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The purpose of this case study is to explore the opinions of trainers at Civil Train
SA, a civil construction training organisation in South Australia, regarding the
implementation of simulators into the courses they deliver. At this stage in the
research, the trainers train plant operators through classroom theory, actual time
on the plant vehicles (about 100 hours) and then a final assessment (theory and
practical). With the scaling back of live plant training (the organisation is moving
the live works site and reducing the amount of live plant available), there will be
an expectation from the organisation for the trainers to use simulators instead.
This qualitative study will seek subjective responses through the use of semistructured individual interviews, to learn the opinions of trainers on the
integration of simulators and to identify any areas for further work to support the
change process. Ultimately, what are the factors trainers consider important in
relation to simulator implementation, both positive and negative, and how are
these likely to impact upon their implementation?
This study will reflect a humanist philosophy; based on the view that truth is a
social construct (one cultures truth may not be anothers) and the value of
human experience. It will seek to explore the perceptions of the team of trainers
so as to facilitate the larger change process at the organisation. The
phenomenology school of thought is based on the meanings we give to the
things we experience and this study will explore how the trainers experiences
with simulators (or lack of) has affected their views and thus the integration of
the technology. Describing and interpreting these experiences and opinions
through this study will facilitate the organisation's ability to change its processes.
Research Question
What are the opinions of trainers at Civil Train SA regarding the implementation
of simulators into plant training?
3. At what stage of plant training would the trainers expect the simulators to
have most impact on training outcomes?
4. What are the concerns of the trainers when planning delivery on the
simulators?
Research Method
The positive and negative aspects of different research approaches will be
subjective and dependent on the philosophies and worldviews of the researcher
and the nature of the research problem. Although there may be assumptions as
to why trainers have not been proactive in integrating the simulators, this study
does not seek to find one truth; the researcher is open to the multiple feelings
and considerations of the participants in the study. There are no expectations to
find one answer to the research problem, but a range of feelings and
interpretations and multiple relationships to be explained. According to Newby
the role of the qualitative researcher is to understand how individuals see the
world(2010, p.119); this study seeks to see how trainers see the world of plant
training with simulators.
because quantitative research could not measure such aspects. Newby notes
that the flexibility afforded by qualitative approaches means that there must be
researcher excellence (Newby, 2010, p.115). As a novice researcher, this
concerning, however this will be minimised by thoroughly investigating the
reliability and validity of the proposed research.
Qualitative data are the words and meanings by which individuals express and
give meaning to their unique experience (Colquhoun, 2006). As there is no
hypothesis to be tested, the theory emerges and develops from the data.
Qualitative research is considered as less structured which may be seen as a
negative aspect for some who do not seek to deal with the unpredictability of
human emotions. However, this adds flexibility which qualitative researchers see
as a positive aspect for those addressing their research from a humanistic
perspective. Qualitative approaches will be used to discover the connections
between social, emotional, economical or cognitive circumstances as to whether
simulators can be implemented into the training programmes. A strength of
qualitative research methods is the way it aims to sees the whole picture and
combine different sources, however quantitative researchers may consider this
to be a weakness as there is no one aspect to make a judgement against
(Newby, 2010, p.117).
The methods of data collection relevant to the qualitative approach taken in this
study could include interviews, questionnaires, focus groups and observation. If
the study was dealing with a large sample where there was a need to collect lots
The target population is determined by the research issue which in this study is
the implementation of new educational technologies to maximise training
outcomes in civil construction training (full time and contractor civil construction
and plant trainers at Civil Train SA). Thus, the target population is all trainers at
Civil Train SA.
The sampling frame is all trainers at Civil Train SA; the same as the population.
This is the most accurate sample because we can list every element in the
population (Newby, 2010, p.232). The sample to be used is non EPSEM (Non
probability of selection method or purposive) case study as it is the study of an
individual situation. If this study is an exemplar of an organisation adopting new
educational technologies then it may be representative and therefore constitute
a sample (Newby, 2010, p.253). As one branch of a national organisation, Civil
Train SA is leading the way in the implementation of educational technologies
and will serve as the blueprint for wider roll out, and therefore the trainers
identified for data collection in this study would be representative of civil
construction trainers across the state branches.
Data is raw stuff (Newby, 2010, p.141) and the role of the researcher is to
extract information from the data. The data collected from this study will be in
the form of the words, and analysed as the words themselves and the emphasis
they are given (Newby, 2010, p.454). It is expected that the process of data
analysis will contribute to the understanding of the research issue and will be
accepted by the professional audience. Although findings will not be published in
a journal or report, they may be used as part of a larger scale internal research
project in the future.
Coding is a form of data analysis, the object of which is to name units of data
(Newby 2010, p.462). Template analysis is one option where codes are applied to
the data from the top down (Newby, 2010, p. 481). The template could be used
to structure the interview questions, however this study expects to see
relationships emerge from the data and therefore template analysis is
unsuitable. Qualitative content analysis creates a coding structure based on the
researchers interpretation and identification of meaning and therefore appears
more appropriate to this study. There are methods suggested for handling
interview data, such as that used by Fereday and Muir-Cochrane (as cited in
Newby, 2010, p.483). However, analysis through coding may extend above the
needs of this small scale research study as with no clear boundaries as to when
to stop, the time demands and pressures on the researcher can sometimes
outweigh the benefits (Newby, 2010, pg. 465).
For the results of this study to be considered reliable, they must be able to be
replicated. Highly structured interviews would increase reliability, however this
method of data collection did not support the flexibility required by this study.
Variations in wording may change the tone of the question and therefore the
response (Oppenheim 1992 cited in Cohen, Manion and Morrsion, 2007, p.150).
However, it is also argued that the uniqueness and idiosyncrasies (Cohen,
Manion and Morrison, 2007, p.148) of qualitative responses is their strength, not
a weakness (Silverman, 1993 cited in Cohen, Manion and Morrison, 2007, p.151).
Therefore, by using semi structured interviews, this study may offer balance
between structure and flexibility. There are some authors who have come up with
methods to test the reliability of qualitative study such as Denzin and Lincoln
(1994 cited in Cohen, Manion and Morrison, 2007, p.148). However as Cohen,
Manion and Morrison (2007) point out, the differences between the reliability of
qualitative and quantitative research is not justified considering the choice of
approach is about fitness for purpose and therefore the approach will be selected
because of these characteristics, not in spite of them.
The results must be valid to be accepted (Newby, 2010) and therefore the
methods of analysis are just as important as methods for data collection. There
could be an issue of transcriber selectivity (Cohen, Manion and Morrison, 2007,
p.154), where responses are interpreted and this may affect reliability.
Ethics have been considered at each stage of this research plan. There are no
ethical issues that arise from the nature of the research issue itself. There may
be an ethical issue as to the data collection methods due to the relationship of
the researcher and the subjects. However, as the research is a qualitative study
reflecting a humanist philosophy, the subjective approach of the researcher is
expected. Ethical reflexivity (Naidu and Sliep, 2011, p.434) will be applied
throughout the study and not just once ethical approval has been sought. It is
the aim of the researcher to apply ethics in practice not just procedurally.
Consent will be collected from the participants although it is noted this is not
always necessary (Cohen, Manion and Morrison, 2007, p.53) and this is not a
study where participants will be exposed to any stress, pain, invasion of privacy
(Cohen, Manion and Morrison, 2007, p.52). Consent will be informed so
participants (all over 18 years old) are fully aware of their involvement. It will be
made clear to participants that this research is independent of their employment
at the training organisation and individual responses will not be identified in the
write up via external link: Participant letter and external link: Participant
consent. As all participants are on the same authority level, there should be no
tell-tale signs as to who has provided responses through the final report (Newby,
2010). This is a one off study, where participants will be needed for a small
amount of time, so access should not be a problem for this research, unless there
are unforeseen circumstances such as staff sickness or annual leave.
Furthermore, the researcher is an insider (Cohen, Manion and Morrison, 2007,
p.56), although access should not be taken for granted. Formal approval
(external link: organisation consent) has been sought from the organisation to
undertake the study within the proposed professional context, so the
organisation is clear as to the demands the study will place on their staff.
An external link: Ethics approval form has been completed for this study and
approved by the Faculty Ethics Committee on 30 May 2012.
Results
Semi structured interviews were conducted using an external link: Interview
template over a period of two weeks. Four interviews were completed, three face
to face, one over the telephone. Interviews lasted between twenty and forty
minutes. The interviews were conducted to allow the participant to control the
content of the conversation, but with the interviewer using the interview
template to ensure all points were addressed. Interviews were not recorded.
Notes were scribed by the interviewer during the discussions.
Although the number of interviews completed was less than planned, each
interview was in depth and included more raw data than originally expected.
It was difficult to find time to speak to trainers face to face that did not interfere
with their day to day jobs. Also, my role as Manager put constraints on when I, as
the interviewer, could be available for interviews. As expected, regional training
demands did impede face to face interviews. Furthermore there was an
unexpected resignation of two permanent staff reducing the pool of interviews
Once interviews were completed, the interviewer drew notes, phrases and
descriptions into one document external link: collation of results
References
Cohen, L., Manion L., and Morrison, K., 2007. Research methods in education
(ebook). 6th ed. London: Routledge. Available through: Dawsonera website
www.dawsonera.com (Accessed 1 June 2012).
Naidu, T. and Sliep, Y., 2011. Contextual reflexivity: towards contextually relevant
research with South African HIV/AIDS home-based care volunteers. International
Journal of Qualitative Methods, (e-journal) 10(4), pp. 431-443. Available through:
Ebscohost database external link:
http://content.ebscohost.com/pdf27_28/pdf/2011/QRZ/01Dec11/70139587.pdf?
T=P&P=AN&K=70139587&S=R&D=aph&EbscoContent=dGJyMMTo50Sepq84yOv
sOLCmr0qeprNSsKy4TbGWxWXS&ContentCustomer=dGJyMPGttVC3prJOuePfgey
x44Dt6fIA (Accessed 1 June 2012).
Newby, P., 2010. Research methods for education. London: Pearson Education
Ltd.
Tichon, J. and Diver, P., 2010. Plant operator simulation: benefits and drawbacks
for a construction training organization. Cognition, Technology & Work, 12(3),
pp.219-229.