Facilitator notes: 5.2.4
Preparing and conducting interviews
Objective


Understand the various types of interviews, their particular purpose, advantages and
disadvantages.
Identify and practice applying good practices in preparing and conducting interviews.

Timing
1 hour 30 minutes
Activities
1
Introduction
Explain the objectives of the session.
2
Plenary discussion/Group work
Overview of types of interviews

Objective: Clarify understanding of types of interviews and their uses.
10’-35’
If Session 5.1.2 “Choosing a methodology” has already been used, simply recall the different
types of interviews. Have participants review flipcharts related to interviews from activity 2 of
that session. Ask if they have any questions.
If Session 5.1.2 “Choosing a methodology” has not already been used, use activity 2 from that
session to ensure a good understanding of: individual interviews, key informant interview,
focus group interviews and community meetings. Follow the instructions for activity 2,
including using the same group work instructions. Allow 15-20 minutes for group work and 15
minutes for plenary feedback.
After all groups have presented, draw a quick diagram using core content sheet “Types of
interviews" to clarify how the different interviews relate to style – whether structured, semistructured or unstructured.
3
Group work/brainstorming
Preparing and conducting interviews: Do’s and Don’ts

Objective: Understand steps and skills required in managing data collection by
25’-35’ interview.
Step 1. Plenary presentation (5 minutes)
Very briefly outline the initial steps in preparing and conducting an interview, writing them on a
flipchart. For the preparation steps, outline the key considerations using core content sheet
“Steps in preparing and conducting an interview – do’s and don’ts”. This can also be done as
a brainstorming.
Facilitator’s notes. Preparing and conducting interviews. Page 1/4
Step 2a. Plenary brainstorming (20 minutes)
Invite participants to focus their thinking on the steps during an interview. If group is small
enough and participation good, invite participants to brainstorm on a list of “Do’s” and “Don’ts”
– i.e. the things one should and should not do in an interview. Have a flipchart ready for each.
Encourage participants to give examples wherever relevant.
Situate points that apply specifically to structured, semi-, or unstructured interviews, as well as
to different types of interviews – key informant, individual, focus group, community.
When completed, post the master lists on the wall for reference later in the session. See
activity 5.
Invite participants to consider the preparation, skills and personality traits necessary for a good
interviewer, and have them exchange experiences on the challenges of recruiting and training
good interviewers.
Step 2b. Alternative — Group work and plenary feedback (30 minutes)
If the group is large and participation limited, divide participants into groups, asking half to
come up with a list of things that interviewers should do and half to come up with a list of
things they should not do. Have groups write their lists on flip charts and report back. If more
than one group has tackled “Do’s” (or “Don’ts”), ask each successive group to report only the
ideas not yet presented by previous groups. Allow 15 minutes for group work and plenary
respectively.
See general comments on concluding plenary session option above.
4
Optional: Role play
Conducting interviews

45’
Objective: Gain “feel” for the skills required to carry out a good interview; practice
interviewing and providing constructive feedback on interview skills.
Step 1. Preparation
Instruction sheets are provided for 2 scenarios related to data collection for a rapid
assessment following a large population displacement. The scenarios should be adjusted as
necessary according to the orientation of the training and participants country context. The
exercise sheets should follow the models provided, with very short, simple scenarios and very
focused data collection questions. Alternative scenarios could include:

“You are interviewing a social worker about the effectiveness of a probation
programme.”

“You are interviewing a young soldier about the impact of his experience in the army on
his own life”

“You are interviewing a factory owner about the conditions under which he employs
child labour.”

“You are interviewing a clerk in the National Statistics Office to find out how reliable the
data entry process is.”

“You are interviewing two street children to find out the reasons why they have not
taken advantage of a literacy programme set up for them.”
Facilitator’s notes. Preparing and conducting interviews. Page 2/4
Step 2. Setting up the groups and attributing tasks (5 minutes)
Explain to participants that this is a role play exercise in interviewing one individual (i.e. not
necessarily an ‘individual interview’). Several role plays will be run at the same time with
participants working in teams of three: an interviewer, an interviewee and an observer/note
taker.
Divide participants into groups of three by numbering off:



1’s will be the interviewers
2’s the interviewees
3’s the observers/note takers.
Step 3. Instruct participants (15 minutes)
Hand out instructions to interviewers, observers and interviewees, with teams of three working
on the same scenario. Give everyone a moment to read through the Exercise sheets. Have
interviewees move to a separate room to get their instruction.
Ensure that interviewers and observers understand the instructions provided on the exercise
sheet. Help teams formulate their interview guides as needed.
In the meantime all the interviewees should be gathered together and quickly brainstorming
and exchanging ideas about their role. (A co-facilitator should assist here.) Remind
interviewees that they must answer only the questions asked in the interview. In general, they
should not facilitate the task to the interviewers. For example, if the interviewer asks a “Do you
think the programme is effective?” the interviewee must only say “Yes” or “No.” As necessary,
expand briefly on the context so that interviewees feel comfortable in playing their role and
providing answers.
Finally, before the role play, clarify briefly with observers that they understand their role.
Clarify with all that the first individual feedback will take place in their small groups of threes,
with observers and interviewees giving feedback to interviewers. The observers will be asked
to lead this process.
Step 4. Perform interviews (20 minutes)
Ask participants to go back to their group and start the interview process.
Step 5. Small group feedback (10 to 15 minutes)
Indicate to small groups to end their interview and shift to providing feedback to the
interviewer.
Step 6. Plenary discussion
Bring the small groups back together. Ask any participants to volunteer comments on the
experience and any of the lessons their group drew.
If any new issues come up, ones not already identified in Do's and Don'ts lists, highlight these
and add them to the flipcharts.
Invite participants to consider what the role play highlights for managers of M/E activities.
Answers should include:


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The importance of hiring skilled interviewers
The importance of training and spot checking
The importance of testing checklists.
Conclude by returning to the discussion on characteristics of good interviewers from activity 4.
Facilitator’s notes. Preparing and conducting interviews. Page 3/4
Materials
 Flipchart and pens
Handouts
 Steps in preparing and conducting an interview
 Types of interviews
 Focus groups vs. interviews
 Interview: key informants
 Interview: community meetings
 Interview: focus groups
 Exercise sheet: Interview role play — for scenarios A, B, and for interviewers, interviewees
and observers
Facilitator’s notes. Preparing and conducting interviews. Page 4/4