CHAPTER 2

The Complexities of Business Research

Key elements in the complexity of practical business research

Issues are ‘messes’ not problems – the ‘problem’ may be merely a symptom.

Finding solutions may be a creative rather than deductive process.

There are multiple stakeholders and perspectives – what the problem is depends on who you ask.

The researcher is often involved with the issue: researcher bias is therefore a real risk.

Problems or messes?

A mess/wicked problem is a dynamic system of inter-related problems.

‘Solutions’ may have unintended, costly consequences which are difficult to reverse.

To avoid this, you need to explore the complexity in some depth before doing anything.

(Ackoff, 1971; Rittel and Webber, 1973)

Tools for approaching complexity

Theory helps make things more manageable by limiting your focus – but you need to use a range of theory to ensure that your view is not too limited.

Diagrams help you represent patterns in the complexity, pose useful questions about relationship, and help clarify your own and colleagues’ thinking.

Diagrams for representing complexity

Key diagrams that can help with understanding complexity include:

• Rich pictures• Relationship diagrams• Multiple-cause diagrams• Ishikawa or fishbone diagrams• Various forms of cognitive

mapping

Example of a rich pictureRich picture of Beth’s leaving rate situation

A relationship diagram

A multiple-cause diagram

An Ishikawa/fishbone diagram

A simple cognitive mapA cognitive mapping of our thinking when deciding whether to write this book

Diagramming desiderata

Diagrams should be clear and not too complex: the aim is to communicate, either to oneself or to others.

They should follow any chosen convention (type).

Diagrams usefully include:• a descriptive title (describing the

subject of the diagram and the diagram type)

• a key to any symbols used.

Student Activities 1 and 2

Issues raised by researcher involvement

If you have pre-existing ideas about the issue, and perhaps an interest in a particular outcome, this can influence (bias):

• how you define the issue• what information you seek• how you seek that information • how you interpret it.

Student Activity 3

Possible channels for bias

Turning challenges to opportunities

Business issues arise within complex contexts – an opportunity to:

• learn about the wider organisation and its environment

• develop a wider network of contacts • practise thinking about complexity• practise using tools for dealing with

complexity.

Turning challenges to opportunities

What appears to be ‘the problem’ may be merely a symptom – an opportunity to:

• develop valuable diagnostic skills• understand the real nature of a

problem thus seeing a fruitful way of approaching it

• develop your understanding of important inter-relationships in organisations.

Turning challenges to opportunities

There may be few objective ‘facts’ available, or even obtainable – an opportunity to:

• appreciate the importance of ‘soft’ evidence

• learn how to collect useful data on opinions and interpretations

• learn how to draw conclusions from these and assess their trustworthiness.

Turning challenges to opportunities

There is never enough time to deal with all this complexity – an opportunity to:

• negotiate a feasible project• develop time management skills• develop project management

skills.

Turning challenges to opportunities

You, the researcher, may be part of the problem – an opportunity to:

• develop self-awareness• appreciate the limitations and bias in

your own perceptions• address something of real importance

to your job• develop valued expertise• gain favourable notice from key

managers.