Critical incidents: description and possible applications in education

The critical incident technique (Flanagan, 1954) involves a method of gathering empiric information about certain human behavior. The procedure requires data collection of relevant events, in given conditions. The study findings may be applied to solve problems in a practical way and even, to nurture large-minded theories in Psychology.
What is an incident? It can be described as any single distinct event performed by human beings. An incident allows further analysis and drawing logical conclusions. Inferences can be made on the basis of empirical evidence (Flanagan, 1954) so that positive or negative effects can be easily predicted in the future which is one of its major contributions.
Because critical incidents demand strict objectivity from the observers, as well as accuracy and precision, judgments should be based on reliable observations of critical incidents without mediation of any kind of personal or emotional influence over the outcome. Flanagan (1954) considers critical incidents as a flexible system plausible of any kind of adaptations.
Formulation of general aims of an activity in order to provide goal-orientation and detailed descriptions of the objectives to pursue is a pre requisite. One of the main issues that involve the formulation of the general aims is to achieve general consensus among the authorities, and even to foster general acceptance of the participants in the activity.
Thus, general aims imply brief explanations, provided by authorities of a field, about something that intends to reach achievement. General aims formulate a functional description of an activity. Therefore, given that, the question is: Who defines the general aim? A group of people who evidence real knowledge of a particular area of study carries out the task.
The following points serve to settle the general aim of an activity: shaping the object of study, defining the purpose of the activity and drawing an outline of the general aim of the activity. Once these requirements have been fulfilled, the next decisive step is to provide the reporting personnel -observers- with precise and detailed instructions.
Next, facts about the group of people to be studied by the observers are reported in the instructions. Given that, critical incidents are regarded as a very effective form of obtaining measurable factual data. The process of data collection demands at least four components that can be summarized as follows:
a) Delimitation of the situation to be analyzed –location, people, conditions and activities;
b) Degree of pertinence of the activity to be observed to the purpose of the general aim;
c) Level of significance of consequences, impact of incident observation over general aim;
d) Selection of the observers considering level of expertise and training;
Four procedures describe data collection (Flanagan, 1954, Collecting the data section, para. 7): interviews, where the observed group receives a brief explanation describing the study process; group interviews, reduces time and costs personnel; questionnaires procedure, with large groups and record forms, which are always written.
On considering the possibility of collecting data in the educational field, the most appropriate procedure to do so would be the record forms (Flanagan, 1954, Collecting the data section, para. 7). In particular, the method variation that comprises a written report of the general standard behaviours in the classroom.
Further discussion of the data collected provides a clear resource: application of the findings to the practical solution of problems. Simple as it may seem, discussion of these issues facilitates the ground for making inferences, comparisons and mainly, increasing the “usefulness of the data” as Flanagan (1954) observed (Analyzing the data section, para. 3).
Areas of application (Flanagan, 1954)
Measures of typical performance (criteria), (Uses of the critical incident technique section, para. 3), which was applied by the American Institute for Research, American military forces, the American Psychological Association , the Educational Research Corporation and the Harvard University Graduate School of Education, American Council on Education.
Measures of proficiency, standard samples, (para. 11), which was sponsored by the National Research Council Committee on Aviation Psychology, United States Air Force and the Civil Aeronautics Administration, the United States Air Force Human Re-sources Research Center, Air Force pilot instructors and the Office of Naval Research.
Personnel: training (para. 18) led mainly by American military forces; selection and classification which was sponsored by the United States Air Force School of Aviation Medicine; job design and purification that was carried out at the American Institute for Research (para. 29) and operating procedures (para. 31).
Equipment design (para. 35) which was conducted by the American Institute for Research. Motivation and leadership, attitudes (para. 39), a study sponsored by the Air Force’s Human Resources Research Center. Counseling and Psychotherapy (para. 42) explored at the University of Pittsburgh.
Equipment design and motivational/leadership studies could be the educational areas that would benefit more from the application of the critical incident technique. The first issue may improve the quality of teaching/learning styles. Educational policymakers should note that teaching material available at schools are not always appropriate or in good conditions.
Considering the area of motivation and leadership in education, the critical incident technique would redefine teacher’s profile; i.e. which are teacher’s motivations? Why teachers complain about school? Do all these factors exert an impact on the quality of education? Is leadership part of the professional development or not? Is management part of professional growth?
In conclusion, the implementation of such a new trend like the critical incident technique arises more questions than answers yet. Little is known about serious educational programs that consider this innovative tool. However, in the light of its potential uses, it is likely that this technique could soon be applied to the educational scene, one of the most relevant fields for human development and growth.
























Reference
Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51 (4). Retrieved September 19, 2009 from http://www.apa.org/psycinfo/special/cit-article.pdf