Data Preparation

Data preparation covers the task of collecting the interview information and storing it in a form suitable for analysis. The first task is obstentiously outside the scope of Grounded Theory, but essential to its success as a conceptual analysis method. Errors in this stage of the research programme can lead to poor conclusions and model concepts being formulated when analysing the data. Visual Indexing helps in this regard by providing a framework that is effective in 'drilling down' in order to get detailed data - including tacit information - and by indexing the interview subject to scenario-based graphical

representations. The use of visual indexing for this task makes it easier to avoid common interview problems, like grounding'* the interview subject, leading questions, interpretation problems, and so on.

The second stage, storage, is when the preliminary elements of a grounded theory exercise are first encountered. The aim of the storage activity is to record the information collected in a format suitable for analysis. In the case of this research activity, two forms of information had to be taken into account - written evidence (interview notes, visual indexing representations) and, more importantly, the interview data itself, stored in a tape-recorded format. As Martin & Turner (1986) note, both types of information are complimentary - the cross-references between the two (particularly between the visual indexing models and the interview records) would be expected to be helpful in identifying and developing concepts.

The first and most (time-consuming) element of the storage stage is to transcribe recorded tape data. This can be even more time consuming if the researcher tries to develop a literal record of the interview through discourse analysis (Jefferson, 1984)^ For this research a decision was made that utterance recording was not required, purely because the focus of data analysis was to attempt to identify concepts in the interview data - broad themes - rather than model the communication between two parties. Transcribed records need to be referenced (page, paragraph or line). Figure 4.5 shows an example transcription, taken from an interview with a RAD developer working on the development of a financial services IT system.

4 A. 2.2 Initial Analysis

Once transcription has taken place, the information needs to be indexed. An indexing system is required for two reasons. First to aid the identification of concepts across several transcripts, and secondly, to serve as a first draft of elements for any future modelling exercise.

^ please refer to footnote 1.

* measuring pauses - breakage’s in sentences due to ffee-form discussion, and so on - See Fulton (1994) for examples.

(A) Paragraphs from an interview relating to a financial management case-study Interview C.

Paragraph 10 (The programmer removed from the project).

He (die programmer) was taken out, but then he was let back in when he’d finished the other project, so that held us up a bit. That was very unfortunate, as it held up the development. The project manager didn’t have enough clout to say ‘no, this is my project and he is staying here’.

Paragraph 11 (Did the conflict between groups restrict resources?). Yes. If we didn’t get him back it would have knobbled the project. Paragraph 12 (Could the project continue with someone new?)

Well, 1 suppose it is possible, but it is very difficult. That was also a problem with Peter having left, because Chris hadn’t been in at the beginning of it, and neither had 1 - not at the very beginning. I’d come in at first workshop level, so all sorts of business negotiations had gone on with Peter and he was the one with close contacts with the project sponsor, so when he left, it was a bit of a shock to them, because he didn’t tell them until shortly before he went. He introduced Chris, and handed over to Chris, and Chris was very good and it worked out all right, but it did mean that we lost that early knowledge and the background knowledge to it. Source: Technical Author A, talking about her experience with the project, and her interpretation of the impact of staff changes on the project.

(B) Significant concepts identified Paragraph 11

Changes in organisational priorities Removal o f staff

Paragraph 12

Importance o f project experience Paragraph 13

Importance o f project experience Uncertainty in staffing

Importance o f trust?

Figure 4.5: Example text and coded concepts

The second part of Figure 4.5 records the concepts identified in the transcribed paragraphs. This is where the interpretative skills of the researcher really come into play. Labels need to be selected based on the informal criteria of relevance - as decided by the researcher - and is the most difficult task that the researcher needs to undertake. Using visual indexing as the main tool for the elicitation of the interview material proves to be of help here, as the indexing of transcribed interview data can be assisted by the (albeit informal) representations developed whilst carrying out the interview. The use of verb phrases defining responsibilities or actions in the scenarios is a particularly useful way of

indexing the information; it has already noted that the information required (in the context of this research project) is available in the scenario information.

Once concepts have been identified, index lists can be drawn up, recording each instance of the particular concept, their location in the transcripts records, cross references to compatible areas and brief notes (or descriptions) of the incident of that reference. Figure 4.6 (drawing upon the same project example referred to in figure 4.5) illustrates the index list/concept card.

Card 5 IMPORTANCE OF PROJECT EXPERIENCE

C A suggested that without the programmer re-instated to the project, then the project Para 11 was unlikely to be completed.

C A noted that the previous project facilitator’s leaving the project brought about short Para 12 term problems, relationships, trust and project knowledge had been lost and needed

to be replaced.

Links with: Card 6 ?- Trust and co-operation Card 8 ?- Developing requirements Earlier labels: None

Figure 4.6: The concept card

Identifying concepts in this way is laborious (input from the interviewee population is required in order to check whether they agree with your interpretation of the concepts), but necessary. Some concept lists (or concept definitions) will have to be changed. Other concept lists inevitably prove to be surplus to demands for the next stage, core analysis, and are discarded.