Supervising and monitoring interviewers2

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Supervising interview teams for a study requires attention to team composition, dynamics, and regular feedback and support. Supervisors should monitor interviewers daily and weekly to ensure high response rates, disclosure rates, and quality of interviews while preventing burnout or interpersonal issues from affecting the study. Field diaries and short supervisor questionnaires also help oversee interviewers and evaluate their experiences conducting the study.

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One of the toughest things you have to do as a manager is to give employee feedback, especially the negative kind. In fact, so many managers avoid giving feedback altogether because it is such a stressful and emotionally fraught experience. When feedback is tied to someone’s livelihood, emotions are bound to run high. Giving negative feedback, implies that you’re wading into an extremely sensitive territory. You don’t want to demotivate an employee or make them think you are out to get them. You don’t want the feedback to backfire. Really, can criticism ever be constructive? Let’s admit it, no one likes to be told they are doing a less-than-perfect job. It’s not easy to hear about our shortcomings. Even the best of us have suffered the self-doubt, defensiveness and insecurity that often follows feedback. Yet, feedback is the backbone of management. Honest, thoughtful feedback is an important and valuable tool for building not only a good team, but a good business. Operating without feedback is like driving a car with no front/rear view or cooking without ever tasting your food. In fact, employees who don’t receive any feedback at all can feel neglected, unimportant and unnoticed. Here's how to give constructive feedback without the unwanted and unpleasant repercussions.

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The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country. We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show (i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction. A full description of the Incidental Learning Framework is provided by Brasher et al (2012). Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf

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