Step 5 Training Session:
Interview Techniques
Questions
Generate useful information
 Focus on reasons or motives
 Invite unanticipated findings
 Non-threatening
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Avoid
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Subtly leading
What do you like about?

Double barreled
What do you like and dislike?
Laden terms
 Difficult to answer
 Make people feel bad
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Effectiveness
Setting and atmosphere
 Informant or Respondent
 Interview guide
 Interviewer

Characteristics
Skills
Physical Setting
Private
 Comfortable
 Few physical barriers
 Level of heads equal
 Ability to take notes
 Tape player in non-intrusive place, facing
so can watch tape

Atmosphere
Friendly
 Respectful

Attentive listening
Curiosity
Confident
Informant
Knowledgeable about topic of interest
 Willing to share
 Articulate
 Comfortable with task and setting

Taking Notes
As validation of research role
 Aid to memory during interview
 Key words for constructing interviews
 Recording non-verbal cues and
impressions
 Confidentiality

Informed Consent Issues

Make explicit



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Length of time
Benefits
Nature and likelihood of risks
Assurance of confidentiality

Who has access and for what purposes
Interview Guide
Introduction
 Key questions
 Closing

Introduction
Explain who we are
 Explain purpose
 Explain procedures
 Explain and give opportunity to sign
consent forms
 Express interest in hearing different points
of view

Closing
Opportunity to clarify
 Last minute thoughts
 Express appreciation

Order of Questions
Least to most threatening
 Tunnel vs. Funnel
 General questions before specific questions
 Positive questions before negative
questions
 Uncued questions before cued questions
 Flexibility

Guiding Discussion
Conversational
 Flexible: able to think on feet
 Stay focused
 Neutral

Listening
Listens intelligently
 Enthusiasm for the topic
 Genuine interest in what subject has to say
 Responds to non-verbal cues
 Totally focused at all times
 Can handle contradictory information with
sensitivity

Other Skills
Non-judgmental
 Compassionate
 Puts participants comfort first
 Willing to share feelings when appropriate

Do not talk unnecessarily
Do not share information that would bias

Handles distractions well
Listening
Attending: verbal and non-verbal signs that
you are paying full attention.
 Encouraging responses: to indicate you are
listening and encourage respondents to
continue talking.

Internal Dialogue
What else do I need to ask to understand
what this person means?
 Am I hearing everything I need to know to
understand the answer to the research
problem? What else should I ask?
 How much time do I have left?

Redirecting Discussion
Let's move on
 That brings up a related issue..
 Let me ask that we hold this discussion for
a few moments so that I can ask....
 We only have a little time left, so…
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Probing
What does this mean anyway?
 What does this suggest we can do to solve
the problem/realize the project's goals?
 How do I get beyond the intellectualizing
to feelings?

The Silent Probe
5 seconds while maintaining eye contact
 To clarify or illuminate clarify or illuminate

Paralanguage
Umms
 Uh-huhs
 Grunts
 Tone of voice is always important

Elaborating
"Could you tell me more about that?"
 "Could you tell me more about your
thinking on that?"
 "You started to say something about ...."
 "Is there anything else?"
 "How do you mean?“

Specifying
What specifically about _____ makes you
feel that way?
 What else do you think about _________?
 What other reasons do you have for feeling
that way?
 What else do you think about that?
 I'd like to know more about your thinking
on that issue.
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Laddering Techniques

Ask series of questions to get more specific
comments and uncover root cause or
meaning
In what way is it good?
What does that mean to you?
How does that make you feel?

Be Careful Not to Lead
Ask for Specific Examples
"I see, well, could you give me an
example?"
 “Can you give me a description of….”
 “How might someone do that?”
 “What are some specific examples of
______________?"
 "Would you give me an example of what
you mean?"

Clarifying
"I don't understand."
 "I'm not sure I understand how you are
using the word ______."
 "I'm a bit confused, could you try again to
explain what ____."
 "Could you explain what you mean by
_____."

Encouraging
To reassure them and encourage them to
continue
 Uh-huh
 Yes..Yes
 I see
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Repeating
Whenever there is confusion, may begin by
repeating question
 May rephrase if use parallel question form
 “Let me repeat the question…(repeat it)
 “Well, in your opinion…(repeat it)
 “Well, all things considered…(repeat it)
 “So, the message you want me to get from
that story is…”
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Practice Session
Break into triads
Give feedback to each
other
Focus on Probing