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three determinants of learning developed by Hamel (1991) consisting of intent,
transparency and receptivity. A fourth category initially established at the beginning as
‘other’ developed into the category named ‘relationship’.
For each individual transcript the researcher colour coded the entire document in
relation to each of the three predetermined categories (refer table 2). Colour coding took
place using the highlight function on Microsoft Word. After all transcripts had been colour
coded all relevant quotes were cut and pasted into one document relevant to the
organisations. For example all participants belonging to the NSO whose transcript had been
coded in red to highlight the intent category was pasted into an overall document with all
the other participants’ quotes. Codes were applied to large chunks of data usually, a
minimal amount consisting of a sentence, and no bigger that a paragraph in length (Miles &
Huberman, 1994).
Table 2: Colour Coding Categories
Category Abbreviation Colour
Intent INT red
Receptivity REC green
Transparency TRANS blue
Relationship REL yellow
Other - pink
While the data was being analysed the researcher thought it applicable to include
both marginal remarks and memos (Miles & Huberman, 1994). These provided
opportunities for the researcher to both comment on any ideas that were inspired by the
quotation and to also detail any linkages in the data. The process of ‘memoing’ was
possible by using the ‘insert comment’ command in Microsoft Word. Both the
‘highlighting’ function and ‘insert comment’ functions can be found on the Microsoft Word
formatting toolbar.
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