Appendix 3-Typical Regional Organogram of SANRAL 224
3.4 Data Collection Methods
3.4.1 Measuring Instruments
3.4.1.1 Questionnaires
3.4.1 .2 Unstructured interviews.
3.4.1.1 Questionnaires
Questionnaires are one of the most widely used survey data collection techniques. They are used most widely in surveys with descriptive or exploratory purposes. They can also be used effectively in studies with experiment and case study research strategies.
Since each person is asked to respond to the same set of questions, questionnaires provide an efficient way of collecting responses from a sample.
Frey and Oishi (1995) have said that the standard questionnaires are designed to reduce the error that could be attributed to the interviewer. This is accomplished by scripting the question format, order and defining in detail how the interviewer is to move through the questionnaire.
The writer prefers to self-administer as a greater role can be played in enhancing respondents question and clarifying responses. This has a further advantage over mailed questionnaires, which may be filled in by someone else of may never be returned. Interview bias can be avoided and the response rate will be very high.
Saunders et al (2000, p.280) maintain that is generally good practice not to rely solely on questionnaire data but to use the questionnaire in conjunction with at least one other data collection instrument. An interview was chosen as another data collection instrument to supplement and complement this process.
a) Designing the questionnaire
In the design of the questionnaire there were five main issues that required attention. These were as follows:
i) Categories of questions
Some of the common categories of questions asked were:
• Socio-demographic items: These were asked to develop a profile of the respondents. Questions related to gender, age group, occupation and working experience were asked.
• Orientation items: These were included to orientate the respondent on the core issues relating to research and to test their level of grasp of the topic area that followed.
• Behavioural questions: These were included to measure attitudes, beliefs, opinions, motives and behaviours. Attitude type questions record how respondents feel about something; belief and opinion questions record what respondents believe or think is true or false. Questions that focus on motives and behaviour variable elicit data on what individuals (or their organisation) did in the past, do now or will do in the future, and the motives for these behaviour.
• Content-related question: to elicit data on the major purpose and content area of the research topic.
ii) Number and Content of the questions
Research evidence shows, according to Cooper et al (2003), that the number of the questions does have a bearing on the response rates. They mention that shorter questionnaires do not necessarily mean higher response rates.
However some researchers also make the mistake of including too many questions in their questionnaires.
One of the reasons given for this is that many of the researchers do not have absolute clarity about their research objectives. The ability of the researcher to provide questions that are relevant, concise, well constructed with a clear purpose will generally result in a better participant response rate and data.
Bearing the above in mind, 30 questions were included in the questionnaire.
Other characteristics associated with the formation of good research questions were kept in mind.
These questions were divided into four sections for ease of data collection and as well for the easy interpretation of the data.
Section A: Comprised of 5 questions and were "socio-demographic" type questions. The questions were structured in a "single-option response" format, and required a "yes" or "no" answer and tick the most appropriate response.
Section B: Compromised of 5 questions and were "orientation" type questions. The questions were structured using a "multiple choice response"
format, and required selecting either a "true", "false" or "not sure" option.
Section C: This section was structured so that it could elicit a particular response from the sample:
Question Nos. 1 to 10: Compromised of 10 questions and were "behavioural"
type questions. The questions were structured using a "multiple choice response" format, and required selecting either a "strongly agree", "agree", strongly disagree" or "disagree" option and a "not sure" option.
Questions Nos. 11 to 20: Compromised of 10 questions and were "Content- related" type questions. The questions were structured using a "multiple choice response" format, and required selecting either a "strongly agree",
"agree", strongly disagree" or "disagree" option and a "not sure" option.
Section D: Comprised of an open request to all participants to comment on the subject matter, and also make any relevant suggestions
Section E: In this section a list of the definitions used in the survey questionnaire was included to assist those that were not too familiar with the terminology used.
Section F: Each questionnaire had a sheet that allowed for the coding and tabulation of the data from the questionnaire for ease of capture onto a spreadsheet. This is discussed further under iv) below.
In all 30 questions were put across to the participants.
iii) Pilot Testing
A pilot test of the questionnaire was conducted before finalising the questionnaire. The purpose of this test was to:
• reveal any flaws of the questions, and suggest possible changes,
• determine the clarity of the instructions and questions- this also assisted in minimising the error rate and revealed the adequacy of the data for the research questions,
• determine the time required to complete the questions.
The test was conducted with three participants, and the researcher was present to answer any queries. An open feedback session was held with the 'pilot group' for any suggestions on improvement to the questionnaire.
iv) Explaining the Purpose of the Questionnaire
Participants were handed their questionnaires at a weekly social gathering. It was decided that this informal meeting place would be ideal to not only distribute the questionnaire but also to briefly explain the purpose of the questionnaire. This was done to orient the participant of the purpose of the questionnaire as well and also the basic aim of the study.
A covering letter stating the very same information was also included and attached to the questionnaire.
v) Validity and Reliability
Frey et al (1995) talks of the need for data quality to have the following characteristics in order for the research methodology to have any integrity.
• Validity-accuracy, which survey measures.
• Reliability-consistency of measurements.
• Generalisation-external validity Validity
Saunders et al (1997) says validity is concerned with whether the findings are really what they appear to be about, whether the researcher is actually measuring what he has set out to do.
The threats to validity using Ghauri's et al (1995) analysis, were perceived to be the following:
History
Refers to specific events, external to the study, that occur at the same time and that may affect the response.
At the time of the study, the participants were aware that the appointment of a new Human Resources Executive was made a few months earlier, and thus their responses could be affected by the fact that this Executive may be more receptive to addressing their concerns. Hence, would it be appropriate to list a problem as "serious" before the new person had a chance to "rectify" it, could mean that their response to certain questions might be affected.
Test Effect
In a "test effect", the test or experiment could affect the participant's response.
Some of the participants could perceive this test as a means to highlight their appreciation or concerns, frustrations etc. and thus could be over zealous in trying to answer the questionnaire, in such a manner so as to skew the outcome, either positively or negatively.
Reliability
Ghauri et al (1994), Cooper et al (2003), define reliability as to the consistency or repeatability of the measurement of some phenomena.
Easterby-Smith [Saunders et al (1997)] stated that by considering the following two questions, reliability could be assessed:
• On different occasions will the measure yield the same results?
• Will different researchers at different times yield similar observations?
The threats to the reliability of the study could be biased when consideration is offered to the questions mentioned above. With reference to the concern mentioned with the issue of validity above, specifically, "History", another questionnaire made at a different time may not realise the same results. Cooper et al (2003, p.236) mention that "if a measurement is not valid, then it hardly matters if it is reliable."
vi) Data Coding, Capturing and Analysis Theory
Data Coding: As mentioned above, each questionnaire allowed for the capturing of data onto a spreadsheet. A simplistic code was used for this purpose. The spreadsheet was copied and printed as Section F. Each questionnaire was allocated a letter of the alphabet, commencing from the letter "A" to "E". For questions that participants were not sure off, the letters "NS" was used.
On completion of the questionnaire, the answers were copied onto this spreadsheet. They where checked and double-checked to spot any errors as a result of copying them on to the summary page.
Data Capturing
On completion of the summary pages of each questionnaire, these answers were entered onto a computer spreadsheet. The results required were not meant to generate any or determine statistical data, but would be used to validate and corroborate any findings on the case study as well to substantiate any of the arguments. The main reason that a normal spreadsheet was used was to allow for quick and accurate checking of data, and the ability to convert this data in graphs where necessary.
Data Analysis
As mentioned above, the analysis of the data would be used in conjunction with the findings of the case study. Each of the sections in the questionnaire has been analysed to try and describe a particular pattern of thought or thoughts amongst the employees. Section C in particular has been structured so as to focus on answers that will assist when applying the model against the case study.
The strategy chosen for the data would require that Quantitative data is used interchangeably during the finding stage. Chapter 4 would make a distinct separation, where necessary, between a Quantitative analysis and a Qualitative analysis.