Critical Incident Interviews Research Articles

The psychological factors that influence successful technology adoption in the oil and gas industry

To ensure that the full potential of innovative technology is maximised, it is crucial to understand the psychological factors that influence technology adoption in all industrial consumers. The oil and gas (O&G) industry exemplifies industrial consumers’ reluctance to adopt new technology. Our critical incident interviews identified the key psychological factors that influence technology adoption in the O&G industry. These were personality (innovativeness and risk aversion), attitudes (trust, motivations, “not invented here” syndrome and “engineering mindset”), social (subjective norms and self-image), cognitive (risk perception, uncertainty and familiarity, expertise, and previous experiences) and organizational level factors (leadership, management, organisational culture, adoption culture, and rewards system). In combination with future case studies, these results can be used to develop interventions that support the successful introduction and acceptance of new technology not only in O&G but in other high-risk sectors.

Husserl’s epoche and the way of the sword: exploring pathways into phenomenological inquiry

PurposePhenomenology is widely recognised for its power to generate nuanced understanding of lived experience and human existence. However, phenomenology is often made inaccessible to prospective researchers due to its specialised nomenclature and dense philosophical underpinnings. This paper explores the value of the researcher’s lived experience as a pathway into phenomenological inquiry. The purpose of this paper is to improve the accessibility of phenomenology as a method for qualitative analysis. It achieves this by aligning Husserl’s concept of phenomenological epoche, or bracketing of preconceptions, and the author’s lived experience as a practitioner of kendo, or Japanese fencing.Design/methodology/approachThe paper employs the narrative vignette as a means of illuminating the intersections between kendo practice and the application of phenomenological epoche as it applies to the understanding of embodied sensemaking. Reflections on the narrative vignette identified a suite of techniques from kendo practice that were applied to a phenomenological approach for critical incident interviews. These techniques were then applied to 30 critical incident, semi-structured interviews as part of a PhD research project into embodied sensemaking.FindingsThe results from these interviews suggest that the kendo-derived techniques were effective in generating thick narratives from participants during semi-structured interviews. Examination of the results provided insights into the linkage between phenomenology as a continental philosophy and eastern perspectives such as those found within the Zen traditions and other aesthetic practices.Originality/valueThis research suggests that lived experience such as kendo practice can provide a ready-to-hand pathway to phenomenological inquiry.

The Leadership Knowing-Doing Gap: A Phenomenological Exploration

Despite the rising interest in leadership development, building knowledge about leadership more often than not remains an end in itself, and little is known about how the transfer of leadership learning into leadership enactment is experienced by managers. This research phenomenologically explores the leadership knowing-doing gap, using semi-structured critical incident interviews with 22 managers in leadership roles across various industries and organizational levels in the United Kingdom. Findings offer a comprehensive understanding presenting the leadership knowing-doing gap as a multifaceted and dynamic experience involving cognitive, affective, and behavioral elements that interplay within the processes of creating or widening the gap on the one hand, or preventing or closing the gap on the other hand. Our proposed framework provides a conceptualization of the leadership knowing-doing gap experience that enhances the potential of identifying and operationalizing such an experience for future theory building and empirical research in both management learning and leadership development. We end with practical insights to address the leadership knowing-doing gap and highlight the importance of evaluating leadership development to evidence effective learning transfer and leadership enactment in organizations.

Transfer of academic information literacy skills to workplace contexts

This paper reports preliminary results of a study analyzing transfer of information literacy skills learned in a compulsory undergraduate course at the University of Pretoria. Twenty-three alumni with a range of disciplinary backgrounds, and currently working in a diversity of workplaces, participated in critical incident interviews which explored transferability of the skills learned in the course, and information practices in the workplace.

Pathways through organizational socialization: A longitudinal qualitative study based on the psychological contract.

In this study, we explore different pathways during organizational socialization through the lens of the psychological contract using in‐depth longitudinal qualitative methods. Analysis of 112 critical incident interviews with 27 newcomers across their first year of work reveals five distinct psychological contract pathways through socialization, within which fulfilment and breach influence adjustment by facilitating or restricting opportunities to learn and integrate, as well as influencing attitudes and behaviour. The analysis reveals that whilst perceived psychological contract fulfilment facilitates newcomer adjustment, perceived breach can disrupt the process. We provide a detailed account of the way socialization and the psychological contract unfold for newcomers over time, and show that psychological contract events can significantly alter the course of adjustment.Practitioner points Delivery of perceived promises that are of particular importance to newcomers during early tenure can accelerate adjustment. Managers should therefore attempt to find out which promised contributions are important to employees and prioritize their delivery.The negative effects of perceptions of broken promises on newcomer adjustment may be reversed by later delivery. Managers should explain the reasons for any broken promises and seek to fulfil them in the future.Ongoing support from managers can help newcomers to negotiate the difficult period after organizational entry, even where promises are perceived to have been broken.Direct managers should be made aware of information provided and promises made to newcomers by those responsible for recruitment.

“I can't express my thanks enough”: The “gratitude cycle” in online communities

Gratitude is a fundamental aspect of social interaction that positively influences emotional and social well‐being. It is also crucial for promoting online community health by motivating participation. However, how gratitude occurs and can be encouraged in online communities is not yet well understood. This exploratory study investigated how online community users experience gratitude, focusing on how gratitude expression and acknowledgment occurs, can break down or can be reinforced. Semistructured Critical Incident interviews were conducted with 8 users of various online communities, including discussion and support groups, social Q&A sites, and review sites, eliciting 17 memorable examples of giving and receiving thanks online. The findings gave rise to a process model of gratitude in online communities—the “gratitude cycle,” which provides a detailed, holistic understanding of the experience of gratitude online that can inform the design of online community platforms that aim to motivate users to perpetuate the cycle. An enriched understanding of gratitude in online communities can help ensure future platforms better support the expression and acknowledgment of thanks, encouraging participation.

Challenging investment decision-making in pension funds

PurposeThe purpose of this study was to gain a better understanding of pension fund managers investment thinking when confronted with challenging investment decisions. The study focuses on the theoretical question of how dual thinking processes in experts’ investment decision-making emerge. This question has attracted interest in economic psychology but has not yet been answered. Here, it is explored in the context of pension funds.Design/methodology/approachThe sample included 22 pension fund managers. The authors explored their decision-making by applying the critical incident interview technique, which entailed collecting investment decisions that fund managers retrieved from recent memory (Flanagan, 1954). Questions concerned the investment situation, the decision-making process and the challenges and uncertainties the fund managers faced.FindingsMany of the 61 critical incidents examined concerned challenging (mostly stock) investments based on extensive analysis (e.g. reliance on external analysts for advice; analysis of massive amounts of hard company and stock market information; scrutiny of company reports and personal meetings with CEOs). However, fund managers to a high degree based their decisions on soft information judgments such as experience and qualitative judgements of teams. The authors found heuristics, intuitive thinking, biases (sunk cost effects) and social influences in investment decision-making.Research limitations/implicationsThe sample is small and not randomly selected.Practical implicationsThe authors suggest anti-bias training and better acquaintance with human forecasting limitations for pension fund managers.Originality/valuePension fund managers’ investment thinking has not previously been investigated. The authors show the types of investment situations in which analytical and intuitive thinking and biases occur.

Down the rabbit hole: Investigating disruption of the information encountering process

Information encountering (IE) often occurs during active information seeking and involves passively finding unsought, unexpected information that is subjectively considered interesting, useful, or potentially useful. While the idealized IE process involves engaging with information after noticing it (for example, by examining it, conducting follow‐up seeking to determine usefulness, then using or sharing it), the process can be disrupted—resulting in missed opportunities for knowledge and insight creation. This study provides a detailed understanding of when and why the process can be disrupted. Think‐aloud observations and Critical Incident Interviews were conducted with 15 web users, focusing on examining when they encountered information but did not engage with it. Factors that discouraged engagement and simultaneously encouraged participants to return to active, goal‐directed information seeking by disrupting the IE process were identified. These factors individually and collectively demonstrate that IE can instigate a highly uncertain cost–benefit trade‐off, sometimes resulting in encounterers being cautious by returning to “less risky” active seeking. Design suggestions are made for reducing the uncertainty of deciding whether to engage with encountered information and making it easier to return to the active seeking task if disruption occurs.

Applicability of solitary model of information behavior in students’ collaborative learning assignments

PurposeThis paper aims to present results of a study which examined students’ collaborative information behavior (CIB) in comparison with behavioral patterns illustrated in Wilson’s (1996) model of information behavior.Design/methodology/approachA total of six groups of undergraduate students; four from Sokoine University of Agriculture (SUA) and two from Ardhi University (ARU) were purposively selected. Data were collected using semi participant observation, critical incident interviews and focus group discussion methods.FindingsResults indicate that students’ CIB is mainly shaped by collaborative learning environment, learning tasks objectives and requirements. Despite its wider applicability in different domains and contexts, Wilson’s (1996) model is partially appropriate in modeling students’ group-based learning information behavioral activities. Person(s) in context and active and passive information seeking are aspects of the model which are observed to be relevant in students’ CIB.Practical implicationsThe study has implications on teaching and learning practices in higher learning institutions.Originality/valueThe study provides new insights on how students exhibit different information behavioral patterns during collaborative learning. The study fills a gap on how solitary models of information behavior can be used to model students’ information behavior in team-based learning.

Leadership’s Thinking Process with Contextual Intelligence in Executing Diversification Strategy

Abstract: Diversification is a popular strategy for growth in response to a volatile economy. Current research, however, devotes little attention to the leadership required to ensure successful diversification, except for theoretical contributions on leaders’ thinking processes from scholars within the strategy discipline. This study thus conducted fieldwork in South African organisations to explore empirically how senior leaders’ thinking processes, demonstrating contextual intelligence, contributing to successful diversification. A qualitative study was conducted by collecting data through semi-structured interviews from 15 executives with an average of 21 years’ experience in senior management roles, who had been involved in diversification in South Africa. A critical incident interview technique was used, and interviewees offered examples of how they changed their way of thinking in creating an environment for successful diversification. The analysis revealed that continuous change was required to successfully implement a diversification strategy. Leaders demonstrated specific thinking processes, for example: being intently aware of their context, they filtered and compared this information to their schema or preconceived cognitive representations. In case of a mismatch, they changed their way of thinking; and directed contextual information to challenge others’ current way of thinking. Surprising findings included leaders’ sensing other’s emotions and appealing to these through storytelling to elicit support for their diversification. Diversification requires organisations to invest in developing the agility and global perspective of leadership to increase awareness of trends in their context, their own biases and to shift their mindsets as well as purposefully challenging other’s thinking.

Exploring social harms during distribution of HIV self-testing kits using mixed-methods approaches in Malawi.

IntroductionHIV self‐testing (HIVST) provides couples and individuals with a discreet, convenient and empowering testing option. As with all HIV testing, potential harms must be anticipated and mitigated to optimize individual and public health benefits. Here, we describe social harms (SHs) reported during HIVST implementation in Malawi, and propose a framework for grading and responding to harms, according to their severity.MethodsWe report findings from six HIVST implementation studies in Malawi (2011 to 2017) that included substudies investigating SH reports. Qualitative methods included focus group discussions, in‐depth interviews and critical incident interviews. Earlier studies used intensive quantitative methods (post‐test questionnaires for intimate partner violence, household surveys, investigation of all deaths in HIVST communities). Later studies used post‐marketing reporting with/without community engagement. Pharmacovigilance methodology (whereby potentially life‐threatening/changing events are defined as “serious”) was used to grade SH severity, assuming more complete passive reporting for serious events.ResultsDuring distribution of 175,683 HIVST kits, predominantly under passive SH reporting, 25 serious SHs were reported from 19 (0.011%) self‐testers, including 15 partners in eight couples with newly identified HIV discordancy, and one perinatally infected adolescent. There were no deaths or suicides. Marriage break‐up was the most commonly reported serious SH (sixteen individuals; eight couples), particularly among serodiscordant couples. Among new concordant HIV‐positive couples, blame and frustration was common but rarely (one episode) led to serious SHs. Among concordant HIV‐negative couples, increased trust and stronger relationships were reported. Coercion to test or disclose was generally considered “well‐intentioned” within established couples. Women felt empowered and were assertive when offering HIVST test kits to their partners. Some women who persuaded their partner to test, however, did report SHs, including verbal or physical abuse and economic hardship.ConclusionsAfter more than six years of large‐scale HIVST implementation and in‐depth investigation of SHs in Malawi, we identified approximately one serious reported SH per 10,000 HIVST kits distributed, predominantly break‐up of married serodiscordant couples. Both “active” and “passive” reporting systems identified serious SH events, although with more complete capture by “active” systems. As HIVST is scaled‐up, efforts to support and further optimize community‐led SH monitoring should be prioritized alongside HIVST distribution.

‘Learning how to go on’: refugee students and informal learning practices

ABSTRACT This article explores the social and historical formation of ‘successful’ refugee students’ learning practices utilising in-depth, critical incident interviews with primary school aged, refugee-background students in Australia. Employing a practice lens, this article firstly explores the informal learning practices the students identify from their past; secondly, examines the arrangements which hold these learning practices in place, and thirdly, explicates the ways in which these practices may enable students’ educational achievement in their current host country. We conclude that despite difficult starting points and educational gaps, many refugee students find ways to learn and succeed in school, but such achievement should not be a matter of serendipity. Inclusive schools must acknowledge not only the challenges in refugee students’ learning, but also the resources they bring into their education.

Exploring ethnic minority students' stories through their representations

ABSTRACTStudents who identify as being from an ethnic minority are under-represented within school geography in England at key stages 4 and 5.1 At these key stages geography is an optional subject, and how students view geographical knowledge may influence their GCSE and A level subject choices. This article describes recent doctoral research undertaken with year 12 and 13 students in a girls' grammar school. It employs an intersectional lens to explore how students of different ethnicities represent geographical knowledge through collages, critical incident charts and interviews. The article does not attempt to develop a typology of students of different ethnicities and their particular representations. Such an approach would strip out the detail inherent in the students' descriptions, compartmentalise their view of geographical knowledge in a singular context and encourage the reader to generalise regarding individual ethnicities and particular representations. Instead, while the under-representation of ethnic minority students at GCSE and A level provided the starting point, this research was designed to move beyond a single ethnic stereotype to capture the richness of all the students' stories. The main findings suggest geographical knowledge was represented in different ways given different methods and that it was diverse, individual and difficult to categorise along ethnic lines. Instead, the students' representations reflected the characteristics and concepts from their recent formal geography lessons and, to a lesser extent, their informal experiences, although the latter were not always explicit or straightforwardly definable. Drawing on these findings, the article suggests a model that reflects the complexity of students' representations and offers a language for discussing them.

Integrity situational judgement test for medical school selection: judging 'what to do' versus 'what not to do'.

ContextDespite their widespread use in medical school selection, there remains a lack of clarity on exactly what situational judgement tests (SJTs) measure.ObjectivesWe aimed to develop an SJT that measures integrity by combining critical incident interviews (inductive approach) with an innovative deductive approach. The deductive approach guided the development of the SJT according to two established theoretical models, of which one was positively related to integrity (honesty–humility [HH]) and one was negatively related to integrity (cognitive distortions [CD]). The Integrity SJT covered desirable (HH‐based) and undesirable (CD‐based) response options. We examined the convergent and discriminant validity of the Integrity SJT and compared the validity of the HH‐based and CD‐based subscores.MethodsThe Integrity SJT was administered to 402 prospective applicants at a Dutch medical school. The Integrity SJT consisted of 57 scenarios, each followed by four response options, of which two represented HH facets and two represented CD categories. Three SJT scores were computed, including a total, an HH‐based and a CD‐based score. The validity of these scores was examined according to their relationships with external integrity‐related measures (convergent validity) and self‐efficacy (discriminant validity).ResultsThe three SJT scores correlated significantly with all integrity‐related measures and not with self‐efficacy, indicating convergent and discriminant validity. In addition, the CD‐based SJT score correlated significantly more strongly than the HH‐based SJT score with two of the four integrity‐related measures.ConclusionsAn SJT that assesses the ability to correctly recognise CD‐based response options as inappropriate (i.e. what one should not do) seems to have stronger convergent validity than an SJT that assesses the ability to correctly recognise HH‐based response options as appropriate (i.e. what one should do). This finding might be explained by the larger consensus on what is considered inappropriate than on what is considered appropriate in a challenging situation. It may be promising to focus an SJT on the ability to recognise what one should not do.

Recasting Odysseus: embodied sensemaking among seafaring leaders

ABSTRACTThis article proposes the exploration of how leaders within the Australian offshore marine sector, as an example of a high reliability work context, engage in embodied sensemaking to resolve critical events. Based on an extensive literature review, it prescribes a phenomenological, interpretivist approach to examining embodied sensemaking via semi-structured critical incident interviews with seafaring leaders (Masters and Chief Engineers). By interpreting thick descriptions of their lived experience, it is intended to develop both theoretical understanding as well as practice wisdom for dealing with critical events. High Reliability Organisations (HROs), such as those within the offshore marine sector, face the challenge of maintaining exceptional safety and operational reliability amidst increasing volatility, uncertainty, complexity and ambiguity (VUCA). These factors provide for the emergence of critical incidents and events that are not readily anticipated. Weick’s theoretical model of sensemaking is examined in light of contemporary seafarer experience, as well as current theories on embodied cognition that were not available when Weick developed his sensemaking theory. Additionally, the research will challenge a number of archetypal assumptions of maritime command that have prevailed since Homer’s classic Odyssey. An examination of sensemaking of seafaring leaders will recast Homer’s hero, Odysseus, in light of the contemporary maritime context. Pursuing a phenomenological study into seafaring leadership with the view of developing a practice wisdom pedagogy has not been researched, despite its value being identified by the International Maritime Organisation. It is hoped that building wisdom and resilience in terms of how leaders within the Australian offshore marine sector make sense of, and resolve, these unexpected events will contribute towards the preservation of life and the environment.

How Does Culture Matter? TheXin(Heart-Mind)-based Social Competence of Chinese Executives

ABSTRACTIn this study we explore the emotional and cognitive dimensions of Chinese business leaders’ social competence. We argue for a culturally inclusive conceptualization of leader social competence and its internal structure, which takes into account Chinese indigenous features. Data were collected by critical incident interviews from 42 top executives of small- and medium-sized private enterprises in China. A total of 302 competency episodes were included in the current study. Grounded theory was used for data analysis. The followingxin(heart-mind)-based social competencies were referenced in episodes of effective Chinese competency-relevant social interactions:guanxibuilding and maintenance, empathy, inspiration with wisdom, empowerment and developing others, resilience, and appreciation of problem solving. Each of these competencies includes an emotional and a cognitive element and embodies dynamic interplay between the emotional and cognitive dimensions of social competence. Xin-based social competencies impact effective interactions in relational contexts that implicate the individual self, the organizational self, and their interactions. The theoretical contributions and practical implications of the findings are discussed.

Making Leaders: Leadership Characteristics Of Makers And Engineers In The Maker Community

This study examines the emergence of leadership characteristics within a new organizational community of individuals: the Maker community. The Maker community is a group of individuals that classify themselves as “Makers” and have become innovators and entrepreneurs through the creation of technological gadgets, artistic projects, and other end products. Historically, so-called Tinkers were motivated to design and develop objects in their garages apart from other people with similar motivations. Drawing from Quinn’s Competing Values Framework, these Maker communities exemplify emergent leadership characteristics within collaboration frameworks. Forty critical incident interviews with Makers express the leadership characteristics of these individuals. Characteristics may differ from individual to another, but a general representation of the community as a whole can be made from observing sub-groups within the community. The results hold important implications for leadership growth, cross-cultural management, and the future for what has become an emerging organizational community. The growth of this community has implications for the field of engineering education and new project-based learning coursework. The emergence of the Maker community including maker spaces has also become relevant in this context and the future of how we education engineers.

P225 Integrating Palliative Care into the Health Care Practice: What Facilitators and Barriers in Cameroon?

Recent evidence suggests that nursing students face barriers in translating into practice their acquired knowledge during a palliative care (PC) course. However, it is not known whether qualified health care workers exposed to this course experience the same barriers. This study aimed at reporting facilitators and barriers encountered in implementing a PC program in sub-Saharan Africa. This is a longitudinal study on an experimental single group of senior nurses and medical doctors enrolled into a pilot regional PC program, with an intensive 3-day PC initiator’s course, and dedicated to constitute a mobile PC unit equipped with PC tools and oral liquid morphine in 18 hospitals. Quantitative and qualitative data were collected through two focus groups discussion of 21 participants each, 10 individual critical incident interviews and observation to evaluate challenges faced in putting into practice PC knowledge. Qualified health care workers exposed to this program were able to translate knowledge into practice in their local settings. They were able to better understand and manage PC patients in their daily practice. However they reported difficulties in providing quality care: eligibility criteria, announcement of bad news, morphine management. Problems were also observed in the organization of service like difficulties in filling patients’ file, lack of reporting, and implication into other overwhelming hospital activities, with some of these said to originate from the hospital administration. This study suggests that qualified health care workers exposed to PC course can capitalize on it for use in their practice for patients in need. However the various barriers reported and observed are mostly inherent in the complexity of PC provision for holistic care, and the involvement of the hospital administrative authorities for quality service. It suggests the need for capacity building training for workers and a strong advocacy intended for any end-decision maker while implementing a PC program.

The critical incident technique reappraised

PurposeThe purpose of this paper is to offer a reconceptualization of the critical incident technique (CIT) and affirm its utility in management and organization studies.Design/methodology/approachUtilizing a case study from a leadership context, the paper applies the CIT to explore various leadership behaviours in the context of nonprofit boards in Canada. Semi-structured critical incident interviews were used to collect behavioural data from 53 participants – board chairs, board directors, and executive directors – from 18 diverse nonprofit organizations in Alberta, Canada.FindingsWhile exploiting the benefits of a typicality of events, in some instances the authors were able to validate aspects of transformational leadership theory, in other instances the authors found that theory falls short in explaining the relationships between organizational actors. The authors argue that the CIT potentially offers the kind of “thick description” that is particularly useful in theory building in the field.Research limitations/implicationsDrawing on interview material, the authors suggest that incidents can be classified based on frequency of occurrence and their salience to organizational actors, and explore the utility of this distinction for broader theory building purposes.Practical implicationsPrincipally, the paper proposes that this method of investigation is under-utilized by organization and management researchers. Given the need for thick description in the field, the authors suggest that the approach outlined generates exceptionally rich data that can illuminate multiple organizational phenomena.Social implicationsThe role of nonprofit boards is of major importance for those organizations and the clients that they serve. This paper shed new light on the leadership dynamics at the top of these organizations and therefore can help to guide improved practice by those in board and senior management positions.Originality/valueThe CIT is a well-established technique. However, it is timely to revisit it as a core technique in qualitative research and promote its greater use by researchers. In addition, the authors offer a novel view of incidents as typical, atypical, prototypical or archetypal of organizational phenomena that extends the analytical value of the approach in new directions.

Increasing understanding of the relationship between geographic access and gendered decision-making power for treatment-seeking for febrile children in the Chikwawa district of Malawi.

BackgroundThis study used qualitative methods to investigate the relationship between geographic access and gendered intra-household hierarchies and how these influence treatment-seeking decision-making for childhood fever within the Chikwawa district of Malawi. Previous cross-sectional survey findings in the district indicated that distance from facility and associated costs are important determinants of health facility attendance in the district. This paper uses qualitative data to add depth of understanding to these findings by exploring the relationship between distance from services, anticipated costs and cultural norms of intra-household decision-making, and to identify potential intervention opportunities to reduce challenges experienced by those in remote locations. Qualitative data collection included 12 focus group discussions and 22 critical incident interviews conducted in the local language, with primary caregivers of children who had recently experienced a febrile episode.ResultsLow geographic accessibility to facilities inhibited care-seeking, sometimes by extending the ‘assessment period’ for a child’s illness episode, and led to delays in seeking formal treatment, particularly when the illness occurred at night. Although carers attempted to avoid incurring costs, cash was often needed for transport and food. Whilst in all communities fathers were normatively responsible for treatment costs, mothers generally had greater access to and control over resources and autonomy in decision-making in the matrilineal and matrilocal communities in the central part of the district, which were also closer to formal facilities.ConclusionsThis study illustrates the complex interplay between geographic access and gender dynamics in shaping decisions on whether and when formal treatment is sought for febrile children in Chikwawa District. Geographic marginality and cultural norms intersect in remote areas both to increase the logistical and anticipated financial barriers to utilising services and to reduce caretakers’ autonomy to act quickly once they recognize the need for formal care. Health education campaigns should be based within communities, engaging all involved in treatment-seeking decision-making, including men and grandmothers, and should aim to promote the ability of junior women to influence the treatment-seeking process. Both mothers’ financial autonomy and fathers financial contributions are important to enable timely access to effective healthcare for children with malaria.