Best Practices in Interviewing-Qualitative Research

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Interviewing Techniques Part One Program Transcript

[MUSIC PLAYING] LINDA CRAWFORD: This video provides excerpts from two 30-minute interviews. As you view the videos, take care to be accurate in your observation of behavior and language.

To differentiate between observation and interpretation. For example, if you hit notate "the participant moved back in the chair, folded her arms, and waited before responding," that's an observation. On the other hand, the notation "the participant was offended by the question" is an interpretation.

As an observer, you don't know the reason for the behavior. Here, perhaps, the participant may just have wanted time to think about the answer and wasn't offended at all. So take care to differentiate between observation and interpretation.

Interviewing is an art with the goal of inviting the participant to provide as much information as possible for the study. To do that, you need to establish a level of rapport and trust. Use questions that draw out the participant and engage the participant. As you observe the interviews, look for both strong and weak models of establishing rapport and trust and questioning.

Weak or ineffective interview strategies can cause confusion, anxiety, and discomfort. Some examples of ineffective strategies are giving inadequate information on how the interview will proceed, using closed or one-word answer questions, withdrawn body language. All of those may cause the participant to feel uncomfortable, ignored, or even coerced.

On the other hand, strong and effective interview strategies engage the participant, encouraging him or her to provide clear and useful information. Some examples of effective strategies are clear explanation and information on how the interview will proceed, using open-ended questions and probes, balancing rapport and neutrality, appropriate body language.

As you observe, identify and notate as specifically as you can the exact content, verbal language, body language of both the interviewer and interviewee. How are questions asked? What responses do they generate? How does body language play into the interview? What is the effect of the interviewers reaction on the interviewee?

With study, observation and practice, you'll build habits that allow you consistently to collect clear and valid data. As an interviewer, you are a researcher, a scientist. You are also an artist, painting a relationship between yourself and the participant. Let's see what the painting might look like.

[MUSIC PLAYING]

LAURA: Hi.

LINDA CRAWFORD: Oh, hi Laura. Come on-- watch the cord, please. Thank you very much.

I'm sorry about it, but you know how it goes. Thank you. Have a seat.

Laura, I'm so happy that you agreed to do this interview because it's really going to help me get my study done and get my degree, so thanks a lot. I have five questions. You ready to go on them?

LAURA: But how long is this going to take?

LINDA CRAWFORD: Yeah, that was in the stuff I sent you. 30 minutes is what I'm thinking, OK? Will that work?

LAURA: Yeah. Yeah, I think that'll be OK. But you're taking notes or something?

LINDA CRAWFORD: Yeah. I'm going to be taking some notes, so please don't let that distract you. I won't put your name with it, so your stuff will all be anonymous. And to remind you, I'm also going to tape it.

LAURA: Oh, OK.

LINDA CRAWFORD: That was OK with you still?

LAURA: Yeah, I guess. Yeah, OK.

LINDA CRAWFORD: Alright. Are you ready to go now?

LAURA: Yes.

LINDA CRAWFORD: And to remind you of the topic, we're talking about workplace morale.

LAURA: OK.

LINDA CRAWFORD: OK. Now, let me see, do I have the tape in here? Yeah, OK. Oh, how does this thing work? You know, every one is different. I think it's running, so I think we're OK.

All right, OK. Thanks a lot. What is workplace morale?

LAURA: Well, I guess-- [SIGH] I guess I would say workplace morale means it's a fun place to work. That it's a place I don't mind going, I like going, nice people.

LINDA CRAWFORD: Nice people. OK. Now, we've all had bad workplaces.

LAURA: Well, I guess what I can think of is a program that I wanted to start at the school here, an after school program. I was very excited about it. And my principal, Rick Baxter, totally squashed the idea.

I'm in graduate school, so I'm using my new ideas that I'm learning to put everything into really developing this program and seeing it as something that the kids here really, really need. And I know it would be appreciated. And so I went in to talk to him and explain my ideas, and he basically said, no way, we don't have time for any extra stuff. Stick to the basics. Make sure your learning outcomes are good.

He told me to focus on the important things. And I left that meeting feeling just terrible-- all the work I put in. And that's just one example.

And the other teachers, we talk about it, too. It's any new ideas, whether it's in the classroom, outside of the classroom-- we want to really help these kids, and we want to really get them excited, get them to be learning by getting excited about things. And Rick just doesn't help us in that way. He'll say things like, no way, forget about it. And something that makes you, I know for me at least, makes me feel kind of put down, acting like I'm not doing the things I'm supposed be doing because I'm focusing on other things.

So I don't feel respected. And he'll sometimes just have demeaning comments. And that really hurts my morale.

And with this last program, that was like the icing on the cake. I felt like, you know what- - I just gave up on it. And now, I'm not feeling good about my morale here, I have to say.

LINDA CRAWFORD: I can understand. I've had a similar experience where I had a program I wanted to do and felt totally squashed by the principal. So I understand exactly how you feel.

But really, I'm sorry that happens to you. That's very unfortunate. Do you think that workplace morale in education is similar to workplace morale in other professions?

LAURA: Well, yeah. Yeah, definitely.

LINDA CRAWFORD: Do you think your school has good workplace morale?

LAURA: [SIGH] Not really.

LINDA CRAWFORD: Well, why?

LAURA: Well, it's because of the way Rick treats us. If we can't have new ideas, if we're not respected, then how are we supposed to feel good about what we're doing? I feel criticized. I'd say Rick. If I had to put anything, I'd have to say it was Rick that just would make me say why I don't think we have very good morale.

LINDA CRAWFORD: Well, I can't believe-- that's really too bad for the leader of the school to be behaving like that toward you.

LAURA: Yeah. Oh, I better check the time. Ooh, I really have to go.

LINDA CRAWFORD: You do? Ooh.

LAURA: Yeah.

LINDA CRAWFORD: I have one more question. I'll ask it really fast.

LAURA: OK, I guess if it's really quick.

LINDA CRAWFORD: OK. It's really fast. What are some ways your school could improve workplace morale?

LAURA: You know, it's not really that bad. I have to. I really have to go.

LINDA CRAWFORD: OK, well thanks. OK, thanks a lot. Bye bye.

LAURA: Bye.

LINDA CRAWFORD: Watch the cord please. Thank you. Don't trip. You'll mess up my study if you do.

[LAUGHTER]

LINDA CRAWFORD: OK, thanks. Bye bye, Laura.

LAURA: Bye.

LINDA CRAWFORD: We have now observed one interview. Let's see how the next interview compares with the first.

[MUSIC PLAYING]