research plan development is also sometimes called

How to write a research plan: Step-by-step guide

Last updated

30 January 2024

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Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

There’s general research planning; then there’s an official, well-executed research plan. Whatever data-driven research project you’re gearing up for, the research plan will be your framework for execution. The plan should also be detailed and thorough, with a diligent set of criteria to formulate your research efforts. Not including these key elements in your plan can be just as harmful as having no plan at all.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project.

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement, devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes, demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Research methods might include any of the following:

User interviews: this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies: this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting: participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups: use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies: ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys: get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing: tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing: ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project. Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty. But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

Should you be using a customer insights hub?

Do you want to discover previous research faster?

Do you share your research findings with others?

Do you analyze research data?

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Module 6: Marketing Information and Research

The marketing research process, learning objectives.

• Identify the steps of conducting a marketing research project

A Standard Approach to Research Inquiries

Marketing research is a useful and necessary tool for helping marketers and an organization’s executive leadership make wise decisions. Carrying out marketing research can involve highly specialized skills that go deeper than the information outlined in this module. However, it is important for any marketer to be familiar with the basic procedures and techniques of marketing research.

It is very likely that at some point a marketing professional will need to supervise an internal marketing research activity or to work with an outside marketing research firm to conduct a research project. Managers who understand the research function can do a better job of framing the problem and critically appraising the proposals made by research specialists. They are also in a better position to evaluate their findings and recommendations.

Periodically marketers themselves need to find solutions to marketing problems without the assistance of marketing research specialists inside or outside the company. If you are familiar with the basic procedures of marketing research, you can supervise and even conduct a reasonably satisfactory search for the information needed.

Step 1: Identify the Problem

The first step for any marketing research activity is to clearly identify and define the problem you are trying to solve. You start by stating the marketing or business problem you need to address and for which you need additional information to figure out a solution. Next, articulate the objectives for the research: What do you want to understand by the time the research project is completed? What specific information, guidance, or recommendations need to come out of the research in order to make it a worthwhile investment of the organization’s time and money?

It’s important to share the problem definition and research objectives with other team members to get their input and further refine your understanding of the problem and what is needed to solve it. At times, the problem you really need to solve is not the same problem that appears on the surface. Collaborating with other stakeholders helps refine your understanding of the problem, focus your thinking, and prioritize what you hope to learn from the research. Prioritizing your objectives is particularly helpful if you don’t have the time or resources to investigate everything you want.

To flesh out your understanding of the problem, it’s useful to begin brainstorming actual research questions you want to explore. What are the questions you need to answer in order to get to the research outcomes? What is the missing information that marketing research will help you find? The goal at this stage is to generate a set of preliminary, big-picture questions that will frame your research inquiry. You will revisit these research questions later in the process, but when you’re getting started, this exercise helps clarify the scope of the project, whom you need to talk to, what information may already be available, and where to look for the information you don’t yet have.

Applied Example: Marketing Research for Bookends

To illustrate the marketing research process, let’s return to Uncle Dan and his ailing bookstore, Bookends. You need a lot of information if you’re going to help Dan turn things around, so marketing research is a good idea. You begin by identifying the problem and then work to set down your research objectives and initial research questions:

Step 2: Develop a Research Plan

Once you have a problem definition, research objectives, and a preliminary set of research questions, the next step is to develop a research plan. Essential to this plan is identifying precisely what information you need to answer your questions and achieve your objectives. Do you need to understand customer opinions about something? Are you looking for a clearer picture of customer needs and related behaviors? Do you need sales, spending, or revenue data? Do you need information about competitors’ products, or insight about what will make prospective customers notice you? When do need the information, and what’s the time frame for getting it? What budget and resources are available?

Once you have clarified what kind of information you need and the timing and budget for your project, you can develop the research design. This details how you plan to collect and analyze the information you’re after. Some types of information are readily available through  secondary research and secondary data sources. Secondary research analyzes information that has already been collected for another purpose by a third party, such as a government agency, an industry association, or another company. Other types of information need to from talking directly to customers about your research questions. This is known as primary research , which collects primary data captured expressly for your research inquiry.   Marketing research projects may include secondary research, primary research, or both.

Depending on your objectives and budget, sometimes a small-scale project will be enough to get the insight and direction you need. At other times, in order to reach the level of certainty or detail required, you may need larger-scale research involving participation from hundreds or even thousands of individual consumers. The research plan lays out the information your project will capture—both primary and secondary data—and describes what you will do with it to get the answers you need. (Note: You’ll learn more about data collection methods and when to use them later in this module.)

Your data collection plan goes hand in hand with your analysis plan. Different types of analysis yield different types of results. The analysis plan should match the type of data you are collecting, as well as the outcomes your project is seeking and the resources at your disposal. Simpler research designs tend to require simpler analysis techniques. More complex research designs can yield powerful results, such as understanding causality and trade-offs in customer perceptions. However, these more sophisticated designs can require more time and money to execute effectively, both in terms of data collection and analytical expertise.

The research plan also specifies who will conduct the research activities, including data collection, analysis, interpretation, and reporting on results. At times a singlehanded marketing manager or research specialist runs the entire research project. At other times, a company may contract with a marketing research analyst or consulting firm to conduct the research. In this situation, the marketing manager provides supervisory oversight to ensure the research delivers on expectations.

Finally, the research plan indicates who will interpret the research findings and how the findings will be reported. This part of the research plan should consider the internal audience(s) for the research and what reporting format will be most helpful. Often, senior executives are primary stakeholders, and they’re anxious for marketing research to inform and validate their choices. When this is the case, getting their buy-in on the research plan is recommended to make sure that they are comfortable with the approach and receptive to the potential findings.

Applied Example: A Bookends Research Plan

You talk over the results of your problem identification work with Dan. He thinks you’re on the right track and wants to know what’s next. You explain that the next step is to put together a detailed plan for getting answers to the research questions.

Dan is enthusiastic, but he’s also short on money. You realize that such a financial constraint will limit what’s possible, but with Dan’s help you can do something worthwhile. Below is the research plan you sketch out:

Step 3: Conduct the Research

Conducting research can be a fun and exciting part of the marketing research process. After struggling with the gaps in your knowledge of market dynamics—which led you to embark on a marketing research project in the first place—now things are about to change. Conducting research begins to generate information that helps answer your urgent marketing questions.

Typically data collection begins by reviewing any existing research and data that provide some information or insight about the problem. As a rule, this is secondary research. Prior research projects, internal data analyses, industry reports, customer-satisfaction survey results, and other information sources may be worthwhile to review. Even though these resources may not answer your research questions fully, they may further illuminate the problem you are trying to solve. Secondary research and data sources are nearly always cheaper than capturing new information on your own. Your marketing research project should benefit from prior work wherever possible.

After getting everything you can from secondary research, it’s time to shift attention to primary research, if this is part of your research plan. Primary research involves asking questions and then listening to and/or observing the behavior of the target audience you are studying. In order to generate reliable, accurate results, it is important to use proper scientific methods for primary research data collection and analysis. This includes identifying the right individuals and number of people to talk to, using carefully worded surveys or interview scripts, and capturing data accurately.

Without proper techniques, you may inadvertently get bad data or discover bias in the responses that distorts the results and points you in the wrong direction. The module on Marketing Research Techniques discusses these issues in further detail, since the procedures for getting reliable data vary by research method.

Applied Example: Getting the Data on Bookends

Dan is on board with the research plan, and he’s excited to dig into the project. You start with secondary data, getting a dump of Dan’s sales data from the past two years, along with related information: customer name, zip code, frequency of purchase, gender, date of purchase, and discounts/promotions (if any).

You visit the U.S. Census Bureau Web site to download demographic data about your metro area. The data show all zip codes in the area, along with population size, gender breakdown, age ranges, income, and education levels.

The next part of the project is customer-survey data. You work with Dan to put together a short survey about customer attitudes toward Bookends, how often and why they come, where else they spend money on books and entertainment, and why they go other places besides Bookends. Dan comes up with the great idea of offering a 5 percent discount coupon to anyone who completes the survey. Although it eats into his profits, this scheme gets more people to complete the survey and buy books, so it’s worth it.

For a couple of days, you and Dan take turns doing “man on the street” interviews (you interview the guy in the red hat, for instance). You find people who say they’ve never been to Bookends and ask them a few questions about why they haven’t visited the store, where else they buy books and other entertainment, and what might get them interested in visiting Bookends sometime. This is all a lot of work, but for a zero-budget project, it’s coming together pretty well.

Step 4: Analyze and Report Findings

Analyzing the data obtained in a market survey involves transforming the primary and/or secondary data into useful information and insights that answer the research questions. This information is condensed into a format to be used by managers—usually a presentation or detailed report.

Analysis starts with formatting, cleaning, and editing the data to make sure that it’s suitable for whatever analytical techniques are being used. Next, data are tabulated to show what’s happening: What do customers actually think? What’s happening with purchasing or other behaviors? How do revenue figures actually add up? Whatever the research questions, the analysis takes source data and applies analytical techniques to provide a clearer picture of what’s going on. This process may involve simple or sophisticated techniques, depending on the research outcomes required. Common analytical techniques include regression analysis to determine correlations between factors; conjoint analysis to determine trade-offs and priorities; predictive modeling to anticipate patterns and causality; and analysis of unstructured data such as Internet search terms or social media posts to provide context and meaning around what people say and do.

Good analysis is important because the interpretation of research data—the “so what?” factor—depends on it. The analysis combs through data to paint a picture of what’s going on. The interpretation goes further to explain what the research data mean and make recommendations about what managers need to know and do based on the research results. For example, what is the short list of key findings and takeaways that managers should remember from the research? What are the market segments you’ve identified, and which ones should you target?  What are the primary reasons your customers choose your competitor’s product over yours, and what does this mean for future improvements to your product?

Individuals with a good working knowledge of the business should be involved in interpreting the data because they are in the best position to identify significant insights and make recommendations from the research findings. Marketing research reports incorporate both analysis and interpretation of data to address the project objectives.

The final report for a marketing research project may be in written form or slide-presentation format, depending on organizational culture and management preferences. Often a slide presentation is the preferred format for initially sharing research results with internal stakeholders. Particularly for large, complex projects, a written report may be a better format for discussing detailed findings and nuances in the data, which managers can study and reference in the future.

Applied Example: Analysis and Insights for Bookends

Getting the data was a bit of a hassle, but now you’ve got it, and you’re excited to see what it reveals. Your statistician cousin, Marina, turns out to be a whiz with both the sales data and the census data. She identified several demographic profiles in the metro area that looked a lot like lifestyle segments. Then she mapped Bookends’ sales data into those segments to show who is and isn’t visiting Bookends. After matching customer-survey data to the sales data, she broke down the segments further based on their spending levels and reasons they visit Bookends.

Gradually a clearer picture of Bookends’ customers is beginning to emerge: who they are, why they come, why they don’t come, and what role Bookends plays in their lives. Right away, a couple of higher-priority segments—based on their spending levels, proximity, and loyalty to Bookends—stand out. You and your uncle are definitely seeing some possibilities for making the bookstore a more prominent part of their lives. You capture these insights as “recommendations to be considered” while you evaluate the right marketing mix for each of the new segments you’d like to focus on.

Step 5: Take Action

Once the report is complete, the presentation is delivered, and the recommendations are made, the marketing research project is over, right? Wrong.

What comes next is arguably the most important step of all: taking action based on your research results.

If your project has done a good job interpreting the findings and translating them into recommendations for the marketing team and other areas of the business, this step may seem relatively straightforward. When the research results validate a path the organization is already on, the “take action” step can galvanize the team to move further and faster in that same direction.

Things are not so simple when the research results indicate a new direction or a significant shift is advisable. In these cases, it’s worthwhile to spend time helping managers understand the research, explain why it is wise to shift course, and explain how the business will benefit from the new path. As with any important business decision, managers must think deeply about the new approach and carefully map strategies, tactics, and available resources to plan effectively. By making the results available and accessible to managers and their execution teams, the marketing research project can serve as an ongoing guide and touchstone to help the organization plan, execute, and adjust course as it works toward desired goals and outcomes.

It is worth mentioning that many marketing research projects are never translated into management action. Sometimes this is because the report is too technical and difficult to understand. In other cases, the research conclusions fail to provide useful insights or solutions to the problem, or the report writer fails to offer specific suggestions for translating the research findings into management strategy. These pitfalls can be avoided by paying due attention to the research objectives throughout the project and allocating sufficient time and resources to do a good job interpreting research results for those who will need to act on them.

Applied Example: Bookends’ New Customer Campaign

Your research findings and recommendations identified three segments for Bookends to focus on. Based on the demographics, lifestyle, and spending patterns found during your marketing research, you’re able to name them: 1) Bored Empty-Nesters, 2) Busy Families, and 3) Hipster Wannabes. Dan has a decent-sized clientele across all three groups, and they are pretty good spenders when they come in. But until now he hasn’t done much to purposely attract any of them.

With newly identified segments in focus, you and Dan begin brainstorming about a marketing mix to target each group. What types of books and other products would appeal to each one? What activities or events would bring them into the store? Are there promotions or particular messages that would induce them to buy at Bookends instead of Amazon or another bookseller? How will Dan reach and communicate with each group? And what can you do to bring more new customers into the store within these target groups?

Even though Bookends is a real-life project with serious consequences for your uncle Dan, it’s also a fun laboratory where you can test out some of the principles you’re learning in your marketing class. You’re figuring out quickly what it’s like to be a marketer.

Well done, rookie!

Check Your Understanding

Answer the question(s) below to see how well you understand the topics covered in this outcome. This short quiz does  not  count toward your grade in the class, and you can retake it an unlimited number of times.

Use this quiz to check your understanding and decide whether to (1) study the previous section further or (2) move on to the next section.

• Revision and Adaptation. Authored by : Lumen Learning. License : CC BY: Attribution
• Chapter 3: Marketing Research: An Aid to Decision Making, from Introducing Marketing. Authored by : John Burnett. Provided by : Global Text. Located at : http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf . License : CC BY: Attribution
• Urban life (Version 2.0). Authored by : Ian D. Keating. Located at : https://www.flickr.com/photos/ian-arlett/19313315520/ . License : CC BY: Attribution

FLEET LIBRARY | Research Guides

Rhode island school of design, create a research plan: research plan.

• Research Plan
• Literature Review
• Ulrich's Global Serials Directory
• Related Guides

A research plan is a framework that shows how you intend to approach your topic. The plan can take many forms: a written outline, a narrative, a visual/concept map or timeline. It's a document that will change and develop as you conduct your research. Components of a research plan

1. Research conceptualization - introduces your research question

2. Research methodology - describes your approach to the research question

3. Literature review, critical evaluation and synthesis - systematic approach to locating,

    reviewing and evaluating the work (text, exhibitions, critiques, etc) relating to your topic

4. Communication - geared toward an intended audience, shows evidence of your inquiry

Research conceptualization refers to the ability to identify specific research questions, problems or opportunities that are worthy of inquiry. Research conceptualization also includes the skills and discipline that go beyond the initial moment of conception, and which enable the researcher to formulate and develop an idea into something researchable ( Newbury 373).

Research methodology refers to the knowledge and skills required to select and apply appropriate methods to carry through the research project ( Newbury 374) .

Method describes a single mode of proceeding; methodology describes the overall process.

Method - a way of doing anything especially according to a defined and regular plan; a mode of procedure in any activity

Methodology - the study of the direction and implications of empirical research, or the sustainability of techniques employed in it; a method or body of methods used in a particular field of study or activity *Browse a list of research methodology books  or this guide on Art & Design Research

Literature Review, critical evaluation & synthesis

A literature review is a systematic approach to locating, reviewing, and evaluating the published work and work in progress of scholars, researchers, and practitioners on a given topic.

Critical evaluation and synthesis is the ability to handle (or process) existing sources. It includes knowledge of the sources of literature and contextual research field within which the person is working ( Newbury 373).

Literature reviews are done for many reasons and situations. Here's a short list:

Sources to consult while conducting a literature review:

Online catalogs of local, regional, national, and special libraries

meta-catalogs such as worldcat , Art Discovery Group , europeana , world digital library or RIBA

subject-specific online article databases (such as the Avery Index, JSTOR, Project Muse)

digital institutional repositories such as Digital Commons @RISD ; see Registry of Open Access Repositories

Open Access Resources recommended by RISD Research LIbrarians

works cited in scholarly books and articles

print bibliographies

the internet-locate major nonprofit, research institutes, museum, university, and government websites

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Communication                              

Communication refers to the ability to

• structure a coherent line of inquiry
• communicate your findings to your intended audience
• make skilled use of visual material to express ideas for presentations, writing, and the creation of exhibitions ( Newbury 374)

Research plan framework: Newbury, Darren. "Research Training in the Creative Arts and Design." The Routledge Companion to Research in the Arts . Ed. Michael Biggs and Henrik Karlsson. New York: Routledge, 2010. 368-87. Print.

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6.3 Steps in a Successful Marketing Research Plan

Learning outcomes.

By the end of this section, you will be able to:

• 1 Identify and describe the steps in a marketing research plan.
• 2 Discuss the different types of data research.
• 3 Explain how data is analyzed.
• 4 Discuss the importance of effective research reports.

Define the Problem

There are seven steps to a successful marketing research project (see Figure 6.3 ). Each step will be explained as we investigate how a marketing research project is conducted.

The first step, defining the problem, is often a realization that more information is needed in order to make a data-driven decision. Problem definition is the realization that there is an issue that needs to be addressed. An entrepreneur may be interested in opening a small business but must first define the problem that is to be investigated. A marketing research problem in this example is to discover the needs of the community and also to identify a potentially successful business venture.

Many times, researchers define a research question or objectives in this first step. Objectives of this research study could include: identify a new business that would be successful in the community in question, determine the size and composition of a target market for the business venture, and collect any relevant primary and secondary data that would support such a venture. At this point, the definition of the problem may be “Why are cat owners not buying our new cat toy subscription service?”

Additionally, during this first step we would want to investigate our target population for research. This is similar to a target market, as it is the group that comprises the population of interest for the study. In order to have a successful research outcome, the researcher should start with an understanding of the problem in the current situational environment.

Develop the Research Plan

Step two is to develop the research plan. What type of research is necessary to meet the established objectives of the first step? How will this data be collected? Additionally, what is the time frame of the research and budget to consider? If you must have information in the next week, a different plan would be implemented than in a situation where several months were allowed. These are issues that a researcher should address in order to meet the needs identified.

Research is often classified as coming from one of two types of data: primary and secondary. Primary data is unique information that is collected by the specific researcher with the current project in mind. This type of research doesn’t currently exist until it is pulled together for the project. Examples of primary data collection include survey, observation, experiment, or focus group data that is gathered for the current project.

Secondary data is any research that was completed for another purpose but can be used to help inform the research process. Secondary data comes in many forms and includes census data, journal articles, previously collected survey or focus group data of related topics, and compiled company data. Secondary data may be internal, such as the company’s sales records for a previous quarter, or external, such as an industry report of all related product sales. Syndicated data , a type of external secondary data, is available through subscription services and is utilized by many marketers. As you can see in Table 6.1 , primary and secondary data features are often opposite—the positive aspects of primary data are the negative side of secondary data.

There are four research types that can be used: exploratory, descriptive, experimental, and ethnographic research designs (see Figure 6.4 ). Each type has specific formats of data that can be collected. Qualitative research can be shared through words, descriptions, and open-ended comments. Qualitative data gives context but cannot be reduced to a statistic. Qualitative data examples are categorical and include case studies, diary accounts, interviews, focus groups, and open-ended surveys. By comparison, quantitative data is data that can be reduced to number of responses. The number of responses to each answer on a multiple-choice question is quantitative data. Quantitative data is numerical and includes things like age, income, group size, and height.

Exploratory research is usually used when additional general information in desired about a topic. When in the initial steps of a new project, understanding the landscape is essential, so exploratory research helps the researcher to learn more about the general nature of the industry. Exploratory research can be collected through focus groups, interviews, and review of secondary data. When examining an exploratory research design, the best use is when your company hopes to collect data that is generally qualitative in nature. 7

For instance, if a company is considering a new service for registered users but is not quite sure how well the new service will be received or wants to gain clarity of exactly how customers may use a future service, the company can host a focus group. Focus groups and interviews will be examined later in the chapter. The insights collected during the focus group can assist the company when designing the service, help to inform promotional campaign options, and verify that the service is going to be a viable option for the company.

Descriptive research design takes a bigger step into collection of data through primary research complemented by secondary data. Descriptive research helps explain the market situation and define an “opinion, attitude, or behavior” of a group of consumers, employees, or other interested groups. 8 The most common method of deploying a descriptive research design is through the use of a survey. Several types of surveys will be defined later in this chapter. Descriptive data is quantitative in nature, meaning the data can be distilled into a statistic, such as in a table or chart.

Again, descriptive data is helpful in explaining the current situation. In the opening example of LEGO , the company wanted to describe the situation regarding children’s use of its product. In order to gather a large group of opinions, a survey was created. The data that was collected through this survey allowed the company to measure the existing perceptions of parents so that alterations could be made to future plans for the company.

Experimental research , also known as causal research , helps to define a cause-and-effect relationship between two or more factors. This type of research goes beyond a correlation to determine which feature caused the reaction. Researchers generally use some type of experimental design to determine a causal relationship. An example is A/B testing, a situation where one group of research participants, group A, is exposed to one treatment and then compared to the group B participants, who experience a different situation. An example might be showing two different television commercials to a panel of consumers and then measuring the difference in perception of the product. Another example would be to have two separate packaging options available in different markets. This research would answer the question “Does one design sell better than the other?” Comparing that to the sales in each market would be part of a causal research study. 9

The final method of collecting data is through an ethnographic design. Ethnographic research is conducted in the field by watching people interact in their natural environment. For marketing research, ethnographic designs help to identify how a product is used, what actions are included in a selection, or how the consumer interacts with the product. 10

Examples of ethnographic research would be to observe how a consumer uses a particular product, such as baking soda. Although many people buy baking soda, its uses are vast. So are they using it as a refrigerator deodorizer, a toothpaste, to polish a belt buckle, or to use in baking a cake?

Select the Data Collection Method

Data collection is the systematic gathering of information that addresses the identified problem. What is the best method to do that? Picking the right method of collecting data requires that the researcher understand the target population and the design picked in the previous step. There is no perfect method; each method has both advantages and disadvantages, so it’s essential that the researcher understand the target population of the research and the research objectives in order to pick the best option.

Sometimes the data desired is best collected by watching the actions of consumers. For instance, how many cars pass a specific billboard in a day? What website led a potential customer to the company’s website? When are consumers most likely to use the snack vending machines at work? What time of day has the highest traffic on a social media post? What is the most streamed television program this week? Observational research is the collecting of data based on actions taken by those observed. Many data observations do not require the researched individuals to participate in the data collection effort to be highly valuable. Some observation requires an individual to watch and record the activities of the target population through personal observations .

Unobtrusive observation happens when those being observed aren’t aware that they are being watched. An example of an unobtrusive observation would be to watch how shoppers interact with a new stuffed animal display by using a one-way mirror. Marketers can identify which products were handled more often while also determining which were ignored.

Other methods can use technology to collect the data instead. Instances of mechanical observation include the use of vehicle recorders, which count the number of vehicles that pass a specific location. Computers can also assess the number of shoppers who enter a store, the most popular entry point for train station commuters, or the peak time for cars to park in a parking garage.

When you want to get a more in-depth response from research participants, one method is to complete a one-on-one interview . One-on-one interviews allow the researcher to ask specific questions that match the respondent’s unique perspective as well as follow-up questions that piggyback on responses already completed. An interview allows the researcher to have a deeper understanding of the needs of the respondent, which is another strength of this type of data collection. The downside of personal interviews it that a discussion can be very time-consuming and results in only one respondent’s answers. Therefore, in order to get a large sample of respondents, the interview method may not be the most efficient method.

Taking the benefits of an interview and applying them to a small group of people is the design of a focus group . A focus group is a small number of people, usually 8 to 12, who meet the sample requirements. These individuals together are asked a series of questions where they are encouraged to build upon each other’s responses, either by agreeing or disagreeing with the other group members. Focus groups are similar to interviews in that they allow the researcher, through a moderator, to get more detailed information from a small group of potential customers (see Figure 6.5 ).

Link to Learning

Focus groups.

Focus groups are a common method for gathering insights into consumer thinking and habits. Companies will use this information to develop or shift their initiatives. The best way to understand a focus group is to watch a few examples or explanations. TED-Ed has this video that explains how focus groups work.

You might be asking when it is best to use a focus group or a survey. Learn the differences, the pros and cons of each, and the specific types of questions you ask in both situations in this article .

Preparing for a focus group is critical to success. It requires knowing the material and questions while also managing the group of people. Watch this video to learn more about how to prepare for a focus group and the types of things to be aware of.

One of the benefits of a focus group over individual interviews is that synergy can be generated when a participant builds on another’s ideas. Additionally, for the same amount of time, a researcher can hear from multiple respondents instead of just one. 11 Of course, as with every method of data collection, there are downsides to a focus group as well. Focus groups have the potential to be overwhelmed by one or two aggressive personalities, and the format can discourage more reserved individuals from speaking up. Finally, like interviews, the responses in a focus group are qualitative in nature and are difficult to distill into an easy statistic or two.

Combining a variety of questions on one instrument is called a survey or questionnaire . Collecting primary data is commonly done through surveys due to their versatility. A survey allows the researcher to ask the same set of questions of a large group of respondents. Response rates of surveys are calculated by dividing the number of surveys completed by the total number attempted. Surveys are flexible and can collect a variety of quantitative and qualitative data. Questions can include simplified yes or no questions, select all that apply, questions that are on a scale, or a variety of open-ended types of questions. There are four types of surveys (see Table 6.2 ) we will cover, each with strengths and weaknesses defined.

Let’s start off with mailed surveys —surveys that are sent to potential respondents through a mail service. Mailed surveys used to be more commonly used due to the ability to reach every household. In some instances, a mailed survey is still the best way to collect data. For example, every 10 years the United States conducts a census of its population (see Figure 6.6 ). The first step in that data collection is to send every household a survey through the US Postal Service (USPS). The benefit is that respondents can complete and return the survey at their convenience. The downside of mailed surveys are expense and timeliness of responses. A mailed survey requires postage, both when it is sent to the recipient and when it is returned. That, along with the cost of printing, paper, and both sending and return envelopes, adds up quickly. Additionally, physically mailing surveys takes time. One method of reducing cost is to send with bulk-rate postage, but that slows down the delivery of the survey. Also, because of the convenience to the respondent, completed surveys may be returned several weeks after being sent. Finally, some mailed survey data must be manually entered into the analysis software, which can cause delays or issues due to entry errors.

Phone surveys are completed during a phone conversation with the respondent. Although the traditional phone survey requires a data collector to talk with the participant, current technology allows for computer-assisted voice surveys or surveys to be completed by asking the respondent to push a specific button for each potential answer. Phone surveys are time intensive but allow the respondent to ask questions and the surveyor to request additional information or clarification on a question if warranted. Phone surveys require the respondent to complete the survey simultaneously with the collector, which is a limitation as there are restrictions for when phone calls are allowed. According to Telephone Consumer Protection Act , approved by Congress in 1991, no calls can be made prior to 8:00 a.m. or after 9:00 p.m. in the recipient’s time zone. 12 Many restrictions are outlined in this original legislation and have been added to since due to ever-changing technology.

In-person surveys are when the respondent and data collector are physically in the same location. In-person surveys allow the respondent to share specific information, ask questions of the surveyor, and follow up on previous answers. Surveys collected through this method can take place in a variety of ways: through door-to-door collection, in a public location, or at a person’s workplace. Although in-person surveys are time intensive and require more labor to collect data than some other methods, in some cases it’s the best way to collect the required data. In-person surveys conducted through a door-to-door method is the follow-up used for the census if respondents do not complete the mailed survey. One of the downsides of in-person surveys is the reluctance of potential respondents to stop their current activity and answer questions. Furthermore, people may not feel comfortable sharing private or personal information during a face-to-face conversation.

Electronic surveys are sent or collected through digital means and is an opportunity that can be added to any of the above methods as well as some new delivery options. Surveys can be sent through email, and respondents can either reply to the email or open a hyperlink to an online survey (see Figure 6.7 ). Additionally, a letter can be mailed that asks members of the survey sample to log in to a website rather than to return a mailed response. Many marketers now use links, QR codes, or electronic devices to easily connect to a survey. Digitally collected data has the benefit of being less time intensive and is often a more economical way to gather and input responses than more manual methods. A survey that could take months to collect through the mail can be completed within a week through digital means.

Design the Sample

Although you might want to include every possible person who matches your target market in your research, it’s often not a feasible option, nor is it of value. If you did decide to include everyone, you would be completing a census of the population. Getting everyone to participate would be time-consuming and highly expensive, so instead marketers use a sample , whereby a portion of the whole is included in the research. It’s similar to the samples you might receive at the grocery store or ice cream shop; it isn’t a full serving, but it does give you a good taste of what the whole would be like.

So how do you know who should be included in the sample? Researchers identify parameters for their studies, called sample frames . A sample frame for one study may be college students who live on campus; for another study, it may be retired people in Dallas, Texas, or small-business owners who have fewer than 10 employees. The individual entities within the sampling frame would be considered a sampling unit . A sampling unit is each individual respondent that would be considered as matching the sample frame established by the research. If a researcher wants businesses to participate in a study, then businesses would be the sampling unit in that case.

The number of sampling units included in the research is the sample size . Many calculations can be conducted to indicate what the correct size of the sample should be. Issues to consider are the size of the population, the confidence level that the data represents the entire population, the ease of accessing the units in the frame, and the budget allocated for the research.

There are two main categories of samples: probability and nonprobability (see Figure 6.8 ). Probability samples are those in which every member of the sample has an identified likelihood of being selected. Several probability sample methods can be utilized. One probability sampling technique is called a simple random sample , where not only does every person have an identified likelihood of being selected to be in the sample, but every person also has an equal chance of exclusion. An example of a simple random sample would be to put the names of all members of a group into a hat and simply draw out a specific number to be included. You could say a raffle would be a good example of a simple random sample.

Another probability sample type is a stratified random sample , where the population is divided into groups by category and then a random sample of each category is selected to participate. For instance, if you were conducting a study of college students from your school and wanted to make sure you had all grade levels included, you might take the names of all students and split them into different groups by grade level—freshman, sophomore, junior, and senior. Then, from those categories, you would draw names out of each of the pools, or strata.

A nonprobability sample is a situation in which each potential member of the sample has an unknown likelihood of being selected in the sample. Research findings that are from a nonprobability sample cannot be applied beyond the sample. Several examples of nonprobability sampling are available to researchers and include two that we will look at more closely: convenience sampling and judgment sampling.

The first nonprobability sampling technique is a convenience sample . Just like it sounds, a convenience sample is when the researcher finds a group through a nonscientific method by picking potential research participants in a convenient manner. An example might be to ask other students in a class you are taking to complete a survey that you are doing for a class assignment or passing out surveys at a basketball game or theater performance.

A judgment sample is a type of nonprobability sample that allows the researcher to determine if they believe the individual meets the criteria set for the sample frame to complete the research. For instance, you may be interested in researching mothers, so you sit outside a toy store and ask an individual who is carrying a baby to participate.

Collect the Data

Now that all the plans have been established, the instrument has been created, and the group of participants has been identified, it is time to start collecting data. As explained earlier in this chapter, data collection is the process of gathering information from a variety of sources that will satisfy the research objectives defined in step one. Data collection can be as simple as sending out an email with a survey link enclosed or as complex as an experiment with hundreds of consumers. The method of collection directly influences the length of this process. Conducting personal interviews or completing an experiment, as previously mentioned, can add weeks or months to the research process, whereas sending out an electronic survey may allow a researcher to collect the necessary data in a few days. 13

Analyze and Interpret the Data

Once the data has been collected, the process of analyzing it may begin. Data analysis is the distillation of the information into a more understandable and actionable format. The analysis itself can take many forms, from the use of basic statistics to a more comprehensive data visualization process. First, let’s discuss some basic statistics that can be used to represent data.

The first is the mean of quantitative data. A mean is often defined as the arithmetic average of values. The formula is:

A common use of the mean calculation is with exam scores. Say, for example, you have earned the following scores on your marketing exams: 72, 85, 68, and 77. To find the mean, you would add up the four scores for a total of 302. Then, in order to generate a mean, that number needs to be divided by the number of exam scores included, which is 4. The mean would be 302 divided by 4, for a mean test score of 75.5. Understanding the mean can help to determine, with one number, the weight of a particular value.

Another commonly used statistic is median. The median is often referred to as the middle number. To generate a median, all the numeric answers are placed in order, and the middle number is the median. Median is a common statistic when identifying the income level of a specific geographic region. 14 For instance, the median household income for Albuquerque, New Mexico, between 2015 and 2019 was $52,911. 15 In this case, there are just as many people with an income above the amount as there are below.

Mode is another statistic that is used to represent data of all types, as it can be used with quantitative or qualitative data and represents the most frequent answer. Eye color, hair color, and vehicle color can all be presented with a mode statistic. Additionally, some researchers expand on the concept of mode and present the frequency of all responses, not just identifying the most common response. Data such as this can easily be presented in a frequency graph, 16 such as the one in Figure 6.9 .

Additionally, researchers use other analyses to represent the data rather than to present the entirety of each response. For example, maybe the relationship between two values is important to understand. In this case, the researcher may share the data as a cross tabulation (see Figure 6.10 ). Below is the same data as above regarding social media use cross tabulated with gender—as you can see, the data is more descriptive when you can distinguish between the gender identifiers and how much time is spent per day on social media.

Not all data can be presented in a graphical format due to the nature of the information. Sometimes with qualitative methods of data collection, the responses cannot be distilled into a simple statistic or graph. In that case, the use of quotations, otherwise known as verbatims , can be used. These are direct statements presented by the respondents. Often you will see a verbatim statement when reading a movie or book review. The critic’s statements are used in part or in whole to represent their feelings about the newly released item.

Infographics

As they say, a picture is worth a thousand words. For this reason, research results are often shown in a graphical format in which data can be taken in quickly, called an infographic .

Check out this infographic on what components make for a good infographic. As you can see, a good infographic needs four components: data, design, a story, and the ability to share it with others. Without all four pieces, it is not as valuable a resource as it could be. The ultimate infographic is represented as the intersection of all four.

Infographics are particularly advantageous online. Refer to this infographic on why they are beneficial to use online .

Prepare the Research Report

The marketing research process concludes by sharing the generated data and makes recommendations for future actions. What starts as simple data must be interpreted into an analysis. All information gathered should be conveyed in order to make decisions for future marketing actions. One item that is often part of the final step is to discuss areas that may have been missed with the current project or any area of further study identified while completing it. Without the final step of the marketing research project, the first six steps are without value. It is only after the information is shared, through a formal presentation or report, that those recommendations can be implemented and improvements made. The first six steps are used to generate information, while the last is to initiate action. During this last step is also when an evaluation of the process is conducted. If this research were to be completed again, how would we do it differently? Did the right questions get answered with the survey questions posed to the respondents? Follow-up on some of these key questions can lead to additional research, a different study, or further analysis of data collected.

Methods of Quantifying Marketing Research

One of the ways of sharing information gained through marketing research is to quantify the research . Quantifying the research means to take a variety of data and compile into a quantity that is more easily understood. This is a simple process if you want to know how many people attended a basketball game, but if you want to quantify the number of students who made a positive comment on a questionnaire, it can be a little more complicated. Researchers have a variety of methods to collect and then share these different scores. Below are some of the most common types used in business.

Is a customer aware of a product, brand, or company? What is meant by awareness? Awareness in the context of marketing research is when a consumer is familiar with the product, brand, or company. It does not assume that the consumer has tried the product or has purchased it. Consumers are just aware. That is a measure that many businesses find valuable. There are several ways to measure awareness. For instance, the first type of awareness is unaided awareness . This type of awareness is when no prompts for a product, brand, or company are given. If you were collecting information on fast-food restaurants, you might ask a respondent to list all the fast-food restaurants that serve a chicken sandwich. Aided awareness would be providing a list of products, brands, or companies and the respondent selects from the list. For instance, if you give a respondent a list of fast-food restaurants and ask them to mark all the locations with a chicken sandwich, you are collecting data through an aided method. Collecting these answers helps a company determine how the business location compares to those of its competitors. 17

Customer Satisfaction (CSAT)

Have you ever been asked to complete a survey at the end of a purchase? Many businesses complete research on buying, returning, or other customer service processes. A customer satisfaction score , also known as CSAT, is a measure of how satisfied customers are with the product, brand, or service. A CSAT score is usually on a scale of 0 to 100 percent. 18 But what constitutes a “good” CSAT score? Although what is identified as good can vary by industry, normally anything in the range from 75 to 85 would be considered good. Of course, a number higher than 85 would be considered exceptional. 19

Customer Acquisition Cost (CAC) and Customer Effort Score (CES)

Other metrics often used are a customer acquisition cost (CAC) and customer effort score (CES). How much does it cost a company to gain customers? That’s the purpose of calculating the customer acquisition cost. To calculate the customer acquisition cost , a company would need to total all expenses that were accrued to gain new customers. This would include any advertising, public relations, social media postings, etc. When a total cost is determined, it is divided by the number of new customers gained through this campaign.

The final score to discuss is the customer effort score , also known as a CES. The CES is a “survey used to measure the ease of service experience with an organization.” 20 Companies that are easy to work with have a better CES than a company that is notorious for being difficult. An example would be to ask a consumer about the ease of making a purchase online by incorporating a one-question survey after a purchase is confirmed. If a number of responses come back negative or slightly negative, the company will realize that it needs to investigate and develop a more user-friendly process.

Knowledge Check

It’s time to check your knowledge on the concepts presented in this section. Refer to the Answer Key at the end of the book for feedback.

• Defining the problem
• Developing the research plan
• Selecting a data collection method
• Designing the sample
• you are able to send it to all households in an area
• it is inexpensive
• responses are automatically loaded into the software
• the data comes in quickly
• Primary data
• Secondary data
• Secondary and primary data
• Professional data
• It shows how respondents answered two variables in relation to each other and can help determine patterns by different groups of respondents.
• By presenting the data in the form of a picture, the information is easier for the reader to understand.
• It is an easy way to see how often one answer is selected by the respondents.
• This analysis can used to present interview or focus group data.

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• Book title: Principles of Marketing
• Publication date: Jan 25, 2023
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• CREd Library , Planning, Managing, and Publishing Research

Developing a Five-Year Research Plan

Cathy binger and lizbeth finestack, doi: 10.1044/cred-pvd-path006.

The following is a transcript of the presentation videos, edited for clarity.

What Is a Research Plan, and Why Do You Need One?

Presented by Cathy Binger

First we’re going to talk about what a research plan is, why it’s important to write one, and why five years—why not one year, why not ten years. So we’ll do some of those basic things, then Liza is going to get down and dirty into the nitty-gritty of “now what” how do I go about writing that research plan.

First of all, what is a research plan? I’m sure some of you have taken a stab at these already. In case you haven’t, this is a real personalized map that relates your projects to goals. It’s exactly what it sounds like, it’s a plan of how you’re going to go about doing your research. It doesn’t necessarily just include research.

It’s something that you need to put a little time and effort into in the beginning. And then, if you don’t revisit it, it’s really a useless document. It’s something that you need to come back to repeatedly, at least annually, and you need to make it visible. So it’s not a document that sits around and once a year you pull it out and look at it.

It can and should be designed, especially initially, with the help of a mentor or colleague. And it does serve multiple purposes, with different lengths and different amounts of detail.

I forgot to say, too, getting started, the slides for this talk were started using as a jumping off point Ray Kent’s talk from last year. So some of the slides we’ve borrowed from him, so many thanks to him for that.

But why do we want to do a research plan? Well, to me the big thing is the vision. Dr. Barlow talked this morning about your line of research and really knowing where you want to go, and this is where that shows up with all the nuts and bolts in place.

What do you want to accomplish? What do you want to contribute? Most of you are at the stage in your career where maybe you have started out with that you want to change the world scenario and realized that whatever you wanted your first research project to be, really, is your entire career. You need to get that down to the point where it is manageable projects that you can do—this is where you map out what those projects are and set reasonable timelines for that.

You want to really demonstrate your independent thinking and your own creativity, whatever that is that you then establish as a PhD student, postdoc, and beyond—this is where you come back to, okay, here’s how I’m going to go about achieving all of that.

This next point, learning to realistically gauge how long it takes to achieve each goal, this for most of us is a phenomenally challenging thing to do. Most of us really overestimate what we can do in a certain amount of time, and we learn the hard way that you can’t, and that’s another reason why you keep coming back to these plans repeatedly and learning over time what’s really manageable, what’s really doable, so we can still reach our goals and be very strategic about how we do that.

When you’re not strategic, you just don’t meet the goals. Your time gets sucked into so many different things. We need to be really practical and strategic.

Everything we do is going to take longer than we think.

I think this last one is something that maybe we don’t talk about enough. Really being honest with ourselves about the role of research in our lives. Not all of you are at very high-level research universities. Some of you have chosen to go elsewhere, where research maybe isn’t going to be playing the same role as it is for other people. The research plan for someone at an R One research intensive university is going to look quite different from someone who is at a primary teaching university. We need to be open and practical about that.

Getting sidetracked. I love this picture, I just found this picture the other day. This feels like my life. You can get pulled in so many different directions once you are a professor. You will get asked to do a thousand different things. There are lots of great opportunities that are out there. Especially initially, it’s tempting to say yes to all of them. But if you’re going to be productive, you have to be very strategic. I’m going to be a little bit sexist against my own sex here for a minute, but my observation has been that women tend to fall into this a little bit more than men do in wanting to say yes and be people pleasers for everything that comes down the pike.

It is a professional skill to learn how to say no. And to do that in such a way that you are not burning bridges as you go down the path. That is a critical skill if you are going to be a successful researcher. I can’t tell you how many countless people I’ve seen who are very bright, very dedicated, have the skills that it takes in terms of doing the work—but then they are not successful because they’ve gotten sidetracked and they try to be too much of a good citizen, give too much service to the department, too much “sure I’ll take on that extra class” or whatever else comes down the line.

I just spoke with a professor recently who had something like five hours a week of office hours scheduled every single week for one class. Margaret is shaking her head like “are you kidding?” That’s crazy stuff. But he wanted to really support his students. His students loved him, but he was not going to get tenure. That’s the story.

So we have to be very thoughtful and strategic, and what can help you with this, and ASHA very firmly recognizes which is why we’re here—is that your mentors in your life should be there to help you learn these skills and learn what to say yes to, and learn what to say no to. I’ve learned to say things like, “Let me check with my mentor before I agree to that.” And it gives you a way out of that. The line that I use a lot is, “Let me check with my department head” or, I just said this to somebody last week, “I just promised my department head two weeks ago that I would only do X number of external workshops this year, so I’m going to have to turn this one down.” Those are really important skills to develop.

And having that research plan in place that you can go back to and say, know what, it’s not on my plan I can’t do it. If I do it—I have to go back to my research plan and figure out what I’m going to kick off in order to review this extra paper, in order to take on this extra task. The plan also helps me to know exactly what to say no to. And to be very direct and have a very strong visual.

I actually have my research plan up on a giant whiteboard in my office, so I can always go back to that and see where I am, and I can say, “Okay, what am I going to kick off of here? Nothing. Okay, I have to say no to whatever comes up.” Just be strategic. This is where I see most beginning professors really end up taking that wrong fork in the road—taking that right instead of that left, and ending up not being the successful researcher that they wanted to be.

What evidence supports research planning? This was something Ray Kent had found. That a recent analysis had found that postdoc scholars who developed a written plan with their postdoc advisers were much more productive than those who didn’t. And your performance during a postdoc—and I know many of you have either finished your postdoc or decided not to—so more simply, just during those first six years, the decisions you make really do establish the foundation for the rest of your professional life. It’s very important to get started and get off on the right foot.

I love this quote, I just found it the other day: “Productivity is never an accident. It is always the result of a commitment to excellence, intelligent planning, and focused effort.”

What we see with productivity is that postdoc scholars who developed written productivity expectations with their advisers were more productive than those who didn’t. You see 23% more papers submitted, 30% more first-author papers, and more grant proposals as well.

So why five years? I’m going to start with number 5. It’s long enough to build a program of research, but short enough to deal with changing circumstances. That’s really the long and the short of the matter. As well as these other things as well that I won’t take the time to go through point by point.

What Should a Five-Year Plan Include?

Presented by Lizbeth Finestack

So, thinking about a five-year research plan, I like to think about it like your major “To Do List.” It’s what you’re going to accomplish in five years. Start thinking: What is going to be on my to do list?

You can also think about it like: Okay, I have research. I’ve got to do research. Maybe think about this as one big bucket, or maybe one humongous silo. I have some farm themes going on. Cathy was just on a farm, so I thought I’d tie that in.

So here’s your big silo. You can call that your research silo.

But more realistically, you need to think about it like separate buckets, separate silos, where research is just one of those. Just like Cathy indicated, there’s going to be lots of other things coming up that you’re going to have to manage. They are going to have to be on your to do list, you need to figure out how to fit everything in.

What all those other buckets or silos are, are really going to depend on your job. And maybe the size of the silos, and the size of the buckets are going to vary depending on where you are, what the expectations are at your institution.

That’s important to keep in mind, and Cathy said this too, it’s not going to be the same for everyone. The five-year plan has to be your plan, your to do list.

Here are some buckets or some silos that I have on my list and the way that I break it up, this is just one example, take it or leave it.

The first three are all very closely related, right? Thinking about grants, thinking about research, thinking about publications. I’m going to define grants as actual writing, getting the grant, getting the money.

Research is what you’re going to do once you get that money. Steps you need to take before you are getting the money. Any sorts of projects, the lab work, that’s why I have the lab picture there. Of course, publications are part of the product—what’s coming out of the research—but it also cycles in because you need publications to support that you are a researcher to apply for funding and show you have this line of research that you’ve established and you’ll be able to continue. So, those first three are really closely related. And that’s where I’ll go next. And then have teaching and service you see here at the bottom.

So thinking about research, in that broad sense. As you’re writing your five-year plan you’re going to want to think of, “What’s my long-term goal?” There’s lots of ways to think of long-term goals. You could think, before I die, this is what I want to accomplish. For me I kind of have that. My long-term goal is that I’m going to find the most effective and efficient interventions for kids with language impairment. Huge broad goal. But within that I can start narrowing it down.

Where am I within that? Within the next five years or maybe the next ten years, what is it I want to accomplish towards that goal. Then start thinking about: In order to accomplish that goal, what are the steps I need to take? Starting to break it down a little bit. Then it’s also going to be really important to think: where are you going to start? Where are you now? What do you need to have happen? And is it reasonable to accomplish this goal within five years? Is it going to take longer? Maybe you could do it in a couple years? Start thinking about the timeline that’s going to work for you.

Then thinking about your goals—and everyone’s program is going to be different, like I said, there’s going to be a lot of individual needs, preferences. So it might be the case that you have this one long-term goal that you’re aiming for. Long-term goal in the sense of, maybe, what you want to study in your R01, perhaps something like that. But in order to get to that point, you’re going to have several short-term goals that need to be accomplished.

Or maybe it’s the case that you have two long-term goals. And with each of those you’re going to have multiple short-term goals that you’re working on. Maybe the scope of each of these long-term goals is a little bit less than in that first scenario.

Start thinking about my research, what I want to do, and how it might fit into these different circumstances.

Also thinking about your goals, this is a slide from Ray Kent from last year, was thinking about the different types of projects you might want to pursue, and thinking about ones that are definitely well on your way. They are safe bets. You have some funding. They are going to lead directly into your longer-term plan.

Those are going to be your front burner—things you can easily focus on. That said, don’t put everything there.

You can also have things on the back burner. Things that really excite you, might have huge benefits, big pay. But you don’t want to spend all of your time there because they could be pretty risky.

Start thinking about where you’re putting your time. Are you putting it all on this high-risk thing that if it doesn’t pan out you’re going to be in big trouble? Or balancing that somewhat with your front burner. Making that steady progress that will lead directly to help fund an R01 or whatever the mechanism that you’re looking for.

Then, thinking about your goals—if you have multiple long-term goals, or thinking about your short-term goals, you could think about your process. Is it something where you need to do study 1 then study 2, then study 3—each of those building on each other, that’s leading to that long-term goal. In many cases, that is the case, where you have to get information from the first study which is going to lead directly to the second study and so forth.

Or is it the case that you can be working on these three short-term goals simultaneously? Spreading your resources at the same time. Maybe it will take longer for any one study, but across a longer period of time you’ll get the information that you need to reach that long-term goal.

Lots and lots of different ways to go about it. The important thing is to think about what your needs are and what makes the most sense for you.

Here’s my own little personal example. Starting over here, I have my dissertation study. My dissertation study was this early efficacy study looking at one treatment approach using novel forms that really can’t generalize to anything too useful, but it was important.

Then I did a follow up study, where I was taking that same paradigm, looking to see where kids with typical development perform on the task. So I have these two studies, and they served as my preliminary studies for an R03. So I just finished an R03 where I was looking at different treatment approaching for kids with primary language impairment. At the same time, while conducting my R03, I’m also looking at some different approaches that might help with language development. Also conducting surveys to see what current practices are.

I have these three projects going on simultaneously, that are going to lead to a bigger pilot study that are going to feed directly into my R01. All of this will serve as preliminary data to go into an R01.

Start thinking about your projects, what you have. Maybe starting with your dissertation project or work that you’re doing as a postdoc as seeing how that can feed into your long-term goal. And really utilizing it, building on it, to your benefit.

That’s all fine and dandy. You can draw these great pictures. But you still have to break it down some more. It’s not like, “Oh, I’m just going to do this project.” There are other steps involved, and lots of the time these steps are going to be just as time consuming.

Starting to think about: well, if you have the funding. Saying, “I want to do this study, but I have no money to do it.” What are the steps in order to get the money to do it? Do you have a pilot study? What do you need?

Start thinking about the resources? Do you need to develop stimuli, protocols, procedures? Start working on that. All of these can be very time consuming, and if you don’t jump on that immediately, it’s going to delay when you can start that project.

Thinking about IRB. Relationships for recruitment, if you’re working with special populations especially? Do you have necessary personnel, grad students, people to help you with the project? Do you need to train them? What’s the timeline of the study?

Start thinking about all these pieces, and how they are going to fit in that timeline.

This is one way that might help you start thinking about the resources that you need. This is online—Ray Kent had it in his talk, and when I was doing my searches I came across it too and I have the website at the end. Just different ways to think about the resources you might need.

Let’s talk about mapping it out. You have your long-term goal. You have your short-term goals. You’re breaking it down thinking about all those little steps that you need to accomplish. We gotta put it on a calendar. When is it going to happen?

This is an example—you might have your five years. Each month plugging in what are you going to accomplish by that time. Maybe it’s when are grant applications due? It’s going to be important to put those on there to go what do I need to do to make that deadline. Maybe it’s putting when you’re going to get publications out. Things like that.

Honestly, looking at this drives me a little bit crazy, it seems a bit overwhelming. But it’s important to get to these details.

This is an example from, I did Lessons for Success a few years ago and they had their format for doing your plan. I wrote out all my projects, started thinking about all the different aspects. So if something like this works for you, by all means you could use that type of procedure.

Here’s a grid that Ray Kent showed last year. We’re breaking it down by semester. Thinking about each of your semesters, what manuscripts you’re going to be working on, what data collection, your grant applications. Starting to get into some of those other buckets: course preparation, conference submissions.

We also need to include teaching and service.

You probably can’t see this very well. This is similar to that last slide Ray Kent had used last year.

I have my five year plan: what studies I want to accomplish, start thinking about breaking it down.

Then at the beginning of each semester, I fill in a grid like this. Where at the top, I have each of my buckets. I have my grant bucket, my writing bucket which is going to include publications. I also include doing article reviews in my writing bucket, because that’s my writing time. My teaching bucket, my research bucket. Then at the end, my service bucket.

At the beginning of the semester, I think about the big things I want to accomplish. I list those at the top. Then at the beginning of each month, I say, okay what are the things I’m going to accomplish this month, write those in. Then at the beginning of each week, I start looking at whether I’m dedicating any time to the things I said I was going to do that month. I start listing those out saying, this is the amount of time I’m going to spend on that. Of course, I have to take data on what I actually do, so I plug in how much time I’m spending on each of the tasks. Then I graph it, because that’s rewarding to see how much time you’re spending on things, and I get a little side-tracked sometimes.

Think about a system that will help you keep on track, to make sure you’re meeting the goals that you want to meet in terms of your research. But also getting the other things done that you need to get done in terms of teaching and service.

Discussion and Questions

Compiled from comments made during the Pathways 2014 and 2015 conferences. (Video unavailable.)

Building Flexibility into Your Five-Year Plan Comments by Ray Kent, University of Wisconsin-Madison

The five-year plan is not a contract. It’s a map or a compass. A general set of directions to help you plan ahead. It’s not even a contract with yourself, because it will inevitably be revised in some ways.

Sometimes cool things land in your lap. Very often it turns out that through serendipity or whatever else, you find opportunities that are very enticing. Some of those can be path to an entirely new line of research. Some of them can be a huge distraction and a waste of time. It’s a really cool part of science that new things come along. If we put on blinders and say, “I’m committed to my research plan,” and we don’t look to the left or the right, we’re really robbing ourselves of much of the richness of the scientific life. Science is full of surprises, and sometimes those surprises are going to appear as research projects. The problem is you don’t want to redirect all your time and resources to those until you’re really sure they are going to pay off. I personally believe, some of those high risk but really appealing projects are things you can nurse along. You can devote some time and build some collaborations – far enough to determine how realistic and viable they are. That’s important because those things can be the core of your next research program.

It’s very easy to get overcommitted. We all know people who always say “yes”—and we know those people, and they are often disappointing because they can’t get things done. It’s important to have new directions, but limit them. Don’t say, “I’m going to have 12 new directions this year.” Maybe one or two. Weigh them carefully. Talk about them with other people to get a judgment about how difficult it might be to implement them. It enriches science: not only our knowledge, but the way we acquire new knowledge. A psychologist, George Miller—this is the guy with the magic number 7 +- 2—when we interviewed him years ago at Boystown, he said, “My conviction is that everybody should be able to learn a new area of study within three months.” That’s what he thought for a scientist was a goal.

The idea is that you can learn new things. And that’s very important because when you think of it in terms of a 30-year career, how likely is it that the project that you’re undertaking at age 28 is the same project you’ll be working on at age 68? Not very likely. You’re going to be reinventing yourself as a scientist. And reinventing yourself is one of the most important things you can do, because otherwise you’re going to be dead wood. Some projects aren’t worth carrying beyond five or ten years. They have an expiration date.

Building Risk into Your Five-Year Plan Comments by Ray Kent, University of Wisconsin-Madison

Your doctoral study should generally be low-risk research. As you move into a postdoctoral fellowship, think about having two studies—one low-risk, one high-risk with a potential for high impact. At this time you can begin to play the risk factor a little bit differently.

When you are tenure-track you can have a mix of significance with low-risk and high-risk studies. And when you are tenured, then you can go for high risk, clinical trials, and collaborations. Because you have established your independence, so you do not need to worry about losing your visibility. You can be recognized as a legitimate member of the team.

As you plan your career, you should take risk into account. Just as you manage your money taking risk into account, we should manage our careers taking risk into account. I have met people who did not really think about that, and they embarked on some very risky procedures and wasted a lot of time and resources with very little to show for it. For example, don’t put everything into an untested technology basket. You want to be using state of the art technology, but you want to be sure it is going to give you what you need.

Other Formats and Uses of Your Research Plan Audience Comments

• If you do your job right with your job talk, there’s a lot of cross-pollination between your job talk and your research plan. Ideally your job talk tells your colleagues that this is the long-term plan that you have. And they shouldn’t be surprised when you submit a more detailed research plan. They should say, “okay this is very consistent with the job talk.” In my view, the job talk should be a crystal summary of the major aspects of that research program. Of course, much of the talk will be about a specific project or two—but it should always be embedded within the larger program. That helps the audience keep sight of the fact that you are looking at the program. You can say that this is one project that I’ve done, and I plan to do more of these, and this is how they are conceptually related. That’s a good example of why the research plan has multiple purposes – it can be a research statement, it can be the core of your job talk, it can be the nature of your elevator message, and it can be a version of your research plan for a K award application or R01 application or anything else of that nature.
• I think what’s useful is to actually draft your NIH biosketch. The new biosketch has a section called “contributions to science.” It’s really helpful to think about all your projects. It’s hard to start with a blank sheet of paper. But to have it in the format of a biosketch can be really helpful.

Avoiding Overcommitment Audience Comments

• One of the things that is amazing about planning is that if you put an estimate on the level of effort for each part of your plan, you’ll quickly find that you are living three or four lives. Some 300% of your time is spent. It’s helpful for those of us who might share my lack of ability to see constraints or limitations to reel it back and say, “I have a lot on my plate.” Which allows you to say no—which is not something we all do very well when it comes to those nice colleagues and those people you want to impress nationally and connect with. But it allows you to look at what’s planned and go, “I don’t know where I’d find the time to do that.” Which will hopefully help you stay on track.
• I keep a to do list, but I also keep a “to not do” list. One of the things I will keep on my plan is the maximum number of papers I will review in a year. If I hit that number in March, that’s it. I say no to every other paper that comes down the pike. That’s something to work out with your mentor as far as what’s realistic and what’s okay for you. Every time I get a request, I think, “That’s my reading and writing time, so what am I willing to give up. If it means I won’t be able to write on my own paper this week, am I willing to do this?”

Staying on Schedule with Reading, Writing, and Reviewing Audience Comments

• You have to do what works for you. Some people do wait for big blocks of time for writing—which are hard to come by. But the most important thing is to block off your time. Put it on your schedule, or it is the first thing that will get pushed aside.
• Another thing I’ve done with some of my colleagues is writing retreats. So maybe once a year, twice a year, we’ll get together. Usually we’ll go to a hotel or somewhere, and we’re just writing. It’s a great way to get a jumpstart on a project. Like, I need to sit down and start this manuscript, and you can keep going once you’ve got that momentum.
• My input would be that you really have to write all the time, every day. It’s a skill. I’ve found that if I take time off, my writing deteriorates. It’s something you need to keep up with.
• I would look at it like a savings account that you put money into on a daily, weekly, monthly basis. The flip side of writing is reading. I would read constantly, widely, and not just in the discipline. That will give you not only a breadth in terms of your understanding of your field and the world around you, but it will also give you an incentive to make your own contributions. I think we don’t talk enough about the comprehensive side to this, and being receptive to the reading. I have a book, or something, by my bedside every night. And I read that until I fall asleep every night. And it’s done me in good stead over the years.
• Reviewing articles can help advance your career, but it is something you need to weigh carefully as a draw on your time. You get a lot from it. You get to see what’s out there. You get to see what’s coming down the pipe before publication. To me that’s a huge benefit. You get to learn from other people’s writing, and that’s part of your reading you get to do. But it is time consuming. And it depends on the kinds of papers you get. Sometimes you’re lucky and sometimes you’re not.
• If someone else is reviewing your grants and your articles, at some point you owe it back. You should at least be in break-even mode. Now, pre-tenure or postdoc your mentor should be doing that or senior faculty in the department. But there are so many articles to review. I review so many articles, but I am also at the tail end of my career. The bottom line is, if you don’t put on your schedule that if you don’t put time on your schedule for reading, reviewing articles forces you to look at and think about the literature, so you can be accomplishing what you owe back to the field—and at the same time, staying one step ahead knowledge wise. It forces you to do what you should be doing all along, which is keeping up with the literature.

Further Reading: Web Resources

Golash-Boza, T. (2014). In Response to Popular Demand, More on the 5-Year Plan. The Professor Is In . Available at http://theprofessorisin.com/2014/05/09/in-response-to-popular-demand-more-on-the-5-year-plan

Kelsky, K. (2010). The Five-Year Plan for Tenure-Track Professors. Get a life, PhD . Available at http://getalifephd.blogspot.com/2010/07/five-year-plan-for-tenure-track.html

National Association of Geoscience Teachers (NAGT). (2012). Planning Worksheets . Planning your Research Program (Available from the Science Education Resource Center at Carelton College Website at http://serc.carleton.edu/).

Pfirman, S., Bell, R., Culligan, P., Balsam, P. & Laird, J. (2008) . Maximizing Productivity and Recognition , Part 3: Developing a Research Plan. Science Careers. Available at http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2008_10_10/caredit.a0800148

Cathy Binger University of New Mexico

Lizbeth Finestack University of Minnesota

Based on a presentation and slides originally developed by Ray Kent, University of Wisconsin-Madison.

Presented at Pathways (2015). Hosted by the American Speech-Language-Hearing Association Research Mentoring Network.

Pathways is sponsored by the National Institute on Deafness and Other Communication Disorders (NIDCD) of the National Institutes of Health (NIH) through a U24 grant awarded to ASHA.

Copyrighted Material. Reproduced by the American Speech-Language-Hearing Association in the Clinical Research Education Library with permission from the author or presenter.

Clinical Research Education

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Developing and executing an effective research plan

Affiliation.

• 1 University of Pittsburgh Medical Center and Department of Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy, Pittsburgh, PA, USA.
• PMID: 18945867
• DOI: 10.2146/ajhp070197

Purpose: Practical approaches to successful implementation of practice-based research are examined.

Summary: In order to successfully complete a research project, its scope must be clearly defined. The research question and the specific aims or objectives should guide the study. For practice-based research, the clinical setting is the most likely source to find important research questions. The research idea should be realistic and relevant to the interests of the investigators and the organization and its patients. Once the lead investigator has developed a research idea, a comprehensive literature review should be performed. The aims of the project should be new, relevant, concise, and feasible. The researchers must budget adequate time to carefully consider, develop, and seek input on the research question and objectives using the principles of project management. Identifying a group of individuals that can work together to ensure successful completion of the proposed research should be one of the first steps in developing the research plan. Dividing work tasks can alleviate workload for individual members of the research team. The development of a timeline to help guide the execution of the research project plan is critical. Steps that can be especially time-consuming include obtaining financial support, garnering support from key stakeholders, and getting institutional review board consent. One of the primary goals of conducting research is to share the knowledge that has been gained through presentations at national and international conferences and publications in peer-reviewed biomedical journals.

Conclusion: Practice-based research presents numerous challenges, especially for new investigators. Integration of the principles of project management into research planning can lead to more efficient study execution and higher-quality results.

Publication types

• Biomedical Research / methods*
• Biomedical Research / trends*
• Pharmacists / trends
• Professional Practice / trends
• Research Design / trends*

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Planning ensures that everyone’s time is respected throughout the research process, and helps the team adapt its approach in response to the real world.

Writing a research plan

A research plan (sometimes also called a research protocol), describes the design of your research. Typical 18F research plans include:

Research questions

Team participation, participants and recruiting.

• Ethics considerations

Outputs and outcomes

18F maintains a research plan template ( 18F only, Research plan in Google Doc ). Your research plans do not have to follow this template. What’s important is that you create a plan at all. Research planning helps you and your team:

• Openly commit to learning more about the problem(s) at hand
• Agree on which information is most useful for informing future decisions
• Learn about design research itself
• Encourage reflective practice (for example by reviewing how well the plan matched reality)

Describe factors that the research will need to account for, including any shared beliefs or forces motivating the research itself. Review and summarize any relevant secondary sources (like websites, reports, case studies, presentations); or link to prior research plans or earlier versions of the concepts you’re testing.

Design research is fundamentally about reducing risk and informing decisions. When writing your goals, use verbs that specify the output like “describe,” “evaluate,” “quantify,” or “identify.” Avoid vague words like “understand” or “explore.” Example goals could include: “describe user goals and pain points,” or “identify and evaluate the hypothesis behind our proposed design.”

Make sure your goals work towards concrete positive change for your audiences. Goals poorly written can reinforce structural problems or only adress surface level issues.

Research can also have subgoals. For example, some agencies choose to work with 18F to learn more about our approach. Explicitly stating these kinds of subgoals helps provide an honest account of the coaching work that the team will undertake alongside the research itself.

Everyone on the team should agree on the research goals. Clarifying research types is a useful starting point for this conversation.

Ethical considerations

Research affords your team powerful opportunities to interact with people and to explore what’s possible. While 18F’s UX team agrees on our own ethical principles for design research , these are just our own. Discuss and clarify ethical principles with your team and your partners. Note any ethical dilemmas or concerns. Identify potential hazards in your product/service and ensure that your research will not bring harm to participants.

Next, engage your team in a conversation about bias. Bias is always present in research, but you can help mitigate it by discussing the types of bias we actively work to mitigate. Power dynamics are always at play when people interact with government. As a researcher in the federal government, be aware that people’s willingness to share may change depending on their level of trust as we discuss further on our blog in government.

Research questions are high-level questions that reflect what you want to learn to make better evidence-based decisions. Research questions are different from interview questions. Research questions should be relevant, actionable, and practical. They should also be ethical : consider whether answering your research questions would put participants in a compromising position. For example, studying the degree to which participants adhere to a law or policy enforced by the researcher’s own office or institution could jeopardize participants’ careers and/or pose authority and coercion issues. Take care when asking participants questions that might unintentionally exclude or harm interviewees. It’s your responsibility to make sure that participants' experience in your research session as smooth and painless as possible expecially when asking about what isn’t working about a product/service, or bringing up potentially sensitive emotional experiences.

• Bad question: How do we get unemployed adults interested in our website? (This question is bad because it isn’t directly focused on users and their goals; it also assumes that a website is the right solution for unemployed adults.)
• Good question: How do unemployed adults navigate their job search in their first six months of unemployment? (This question is good because it seeks to gain a fuller picture of unemployed adults within the context of a specific activity in a specified period of time.)

Consider holding a research alignment workshop to help stakeholders share and discuss what they’re interested in learning. Regardless of how you build alignment, focus on the value of obtaining useful information.

• Research alignment workshop plan . ( 18F only, Research alignment workshop plan in Google Docs )
• 18F only, Research alignment presentation slides

Choose one or more methods appropriate for meeting your goals and answering your research questions. Multiple methods can help you challenge or verify information collected and create a more complete understanding. 18F’s Methods provide an overview of our preferred research and design methods. Use these as a starting point, not as a list of constraints. See the Research types section of UX Guide for more on which methods might be the best fit for the type of research you are doing.

Good research is collaborative. People who help accomplish the research are more likely to agree with its outputs.

When planning your research, review with your partners the typical activities involved in 18F’s research , and determine which members of your partner agency’s team will help at each stage of the research process (that is, plan; do; analyze, synthesize, and share). Including partners in this process helps meet our team’s principles of designing together and coaching advocates .

Consider whose perspective might be missing from the planning process. Identify opportunities to include people who have direct experience using the product or service. Involve people who interact directly and regularly with end users. Ideally we are designing and building with the people who will be impacted by the outcomes of our research, not just for them.

Run a 18F only, frames of reference bias identification workshop so the team can avoid influencing the evidence they gather based on the things they presume to be true. The team should also collectively review this guide's bias and ethics pages to ensure these are accounted for in the research.

Your timeline should provide a useful estimate of how your research process will unfold. Remind everyone that the timeline is just an estimate, and that the actual timeline will depend on a few things outside of your control, like your partners’ ability to participate , your participants’ availability (if applicable), etc.

Plan more time than you think you need, and consider especially:

• If your research is meant to inform a decision, note when the team anticipates that it will make that decision (for example, is your research due before the next quarterly planning meeting?)
• How you plan to involve the team in any level-setting exercises, such as hopes and fears [18F methods] , provisional personas [18F blog] , etc.
• How you plan to handle any participant-related logistics (such as inviting participation , getting informed consent , and scheduling )
• Who needs to be where and when?
• What do they need to do?
• When must they be done?
• Where do they go from there?
• How you plan to involve the team in analysis, synthesis, and sharing A safe estimate for research analysis is about twice as long as the research itself

Here’s a sample timeline for a contextual inquiry (on site) followed by eight 1-1 interviews (remote) with stakeholders:

Most of 18F’s design research depends on you directly interacting with people. Who those people are matters. Participants are the people you’ll recruit to take part in your research. For planning purposes, recruiting involves identifying participant groups and defining your recruitment criteria relative to your research question.

At 18F we often design for the diverse U.S. public. It's our responsibility to include and learn from people with a range of perspectives and a diversity of needs. We must ensure our products and services are accessible to everyone, regardless of their abilities. This means we need to consider the barriers various groups might face and include people from those groups so we can ensure access.

Identifying participant groups

Because of the time-limited nature of 18F engagements, participant groups can depend on the type of research you're doing and where you’re at in the overall design process. For example, if you’re doing stakeholder interviews as part of a Path Analysis project, you’re likely to learn more about who you need to talk to with each interview you do. We recommend asking “Who else should we speak with?” in these discovery issues. This can help you learn of groups whose needs should be considered. You might focus future rounds of research on learning from people within these groups.

Once you've framed a problem or research hypothesis, it’s important that your participant groups include people who represent the make-up of the public who may experience the problem or need to use the related service. User profiles and personas are a good place to start, if they are based on existing data. Revise them as you learn more about the users of your service.

You may need multiple research plans to account for the variety of ways people may experience or navigate your design. The audience you're designing for may be very broad. It’s not always possible (or preferable) to design a single experience that meets the needs of the entire population. Focus on identifying the goals, behaviors, preferences, obstacles, and past experiences that might shape people’s interactions with the experience you're designing. If you're conducting usability tests, consider how to prototype an experience for someone who uses assistive technology.

Consider especially:

• People who have disabilities or use assistive technologies
• People who have limited digital skills or low literacy
• People who may need help using the service in question
• People who have limited internet access

The Access Board's Section 508 standards require that our designs are accessible to people with disabilities. The best way to make sure our products and services are accessible is to design for these users from the start. Include people with disabilities in your research and usability testing. To learn more about inclusive design, visit Digital.gov's Accessibility for Teams , 18F's Accessibility Guide , or the TTS Accessibility guild 18F only, #g-accessibility .

Defining recruitment criteria

Recruitment criteria specify the people you want to participate in your research. This depends on your research questions. How specific you are in defining your target audiences can differ at different stages of a project. When you’re just getting started with foundational research , your understanding of who you need to recruit might be pretty high-level, but you’ll develop a deeper understanding of the perspectives you’ll want to include in future stages of research.

Example criteria might include:

• A particular demographic (for example, people aged 16 to 24)
• A specific audience (for example, small business owners)
• A particular experience (for example, veterans who've recently moved home)
• A problematic situation (for example, people experiencing a substance use disorder)
• Particular ways of accessing your service (for example, people who rely on a screen reader, use speech recognition software, or who only access the internet at a library, or on a phone)

If you’re doing usability testing, also consider:

• the level of tool knowledge participants need
• the level of domain knowledge participants need

Review your recruitment criteria with your team. Make sure you’re planning to recruit the right people to help answer your research questions.

Participant safety as a recruitment factor

We have a responsibility to further the best interests of the people impacted by our works and to avoid actions that might bring harm to research participants.

• For example, if your project is to develop a person centered addiction recovery website, instead of someone actively experiencing addiction you might recruit people who are at least 30 days into their recovery journey or the friends and family of people expreincing addiction or in recovery
• We want stakeholders to be engaged, but having them observe usability tests and interviews of collegues might cause participants anxiety or diminished honesty in conversations about topics that might have potential repercussions to their jobs or relationships

Recruitment for demographic diversity

It’s important that the audiences you’re designing products and services for are part of your research. Ensuring diversity helps to design, develop, and deliver technology products and services in ways that:

• Includes the many communities/geographies, identities, races, ethnicities, backgrounds, abilities, cultures, and beliefs of the American people, including underserved communities.
• Leads to consistent and systematic fair, just, and impartial treatment of all individuals, including individuals who belong to underserved communities that have been denied such treatment.
• Recognizes, appreciates, and uses the talents and skills of our employees and end users of all backgrounds.
• Allows all people, including people with disabilities, to fully and independently use them.

There are a few strategies you can use to include research participants who are representative of the users you’re designing for:

• Start recruitment early. Develop your participant pool sooner rather than later and tap into your agency partners’ resources to locate the appropriate participants. It’s often easiest to get access to people who already use a service, but sometimes your research goals involve learning from people who aren’t currently using an existing service. They may be difficult to find. If there’s an existing website, you might be able to add a link to provide feedback with an option to sign up to speak with you.
• Tap into organizations and networks that serve the populations you’re trying to engage. Personal networks can be an okay place to start recruiting from, depending on how representative your networks are. However, it is important to expand past personal networks as soon as possible because asking family, friends, and colleagues to participate in research may contribute to the likelihood of bias impacting the findings.
• Intercept testing in government buildings. Doing in-person research in public buildings that are visited by a wide cross-section of the population like libraries and post offices is one way to reach a diverse group of participants. If you reach a point where you realize you’ve excluded a specific set of users who will use your product/service, intercept testing can be a great save. Intercept testing can be used as a way to be intentional about testing with a specific set of diverse users. For example, setting up intercept testing at a library in a low-income neighborhood might increase a team’s chances of ensuring some of the feedback on a product or service comes directly from low-income users. Here’s a guide on 18F only, how to do intercept research within GSA buildings

Recruitment with non-native English speakers

You could consider many scenarios to include non-native English speakers in research activities, including:

Developing multilingual website content: When your public-facing website is offered in multiple languages, you need to ensure the content in each language is written in plain language, accessible, and culturally appropriate. Set up usability sessions to test the content with people who speak these languages.

Understanding barriers: When you’re conducting discovery research to understand barriers that people face accessing your service, decide on multiple populations to conduct interviews with, including non-native English speakers.

We recommend recruiting people who speak the language you are focusing on as their native language, and still speak that language in their home. That way, you’re able to screen out native English speakers who learned the target language in school, and do not share the cultural perspectives of native speakers.

Cultural and historical context matters when we decide how to screen for participants who speak certain languages and not others, especially when considering those who live in not just states but tribes and territories, too. If possible, consult on wording for screening questions with colleagues from the communities you want to conduct research with.

There are two distinct modes of engaging with language that you might encounter in the research process: interpreting and translating.

Interpreting: Applies to spoken language in real time or with a delay. For example, including an interpreter in a research interview with someone who only speaks Portuguese, or collaborating with an interviewer who will conduct interviews for you in the language you are focusing on.

Translating: Applies to written content. This can include recruitment materials, your interview script, interview notes, and video clips. When translating materials, it’s essential to consider the cultural context of the demographic you’re recruiting. Some groups will need a little more context, some less. For instance, a newcomer to the U.S. may need a little more information about how to register and vote than a person who grew up in the U.S. and had voting woven into the fabric of their lives.

Translating recruiting materials

If you plan on conducting interviews with people who primarily speak a language other than English, you should translate your recruiting materials into the targeted language(s) to remove a barrier to participating in your study.

Two federal agencies offer translation and interpretation services in hundreds of languages:

• National Language Service Corps within the Department of Defense
• Office of Language Services within the Department of State

See if your partner agency has an Interagency Agreement (IAA) set up with either of these organizations or is open to starting one for this work.

Resources for recruiting non-native English speakers

The Multilingual Community of Practice is a valuable resource for practitioners across government to expand and improve digital content in languages other than English. It includes a mailing list where people can share design research opportunities seeking participants who speak particular languages, among other ideas, challenges and best practices for managing multilingual content and websites.

Recruitment within underserved communities

The Executive Order On Advancing Racial Equity and Support for Underserved Communities Through the Federal Government contains a list of communities historically underserved by the Federal government and defines underserved communities as: “populations sharing a particular characteristic, as well as geographic communities, that have been systematically denied a full opportunity to participate in aspects of economic, social, and civic life, as exemplified by the list in the preceding definition of ‘equity:’”

Examples of underserved communities:

• Black, Latino, Indigenous and Native American people, Asian Americans and Pacific Islanders, and other people of color
• Members of religious minorities
• LGBTQ+ people
• People with disabilities
• People who live in rural areas
• People otherwise adversely affected by persistent poverty or inequality

Partnering with community organizations

When conducting research with people who have been historically underserved, we must make sure we are not contributing to the power imbalances, extractive practices, and harm that led to these communities becoming underserved and marginalized in the first place.

In this research, it is important to partner with community organizations, who work closely to support and advocate for the needs of their communities.

Examples include:

• Worker centers
• Cultural institutions
• Neighborhood organizations
• Advocacy groups
• Legal aid organizations

Learn about the connections your partner agency has with community organizations. See if your agency has a community engagement or outreach team that you could collaborate or consult with who already has established relationships with communities.

Just as you consider diversity in your recruitment criteria for participants, you should also consider diversity in the community organizations you’d like to partner with, such as not only contacting community organizations in urban areas, but rural areas, too.

What if your partner agency does not have established relationships with communities?

If your partner agency does not have established relationships with communities or the organizations that support them, carefully consider whether to move forward with this research.

We encourage you and your partner organization to weigh the tradeoffs of trying to introduce yourselves and the research opportunity. Recruiting is often the most time-consuming part of design research, and without established relationships with communities, you are more likely to encounter delays. It takes a long time to earn trust.

Guiding questions to help you and your partner agency decide to conduct research with communities

Here are some questions to consider as you decide whether to conduct research with communities:

• Does your partner agency have any established relationships with anyone who is part of the community or with the organizations (e.g. grantees) that support them?
• Does your partner agency have a budget for participant compensation?
• Is your partner agency able to invest in translation for recruitment materials and interpreters for interviews if the groups you are interested in include non-native English speakers?
• How long is the research engagement? Do you have enough time and budget scoped into the project for recruiting?
• Is your partner agency able to invest in this relationship beyond the initial research engagement?
• Is your partner agency willing to include the community and/or community organization(s) in a co-design process?

Ideally, many of these questions should be answered in the scoping part of the project before an agreement is signed. This is not always recognized as a need during that process, though.

Make it easy for people to participate

Underserved communities often have limited time and resources, so it is important to be considerate when planning how you will conduct research with them. You can highlight these expectations in your recruitment materials, such as:

• Shorter sessions, or unmoderated engagements that they can incorporate into their own schedule, like diary studies
• Hosting the sessions in a central location, like libraries or community organizations, that are accessible by public transit, or remotely by phone or video conference
• Working with interpreters if people would participate more fully in a language other than English
• Publicizing the dollar amount you’ll compensate each participant and in what form they will receive it. (And take note of any language limitations for your gift card provider. You may need to figure out some workarounds if they don’t offer content in your participants’ preferred language.

To learn about various strategies for creating recruitment materials and screening potential participants, see the “ Corresponding with participants ” section.

Compensating research participants

GSA can compensate members of the public for participating in design research. We can not compensate government employees. We must do research with people who will actually use our services . See the TTS Handbook for specifics on the process we use to compensate research participants .

Section 508 standards require that our designs are accessible to people with disabilities. The best way to make sure our products and services are accessible is to design for these users from the start. Include people with disabilities in your design research and usability testing. To learn more about inclusive design, visit Accessibility for Teams , 18F's Accessibility Guide , or the TTS Accessibility guild 18F only, #g-accessibility .

Why do we offer compensation?

Compensating participants helps us reduce bias in our research. Not compensating research participants can limit our participant pool to people who have the privilege and flexibility to donate their time. We compensate participants for more than just the time they spend speaking with us. There can be additional costs like transportation, time off from work, and child care. We also compensate to show we value participants' lived experiences and expertise. Sometimes we ask participants to imagine or recall a painful personal experience, including previous difficulties that resulted from interactions with government services.

Providing value to participants

In addition to financial compensation , there are additional ways you can recognize the value of participants’ knowledge and experience that help you with your research. The people who are the focus of our product/service can be left out of the design process once their feedback is initially collected and never know how valuable their contribution was.

• Give credit to the people who would like their participation identified and quote/attribute with care so the research participants recognize their voices while providing the level of anonymity they prefer
• Share decision making with participants where possible, such as making time for topics that they would like to share that are not on your research question list
• Provide access to the data they provided you and the outcomes of your research where possible
• Share resources for additional information on the topic or finding out answers to questions they may have
• Share outcomes of the research, and how the research impacted the final product
• Engage and re-engage with participants throughout the design process, sharing research synthesis with opportunities for clarification

Before you get started, discuss with your team (including your agency partners) the desired outputs and outcomes of the research.

• Outputs are the documents, diagrams, etc. you will make to share the research with a broad audience. Will you produce a report, useful insights, validated design hypotheses, or something else?
• Outcomes are the changes you expect to see through doing the research. Outcomes should tie back to the goals and subgoals listed earlier. How will doing the research impact the product being developed, the people involved, etc.? How will you know?

We follow a lean, iterative process, which allows the team to be more responsive and flexible to redefine outputs based on what the process finds. Avoid over-specifying your outputs, because you don't know what you’ll find until the research is underway. For example, it’s safer to say “We’ll produce a persona” (a type of artifact) than it is to commit to “We’ll provide 10 useful insights,” because it’s difficult to know how many useful insights the research will produce. That said, discussing possible outputs is useful because it can directly affect how you choose to document the research .

Involving partners in research planning

Hold a meeting to bring the team — including your agency partners — together to agree on the research plan. Tailor the agenda to your project’s history and your partner’s design maturity . For example, if your partner doesn’t yet have personas, you might create provisional personas before the planning meeting; if your partner hasn’t ever planned research before, you might draft a plan for them to respond to. Be ready to educate your partners on the methods you chose and why you chose them, provide example outputs from prior research, etc.

Create an agenda and invite anyone who has an interest in the team’s research. Depending on where you’re at in the design process, you might begin the meeting with level-setting exercises such as:

• Hopes and fears exercise [18F Design methods]
• Research-alignment exercise
• User groups identification

Next, review and confirm elements listed in the research plan. It’s especially important to confirm:

• The timeline
• What you hope to learn or do (outcomes)
• What you plan to produce (outputs)
• How the team will participate in the research

An example agenda for a research planning meeting might include:

Documenting research

Set up a roster.

A roster is a spreadsheet to collect participants’ names, titles, contact information, and to track whether they’ve been contacted, interviewed, thanked, etc. A roster should note if specific people have opted out of the research.

Create a folder to contain your roster, interview guides, session recordings and notes, etc. This folder should also be accessible only to the core team, as it will likely contain personally identifiable information (PII); see Privacy . A good way to share interview notes without jeopardizing PII is to assign each participant a participant number, e.g. "p1," and refer to those in calendar invitations and notes documents. Destroy this roster at the end of the engagement.

Documenting the sessions

Session documentation can take many forms. We often conduct research that may cover sensitive topics or information. Consider the following as you decide how you will document your sessions:

• What is the lightest-weight way to document your sessions and still capture the information you need to create your desired outputs, conduct shared analysis , etc.?
• What type of documentation will your participants be most comfortable with (see Privacy )?
• Did you ask your participants for consent for this form of documentation?

Documentation methods

Verbatim notes - This is the most common type of note-taking by 18F researchers. Write down everything the participant says, to the extent possible, during each session. The goal is to capture as much as possible during the precious time we have with our participants, and avoid introducing cognitive biases that come into play when we are selective about what we write. Taking verbatim notes also curbs the natural tendency to want to understand and analyze what is being said. If you’re having trouble writing everything down, focus on capturing what the interviewee says, since you or the interviewer can always go back and clarify what questions the interviewer asked.

Interaction notes - Write down all of the actions people take and the reactions they have. For example, capturing a note such as “scrolled to top of page, re-read instructions, scrolled back down to input field and typed in name” would be sufficient. If conducting usability testing, consider flagging bugs or usability issues. Note: If there are two notetakers available for a session, consider having one person take verbatim notes, and the other take interaction notes. In this case, it’s best to work in separate documents, as working too close to each other in the same file can be distracting.

Spreadsheet notes - These are most commonly used for content audits to track insights and quality of existing content.

Sticky notes (digital or physical) - Frequently used in workshop and collaborative settings. We have a subscription to a digital tool for remote workshops and collaboration. Physical stickies will need to be documented via photos or transposed to digital tools.

Photography - Highly recommended for workshops! During workshops with government stakeholders you don’t need consent forms, but you should still ask for permission if you are taking photos of participants.

Video recording - Many of our interviews are done via video chat. You can record sessions from within the video conferencing apps themselves, or you can use video recording software to capture other types of recordings, provided you have participant consent. One of our video chat software options includes automated transcription. Transcription quality varies depending on speaking style of people being recorded.

Voice recording - You can also make an audio recording in lieu of video, which can be helpful if you need to review portions of a session. You can record interviews using the voice memo app on your work phone.

Transcripts - If you would like to obtain full transcripts of your recordings, you can do so by submitting a micropurchase (under $10,000) request for the service to the TTS Office of Acquisitions team. Consult with OA about whether an Open Market Justification form is needed.

Regardless of the method you choose, keep in mind the overall reasons why we document research as you proceed:

• Team members who can’t attend the sessions can look at the notes and get a very clear sense of what the user said and did;
• When even attendees’ memories eventually fade, we can refer back to the notes; and
• We create a starting point for analysis and synthesis.

While most of 18F research methods are exempt under the Paperwork Reduction Act (PRA) clearance process, be sure to review legal considerations at the start and throughout the process to avoid any possible issues. Individual methods’ pages may have further PRA considerations.

Additional reading

• Examples of past research plans from past 18F projects on GitHub

18F User Experience Guide

An official website of the GSA’s Technology Transformation Services

Research Plan Development Is Also Sometimes Called

Question 28

Research plan development is also sometimes called

A) strategic path. B) research design. C) situation analysis. D) goal development. E) objective development.

Correct Answer:

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Q23: Which of the following would be considered

Q24: Information collected for alternative purposes prior to

Q25: In order to develop a plan for

Q26: Carla decided to pretest her survey questions

Q27: Company sales records,customer support records,and sales force

Q29: A group of consumers is given various

Q30: Gathering data about what competitors are doing

Q31: There are many ways in which a

Q32: Breen wanted to know if her main

Q33: The owner of Tools by Joe has

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