Introduction Research as a way of going about finding answers to questions serves a number of important functions which among other

things include advancement of knowledge, aiding in decision making and solving of problems. In order to achieve these objectives, research needs to be carefully planned and worked out. It is on account of the foregoing that the following stages in the research process as outlined below are deemed necessary if at all any research is to yield its intended objectives. Stage No.1: Research Problem Formulation The first stage in the research process involves identifying the problem area where one sees a possible need for research and solutions. According to Sekeran (2003:69) research problem formulation identifies issues that need to be researched from which solutions or improvements can be made. Thus the inquiry will often start when something is unsatisfactory or when the facts necessary to resolve ones uncertainties are not known. Formulating the research problem involves specifying the unit of analysis as well as the objective or purpose of the study. The unit of analysis seeks to identify the kind of subject to be studied, the variables that the researcher is interested in and the relationship between them. The unit of analysis therefore is the what of the study. For instance, a typical research problem would be an investigation into factors contributing to low morale and motivation among civil servants where the unit of analysis would be the individual civil servants. Discovery of the factors contributing to the low morale and motivation would serve the objective of bridging the gap between existing and desired or ideal performance levels. In summary, research problem formulation will therefore clearly and precisely state the question or issue that is to be studied or investigated with the aim of finding a solution (Sekeran, 2003: 69). Stage No.2: Research Design Having formulated the research problem, the next step is to design the research. Research design will contain guidelines and instructions to be followed in addressing the research problem. Research design is used to structure the research, to show how all of the major parts of the research project, samples or groups and measures work together with a view to addressing the research questions (Coldwell & Herbst, 2004: 35-36). Research design will therefore ensure that the evidence obtained enables us to answer the initial question as clearly as possible.

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Research design is logical in nature in that the researcher will have to think through the kind of information needed or required in order to answer the research questions. For instance issues of sampling, data collection methods, design of questionnaires are all subsidiary to the matter of what evidence is needed for collection. Saunders, Lewis and Thornhill (2007:131) state that research design is a general plan on how you go about answering the research question. For instance, in the example above, research design will include but will not be limited to issues such as the required sample size, how the data is going to be collected, how the data will be interpreted and analysed. In conclusion, research design serves the function of guiding the researcher to anticipate the appropriate research decisions with a view to maximising the validity of the eventual results. Stage No.3: Conceptual Analysis The next step following research design is conceptualisation or conceptual analysis. This involves defining key concepts or constructs in the problem statement. The concepts will give a nominal definition that is a more precise meaning of the term. For instance, in the above example such concepts as motivation and morale will have to be defined to the extent that for purposes of the research motivation or morale have their precise meanings. Stage No.4: Operationalisation The fourth stage in the research process is operationalisation. Operationalisation consists of linking key concepts in the problem statement to the actual phenomena being studied. Sekeran (2003: 176) contends that operationalisation of key concepts is fundamental to any research in order to render the concepts measurable. For instance, in an investigation where the problem statement seeks to investigate or establish the effect of job satisfaction on job turnover, operationalisation will involve linking the concept of job satisfaction and job turnover to the research problem already formulated. Stage No.5: Sampling Sampling involves selecting a representative part of the population for the purpose of determining parameters or characteristics of the whole population (Coldwell and Herbst, 2004: 74). As it is practically impossible to collect data from the entire population, sampling therefore aims to produce representative solutions of population elements. Sekeran (2003:267) points out that sampling essentially involves selecting a sufficient number of
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elements from the population so that a study of the sample and an understanding of its properties would make it possible to generalise such properties of the population. In sampling, the two major types of sampling methods or techniques are probability and non-probability sampling. Probability sampling techniques are based on the principle of randomness where elements in the population have an equal chance or probability of being selected as sample subjects. On the other hand, in non-probability sampling, the elements do not have a known chance of being selected as subjects (Sekeran, 2003: 269-270). Probability sampling techniques includes simple random, systematic random sampling, cluster sampling and stratified random sampling among others whereas non probability sampling techniques includes purposive and quota sampling. For example, to select a sample of 50 people from a hypothetical population of 500 using simple random technique, one would take 500 small balls and number them from 1 to 500. Put them in a drum and mix them up and then start drawing out the balls one at a time until you grab 50 balls and read off the numbers. These will be the 50 people in our sample and will be used to find the names of people in the list that corresponds to the 50 numbers drawn from the drum. Often times probability sampling techniques other than non-probability sampling techniques are used by researchers because of their systematic approach to issues. However, whatever method is used, the advantages of sampling in the research process are largely on account of savings both in costs and time. Stage No.6: Data Collection This area of the research process involves the researcher collecting or gathering data or facts on the subject under study. Data can be obtained from primary or secondary sources. Sekeran (2003: 219) defines primary data as information obtained first hand by the researcher whereas secondary data is information gathered from already existing sources. For instance, in an investigation to do with factors contributing to low morale and motivation among civil servants, the primary source of the data could be the individual civil servants whereas secondary sources could be government records or archives. The importance of data collection lies in the fact that, the data collected will enable the researcher to understand the general picture of the issue being investigated. Stage No.7: Data Analysis and Interpretation The next step after data collection is data analysis and interpretation. Data analysis and interpretation are two separate activities though often times they are lumped together. Data analysis is simply an activity where variables or factors relating to the phenomena under investigation are isolated in order to increase our knowledge. On the other hand,
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data interpretation seeks to bring together the various individual findings to an existing theory or hypothesis. During data analysis and interpretation, the data obtained will be coded, edited, keyed in a computer and categorised using some software or mathematical programs. As pointed out by Sekeran (2003:306-308), the objective in data analysis is to establish the goodness, reliability and validity of the data as well as testing the hypothesis already developed for the study. To put things in perspective, in the example above, data analysis and interpretation will seek to relate the research objectives outlined in the initial research problem to the findings originating from the study so that conclusions can be drawn. Stage No.8: Report Writing After data analysis and interpretation the next step is report writing. Here the aim is to communicate and document the information of findings resulting from the research activities to the sponsor or stakeholders. Contained in the report are the reasons as to why the research was conducted, the objectives, how the research was done, when the research was done, findings, conclusions and recommendations for solving the problem under investigation which if accepted will be implemented. A good research report according to Sekeran (2003:341) will be concise, convincing and clear, otherwise all effort spent on the research will be in vain if the findings are not properly and effectively communicated. Stage No.9: Dissemination of Research Findings The final step in the research process is the dissemination of the research findings where the results of the research are shared with stakeholders. Dissemination of the research findings is important and an essential part of the research process for it allows the stakeholders to look at your conclusions and recommendations in order to solve the problem that was being investigated. Thus no matter how well the research was conducted, it will be of no use if the findings are not shared with the sponsor and other equally important stakeholders. Conclusion Research plays an important role in the advancement of knowledge, aiding in decision making and solving of business as well as social problems. However, to achieve all this requires a well formulated research problem, a well designed research that incorporates all the above stages in the research process. References
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Coldwell, D., Herbst, F.J. (Eds.) (2004) Business Research, Cape Town: Juta and Co. Saunders, M., Lewis, P. and Thornhill, A. (2007) Research Methods for Business Students, 4th edition, Harlow: FT Prentice Hall. Sekeran, U. (2003) Research Methods for Business, A skill-building Approach, 4th edition, USA, John Wiley & Sons, Inc.

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