Theoretical Framework

and
Formulation of Hypothesis
 Theory and framework
• A theory makes generalizations about
observations and consists of an interrelated
coherent set of ideas and models.
• Theories are constructed in order to explain,
predict and master (control) the phenomena (e.g.
relationships, events, or behavior).
• We are always constructing models of reality.
• Theories not only imply the answers of some
hypothesis but also, lead to the formulation of
some others.
 Theory
• Theory provides a point of focus for attacking the
unknown in a specific area
• If a relationship is found between the two
variables a theory should be formulated to
explain why the relationship exists.
• Theories are purposely created and formulated,
never discovered.
• They can be tested but never proven.
 Theoretical Framework
• Analogous to the blueprint of a house. Frame.
• Comparable to drawing and designing an
architectural structure prior to house
construction.
• The framework holds and supports the theory of
a research work. Abstract hence theoretical.
• Abstract and logical structure of meanings that
guides the development of the study.
 TF: a rationale for predictions
• TF provides a rationale for predictions about the
relationships among variables of research study.
• All frameworks are based on the identification of
key concepts relevant to the topic and the
relationships among those concepts.
• The overall purpose is to make research findings
meaningful and generalizable
• Theories and conceptual models help to stimulate
research and the extension of knowledge by
providing both direction and impetus.
 Concept
• Reality  conception of reality. Portrayal of image
• Abstract description. Name given to an object or
phenomenon. Name provides it with a separate
identity and meaning. Constructs
• An intellectual representation of some aspect of
reality that is derived from observations made
from phenomenon
• Concepts are very high levels of abstraction that
have general meaning. Meaning is constructed.
• Examples: achievement , motivation, job
satisfaction, OCB. All constructs.
 Variable
• A more concrete level of concept. Narrow in their
definition.
• A variable is relatively specific and measureable.
• Framework can be derived from interrelationship
of concepts (conceptual) or existing theories
(theoretical).
 Observation: Achievement motivation
• Is achievement motivation a reality?
• Observed phenomenon among workers, students
• What is the conception of this reality? How has
this reality been constructed?
• Theoretically what explains this reality? Then
• Why is there variation in the levels of
achievement motivation? Built-in notion of
measurability. Concept turns out to be a variable.
 AchMotiv.: an observed reality
• If we know the factors that explain the variation,
then prediction about the level of achievement
motivation can be made, and finally it may be
controlled. Also
• Achievement motivation can have effect on other
realities just like OCB.
• Now let us look at the reality of achievement
motivation
Two words: 1. Achievement
• Achievement: conception of this reality.
• Intentional goal directed actions, acts of choice,
vigorous struggle to get something.
• One is clear about the goals. Has unambiguous
knowledge about goals. What is to be evaluated?
• Feels a person has the resources (knowledge,
skills, stamina, time) to reach the goal.
• Could be some degree of risk.
 Level of achievement
• Individuals desire for significant accomplishments,
mastering skills, control, or attaining high
standards.
• To measure the level of achievement , it has to be
evaluated. Evaluated performance. Compare over
time. Compare with others (peers).
 2. Motivation
• What moves a person to act?
• The force that energizes, directs, and sustains a
person to perform an act. Reason or reasons
• Internal process – impulse that arouses an
organism to act to achieve a goal
• Achievements of goals
 Motivation to act to achieve goal
• Need for power (over the job, the skills, the
people, the resources  control)
• Need for affiliation (with certain circles,
management, membership with organizations, self
concept)
• Need for achievement (desire for significant
accomplishments like competing peers, standards
of excellence, status/recognition)
 Level of motivation
• Level of motivation to act depends upon:
• The strengths of the needs,
• Expectancy of success – reinforcements,
• Incentive value of success (pay raises).
• Or
• Just for intrinsic reasons  work is challenging; it
is enjoyable; it challenges one’s curiosity.
 Achievement motivation framework
• Is there an existing framework available? Does it
suite you? If yes (there are lot of motivation
frameworks readily available), select and
elaborate.
• If no, develop your own by:
• Identifying the relevant variables;
• Specifying the logical relationship between
different variable leading to;
• Formulating the propositions; and
• Sequential arrangement of the propositions.
 Need achievement relevant variables
• Power over the job, the skills, the people, the
resources , competing the peers
• Affiliation with certain circles, with management,
membership with organizations.
• Achieving aspirations, desire for significant
accomplishments, mastery of skills, social
recognition, self concept, meeting standards of
excellence.
• Expectancy of success (reinforcement).
• Incentive value of success (pay raises).
 Specify the logical relationship
• Competition with peers needs control over
resources like the work force skills. Given the
situation an advantage in work force skills can
provide an edge over the competitors in terms of
efficient achievement of the goals.
• This is theorizing the relationship. Concluding
propositions:
• 1. The more the competition with peers, the more
the need for strengthening of work force skills.
• 2. The more the control over work force resource,
the more the control on quality standards.
 Another relationship
• Achieving the quality standards in products and
social recognition
• Products evaluated by quality standards,
upholding the standards of excellence provides
recognition which in turn generates high self-
concept like the brand name.
• The higher the upholding of standards of
excellence the higher the recognition (status, self-
concept, brand name)
 Another relationship
• Social recognition and desire for affiliation with
certain circles (individuals, groups, professional
organizations). May be the highest need in
Maslow’s hierarchy of needs.
• Affiliation itself reflective of further recognition
and a drive towards the need for power, entry into
decision making corridors of the profession.
• Theorizes another proposition:
• The higher the social recognition, higher the self-
concept, the greater the desire for affiliation.
Sequential arrangement of propositions:
achievement motivation
• 1. The more the competition with peers, the more the
need for strengthening of work force skills.
• 2. The more the control over work force resource, the
more the control on quality standards.
• 3. The higher the upholding of standards of
excellence, the higher the recognition (status, self-
concept, brand name)
• 4. The higher the social recognition, higher the self-
concept, the greater the desire for affiliation.
• Hypothesis: Higher the achievement motivation the
greater the effort to achieve the goals
 Achievement motivation and OCBs
• Antecedents of OCBs can be understood when
OCBs are viewed as motive-based behaviors. Prior
to that look at the:
• Conception of OCB as a reality.
• OCB has been presumed as a socially desirable
reality element to the behaviors. Behaviors often
defined in terms of “altruism” and other positive
characteristics.
 Conception of OCB as a reality
• OCB an altruistic behavior. Desirable.
• Promotes the effective functioning of the
organization.
• All discretionary: not directly or explicitly
recognized by the formal reward system.
• OCBs have context.
 OCB also has motives
• OCB are behaviors – actions that are clearly
observable by fellow employees, supervisors, or
researchers. Are there motives behind acts?
• OCB, like other behaviors, probably emerge from a
motive.
• OCB, like most behaviors, are determined by
multiple factors.
 OCB related factors
• Helping others,
• Commitment to serving others,
• Communicating changes that affect others,
• Refraining from complaining, and
• Participating in unit meetings.
• Can achievement-affiliation-power motive
framework be applied to the concept of OCB?
 Theoretical relationship
• In the achievement motive model, OCB are
exhibited as a means for task accomplishment.
When achievement is the motive, OCB emerge
because such behaviors are viewed as necessary
for success in the task.
• The “achievement-motivated citizen” views the
job from a more holistic perspective.
• The little things that make up OCB are not really
viewed as outside one’s role, but rather keys to
success
 Theoretical relationship
• Achievement oriented considers helping another
employee speeds up task performance,
• Communicating with others brings immediate
appreciation, and
• Participating in meetings directly contributes to
better strategies.
• When achievement is the motive, OCB emerge
because such behaviors are viewed as necessary for
success in the task.
• Proposition: More the exhibition of OCB greater the
chances for task accomplishment.
• Exhibiting OCB is also likely to bring a strong degree
of intrinsic satisfaction.
 Theoretical relationship
• Affiliation oriented person exhibits OCB as a
means to establish and maintain relationships
with people or the organization
• Person with affiliation motive will express
commitment to the people in the organization –
coworkers, managers, and supervisors alike.
• Acts of helping, communicating, cooperating, and
participating all emerge from their desire to
belong to and remain with the group.
• Proposition: Greater the need for affiliation of a
person, more the exhibition of OCB.
 Theoretical relationship
• Person with power-motive sees OCB as a means to
acquire power and status with authority figures in the
organization.
• Proposition: Greater the commitment to self and
one's own career agenda, greater the acts of OCB.
• Person with power-motive provides help to others, or
communicates across departments, or provides input
into organizational processes in order to be visible to
those in power roles.
• Proposition: More the visibility of the “arena”
surrounding the OCB greater the exhibition of OCB.
Theoretical framework and hypothesis
• 1. More the exhibition of OCB greater the chances
for task accomplishment.
• 2. Greater the need for affiliation of a person,
more the exhibition of OCB.
• 3. Greater the commitment to self and one's own
career agenda, greater the acts of OCB.
• 4. More the visibility of the “arena” surrounding
the OCB greater the exhibition of OCB.
• Hypothesis: Higher the achievement-affiliation-
power motive greater the exhibition of OCB
Purposes of theoretical framework
• To test the theories
• To make research findings meaningful and
generalizable.
• To establish orderly connections between
observations and facts.
• To predict and control situations.
• To stimulate research.
 Frameworks represented as models
• A model is symbolic representation that helps the
researcher to express abstract concepts and
relationships easily , using minimal words.
• A model can be presented schematically or
mathematically.
• Schematic model conveys concepts and
propositions through the use of boxes, arrows or
other symbols.
Conceptual framework
• This consists of concepts that are placed within
a logical and sequential design.
• Represents less formal structure and used for
studies in which existing theory is inapplicable
or insufficient.
• Based on specific concepts and propositions,
derived from empirical observations and
intuition.
• May deduce theories from a conceptual
framework.
 Purposes of conceptual framework
• To clarify concepts and propose relationships
among the concepts in a study.
• To provide context for interpreting the study
findings.
• To explain observations
• To encourage theory development that is
useful to practice
Theoretical framework
• Theory provides a point of focus for attacking
the unknown in a specific area
• If a relationship is found between the two
variables a theory should be formulated to
explain why the relationship exists.
• Theories are purposely created and
formulated, never discovered.
• They can be tested but never proven.
Theoretical framework
• Theory: an explanation of a phenomenon or
an abstract generalization that systematically
explains relationships among given
phenomena.
• The theoretical framework consists of
theories that seem to be interrelated.
Theoretical framework
• The explanation concerns the relationship
between two or more variables or
phenomena.
• More formal and used for studies based on
existing theories.
• Derived from specific concepts and
propositions that are induced or deduced.
 Importance of theory in research
• The function of theory in research is to
identify the starting point of the research
problem and to establish the vision to which
the problem is directed
• It determines and defines the focus and goal
of research problem.
Key terms to understand
• Conceptualization: The process of forming
basic ideas, designs, plans or strategies based
on given facts, situations and examples.
• Propositions: A statement or assertion of the
relationship between concepts derived from
theories or generalizations based on
empirical data.
Purposes of theoretical framework
• To test the theories
• To make research findings meaningful and
generalizable.
• To establish orderly connections between
observations and facts.
• To predict and control situations.
• To stimulate research.
Conceptual paradigm
• A diagram that visually represents and
interprets the underlying theory, principles,
and concepts of research.
• A visual presentation of variables that
interrelate with one another and perceived
by the researcher before an actual empirical
investigation is done to prove its relationship.
 Formulating theoretical framework
• Authoritative theories must be presented
• Identify the important concepts/variables
• Identify the relationships between the
variables
• Through the literature review provide
theoretical rationale for the proposed
relationships.
Assumptions
• Are the statements related to the problem.
• Provide a basis to develop theories.
• Influence the development and implement the
research process. Butt
• Statements that are often taken for granted or
considered true, even though they have not
been scientifically tested.
• Principles that are accepted as being true based
on logic or reasons but without proof and
verification
How should the TF be written?
• Introduction: provide an overview of the
focus and objectives of the review, along with
a thesis statement.
Critique of TF
• Is the TF clearly identified?
• Is the TF consistent with what is being studied?
• Are the concepts clearly and operationally defined?
• Do they reflect the area of investigation?
• Was sufficient literature reviewed to support the
proposed relationship?
• Is the theoretical basis for hypothesis formulation
clearly articulated?
• Is it logical?
• Are the relationships among propositions clearly
defined?