43 Chapter III Research Methodology III.1 Research Design A research design is a basic framework through which the methods in a study connect to address the questions from the research by relating theory into practice within data collection, analyses, and subsequent interpretations. Creswell and Creswell (2018) define research design as "the plan and procedure for research that span the decisions from broad assumptions to detailed methods of data collection and analysis," emphasizing its key role in connecting study objectives with methodology. Validation ensures the reliability and accuracy of research findings by assessing methods and outcomes. Key steps include triangulation, using multiple data sources or methods to cross-check findings, enhancing robustness (Creswell & Plano Clark, 2017). Research design became significant in systematic inquiry during the period of the late 19th and early 20th centuries. Pioneers like Frederick LePlay and Émile Durkheim formalized structured methods of studying social phenomena at both qualitative and quantitative levels of approach. Taylor, Bogdan, and DeVault (2016) note that the Chicago School of Sociology was key in advancing urban research design, while Auguste Comte's positivism shaped early quantitative methods. This research design moves from identifying problems to formulating solutions, ensuring comprehensiveness in answering the questions. 44 Figure 3. 1 Research Design Business Problem Definition Statement of the central business problem to give the study a focus. This step has the effect of making the research objectives clearer and directing the next steps. 45 Research Questions and Objectives Research questions addressing the talent development and leadership needs of Blue White Group, such as filling gaps in the process (RQ1), identifying the crucial leadership skills needed to diversify it (RQ2), and how to make the framework better (RQ3). Business Problem Investigation (Rich Picture) A rich picture that explores the business issue, providing a holistic view of challenges and opportunities. This links to the literature review and conceptual framework. Literature Review and Conceptual Framework The literature review underpins the theory of the study, whilst the conceptual framework guides the investigation. Qualitative Data Collection Data collection will be conducted in a qualitative approach by semi-structured interviews with purposive sampling. Qualitative Data Analysis The data collected is analyzed using appropriate techniques. For RQ1, content analysis is adopted, while RQ2 uses AHP method for objective judgments on important leadership capabilities crucial for retail diversification. 46 Research Findings Findings from RQ1 on gaps of current talent development process and RQ2 on prioritized critical leadership capabilities for diversified retail business strategy. Business Recommendation The research findings inform the RQ3 on the improvement of the talent development framework. The ADDIE model is used to develop a talent development framework for Blue White Group's needs. The study offers implementable recommendations for talent readiness and leadership alignment in Blue White Group's diversification strategy. The research design is a qualitative method. This approach provides insight into complex issues in great depth. According to Creswell and Creswell, 2018, this method allows an in-depth examination of a study. The design serves the purpose of exploring different angles that pertain to the research questions. III.2 Data Collection Method Data collection is the structured process of gathering information relevant to a research question or hypothesis. Creswell and Creswell (2018) refer to data collection as a "detailed process for identifying, acquiring, and recording data from a variety of sources that align with the research design and objectives." This stage of research is very important because it ensures that the data collected are reliable, valid, and sufficient for analysis. 47 Figure 3. 2 Data Collection Method Primary Data Collection Primary data will be collected through semi-structured interviews. This qualitative method uses open-ended questions from a guide, allowing interviewers to explore additional topics as they arise. This method deploys standardized and unstructured interviews and allows for the rich information while ensuring consistency (Kallio et al., 2016). The details regarding conducting semi-structured interviews to answer RQ1 related to talent development process gaps are as follows: a. Purposive Sampling Purposeful sampling: this is a non-probability method where participants are chosen based on their ability to provide insight that will be valuable to the research problem. It focuses on an intentional selection and has information- rich cases ideal for qualitative research. It appropriately addresses the research question since the study involves those participants with relevant experiences (Creswell & Creswell, 2018). 48 Characteristics of purposive sampling: ● Deliberate Selection: Individuals are selected due to their ability to provide meaningful information ● Flexible: The sampling adapts as preliminary information presents itself within the research study ● Information- Rich Cases: Seeks those individuals or groups which are likely to have more informative content. Addressing the first research question on talent development process gaps impacting low talent readiness, this chapter uses purposeful sampling, where participants are selected based on their involvement or impact in this process. Those selected include: Table 3. 1 Rationale Interviewees of Semi-Structured Interview Participant Group Who Rationale Users of Developed Talents: Representative top leaders from each vertical Board of Director (Level 7-8) from each vertical: 4 Representatives (4 verticals) Provide insights into the performance of developed talents and their alignment with readiness expectations. Stakeholders of the Process: Representative Human Capital Talent Management Department: 1 person (Asst. Manager) Assessment Department: 1 person (Asst. Manager) Offer critical perspectives on the design, execution, and effectiveness of the talent development process. 49 HCBP Department: 1 people (Senior Manager) Sample of Developed Talents: Employees who have completed the talent development program Developed Talents (Current Level 5 & 6): 4 representatives Provide firsthand accounts of the talent development process, including gaps and readiness for leadership roles. Table 3. 2 Interviewees of Semi-Structured Interview No Participant ID Participant Category Occupation Level Vertical/Directorate Gender 1 UDT 1 Users of Developed Talents Director 7 Digital M 2 UDT 2 Users of Developed Talents Director 8 Active Lifestyle M 3 UDT 3 Users of Developed Talents Director 8 Food & Nourishment F 4 UDT 4 Users of Developed Talents Director 8 Beauty & Wellness F 5 SP 1 Stakeholders of Process Talent Management 3 Human Capital F 6 SP 2 Stakeholders of Process Assessment 3 Human Capital F 7 SP 3 Stakeholders of Process HCBP 4 Human Capital F 8 SDT 1 Sample of Developed Talents General Manager 5 Digital M 9 SDT 2 Sample of Developed Talents General Manager 5 Technology M 10 SDT 3 Sample of Developed Talents Vice President 6 Operations M 11 SDT 4 Sample of Developed Talents General Manager 5 Operations M 50 b. Semi Structured Interview Protocol Interview questions center around key talent development principles and readiness factors to delve into the current process and its gaps. This alignment captures crucial insights from all participants, including users, stakeholders, and the talents developed. Table 3. 3 Questions of Semi-Structured Interview, Adopted from Pruis (2011); Garavan et al.