GT is a systematic generation of theory from data that contains both inductive and deductive thinking. One goal of a GT is to formulate hypotheses based on conceptual ideas. Others may try to verify the hypotheses that are generated by constantly comparing conceptualized data on different levels of abstraction, and these comparisons contain deductive steps. Another goal of a GT is to discover the participants’ main concern and how they continually try to resolve it. The questions you keep on asking in GT are "What’s going on?" and "What is the main problem of the participants and how are they trying to solve it?" These questions will be answered by the core variable and its subcores and properties in due course (see below). GT does not aim for the "truth" but to conceptualize what's going on by using empirical data. In a way GT resembles what many researchers do when retrospectively formulating new hypotheses to fit data. However, in GT the researcher does not pretend to have formulated the hypotheses in advance since preformed hypotheses are prohibited (Glaser & Strauss 1967).
If your research goal is accurate description, then another method should be chosen since GT is not a descriptive method. Instead it has the goal of generating concepts that explain people’s actions regardless of time and place. The descriptive parts of a GT are there mainly to illustrate the concepts. In most behavioral research endeavors persons or patients are units of analysis, whereas in GT the unit of analysis is the incident (Glaser & Strauss 1967). There are normally at least several hundred incidents analyzed in a GT study since every participant normally reports many incidents. When comparing many incidents in a certain area, the emerging concepts and their relationships are in reality probability statements. Consequently, GT is not a qualitative method but a general method that can use any kind of data even if qualitative at the moment are most popular (Glaser, 2001, 2003). However, although working with probabilities, most GT studies are considered as qualitative since statistical methods are not used, and figures not presented. The results of GT are not a reporting of facts but a set of probability statements about the relationship between concepts, or an integrated set of conceptual hypotheses developed from empirical data (Glaser 1998). Validity in its traditional sense is consequently not an issue in GT, which instead should be judged by fit, relevance, workability, and modifiability (Glaser & Strauss 1967, Glaser 1978, Glaser 1998).
Fit has to do with how closely concepts fit with the incidents they are representing, and this is related to how thoroughly the constant comparison of incidents to concepts was done.
Relevance. A relevant study deals with the real concern of participants, evokes "grab" (captures the attention) and is not only of academic interest.
Workability. The theory works when it explains how the problem is being solved with much variation.
Modifiability. A modifiable theory can be altered when new relevant data is compared to existing data. A GT is never right or wrong, it just has more or less fit, relevance, workability and modifiability.