essential-guide-to-qualitative-in-organizational-research

––––––––––––––––––––––––––––––––––––––––––––––– PARTICIPANT OBSERVATION–––––––––– 155One key distinguishing feature of the method is that the observer’s own experience isconsidered an important and legitimate source of data (Brewer, 2000: 59). In contrast to mostother methods, participant observation uses an inductive, as opposed to a deductive, strategy (seealso Johnson, Chapter 14, this volume). Thus the participant observer uses his or her initialobservations as the starting point from which to formulate single or multiple hypotheses. Thesehypotheses may subsequently be discarded or refined in order to accommodate anyunanticipated or contradictory observations which may emerge (Jorgensen, 1989).Whilst it is highly likely that the participant observer will find the experience exciting andrewarding, he or she may also encounter any one of a host of practical pitfalls and emotionalor ethical predicaments. Such issues will be comprehensively addressed in the course ofdescribing my Ansells study, once full consideration has been given to the key skills andprinciples involved at the main stages of observational research.Entering the fieldResearch settings inevitably vary in the extent to which they are open or closed off to publicscrutiny, and sometimes incorporate private or ‘backstage’ regions (Goffman, 1959) whichresearchers may be especially keen to investigate. Such variables obviously have a bearing onthe amount of preliminary negotiation required to gain access, and how far the participantobserver must be prepared to conceal or declare his or her true objectives and identity. Mosttextbooks highlight the importance, at this initial stage, of creativity, common sense andinterpersonal skills.As Taylor and Bogdan explain, ‘Getting into a setting involves a process of managing youridentity; projecting an image of yourself that will maximize your chances of gaining access . . .You want to convince gatekeepers that you are a non-threatening person who will not harmtheir organization in any way’ (1984: 20). These authors advocate an initial approach whichguarantees confidentiality and privacy, emphasizes that the researcher’s interests are notconfined to any one particular setting or group of people, and gives a ‘truthful, but vague andimprecise’ summary of the research procedures and objectives to reduce the risk of elicitingdefensive or self-conscious behaviour.Conduct in the fieldOnce the researcher has gained access, he or she must concentrate on maintaining a positiveand non-threatening self-image – ideally, that of the ‘acceptable incompetent’ (Fielding, 2001:149). Key interpersonal skills are required at this stage:The primary one is to maintain the balance between ‘insider’ and ‘outsider’ status; toidentify with the people under study and get close to them, but maintaining aprofessional distance which permits adequate observation and data collection. It is afine balance. ‘Going native’ is a constant danger, wherein observers lose their criticalfaculties and become an ordinary member of the field; while remaining an ‘outsider’,cold and distant from people in the field, with professional identity preserved and norapport, negates the method. (Brewer, 2000: 59–60)Taylor and Bogdan (1984) recommend that fieldworkers should emphasize whateverfeatures they may have in common with their respondents, take care to show sufficient interest