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

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–––––––––––––––––––––––––––––––––––––––––––––––––––– USING DATA MATRICES –––––––––– 277Once the categorization process was complete, namely all revisions and modifications hadbeen made, the ‘final template’ was transferred on to a computer. Each category began witha summary paragraph providing an overview of what was in that particular category alongwith interpretative comments to suggest possible implications and interpretations of the data.Interpretative comments were added throughout the categories where necessary. The resultwas a large dense document with the potential to overwhelm (or bore?) even the mosttenacious of reader, simply due to its volume and the level of detail included in the template.Thus a key reason for using matrix analysis in this case was accessibility – to enable the readerand the researcher to absorb and understand a large amount of, otherwise potentially disparate,information. For this reason, matrices were used principally for categories which were largeand dense (for example, employer’s unmet expectations) and when selective information fromdifferent categories needed to be pooled (namely matrix 1 which provides an overview of thecases). Matrix 1 also drew on information from the contact summary sheets completed foreach interview. Matrices were not used for those template categories which were simple andsmall enough to interpret as they were.WORKED EXAMPLES ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––Two matrices are presented as illustrative examples. Matrix 1 (see Table 22.1) aims to providea descriptive summary of four companies in terms of basic biographical details and dominantissues related to the research questions. (In the original research all 10 cases were included inmatrix 1. Limited space means that only a sample of these can be presented here. This issueis returned to later.) Presented alongside the matrix is the ‘analytic text’ that offers furtherinterpretation. This is divided into three sections. The first (1 Analysis by Column),summarizes the table column by column offering an overview of the companies in relationto that concept. However it is when the columns of ‘management style’ and ‘dominant themesor issues’ are considered that the need for the second section, (2 Analysis by Site), becomesclear and provides an alternative lens through which to regard information in the precedingcolumns relating to each site. So, for example, Ian’s expectation for his staff to run the businessfor him as a result of his ‘hands off’ management style and lack of involvement is very differentfrom the expectations of Debbie for employees to take on their role when they are not present.The third section (3 Emergent Findings), is a result of taking all of the information togetherwhich led to a number of key realizations. Important insights here emerge from thepresentation of the data together. In our experience of using data matrices there is almost aprocess of absorption or osmosis that enables different insights to be made. This highlights oneof the main strengths of the matrix as an analytical tool and not simply a presentation aid.Matrix 2 (see Table 22.2) focuses upon incidents of theft and is what Miles and Hubermanterm a ‘concept based’ matrix. This is when the information is organized on the basis ofconcepts related to a particular issue or topic. So, when employers described what happened,often in great detail, they revealed important information about how they reacted and why,how it made them feel and also how it impacted on other employees.Matrix 1 is the most complex of the two matrices, requiring more ‘unpacking’ in termsof analytic comment than matrix 2. This is probably because matrix 1 is largely descriptiveand is drawing on data from across different categories within the template as well as thecontact summary sheets, whereas matrix 2 is drawn from within the same template category
Table 22.1Matrix 1: descriptive summaryDo theyhave a Is the Main MainCompany No. of Age of formal psychological expectations expectations Management Dominantemployees company contract? contract valid? of employer of employee Violations style themes/issuesAndrew 7 17 years Yes. Very Yesdentalpracticesimple, ‘it justtells them howmuch noticethey have togive me beforethey go onholiday.’Ian 7 18 years Yes. Basic one Yesdentalpracticerecommendedby dentalassociation.Flexibility to providecover for holidaysand sickness. ‘90%of success is thatyou find the rightperson you like in thefirst place . . . peoplewho takeresponsibility forthings’.That they ran thebusiness for him.Skill shortages meanhe can’t afford to bechoosy or expect toomuch. ‘It’s very mucha case of takingwhat’s out there . . .it’s a real problem, soyou take them onand try and mouldthem to what youwant’.Respect fromemployer – it wasimportant for this tobe reciprocal.Couldn’t answerthe question: ‘Idon’t know how toget a handle on it.They probably thinkI don’t do enoughand that I leavethem to it toomuch’.Senior dental nurseapproached Andrewfor the insensitiveway he had dealtwith anothermember of staff. Theissue was discussedand resolved. Oneincident of theftwhich resulted in theindividual beingsacked.None to report.Committed to beinga good dentist,namely a professionas well as smallbusiness owner. Heseemed ‘in touch’with things going onand had goodrelations with hisstaff. He had ‘keymembers of staffwho kept himorganized andinformed’.Very much ‘handsoff’. Leaves the dayto day running of thebusiness to his staffand only getsinvolved whenasked. Was happyfor the business totick over; he onlyworked four days;dentistry was achoice career; hetoo worked to live.Commitment to theprofession as well asthe business. Thefuture of NHS dentistryand the dilemmasfaced deciding whetheror not to convert totaking only privatepatients.His lack of involvementin his business. He haddifficulties talkingabout relationships,possibly because hedidn’t have any, andkept the discussionsuperficial and nonemotive.278 –––––––––– QUALITATIVE METHODS IN ORGANIZATION STUDIES ––––––––––––––––––
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ESSENTIAL GUIDE TO QUALITATIVE METH
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This book is dedicated to our child
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viii ---------- CONTENTS ----------
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Notes on ContributorsJohn Benington
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AcknowledgementsIt has been 10 year
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9 ---- Qualitative Research Diaries
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