Consensual Qualitative

Research (CQR)

Steps in Conducting Consensual Qualitative

Research (CQR) Data Analysis

composition of team (3-5 members)

Selection of auditor

Formulation of open-ended questionnaire

Pilot testing

Initial Stage

Collection of data-distribution and

accomplishment of open-ended questionnaire

Conduct of interview/

FGD

analysis of responses

Coding domains and core ideas within cases

Team discussion

Consensus – making

Presentation to the auditor for review

Within case analysis

Data Collection

1.Match the data collection format to the data desired and the needs of the study.

2.Record reactions to interviews; review tape or transcripts before subsequent interviews.

Domains

1.Develop the domains from the transcript or a ‘start list’.

2.The entire primary team codes the data into domains in the first several cases; the remaining coding can be done by 1 researcher and reviewed by the team.

Core Ideas

1.Use the participant’s words.2.The entire primary team develops the

core ideas for the first several cases; the remaining core ideas can be done by 1 researcher and reviewed by the team, or the entire primary team can work together to code the domains and construct the core ideas.

development of categories within/ domains across cases

- presentation to the auditor

Cross- analysis

Cross-analysis1.Use frequency labels to characterize

data:o General applies to all or all but one caseo Typical applies to more than half up to

the cutoff for generalo Variant applies to 2 cases up to the

cutoff for typicalo Rare applies to 2-3 cases when more

than 15 cases are included

Question No.

Responses Frequency Categories

N=P

N=NP

N=P

N=NP

6

Overtime work with extension work at homeExtend work at homeReport to office very promptly during weekdaysBring workloads at homeDo overtime work w/o payI do overtime after office hours and on weekends

5 11Working overtime

Working overtime

Go over workload, prioritize as to urgency, seriousness and gravitySort the backlog according to priority & work on the top priority firstPrioritize according to seriousness, urgency and gravityAddress each category according to urgency & importanceI prioritize accomplishing first the most urgent, serious or immediate tasks

5 9 Prioritizing Prioritizing

Delegate tasks to personnel/see that work is accomplished on timeDelegate responsibilities/share accountabilityDelegate other that can be delegatedDelegate some functions/workGuidance/decision are related to those left in-chargeTap members of the group according to talents, interests and attitudeCreating High-Performance Team

10 11 Delegating Delegating

I finish everything before leaving the office. I manage my time very efficientlyMaximize time to catch backlogI manage my time efficientlyBacklog will not take place despite vacation or conference if time is well-managed & if tasks are done as they are there

2 3Time

Management

Time Managemen

t

Table 6.6. How do you catch up on an accumulated backlog of work after a vacation or conference?

Question No. Responses Frequency Categories

11 N=P

N=NP

N=P

N=NP

Meetings and conferences with personnel and stakeholdersConducting meetings and conferencesThrough meetings, conferences, consultations, dialogues for a briefings with internal and or external stakeholders

10 13

MANCOM, Quality Circles,

Dialogue, Reporting

MANCOM, Quality Circles,

Dialogues

Media exposureSchool heads are advised to visit the DepEd websiteAnnouncements in local media

2 4 Media Media

Written communication such as memo, circulars, bulletins,etc.Through memos/circulars/lettersHaving community billboard

16 20Written

communication

Written communicati

on

Telephone calls 1 Direct calls

Yearly Education Summit in the division 1 Variant

Monitoring of division personnel to the field 2 0 Field visit

Special feature from a school chosen by the division team in terms of academic or physical achievement will be shown to others to replicate

1 Variant

Important information are downloaded to them 1 Variant

Table 1111. How do you keep everyone informed of what is going on in an organization?

Q

Categories (Core Ideas) Passers Non-Passers Common Theme

F % F %10 Reporting/

Communication3 38% 10 40%

Information Management

MIS, BEIS, EMIS 5 62% 10 40%

ICT 1 12% 8 32%

Meetings 3 12%

Monitoring/Supervision 4 24%11

Written Communication 8 100% 20 80%

Information dissemination strategies

MANCOM, Quality Circles, Dialogues, Reporting

6 75% 17 68%

Media 2 20% 8 32%

Direct Calls 1 12%

Field Visit 2 20%

Education Summit 3 12%

Table 13 CQR Results on Sub-Competency: Information Monitoring

Q Categories(Core Ideas)

PassersNon-Passers Common Theme

FN=8

%F

N=25%

1

Stakeholders Involvement 8100%

21 84%

Creating a compelling vision

Strategic Planning 8100%

21 84%

Situational Analysis 4 40% 13 52%Needs 1 10% 8 32%

National policy/organizational mandate

0 4 16%

2Strategic Planning 6 75% 11 44%

Acting on the vision

Involvement/Sense of Ownership

8100%

16 64%

3Current situation as baseline 7 88% 9 36% Importance of

current situation in creating a visionEnvironmental Scanning 4 50% 8 32%

4

Participatory Management 6 75% 1664% Policies and

strategies formulated to

support the vision

Aligning policies/practice 6 75% 9 36%Defining roles 2 25% 6 24%

Communicating 2 25% 7 28%

Empowerment 1 12%

VariantM & E 1 12%System of Reward 1 12%

CQR Results on Core Competency 1 (Strategic Thinking)

Validation of results

administration of same questionnaire to new respondents

preparation of write-up

presentation to auditor for final

comment

Final Stage

Validation of results

administration of same questionnaire to new respondents

• cqr sample study.pdf

Participant’s review

Give transcripts of interviews and write-up of results to participants.

References

Hill, C. E. (1990). A review of exploratory in-session process research. Journal of Consulting and Clinical Psychology, 58, 288–294.

Hill, Knox, Thompson, Williams, Hess, & LadanyHill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research.

The Counseling Psychologist, 25, 517–572.Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and

philosophy of science. Journal of Counseling Psychology, 52, 126–136.

sanncollano@yahoo.com

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