Observation and Interviews

Case studies often combine observation and interview methods for capturing data (Silverman, 1993). Observation allows the researcher to understand meaning and context (Maxwell, 1996). The only way to test an emergency response plan is through an exercise. A case study approach allows us to observe this activity in its natural setting. Interviews can provide additional information about actions and events observed (Maxwell, 1996). Both Silverman (1993) and Maxwell (1996) recommend using a triangulation of observation and interview methods to create a more complete account of the subject being studied.

Silverman (1993) recommends using categories to organise observation notes. The categories provide a framework within which to capture the most important things. Field notes captured during the observation of the tabletop role playing exercises provide the primary source of data for studying existing practice, along with texts provided during the exercises. The categories applied to the case study observation of the tabletop role playing exercises include:

- Participant agencies and roles - Activities and sequence of activities - Knowledge required to perform activities

- Details of texts and other materials provided during the exercise

These categories are used to address the questions suggested by Wolcott (1990) table 6 shows how the categories relate to the questions.

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Table 6 Categories and Questions for Organising Data Capture

What is going on here? What do people in this setting

have to know (individually and collectively) in order to know what they are doing?

How are skills and

attitudes transmitted and acquired, particularly in the absence of

intentional efforts at instruction?

Activities and sequence of activities

Knowledge required to perform activities

Details of texts and other materials provided during the exercise

Silverman (1993) recommends making notes on observations that you see as well as what you hear. Information about the way participants are grouped together, how they react to each other, body language and the movement around or

between rooms may all provide information that can be recorded, categorised and analysed. The following categories were added to the list of observational data:

- Location of exercise - Grouping of participants - Movement of participants

- Participant behaviour towards other participants

Table 7 extends table 6 to include these categories. These categories form the conceptual framework for the initial observation studies required to answer Wolcott‟s (1990) preliminary research questions.

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Table 7 Categories and Question for Organising Data Capture

What is going on here? What do people in this setting

have to know (individually and collectively) in order to know what they are doing?

How are skills and

attitudes transmitted and acquired, particularly in the absence of

intentional efforts at instruction?

Activities and sequence of activities

Knowledge required to perform activities

Details of texts and other materials provided during the exercise

Location of exercise Grouping of participants Grouping of participants Grouping of participants

Movement of participants Participant behaviour

towards other participants

A set of questions were developed by the researcher to support the gathering of information during observations. The questions were designed to capture the information during observations required to satisfy the categories and the underpinning preliminary research questions recommended by Wolcott (1990). Table 8 shows the questions against the relevant categories of data.

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Table 8 Data Categories and Questions for Observation of Tabletop Role Play Exercise

Category Question

Participant agencies and roles

1. Which agencies are participating within the exercise?

2. Which roles are participating within the exercise? Location of exercise

3. Where was the exercise held?

4. Was the exercise performed in more than one location or room?

5. What was the environment like that the exercise was held in?

Grouping of participants

6. How were the participants grouped together?

7. Were all participants included in all aspects of the exercise or did some start or leave at different times? Movement of participants

8. Did the participants move around the environment or did they stay in the same location throughout the exercise? Activities and sequence of

activities

9. What activities were performed during the exercise? (list in order of occurrence)

10. Who participated in each activity? (If all state all otherwise state agency and role)

Knowledge required to perform activities

11. What knowledge did participants require in order to participate in an activity?

12. Was the knowledge specific to that role or agency?

13. Was any assistance provided for that knowledge such as texts or peer knowledge?

14. Was the knowledge collective to the group? Participant behaviour

towards other participants

15. What are the relationships between the participants? (Are there any levels of command between the different roles, have the participants made acquaintance before the exercise if not how do they introduce themselves)

Details of texts and other materials provided during the exercise

16. List any texts that were used to assist in the facilitation of the exercise

17. Identify whether texts were specific to an agency, role or collective to the group

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Interview questions should be used to provide the data required to understand the research questions (Maxwell, 1996). Maxwell (1996, p.58) discusses the

importance of using open ended questions to allow the interviewee to answer in ways that are “important to him or her – not to the researcher”. Open ended questions were used to seek opinions from participants on current practice for testing emergency response plans.