Foundation phase data analysis

For data analysis, grounded theory provides a structured, three-stage approach (Strauss & Corbin, 1990) with each stage leading the researcher to a higher level of abstraction until a core is reached that justifies the emergent theory (Babbie & Mouton, 2001). This is not a sequential process but rather allows the researcher to return to the field and collect more data via theoretical sampling to refine the emerging theory (Goulding, 2002).

A variation on the classic three-stage approach was used in this study by applying line-by-line coding, focused coding and category identification through extensive memo writing as advocated by Charmaz (2014). Throughout this research phase, the core principles of grounded theory were employed as far as possible, namely theoretically sensitive coding, constant comparison and theoretical sampling (Glaser & Strauss, 1967). The qualitative analysis software application ATLAS.ti was used to assist with the analysis process. The analysis process that was followed is depicted in Figure 3.2 below and is elaborated on in the rest of this section.

Figure 3.2: Grounded theory analysis process used in this research

Source: Author’s own compilation 3.4.2.1 Line-by-line coding

The first step in the analysis process was the line-by-line coding of the transcribed interviews, starting with the first interview. This meant reading the transcript and assigning a code that best captured the essence of each line of text. To identify codes, I selected labels that showed action and progression (Charmaz, 2014:112). Charmaz (2014) suggests using labels that depict data as action to avoid creating static codes, which may miss variations in the studied phenomena. I followed the

advice from Glaser (1978) and Charmaz (2014) to use gerunds instead of topics or themes when labelling codes. Gerunds are words that are formed from verbs, but which act as nouns, for example ‘transforming’ versus ‘transform’. This helps the researcher to engage with the data on a more intimate level and to remain open to other possibilities within the data as opposed to a static topic label (Charmaz, 2014). I applied this principle as far as possible in my coding process.

The constant comparison principle of grounded theory as applied to this research implied that, unlike other types of qualitative data analysis, coding started immediately after the first interview was transcribed as illustrated in Figure 3.2. The line-by-line coding of the first interview yielded 143 codes (see Appendix A and Figure A.1). After the second interview had been transcribed, the codes generated by the line-by-line coding process were compared to the codes of the first interview. This allowed for codes to be reused or extended depending on the outcome of the comparison process. At the end of the second interview coding process, there were 192 codes. This comparative line-by-line coding process continued until the end of the sixth interview. I was mindful of the fact that at some stage I would have to start the process of moving on to the next level of conceptual coding (focused coding), but I was wary not to start the narrowing process too soon to avoid premature optimisation (Bryant & Charmaz, 2007). By the fifth interview, there were 294 initial codes. The sixth interview yielded only five additional codes (see Appendix A and Figure A.3). At this point, I judged the code set to be sufficiently rich for focused coding to commence.

The focused coding process is discussed in 3.4.2.2, but it must be noted here that the comparative, line-by-line coding of interviews seven to 16 continued as described above, with the addition that focused codes were also updated in the process. This process of constant comparison greatly assisted in gauging the level of data saturation. By interview 16, no significant new codes were identified which implied the main themes and their sub-categories that had been identified captured the phenomenon under study in sufficient conceptual detail (Charmaz, 2014).

This constant comparison process compelled me to keep interacting with the data and alerted me to the need for theoretical sampling (Strauss & Corbin, 1990). By constantly interacting with the data, I started identifying what seemed like important categories, but with limited depth. To address this issue, I applied theoretical sampling, which asserts that the research needs to gather more data from particular sources that may help to refine and elaborate on the emerging categories (Bryant & Charmaz, 2007). Charmaz (2014) states that theoretical sampling distinguishes

grounded theory from other types of qualitative inquiry by bringing explicit systematic checks and refinements into the analysis, but warns that theoretical sampling “pertains only to conceptual and theoretical development of your analysis; it is not about representing a population or increasing the statistical generalizability of your results” (Charmaz, 2014:198). Theoretical sampling was done throughout this phase in the sense that I systematically included different role players in the leadership transition realm in the interviews. I started with the actual transitioning leader, moved on to coaches who have coached transitioning leaders, through HR representatives who were the custodians of transition coaching in organisations, and concluded with a line manager of transitioning leaders.

As illustrated in Figure 3.2, memos were written throughout the analysis process and formed a crucial part in guiding the theoretical sampling and the direction of the analysis process. Memo writing is the process of charting, recording and detailing the major analytic phases of the research process (Charmaz, 2014:162), and is used to keep track of what a researcher thinks about the data (Bryant & Charmaz, 2007). I started writing memos straight after the analysis of the first interview and continued doing so until the end of the analysis process. The memos included diagrams, tables and free text, which assisted me in identifying gaps in the data, and to guide the emergence of the main categories. The memos also served as first drafts of the findings presented in Chapter 4, and was used as basis for writing articles, based on this research, which were submitted to academic journals.

3.4.2.2 Focused coding

After the initial coding of the sixth interview had yielded only four new codes, it appeared that there was a strong analytical direction and I decided to start focused coding as illustrated in Figure 3.2. The aim of focused coding is to reduce the overall number of initial codes by selecting initial codes that appear to be more conceptual than other codes and which capture the data incisively and completely (Charmaz, 2014; Glaser, 1978). For most of my analyses, focused coding meant using certain initial codes that had significant theoretical reach, direction and centrality and treating them as core categories (Charmaz, 2014:141). The focused coding after the sixth interview yielded 15 main categories as follows:

 Being promoted;

 Stepping into new position;

 Supporting myself;

 Managing complexity;

 Managing expectations;

 Facing challenges;

 Establishing relationships with new team;

 Changing through coaching;

 Coaching logistics;

 Benefits of coaching;

 Coaching techniques;

 Coach duties;

 Coaching expectations; and

 Coaching relationship.

As an example, Figures A.3 and A.4 in Appendix A provide a graphic illustration of one of these categories, ‘Benefits of coaching’ after interview 6.

As the data gathering, comparison and analysis process continued, I needed to raise the level of the main categories to a more conceptual level to identify overall themes. I employed the grounded theory concept of ‘theoretical sensitivity’. Theoretical sensitivity is the ability to understand and define phenomena in abstract terms and to demonstrate abstract relationships between studied phenomena (Charmaz, 2014). This allowed me to reduce the number of main categories after the sixteenth interview to three themes. The final three main themes seemed to capture succinctly and conceptually what the data from the 16 interviews were telling me. The three main themes are:

 Fulfilling the new role;

 Experiencing transition coaching; and

 Transforming.

Figure A.5 in Appendix A illustrates the convergence of the data into three main themes and a number of sub-categories.

A more detailed view of the main themes and sub-categories from is illustrated in Figure 3.3. The first theme (‘Fulfilling the new role’) consists of three sub-categories, namely ‘Initial impressions’, ‘Facing challenges’, and ‘Overcoming challenges’. The second theme (‘Experiencing transition coaching’) also consists of three sub- categories: ‘Initiating coaching’, the ‘Coaching process’ and ‘Experiencing benefits’. The third theme (‘Transforming’) contains two sub-categories, namely ‘Instances of

transformative learning’ and ‘Coaching tools and techniques’. These themes are discussed in detail in Chapter 4.

Figure 3.3: Final main themes and sub-categories (detail)

Source: Author’s own compilation