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  • 00:04

    [Case Studies of Research: Professional Identity]

  • 00:09

    SPEAKER: I first became interested in the notionof professional identity about five years ago.It seems that in modern society, we really have a job for life.We'll often start off in one career,and for whatever reason, later shift into another, sometimesquite different, one.I have some experience in the world of coaching.I was aware that coaches often do this, coming into coaching

  • 00:32

    SPEAKER [continued]: having been involved in previous different professions,such as accounting, or related professions,such as counseling.So coaching made for a valid field of inquiry.One of our research questions wasto what extent do coaches identify with coachingas a profession?

  • 00:53

    SPEAKER [continued]: What variables, such as experienceas a coach, member of one or more coachingassociation, coaching accreditation,being internal or external coach,determine this identification?But how does one gain access to coach respondents?Our solution was to do this via professional gatekeepers.

  • 01:15

    SPEAKER [continued]: That is, what are the professional coachingassociations?Such as the International Coach Federation, the EuropeanMentoring and Coaching Council, and the Associationfor Coaching.All expressed an interest in the research,since the results might feed into their ongoing discussionsabout professionalization of coaching, standards,

  • 01:35

    SPEAKER [continued]: and accreditation.I then designed the survey.A description of the background and aims of the projectwere provided in email and a link to the survey.This document was then sent as an emailto the members of the above associations.How did we develop the survey?

  • 01:56

    SPEAKER [continued]: Well, a literature search was undertakenon social identity theory and on the instruments usedin its measurement.After exploring certain potential scales,Marlon Ashford's 1992 6-item scalewas adopted to measure identificationwith a coaching profession.

  • 02:17

    SPEAKER [continued]: But this scale was developed for researching schools.So he substituted the word school,stroke this school with coaching profession.Effective commitment was measuredusing Eleanor Meyers' 1990 8-item short scale.Coaching professionally again being substitutedfor an organization's name.

  • 02:39

    SPEAKER [continued]: Internal consistency of this scale was good.So rather than having to invent or validate our own question'sitems, it made sense to use scales they had alreadybeen validated and had high levels of internal consistency.However, since these instruments havebeen used for subjects other than coaching,

  • 02:60

    SPEAKER [continued]: we validated our new instrument by usingtwo focus groups of coaches.We found that they, a, understoodthe questions, and b, agreed that the questions werevalid for the coaching profession.We had over 1,000 responses to the surveyand conducted 28 in-depth qualitative instruments.

  • 03:22

    SPEAKER [continued]: And the results were presented as a numberof international conferences.So the lessons of this study are if you can,gain access to respondents through gatekeepingorganizations.Make use of previously validated scales for your survey.Providing the literature shows evidenceof that internal consistency.

Video Info

Series Name: Doing Research in the Real World

Publisher: SAGE Publications Ltd

Publication Year: 2017

Video Type:Video Case

Methods: Gatekeepers, Survey research, Literature search, Focus groups, In-depth interviews

Keywords: use of informants

Segment Info

Segment Num.: 1

Persons Discussed:

Events Discussed:

Keywords:

Abstract

David Gray explores the process of designing a valid survey for use in data collection. Gray documents, as well, his use of gatekeepers in distributing and testing the surveys.

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Case Studies of Research: Professional Identity

David Gray explores the process of designing a valid survey for use in data collection. Gray documents, as well, his use of gatekeepers in distributing and testing the surveys.

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