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Pilot studies, are regarded as useful and valuable tools by researchers. Cohen et al. (2007) illustrate how piloting is an effective framework for planning research. It fulfils a range of essential roles and provides invaluable information for the main study. For example, in implementing research processes, technical issues in the design are looked at as well as developing and testing the suitability of the research instruments, and also checking the adequacy of data analysis procedures. Piloting the data collection and analysis, gives the researcher the opportunity to make necessary amendments of the proposed research methods, and to take appropriate action to refine the research questions and methodology before the main study (Burgess et al., 2006).

Therefore, a small pilot study was undertaken, the research site involved two trainers, one project coordinator and two learners. The participants were not the same as those of the main study apart from one key informant who proved to be very valuable for the study. The interviewing time schedule was similar to the main study but the research questions became more focused and changed as questions developed along the issues that emerged from the initial data analysis. These aspects were necessary in understanding the needs of unemployed learners and trainers in improving teaching and learning. The questions focused on the perspectives of the trainers, learners and managers within the broad themes in the pilot study, (questions for trainers, project coordinators and learners).

3.2.1 Implications of the pilot study on methods and data collection

made for the main study, in particular;

• Write the questionnaire and interview items in both German and English

• Allow participants to decide on the language to be interviewed in

• Explain purpose of recording at the start of the interview

• Include a third person in the translation processes

• Widen the scope of trainer samples to include those who had left the institution

The early stages of data and the iterative nature of coding (Charmaz, 2006) enabled the study to produce an emergent framework that illuminated trainer challenges, learner difficulties and managerial limitations, which supported my understanding and development of explanations of the research problem. Criticism of GT will be addressed in section 3.11.2. However, contextual practices and policies of trainer employment, programming of the courses and other inconsistencies enabled me to amend my decisions and to build on the data.

Ethical considerations were observed and data analysis and interpretations allowed me to have time to make improvements and to modify the interview schedule as well as construct learner questionnaires, which shed light on inconclusive or unclear issues. Dey (1999:24) suggests that ‘to do research requires reflection on what we are doing and how we do it’.

Using semi-structured interviews, the sub-questions were investigated and the data was recorded with the agreement of the respondents. Originally, the learners’ and the

managers’ interviews were to be conducted in German. However, this seemed to change depending on the participants’ need to communicate clearly in a language they were comfortable with (English or German). So, the researcher had to be flexible for that matter. A good example is during consultation with the project coordinator to hand over the interview questions for preparation. She requested to have the interview done in the English language; therefore I prepared the schedule in English for her. Unexpectedly, on the interview day, she preferred to respond in German due to the urge to speak clearly and to organise her line of thought more easily. The interview was carried forward using two languages. The reason not to postpone was based on the uncertainty of the duration of the project and availability of the participant.

Initially, the fourth interviewee had agreed to be recorded but withdrew that consent but accepted to have notes written at the end of the interview. I respected the

decision; unfortunately, the reasons for not being recorded were not followed up because of the nature of the timetable structure and availability of the learner. After the notes were written, I sent a copy to the interviewee to validate what had been written. A few changes were made because of the German word ‘bekommen’ and the English word ‘become’, these words are referred to as false friends. Therefore, for the main study, I had the interviews and the open-ended questionnaires written in both languages to fit the needs of the respondents.

The findings from the pilot study guided the development of the learners’

questionnaires and semi-structured interviews for the main study’s phases of data collection, by focusing on relevant questions that would yield rich data (Geertz, 1973). The revised questions were re-issued to the key informant who controlled

them for ambiguity in German. The open-ended questionnaire was piloted on two learners just before the main study commenced due to learner unavailability. It was easily completed and a few modifications were made. It revealed that some questions were vague and had caused misunderstandings. The questions were changed and again piloted on other learners and the analysis proved to yield clear and reliable information.

Other decision made is that the translation processes would include a third person who is a linguist to help increase the validity and reliability of the study. The decision was based on my experience of collaborating with an experienced colleague because I had found it difficult to identify with her choice of words and therefore had suffered a kind of detachment from my research.

Other factors like contextual aspect would be widened to include trainers who had been in the institution but had left for other colleges. This was to link the trainers’ needs to the development of the New Star Vocational College and to help me gain an insight into the perception of trainer practice, which could then be compared to the policy document guidelines (2013, 2014) during analysis. Yin (2009:92) in case study literature suggests that a pilot study can enable one to make a conceptual clarification for the research design and review of relevant literature, which are aspects that I utilised to give clarity to the study.

The following section will focus on research paradigm, approaches and design.