9.26 Does rudeness really matter in the workplace? A study in Dthe Academy of Management Journal (Oct. 2007) investi- RUDE gated how rude behaviors influence a victim's task perfor- mance. College students enrolled in a management course were randomly assigned to one of two experimental condi- tions: rudeness condition (45 students) and control group (53 students). Each student was asked to write down as many uses for a brick as possible in five minutes; this value (total number of uses) was used as a performance measure for each student. For those students in the rudeness con- dition, the facilitator displayed rudeness by berating the students in general for being irresponsible and unprofes- sional (due to a late-arriving confederate). No comments were made about the late-arriving confederate for stu- dents in the control group. The number of different uses of a brick for each of the 98 students is shown in the table. Conduct a statistical analysis (at a = .01) to determine if the true mean performance level for students in the rude- ness condition is lower than the true mean performance level for students in the control group. Use the results shown on the accompanying SAS printout to draw your conclusion Sample Statistics Group N Mean Std. Dev. Std. Error Control Rude 53 11.81132 45 8.511111 7.3826 3.9922 1.0141 0.5951
9.26 Does rudeness really matter in the workplace? A study in Dthe Academy of Management Journal (Oct. 2007) investi- RUDE gated how rude behaviors influence a victim's task perfor- mance. College students enrolled in a management course were randomly assigned to one of two experimental condi- tions: rudeness condition (45 students) and control group (53 students). Each student was asked to write down as many uses for a brick as possible in five minutes; this value (total number of uses) was used as a performance measure for each student. For those students in the rudeness con- dition, the facilitator displayed rudeness by berating the students in general for being irresponsible and unprofes- sional (due to a late-arriving confederate). No comments were made about the late-arriving confederate for stu- dents in the control group. The number of different uses of a brick for each of the 98 students is shown in the table. Conduct a statistical analysis (at a = .01) to determine if the true mean performance level for students in the rude- ness condition is lower than the true mean performance level for students in the control group. Use the results shown on the accompanying SAS printout to draw your conclusion Sample Statistics Group N Mean Std. Dev. Std. Error Control Rude 53 11.81132 45 8.511111 7.3826 3.9922 1.0141 0.5951
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
18th Edition
ISBN:9780079039897
Author:Carter
Publisher:Carter
Chapter10: Statistics
Section: Chapter Questions
Problem 13PT
Related questions
Question
Transcribed Image Text:9.26 Does rudeness really matter in the workplace? A study in
Dthe Academy of Management Journal (Oct. 2007) investi-
RUDE gated how rude behaviors influence a victim's task perfor-
mance. College students enrolled in a management course
were randomly assigned to one of two experimental condi-
tions: rudeness condition (45 students) and control group
(53 students). Each student was asked to write down as
many uses for a brick as possible in five minutes; this value
(total number of uses) was used as a performance measure
for each student. For those students in the rudeness con-
dition, the facilitator displayed rudeness by berating the
students in general for being irresponsible and unprofes-
sional (due to a late-arriving confederate). No comments
were made about the late-arriving confederate for stu-
dents in the control group. The number of different uses
of a brick for each of the 98 students is shown in the table.
Conduct a statistical analysis (at a = .01) to determine if
the true mean performance level for students in the rude-
ness condition is lower than the true mean performance
level for students in the control group. Use the results
shown on the accompanying SAS printout to draw your
conclusion
Sample Statistics
Group
N
Mean
Std. Dev. Std. Error
Control
Rude
53 11.81132
45 8.511111
7.3826
3.9922
1.0141
0.5951
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