Discussion 1: Best Practices in Interviewing

Student 1

Although both interviewing techniques video are face to face interview, the manner and way the interview was conducted in interviewing techniques part one and interviewing techniques part two are different. In the first interview segment the interviewer made several errors at the very beginning. Dr. Linda Crawford did not give the interviewee Laura sufficient or adequate information about what the interview was about, and that how the interview will be taped, as well as the length of the interview. When Laura entered the session, the room was not made safe for her evidenced by the hanging tape recorder chord and the interviewer did not rise to greet her. The desk was too small, as were the chairs and the interviewer did not take the time to make sure the equipment was working before the interview started. When you interview someone, you should make certain to attend to these items so that the interviewee feels welcome and respected (Ravitch & Carl, 2016). When Laura asked about the time commitment the interviewer responded “Oh, that was in the stuff I sent you.” (Laureate Education, 2016). Rushing past the chance to calm any fears Laura may have had. The interviewer also seemed to be a bit dismissive about Laura’s question regarding her taking notes and recording the session. The confidentiality aspect of the interview was not thoroughly explained. Participants are sometimes reluctant to be interviewed because they do not want to be identified. Researchers should take great care to ensure participants anonymity and confidentiality (Rubin & Rubin, 2012) and this was not done here.  The interviewer also failed to explain what her role was in the interview and she failed to fully explain how the results of the interview were going to be used (Rubin & Rubin, 2012). The interviewer did take notes, however, when she did so she did not make eye contact with Laura for long periods of time almost signifying disengagement (Ravitch & Carl, 2016). The interviewer also signaled some judgment about Laura’s responses with her verbal and non-verbal communications. Interviewers can display sympathy but judgments about the responses are not to be made (Rubin & Rubin, 2012). Rushing the participant, being disengaged, not respecting the participants time, and not being fully transparent are all things to avoid when conducting qualitative interviews. Laura showed some body language and was somehow shocked when Dr. Crawford told her that she has 5 questions and the look on Laura’s face was not pleasant as she asked Dr. Crawford how long was the interview going to take? Even though Laura told Dr. Crawford that she thinks that the interview will be okay, Laura went further by asking if Dr. Crawford was taking notes or something as well as taping the interview. Laura was in a hurry to finish the interview as she keeps interrupting Dr. Crawford by telling her “I have to go.” Also, Dr. Crawford did not make enough eye contact with Laura as she was constantly taking notes. The interview was ineffective and caused confusion, anxiety and discomfort for Laura.

The second interview session was much more professional. The room was set up to make Laura comfortable, and she was greeted properly. The interviewer did a good job of explaining the purpose of the interview, how the results were going to be used, who else was participating, and how the session was going to be conducted including taking notes and audio recording. In this session the interviewer gave Laura a chance to ask questions and she made sure that Laura understood her participation was totally voluntary. The interviewer also smiled when she spoke thereby releasing tension and making Laura feel comfortable (Rubin & Rubin, 2012). The interviewer also asked follow-up questions evidenced by the following exchange;  LAURA: Workplace morale I would say basically means that it's a fun place to work, that it's a place where you are looking forward to getting up and going to every day and that there's nice people there that you enjoy working with. LINDA: What makes it fun? (Laureate Education, 2016). You should not assume that you know what meaning an interviewee has given to a word or phrase you should ask follow-up questions for clarity (Rubin & Rubin, 2012). You should also use the participants own words when asking follow-up questions to preserve context (Ravitch & Carl, 2016). The interviewer allowed the interview to move at Laura’s own pace, she circled back to questions to give Laura a chance to expand upon her answer and she showed respect for Laura’s time by letting her know when time was up but invited her to continue if she wanted to. Asking permission; to extend the time, to record the session, to circle back to previous questions along with showing sympathy and maintaining a pleasant disposition are all important aspects to conducting a successful interview and should be considered best practices (Rubin & Rubin, 2012). These actions build trust and rapport and help establish relationships between the interviewer and the participant.

This viewing experience helped me to understand that I have a lot to learn about interviewing. Qualitative interviewing is more than just a casual conversation. Qualitative interviews, if done right, are carefully planned, rigorously conducted, and they allow for study to be enhanced by interviewees (Laureate Education, 2016). Choosing the right participants, selecting a good location, asking the right questions, and conducting a rigorous analysis are all part of a comprehensive qualitative interview. Interviewing is a skill that takes time and practice. I will make errors, but I am encouraged to know that even experienced interviewers make mistakes (Rubin & Rubin, 2012).

Laureate Education (Producer). (2016). Doctoral research: Interviewing techniques, part one Video File]. Baltimore, MD: Author.

Laureate Education (Producer). (2016). Doctoral research: Interviewing techniques, part two Video File]. Baltimore, MD: Author.

Ravitch, S.M., & Carl, N.M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

Rubin, H.J. & Rubin, I.S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

Student 2

Analysis for Best Practices in Interviewing

“Ordinary conversations are about sociability and maintaining a relationship, while interviews are more about making a relationship to help find an answer to a research question”

  (Rubin &Rubin,2012,p.99)

     Authors Rubin and Rubin in their quote on sociability and maintaining relationship want to reflect the importance of theology and methodology while developing a relationship with the interviewee to obtain the answers for a research paper. However, I had to watch the video three times to realize the video had no introduction, body or conclusion.  Dr. Linda Crawford jumped from one topic to the other without organization.   The start was baffling, Dr. Linda Crawford spoke on body language and conducted interviews on 230, then mentioned about interview observations and language. It was so confusing. I obtained observation was Laura rolled her arms and interpretation of interview Laura getting offended. From readings of Rubin and Rubin, “The interviewer also failed to explain what the role was in the interview and she failed to full explain how results of the interview was going to be used. The results of this interview was disastrous. Laura who was interviewed did not know what the interview was on or how long it would last. The questions seemed as though never given to Laura. It was transparent that Dr. Linda Crawford did not prepare for this interview or had the organization to conduct an interview for her “work moral”.  It would be recommended that Dr. Linda Crawford outline and plan her interview before getting anyone to give information on the topic of research. My biggest appreciation for this interview is be prepared as write up the area of research with questions, inform the interviewee, outline the area of research, stay on topic and be respectful towards others participation.

Video two:

     The second interview Dr. Linda Crawford presented with Laura was much more well developed and structured for a one-on-one interview.  Dr. Linda Crawford was welcoming, outlined the purpose of the interview.

1. Why it was important to have an interviewees feedback?

2. What the interview results would be used for?

3. How the interview would help the research topic?

     Dr. Linda Crawford respected Laura and stayed on topic writing down all the information required for the research analysis.  The interviewer gave Laura the question then reassured it was voluntary and she would always ask for permission on audio taping.

“Asking permission to extend the time by conducting a successful interview and should be considered best practices” (Rubin& Rubin, 2012).

Final Findings on Qualitative Practices for Interviewing

     Upon viewing two videos on interviewing on Walden University Blackboard with Dr. Laura Crawford with Laura I was appreciative to get examples on proper and improper ways to interview for with  a research project.  The theology of qualitative interviewing is staging the proper methodology for the interviewee.  I learned as a researcher to have an environment with an atmosphere of equality, plan for the interviewee, practice, provide information to interviewee and supply full information to who ever I interview.  I learned by watching these two videos the importance of being mindful, respectful, welcoming, professional and avoiding being bias.

References

Laureate Education (Producer). (2016). Doctoral research: Interviewing techniques, part one Video File]. Baltimore, MD: Author.

Laureate Education (Producer). (2016). Doctoral research: Interviewing techniques, part two Video File]. Baltimore, MD: Author.

Ravitch, S.M., & Carl, N.M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

Rubin, H.J. & Rubin, I.S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.