Research is the foundation of any science. It can be viewed as a process, where data is collected, information is analysed and transformed into useful knowledge. OB research aims to address questions that arise about behaviour and its effect on the workplace. When conducting research a variety of research methodologies are utilised. This document explores the dominant and most popular tools used to carry out research including experimental, observational, survey and case study with all of their strengths and limitations.

1. Research Methods: Exploring Organisational Behaviour Exploring © Olivia Moran
Research Methods
Exploring Organisational Behaviour
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2. Research Methods: Exploring Organisational Behaviour Exploring © Olivia Moran
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3. Research Methods: Exploring Organisational Behaviour Exploring © Olivia Moran
Robbins (2001:6) defines Organisational Behaviour (OB) as ‘a field of study that investigates the
impact that individuals, groups, and structure have on behaviour within organisations for the purpose
of applying such knowledge toward improving an organisation’s effectiveness’. OB aims to create a
better understanding of human behaviour in the workplace. This greater understanding can only be
acquired through the use of the various research methodologies or tools.
Morley et al (1998), claims that ‘like any of the behavioural sciences, OB requires the utilisation of
rigorous methodologies to better understand human behaviour in the workplace”. Research is the
foundation of any science. It can be viewed as a process, where data is collected, information is
analysed and transformed into useful knowledge. OB research aims to address questions that arise
about behaviour and its effect on the workplace.
When conducting research a variety of research methodologies are utilised. The dominant and most
popular tools include experimental, observational, survey and case study all their own strengths and
limitations.
The experimental method is used widely in all areas of research. An experiment aims to highlight the
relationship that exists between cause and effect. It focuses on the influence or effect that a variable
(anything that can be vary) has on another variable.
There exists two main types of experiment. The first being the laboratory experiment. According to
Morley et al (1998), ‘laboratory experiments involve the researcher in testing the effects of one or
more independent variable through the utilisation of both control and experimental groups which are
randomly selected’. Laboratory experiment allows for high levels of control. For example, the
elimination of variables considered irrelevant and the experimental group. This group is one where
the variables remain constant. This allows for greater control as test group and experimental group
can be compared to identify any differences between the two groups. A high level of control is
necessary to ensure that changes that occurred in the test group are actually due to the alteration of
the independent variables.
This type of experiment is carried out under very controlled highly specific conditions that might not
exist in the real world. This often makes experiments a poor reflection of real life situations.
The second type of experiment is field experiment. This is where a researcher goes into an actual
company and conducts experiments when the subject is in their natural surroundings. There is less
control when conducting this type of experiment compared to laboratory. However it most likely
produces accurate results of employee’s behaviour.
The ethical side of the experiment also needs to be considered. For example carrying out an
experiment without the subject knowing that they are being involved in an experiment. To the
contrary, will informing the subject of their involvement in the experiment somehow alter the true
outcome. As discovered through the Hawthorn Studies carried out by Elton Mayo et al it was
highlighted that a subject’s behaviour differed from the norm due to the fact that they knew they
were being observed.
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Experiments are relatively easily to carry as long as researcher has necessary training. They would
be considered cheap compared to other methods such as observation. It’s important to note that
experiments need to be both valid and reliable. Validity refers to the power of our conclusions,
inferences or propositions. There are three different types of validity. Firstly, there is construct
validity. This looks at whether the variables examined, were accurately measured and manipulated.
The second type is internal validity, which is present when the researcher can infer that one variable
caused another. Lastly, external validity which involves determining whether or not the results and
conclusions of an experiment, can be generalised to other groups, settings etc.
Reliability looks at whether or not what’s supposed to be measured, is actually measured. If you
carried out the same experiment in the very same conditions would you come to the similar
conclusions? It’s simply the consistency of your measurements.
One of the main limitations of field experiments is organisation sectional bias. Most companies who
aren’t doing well tend not to allow field experiments to take place. The management at these
companies may feel that it would show them up or portray a bad image of the company. For this
reason it seems that mostly successful businesses are willing to take part. The researcher needs to
consider if a true picture can be painted from these experiments.
Field experiments take longer to complete than lab experiments however its probably time well spend
due to the fact that field experiments are arguable more realistic as they are carried out in
environment in which they are expected to naturally occur.
The second methodology, the author is going to discuss is observation. It involves a researcher
collecting and recording data over time, which they consider relevant to the study being carried out.
Observation can be both non-participative and participative. Buchanan and Andrzej (1997) looks at
non-participative observation as a situation where ‘the researcher is physically present, but only as a
spectator who does not become directly involved in the activities of those being studied’. The
researcher just watches and listens (i.e. observes) subjects in their natural environment (i.e.
workplace). The participant are not disturbed or interfered with by the researcher at any point during
the observation.
Participative differs in so far as it involves or engages the researcher, who takes on a dual role as
both a researcher and participant. The researcher basically takes part in that which is being
examined to try to acquire a better understanding.
The greatest argument in favour of observation as a valuable research method is that the researchers
carry out their research to observe behaviour in the setting or conditions that they would naturally
occur. Compared to a laboratory experiment where conditions may be neither permanent nor
repeatable thus not reflecting real life situations (Bennett 1996:9).
The information is directly gathered thus some would claim its more accurate compared to other
methods such as a survey, where people can manipulate the truth more easily.
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The author considers this method to have far too many weaknesses. It’s true that the researcher can
look at behaviour and describe it but it can’t really explain it. Under tightly controlled experimental
setting the relationship that exists between cause and effect can be identified and proved. In an
observation situation there are numerous variables present which make it extremely hard to construct
a conclusive argument and establish the true cause and effect relationship. The researcher can claim
why they think people act in a particular way but they can’t really prove it as a fact.
Observation is very time consuming. It can last for days, months or even years. In turn its very
costly as researchers wages have to be paid.
Hawthorn effect may alter how the subject normally behaves therefore not presenting the reality that
actually exists. The Hawthorn effect can be overcome but not informing participants that they are in
fact that. The ethical considers of this practice have to be seriously considered.
The researcher especially in the case of participative observation may become bias and less than
objective. Their way of thinking may become fussy. If the researcher takes on the role of the
subject they may begin to empathise with the subject to such a degree that it may impact on
objective conclusions.
The third research methodology is the survey. This method is probably the most popular and
commonly used. It’s the first thing that comes to mind when you think of research. When carrying
out a survey tools such as questionnaires and interviews are used to gather relevant data.
Questionnaires consist of questions. These questions may be closed ended, where the participant
gives a yes or no answer. They can also be open-ended giving the subject room to elaborate.
Questionnaires are relatively quick to conduct easily when a large amount of people need to be
questioned in a short space of time. It’s also quite inexpensive unlike other methods.
The questionnaire has an anonymous element to it. Due to this reason, the researcher may find that
people are more open about the information and how much of it that they give in comparison to a
face-to-face meeting.
They are usually quite convenient for the respondent as they can complete them in their own time.
It’s more likely that all questions are answered and done so accurately. If a researcher attempt to
get a person to fill in the survey when they are unable to give their full attention to it, they may find
participant doesn’t answer the questions fully or even skips over a few.
There are many elements that must be taken into account when conducting questionnaires. Firstly, a
low return level. A thousand questionnaires may have been sent out to be filled in but only three
hundred have been received back. There is also the chance that some of them have been filled in
incorrectly or are incomplete. Usually these spoiled questionnaires cannot be used.
Data quality is major concern. Often with this tool it’s found that there is low data quality. If people
are in a rush and you stop them to fill a questioner they will usually do it. However, they hurry
through it, giving less than accurate information.
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Once a questionnaire is completed you can’t go back to participant and ask them to clarify certain
points that were made. The researcher then may try to guess what idea or comments were made.
The researcher may take a wrong meaning out of it. Thus, the results wont paint a clear picture of
what’s being researched.
Participants need to have certain skills and abilities in order to take part, unlike a method such as
observation. Researcher needs to consider whether or not the results reflect real life.
There is little control over the truthfulness of data and information collected. People can lie easily if
they wish to do so. They may even give certain responses because they feel that’s what you want to
hear. Like that of a training situation whereby a trainer asks the pupils do they understand the
material that’s just been covered. The students reply that they do even though they don’t. This
phenomenon is known as participant bias. The survey findings and results are dependant on level of
truth from respondents. A researcher may come to a conclusion that doesn’t reflect real life
situations due to the fact that participants lied or manipulated data either intentionally or
unintentionally.
The interview is another data gathering tool used when carrying out surveys. It involves a researcher
sitting down with a person/group (in a certain target sample, i.e. all females under twenty five years
of age) and asking them relevant questions.
Its more expensive and a slower process than that of the questionnaire but the information collected
is arguable more accurate. People tend to find it harder to lie in a face-to-face interview and to a
lesser extent on the telephone.
The researcher will usually be able to collect more information when doing a face-to-face interview in
contrast with the telephone interview or questionnaire. Most people find it easier to talk for longer in
a face-to-face. Other non-verbal data such as body language, tone of voice can be of help to
researchers when studying behaviour.
Unlike with the previous two research methods, a researcher can seek clarification of data that they
have collected and don’t understand. They can ask the interviewee to give more information of to
clarify some point, probing the participant until satisfied.
Both the length of the questionnaire and interview (i.e. number of questions asked) may impact on
influence the final results and conclusions. If its too short researcher may not be able to collect all
necessary data whereas if its too long people might loose interest halfway through or be hesitate to
participate in the first place.
Participant error may lead to unreliability. If for example, a person is tired or in a bad mood. The
researcher must consider whether or not they would give the same answer if they were in a good
mood and were not tired.
Another increasingly popular interview is the focus group interview. A group of people come together
to talk about issues that are related to the research being carried out. A researcher who’s expert in
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guiding conversation and knows exactly how to uncover knowledge deemed relevant leads this
discussion.
Surveys are more successful than other methods when it comes to researching behaviour that can’t
be easily identified or observed. For example, how can you observe low morale or self-esteem in an
employee?
Analysing the data collected during the survey is relatively easy due to the fact that questionnaire and
interview questions are usually standardised with all participants being asked the same questions.
This also creates a situation whereby answers given by one candidate can be compared to another.
The survey like with the observation method tends to describe behaviour rather than give an
explanation as to why it occurred. It’s for this reason that a cause and effect relationship cannot be
proved. Reasons for certain behaviour can only be argued.
The final research method is the case study. The case study involves examining one particular are,
event, process etc. According to Feagin et al (1991) the ‘case study is an ideal methodology when a
holistic, in-depth investigation is needed.
The case study helps people to understand the case, which has been researched and enables people
to put the conclusions into context. They are often used to demonstrate how theory can be put into
practice.
Case studies are widely used in situations where the use of other types of researcher would not be
considered suitable. If for example you were researching the effects of bullying on work
performance, would it be ethical to carry out observation or an experiment.
Arguably the most obvious limitation of this method is the fact that it only focuses on one person,
situation etc. Due to this many would say that it’s impossible to generalise it. Yin discusses this in
his book ‘Applications of Case Study’. Yin highlights that dependence on a single case renders it
incapable of providing a generalising conclusion.
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