2.086. Hence Null hypothesis is rejected and
alternative hypothesis is accepted. It can be concluded that
there is a significant change in the leader skills of a student.
17. How good is your verbal and numerical
reasoning ?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence
18. How adept are you at solving practical
problems of everyday life?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence
19. How well can you understand and express your
own emotions ?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence
20. How well can you regulate your own emotion ?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence
21. How well can you perceive and understand
others’ emotions ?
Cognitive Intelligence
Intelligence
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence
22. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in Intellect)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α = 0.05
1
;
)
( 2
1
n
df
n
s
d
t
d
23. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ± 2.086.The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Intellect
Step 6 : Analyze the data
Excel: Intellect
Minitab: Intellect
24. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value -4.45 is less than the tabular t-value -
2.086. Hence Null hypothesis is rejected and alternative
hypothesis is accepted. It can be concluded that there is a
significant change in the intellect of a student.
27. How accurately can you perceive the traits ,
motives and intentions of others ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills
28. How effectively can you induce positive
reactions in others ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills
29. How skilled are you at changing others
attitudes and behavior in desired direction ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills
30. How adaptable are you to varying social
situations ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills
31. How proficient are you at understanding and
controlling emotional aspects of life ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills
&
32. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in Social Skills)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α has been specified as 0.05
1
;
)
( 2
1
n
df
n
s
d
t
d
33. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ± 2.086.The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Social Skills
Step 6 : Analyze the data
Excel: Social Skills
Minitab:Social Skills
34. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value -4.608 is less than the tabular
t-value -2.086. Hence Null hypothesis is rejected and
alternative hypothesis is accepted. It can be concluded that
there is a significant change in the social skills of a student.
37. How often do you postpone work ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism
38. How frequently do you lose your temper ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism
39. How pessimistic are you ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism
40. How lazyare you ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism
41. How willing are you to manipulate others for
your benefit ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism
42. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in Undesirable Skills)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α = 0.05
1
;
)
( 2
1
n
df
n
s
d
t
d
43. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ± 2.086.The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Undesired Skills
Step 6 : Analyze the data
Excel: Undesired Skills
Minitab: Undesired Skills
44. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value 1.834 lies in the range of t-
value ± 2.086. Hence Null hypothesis is accepted. It can be
concluded that there no significant change in the undesired
skills of a student.
45. Statistical Inference
• The Leadership skills, Intellect and social skills of students has
significant change after graduation. Graduation has added
value to these qualities.
• The Undesirable skills of students have not changed after
graduation
46. References
• Barker, R. A. (2001). The nature of leadership. Human Relations, 54, 469-494.
• Neisser, U., Boodoo, G., Bouchard, T.J., Jr., Bykin, A.W., Brody, N., Ceci, S.J., et al (1996).
Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101 .
• Witt, L.A., & Ferris, G. R. (2003). Social Skill as moderator of the conscientiousness-
performace relationship: Convergent results across four studies. Journal of Applied
Psychology, 88, 809-820.
• Kelley, R. Mark., Young, M., Denny, G., & Lewis, C. (2005), Liars, Cheaters, and Thieves:
Correlates of undesirable character behaviors in adolescents. American Alliance for
Health, Physcial Education, Recreation and Dance.
• Greenberg J. (2011) Behavior in Organizations.
• Bajpai, N. (2012). Business Statistics.