10 Managing Data and Using Graphics
IN THIS CHAPTER YOU WILL FIND:
LEARNING OBJECTIVES
KEY CONCEPTS
KEY TERMS
CHAPTER OUTLINE
TEACHING SUGGESTIONS
CLASSROOM ACTIVITIES
REVIEW QUESTIONS & SUGGESTED ANSWERS
FEATURED ASSIGNMENTS
ADDITIONAL ASSIGNMENTS
CASE ASSIGHMENT
LEARNING OBJECTIVES
1Communicate quantitative information effectively.
2Apply principles of effectiveness and ethical responsibilities in the construction of graphic
aids.
3Select and design appropriate and meaningful graphics.
4Integrate graphics within documents.
KEY CONCEPTS
To ensure that communication occurs, the elements of quantitative data must be classified,
summarized, and condensed into a manageable size, then interpreted and written in common
language. Readers remember information they gain from pictures or graphs longer than text they
read. In this chapter, you will find tips for creating effective and ethical charts, descriptions of
acceptable types of graphics, and methods for integrating graphics into text.
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publicly accessible website, in whole or in part.
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KEY TERMS
TERM PAGE TERM PAGE
Area chart 175
Bar chart 173 Line chart 175
Common language 169 Map 176
Flowchart 177 Pictogram 173
Gantt chart 173 Pie chart 175
Graphics 170 Segmented bar chart
Table
173
172
Grouped bar chart 173
CHAPTER OUTLINE
10-1 Communicating Quantitative Information 169
10-2 Using Graphics 170
10-2a Effective and Ethical Use of Graphics 170
10-3 Types of Graphic Aids 171
10-3a Tables 172
10-3b Bar Charts 173
10-3c Line Charts 175
10-3d Pie Charts 175
10-3e Maps 176
10-3f Flowcharts 177
10-3g Other Graphics 177
10-4 Including Graphics in Text 178
10-4a Positioning Graphics in Text 178
TEACHING SUGGESTIONS
LEARNING OBJECTIVE 1
Communicate quantitative information effectively.
Communicating Quantitative Information
To gain students’ attention, use the statistics instructors’ technique of saying that at least two
people in a class of 35 will have the same birth month and day. Try it by starting with those
born in January and moving through the months. For each month ask those raising hands to
give the date. More often than not, two will have the same date of birth. This activity raises
student interest in quantitative management techniques.
As an example of the value of data condensing and summarizing, refer to the results students
receive from standardized tests (ACT, SAT, etc.) The overall score is computed, expressed as
a percentile, and possibly expressed with some other normed set (students in their state, etc.).
What value does such information add to the student’s interpretation of results?
Show examples of effective graphics to illustrate how graphics can often communicate
information better than words.
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publicly accessible website, in whole or in part.
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Discuss effective use on graphics on web pages and in broadcast news. Ask students, “How
would you prefer to receive information about gas prices, concerning the increases since
August 2008?”
LEARNING OBJECTIVE 2
Apply principles of effectiveness and ethical responsibilities in the construction of graphic aids.
Effective and Ethical Use of Graphics
Discuss guidelines for appropriate use of graphics.
Discuss the ethical use of graphics. Incorporate examples of graphics that distort or
misrepresent data. You locate examples in annual reports, USA Today, and other printed
sources.
LEARNING OBJECTIVE 3
Select and design appropriate and meaningful graphics.
Types of Graphic Aids
Review not only how to prepare each of the graphics described in the chapter but also when
to use each of them.
Discuss choosing the appropriate graphic to fit your objective.
Make visuals of actual graphics taken from company documents, newspapers, magazines,
journals, etc., to use for illustrations of the various types of graphics. As an alternative or
supplement, prepare a variety of types of graphics using a presentation graphics computer
package. These visuals can be used throughout your coverage of this section.
Tables
Discuss the guidelines for constructing a table and to illustrate correct table design.
Emphasize the importance of providing a title that is complete enough to clarify what is
included in the table.
Discuss the idea of labeling tables and other graphics. Remind students that categories can
often be combined into “Other” for a pie chart, or that years can be combined for a table, bar
chart, or line chart
Bar Charts
Refer students to the examples in the text as you discuss the guidelines for constructing the
types of bar charts illustrated: (a) horizontal, (b) grouped bar, (c) segmented bar charts, (d)
pictograms, and (e) Gantt charts.
Show an ineffective bar chart as you lead in a discussion of the weaknesses in the design and
reinforce basic design principles. Alternately, allow students to critique the chart in small
groups and report to the class.
Line Charts
Refer students to the examples in the text as you discuss guidelines for constructing single
and multiple line charts.
Discuss the guidelines for constructing a table and to illustrate correct table design.
Pie Charts
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publicly accessible website, in whole or in part.
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Refer students to the examples in the text as you discuss guidelines for constructing pie
charts. Discuss other graphics that can be used to show how the parts of a whole are
distributed: area charts and segmented bar.
Show an ineffective pie chart as you lead in a discussion of the weaknesses in the design and
reinforce the basic principles. Alternately, allow students to critique the chart in small groups
and report to the class.
Maps, Flowcharts and Other Graphics
Refer students to the examples in the text as you discuss guidelines for constructing these
charts.
Discuss with students the implications of using scanned photographs in reports and
presentations. Remind students that copyright information applies to images as well as
information.
LEARNING OBJECTIVE 4
Integrate graphics within documents.
Including Graphics in Text
Review how text supports the practice of labeling all tables, graphs, and other illustrations as
“figures” and numbering them consecutively. This practice simplifies the narrative and does
not confuse the reader with “Graph 1, Table 1, etc.,” which might lead to sentences such as
“…as shown in Table 8 and Graph 3.” Using consecutive numbering, the sentence would read
“…as shown in Figures 8 and 9.” Businesspeople seem to prefer this approach, and it is
generally followed in publishing. On the other hand, some instructors prefer to label graphs
and charts as Graph 1, 2, 3, and so on, and tables as Table 1, 2, 3, and so on. Problems occur,
however, when other types of figures, such as maps, photos, and diagrams, must be included.
An alternative is to refer to all non-table visuals as Figures.
An effective way to relate information in this section is to make visuals of an actual report to
display to the class. Reinforce the pattern for including graphics in text: (1) introduce it, (2)
show it, and (3) tell about it. Lead the class in a discussion of the appropriateness of placing
graphics in an appendix rather than in the text.
In reinforcing the value of the “tell about it” step, emphasize that the intent is to further
explain, analyze, or relate to other data or concepts—not to bore or aggravate your reader by
simply reiterating what the graphic already reveals. Show the visual as you discuss
effectively labeling graphics, both in the graphic and in the text discussion.
Summary
Assign selected activities and applications at the end of the chapter. Although business
students tend to be quantitatively capable, those who are not can often learn from others.
Therefore, develop three- or four-person groups to work on some end-of-the-chapter
activities. If you assign activities as homework, ask volunteers to put their solutions on the
chalkboard, transparency, or slide for class presentation by them.
CLASSROOM ACTIVITIES
1Selecting Appropriate Graphics: Select the most effective graphic means of presenting the
following data. Justify your decision.
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publicly accessible website, in whole or in part.
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a. Data showing the growth in the number of students using android devices during the past
three years.
b. Data showing the distribution of contributions to the company’s education matching gifts
program by functional unit.
c. Data showing the availability of apartments by type (studio, number of bedrooms) in a
designated area.
d. The growth in subscriptions of a magazine over the past four years by state.
e. Data showing the functional areas of a company from the CEO to the vice presidents to
the line supervisors.
f. Predicted senior citizen population by state for the year 2010.
g. Instructions to human resources managers for conducting team interviews.
h. Figures comparing the percentage of warranty claims of a company’s three product lines
for the past four quarters.
i. Data showing the total number of calls to a company’s ethics hotline over the past two
years. The data should show changes in the classifications of reported issues (e.g.,
financial fraud, employment discrimination, etc.).
j. Data showing the number of people utilizing the portfolio option of a financial
investment firm’s website. The data should depict the number of portfolios opened by
investors in five age categories during each of the past four quarters.
k. Data showing percentage of organizational projects that are delayed, on time, or ahead
of schedule.
l. Figures showing the number of MBA or graduate business employees hired by Addy
Industries during the past five years.
m. Company capital investments in each of five countries during the last fiscal year.
n. Graphic tracking the progress of a product development team working on a new
refrigeration product for a 2010 launch date.
Answers:
a. line chart; shows changes in quantitative data over time and illustrates trends.
b. simple bar chart; effective for comparing quantities.
c. grouped bar chart; useful for comparing more than one quantity at each point on the x- or
y-axis.
d. table; presents actual data in columns and rows.
e. organizational chart; provides a picture of the authority structure and relationships of an
organization.
f. map to show geographical relationships; table could also be used.
g. flow chart; provides step-by-step diagram of a procedure.
h. grouped bar chart; useful for comparing more than one quantity at each point on the x- or
y-axis.
i. segmented bar chart; shows how components over time periods contribute to a total figure.
j. grouped bar chart; useful for comparing more than one quantity at each point on the x- or
y-axis.
k. simple bar chart; effective for comparing quantities.
l. line chart; shows changes in quantitative data over time and illustrates trends. (A segmented
bar chart would be appropriate to show a breakdown of the various minority groups
represented in the total. A table would be appropriate if the writer is required to present actual
figures.)
m. simple bar chart to compare quantities; pie chart to show the relationships among the
counties.
n. Gantt chart; used for tracking progress toward completing a series of event.
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publicly accessible website, in whole or in part.
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1. Improving Introductions to Graphics: Improve the following statements taken from reports:
a. As can be seen in Table 3, the correlation between interest rates and credit card sales
was .68.
b. Professional salaries in the Southeast have increased about 12 percent while the national
average has increased 3 percent. (See Figure 1).
c. Take a look at Figure 3, where a steady decline in the price of flash drives during the
year is shown.
d. The data reveal (Figure 4) that only 7 out of 10 customers are satisfied with our service
department.
e. Figure 1 summarizes data related to college students’ investment patterns. Of the college
students surveyed, 45 percent believe their companies’ pension plan will adequately fund
their retirement, 25 percent plan to begin investing for retirement after their children
complete college, 15 percent plan to begin investing in their 30s, 10 percent plan to begin
investing in their 20s, and 5 percent have already begun their retirement investment
plans.
Answers:
a. Move the reference to Table 3 to the end of the sentence. If readers study the table before they
are told about it, they will draw their own conclusions.
b. Integrate the reference to Figure 1 in the text rather than put it in parentheses. Position the
reference at the end of the sentence so that readers read the interpretation before studying the
figure.
c. Move the reference to Figure 3 to the end of the sentence so that readers read the
interpretation before studying the figure. Rewrite using third person if the statement is
included in a formal report.
d. Integrate the reference to Figure 4 in the text rather than put it in parentheses. Position the
reference at the end of the sentence so that readers read the interpretation before studying the
figure.
e. Avoid reiteration of information clearly shown in the graphic. Comment on what the figures
mean.
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publicly accessible website, in whole or in part.
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