Introduction

My experience has convinced me that, in a relatively short time, a multidisciplinary research team, including insiders as well as outsiders, can make significant progress toward understanding a problematic situation. My objective in writing this book is to convince you that such an approach is possible, to provide you with enough examples and information about specific techniques that you will be willing to experiment with the approach, and to ensure that you recognize its limits. The approach is called Rapid Assessment Process, or RAP, and is defined as

The phrase "intensive, team-based qualitative inquiry" makes explicit that the process is intensive. Miles and Huberman (1994, 6) note that research can be conducted through intense or prolonged fieldwork. Inquiry is implemented by a RAP team and not by individual researchers. I have chosen the phrase "qualitative inquiry" instead of "ethnography" out of respect for those who have helped define ethnography and argue it always requires prolonged fieldwork. The primary means for data collection is to talk with people and to get them to tell their stories, as opposed to answering your questions.

Why Rapid Assessment Process?

RAP is similar to Hildebrand's (1982) "Sondeo" method and what for the last twenty-five years has been called "Rapid Appraisal," "Rapid Assessment," or "Rapid Rural Appraisal." Research approaches having at least some of the characteristics of RAP have also been referred to by a variety of names and have been used in numerous settings, in the United States and throughout the world. These are discussed in chapter 8.

I have chosen to use the phrase "Rapid Assessment Process" because I believe each of the words helps define the methodology and because the acronym "RAP" communicates the essential ingredient for successful implementation. The objective of RAP is not to elicit answers to questions, or even to talk with others, but to communicate with them using their vocabulary and rhythm. One definition of rap is "to talk freely and frankly." As discussed in chapter 9, the acronym "RAP" has been widely used by a variety of authors to describe this type of research.

As used in the phrase "Rapid Assessment Process," the word "Rapid" means a minimum of four days and, in most situations, a maximum of six weeks. RAP recognizes that there are times when results are needed almost immediately and that the "rapid" production of results involves compromises and requires special attention to methodology if the results are to be meaningful. Rapid does not mean rushed, and spending too little time or being rushed during the process can reduce RAP to "research tourism."

"Assessment" and "appraisal" are synonyms and both terms "Rapid Assessment" and "Rapid Appraisal" have been widely used. One definition of "assess" is "to determine the importance, size, or value," while "assessment" is defined as "the act or an instance of assessing" (Merriam-Webster 1993, 69). I have not used "appraisal" because that term has become so closely associated with development projects, especially projects funded by multilateral donors like the World Bank, that use of the term would lead to confusion and might limit the potential application of RAP.

"Process" as used in the phrase "Rapid Assessment Process" means "a series of actions or operations conducing to an end" (Merriam-Webster 1993, 929). A process approach suggests that at least as much attention is given to the way results are obtained as to the results themselves. I like "process." Different authors have used a variety of words ("program," "procedure," "practice," "protocol") to force the acronym to spell RAP with apparently very little difference in meaning.

Rationale for This Book

I believe RAP can produce useful results even when the most important elements of the local situations from the perspective of the local participants are not obvious. Often in these situations the words the local participants use to define the situation, their categories for dealing with reality, are also not known. If there is no urgent need for an intervention to address the situation, traditional, long-term fieldwork is a solution. However, my experience has been that there is almost never enough time, that when there is time, trained qualitative researchers are not available, and that when both are available, it is almost impossible to convince the decision makers that long-term qualitative research is the best use of resources.

The primary goal of this book is to encourage new users to experiment with RAP, but there are two additional goals: (1) helping current users of RAP do a better job and (2) instilling confidence in the results of RAP among the decision makers who are its potential clients. Students studying qualitative research methods, especially students in professional programs, are an important audience for this book. These students can be found in graduate and undergraduate courses as diverse as community nursing, advanced agricultural research, rural sociology, forestry, marine management, community development, leadership studies, organizational theory, qualitative research, information systems planning, and urban planning. Professionals facing complex situations where local categories are not known, but who do not have the time or resources for traditional long-term fieldwork, are a second audience. Rapid research approaches have been used for project design, project evaluation, and for design of additional research in fields as diverse as wetland evaluation, city-wide needs assessment, early childhood care, home ownership patterns among minorities, reproductive health, marketing, and landscape planning.

RAP uses many of the techniques of qualitative research. These techniques should be familiar to anyone with formal training in anthropology or closely related fields. Ideally, every RAP team will have at least one member with expertise in the assumptions and techniques of qualitative research. However, there will be times when no one on the team has had formal training in qualitative research methodology, or when most team members will be unfamiliar with these techniques. Therefore, I have included brief introductions to some concepts most useful to RAP and suggestions on where additional information can be found. A note of caution—these brief introductions cannot do justice to the richness of qualitative research and the reader may wish to seek further information from primary sources. However, even these brief introductions, when combined with a student’s attitude, a willingness to listen intently, and genuine respect for others can help practitioners get started. The specific techniques that are introduced have proven to be especially relevant to RAP. If no one on the team has experience with qualitative research methodology, this should be noted in the report.

My decision to produce a book that can be used in both academic and nonacademic settings will probably ensure that neither camp is completely satisfied with the results.

Organization

I have organized the book around the two basic concepts of RAP: (1) data collection using triangulation and (2) analysis using an iterative process where initial analysis is followed by several cycles of additional data collection and more analysis. Chapter 1 discusses two examples of RAP, explores situations where RAP may be especially appropriate, and provides an overview of the relationship of specific research techniques to the basic concepts of RAP. Figure 1 on page * of chapter 1 is a navigational aide and includes page numbers for quickly locating information about both basic concepts and techniques. Chapter 2 deals with data collection and is divided between (1) an introduction to the concept of triangulation along with discussion of illustrative techniques associated with triangulation and (2) an introduction to concepts relevant to collecting data in a way that gets at the insider’s perspective. Chapter 3 deals with iterative analysis and additional data collection and is divided between (1) an introduction to the iterative process along with a discussion of illustrative techniques associated with the iterative process and (2) a discussion of data analysis and illustrative techniques for data analysis. The materials in the first parts of chapters 2 and 3 are especially critical for the teamwork that is the foundation of RAP. The materials in the latter parts of chapters 2 and 3 provide an introduction to research techniques that will already be familiar to anyone with training in qualitative research. Chapter 4 explores the special role of teamwork in RAP and is based on RAPs of the Student Services Division at a Community College and state farms in Poland. Chapter 5 examines issues relating to the trustworthiness of RAP’s results, notes concerns about the process, and proposes the use of a checklist, the "RAP sheet," to be attached to RAP reports. The checklist is designed to provide enough information about the research that a reader can evaluate the results, and to remind the RAP team of issues they should not overlook. Chapter 6 focuses on specific suggestions for making RAP more successful. Chapter 7 examines the relationship of the RAP team to the sponsoring organization and discusses the issue of bogus empowerment. Chapter 8 provides the context for relating RAP to other rapid methods by briefly reviewing the history of RAP, the rationale behind the term RAP, and the issues of Appreciative Inquiry and participatory research. Chapter 8 also includes a list of other rapid research methods that is organized around the sectors where these methods have been used. Finally, the appendix includes suggestions for learning about RAP by doing a condensed form of RAP called a "min-RAP."

Terms in bold are defined in the glossary. Where appropriate, chapters include the identification of main points and suggestions for additional readings. Items from the "Essential RAPper Library" below are repeated in the appropriate "Additional Readings" sections of individual chapters.

Additional Readings: The Essential RAPper Library

In preparing the following list of essential books, I have started with the assumption that expertise in qualitative research methodology is valuable for the RAP team. I have also assumed that there will be times when no one on the team has had prior training in qualitative research methodology and that books can provide access to some of the needed expertise. Students in qualitative research courses will find that other books used in their courses also cover the topics in these books. The following books provide both an introduction to the philosophy that underlies qualitative research, and to the attitudes necessary to implement it, and details on specific research techniques, including data analysis and preparation of results, relevant to the successful completion of a qualitative research project.

Marshall, C. and G. B. Rossman. 1999. Designing qualitative research. 3d ed. Thousands Oaks, Calif.: Sage.

The American Anthropological Association’s Anthropology Resources on the Internet, at <http://www.ameranthassn.org/resinet.htm>, lists numerous sites with links to anthropology resources. There is an enormous amount of free materials now available on the Internet.