Conducting a Good Observation Skill Develop the skill of conducting a good observation. Why the Skill Is Important Observations may be an ideal form of qualitative data when individuals cannot express themselves in interviews, when they are unable or unwilling to be inter- viewed, and when the qualitative inquirer can actually visit the site where the central phenomenon is being expressed or talked about. Observations can also be a good adjunct to interviewing because they enable a researcher to compare the codes and themes from the observation with findings from the interviews. This triangulation of data sources is important to check the accuracy of the interpretations made by the researcher. Observations can also yield detailed information that may not be divulged during discussions or in written documents. Much more has been written about interviewing and using focus groups, so less is typically known about how to conduct a good observation. Still, as you add it to your sources of qualitative infor: mation to collect, you need to know the type of observing you will do, how you go about the process of observing and recording information, and the challenges in conducting a good observation.118 PART IV Collecting Data Observation as a Developed Skill Observation is one of the key tools for collecting data in qualitative research. I ssee it as a skill that can be developed. I think about individuals and occupational groups that are good at observing. Police and private detectives come to mind; they often have highly developed observational skills. As police ride in their eruis- ers, they become highly proficient at watching in all directions, noticing unusual behavior, and seeing accidents that have just occurred. My cousin's husband was a private detective for many years. He talks about how he observed the veins pop- ping out on the necks of individuals he was interrogating to determine whether they were telling the truth. Once, as I sat on the porch of a motel looking out at Washington, D.C., he said to me, “Did you see that?” A car had just careened off the road and up onto the sidewalk about a block away. He had both “heard” and “seen” the accident before I had any indication that it had occurred. Children ‘also come to mind as good observers. My wife tells me that in the garden at the elementary school where she is master gardener, the children can spot a bug on a leaf much more quickly than ean their parents. Children often have a keen sense for observing. Observation has long been a primary form of data collection for qualitative researchers. It is the act of noting a phenomenon in the field through the five senses of the observer, often with an instrument, and recording it for scientific purposes (Angrosino, 2007). The observations are based on finding a place or site where you can learn about your central phenomenon. You may observe and note the physical setting, participants, activities, interactions, and conversations, as well as your own behaviors during the observation. Good observers use all of their senses, including sight, hearing, touch, smell, and taste. When you observe, it is difficult to write down everything you see. Typically, qualitative observers start with broad observations and then narrow their view to information that will answer their research questions. The Nature of Observing According to Hatch (2002), “the goal of observation is to understand the culture, the setting, or social phenomenon being studied from the perspectives of the partic- ipants” (p. 12). Observing involves locating a site, developing a protocol for record- ing information, focusing ifj;on events; looking for activities that help inform the central phenomenon, determining the appropriate role as an observer, recordingSteps in the Process of Observi Step I: Select the Research Site Decite on and select a site where you ean best understand your central phenome- non. Obtain the required permissions needed to gain access tothe site. Several levels ‘of permiecions might be needed, and gatekeepers can help with thie process. Step2: Develop the Obsereational Protocal Design an observational protocol as a method for recording observational notes in the field. Include in this protocol both “iescriptive” (eg, notes about what hap- pened) and “reflective” (Le, notes about your experiences, hunches, and learnings) ‘otes. Make sure to provide appropriate identification information on the protocol, ssuch asthe date, place, and time of observation (Angrosito, 2007) In Figure 14.1, 1 provide a general example of the types of information that woald go into an obser- vaticnal protocol. In Figure 142, Illustrate an observational protocol ung one I developed when | observed visiting scholar (Professor Harry Woleot) come tomy class and make & ‘presentation sbout qualitative research. You can se inthis example both “descriptive” ‘and “reflective” notes as well asa drawing of the classroom ste. ‘Step 3: Pocus the Observation At the site, quietly observe without writing for a few minutes. Think about what catches your attention. Look at the ordinary ard the unordinary. Take in the entire scene. There will be much in the environment to se Then, for in on ene aspect ‘that will help you understand your central research question and the central phe- ‘nomenon. I consider this starting broadly and then zooming in on one aspect. Start ‘with some aspect tht is not complicated or complex, but simple. HERETEUAINN 4 General Model for an Observational ProtocolRRETETTER (4 sarpte observation Protocol tneuding Descriptive and Reflective Notes Genera What ar te experiences of graduate ‘stents as they ear qualitative research in the ccassroon? ‘See classoom layout and comments about phic ‘tng ate banom a! hie page ‘Approximately 517 pm, Dr Creswol erie the {ied roar, itesuces Dr. Walcot. Class memters seen reed ( Creewl gh bi! background of gust consenttaing or his warnatenal experences: teaures acomment about edveator cetograpny “Tre Marin he Prncpals Otic Dr. Woot begins by ting the cas he row ‘wre out educational tonoraphy and Nhs {Mis primary oocpaton by mentioning two books ‘Varstoring Quatatve Date and The At of Fldwork. Whe Dr. Wolcot begins his presertation by _spiogzng fortis weary vole (dum taking ‘day, apparent), Or. Creswet leaves the classroom to retieve be gests overhead vansparencies Oraheas win taps: wonder Hf te back of te (Oramhoad projector ro plugged Wat he begnning ‘fhe cles wander hs was adstracton (when ‘ook exe tie fo plug nh Latoness of he ava of Dr. Croswel and Wocot ‘Shidente seemed a bt anxious Maybe # hed 0 ‘do withthe change in startin tine to 5pm. (some ‘may have had €20 classes or apporients gett). re. Creswell and Woot seem tohave 8 good ‘ragoot between them, judging rom many shat ‘exchanges thatthey had.CHAPTER 14 Conducting «Good Observation pe ‘Step : Determine Your Role Determine what observer role you will sssume. This rol can range from that of a complete participant (gcing native) to that of a complete observer. Consider also how your role may change during the observation. | especially like the procedure of ‘being an outaider initials follewed by becoming an insider over time, There are four ‘types of observational roles that you can assume: + Complete participant: The researcher is fully engaged with the ‘people he or she is observing. This may help greater rapport ‘with people being observed (Angrosino, 2007). + Participants observer: The researcher i participating in the activity at the site. The participant role is more salient than ‘the researcher role. This may help the researcher gain insider views and subjective data. However, it may be distracive for tho researcher to record data when he or she is integrated into the activity, + Nonparticipantiobeorver aa participant: The researcher is an outsider of the group under study, watching and taking field ‘notes from adistance, He or she can record data without direct involvement with activity or people. © Complete obwerver: The researcher simply observes with- out attracting notice. It may require sitting at the beck of a rou or in a spot where he or sho cannot be easily noticed ‘The researcher does net say anything but simply recor field notes, Step 5: Record Field Notes Record wha you are obeerving on your cheervatoos protocol Thal called record- ing field notes. What do you record? Fist consider the “deserptive” se of your observational protocol, Here are seme options (and often multiple approaches are ‘used), and you might place prompts down the page under the “deseriptive” side of {your protocol reflec the following: + Write wm prompts tht relate tothe ve kere: what you se, ‘what you hea, what you touch itera, what you taste, what you smell, You might record what you “feel” or the movement ‘ing on around you. + Develop chronology of what happens. You ca indicate the times ‘when erents aceur by okkng at your watch This chronology simply sts the events inthe order in which they ocii PARTIV. Collesting Data ‘+ Use your sub-questions as a guide and list them down the page. ‘While in interviews we ask people to respond to our questions; in observations, on the other hand, we ask ourselves the ques- tiona, und then answer them by recording what we observe in response to these questions, ‘+ Draw a pleture of the setting. ‘+ Write «story about what you see happening in terms of your ‘central phenomenon. This approach places you one step fur- ther toward writing your narrative, ‘+ On the “reflective” side of your observation protocol, consider ‘aking notes about any problems, stues,and concerns you have about observing and taking field notes. These notes may become {important in writing about your methods, ethical issues, and im ‘tations in your final report. Alo consid isting themes—theso are the broader constructs you will derive as you analyze qual- ‘tative data. They are phrased as two- to fourword labels, and they help us organize the narratives we will write. They become the headings in our qualitative report in the “indings” setion. ‘Step & Slowly Withdrate ‘After observing, slowly withdrav from the site, thanking the participants for their time and letting them know, if they ask, that they willreceive an abstract ofthe sum- ‘mary ofthe findings in the study (obtain their email addresses to send thi) Additional Helpful Guidelines for Observing Here are seme helpful guidelines for writing your “descriptive” and “reflective” notes: ‘+ Tryto capture detail Writing ina detalled way is not easy and it takes practice. ‘+ Ifyou have time, write in complete sentences If time i imited {after all, you do net want to disturb the site too much), take ‘brief notes, and immediately fllowing the observation, st down and write out your notes in a more complete fashion. ‘+ Realize that you can talk to participants in the setting if they ‘will engage you. In this way you ean record conversation in _your field notes. This dislogue ean be a useful way to bring ‘quotes into your final narrative.+ Following your observation, write up your “descriptive” notes into « narrative—a paragraph or two—that describes what you ‘sew and perhaps some potential langer themes that emerge from your observation In qualitative research, the activities of ‘data collection, data analysis, and interpretation (written nar- ‘rative) often occur simultaneously, and they are net separated activities as is often the case in quantitative research. Challenges in Observing Observing takes patience and being abe to anticipate and adjust to several chal lenges that wil ikely arise during the observational period. For beginning research- cers commen reaction ito be overwhelmed hy the xmount of information xealable sat the observational sit, I is helpfl to begin observing by simply loking aroand, without taking notes. Aer a while, you ned to foeus your observation on aciv= ties, people, and events that help you explore your central phenomenon. Also, new researchers struggle with the dual tasks of observing and taking notes. I find it helpful wo take notes in short phrases, and then, after leaving the observational it uation, to spend time recording longer field notes and fling in details. Sometimes new researchers encounter people who de not like being observed. In thin situation, [move tou different place in the room ard shift my observation to another person or event. New qualative inqirers need to be reminded to take detalled notes 0 that complete sentences ean be tranaferred from the field netes iret into the ‘qualitative report. Beginzing researchers are often curious abut whether they can lbarvein a public mpace without obtaining the consent of individual. Tee no prob- lem with this a long aa the space is truly pubic and my observations would not disrupt the activities going on. New researchers shoal be aware of the potential deception of people being ‘observed (Hammersley & Atkinson, 19%) and, i posible, ive the participants ‘complete an informed consent form Studies may invave different degrees of decep- ‘tom At one end i minor deception that arises when we donot share af the details ‘with participants (Roseman & Rallis, 2011), For example, ot sharing the fall dale ‘of oar conceptzal framework or assamptions might be considered a minor form of ‘deception. A similar form arises if the parpose of inquiry evulves throughout the study: OF course, it also might be considered sparing participants unecessary ‘etal. A the other end, deception ean be more intentional sch as misleading par ticipants about the true intent ofthe sty. This form af deception ie particularly relevant io observations. Often, when individuals inow they are being observed, they charge their bchavie. For example, when researchers are focmed un sei tivetopi, suchas sexs interactions, individuals might behave differently ithey are aware ofthe true focus. As Rossman and Ralls (2012) noted, the potential benefit ofthe study might oatweigh the need to disclose the true purpose. However, before‘exyeaging inthis form of deception (Le, assuming a covert role as a researcher), I zrcommend you carefilly consider the ethical implications and consult with experi- ‘enced researchers to determine whether deception is worth the risk In uddition, it will be necessary to describe your plans and rationale for deception in the institu- ‘onal review board submission, MRT echt for conti 18 Observation ‘is you ain parison ost th sie? Do you know your rl a an observer? —— Do you have a means for recordng your observation—an observational priocor? ‘Doyou know what yeu wil obser few? i you errand eave the ste owt. 80 080 not a he wing? Wit you make mato observation over tne? Vi you develo rapport wih indus atest? Wi your coservations change rom broad onarow during you observation? Wi you tke ed noes at ret? vn you we bah descrip as wel at rete oles Wit you describ in comple sartences so at you have dete ald notes? _—— Dt you ark your partcpanis at he st? Observation Checklist Figure 14.3 isa checklist you might use to make sure that all parts of your ‘obwervation are completed SUMMARY Observations are an important ‘qualitative source of data collection, and its especialy helpful to collect data when individuals are unable or "unwilling to be interviewed and when ‘detailed information about the central phenomenon needato be collected. Observing is the process of gathering, {information by watching people and laces ata research site. I involves the steps of selecting ste, developing‘a protocol or instrument for recording information, starting slowly by taking {in the scone and then focusing on {information helpful in exploring ‘Your central phenomenon, assuming ‘one or more observational roves, recording information as deseriptive and reflective notes, and then slowly ACTIVITY | recommend that you practice conducting an observation. You might try the folowing. To learn how ‘to cbserve, Ihave new researchers Identity a pubic setting where they ‘can practice applying an observational ‘protocol and recon fleld notes. My favorite site isthe campas “climbing wall," where Task that students in my classsimply observe individuals ‘climbing This seems lke a physical activity to which mary people can ‘relate. [first have students design an ‘observational protocol. They then go to ‘the climbing wall in the activiy center and receive permission to observe. ‘They start slowly and then focus on FURTHER RESOURCES Argpoino, MV. (2007). Doing ‘chnographic ane cbsercationat research, Thousand Oabs, CA: Sage ond Obsereation Bi redrawing from the site, Observing can be challenging and overwhelming in terms of the amount of information, the dual tasks of writing and ‘observing, the need to write detailed notes, and the wse of observing public spaces and the potential for deceiving people. ‘one aspect ofthe climbing experience. ‘They sar taking field notes. [remind ‘them to have conversations with ‘climbers, Sometimes my students will ‘actually become participants and put ‘on the climbing traps and practice ‘eimbing, After about half an hour, they ‘conclude their observation. They type ‘up their fleld notes and share them. ‘with cher invidualsin the clase ‘This activity introduces maay of the ‘challenges facing observers that | have ‘dentifed, such as observing people ‘who may not want to be observed, learning how to write detailed notes, becoming overwhelmed by the amount of activity going on in a high stimulus cetvironment, and balancing observing ‘with note taking. Visit study.sagepub.com/0xkills for ‘quizzes, eFlashcards, and more!