Training Of Interviewers: Jan Smit Consultant Statistics Division, Escap With Thanks To Wei Liu

Training of interviewers Jan Smit Consultant Statistics Division, ESCAP With thanks to Wei Liu

Training of interviewers

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Outline  Overview

of ESCAP/WHO project  Training of interviewers

Training of interviewers

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ESCAP/WHO project  ESCAP/WHO

Project on Improving Disability Data  2004-2006  Goal: improve national disability statistics by applying the ICF framework and using international measurement standards

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ESCAP/WHO project

(cont.)

 Target

group: statisticians and experts in disability from 20 countries  Expected outcome: capacity to produce better disability data that meet policy needs  Partners: Australian Bureau of Statistics, Washington Group

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Project countries 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Afghanistan Brunei Darussalam Cambodia China DPR Korea Islamic Republic of Iran Japan Hong Kong, China Laos Macao, China Republic of Korea Singapore Sri Lanka Thailand Vietnam

Taking part in pilot test 18. Fiji 19. Indonesia 20. India 21. Mongolia 22. Philippines

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Motivation for project  Biwako

Millennium Framework for Action (BMF) Principle 6 to “Strengthen national capacity in data collection and analysis concerning disability statistics”  However, many data issues within ESCAP region

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Regional disability data issues  Data

not available to inform policy  Disability prevalence is underestimated  Traditional view of disability prevails at every layer of societies, incl. government  No comparability of data; need for use of international standards and guidelines Training of interviewers

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Lack of data comparability Prevalence of persons with disabilities in Asian and Pacific Countries (%) 25% 20% 15% 10% 5% 0%

1985 Admin. Records

1981 Census

1982 Survey

2000 Census

1995 Census

2001 Survey

Singapore Pakistan BangladeshPhilippines Philippines Thailand

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1986 Survey

2001 Census

2002 Survey

2000 Survey

2005 Survey

1987 Survey

2002 Survey

2001 Survey

2003 Survey

Sri Lanka

India

Turkey

Hong Kong

Korea (Republic of)

China

Japan

New Zealand

Australia

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Project components  Phase

1:

 Training

in the use of ICF for disability collection, in standard methodologies and in design of collection tools  National action plans for improving disability information systems  Preparation of disability statistics training manual & material

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Project components  Phase

(cont.)

2:

 Field

testing of standard sets of disability questions through identical protocols  Evaluation of results for application to real data collections  Building a network of experts

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Main project activities 4

regional workshops for advocating and training on the ICF approach and its implementation  Pilot testing of disability questionnaires for use in census and surveys and results analysis and dissemination  The ESCAP/WHO Disability Statistics Training Manual Training of interviewers

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Interviewer training  Methods

and length  Interviewer selection  Interviewer training elements  Interviewing techniques

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Methods interviewer training  Role

play interviews  Interview with a real-life respondent  Review video-taped test interviews, if possible  Review of training material & and survey instruments  Length of training: 2-3 days

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Selection of interviewers  Interviewing

skills & experience more important than formal qualifications  Disability

questions should be clearly and simply worded  Therefore, no need for interviewers with medical background

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Interviewer training elements  Interviewer

instructions

 Data

collection objectives, incl. data use  Explanation of each question, incl. definitions & response categories  Interviewer

training course

 Ideally

face-to-face  If to costly, home study of interviewer manual + exercises  Address Training of interviewers

stereotypes & myths 15 17/10/08

Stereotypes & myths  People

with disabilities are often viewed as:  Incapable

of participating in normal

social life  Lacking skills or talents  Needing charity  Putting a strain on social resources

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Training therefore should…  Review

whether interviewers (perhaps unconsciously) share these views  Be dealt with if they exist  To

eliminate interviewer bias

 Best

discussed in the open during training sessions

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Interviewing techniques  Interviewing

for disability surveys (or asking disability census question) much the same as with other surveys  Interviewer:  Introduces

him/herself to respondents  Is prepared to answer questions from respondents  Follows a few simple rules for interviewing Training of interviewers

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Introduction/gain rapport  Interviewer

introduces him/herself by

name  Explains topic of survey (or census)  Explains for what reason survey is being conducted  Says how long (how many minutes) interview is going to last

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Questions respondents may ask  As

with any survey:

 Where

did you get my name?  Why did you choose me for this interview?  What kind of questions are you going to ask?  How long is interview going to last? (If not already mentioned)  What are you going to do with the data? Training of interviewers

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Questions respondents may ask  Disability

survey specific:

 I’m

old, not disabled; why do you include me in your survey?  Why does the government spend money on a survey instead of on providing better services?  What services (for people with my disability) are offered?

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Simple rules for interviewing  Ask

questions exactly as worded on questionnaire  Even

slight word changes can change the response obtained

 Ask

questions in the order they appear on the questionnaire  Ask every question in questionnaire  Even

if already answered while answering another question

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Simple rules…

(cont.)

 Wait

for respondent to finish talking before starting to write  Respondent

might get upset otherwise  Interviewer may make mistakes  Don’t

interrupt respondent, even if he hesitates or is quiet for a while  Don’t anticipate or assume answers

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Simple rules… (cont.)  If

answer appears dubious and interviewer thinks the respondent doesn’t fully understand the question, repeat the question as written  Questions should be asked in a neutral tone; don’t say:  “You

might not want to answer this question, but…”  “This question probably won’t make much sense to you…” Training of interviewers

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Simple rules… (cont.)  Stay

professional and upbeat throughout the interview  Even

if respondent is difficult or uncooperative  Don’t get upset, stay courteous  Thank

respondent at the end of each interview for his time and cooperation

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Disability specific interviewing  Some

households might want to hide names or existence of children (or others) with disabilities  All

household members should be listed, of course

 Some

people with disabilities might tire easily 1

or more repeat visits might be necessary

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Tips and tricks  Treat

people with disabilities like anyone else  Disability

doesn’t change everything about a person!  Don’t hesitate to use:  Look

and see with people who are blind or visually impaired  Listen and hear with people who are deaf or hard of hearing  Walk or run with people with mobility impairments Training of interviewers

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Tips and tricks

(cont.)

 Be

respectful of people with disabilities  Avoid

stereotyping  Don’t patronize; don’t tell people with disabilities that you admire them  Don’t imply people with disabilities are child-like or of limited intelligence  Speak to respondent, not to sign language interpreter (if present) Training of interviewers

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Tips and tricks

(cont.)

 Be

aware of, and accommodate, communication difficulties  Persons

who are deaf may be able to lip read and converse orally  Persons with a speech impairment may be unclear at first; ask to repeat themselves (they are probably used to it)

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Tips and tricks

(cont.)

 Accommodate

the deaf and hearingimpaired respondent  Some

visual sign may be needed to draw attention of respondent  Only speak more loudly or slowly when requested by respondent (he/she may be able to lip-read)  Body language and facial expressions are important

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Tips and tricks

(cont.)

 Accommodate

the blind and visuallyimpaired respondent  Address

respondent by name to make clear he/she is being addressed  If Braille material is used, be aware that not all blind respondents can read Braille

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Tips and tricks

(cont.)

 Accommodate

respondents with intellectual impairments  Respondents

may need more time to understand questions; don’t rush and repeat if necessary  Don’t treat respondents like children  Be aware that some respondents may be anxious to please (by giving ‘right’ answers)

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Interviewing in institutions  Presents

additional problems that needed to be planned for in advance  Schedule

appointments (with institution’s staff members) in advance  Be prepared for the unpredictable

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