1.1 Introduction

To carry out research, you will need to carry out a variety of tasks.  Robson (1993:pxvii) identifies the main ones as:

• deciding on the focus;
• developing the research question(s);
• choosing a research strategy;
• selecting the method(s);
• arranging the practicalities;
• collecting the data;
• preparing for, and carrying out analysis;
• reporting what you have found;
• and possibly acting on your findings

There is no shortage of advice in books on how to approach your research (see the References and Bibliography sections - though, please note, that there are many other standard texts which contain the same type of general information). It is worth spending time reviewing the advice and suggestions contained in a selection of these texts, since learning from the experience of the experts who have written these texts can often save you time and effort in the longer term.

 
1.2 Objective: stage 1

The first stage in conducting successful research involves identifying a realistic and achievable research need which is relevant to your professional area, then undertaking some initial planning of your project.

By the end of this stage of your research project, you should have:

• gathered and selected information from a variety of sources which is appropriate to your broad area of interest;
• synthesised this information to identify a research need;
• identified constraints associated with your chosen research focus together with possible solutions to potential problems they represent;
• considered likely trends related to the prospective research area;
• written a brief research proposal outlining your ideas for research (see 1.8 below).

1.3 Keeping a research diary

It is usual for initial ideas to change as you become more and more involved with the process of research. Because of this, it is worth keeping some informal notes about your progress, like a personal diary, which keeps a reasonably accurate record of key issues. These could include:

• how and why you selected the particular focus for your study;
• difficulties anticipated and actually encountered;
• how and when difficulties are overcome;
• sources of inspiration;
• thoughts and feelings;
• insights and anxieties;
• critical turning points, etc.

To ensure you do actually keep a diary, it’s important to select an approach to keeping a diary with which you feel comfortable. A small notebook would suffice or, alternatively, Blaxter et al (1996) suggest that diaries can also be kept on tape or a word processor.  Whichever method of recording your choose, try to keep it readily accessible, so that ideas can be jotted down as and when they arise.

1.4 Models of research process

‘A rationale for the methods used to gather and process data, in what sequence and on what samples, taken together, constitutes a research methodology.’
         Cryer, 1996: 45

The task of carrying out a research inquiry is complicated by the fact that there is no consensus about the way this should be done (Robson, 1993). A fundamental difference relates to the sequence and relationship of activities involved. One model says that you collect all the data before analysing it.  One other model requires that data collection and analysis are intertwined.  Another difference relates to views about the role of theory.  Such differences can be categorised into two main traditions: quantitative (positivist, natural-science based, hypothetico-deductive) and qualitative (interpretative, ethnographic). The implications of adopting one as opposed to the other of these models are discussed later (4.5 and 4.6 below). However, whichever of these approaches (or combination of approaches) you decide to adopt, you will still need to develop your focus at an early stage of your research.

1.5 Selecting a topic

If you are reading this information, it is likely that you already have one (maybe several) idea(s) or a particular area of interest that you would like to research. To help you make your final selection, try to find out just how much has been written each topic. You probably won't have time to read extensively on each topic, so using a library catalogue can be a useful way of identifying relevant material. For example, try the catalogue linked to the careers library that can be accessed through this Forum).  Additionally, talk to colleagues and others who might be interested.  Discussing ideas about possible topics and the associated problems is an essential part of planning your research. Views may differ from (even conflict) with your own and you may be able to identify alternative approaches as a result of this process.  For example, colleagues may be aware of sensitive aspects of certain topics that could cause difficulties at some stage. Use the discussion facility of the Forum to test out your ideas. If you are hoping to carry out research in your own employing organisation, early consultation with relevant individuals is essential to avoid later difficulties. 

In selecting a topic, there is often a tendency to be over-ambitious. With limited resources (including time) at your disposal it’s important to prepare the ground carefully. Discussions and inquiries will help you select a topic which is likely to be of interest, which you have a good chance of completing and which may well have some practical application in a guidance context.

1.6 Ethical considerations

At a very early stage of your preparations to carry out research it is vital that you give serious thought to the ethical aspects of the enquiry you are proposing. Ethics refers to rules of conduct, and adopting an ethical approach involves conformity to a code or set of principles.  Ethical problems can start at the very beginning of study.  Some issues, which may be relevant to your research, are identified by Robson (1993:31):

• Do individuals have the right not to take part? Even if they do, are there any overt or covert penalties for non-participation (e.g. `it will look good on your reference if you have taken part in this study').
• Do they know what they are letting themselves in for? Is their consent fully informed?
• Will individuals participating be protected, not only from any direct effects of the intervention, but also by the investigator ensuring that the reporting of the study maintains confidentiality?
• Is confidentiality always appropriate?  If people have done something praiseworthy and put extra effort and time, should they get credit for this?  Conversely, if inefficiency or malpractice is uncovered in your study, should the guilty ones be permitted to hide?
• What responsibility do investigators have for the knowledge they have acquired? Should those undertaking applied research target their knowledge and take responsibility for the consequences?
• These are just some examples. Each needs careful thought for your particular situation. Robson (1993: 32) lists ten questionable practices in social science research, relevant to a guidance context.

These are:

• Involving people without their knowledge or consent.
• Coercing them to participate.
• Withholding information about the true nature of the research.
• Otherwise deceiving the participant.
• Inducing them to commit acts diminishing their self-esteem.
• Violating rights of self-determination (e.g. in studies seeking to promote individual change).
• Exposing participants to physical or mental stress.
• Invading their privacy.
• Withholding benefits from some participants (e.g. in comparison groups).
• Not treating participants fairly, or with consideration, or with respect.

He goes on to identify ethical principles relevant for 'action research' - one approach that you may choose to adopt, relevant to a guidance context, characterised by a collaborative effort between researcher and 'researched'.  Ethical guidelines for this type of research emphasise the need for negotiation and involvement in the research process. These include:

• Observe protocol: 
  Ensure that the relevant persons, committees and authorities have been consulted and informed and that the necessary permission and approval has been obtained.
• Involve participants:
  Encourage those who have a stake in the improvement you envisage, shape the form of the work.
• Negotiate with those affected:
  Remember that not everyone will want to be directly involved.  Your research should respect this.
• Report progress:
  Keep the work visible and remain open to suggestions to that both anticipated and unanticipated developments can be dealt with. All involved must have the opportunity to raise concerns with you.
• Negotiate descriptions of people's work.
  Always allow those described in your research to challenge your accounts on the grounds of fairness, relevance and accuracy.
• Negotiate reports for various levels of release.
  Different audiences demand different levels of reports.

1.7 Planning your research project

Bell (1993:23) provides a useful checklist for planning your project, which identifies the following stages:

• Draw up a short list of topics;
• Select a broad topic for investigation;
• Refine the precise focus of the study;
• Decide on the aims and objectives;
• Draw up an initial project outline;
• Read enough to ensure you’re on the right lines;
• Devise a timetable to enable you to check that all stages will be covered and time allowed for writing.

By the time you have completed all of these planning phases, you will be ready to write your  Research Proposal.

1.8 Research proposal

It is good practice to produce a brief research proposal after your preliminary investigations. This need not be long or complicated, but helps order thoughts and organise subsequent action. It is also good preparation for when you may wish to submit a formal application for funding for research. It should include:

• a statement of the research (including, aims and objectives), sources to be examined and identification of any potential ethical issues;
• a provisional timetable for carrying out the research and writing the report;
• a rationale for the research, which identifies probable outcomes (what you hope to achieve);
• a provisional outline of your research report, which can be expanded as your research progresses.

Cryer (1996:51) identifies some examples of research outcomes, which are relevant to a guidance context:

• A new product e.g. a book, a video, worksheets, etc.
• A development of or an improvement on something that already exists. 
• A new theory. 
• A reinterpretation of an existing theory.
• A new research tool or technique. 
• A new model or perspective. 
• An in-depth study.
• A critical analysis e.g. an analysis of the effects of a particular policy.
• A collection of general findings or conclusions. 

Once you have written your research proposal, you are ready to move on to second stage of your research.