Best Practices in Interviewing Discussion

Interview Guide Instructions 1. Prepare! a. Choose a recording device to capture your voice and your interviewee’s voice. Smartphones have a variety of apps for recording and downloading calls. Several are free. Some charge an additional fee for downloading the file. Some also have a transcribing service, but there is an extra charge. You can also use a simple handheld recording device. Conduct the interview using the speakerphone so both voices will be distinctly heard. b. Decide how you want to create the transcription. As indicated above, you can use a transcription service; they will charge anywhere between $1 and $3 a minute. Alternatively, you can transcribe the interview yourself by typing the text into MS Word. This is free, but time consuming—about 1–2 hours, as you need to record the contents of the interview verbatim. Be sure to identify when the interviewee is speaking, and highlight the questions you ask. c. Create an Interview Guide Form. An example is provided in the course, or you can create your own. If you use this one or another, be sure to leave space for your notes. d. Prepare a brief introduction. There is an example in the Interview Guide Example. e. Practice your interview with a friend to get comfortable with the questions and the recording device. f. Set up your appointment. 2. Conduct your interview. a. Test to make sure your recording equipment is working. b. Have your interview guide with you and a pen to take notes. Immediately after: i. Make detailed notes of your experience. Include how you were feeling during the interview, and your unspoken reactions to the interviewee’s comments. ii. Check to make sure the recording worked c. As soon as possible, transcribe the interview. Questions: 1. Can you tell me what program are you in at Walden? a. And what year did you start? © 2016 Laureate Education, Inc. Page 1 of 2 2. How was working for social change important to you before you came to Walden? a. Can you give me an example of what you did? 3. How was the social change mission important to you in making your choice to come to Walden? a. Please describe how it was important/not important to you. 4. From your perspective, what is social change? a. Can you give me some examples of what you mean by that? © 2016 Laureate Education, Inc. Page 2 of 2 Interview Guide Example Date: Time: Interviewee Code #: Location of Interview: Parts of the Interview Introduction Question 1: © 2016 Laureate Education, Inc.  Interview Questions Hi, this is _____. Thank you very much for helping me practice my interview skills. As you know, the purpose of this interview is to talk about what social change means to you as a Walden student. This should last about 10 minutes. After the interview, I will be examining your answers to practice data analysis, and some of your answers will be shared with my Instructor and classmates. However, I will not identify you in my documents, and no one will be able to identify you with your answers. You can choose to stop this interview at any time. Also, I need to let you know that this interview will be recorded for transcription purposes.  Do you have any questions?  Are you ready to begin? 1. Can you tell me what program you are in at Walden? a. And what year did you start? Page 1 of 3 Parts of the Interview Question 2: Interview Questions 2. Was working for social change important to you before you came to Walden? Best Practices in Interviewing Discussion

a. Can you give me an example of what you did? Question 3: 3. Was the social change mission important to you in making your choice to come to Walden? a. Please describe how it was important/not important to you. Question 4: 4. From your perspective, what is social change? a. Can you give me some examples of what you mean by that? Close © 2016 Laureate Education, Inc. 1. Thank you for your answers. Do you have anything else you’d like to share? Page 2 of 3 Parts of the Interview Interview Questions 2. Do you have any questions for me? 3. Thank you for your time. Goodbye. © 2016 Laureate Education, Inc. Page 3 of 3 Interviewing  Techniques  Part  One   Interviewing  Techniques  Part  One   Program  Transcript     NARRATOR:    This  program  contains  excerpts  from  two  interviews.    Observe  the   differences  between  the  two  interview  demonstrations.    In  addition,  note  the   information  about  interview  techniques  Dr.  Linda  Crawford  provides  throughout   the  program.       DR.  LINDA  CRAWFORD:    This  interview  provides  excerpts  from  two  30-­minute   interviews.    As you  view  the  videos,  you  have  two  jobs  –  one  as  a  researcher  and   one  as  a  student.    In  your  researcher  job,  you’ll  be  collecting  data  on  both   interviews,  practicing  observation  skills,  and  later,  you’ll  be  analyzing  the  data.     As you  collect  the  data,  take  care  to  be  accurate  in  your  observation  of  behavior   and language. Then  differentiate  between  observation  and  interpretation.    For   example,  if  you  had  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. In  your  student  job,  learn  from  the  modeling  some  aspects  of  how   to  conduct  an  interview  with  skill.    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.    Weaker,  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  question  and  probe,  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  the  interviewee.   Best Practices in Interviewing Discussion

How  are  questions  asked,  what  responses  do   they  generate,  how  does  body  language  play  into  the  interview,  what  is  the  effect   of the interviewer’s  action  on  the  interviewee.    With  study  and  observation  and   practice,  you  will  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.       LAURA:    Hi.     © 2016  Laureate  Education,  Inc.   1   Interviewing  Techniques  Part  One       DR.  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  5  questions.    You  ready  to  go  on  them?       LAURA:    But,  how  long  is  this  going  to  take?       DR.  LINDA  CRAWFORD:    Oh,  that  was  in  the  stuff  I  sent  you.    30  minutes  is   what  I’m thinking,  okay.    That  be  a  work  -­       LAURA:    Yeah,  yeah,  I  think  that  will  be  okay.    But  what  –  you’re  taking  notes  or   something?     DR.  LINDA  CRAWFORD:    Yeah.    Oh,  right.    I’m going  to  be  taking  some  notes,   so  please  don’t  let  that  distract  you.    It  –  I  won’t  print  your  name  with  it,  so  it’ll   keep  your  –  your  stuff  will  all  be  anonymous.    And  to  remind  you,  I’m also  going   to  tape  it.    Okay  –  that  was  okay  with  you  still?       LAURA:    Yeah,  I  guess,  yeah,  okay.       DR.  LINDA  CRAWFORD:    Okay,  all  right.    Are  you  ready  to  go  now?    (Yes)    And   remind  you  of  the  topic,  we’re  talking  about  workplace  morale.    (Okay)    Okay.     Now,  let  me  see  –  do  I  have  the  tape  in  here,  yeah,  okay.    Oh,  how  does  this   thing  work?    You  know,  every  one  is  different.    Oh,  I  think  it’s –  it’s running,  so  I   think  we’re  okay.    All  right,  thanks  a  lot.    What  is  workplace  morale?         LAURA:    Well,  I  guess  –  I  guess  would  say  workplace  morale  means  it’s a  fun   place  to  work  that  you  know  it’s a  place  I  don’t  mind  going,  I  like  going.    Nice   people.     DR.  LINDA  CRAWFORD:    Nice  people,  okay.    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  you   know  my  principal,  Rick  Baxter,  totally  squashed  the  (ew)  idea.    I,  you  know  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.     © 2016  Laureate  Education,  Inc.   2   Interviewing  Techniques  Part  One   He  told  me  to  focus  on  the  important  things.   Best Practices in Interviewing Discussion

And  I  just  –  I  left  that  meeting   feeling  just  –  just  terrible,  all  the  work  I  put  in.    And,  that’s just  –  that’s just  one   example.    I  mean  and  the  other  teachers,  we  talk  about  it,  too.    It’s any  new   ideas,  whether  it’s in  the  classroom,  outside  of  the  classroom.    I  mean,  we  want   to  really  help  these  kids  and  we  want  to  really  get  them  excited,  you  know  get   them  to  be  learning  by  getting  excited  about  things.  And  Rick  just  doesn’t  help  us   you  know  in  that  way.    He’ll  say  things  like  no  way,  forget  about  it,  stick  -­  you   know  it’s something  that  makes  you  –  I  know  for  me  at  least,  it  makes  me  kinda   feel  put  down,  you  know  acting  like  I’m doing  the  things  I’m supposed  to  be  doing   because  I’m focusing  on  other  things.    So,  I  don’t  feel  respected  and  _____  just   have  demeaning  comments  and  (My  goodness) that  really  hurts  my morale.  And   with  this  last  program,  that  was  like  the  icing  on  the  cake.    I  just  I  felt  like  you   know  what,  I  just  gave  up  on  it.    And  you  know  so  now  so  I’m not  feeling  good   about  my  morale  here,  I  have  to  say.       DR.  LINDA  CRAWFORD:    I  can  understand  –  I’ve  had  a  similar  (Really?)  yeah,  a   similar  experience  where  I  had  a  program  I  wanted  to  do  and  it  got  totally   squashed  the  principal.    So,  I  understand  exactly  how  you  feel.    But  really  I’m sorry  that  happened  to  you,  that’s  really  unfortunate.    00:07:25    Do  you  think  that   workplace  morale  in  education  is  similar  to  workplace  morale  in  other   professions?       LAURA:    Well,  yeah,  definitely.       DR.  LINDA  CRAWFORD:    Do  you  think  your  school  has  good  workplace  morale?     LAURA:    Not  really.       DR.  LINDA  CRAWFORD:    Well,  why?       LAURA:    Well,  it’s because  of  the  way  Rick  treats  us.    You  know,  if  we  can’t  have   new  ideas,  if  we’re  not  respected,  then  you  know  how  are  we  supposed  to  feel   good about what we’re  doing.    And  the  just  it’s just  I  feel  criticized.    You  know  I   just  –  it’s definitely  I’d  say  Rick.    If  I  had  to  put  it  on  anything,  I’d  have  to  say  it   was  Rick  that  just  would  make  me  say  why  I  don’t  have  very  good  morale.       DR.  LINDA  CRAWFORD:    I  can’t  believe  –  that’s really  too  bad  for  the  leader  of   the  school  to  be  behaving  like  that  towards  you.         LAURA:    Yeah.    Oh,  I  better  check  the  time.  I  really,  oh,  I  really  have  to  go.    (You   do?)  Yeah,  so-­       DR.  LINDA  CRAWFORD:    I  have  one  more  question,  I’ll  ask  it  really  fast.       LAURA:    Well,  okay,  I  guess  if  it’s really,  really  quick.       © 2016  Laureate  Education,  Inc.   3   Interviewing  Techniques  Part  One   DR.  LINDA  CRAWFORD:    It’s really  fast.    What  are  some  ways  your  school  could   improve  workplace  morale?       LAURA:    You  know,  it’s not  really  that  bad. Best Practices in Interviewing Discussion

 I  have  to  go,  I  really  have  to  go.       DR.  LINDA  CRAWFORD:    Okay,  thanks  a  lot.    Bye,  bye.    Watch  the  cord,   please.    Thank  you,  don’t  trip.    You’ll  mess  up  my  study  if  you  do.    Okay,  thanks,   bye-­bye,  Laura.         LAURA:    Bye.       DR.  LINDA  CRAWFORD:    We  have  now  observed  and  collected  data  from  one   interview.    It  may  be  helpful  to  take  a  break  to  separate  the  two  observations.    As a  researcher,  it’s a  good  practice  to  take  breaks  between  observations.    Many  of   us  have  had  the  experience  of  teaching  several  classes  in  a  row  of  the  same   preparation.    By the  last  class,  it’s a  mental  jumble  –  we  can’t  remember  what  we   taught  or  to  whom,  and  we  find  ourselves  saying  things  like  –  did  I  tell  you  people   this.  That  mental  jumble  can  also  happen  in  research  when  the  observations   follow  very  closely  upon  each  other.    But  when  people  give  us  time  to  assist  in   research,  it  is  important  that  they  have  our  full  attention,  that  we  are  fully  present   to  them  and  focused  on  them.    So,  take  a  break.    When  you  come  back,  recall   that  you  have  two  jobs.    One  as  a  researcher  to  collect  accurate  observational   data.    Two,  as  a  student,  to  learn  skills  for  conducting  interviews.    Let’s see  how   the  next  interview  compares  with  the  first.       LAURA:    Hi.       DR.  LINDA  CRAWFORD:    Oh,  hi,  Laura,  glad  to  meet  you.    (Pleased  to  meet   you,  too,  hi.)  Please  have  a  seat.    Thank  you  for  taking  the  time  for  this  interview.     Your  participation  in  this  educational  project  on  workplace  morale  for  teachers  is   really  important  as  a  study.    It’ll  help  us  understand  more  about  how  to  support   teachers  and  ultimately  help  the  student  achievement  and  student  outcomes.   We’ll  be  interviewing  yourself  and  about  10  other  teachers,  so  we’ll  have  all  this   information  that  will  contribute  to  the  project.    Now,  I  know  you’ve  read  about  the   project  and  how  we’re  conducting  it,  but  I’d  just  like  to  review  a  few  items  with   you.    (Okay)    First  of  all,  as  you  know,  your  participation  is  totally  voluntary.    So,  if   I  ask  you  a  question  that  you  don’t  want  to  answer  or  if  you  need  to  stop  the   interview  at  any  time,  just  let  me  know.  Also,  as  you  know,  I’ll  be  audio  taping  the   interview  and  also  be  taking  some  notes.    When  I  finish,  when  we  finish  the   interview,  I’ll  be  giving  you  a  transcript  of  the  audio  tape  and  sharing  my  notes   with  you  so  you  can  look  at  them,  review  them,  make  any  corrections  that  you   see  need  to  be  made  to  make  sure  that  we  capture  what  it  is  you  wanted  to  say.   This  study  may  be  published  and  in  publication,  we  won’t  use  any  of  your  names   –  yourself  or  any  of  the  other  teachers,  even  if  we  use  direct  quotes,  we’ll  use   pseudonyms.    And  it  also  might  be  presented  in  conferences  and  professional   meetings.    Okay  –  do  you  have  any  questions?    (No)    As you  know,  we’ve  set   © 2016  Laureate  Education,  Inc.   4   Interviewing  Techniques  Part  One   aside  about  30  minutes  for  the  interview  and  that  seems  to  be  okay  for  you?           DR.  LINDA  CRAWFORD:    Okay.    We  won’t  go  beyond  that  time  unless  you  wish   to  do  so.    (Okay)    Audio  taping  is  still  fine?         LAURA:    Yes,  that’s fine.       DR.  LINDA  CRAWFORD:    Okay.    Ready  to  go?    (Yes)    Let’s start  then.    Laura,   what does workplace  morale  mean  to  you? … Best Practices in Interviewing Discussion