What is observation as a scientific method of research. The essence of the observation method

Main characteristics

Observation as a research method is a purposeful recording of the phenomena being studied, developed according to a prepared plan, for the purpose of their subsequent analysis and use in practical activities. What is observed, in what way, using what tools, the sociologist displays in the research program. In addition, it substantiates hypotheses, basic concepts, and tactics in general.

Observation as a method of sociological research

Famous Russian sociologist V.A. Yadov This concept means direct registration of facts, phenomena, events by an eyewitness. Scientific observation differs from everyday life. It is one of the common methods in sociology, psychology and other sciences. In fact, the creation of any work begins with it.

Classification

Observation as a research method is divided into:

• Uncontrollable. This is a non-standard, unstructured process in which the researcher uses only a general principled plan.
• Controlled. The researcher develops the entire procedure in detail and follows the initially prepared plan.

Other types of method

In addition, there are differences depending on the position of the researcher who conducts the observation. As a research method, in theory it is proposed to distinguish between participant and simple observation.

Complicit

It is included, it presupposes the adaptation and entry of the author into the environment that is to be analyzed and studied.

Simple

The researcher records events or phenomena from the outside. This and the previous cases allow for open surveillance. As a research method, you can use the hidden option and disguise.

Stimulating observation

This species is a variety of included. Its difference lies in the creation of an experimental setting in order to better identify the characteristics of the object under study.

Observation as a research method: primary requirements

1. Formulation of a clear goal and clear research objectives.

2. Planning. The procedure for carrying out the method is thought out in advance.

3. Data recording for the purpose of objectivity and accuracy. Availability of diaries and protocols.

4. The ability to control information for stability and validity.

Observation as a method of psychological research

In psychology, it can exist in two forms:

• introspection (introspection);
• objective.

Helpful advice

Often self-observation is a component of the objective, then it is important for the researcher to direct the individual’s questions not so that he communicates his emotions and experiences, but to coordinate his actions himself and thus determine patterns that are unconscious to the recipient, which would be the basis of the corresponding processes.

Advantages of the observation method in psychology

• the opportunity to study mental processes in life conditions;
• display of events in their course;
• obtaining information about the actions of individuals, regardless of their attitudes towards the corresponding model of behavior.

Expert opinion

Experts say that observation is best used in combination with other scientific research methods for greater reliability and objectivity of the data.

How do we understand the world? The answer is very simple - by contemplation. Observation is the basis of knowledge of reality and the beginning of any purposeful process. It arouses interest, and that, in turn, motivates actions that shape the result.

Observation is a method of getting to know the world

We use the observation method in everyday life without even thinking about it. When we look out the window to see what the weather is like, wait for our minibus at a bus stop, visit a zoo or cinema, or even just take a walk, we observe. This ability is a huge gift, without which it is difficult to imagine a person’s everyday life.

Every profession requires this skill. The seller needs to learn to determine the preferences of customers, the doctor - the symptoms of the disease, the teacher - the level of knowledge of students. The work of a chef requires constant monitoring of the cooking process. As you can see, we all use the observation method every day without even thinking about it.

When do we learn to observe?

The way a child perceives the world is different from the perception of an adult. Seeing something new is a surprise for a child, causing a desire for further research. Observation in childhood develops the child’s curiosity and thus shapes his perception of the surrounding reality.

Teaching a child to observe is an adult’s task. In kindergartens, specially for this purpose, classes are held where children learn to actively perceive nature. “Look” and “see” are slightly different concepts. A child should not just mindlessly contemplate, but learn to understand what he actually sees, compare, contrast. Such skills come gradually. Children's observations are the basis for the formation of correct ideas about the world around them. They form the basis of human logical thinking.

General concept of the term "observation"

The concept under consideration is very multifaceted and versatile. We are accustomed to understanding observation as a purposeful, specially organized method of active perception of a process, used to collect data. What kind of information this will be depends on the object of observation, the conditions of the observation and the goals to be achieved.

Everyday, non-targeted observations of everyday processes give us knowledge, experience and help us make decisions about taking certain actions. Intentionally organized observation is a source of accurate data that determines the characteristics of the subject of research. For this, certain conditions must be created - a laboratory setting or a natural social environment necessary for analysis.

Scientific observation

Within the framework of a particular science, the observation method may acquire specific content, but the basic principles remain unchanged:

• The first is the principle of non-interference in the subject or process being studied. To obtain objective results, you should not disrupt the natural course of the action being studied.
• The second is the principle of direct perception. What is happening at the current moment in time is observed.

Psychology is a science that could not exist without this method. Along with the experiment, observation provides the necessary data for any conclusion of psychologists. Sociology is another branch that makes extensive use of this method. Every sociological study is based in whole or in part on observational results. It is worth noting that almost all economic research begins with statistical observations. In the exact sciences (chemistry, physics), along with empirical measurement methods that provide accurate information (weight, speed, temperature), the observation method is necessarily used. Philosophical research is also difficult to imagine without this method. But in this science the concept is given a more free definition. Philosophical observation is, first of all, conscious contemplation, as a result of which certain problems of existence can be solved.

Observation as a method of collecting statistical information

Statistical observation is an organized, systematic collection of necessary data characterizing socio-economic processes and phenomena. Any such research begins with the accumulation of information and represents targeted monitoring of objects and recording of facts of interest.

Statistical observation differs from simple observation in that the data obtained during its implementation must be recorded. In the future, they will influence the results of research. That is why so much attention is paid to organizing and conducting statistical observations.

Purpose and objects of statistical observation

From the definition of this concept, it becomes clear that its purpose is to collect information. What type of information this will be depends on the form of observation and its objects. So who or what do extras most often follow?

The object of observation is a certain set (set) of socio-economic phenomena or processes. The key here is that there should be a lot of them. Each unit is studied separately in order to then average the data obtained and draw certain conclusions.

How is statistical observation organized?

Each observation begins with defining goals and objectives. Next, they clearly limit the period of time for its implementation. Sometimes, instead of a time frame, a critical moment is determined - when the amount of information sufficient to conduct the study is collected. Its onset makes it possible to stop collecting data. Reconciliation points are recorded - moments when planned performance indicators are compared with actual ones.

An important stage of preparation is the identification of the object of observation (many interconnected units). Each unit has a list of signs that are subject to observation. It is necessary to identify only the most significant of them, which significantly characterize the phenomenon being studied.

Upon completion of preparation for observation, instructions are drawn up. All subsequent actions of the performers must strictly comply with it.

Classification of types of statistical observation

Depending on the conditions of conduct, it is customary to distinguish between different types of statistical observation. The degree of coverage of units of the population under study makes it possible to distinguish two types:

• Continuous (complete) observation - each unit of the studied set is subject to analysis.
• Selective - only a certain part of the population is studied.

Naturally, the full implementation of such a study requires a lot of time, labor and material resources, but its results will be more reliable.

Depending on the time of registration of facts, statistical observation can be:

• Continuous - recording events in the current time. Pauses in observation are not allowed. Example: registration of marriages, births, deaths by the registry office.
• Intermittent - events are recorded periodically at certain moments. This could be a population census, an inventory of an enterprise.

Saving observation results

An important point when conducting observations is the correct recording of the results. In order for the information that is obtained to be effectively processed and used in further research, it must be properly stored.

For this purpose, registers, forms, and an observation diary are created. Often, a statistical research procedure, if it involves a large number of units being studied, requires several observers. Each of them records the received data in forms (cards), which are later summarized, and the information is transferred to the general register.

In independently organized studies, the results are often saved in an observation diary - a specially designed journal or notebook. We all remember from school how we made graphs of weather changes and recorded the data in such a diary.

Is the observation method necessary in sociology?

Sociology is a science for which observation as a research method is as important as for statistics or psychology. The vast majority of sociological experiments are based on this method. Here, as in the case of statistics, observation is a source of data for further work.

The object of sociological observations is a group of individuals, each of whom becomes a unit under study for some time. Studying the actions of people is more difficult than, for example, the flow of natural processes. Their behavior can be influenced by the presence of other objects (if observation is carried out in a group), as well as the presence of the researcher himself. This is one of the disadvantages of this method. The second disadvantage of observation in sociology is subjectivity. The researcher may, without wanting to, interfere in the process being studied.

In sociology (as in psychology), this method provides descriptive information to characterize the characteristics of the unit or group being studied.

In order for sociological observation to be successful and effective, it is necessary to adhere to the plan:

• Determine the goals and objectives of the upcoming research.
• Identify the object and subject of observation.
• Choose the most effective way to carry it out.
• Select a method for registering the information received.
• Ensure control at all stages of observation.
• Organize high-quality processing and interpretation of the information received.

What are the types of observation in sociology?

Depending on the place and role of the observer in the group being studied, there are:

Depending on the powers, surveillance can be:

• Controlled - it is possible to organize the process being studied.
• Uncontrolled - any interference in observation is excluded, all facts are recorded in their natural manifestations.

Depending on the conditions of the organization:

• Laboratory is an observation for which certain conditions are artificially created.
• Field - carried out directly at the place of manifestation of the social process and during its occurrence.

What is self-observation? This is a very interesting and specific type of research, when the object being studied must, as objectively as possible, trace the features of its own behavior necessary for the study and provide a report. This method has both advantages and disadvantages. The advantage is that only the person himself has the opportunity to assess his own psychological processes and actions as deeply and reliably as possible. The downside is the present subjectivity of the method, which cannot be eliminated or at least minimized.

Using the child observation method in pedagogical research

When it comes to studying child psychology, observation is practically the only possible way. A child is a very specific object for research. Young children are not capable of participating in psychological experiments; they cannot verbally describe their emotions, actions, and actions.

Many pedagogical methods are based on data accumulated in the process of observing infants and children of early preschool age:

• Arnold Gesell's early development tables, compiled by direct observation of children's reactions to external factors.
• E. L. Frucht compiled a methodology for the psychophysical development of infants. It is based on monitoring a child up to ten months of age.
• J. Lashley used this method for many studies. His most famous works are “Development Cards” and “Methods for Observing Difficult Behavior.”

Observation and observation. How is this personality quality useful?

Observation is a psychological property based on the capabilities of sensory perception, individual for each person. In simple words, this is the ability to observe. The important thing here is whether a person is able to notice details in the process of contemplation. As it turned out, not everyone has developed this skill at a sufficient level.

Observation is a quality that is useful both in everyday life and in professional activities. There are many psychological studies that focus on the development of mindfulness. Practice shows that learning to observe is easy; all you need is your desire and a little effort, but the result is worth it. For observant people, the world is always more interesting and colorful.

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION

Moscow State University

Abstract on the topic:

Observation as a method of sociological research

Subject: Sociology

Moscow, 2008

1. The essence of observation as a method of sociological research

The main problem of sociological observation is to ensure the greatest possible objectivity of information about an object. The main task of the observer is to consistently and sincerely adhere to the criteria and principles of scientific observation, and not to replace them with emotions.

In this regard, correct conduct of sociological observation implies adherence to two fundamental principles: complementarity and parallel observations. The first assumes that the object of observation, under the influence of the observer (in his presence), corrects his behavior, and this must be taken into account in the final interpretation of the research results. The second requires the organization of several simultaneous observations with subsequent coordination and analysis of the results.

Observation as a method of sociological research has a number of obvious advantages. Even before developing a research program, a specialist must feel the specifics of the object, become familiar with the local practice of distributing authority, values, social roles, understand the features of the environment, etc.

At the same time, observation is an ordinary and far from the only method of sociological research, which is due to the limitations of the method itself.

Let us also note that not all social phenomena are amenable to direct observation. For example, it is very difficult to identify non-objectified production relationships, dependencies, and relationships through observation. Other methods are also needed for studying: content analysis, survey, etc. In addition, observation is possible only at the time of the event.

It is also necessary to take into account the peculiar “halo effect” in observation. Observation itself changes the situation being studied. For example, the presence of an observer quite often leads to the acceptance of atypical traits in the behavior of employees striving for some ideal stereotype for fear of “letting down” the manager. This also confirms the need to complement observation with other methods.

Types of surveillance

The success of observation as a sociological method is largely determined by the type of observation. There are the following types (types) of observation: structured, unstructured, included, external, field, laboratory, systematic, random.

Let us explain their specifics.

Unstructured observation (sometimes called unsupervised) usually does not have a clear plan. During such observation, the elements of the object being studied are not determined, the problem of units of measurement and their quality is rarely raised, and the proportion of redundant information is high. Reliance rests mainly on the intuition of the observer, whose goal is to obtain primary information about the object.

Uncontrolled observation is often used in sociological research. It is typical for cases when the sociologist is not clear about the general situation, indicators have not been defined, and research documents have not been developed.

Structured(controlled) observation involves:

Development of a system of documents and indicators characterizing the elements of the object selected for observation;

Availability of a developed plan;

Analysis of observers' attitudes regarding the nature and structure of the object being studied.

Controlled observation serves as the main method of collecting primary information or complements other methods of sociological research. With its help, the main hypotheses are tested, as well as data obtained using other methods.

Not included observation (sometimes called external) is carried out by a researcher who is outside the object and tries to minimize his interference in the course of events. Such observation practically comes down to recording events.

At included During observation, the sociologist participates in the processes being studied, interacts with workers, and may even intervene in events. It is desirable, of course, that he fully master a specific social role in the team and be spontaneously recognized as its member. In this case, it is necessary to take into account the dialectic of adaptation of one’s observer in the work collective. The first phase of such adaptation is almost inevitable, when one is treated with caution. It requires great tact from the observer, the ability to choose and master a secondary social role, and avoid the role of a leader or micro-leader, since this too changes the nature of the relationships and relationships typical for a given team.

Differences field And laboratory studies are associated with differences in observation conditions. Field research is carried out in a natural environment for a given object (in a village, city, etc.) Laboratory research is artificially organized by a sociologist who creates an experimental situation and models its external conditions.

Finally, systematic And random observations vary in frequency and specific purpose of research. The former make it possible to identify precisely the dynamics of the processes being studied.

The disadvantage of the method of systematic observation is the difficulty of operationalizing and comparing data for different periods, since there is a risk of drawing a sociological conclusion based on data of different orders.

Scheme 1.3.1.

Types of observations

Observation stages

To enhance the effectiveness of observation, it is important not only to choose the type of observation (or combination of types), but also to draw up a research plan that reflects initial ideas about the characteristics of the object being studied and the facts that need to be collected. The plan reflects the deadlines and determines the means of collecting information. The scale of observation and the breadth of coverage of phenomena depends on the amount of funding, the use of technical means, personnel of observers and data processors.

The main stages of observation are: establishing the object and subject of observation; defining its goals and objectives; obtaining appropriate decisions, establishing contacts; choosing the method and type of observation, determining the basic procedures; preparation of technical means and documents; collection of information (direct observation), accumulation of information; recording the results (brief recording, filling out data registration cards, observation protocol, diary, technical record); control of observation by other sociological data; observation report.

The quality of observation also depends on the time of recording the results. If a recording is made later than the observation process itself, then inaccuracies arise, some facts are lost or distorted, although the recording itself becomes more orderly and strict. The optimal option seems to be a quick initial recording in a formalized document with predetermined quantitative indicators, followed by processing according to the accepted methodology using computer calculation.

There are quite strict requirements for the professional training of observers. For example, during participant observation, the researcher must be not only an intelligent and knowledgeable sociologist, but also simply a tactful, attentive, sociable person with high intellectual speed and adaptive plasticity and culture. The ability to control one’s behavior, objectively assessing its advantages and disadvantages, to coordinate the entire range of interests of the work collective with the interests of the sociological group - all these are obvious requirements for the personal qualities of the worker performing participant observation.

Observer training includes the development of special knowledge, skills and abilities. The observer must know the theory of sociology, social psychology, special sociology that is used in a particular study, methods and tactics of observation, materials and documents regulating the activities of the object being studied.

To develop the skills of an observer, it is advisable to organize a series of practical classes (observations) in field or laboratory conditions. This will allow us to discover a typology of possible or typical errors for an observer, develop useful behavioral stereotypes of observation, document preparation skills, etc. Classes should be conducted under the guidance of experienced sociologists. Their main task is the selection of personnel, since not everyone can become a qualified observer. There are natural “contraindications”, for example, for people who are too absent-minded.

However, any qualification of the observer does not negate the need to develop instructions for conducting research. They should indicate:

Sequence of stages and procedures of observation;

Criteria for assessing the actions of those observed;

Method of recording information;

The instructions contain a task for the observer, on the basis of which a trial study is carried out, followed by a discussion of the discovered errors. It is reviewed by an experienced sociologist, who determines the degree of readiness of the observer and his ability to work with instructions. There are options for changing candidates or changing instructions in accordance with the candidate’s proposals. A trial study provides a unique opportunity to take into account the most characteristic errors, inaccuracies, and exaggerations for a particular observation, and to draw up a unique individual map of the observer. In the future, it is possible to select observers from the card index.

Scheme 1.3.2

Observation method (information is obtained by the researcher through direct communication with the object)

Peculiarities	Advantages	Flaws
Simultaneity of an event and its observation	Perception of human behavior in real-world settings. Timeliness of information	Locality, the private nature of the observed situation, the impossibility of its repetition
Data about the object was obtained “from the outside.” Holistic perception of the situation	Objectivity, specificity of data. The unity of the emotional and rational in the perception of the situation. Expanding the ability of intuition to understand and explain phenomena	Limitation of obtaining data on goals and motives of behavior. Difficulty identifying signs of the situation
Dependence of data on observer settings	The validity of the position in the perception of facts. Using the observer's experience in identifying problem situations. Flexibility of research facilities	Subjectivity, distortion, errors in recording signs (emotional state, low qualifications, incorrect methodological settings of the observer)
The influence of the observer on the object	Approaching the object to the experimental situation. The object is “configured” to identify problems, analyze them, and demonstrate capabilities	Generalization possibilities are limited by distortion of the natural state of the object
The influence of the object on the observer, his perception of the situation	Accurate understanding of the meaning of actions and people’s behavior through identification with the values ​​and goals of the group	Distortion in perception due to “infection” with group stereotypes in the observed object. Passivity of a method bound to the state of an object

Scheme 1.3.3.

Types of observations

Observer position	Level of standardization of procedures	Situation requirement	Time regulations	Use of technical means	Social level of the object
Does not interact with group members	Programmed - with registration of signs in special cards	Laboratory - with for- given parameters of the observed situation	Systematic - with a given regularity registration of signs	Audio-visual - cinema, photo, TV, radio	Communities, groups (regional, ethical, functional)
“Private trader” – partially enters into communication	Partially standardized - using protocols or diaries	Laboratory-field - with individual limitations of the observed situation	Episodic - with unspecified registration frequency	Recorders, multipliers	Collectives, institutional groups
Fully involved in group activities	Out of control - with diary entry	Field - natural observation	Random - fixation not provided for by the program	Computers	Small, non-institutional groups
Incognito turns on				Without the use of technical means - manual processing	Personality
“Self-observer” – registers the facts of his actions, states

Observer training stages

Familiarization with the content of the observation program, with instructions, tools, and technical means.

Analysis, commenting on units, observation categories, their criteria in accordance with the observation program, explanation of conventions and code designations.

Trial observation, observation rehearsal in a laboratory or in the field, correction of observers’ actions.

Work order. Issuing instructions, tools, tasks for conducting observations.

Control selective monitoring of observers' work.

Characteristic task performance, assessing the reliability of the observer's data.

Qualities, knowledge, skills of an observer

General theoretical training- knowledge of sociology, social psychology.

Site specific knowledge. Awareness of the goals, content, nature of the activity of the observed object. Knowledge of its structure and main problems. (Achieved through familiarity with the literature, in conversation with industry experts, during special instruction.)

Specific, accurate knowledge of tasks observations (worked out during instruction, self-test exercises, tests).

Focus on the selected object parameters, RAM.

Analyticity thinking, the ability to identify individual features in the process of perceiving an object.

Ability to distribute attention to simultaneous changes in the situation. Ability to respond to multiple signals. (It is possible to respond to five to seven parameters of the observed situation.)

Noise immunity. Physical endurance. Emotional stability. The ability to maintain composure in the face of sudden changes in the situation, not to interfere in the observed situation. Role orientation towards a temperament close to the phlegmatic type. Patience and persistence in maintaining an observer position.

Punctuality. Accurate adherence to assigned tasks, timely registration of data, accuracy in filling out methodological documents.

Self-control. Critical assessment of one's actions, the ability to correct and reorganize actions.

Sociability(for participant observation). The ability to get into contact with strangers, maintain communication (but at the same time not arouse interest in oneself from those being observed).

Tact and moral responsibility. An observer must not harm those whom he observes. In accordance with professional ethics, he must use the information received only for scientific purposes and not disclose it.

Technical literacy when using technical surveillance equipment.

Typical mistakes when applying the observation method in sociological research

Observation begins without a specially prepared program and is carried out randomly.

The identified observation signs are not related to the problem situation and the research hypothesis.

The recorded signs of observation in the observation card did not include frequently repeated and quite significant properties of the observed situation.

There were no restrictions on observation conditions, and observers encountered fundamentally different situations during the study.

Only evaluative or only descriptive observation categories were introduced.

There is ambiguity in the terminological designation of observation categories; different classes of signs fall into the same observation category.

Methodological documents have not been prepared and tested, and during data collection difficulties arose in registering signs.

Persons who have not undergone special training were selected as observers. The observers were not briefed and the observation procedure was not rehearsed with them.

The coding of the observation card features does not correspond to the data processing program.

Audiovisual surveillance means are not adjusted to the surveillance procedure.

Observation is a purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is usually carried out according to a pre-planned plan, highlighting specific objects of observation. This method involves purposeful, planned and systematic perception and recording of manifestations of psychological and pedagogical phenomena and processes.

Features of observation as a scientific method are:

focus on a clear, specific goal;

planfulness and systematicity;

objectivity in the perception of what is being studied and its recording;

preservation of the natural course of psychological and pedagogical processes.

Observation is a very accessible method, but it has its drawbacks due to the fact that the results of observation are influenced by the personal characteristics (attitudes, interests, mental states) of the researcher.

Observation stages:

determination of tasks and goals (why, for what purpose is the observation being carried out);

choice of object, subject and situation (what to observe);

choosing an observation method that has the least impact on the object under study and most ensures the collection of the necessary information (how to observe);

choosing methods for recording what is observed (how to keep records);

processing and interpretation of the information received (what is the result).

Question No. 19 Subject of pedagogical observation and types of observations. Surveillance tools.

Observation can be:

purposeful and random;

continuous and selective;

direct and indirect;

long-term and short-term;

open and hidden (“incognito”);

ascertaining and evaluating;

uncontrolled and controlled (registration of observed events according to a previously worked out procedure);

causal and experimental;

field (observation in natural conditions) and laboratory (in an experimental situation).

A distinction is made between included observation, when the researcher becomes a member of the group in which the observation is being conducted, and non-involved observation - “from the outside”; open and hidden (incognito); continuous and selective.

Observation as a research method requires the researcher to follow the following rules:

clearly define the objectives of observation;

draw up an observation program depending on the purpose;

record observation data in detail;

Observation is a complex process: you can look, but not see; or look together and see different things; look at what many have seen and see, but, unlike them, see something new, etc. In psychology and pedagogy, observation turns into a real art: the timbre of the voice, eye movement, dilation or contraction of the pupils, subtle changes in communication with others and other reactions of the individual and the team can serve as the basis for psychological and pedagogical conclusions.

The means of observation are different: observation schemes, its duration, recording techniques, data collection methods, observation protocols, category systems and scales. All these tools increase the accuracy of observation, the ability to register and control its results. Serious attention should be paid to the form of the protocol, which depends on the subject, objectives and hypothesis of the study that determine the observation criterion.

Like any method, observation has its own strengths and weaknesses. Strengths include the ability to study the subject in its integrity, natural functioning, living multifaceted connections and manifestations. At the same time, this method does not allow one to actively intervene in the process being studied, change it, or deliberately create certain situations or make accurate measurements. Consequently, the observation results must necessarily be supported by data obtained using other methods of psychological and pedagogical research.

The observation program must accurately determine the sequence of work, highlight the most important objects of observation, and methods for recording results (protocol records, observation diaries, etc.).

Each of us uses the observation method every day in our daily lives. We're watching the game children, caring for clinic patients while waiting for an appointment, etc. Sometimes we generalize observations and share them with other people, sometimes these are just fleeting glances. We encounter a professional approach to observation when a commentator informs us about events on the football field, a cameraman films participants in the observed events with a hidden camera, a teacher, testing a new teaching method, observes the behavior of the class in class, etc. Thus, in many areas of social practice, observation is successfully used to study reality. In science, the observation method has also been used for many centuries, although methodologically it has become the object of close study, especially in recent years.

Observation can be defined as a method of collecting social information by directly studying a social phenomenon in its natural setting.

In sociological research, there are two types of observation methods, depending on the degree of standardization of observation techniques. Standardized observation technique involves a detailed list of phenomena, events, characteristics, signs to be observed, definition of conditions and situations of observation, instructions for observers, uniform cards for recording observed phenomena. This type of observation is called structured or standardized.

The second type of observation technique is unstructured or non-standardized observation. In this case, the researcher determines only the general directions of observations, and the form of data recording is the observer’s diary, where the results are recorded in free form directly during the observation process or later from memory.

An example of a standardized observation technique is the method most often used by economists of momentary observations of the use of equipment and the cost of working time. The essence of this method, which sociologists can also use to solve their problems, is that a group of observers, using a standard method, records not the absolute time spent or equipment downtime (work, negotiations, downtime, etc.), but the fact itself, those. number of observed types of costs at the time of the survey. To register momentary observations, a special “Observation Sheet” is developed, which is a table. The rows of the table contain serial numbers and surnames, names and patronymics of workers and rows for summing data by column. The columns contain data for the following sections.

Standard time (work):

Preparatory and final;

Operational work;

Workplace maintenance;

For rest and personal needs;

Total work.

Non-standard time (losses):

1. For organizational reasons:

lack of material;

shopping for materials and supplies;

waiting for vehicles;

2. For technical reasons:

lack of equipment, tools, documentation;

waiting for repairs and equipment repairs;

adjustment and re-adjustment of equipment;

lack of electricity;

3. For reasons depending on the workers:

late start and early finish of work;

Without good reason;

other reasons;

total loss of working time.

4. Number of observations (rounds per shift).

Bypass number.

Walking time:

ending.

The “observation sheet” also includes data from the place and time of observations (workshop No.), site____, date of observation, number of workers, number of observations, number of rounds ___, shift____, purpose of observations.

The researcher develops and includes in the observation list a route around the observed objects.

The method of momentary observations can be used to study the work of enterprises in the service sector, healthcare, etc. The capabilities of this method are far from being fully used by sociologists.

Another example of standardized observation is the technique of self-photography of time budgets (daily or weekly). In this case, the technique is based on self-observation of the respondent and recording time expenditure in a specially designed standard form containing a list of activities during the day (by rows of the table) and special columns (table columns) intended for recording time expenditure.

Unstructured observation is used most often at the preparatory stage of research, when the researcher needs to better understand the problem situation, “grope” the contours of the problem, clarify hypotheses, find out possible sources of information on the problem under study and methods of working with them.

An example of such a use of observation is the participant observation conducted by a Belarusian sociologist at the stage of developing a research program. The subject of the study was the attitude of workers of one of the Minsk factories to the new system of labor organization. The sociologist-observer first worked in auxiliary jobs, which made it possible to contact many members of the primary team, observe various production situations, enter the team, and adapt to intragroup norms. Then the sociologist-researcher began to work as a machine operator, joining the observed situation from the position of a professional worker. The observation results were recorded daily in a diary. It should be noted that after the initial adaptation in the team, the sociologist revealed his “incognito” and the observation became open. The observation results were used not only for substantive purposes, but also for methodological purposes for comparison with the results of the questionnaire survey. According to this study, information about the worker’s attitude towards the foreman, the head of the workshop, in cases where it is obtained by survey, is more susceptible to situational influences than when using the observation method. Another methodological result of participant observation was the formation of requirements for participant observation. Let us present the most important of them. Firstly, the sociologist-observer must work in the team being studied in a specialty that is not very complex. Otherwise, there is no time for observation - all attention is focused on production operations. Secondly, the work performed by the sociologist-observer must provide the opportunity to contact many members of the team in order to observe them in various production situations; thirdly, the sociologist must have initial professional production training to enter the observed team.

Collecting data in unstructured observation does not exclude systematization when processing it using formalized methods that involve obtaining some quantitative characteristics. Often the result of unstructured observation is the development of standard, formalized observation procedures.

Observation in sociological research can be used both as a stage of the research process and as an independent method of study. In the latter case, it is most effective for social phenomena, the development of which can only be understood within their natural environment. Surveys and experiments are aimed at measuring social characteristics in some conditional situation. For example, in a public opinion poll, an individual may be interviewed at home or in the workplace. But not all phenomena can be studied in this way. Deviant behavior, socially disapproved actions, religious behavior, etc. requires active involvement of observation methods. One of the most striking studies in this regard was the participant observation study of the life of Chicago tramps by tramp N. Anderson. History knows many other studies of this kind, carried out subsequently: this is the work of Thrasher on the study of urban gangs (Chicago 1928), V. White on the study of gangs in Boston, etc.

The observation method plays an independent role in the study of unique and fleeting phenomena of social life, and in the monographic study of individual local objects and phenomena.

Schematically, we can distinguish several types of social phenomena that can become objects of observation: these are individual actions of individuals and groups, activity as a whole, the meaning of actions, participants, dependencies between individuals and groups, environment (setting).

Let us give an example of the development of methodological tools for studying meetings as a channel for the expression of public opinion. The standardized observation procedure involved dividing the meeting into separate components. A separate registration card was developed for collecting and recording data. In total, the observation procedure includes nine documents (cards) for recording data on individual stages and periods of the meeting:

I. General characteristics of the meeting:

Date of the meeting.

Enterprise (institution, organization)

Subdivision.

Type of meeting (industrial, trade union, general);

Agenda.

Scheduled meeting time (hour, minute).

Venue of the meeting.

Observation start time.

Space for additional notes from the observer (if the meeting did not take place, indicate the reasons for the disruption or postponement, briefly describe the location where the meeting took place).

II. The situation immediately before the start of the meeting.table. The rows of the table record elements of behavior and reactions: conversations, including those related to issues on the agenda and extraneous conversations. The columns of the tables record the shares of meeting participants conducting certain conversations (majority, about half, minority, several people, 1-2 people). This card provides space for recording topics of conversations, remarks, and manifestations of attitude towards the meeting. Columns are provided for notes on whether the presence of the observer violates (or does not violate) the natural course of events.

III. Organizational period. This card, like the others, contains a coded list of variables, where the observer only circles the code corresponding to the observed situation.

1. The meeting began:

a) at the appointed time;

b) 10 minutes late;

c) with a delay of up to 20 minutes;

d) with a delay of up to 30 minutes or more.

The list consists of _____ people; it was announced that a person was present; observation data, people

Present at the meeting (observer's assessment):

a) the overwhelming majority;

b) majority;

c) about half;

d) less than half.

4. The composition of the presidium was proposed:

a) the person who opened the meeting;

b) one person from the audience (list);

c) several persons from the audience (personally).

5. The composition of the presidium was approved by the meeting:

a) according to the list;

b) personally.

6. The situation during the elections of the presidium, approval of the agenda and regulations. This situation is recorded in a table, which contains a row-by-row description of the elements of behavior in the following four groups.

First group:

a) showing interest in the composition of the presidium”;

b) lack of interest in the composition of the presidium;

c) the situation is unclear.

Second group:

a) showing interest in the issue under discussion,

b) lack of interest in the issue under discussion;

c) the situation is unclear.

Third group:

a) proposal to increase the time for the report (speech);

b) proposal to reduce the time for the report (speech);

c) there were no disputes regarding the regulations;

d) regulations were not established. Fourth group:

a) the presidium proposed to register for the debate;

b) the presidium did not offer to be recorded in the debate.

The columns of this table include the proportion of meeting participants for whom certain elements of behavior are observed, indicated in the rows of the table. Meeting participants: majority, about half, minority, several people. The table provides space for recording statements, remarks, and visually observed reactions of meeting participants.

The following documents were developed to explore other elements of the collection.

Card of the speaker, speaker.

A card for recording the reactions of meeting participants to a speech or report.

VI. An observation card of the general situation during the debate.

VII. Card of observations of the situation during decision-making on the agenda item.

VIII. Card for monitoring the situation during the adoption of amendments and additions to the draft decision.

IX. Card of observations of the situation after the end of the meeting.