Semi-structured Observation in training, teaching and learning

1. Observation in training

In a sense we are all ‘disabled’ when it comes to operating an unfamiliar and relatively complicated piece of equipment: the controls in a new car, the sequence of operations in a new piece of software or a washing machine with a more elaborate choice of programmes – all of these can have us poring irritably over a not-entirely-clear instructional hand­book. Those who produce these manuals know what they’re presenting: and that’s the problem. They cannot see it from the perspective of the first-time user. It is surprising that more manufacturers don’t use the relatively inexpensive medium of a demonstrational DVD. Such things are more easily grasped by observation. That’s one point.

The other, and relevant to training, is ‘expert’ observation of a novice’s attempt to use equipment or a technique. Apart from focusing guidance on the actual difficulties of an individual attempting to master the procedure, there are implications for design and instructional guidance. Training therefore needs to proceed from:

• an informed position based on familiarity with the diffi­culties likely to be experienced
• an awareness of the importance of observing an individual who is learning the procedure.

2. Teaching and learning

An uncritical assumption these two terms are synonymous: the contrary case is that if there is no learning there has been no teaching. Even the most clear and careful teaching is not enough to guarantee learning; in the same way the present book is not sufficient for the effective practice of the techniques described. The apprentice researcher has to try them out with tutorial guidance and corrective feedback.

The teaching-learning gap is most apparent in the case of practical skills – those which you have to execute. There is a world of difference, for example, in knowing how to swim and being able to swim. In that case it is fairly obvious.

Demonstration is the critical first stage, where key skills are emphasized and the learner’s difficulties anticipated. This is different from observing a smoothly polished performance which lacks an instructional focus; and discourages the novice. The trouble with expert performance is that it looks ‘easy’ and gives no indication of the training and practice that led up to it – until you try to replicate that low, scooping backhand you observed on the centre court at Wimbledon.

The range of applications is vast: the use of machine tools for engineering apprentices; classroom management skills for probation teachers; dealing with aggressive or unco­operative patients in nursing training; or the handling of people in distress by social workers and others in the ‘caring’ professions.

Training in research skills is, in many respects, no differ­ent. Research is largely practical, as are its component activities: you need to know how to do things – as well as appreciating their intellectual significance. Take, for exam­ple, the use of interview techniques (commonly used in qualitative research). There are methods texts on the sub­ject, some more practical than others; with varying degrees of effort they can be read with a level of (intellectual) understanding. But practical training (which can be self­managed to a large extent) is indispensable. Actually doing an interview is, in itself, highly instructive. And this can be built on by making a video recording of your performance and then viewing it perhaps with a supervisor but, in any case, with structured guidance as to what to look for. A checklist example to guide observation is given in Table 3.1.

Table 3.1 Interview observation checklist

1. Do you explain the purpose of the interview?
2. Do you introduce yourself clearly – who you are and what research you are involved in?
3. Do you take time to setde in the interviewee, checking if they have any questions they want to ask you?
4. Do you explain how long the interview will take and that you plan to record it (have they agreed to that)?
5. Do the questions you ask, topics you raise, have a developmental sequence where one leads on to the other?
6. Are you sensitive to the direction indicated by the interviewee?
7. Do you allow ‘space’ for the interviewee to respond?
8. Do you avoid ‘portmanteau’ questions, i.e. two or more questions joined up?
9. Are your own questions economical in content and style?
10. Do you tend to overtalk or finish off what the inter­viewee is saying?
11. Do you follow through topics sufficiently?
12. Do you (unobtrusively) ‘steer’ the interviewee in the direction you want to go?
13. Are you sensitive to the mood and uncertainty of the interviewee?
14. Are you alert to non-verbal signals from the interviewee?
15. Do you make good use of non-verbal communication yourself?
16. Do you round off the interview, e.g. summarizing, checking your understanding of what they have told you?
17. Do you ‘close’ the interview in an appreciative way?
18. Do you explain what you will be doing with the interview recording?
19. Do you offer to let them know about the outcome of the research?
20. Do you explain how confidentiality is protected?

Note that there are two elements to learning here:

• observation followed by practice
• critical analysis of performance largely carried out by the person who is learning (hence the importance of a video recording).

The particular example given here could be paralleled in other domains. It can be applied to the learning of any skilled performance where explicit techniques can be spe­cified; and, as in the instances given, these do not need to be low-level and mechanistic in character. There are levels of skill in any new task, some straightforward and basic (but still important); others more interpretive and evaluative. For instance, thinking in terms of research skills, the use of bibliographic software like Endnote involves fundamental how-to-do-it operations that have to be mastered which then lead on to a wide range of applications such as integration with other databases. Becoming confident (and competent) in such procedures should involve following set exercises and then evaluating the results: different dimensions of preparing academic texts – citation, footnotes and endnotes, referencing systems and the like – all part of mastering the use of this important aid to preparing academic texts whe­ther in book, paper or thesis format.

The point needs be laboured no further, except to emphasize that a similar approach (observation, practice, guided stf/fabservation) should form part of any learning programme, at all levels and in all areas of skilled performance.

Source: Gillham Bill (2008), Observation Techniques: Structured to Unstructured, Continuum; Illustrated edition.