Analyzing Key Experiences, Epiphanic Events, or Critical Incidents
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Analyzing Key Experiences, Epiphanic Events, or Critical Incidents
The purpose of this approach to analysis is to focus on events that seem to have a marked impact on the experience of major stakeholders. Denzin (1989) talks of moments of crisis, or turning-point experiences that have a significant impact on people. Such events may appear as moments of crisis, triumph, anger, confrontation, love, warmth, or despair that have a lasting impact on people. They may result in a “lightbulb” or “a-ha” experience that provides people with greater clarity about puzzling events or phenomena or leaves them with deep-seated feelings of alienation, distrust, anger, or hopelessness. Key experiences or epiphanic events, however, can be moments of joy and triumph, wonderful experiences that affect people’s lives in positive ways. Analysis of events where people overcome great obstacles to achieve something momentous, or when they work exceedingly hard to accomplish something important, can provide great insight into the underlying dynamics of people’s lives.
The analysis of critical incidents has an extended history in the human service professions, for as Tripp (1993) indicates, this enables teachers to acquire the means to self-monitor their techniques and routines in order to increase the power of their professional judgment. Analysis of critical incidents now extends to a wide range of areas, including education, counseling (Juhnke & Kelly, 2005; Tyson, Perusse, & Whitledge, 2004), and management (Hinkin, 2005).
As we interview people systematically over an extended period they are likely to focus on events that have special significance for them. By unpacking these events we can learn the features that make them so meaningful, and in the process we extend our understanding of the way the issues affect their lives. This may require ongoing cycles of investigation with participants to explore the significance of the identified events or incidents. This type of analysis requires researchers to
Review the Data
Review the data as suggested in the Categorizing and Coding section.
Identify Key Experiences
For each participant, identify events or experiences that appear to be particularly significant or to have an especially meaningful impact on them.
Identify Main Features of Each Experience
For each significant event or experience, identify the features that seem to be a major part of that experience.
Identify the Elements That Compose the Experience
For each feature, identify the elements that compose the detailed aspects of that experience.
Identify Themes
List experiences, features, and elements for each participant. Compare lists to identify experiences and features of experience common to groups of participants. List these as themes.
Case Example: Facilitating Workshops
This example demonstrates how a piece of data can be analyzed and the category system used as the basis for a report on workshop facilitation. The analysis commences with a piece of raw data and identifies a key experience and its associated features and elements.
Key Experience
Experiencing an effective workshop
Features and Elements (attached second picture)
This example provides the key features of Anxiety, Careful Planning, Identifying Learning Tasks, Flexible Processes, and Accomplishing Purposes. The elements composing details of the first and last features are drawn from the previous data. A following interview revealed the elements composing Careful Planning and Flexible Processes. These features and elements provide the basis for a report that enables agency administration to understand how the team had presented an effective workshop.
Analysis and interpretation phase ii: enriching the analysis
The first cycles of an action research process enable researchers to refine their focus of investigation and to understand the ways in which primary stakeholders experience and interpret emerging issues. In following cycles other information is incorporated that further clarifies or extends participants’ understanding by adding information from other stakeholders and data sources. In a school research process, the perspectives of parents might be added to those of students and teachers, and school or student records or the research literature might provide relevant information. In a health program, patient and health professional perspectives might be complemented by evidence-based information from the professional literature.
The purpose for this activity is to provide the means for achieving a holistic analysis that incorporates all factors likely to have an impact on achieving an effective solution to the problem investigated. Thus, the part that each major stakeholder plays will be taken into account, as well as the substantial information from policy and program documents and the research literature.
Analyzing Key Experiences, Epiphanic Events, or Critical Incidents
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Analyzing Key Experiences, Epiphanic Events, or Critical Incidents