Focus group analysis

The facilitation method used during the focus groups involved participants grouping their responses into common emerging themes. This grouping was done using ‘post it’ notes that each participant wrote on and then the group determined the themes by collating ‘post it’ notes around common themes (Northcutt & McCoy, 2004). These themes were developed with the participants and therefore tested with them in the

focus groups. This approach applied an inductive approach to coding of themes as they emerge, as opposed to theoretical (deductive) theming, where the researcher outlines themes they want to align feedback to (Braun et al., 2006; Tolich et al., 1999).

Following the focus groups, data from each focus group was summarised further into common themes for each area of discussion; Relevance and Reactivity and recorded in a data capture sheet (Appendix L). The specific comments made were listed under the theme description. Once all the focus groups had been summarised by the researcher, the common themes across each of the Pre-phase focus groups were added to a spreadsheet. These were further sorted into theme groupings which indicating the number of responses by group (Braun et al., 2006). In addition to the thematic analysis done by the researcher a ‘word-cloud’ tool was used across all the responses to see if there were any specific words that were commonly used by participants. This provided a visual representation of the data that was collected. The number of times a theme was raised was not the only factor considered in the data collection. As discussed by Tolich and Davidson (1999), a key feature of thematic analysis is that it allows the researcher to determine themes in many ways. The emphasis placed on particular themes by participants during discussion was also a factor considered in considering key themes.

The same process was used for thematic analysis for the Post-phase focus groups. In addition to analysis of the themes, the specific responses were analysed to draw out particularly insightful comments that could be used to provide context or bring greater richness to any findings. The comments also provided evidence to support the researcher’s interpretation of the findings.

4.10 Interview Analysis

The interview notes were transcribed by the researcher detailing the responses to each question. The typed summary was then sent to each individual participant for

The interview responses were then summarised into common themes for each question using a spreadsheet. As with the focus groups an inductive method of theming was used to not be constrained to existing set themes in the data collection (Braun et al., 2006). A count was added to themes that had more than one participant response. The themes for each question were broken into three groups (Tolich et al., 1999):

• Positively themed response.

• Negatively themed response.

• Response suggesting ideas for further development.

As with the focus groups a review of each of the interview responses was conducted to highlight specific comments that were made, which provided greater context to the themes that emerged (Braun et al., 2006).

4.11 Ethical Issues

The impact of ethical issues and how they were managed was considered from the outset of this research. Due to the fact the researcher was an employee of the

organisation in which the study was being undertaken and that the findings from this study intend to be published, a full ethics application was undertaken by the Massey University Human Research Ethics Committee.

In this study, the researcher is an employee of the case organisation but is not working within the same department and is not of the same profession as any of the participants. The position of the researcher provides an excellent opportunity to apply a research design underpinned by PAR, which is differentiated from action research in that the researcher is from a different organisational sub-culture than the participants; not ‘one of their kind’ (Liamputtong et al., 2005). Another benefit of PAR is that the participants can get a clearer understanding of the research and the benefits it may bring (Bradley, 2015).

Through the completion of the ethics application and subsequent review, the research was designed in a way that ensured the rights of participants and the

organisation were upheld. Issues covered included matters of confidentiality, privacy, bias, conflict of interest, informed consent, Treaty of Waitangi, data management, stakeholders’ rights and general methods. Guidance was provided by academic supervisors and also through Massey University's code of ethical conduct (Massey University, 2014) and the research team at the organisation in which the study was being conducted.

Several key mechanisms were used before, during and after the study to ensure ethics were upheld. These included:

• Obtaining written participant consent.

• Providing full information sheets for each participant.

• Forming a Research Steering Group.

• Making Regular Contact with the wider pharmacy staff using a bi-monthly emailed bulletin (see example in Appendix O).

Approvals from the Auckland DHB Research Department and Chief Pharmacist were sought and obtained which granted access to records and databases related to the field of study. Approval was also obtained for staff members to attend research related focus groups and interviews during working hours.

Participant Consent and Information Sheets

For all the focus groups and interviews, participants were asked to provide their consent to take part in the study and use information that emerged from the study methods. An example of the participant consent form is included in Appendix H. In addition to the consent form participants were provided with an information sheet which outlined the study purpose and methods.

The information sheets outlined the rights of the participants as a part of the focus groups and informed them that whilst every care will be taken to protect their identity and for their details to be confidential, anonymity cannot be guaranteed. In addition to this, the information sheets outlined how the data was to be collected,

All participants were given the opportunity to ask questions prior to consenting and were able to withdraw from the study and / or request summaries of the information produced during the focus groups and interviews that they were a part of.

Research Steering Group

A research steering group was established at the outset of the research to guide the project through the study phases, with a particular focus on ensuring that all stages of the research were conducted in an ethical way. The governance group was made up of the following roles:

• The Chief Pharmacist.

• An executive leader within the organisation.

• Two members of the pharmacy team (from different roles and areas).

• Academic supervisors.

• And the researcher.

The steering group met bi-monthly where progress, communication and any issues were discussed. A copy of the terms of reference of the steering group is included in Appendix M. Minutes were captured as a record of the meetings and circulated to participants (Appendix N).

Feedback Box

A feedback box was placed in the primary Pharmacy location for any staff member to be able to provide anonymous feedback about the study. This was to account for situations where they may not have felt comfortable approaching steering group members. Throughout the study, there were no concerns or feedback raised through this mechanism.

Staff Communication Updates

There were two primary methods of providing the staff with regular communication updates during the study period.

1) The researcher regularly attended two different Departmental Meetings. 2) A bi-monthly update was emailed to all staff.

These forms of communication aimed at keeping staff informed as to the progress of the research and what the next steps would be. An example of the email update is shown in Appendix O.

4.12 Chapter Summary

This chapter provides a detailed account of the research design and methods of this study with the aim that other researchers may be able to replicate the study.

The research design articulates the three study phases (Pre, During and Post) and a description of the methods for data collection is provided. The method of analysis for each of the data sources is described which produce the basis for the findings as outlined in the following chapter.

The chapter also provides an overview of the management of the study including the various methods used to ensure that the study was conducted in an ethical manner.

Chapter 5 – Findings

5.1 Chapter Introduction

This chapter outlines the findings from the data collection methods during the Pre- phase and Post-phase of the study.

The Pre-phase findings provide a baseline for the study which reflected the current situation prior to the Management Operating System being introduced. The Post- phase findings highlight not only an updated view of the study participant’s views, but the change observed for Pre-phase to Post-phase analysis. It is acknowledged that other factors may impact on the changes seen from the Pre-phase to Post-phase findings, as this study was conducted in a live operational environment where other changes were taking place.

The high-level themes of the findings are shown below in Figure 8.

Figure 8: Summary of Findings

Relevance

• Connectivity between Senior Management and wider Teams • Clarity of Purpose

• Aligning and Communicating Strategy

Reactivity

• Decision Making

• Focus and Ownership of Actions • Visibility and Management of Priorities • Cross-Team Collaboration

General

• Active Leadership and Personal Accountability • Changing Leadership Behaviours