Assessment: Getting Started Assessment: Getting Started with Interviewingwith Interviewing

Dave Baca, PhDDave Baca, PhDUniversity of ArizonaUniversity of Arizona

ALA AnnualALA AnnualALA AnnualALA Annual20062006

Why Interview?Why Interview?Why Interview?Why Interview?

When interpersonal contact is importantWhen interpersonal contact is importantWhen interpersonal contact is importantWhen interpersonal contact is importantWhen you need more inWhen you need more in--depth datadepth dataWh d t h f llWh d t h f llWhen you need to have some followWhen you need to have some follow--upupWhen complex questions or behaviors When complex questions or behaviors need to be exploredneed to be exploredWhen you suspect other methods aren’t When you suspect other methods aren’t y py pgetting the whole picturegetting the whole picture

AdvantagesAdvantagesAdvantagesAdvantagesYou get rich, detailed materialYou get rich, detailed materialggYou get the chance to go beyond the surfaceYou get the chance to go beyond the surfaceInterviewing yields new insightsInterviewing yields new insightsP i i d ib h i i hP i i d ib h i i hParticipants describe what is important to them Participants describe what is important to them rather than being restricted to survey questionsrather than being restricted to survey questionsProvides high reliabilityProvides high reliability -- clarification ofclarification ofProvides high reliability Provides high reliability clarification of clarification of responses to increase the likelihood of useful responses to increase the likelihood of useful informationinformationYou can customize questions to the individualYou can customize questions to the individualYou can customize questions to the individualYou can customize questions to the individualData analysis can lead to quantitative Data analysis can lead to quantitative assessmentsassessments

DisadvantagesDisadvantagesDisadvantagesDisadvantages

Time consumingTime consumingTime consumingTime consumingResponses are variableResponses are variableInterviewing effectively takes practice andInterviewing effectively takes practice andInterviewing effectively takes practice and Interviewing effectively takes practice and experienceexperienceLarge amounts of information to reduceLarge amounts of information to reduceLarge amounts of information to reduce Large amounts of information to reduce and analyzeand analyzeLess easily generalizedLess easily generalizedLess easily generalizedLess easily generalizedDependent on researcher’s personal Dependent on researcher’s personal attributes and skillsattributes and skillsattributes and skillsattributes and skills

Steps in the Research ProcessSteps in the Research ProcessSteps in the Research ProcessSteps in the Research Process

Define the ProblemDefine the ProblemDefine the ProblemDefine the ProblemState your purposeState your purposeDevelop research questionsDevelop research questionsDevelop research questionsDevelop research questionsSelect a sampleSelect a sampleP f th i t iP f th i t iPerform the interviewPerform the interviewTranscribe you dataTranscribe you dataAnalyze your dataAnalyze your dataReport your findingsReport your findings

Define the problemDefine the problemDefine the problemDefine the problem

What gaps in your knowledge are youWhat gaps in your knowledge are youWhat gaps in your knowledge are you What gaps in your knowledge are you trying to fill?trying to fill?This informs your research questionsThis informs your research questionsThis informs your research questionsThis informs your research questionsExample: “Are the original SERVQUAL Example: “Are the original SERVQUAL di i f l i d ibi thdi i f l i d ibi thdimensions useful in describing the dimensions useful in describing the service quality dimensions of internal service quality dimensions of internal

t ? A th di i th tt ? A th di i th tcustomers? Are there new dimensions that customers? Are there new dimensions that better describe internal service quality?”better describe internal service quality?”

Purpose StatementPurpose StatementPurpose StatementPurpose Statement

What is the intent of the study?What is the intent of the study?What is the intent of the study?What is the intent of the study?Example: “The purpose of this study is to Example: “The purpose of this study is to determine the goodness of fit between thedetermine the goodness of fit between thedetermine the goodness of fit between the determine the goodness of fit between the original SERVQUAL service quality original SERVQUAL service quality dimensions and those internal servicedimensions and those internal servicedimensions and those internal service dimensions and those internal service quality dimensions identified by the quality dimensions identified by the research subjects ”research subjects ”research subjects.research subjects.

Research QuestionsResearch QuestionsResearch QuestionsResearch Questions

No more than 4 but prefer fewerNo more than 4 but prefer fewerNo more than 4 but prefer fewerNo more than 4 but prefer fewerCan go with overarching question with Can go with overarching question with subquestionssubquestionsqqExample: “Are the original SERVQUAL service Example: “Are the original SERVQUAL service quality dimensions valid with respect to internal quality dimensions valid with respect to internal q y pq y pservices? What additional dimensions, if any, services? What additional dimensions, if any, are important to internal customers in judging are important to internal customers in judging

i f i i h i l i ? Wh i hi f i i h i l i ? Wh i hsatisfaction with internal services? What is the satisfaction with internal services? What is the culture of service quality in the department?”culture of service quality in the department?”

Select a SampleSelect a SampleSelect a SampleSelect a Sample

Various sample types but will probably goVarious sample types but will probably goVarious sample types but will probably go Various sample types but will probably go with a “convenience sample.”with a “convenience sample.”Important to get the right people to talk to.Important to get the right people to talk to.Important to get the right people to talk to.Important to get the right people to talk to.The people in the sample will depend on The people in the sample will depend on your research questionsyour research questionsyour research questionsyour research questionsThe sample is large enough so that you no The sample is large enough so that you no longer get any new answers to yourlonger get any new answers to yourlonger get any new answers to your longer get any new answers to your questions questions –– rule is usually no fewer than 5 rule is usually no fewer than 5 interviewsinterviews

Consent FormConsent FormConsent FormConsent FormCheck with your Institutional Review Board or Check with your Institutional Review Board or yyperhaps even the City Attorney to insure the perhaps even the City Attorney to insure the safety of your subjectssafety of your subjectsB i ll f l if i i i hildB i ll f l if i i i hildBe especially careful if interviewing childrenBe especially careful if interviewing childrenThe Consent Form must be signed and dated The Consent Form must be signed and dated before the interview can beginbefore the interview can beginbefore the interview can beginbefore the interview can beginInterviewees have the option of stopping the Interviewees have the option of stopping the interview at any time if they feel uncomfortableinterview at any time if they feel uncomfortablete e at a y t e t ey ee u co o tab ete e at a y t e t ey ee u co o tab eSpecify how data is to be used and whether is Specify how data is to be used and whether is will be used confidentially or anonymouslywill be used confidentially or anonymously

Interview GuideInterview GuideInterview GuideInterview GuideMost widely used form of interviewingMost widely used form of interviewingS i h iS i h i b k ib k iStart with iceStart with ice--breaker questionsbreaker questionsOpen ended questionsOpen ended questionsSemiSemi--structuredstructuredEnd with an open question to elicit anything not coveredEnd with an open question to elicit anything not coveredEnd with an open question to elicit anything not coveredEnd with an open question to elicit anything not coveredExample: Example: –– What contributes to your work satisfaction?What contributes to your work satisfaction?–– What input into your work is given to you by others?What input into your work is given to you by others?p y g y yp y g y y–– How do high standards contribute to quality?How do high standards contribute to quality?–– How does collegiality come into play with the quality of work that is How does collegiality come into play with the quality of work that is

done?done?–– If you have a problem how responsive is the staff to your needs?If you have a problem how responsive is the staff to your needs?–– If you have a problem, how responsive is the staff to your needs?If you have a problem, how responsive is the staff to your needs?–– If you give feedback do you feel that they listen to you and care?If you give feedback do you feel that they listen to you and care?–– Is there a question you expected me to ask that I didn’t?Is there a question you expected me to ask that I didn’t?

Recording the InterviewRecording the InterviewRecording the InterviewRecording the Interview

Only take notesOnly take notesOnly take notes Only take notes Have an assistant take notes Have an assistant take notes T th i t iT th i t i d dd dTape the interview Tape the interview –– recommended. recommended. Purchase a tape recorder that is of a good Purchase a tape recorder that is of a good

lit d h t i ti bilitilit d h t i ti bilitiquality and has transcription capabilities.quality and has transcription capabilities.

Interviewing KitInterviewing KitInterviewing KitInterviewing KitConsent FormsConsent FormsTape recorderTape recorderExtra batteriesExtra batteriesExtra tapes (90 minute)Extra tapes (90 minute)Extension cordExtension cordInterview guideInterview guidePadPadPenPenWaterWater

Interview PreparationInterview PreparationInterview PreparationInterview Preparation

Schedule times with interviewees, you needSchedule times with interviewees, you needSchedule times with interviewees, you need Schedule times with interviewees, you need about an hourabout an hourInterview room should be private, comfortable, Interview room should be private, comfortable, p , ,p , ,free of distraction and easily accessible. free of distraction and easily accessible. Offices are not the place to hold an interviewOffices are not the place to hold an interviewppTurn off your phonesTurn off your phonesSeat yourselves to encourage involvementSeat yourselves to encourage involvementSeat you se es to e cou age o e e tSeat you se es to e cou age o e e tTest your equipment before the interview startsTest your equipment before the interview starts

Conducting the InterviewConducting the InterviewConducting the InterviewConducting the Interview

Establish rapportEstablish rapportEstablish rapportEstablish rapportBegin with general questionsBegin with general questionsM i t h tiM i t h tiMove into research questionsMove into research questionsListenListenDon’t leadDon’t leadMaintain eye contactMaintain eye contactMaintain eye contactMaintain eye contactWrap upWrap up

PostPost--InterviewInterviewPostPost InterviewInterview

Put thoughts and questions into a reflexivePut thoughts and questions into a reflexivePut thoughts and questions into a reflexive Put thoughts and questions into a reflexive journaljournalTranscribe tapesTranscribe tapesppTake out identifying informationTake out identifying informationCode transcriptionCode transcriptionCode transcriptionCode transcriptionIf you have questions concerning clarification, If you have questions concerning clarification, contact the intervieweecontact the intervieweeco tact t e te e eeco tact t e te e eeErase tapes as specified in consent formErase tapes as specified in consent formSecure transcriptsSecure transcriptsSecure transcriptsSecure transcripts

Initial CodingInitial CodingInitial CodingInitial Coding

Coding text of the transcript means to break the text Coding text of the transcript means to break the text down into small, meaningful units by assigning labels to down into small, meaningful units by assigning labels to the unitthe unitthe unitthe unitUse the smallest unit possibleUse the smallest unit possibleLook for data pertinent to answering the research Look for data pertinent to answering the research

titiquestionsquestionsUnits may have multiple codes associated with themUnits may have multiple codes associated with themAlso look for new ideas or concepts to exploreAlso look for new ideas or concepts to exploreAlso look for new ideas or concepts to exploreAlso look for new ideas or concepts to exploreInitially, don’t worry about making relationships between Initially, don’t worry about making relationships between the codesthe codes

Developing ThemesDeveloping ThemesDeveloping ThemesDeveloping ThemesAfter initial coding you should start to see repeating After initial coding you should start to see repeating g y p gg y p gthemes. Repeating ideas lead to Themes which lead to themes. Repeating ideas lead to Themes which lead to ConclusionsConclusionsSort the coded units according to these themesSort the coded units according to these themesSort the coded units according to these themesSort the coded units according to these themesAssess the topics by asking “Does everything in this Assess the topics by asking “Does everything in this topic belong here? Can some of the topics be topic belong here? Can some of the topics be combined? Can some topics be deleted because theycombined? Can some topics be deleted because theycombined? Can some topics be deleted because they combined? Can some topics be deleted because they don’t relate to the research questions or because they don’t relate to the research questions or because they don’t have much data in them?don’t have much data in them?D l t l h di i f thD l t l h di i f thDevelop a conceptual schema, or dimensions, for the Develop a conceptual schema, or dimensions, for the datadataThe schema can have major and minor themes within itThe schema can have major and minor themes within itjj

Coding MethodsCoding MethodsCoding MethodsCoding Methods

Traditional is by reproducing unit on an indexTraditional is by reproducing unit on an indexTraditional is by reproducing unit on an index Traditional is by reproducing unit on an index card and grouping cards into categories and card and grouping cards into categories and themesthemesQualitative software has taken the place of Qualitative software has taken the place of traditional methodstraditional methodsSame concept except faster, more convenient Same concept except faster, more convenient and with greater analysis powerand with greater analysis powerNVivo, NUD*IST, N6, Atlas.ti are the most NVivo, NUD*IST, N6, Atlas.ti are the most popular coding and analysis software programspopular coding and analysis software programs

ReportingReportingReportingReportingAfter the themes are developed start a narrative that After the themes are developed start a narrative that ppexplains the properties and dimensions of the categories explains the properties and dimensions of the categories and the circumstances under which they are connectedand the circumstances under which they are connectedFindings, conclusions, recommendations, futureFindings, conclusions, recommendations, futureFindings, conclusions, recommendations, future Findings, conclusions, recommendations, future research research –– provide a context for understanding the provide a context for understanding the conditions under which the results were obtainedconditions under which the results were obtainedReport findings as they relate to each research questionReport findings as they relate to each research questionReport findings as they relate to each research question Report findings as they relate to each research question –– don’t be shydon’t be shyWhat is the contribution of this study to knowledge and What is the contribution of this study to knowledge and

ti ? Wh t i t b d ?ti ? Wh t i t b d ?practice? What improvements can be made?practice? What improvements can be made?

ResourcesResourcesResourcesResourcesGlaser, B.J. & Strauss, A. 1967. Glaser, B.J. & Strauss, A. 1967. The discovery The discovery , ,, , yyof grounded theoryof grounded theory. Chicago: Aldine. . Chicago: Aldine. Lincoln, Y.S. and Guba, E.G. 1985. Lincoln, Y.S. and Guba, E.G. 1985. Naturalistic Naturalistic i ii i B l Hill SB l Hill Sinquiryinquiry. Beverly Hills: Sage . Beverly Hills: Sage Strauss, A. & Corbin, J. 1993. Strauss, A. & Corbin, J. 1993. Basics of Basics of qualitative researchqualitative research London: SageLondon: Sagequalitative researchqualitative research. London: Sage. . London: Sage. Creswell, J. 1994. Creswell, J. 1994. Research design: Qualitative Research design: Qualitative and quantitative approachesand quantitative approaches. London: Sage. . London: Sage. a d qua t tat e app oac esa d qua t tat e app oac es o do Sageo do SageDenzin, N.K. & Lincoln, Y.S. 1994. Denzin, N.K. & Lincoln, Y.S. 1994. Handbook of Handbook of qualitative researchqualitative research. Newbury Park, CA: Sage . Newbury Park, CA: Sage

Questions?Questions?Questions?Questions?

Please feel free to call or email me withPlease feel free to call or email me withPlease feel free to call or email me with Please feel free to call or email me with questionsquestionsDave BacaDave BacaDave BacaDave Baca–– 520.977.2326520.977.2326

b @ i db @ i d–– baca@u.arizona.edubaca@u.arizona.edu