QUALITATIVE METHODS

The qualitative research review includes case study, interview strategy, and participant
observation. The research requirement is to collect data in a `holistic' manner from the key
players in the supply chain and attempt to gather information which can then be integrated
forming the entire process from the products conception to its launch. The context of the
organization needs to be considered, requiring a view of the supply chain from the perspective of
an insider observing the employees as individuals, a group, an organization, and a network. The
internal and external environment of the organization forms an important part of understanding
how organizations operate within supply chains. The need to interpret the process within the
context leads to the consideration of a case study approach involving both qualitative and
quantitative data collection. The qualitative analysis focuses on the context of the employees and
their behavior and actions within their environment. Qualitative data collection is concerned with
the inter-relatedness of the subjects and groups and their causality, and is more conscious of the
relationships and processes which are involved. Qualitative data research relates to realism and
naturalism (Wass and Wells, 1994).

CASE STUDIES

Case study methodology has been used for various studies in Supply Chain Management, by
omack et al. (1990), Stalk and Hout (1990), Pedler et al. (1997) and Hines (1994). This method
can review the organization's internal and external interactions. The case study approach allows
the researcher to link the processes together from one organization or department to another,
following the flow of information and materials to build a complete picture of the supply chain.

In brief the case study allows an investigation to return the holistic and meaningful
characteristics of real-life events - such as individual life cycles, organizational and managerial
processes and the maturation of industries (Yin, 1984, p. 14.). Case studies are an established
method for assessing complicated organizational and management studies. Yin describes this
method as an empirical inquiry, in that it examines a present day occurrence within its actual
natural context. An organization's relationships across existing boundaries may initially be ill-
defined, so a cross-sectional approach to data collection is used to create a holistic view and
provide the required research evidence. The case study involves three main stages design
planning and data collection; analysis of the field work; and the reporting of the findings in an
appropriate format for the audience (Yin, 1994).

CASE STUDY METHODS

Multiple sources of evidence were sought from interviews (based on an open-ended

questionnaire) and participant observation. Documents and archival records were consulted or
the quantitative element of the case study research which was then used in comparative analysis

Interviews take three main forms: structured, semi-structured and unstructured. The degree of
structure for the interview is determined by the size of the sample being taken and the desire of
the research etro generalizes about the responses (Wass and W ells, 1994). A clear identification
of the format for the interview, the required questions, and the key interviewees should be made
at the initial stages of the study. This research identified semi-structured interviews as the desired
form of interviewing.

REASONS WHY THE CASE STUDY METHOD WAS SELECTED

The case study method was selected to review and explain the links, which have been or are
being established across the subject areas of the research topic, within a real active context, using
a combination of exploratory and explanatory means. The case study can evaluate and illustrate
where the interface occurs and who intervenes in the process and can explore the outcomes from
the interface and the interventions. Observation can be carried out in a holistic manner - not in
isolation from the rest of the company, its suppliers or customers.
SYSTEM THEORY

This theory has been used across many disciplines as a method of review for "psychologists,
sociologists, economists and political scientists" (Kast and Rosenzweig 1985). The system model
has been found to be particularly relevant in organizational research where a cross-disciplinary
study is required, as well as when looking at the whole system. Management has had phases of
focusing on sections of the business for improvement. Now they are taking a different
perspective and are focusing on the whole organization. The move is away from the mechanistic
approach that creates a piecemeal transition sub-optimizing the company. The internal
mechanisms of the organization are all interrelated and as a result create a reaction along the
links when one of the pieces of the whole is changed. This is described as a `holistic' view, in
that the system is composed of sub-systems at come together as a whole entity. The sub-systems
form the framework and cannot be researched in dependently, but only as part of the system.

CONTINGENCY THEORY

Contingency theory relates to the uncertainty and complexity of organizational environments. It

looks at the degree of centralized/ formalized or decentralized/non-formalized structure,
procedures and decision making within a company. The contingency theory debate has taken
different forms - Burns and Stalker (1994) focused on innovation, Woodward (1980) was
concerned with levels of technology determining the organizational structure, Child (1984) was
interested in organizational structure, job design and control, and Lawrence and Lorsch (1967)
researched how organizations operate in relation to the requirements placed on them by their
external environment. Research by Egelhoff (1982) reviewed the structure and organizational

Strategy and Donaldson (1987) analyzed strategy and structural fit. Contingency theory has, in
the main, been developed through field research (Donaldson 1995). The contingency perspective
is that the organization has to cope with complex situations and recognizes the need to use
contingency concepts in an attempt to survive in their environment.
LEARNING THEORY - IN ORGANIZATIONS

The third theory has links with the development of Supply Chain Management where the
organizations are creating new systems and structures. They wish to learn from this process and
change and encourage people to disseminate their learning to other parts of the organization. It is
concerned with organizational learning, reviewing organizational awareness-raising and defenses
to learning (Arygris and Schon 1978 and Arygris 1990), as well as the development of five
stages for the creation of learning as a whole organization (Senge 1990). Also linking learning
with a collective approach to organizational policy and operations, and individual views for ideas
and actions (Pedler et al., 1997). Learning in organizations has been revitalized in the 1990s by
researchers such as Senge (1990) and Pedler et al. (1997). Senge (1990) highlighted the need to
reintroduce the learning factor and he describes five convergent dimensions that are creating
learning organizations: system thinking, personal mastery, mental models, building shared vision
and team learning. `System thinking' relates to events in time and space which form a whole -a
conceptual framework for viewing patterns with a view to change