The critical incident technique: A sound method for identifying significant situations.



Gathering profitable information when researching in any area appears to be not a simple task. On the contrary, identifying significant events when the main objective is to solve everyday problems requires the implementation of a systematized series of action. Hence, the critical incident technique (CIT) methodology might be considered a reliable source for obtaining information since it involves a collection of people’s attitudes and manners when facing real-life situations (Flanagan, 1954). All these incidents may be of great significance, but it becomes crucial to define them properly so as to take advantage of their effectiveness.
First of all, it seems to be necessary to clarify what each of the terms used to name this method implies. An incident can be defined as any complete human action that not only is available to be observed and recorded but also allows drawing conclusions about the person’s reactions (Flanagan, 1954). When the observer is completely aware of its intentions and consequences, an incident is said to be critical. Last but not least, the word technique encompasses the moment-to-moment practices and behaviours that operate in gathering information according to certain criteria.
At this point, it would be appropriate to state that the critical incident technique is not to be thought as a “single rigid set of rules governing (…) data collection” (Flanagan, 1954, p. 9); rather, it should be understood as a way of action that can be modified to suit different circumstances. If it were not like that, it would be impossible to cater for the observation requirements of such a variety of areas where this method is widely used. However, what comes to be a common core concept is the idea of objectivity when reporting a situation. A judgment is considered objective when separate or unconnected observers tend to report identical occurrences. Thus, clarity in the description of the task requirements and observers’ competence turn to be decisive.
When working with the critical incident technique, establishing a general aim becomes a basic condition. In doing so, not only authorities but also participants should work collaboratively to specify what is necessary to do to fulfill the task successfully. In other words, designing a general aim relates to expressing objectives by means of an understandable and simple statement. On the surface, it seems to be an easy task to achieve; however, Flanagan (1954) outlined three desirable steps for obtaining a general aim. First, an introductory phrase addressing participants is pertinent; secondly, a request asking for what they consider the fundamental purpose of the activity would be is to be included; lastly, a summary of what has been stated in the second step is required.
Concerning with observers’ capacity to handle the activity, it is precise to instruct them specifically with respect to evaluation and classification of the obtained information. Furthermore, it is crucial that those who are in charge of fulfilling the task know deeply about the characteristics of the group they are to observe. In other words, a certain degree of personal qualifications and training in observation techniques is necessary.
According to Flanagan (1954), there are four components that need clarification before collecting usual occurrences in the form of critical incidents. To start with, the limits of the situation to be observed must be fixed. Then, a decision must be taken regarding the effect of a specific behaviour on the general aim. Afterwards, it is necessary to decide if such effect is either positive or negative. Finally, those who are to collect the data must be chosen carefully paying special attention to their level of knowledge regarding the activity; moreover, observers should receive specific training so as to accomplish the task satisfactorily.
After proper specifications have been developed, another critical issue arises: how to obtain a profitable critical incident report. As Flanagan (1954) points out, there appear to be four appropriate procedures. Individual interviews can be described as the means by which observers are precisely trained on efficient ways of focusing on adequate information and providing accurate incidents. Similarly, group interviews deserve being mentioned. They do not differ much from the previous procedure except for being held among certain number of people; thus providing opportunities for exchanging opinions and sharing points of view.
Bearing in mind the characteristics regarding group interviews, it is possible to state the appropriate application of this procedure in the educational field where exposing and analyzing experiences become crucial for enriching everyday classroom practices. Questionnaires also prove to be reliable procedures for gathering data. Observers are required to read instructions and answer attentively writing every detail they consider significant.
Once information has been collected, it is time for analyzing it. It is not a question of piling hundreds of critical incidents; rather, it is essential “to summarize and describe the data in an efficient manner so that it can be effectively used for many practical purposes” (Flanagan, 1954, p. 19). At this point, it becomes relevant to remind the reader critical incidents are mainly gathered with the purpose of making significant contributions to an activity or phenomenon of any kind; thus, the evaluation stage deserves cautious devotion.
The critical incident technique has spread as a method to identify job requirements, develop recommendations for effective practices, and determine competencies for a vast number of professionals in various disciplines. It seems to be desirable the application of this technique for measuring the typical performance of people engaged in a specific activity in terms of desirable behaviours (Flanagan, 1954). As well as this, it is possible to determine people’s proficiency in terms of attitudes and manners (Flanagan, 1954). Moreover, critical incidents may be useful for developing training programs aiming at preparing people for facing emergency or problematic situations (Flanagan, 1954). In addition, it is also possible to identify and select important job requirements (Flanagan, 1954). Regarding job design and purification, the critical incident technique proves real effectiveness since job elements identification favours personnel training on those aspects (Flanagan, 1954).
In the case of operating procedures, they can be really enhanced by applying this technique since real data collection provides a profitable source for analyzing successes and failures, “improving [in this way] the effectiveness and efficiency of operations” (Flanagan, 1954, p. 27). Turning to equipment design, gathering critical incidents allows for analyzing as well as modifying those aspects regarding workers’ interpretation of new equipment specifications. Similarly, collecting factual data has proved to be effective in the field of counseling and psychotherapy favouring the development of improvement objectives as well as the establishment of common procedures among therapists (Flanagan, 1954).
In the teaching field, it becomes crucial to check students’ understanding of instructions and tasks purposes. In addition, it is also possible to study students and teachers’ attitudes collecting real events. Hence, the critical incident technique “may be a very valuable supplementary tool for the study of attitudes” (Flanagan, 1954, p. 28). In other words, focusing on feelings, manners and reactions provides an ideal basis for enhancing motivation and detecting leadership behaviours within the classroom.
In summary, when deep analysis is needed for applying results to practical situations, the critical incident technique demonstrates to be a sound and reliable method since it allows the recording of real behaviours in everyday contexts. Vague opinions or simple interpretations of observers seem to be regardless at the moment of evaluating aptitudes, training or desirable attitudes associated to any activity. Hence, the possibility of reflecting through critical incidents becomes the basis for integrating theory and practice within any working field.




Reference

Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51-4. Retrieved August 2009, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2730