Analysis and Development of Themes

Chapter 3 discussed the theoretical justification of the data management process — collection and analysis. Here, the themes are discussed. Data analysis was designed to allow thematic categories to emerge from the interview transcripts of the 30 participants involved in the study. Each transcript was analysed to identify patterns for the development of appropriate codes. Inductively capturing and coding emerging themes was an important analytical process. Boyatzis (1998) emphasises sensitivity when coding and ensuring that the researcher's thoughts and feelings are not imposed on the raw material. A disciplined approach is required by the researcher to attain consistent observation within the context of the study. Table 9 shows the three critical, thematic methods of data extraction to synthesise and preserve the integrity of the study: (1) observing and perceiving, (2) interpreting, and (3) analysis and alignment with the dissertation’s research question to surface these themes. The table displays an adaptation of Boyatzis’ (1998) analytical process for application in this dissertation.

Table 9: The Thematic Analysis Process and a Summary of the Dissertation's Emergent Clusters

Thematic analysis

Organising process Dissertation’s emergent clusters Observing and

perceiving

Sensing the themes and recognising the information that is codable

Perceiving how experts contribute their knowledge, skills, and expertise and how their departure can cause knowledge loss to affect with consequences.

Interpreting Encoding with consistency and code development

Interpreting through their language, stories, incidents, events, emphasis, dismissals, individual strengths and weaknesses. Analysis and

alignment

Interpreting the information and themes in the context of the research question, theory, or conceptual framework and contributing to the

development of knowledge

Emerging themes in the organisational context

a) Titles and positions

b) Know-how (activities, actions, responsibilities, and accountabilities ) c) Relationships and engagement d) Emotional behaviours

e) Continuous experiential learning f) Value and recognition

g) Perspectives on organisation and improvements

h) Technology Source: Adapted from Boyatzis, R.E., 1998

Table 10 below shows the experience profile of respondents’ years of experience in the organisation; and their domain-specific area of practice or specialisation. The table also presents information on the type of role being undertaken, that is, whether it is an individual or a team- based role. Most of the participants aged between 45 and 65 years have worked for the organisation for between 15 and 43 years. Thus, the data gathered represents the perspectives of individuals with considerable experience with the same employer-organisation. The majority of participants have formal qualifications in engineering.

Table 10: Experience Profile of Participants from Gothamfield, District 1 Age group (years) Years of work experience at Gothamfield

Specialisation Work assignment

Pseudonyms in case story and analysis chapters

45-65

21 Engineering Individual FP01 Gabriel

32 Engineering Individual FP02

34 Engineering Team FP03Mia

31 Engineering Individual and team FP04 Eric 14.5 Engineering Individual and team FP05 Roberto

40 Engineering Team FP06

36 Engineering Team FP07 David

19 Engineering Team FP08

32 Engineering Team FP09

41 Business Team FP10 Pablo

38 Engineering Team FP11 Denis

32 Human resource management Individual FP12

34 Operations and logistical

management Team

FP13

26 Engineering Team FP14

34 Engineering Individual and team FP15

30 Business Individual FP16 Marcus

36 Accident and occupational health

and safety Team

FP17 Menzies

42 Engineering Team FP18Franz

37 Engineering Team FP19

37 Business/finance Team FP20

15 Business Team/management FP21

20 Business Team/management FP22

43 Engineering Team/management FP23

43 Engineering Individual and team FP24

35-45 15 Business Team FP25 20-35 4 Engineering Team FP26 3 Engineering Team FP27 2 Engineering Team FP28 3 Engineering Team FP29 2 Engineering Team FP30

6.2.1

Themes

The themes that emerged were analysed according to their importance in the discussion of the phenomena that is focused on in this dissertation. The key themes that emerged were conceptualised to answer the key research question of knowledge loss and then sub-themes were further conceptualised by addressing the sub-research questions. To make sense of the themes, two key measures were taken. They were firstly to enumerate the responses and secondly to group them into key themes and sub-themes. This enumeration supports the qualitative study because the research question attempts to identify the consequences for and impact on the organisation of knowledge loss determined from the analysis of the perspectives of each participant. Additionally, the analysis shows the strength of each perspective. Boyatzis (1998) posits that this frequency of occurrence method represents appropriate reliability. The formula is presented as:

A = (n/N).100 Where;

A is the percentage agreement on an experience perspective; n is the number of subjects nominating the experience; and N is the total number of subjects.

To illustrate the computation, consider Thematic Category: Experienced Employees are Experts in the Organisation's Operations as an example. Four (4) categories were clustered under this theme: (a) Departing employees have hands-on experience; (b) specialist knowledge is extensively applied; (c) knowledge is acquired through experience in different roles; and (d) the development of self and tested knowledge helps bring about success. These categories were identified based on the individual participant responses. For instance, the category Departing employees acquire more hands-on experience had 30 responses, which implies that 100% of respondents articulated that expertise is acquired through hands-on experience of the organisation’s operations. The 30 responses were also derived from triangulation with the cadets and senior management who agreed with all the expert participant responses.