The Critical Incident Technique: More than a simple tool for reflection.

When solving problems related to our practical life, the Critical Incident Technique (CIT) is a useful tool. Apart from that, this technique, based on direct observations, gives the opportunity to develop psychological principles.
As it name shows, the CIT analyses incidents that as Flanagan (1954) defined, they are any observable human activity that is sufficiently complete in itself to permit inferences and predictions to be made about the person performing the act. However, these incidents should have a special quality; they must be critical which means that the action has clear purposes or intentions.
Previously mentioned, the CIT consists on a series of observations. Nevertheless, these observations must share a crucial condition: objectivity. This term implies that observers are supposed to give explanations that are grounded on the same realizations.
As regards the procedures followed when applying the CIT, they do not imply following a rigid set of rules. In Flanagan (1954)’s words, “It should be emphasized that the critical incident technique does not consist of a single rigid set of rules governing such data collection. Rather it should be thought of a flexible set of principles which must be modified and adapted to meet the specific situation at hand.” (Flanagan, 1954, p. 9) Yet, there is a fundamental step that will define the orientation of critical incident analysis: the clarity of the general aims or expected accomplishments. As Flanagan (1954) explained:
“It is clearly impossible to report that a person has been either effective or ineffective in a particular activity by performing a specific act unless we know what he is expected to accomplish.” (p. 10)
General aims are formulated by the authorities specialized on the field being studied and participants. A simple statement is firstly produced by the authorities and afterwards, when participants agree with it, a general aim has been achieved.
Following the establishment of a general aim, observers as well as the group to be studied, should receive clear and specific training. This training does not only involve the instruction as regards the general aims but also about the rules they would confront. As Flanagan (1954) proposed “[…] rules [must] be clear and specific.” (p. 12)
When following all the steps described above, the critical incident technique will be ample for the first contact with the activity and for the approximation to the general aim. This shows its importance; the CIT is a functional tool for collecting data. Still, it is not easy to find the right procedure for different situations. Conventionally, four procedures have been used and they will be explain briefly, using Flanagan (1954)’s words.
“a. Interviews: The use of trained personnel to explain to observers precisely what data is desired and to record the incidents, making sure that all necessary details are supplied, is probably the most satisfactory data collection procedure […]
b. Group interviews: Because of the cost in time and personnel of the individual interview, a group interview technique has been developed. This retains the advantages of the individual interview in regard to the personal contact, and availability of the interviewer to answer questions […]
c. Questionnaires: If the group becomes larger, the group interview procedure is more in the nature of a questionnaire procedure […]
d. Record forms: One other procedure for collecting data is means of written records. There are two varieties of recording: one is to record details of incidents as they happen […]” (Flanagan, 1954, p. 16 – 18)
Taking into account the procedures explained before and education, all the procedures are important. It will depend on the size of the group and the aim of the research. Interviews and group interview as well as questionnaires are widely used in education. They are practical and the teacher can guide the collection of data.
After the collection of data, an analysis of that information is required. This stage has a simple purpose, which is summarizing and describing the data collected because of that it can be used for practical purposes.
The Critical Incident Technique can be applied in a variety of situations, such as measures of typical performance, measures of proficiency, training, selection and classification, equipment design and operating procedures. In this last situation, operating procedures, the use of the CIT has an advantage. “[…] detailed factual data on successes and failures that can be systematically analyzed are of great importance in improving the effectiveness and efficiency of operations. Such information can be efficiently collected by means of the critical incident technique.” (Flanagan, 1954, p. 28) As regards the use of the CIT in improving equipment design, it can be seem in the everyday life of our schools. Every time that we carry on an analysis of our critical incidents, it is possible that the material used changes. For example, after analyzing and discovering that a text book is not a suitable one for the course, it is likely that the teacher modifies that reality by changing the textbook.
To conclude, the CIT might contribute in the study of motivation and leadership since by interviews or questionnaires and the other procedures; it can be possible to find out the interests, strength and weakness in a group. After this, many deductions can be made and act on the future according to that reality.



References:
Flanagan, J. (1954). The Critical Incident Technique. Psychological Bulletin, 51 – 4. Retrieved October 2009, from http://www.apa.org/psycinfo/special/cit-article.pdf