Day 2 Session 11 Rubin and Meinzen-Dick_interviews
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This document provides guidance on conducting key informant interviews for research on gender and nutrition. It discusses sampling key informants, such as local leaders and program staff, to gain specialized knowledge and influential opinions efficiently. However, interviews may reflect elite biases or miss knowledgeable women. The document also covers ethical issues around anonymity, principles for respectful conversation, and techniques for open-ended questioning to understand perspectives without imposing analyses. The goal is to learn from informants while addressing potential biases around gender, relationships, and individual situations.
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APR Workshop 2010-M&E-TG4 key informant interviews
APR Workshop 2010-M&E-TG4 key informant interviewsIFAD International Fund for Agricultural Development
The document provides guidelines for conducting key informant interviews:
1. Key informant interviews involve open-ended interviews with individuals who have specialized knowledge about the topic. They are used to gather qualitative data to supplement other research methods.
2. Key informants should represent different groups and have diverse perspectives. Careful selection is important to avoid bias.
3. Before interviews, objectives and discussion topics are identified. Potential informants are selected and interview guides with questions are prepared.
4. Interviews are then conducted, notes are taken, then analyzed by consolidating responses to identify important themes and recommendations.Key Informant Interviews with Federal Government Public Servants
This document discusses key informant interviews with Canadian federal government public servants. It outlines different types of interviews, including unstructured, semi-structured, and structured interviews. It notes that with the current government's centralization of information, it has become more difficult for academics and journalists to access public servants for interviews. Researchers must now submit detailed questions in advance and have responses reviewed. The document also discusses using the Access to Information process to obtain government documents when interviews are not possible.
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This document provides guidance on conducting key informant interviews (KIIs). It discusses when KIIs should be used, how to select informative key informants, and how to properly prepare for and conduct the interviews. The main points are:
1) KIIs are useful early in a project to inform planning or near completion to evaluate outcomes. They allow exploration of issues and confirmation of information.
2) Informative informants are those affected by policies, able to make decisions, or with unique perspectives on the issue. A variety of viewpoints should be included.
3) Proper preparation includes introducing yourself, your organization, purpose, and obtaining informed consent. Scheduling should offer flexible options and reminders
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Presentation at a meeting of Health Policy, System and Management Research Group,
Department of Community Medicine, University of Port Harcourt Teaching Hospital, Port Harcourt, Nigeria on 28/06/28
FOCUS GROUP DISCUSSION (FGD)
The document provides an overview of focus group discussions (FGDs) as a qualitative research method. It describes FGDs as involving small groups of 8-12 people who discuss a particular topic of interest. Key aspects of FGDs include encouraging interaction between participants and being led by a moderator. The document also outlines best practices for planning, conducting, analyzing and reporting on FGDs.
Public speaking; S.M.Talib
This document summarizes a research proposal on gaining audience attention in public speaking. The research will analyze different techniques for attracting and maintaining audience engagement through qualitative and quantitative methods like questionnaires, literature reviews, and analyzing public speaking videos. The goal is to help speakers identify audience interests and needs to prepare effective speeches. Recommendations will consider audience demographics and the speaker's ability to engage listeners linguistically and through personality.
Audience analysis
This document provides guidance on analyzing audiences for presentations. It discusses categorizing audiences using the "AUDIENCE" mnemonic, which stands for analysis, understanding, demographics, interests, environment, needs, customization, and expectations. It then describes three ways to analyze audiences: demographic analysis to understand who is in the audience, psychological analysis to understand what they know and believe, and contextual analysis to understand how the speaking event may influence them. The key is to remember that while analyzing trends among groups, you are ultimately speaking to individuals who will vary in their characteristics.
Focus group discussion (FGD)
Focus group discussions (FGDs) involve moderated group discussions with 8-12 respondents to discuss a research topic. Planning for FGDs should start weeks in advance by developing research questions and identifying participants and a neutral venue. During FGDs, the moderator leads a loosely structured interview while the discussion is recorded and participants are assigned numbers. The moderator must encourage all participants to share their views respectfully and avoid leading questions. After the FGD, the report is prepared while the discussion is still fresh by recording responses to each question and interesting quotes.
Recommended
APR Workshop 2010-M&E-TG4 key informant interviews
APR Workshop 2010-M&E-TG4 key informant interviewsIFAD International Fund for Agricultural Development
The document provides guidelines for conducting key informant interviews:
1. Key informant interviews involve open-ended interviews with individuals who have specialized knowledge about the topic. They are used to gather qualitative data to supplement other research methods.
2. Key informants should represent different groups and have diverse perspectives. Careful selection is important to avoid bias.
3. Before interviews, objectives and discussion topics are identified. Potential informants are selected and interview guides with questions are prepared.
4. Interviews are then conducted, notes are taken, then analyzed by consolidating responses to identify important themes and recommendations.Key Informant Interviews with Federal Government Public Servants
This document discusses key informant interviews with Canadian federal government public servants. It outlines different types of interviews, including unstructured, semi-structured, and structured interviews. It notes that with the current government's centralization of information, it has become more difficult for academics and journalists to access public servants for interviews. Researchers must now submit detailed questions in advance and have responses reviewed. The document also discusses using the Access to Information process to obtain government documents when interviews are not possible.
KII Presentation
This document provides guidance on conducting key informant interviews (KIIs). It discusses when KIIs should be used, how to select informative key informants, and how to properly prepare for and conduct the interviews. The main points are:
1) KIIs are useful early in a project to inform planning or near completion to evaluate outcomes. They allow exploration of issues and confirmation of information.
2) Informative informants are those affected by policies, able to make decisions, or with unique perspectives on the issue. A variety of viewpoints should be included.
3) Proper preparation includes introducing yourself, your organization, purpose, and obtaining informed consent. Scheduling should offer flexible options and reminders
Key informant interview
Presentation at a meeting of Health Policy, System and Management Research Group,
Department of Community Medicine, University of Port Harcourt Teaching Hospital, Port Harcourt, Nigeria on 28/06/28
FOCUS GROUP DISCUSSION (FGD)
The document provides an overview of focus group discussions (FGDs) as a qualitative research method. It describes FGDs as involving small groups of 8-12 people who discuss a particular topic of interest. Key aspects of FGDs include encouraging interaction between participants and being led by a moderator. The document also outlines best practices for planning, conducting, analyzing and reporting on FGDs.
Public speaking; S.M.Talib
This document summarizes a research proposal on gaining audience attention in public speaking. The research will analyze different techniques for attracting and maintaining audience engagement through qualitative and quantitative methods like questionnaires, literature reviews, and analyzing public speaking videos. The goal is to help speakers identify audience interests and needs to prepare effective speeches. Recommendations will consider audience demographics and the speaker's ability to engage listeners linguistically and through personality.
Audience analysis
This document provides guidance on analyzing audiences for presentations. It discusses categorizing audiences using the "AUDIENCE" mnemonic, which stands for analysis, understanding, demographics, interests, environment, needs, customization, and expectations. It then describes three ways to analyze audiences: demographic analysis to understand who is in the audience, psychological analysis to understand what they know and believe, and contextual analysis to understand how the speaking event may influence them. The key is to remember that while analyzing trends among groups, you are ultimately speaking to individuals who will vary in their characteristics.
Focus group discussion (FGD)
Focus group discussions (FGDs) involve moderated group discussions with 8-12 respondents to discuss a research topic. Planning for FGDs should start weeks in advance by developing research questions and identifying participants and a neutral venue. During FGDs, the moderator leads a loosely structured interview while the discussion is recorded and participants are assigned numbers. The moderator must encourage all participants to share their views respectfully and avoid leading questions. After the FGD, the report is prepared while the discussion is still fresh by recording responses to each question and interesting quotes.
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This document discusses the importance of being audience-centered when preparing and delivering a speech. It emphasizes that speakers should keep the audience's needs and perspectives in mind at every stage. Effective speakers bond with audiences by emphasizing shared values and understanding their backgrounds. The psychology of audiences is such that listeners filter messages through their own experiences and are most engaged by content relevant to their own lives. Speakers are advised to analyze their audiences demographically and situationally to best adapt their message. On-the-fly adjustments may also be needed during a speech. The overall goal is to make the content and delivery as clear, appropriate and convincing as possible for that particular audience.
Fgd presentation 7 dec 2011- sita
The document provides guidance on conducting effective focus group discussions (FGDs). It defines an FGD as a qualitative research method used to obtain in-depth information from a group on a particular issue. It outlines the key steps in planning, preparing for, conducting, and wrapping up an FGD. This includes developing discussion questions, selecting 8-15 participants, setting ground rules, taking notes, probing for more information, and thanking participants at the end. The document emphasizes skills like carefully wording questions and ensuring all participants have a chance to share their perspectives.
Focus group discussion
The document discusses focus groups as a method of qualitative research. It provides guidance on planning and conducting focus groups, including identifying objectives, developing questions, scheduling, setting ground rules, and collecting useful information. Advice is given on participant behaviors, such as expressing ideas clearly and listening to others. Potential benefits of focus groups are listed, like stimulating dialogue and identifying new ideas, but also limitations such as groups varying in talkativeness and difficulty generalizing findings. Finally, examples of using focus groups for planning programs and testing interventions are mentioned.
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The document discusses in-depth interviewing, a qualitative research technique involving intensive individual interviews with a small number of respondents. It provides definitions and discusses when in-depth interviews are appropriate, their advantages and limitations, different types of interviews, and the interview process. The process involves pre-interview planning, conducting the interview, and post-interview analysis. In-depth interviews provide detailed individual perspectives and insights but require trained interviewers and time to conduct.
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This document discusses the importance of being audience-centered when preparing and delivering a speech. It emphasizes that speakers should understand their audience's demographics, prior knowledge, attitudes, and interests in order to effectively communicate their message. Speakers are advised to relate their topic to what is meaningful to the audience and judge how their content and delivery will be perceived based on the audience's perspective. The document also outlines how to analyze an audience's demographics, the speaking situation, and how to adapt a speech based on audience feedback.
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An in-depth interview is a one-on-one qualitative data collection method where the interviewer asks open-ended questions to elicit detailed personal accounts, experiences and views from the respondent on a research topic. It can be unstructured, with no predetermined questions, or semi-structured with a list of themes and tentative probing questions. The interviewer controls the direction of discussion to some extent in a semi-structured format. A focus group is a group interview with 6-12 individuals who discuss and share their views on a topic, allowing respondents to build on each other's responses. Both methods provide similar qualitative data but a focus group allows access to more respondents at once.
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The document discusses different approaches and categories for analyzing audiences. It describes direct observation, inference, and data sampling as approaches to understand who the audience is, what they think, and how to best reach them. The categories of analysis include demographics, situational factors, psychological beliefs and knowledge, and contextual influences. Conducting a thorough audience analysis is important for selecting an appropriate topic and effectively communicating to meet the audience's needs.
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The Youth Attitude Tracking Study (YATS) conducted in-depth interviews to understand the significant drop in military enlistment propensity among certain demographic groups. 120 interviews were conducted between December 1995 and June 1996 with balanced representation across race, propensity levels, and other factors. Interviews were semi-structured, audio recorded, and analyzed using grounded theory to identify themes in career decision-making and factors influencing propensity. The analysis provided insights into improving military advertising and addressing deterrents to enlistment.
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Focus group discussion
The document discusses focus groups as a method of qualitative research. It provides guidance on planning and conducting focus groups, including identifying objectives, developing questions, scheduling, setting ground rules, and collecting useful information. Advice is given on participant behaviors, such as expressing ideas clearly and listening to others. Potential benefits of focus groups are listed, like stimulating dialogue and identifying new ideas, but also limitations such as groups varying in talkativeness and difficulty generalizing findings. Finally, examples of using focus groups for planning programs and testing interventions are mentioned.
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The document discusses in-depth interviewing, a qualitative research technique involving intensive individual interviews with a small number of respondents. It provides definitions and discusses when in-depth interviews are appropriate, their advantages and limitations, different types of interviews, and the interview process. The process involves pre-interview planning, conducting the interview, and post-interview analysis. In-depth interviews provide detailed individual perspectives and insights but require trained interviewers and time to conduct.
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This document discusses the importance of being audience-centered when preparing and delivering a speech. It emphasizes that speakers should understand their audience's demographics, prior knowledge, attitudes, and interests in order to effectively communicate their message. Speakers are advised to relate their topic to what is meaningful to the audience and judge how their content and delivery will be perceived based on the audience's perspective. The document also outlines how to analyze an audience's demographics, the speaking situation, and how to adapt a speech based on audience feedback.
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The document discusses different types of interviews and procedures for conducting interviews. It defines an interview as a meeting between two people to exchange information and ideas through questions and responses. There are several types of interviews, including structured interviews which have explicit research goals similar to a survey, and unstructured interviews which have an implicit research agenda and allow questions to emerge from the conversation. When conducting interviews, it is important to establish trust and make the interviewee feel comfortable, while also using an interview schedule or guide to cover relevant topics. The goals are to understand the interviewee's perspective and interpret their responses in the proper context.
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This document discusses conducting an audience analysis for a presentation. It defines audience analysis as gathering information about the audience to understand their needs, expectations, and beliefs. The document outlines different types of audience analysis, including demographic analysis of factors like age, gender, religion, and education level. It also discusses psychographic analysis of attitudes and situational analysis of seating and room environment. The importance of adapting a presentation based on audience analysis is emphasized.
Audience analysis
The document discusses different approaches and categories for analyzing audiences. It describes direct observation, inference, and data sampling as approaches to understand who the audience is, what they think, and how to best reach them. The categories of analysis include demographics, situational factors, psychological beliefs and knowledge, and contextual influences. Conducting a thorough audience analysis is important for selecting an appropriate topic and effectively communicating to meet the audience's needs.
Qualitative research methods
The document discusses qualitative research methods, specifically participant observation, in-depth interviews, and focus group discussions. It provides details on each method: participant observation involves observing a community setting and interacting informally to gain insider perspectives; in-depth interviews treat interviewees as experts and use open-ended questions in a one-on-one format to elicit nuanced responses; and focus groups gather a small group of participants together to discuss a topic in depth, guided by a moderator. The document outlines both benefits and challenges of each qualitative method.
Chapter 5 - Analyzing the Audience
This document discusses analyzing audiences for public speaking. It emphasizes understanding the audience's demographics, situation, attitudes, and getting information about them. Speakers should identify with the audience's values and avoid stereotyping. The presentation should be adapted based on assessments of how the audience will respond and feedback during the speech.
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This document provides guidance on analyzing the audience and situation for a presentation. It discusses factors to consider such as the size of the audience (ranging from small conversations to large shows), the time of day (with morning being best for information and afternoon/evening less receptive), the setting or venue, and the occasion which will dictate the content and formality. Understanding these elements is crucial for shaping an effective presentation matched to the specific audience and context.
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The Youth Attitude Tracking Study (YATS) conducted in-depth interviews to understand the significant drop in military enlistment propensity among certain demographic groups. 120 interviews were conducted between December 1995 and June 1996 with balanced representation across race, propensity levels, and other factors. Interviews were semi-structured, audio recorded, and analyzed using grounded theory to identify themes in career decision-making and factors influencing propensity. The analysis provided insights into improving military advertising and addressing deterrents to enlistment.
Focus group discussion
This document provides an overview of focus group discussions. It defines a focus group as gathering people from similar backgrounds to discuss a topic of interest to the researcher. It explains that focus groups involve 8 to 15 participants guided by a moderator who introduces discussion topics, and have an observer who takes notes. The document discusses how focus groups are conducted, the type of information they produce such as beliefs and attitudes, and their advantages like quickly obtaining a lot of low-cost information. It also notes limitations such as results not being generalizable and potential for groupthink. The document provides guidelines for effective focus group discussions.
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The document discusses interview methods for research. Interviews involve direct face-to-face interaction between the interviewer and interviewee. They allow for collection of in-depth data through open-ended questions and discussion. There are different types of interviews - structured interviews follow a rigid standardized format; semi-structured interviews have some flexibility in question order; single interviews involve one interviewer and interviewee; group interviews have multiple interviewees. Interviews have advantages like depth of information, insights from experts, and flexibility, but are also time consuming to analyze and can be affected by the interviewer.
Audience Analysis
The document discusses analyzing the intended audience of a technical document. It provides an example audience analysis for a technical description being written for employees of Corporation X, which includes details on the audience's age, gender, education, ethnicity, and technical experience. It emphasizes the importance of understanding the audience to ensure the document meets their needs and is more likely to be used.
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Stage 1: Receiving
Physiological Mental
Stage 1: Receiving/Hear and Attend
Automatic/Selective Attention
Stage 2: Understanding
Working Memory: Makes sense of the stimuli
Stage 3:
Remembering
Short-term: temporary
Long-term: schemas
Remembering
We remember 50% immediately after hearing it
We remember 35% after eight hours
We remember 25% after two months
Stages 4 and 5
Interpreting/Evaluating
https://www.youtube.com/watch?v=XpaOjMXyJGk
https://www.youtube.com/watch?v=XpaOjMXyJGk
Stage 6:
Responding
What are your two strongest areas of the listening
stages? Why?
Barriers to Listening
Physical
Mental
Multi-tasking
Noise
Barriers to Listening
Factual distractions
Semantic distractions
Noise
120-150 WPM
400-800 WPM
Barriers to Listening
Perception of others
Status
Stereotypes
Jumping to conclusions
Barriers to Listening
Yourself
Egocentrism
Defensiveness
Superiority
Personal bias
Psuedolistening
Four types of Listening
• Appreciative
• Empathic
• Comprehensive
• Critical
Become a
better
listener
BY
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better
https://creativecommons.org/licenses/by/4.0/
http://coutequecoute.blogspot.com/2012/08/odeur-ss2013-plain.html
https://creativecommons.org/licenses/by-nc-nd/3.0/
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better
Recognize differences in listening
WOMEN
• To understand
• Like complex
• Highly perceptive
• Attentive, eye contact
• Signals agreement
MEN
• To take action
• Like concise, unambiguous
• Don’t recognize
• Less, glances,
• Switch topics
Purpose
Preferences
List. Awareness
NV
Interrupt
Listen and think critically
• Analyzing the speaker, the situation, and the speaker’s ideas to make
critical judgments about the message being presented
• Situation: staff meeting after a huge layoff
• Source credibility: perception of competence
• Message
• Data: facts and evidence
• Claim: Overall point
• Warrant: Reasoning made for bridge b/w data and claim
Use nonverbal communication effectively
• Demonstrate bodily responsiveness (head nods, etc.)
• Lean forward
• Use direct body orientation and open po ...
1 us course_overview021010
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- 2. OVERVIEW • Sampling: whom to interview as a key informant • Technique: how to interview key informants
- 3. KII FG Village record HH survey Indiv survey Antrhopom etry Nutrition Diet diversity X Stunting x Program design X Ag production x Market access x x x X
- 4. SAMPLING • Who are Key Informants? – Specialized knowledge • About programs (government officials, program staff) • About context (local government, local leaders) • One person who can answer for many (efficiency) – Influential opinions – Gatekeepers • Consider how “courtesy calls” can become KII
- 5. SAMPLE BIAS • Key Informants often shape the research questions, so be aware of – Elite capture, “official” story line – Gender bias: are there knowledgeable women you are missing? • Be aware that KII gives you their perspective, not necessarily an abstract “truth” • What are they telling you (and what are they not telling you)?
- 6. KII INFO FOR GENDER & NUTRITION • Perceptions of gender roles • Perceptions of nutrition • What they are trying to do in their programs or communities
- 7. ETHICAL CONSIDERATIONS • Official IRB standards of anonymity are higher for standard surveys than for KII of officials • Release of KII data (and even some reports based on KII) can ruin careers of KII, put them in jeopardy • Journalism vs research
- 8. INTERVIEW PRINCIPLES • The informational interview is a conversation with a purpose. It needs to combine both social and professional elements. • At the start, take time for a greeting and offer an explanation of the purpose of your interview. • Express ignorance. Show respect. The purpose of the interview is for you to learn from the informant. TRY TO MOVE BEYOND STEROTYPES 8
- 9. CONDUCT OF INTERVIEWS • Have key questions/information needs in mind, but also be ready to follow up, probe deeper. • Watch body language, areas of discomfort. • Recording options: trade-offs between complete recording and comfort of respondent – Voice recording – Computer notes – Hand notes – Memory (written up shortly thereafter)
- 10. CONDUCTING INTERVIEWS ON GENDER • Context: Women and men interviewees may respond differently to women or men interviewers. Married women may respond differently when interviewed alone or with her husband; Married men may respond differently when interviewed along or with his wife/wives. Both may respond differently when alone or with others. • Content: Gendered access to information means different respondents may tell different stories – both may be correct. 10
- 11. ASKING QUESTIONS • Collect/check basic information. Open-ended questions: • Descriptive questions are broad and general and allow people to describe their experiences and their daily activities, e.g., “Tell me about a typical day.” • Structural questions explore responses to descriptive questions. They are used to understand how the respondent organizes knowledge. 11
- 12. DURING THE INTERVIEW • Avoid asking the informant questions that make him or her do the analytical work for you. • Instead of asking, “What do you mean that it is “too hard” to find workers at planting time?” you might ask, “What efforts did you take to find workers at planting time?” or “Give me an example of what you did to find workers.” • Avoid asking multi-part questions, but do follow up if answers are not clear. 12
- 13. ENDING THE INTERVIEW • At the end of the interview, briefly summarize the main points to check that you have understood the interviewee’s position. • Ask if the informant has questions for you. 13