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Consensual Qualitative
Research (CQR)
Steps in Conducting Consensual Qualitative
Research (CQR) Data Analysis
composition of team (3-5 members)
Selection of auditor
Formulation of open-ended questionnaire
Pilot testing
Initial Stage
Collection of data-distribution and
accomplishment of open-ended questionnaire
Conduct of interview/
FGD
analysis of responses
Coding domains and core ideas within cases
Team discussion
Consensus – making
Presentation to the auditor for review
Within case analysis
Data Collection
1.Match the data collection format to the data desired and the needs of the study.
2.Record reactions to interviews; review tape or transcripts before subsequent interviews.
Domains
1.Develop the domains from the transcript or a ‘start list’.
2.The entire primary team codes the data into domains in the first several cases; the remaining coding can be done by 1 researcher and reviewed by the team.
Core Ideas
1.Use the participant’s words.2.The entire primary team develops the
core ideas for the first several cases; the remaining core ideas can be done by 1 researcher and reviewed by the team, or the entire primary team can work together to code the domains and construct the core ideas.
development of categories within/ domains across cases
- presentation to the auditor
Cross- analysis
Cross-analysis1.Use frequency labels to characterize
data:o General applies to all or all but one caseo Typical applies to more than half up to
the cutoff for generalo Variant applies to 2 cases up to the
cutoff for typicalo Rare applies to 2-3 cases when more
than 15 cases are included
Question No.
Responses Frequency Categories
N=P
N=NP
N=P
N=NP
6
Overtime work with extension work at homeExtend work at homeReport to office very promptly during weekdaysBring workloads at homeDo overtime work w/o payI do overtime after office hours and on weekends
5 11Working overtime
Working overtime
Go over workload, prioritize as to urgency, seriousness and gravitySort the backlog according to priority & work on the top priority firstPrioritize according to seriousness, urgency and gravityAddress each category according to urgency & importanceI prioritize accomplishing first the most urgent, serious or immediate tasks
5 9 Prioritizing Prioritizing
Delegate tasks to personnel/see that work is accomplished on timeDelegate responsibilities/share accountabilityDelegate other that can be delegatedDelegate some functions/workGuidance/decision are related to those left in-chargeTap members of the group according to talents, interests and attitudeCreating High-Performance Team
10 11 Delegating Delegating
I finish everything before leaving the office. I manage my time very efficientlyMaximize time to catch backlogI manage my time efficientlyBacklog will not take place despite vacation or conference if time is well-managed & if tasks are done as they are there
2 3Time
Management
Time Managemen
t
Table 6.6. How do you catch up on an accumulated backlog of work after a vacation or conference?
Question No. Responses Frequency Categories
11 N=P
N=NP
N=P
N=NP
Meetings and conferences with personnel and stakeholdersConducting meetings and conferencesThrough meetings, conferences, consultations, dialogues for a briefings with internal and or external stakeholders
10 13
MANCOM, Quality Circles,
Dialogue, Reporting
MANCOM, Quality Circles,
Dialogues
Media exposureSchool heads are advised to visit the DepEd websiteAnnouncements in local media
2 4 Media Media
Written communication such as memo, circulars, bulletins,etc.Through memos/circulars/lettersHaving community billboard
16 20Written
communication
Written communicati
on
Telephone calls 1 Direct calls
Yearly Education Summit in the division 1 Variant
Monitoring of division personnel to the field 2 0 Field visit
Special feature from a school chosen by the division team in terms of academic or physical achievement will be shown to others to replicate
1 Variant
Important information are downloaded to them 1 Variant
Table 1111. How do you keep everyone informed of what is going on in an organization?
Q
Categories (Core Ideas) Passers Non-Passers Common Theme
F % F %10 Reporting/
Communication3 38% 10 40%
Information Management
MIS, BEIS, EMIS 5 62% 10 40%
ICT 1 12% 8 32%
Meetings 3 12%
Monitoring/Supervision 4 24%11
Written Communication 8 100% 20 80%
Information dissemination strategies
MANCOM, Quality Circles, Dialogues, Reporting
6 75% 17 68%
Media 2 20% 8 32%
Direct Calls 1 12%
Field Visit 2 20%
Education Summit 3 12%
Table 13 CQR Results on Sub-Competency: Information Monitoring
Q Categories(Core Ideas)
PassersNon-Passers Common Theme
FN=8
%F
N=25%
1
Stakeholders Involvement 8100%
21 84%
Creating a compelling vision
Strategic Planning 8100%
21 84%
Situational Analysis 4 40% 13 52%Needs 1 10% 8 32%
National policy/organizational mandate
0 4 16%
2Strategic Planning 6 75% 11 44%
Acting on the vision
Involvement/Sense of Ownership
8100%
16 64%
3Current situation as baseline 7 88% 9 36% Importance of
current situation in creating a visionEnvironmental Scanning 4 50% 8 32%
4
Participatory Management 6 75% 1664% Policies and
strategies formulated to
support the vision
Aligning policies/practice 6 75% 9 36%Defining roles 2 25% 6 24%
Communicating 2 25% 7 28%
Empowerment 1 12%
VariantM & E 1 12%System of Reward 1 12%
CQR Results on Core Competency 1 (Strategic Thinking)
Validation of results
administration of same questionnaire to new respondents
preparation of write-up
presentation to auditor for final
comment
Final Stage
Validation of results
administration of same questionnaire to new respondents
• cqr sample study.pdf
Participant’s review
Give transcripts of interviews and write-up of results to participants.
References
Hill, C. E. (1990). A review of exploratory in-session process research. Journal of Consulting and Clinical Psychology, 58, 288–294.
Hill, Knox, Thompson, Williams, Hess, & LadanyHill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research.
The Counseling Psychologist, 25, 517–572.Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and
philosophy of science. Journal of Counseling Psychology, 52, 126–136.
Thank You!