qwertyuiopasdfghjklzxcvbnmqwe

rtyuiopasdfghjklzxcvbnmqwertyui
opasdfghjklzxcvbnmqwertyuiopa
sdfghjklzxcvbnmqwertyuiopasdfg
Statistics for Business and Economics II
hjklzxcvbnmqwertyuiopasdfghjklz
xcvbnmqwertyuiopasdfghjklzxcvb
Canadian Federal Public Service
nmqwertyuiopasdfghjklzxcvbnmq
Managerial Report
wertyuiopasdfghjklzxcvbnmqwert
yuiopasdfghjklzxcvbnmqwertyuio
[February 10, 2016 ]

pasdfghjklzxcvbnmqwertyuiopas
Submitted To: Prof. Peter Dalley

dfghjklzxcvbnmqwertyuiopasdfgh
Author: Ravneet Singh

jklzxcvbnmqwertyuiopasdfghjklzx
Student ID: T00562318

cvbnmqwertyuiopasdfghjklzxcvb
nmqwertyuiopasdfghjklzxcvbnmq
wertyuiopasdfghjklzxcvbnmqwert
yuiopasdfghjklzxcvbnmrtyuiopas
dfghjklzxcvbnmqwertyuiopasdfgh
Executive Summary
The Canada School of Public Service created back in 2004. The School is the leading educational
institution for the Government of Canada, and is part of the Capital Board. It created from an
amalgamation of the following three organizations: the Canadian Centre for Management
Development, Training and Development Canada and Language Training Canada. The School's
primary responsibility is to provide a broad range of learning opportunities and establish a
culture of learning within the public service. The Canadian public services is a bilingual work
environment. Nearly all federal public servants have at least some fluency in both French and
English, Canada’s two official languages. Public servants have incentives to maintain and to
improve their level of bilingualism as it increase their opportunity for both horizontal and
vertical mobility within the public service. In order to promote and facilitate bilingualism in the
workplace, public servants provided the opportunity to take one on one French lessons through
Canadian school of public services. As this is a costly, tax payer are funded professional
development program and there is ongoing need to ensure positive results achieved. In this
paper as a manager of the federal language program, we has been asked to perform a statistical
analysis using the data provided by CSPS to verify whether the program is having a positive
impact on the level of fluency among its participants. The data includes the grades from 20
students who wrote the exam on first day of their training program and another exam on the
final day of the training program.

Test Synopsis
The research in this case study at federal public services has been examining for the whether
the program is having a positive impact on the level of fluency among its participants. The data
includes the grades from 20 students who wrote the exam on first day of their training program
and another exam on the final day of the training program. To compare the learning progress in
20 different students, new and current models are subject to fluency tests from first and the last
session of the program.
Hypothesis Testing
Firstly, we have to formulate and present the underlying principle for a hypothesis test that
federal public services could use to compare the progress of the workers. The result of test on
maintain and improve fluency of the workers in both English and French language and whether
the program is having a positive impact on the level of fluency among its participants. The data
includes the grades from 20 workers who wrote the exam on first day of their training program
and another exam on the final day of the training program. They are independent sample and
test follows a small sample case. By construction of this hypothesis, there is an assumption that
the worker shows a significant difference to each other. The null hypothesis and alternative
hypothesis are as follow:
Hο: P ≤ 0

Hₐ: P > 0
To test the formulated hypothesis further if we set α at .05 that means tested at 95%
confidence. Since hypothesis test done through statistic tools, we will use the P-value approach.
As level of significance α = 0.05 so z = 1.96.
P Value
T-Test: Two-Sample Assuming Unequal Variances
Pre-Test Post-test
Mean 19.59170231 22.56098924
Variance 57.50406053 7.875240474
Observations 20 20
Hypothesized Mean Difference 2
DF 24
T Stat -2.748456927
P (T<=t) one-tail 0.005593799
T Critical one-tail 1.71088208
P (T<=t) two-tail 0.011187598
t Critical two-tail 2.063898562
Above table shows the descriptive statistics for each model, to begin with we can say that P-
value from the table is 0.005 > 0.05=α. As of the following values, we can say that Hο rejected.

Result

Hο is rejected

Conclusion and Recommendations

Looking at the P - values which is 0.005, which is greater that level of significance at α = 0.05.
Hence, Hο rejected and it means that federal public services should put more effect to training
program, so that more students to train on bilingual proficiencies as the high p value indicates
that there is no significant difference estimated. The calculated test statistic value is far from the
rejection area. The larger the sample size the smaller the standard deviations that means point
estimator of mean will become more precise. Hence, there is no need to take larger sample size.