If the model performing the activity to be observed has characteristics the observer finds attractive, the observer is more likely to imitate the behavior. If the model receives positive feedback for a behavior, the observer is likely to mimic it. When the model's behavior is punished, the observer is less likely to perform the same behavior. Even though an observer acquires a behavior after observation, he may not actually perform it himself until a later time, especially when an incentive to do so exists.
When you learn by observation, it is a product of four processes: attention, retention, production and motivation. Observers must pay attention to what is going on around them to learn. How much attention observers pay depends in part on the model's characteristics and how much the observer identifies with the model and his characteristics. To perform the action learned, the observer must remember it at a later time. Mental and physical rehearsal of the behavior learned is important to retention. Observers have to be able to perform the behavior learned as well. Production of the behavior depends on whether the observer has the skills and capacities to perform the action. Observers must have motivation to produce the action learned, which may be positive or negative consequences to themselves or the model.
Observation is a particularly useful tool in qualitatively studying cultures. Researchers use participant observation to study groups of people. Participant observation requires researchers to both observe and participate in a community's life. The researcher can study the group in their own environment when he uses participant observation. Detailed notes about life in the community are necessary to conduct participant observation in research. Writing notes objectively helps the researcher avoid subjective reports about what he sees. He may record economic, social, physical and cultural contexts of the community or relationships between ideas and people and people themselves. Participant observation allows researchers to find new factors that will help them understand the research problem better than they could when they first defined it. For example, the researcher may not have initially asked the right questions for the research given the actual day-to-day context of the problem.
Besides knowing as much as you can about what and who you will observe and being ready to look for alternate research directions, be as discreet as possible in conduction participant observation. Participate as much as possible without interrupting the activities around you. Behave as the people around you to avoid standing out.