Business Research Methodology: Interview-Structured Research Instrument

UNIVERSITY OF MALAYSIA PERLIS

-BFT 501“BUSINESS RESEARCH METHODOLOGY”

INDIVIDUAL ASSIGNMENT Research Instruments: Interview - Structured

Prepared By : Muzaphar Noman Abdulrahman Lecturer : Assoc. Prof. Dr. Idris Mohd Noor

Interview-Structured

CONTENTS
Title Page

Research Instrument ...................................................................................2

Interview - Structured .................................................................................3 Steps / Procedures of Interview – Structured .............................................4

Interview- structured characteristics ...........................................................5

Sample (1) of interview-structured .............................................................7

Sample (2) of interview-structured .............................................................7

Conclusion & Comments ............................................................................8

Appendix A ..............................................................................................10

Appendix B ..............................................................................................11

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Interview-Structured

Research Instrument
In general, research instruments are tools or devices used to measure the concept of interest in a research project. Therefore, research instrument is important component in research project because it used widely in gathering a research data or information and without it data or information would be impossible to put in hand. An instrument data or a research instruments such as a survey, observation, questionnaire, test, scale, interview schedules, are designed to measure the variable(s), characteristic(s), or information of interest, often a behavioral or psychological characteristic. Research instruments can be helpful tools to any research study (Boswell, C.,Cannon, S., 2007).

One of research instrument types is interviews; interviews are an attractive way for the project researcher. At first step, they do not involve much technical equipment in order to collect the information perhaps a notepad and a portable tape recorder and the basic technique draws on a skill that researchers already have the ability to conduct a conversation (Denscombe, M. , 2003). .No complex equipment and no need to spend time learning new skills: this is a particularly attractive recipe.

The reality, though, is not quite so simple. Although there are a lot of superficial similarities between a conversation and an interview, interviews are actually something more than just a conversation. Interviews involve a set of assumptions and understandings about the situation which are not normally associated with a casual conversation (Denscombe, M. , 2003).

The use of interviews normally means that the researcher has reached the decision that, for the purposes of the particular project in mind, the research would be better served by getting material which provides more of an In-depth insight into the topic, drawing on information provided by fewer Informants. However, Interview data can be used in a variety of ways and for a variety of specialist purposes, depending on the background of the researcher and the con text in which the interview occurs. For project 2

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researchers, by far the most common use will be as a source of information. Besides, the interview instrument has variety of types with different way of procedures and steps, these interview types such structured interviews, semi-structured interviews, unstructured interviews, one-to-one interviews, group interviews and focus groups (May, T. , 2002).

Interview - Structured
Structured interviews involve tight control over the format of the questions and answers. In depth, the structured interview is like a questionnaire which is administered face to face with a respondent. The researcher has a predetermined list of questions, to which the respondent is invited to offer limited option responses. The tight controls over the wording of the questions, the order in which the questions occur and the range of answers that are on offer have the advantage of 'standardization '. Each respondent Is faced with Identical questions. And the range of pre-coded answers on offer to respondents ensures that data analysis is relatively easy. The structured interview, in this respect, lends itself to the collection of quantitative data (O’Leary, A., 2004)..

Structured interviews are often associated with social surveys where researchers are trying to collect large volumes of data from a wide range of respondents. Here, we are witnessing the replacement of interviewers armed with clipboards and paper questionnaires with interviewers using laptop computers to Input information direct into a suitable software program. Such computer-assisted personal interviewing (CAPI) has the advantage of using software with built-in checks to eliminate errors in the collection of data, and it allows quick analysis of the data. However, its relatively large initial costs, caused by the purchase of the laptop computers, the development of suitable software and the training Involved, means that CAPI is better suited to large-budget, large number surveys than to small-scale research (Maddux, Robert B., 1994).

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Interview-Structured

Steps / Procedures of Interview – Structured
Before the interview:
This step addresses important activities such as inviting applicants, arranging for assessment accommodation, if required, and preparing the interview. Therefore Before the interview take place the researcher has to make sure such of the following points are achieved:         Choosing a setting with the least distraction. Explaining the purpose of the interview. Addressing terms of confidentiality. Explaining the format of the interview. Indicating how long the interview usually takes. Providing contact information of the interviewer. Allowing interviewee to clarify any doubts about the interview. Preparing a method for recording data, e.g., take notes, recorder

During the interview:
This step provides step-by-step guidance on how to conduct an interview, such as initiating and closing the interview, asking effective interview questions, and note-taking techniques. Therefore, during the interview, Researcher should:         Explaining the format of the interview. Occasionally verify the method of recording is working. Ask one question at a time. Attempt to remain as neutral as possible. Encourage responses. Be careful about the appearance when note taking. Provide transition between major topics. Not lose control of the interview flow.

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Interview-Structured

After the interview:
This step offers guidance on how to assess interviewee responses and avoid common assessment errors, how to integrate interview results with other information to support the selection and informal discussion processes and how to provide feedback to applicants       

Assess the interviewee responses. How responses are relevant to the research topic. Write down any observations made during the interview Make any notes on your written notes. Evaluate and refine interview answer Verify if the tape recorder worked throughout the interview.

Interview- structured characteristics
Strength / Uses

1. Enables the researcher to examine the level of understanding a respondent has about a particular topic usually in slightly more depth than with a postal questionnaire. 2. Provides a reliable source of quantitative data. 3. The researcher is able to contact large numbers of people quickly, easily and efficiently. 4. All respondents are asked the same questions in the same way. In other words, this type of research method is easy to standardize. 5. It is relatively quick and easy to create, code and interpret (especially if closed questions are used). 6. The researcher does not have to worry about response rates, biased (self-selected) samples, incomplete questionnaires and the like. 5

Interview-Structured

Weakness/ Limitation
1. Can be time consuming if sample group is very large (this is because the researcher or their representative needs to be present during the delivery of the structured interview). 2. The quality and usefulness of the information is highly dependent upon the quality of the questions asked. The interviewer cannot add or subtract questions. 3. A substantial amount of pre-planning is required. 4. There is limited scope for the respondent to answer questions in any detail or depth. 5. There is the possibility that the presence of the researcher may influence the way a respondent answers various questions, thereby biasing the responses. 6. The format of questionnaire design makes it difficult for the researcher to examine complex issues and opinions. Even where open-ended questions are used, the depth of answers the respondent can provide tend to be more-limited than with almost any other method.

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Interview-Structured

Sample (1) of interview-structured

(See Appendix A)

Sample source: [Sample Reproduced from: http://www.va.gov/pbi/supervisor/intro_sup.htm ]

Sample (2) of interview-structured

(See Appendix B)

Sample source: [Sample Reproduced from HSRI: http://www.hsri.org/cgi/hsri.cgi ]

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Interview-Structured

Conclusion & Comments
Generally, Research shows that structured interviews are twice as effective as unstructured interviews in predicting job performance as can be seen from the structured question in the attached sample (1). However, by just looking into the two types of samples attached, we can see that sample (1) question structure is more direct and specific about job requirement and candidate’s competencies, while in the structured questions in sample (2) the question are based on the Community Support Skills Standards where the interviewees or the respondents has to choose a set of the list question which suit their needs and the people going to interviewed.

On the other hand, structured interviews require adherence to a very particular set of rules. Each question that is outlined should be read word for word by the researcher without any deviation from the protocol. In some cases, the interviewer is also required to show consistency in behavior across all interviews. This includes bodily posture, facial expressions, and emotional affect. Reactions to participant responses should be kept to a minimum or avoided entirely. In fact, structured interviews are the type used most often by quantitative researchers. The style is most useful when looking for very specific information. The benefits are that it keeps the data concise and reduces researcher bias.

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References

Boswell, C.,Cannon, S.(2007).Introduction to Nursing Research: Incorporating Evidence Based Practice (2nd Ed.). Landon: Jones & Bartlett Learning.

Denscombe, M. (2003).Good Research Guide: For Small-Scale Research Projects (2nd Ed.). New York: McGraw-Hill Professional Publishing. May, T. (2002). Qualitative Research in Action (3rd Ed.). London, GBR: SAGE Publications Inc. (US).

O’Leary, A. (2004). The Essential Guide to Doing Research. London: SAGE Publications Inc. (US).

Maddux, Robert B. (1994) Quality Interviewing: A Step-by-Step Action Plan for Success. Menlo Park, California: Crisp Publications

McDaniel, M. A., Whetzel, D. L., Schmidt, F. L., & Maurer, S. D. (1994). The validity of employment interviews: A Comprehensive Review and Meta-Analysis. Journal of Applied Psychology, 79, 599-616.

Website Sources: Department of Veterans Affairs: Performance Based Interviewing. Retrieved on March 30, 2013 from http://www.va.gov/pbi/supervisor.htm

Community Support Skills Standards. Retrieved on March 30, 2013 from HSRI: http://www.hsri.org/cgi/hsri.cgi

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Appendix A

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Appendix A—Common Structured Interview Questions

Typically a wide variety of questions can be used to gain information about a candidate’s competencies. Use these questions as guides to help you develop questions that target specific job requirements. 1. Describe a time when you were faced with problems or stresses at work that tested your coping skills. What did you do? 2. Give an example of a time when you could not participate in a discussion or could not finish a task because you did not have enough information. What did you do? 3. Give an example of a time when you had to be relatively quick in coming to a decision. How did you go about making the decision? 4. Tell me about a time when you had to use your spoken communication skills in order to get a point across that was important to you. How did you make your point? What technique or skill worked for you? 5. Can you tell me about a job experience in which you had to speak up and tell other people what you thought or felt? What was the result of your action? 6. Give me an example of a time when you felt you were able to build motivation in your co-workers or subordinates. How did you motivate them? What were the results? 7. Tell me about a specific occasion when you conformed to a policy even though you did not agree with it. What was the result? How did you feel? 8. Describe the worst customer or co-worker you have ever had and tell me how you dealt with him or her. 9. Give me an example of a time when you used your fact-finding skills to gain information needed to solve a problem and then tell me how you analyzed the information and came to a decision. What was the result or what happened? 10. Give me an example of an important goal you had set and tell me about your progress in reaching that goal. How did you go about setting the goal? 11. Describe the most significant written document, report, or presentation that you’ve completed. What was the process you used to write this document? What was the impact or result of your efforts? 12. Give me an example of a time when you had to go above and beyond the call of duty in order to get a job done. What caused the situation that required this extraordinary effort? How did you feel about all this extra effort?

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Appendix A—Common Structured Interview Questions

13. Give me an example of a time when you were able to communicate successfully with another person, even when that individual may not have personally liked you. What was the result of your communication? 14. Describe a situation in which you were able to read another person effectively and guide your actions by your understanding of his/her individual needs or values. What happened? 15. What did you do in your last job in order to be effective with your organization and planning? Be specific. How did you deal with competing priorities? 16. Describe the most creative work-related project you have completed. 17. Tell me about a time when you made a suggestion to improve the quality and efficiency of the work done in your unit. 18. Give me an example of a time when you had to analyze another person or situation carefully in order to be effective in guiding your action or decision. How did you decide what action or decision to take? 19. What did you do in your last job to contribute toward a teamwork environment? Be specific. What were the results of this teamwork? 20. Give me an example of a problem you faced on the job and tell me how you solved it. 21. Describe a situation in which you were able to positively influence the actions of others in a desired direction. How did this affect others in that environment? 22. Tell me about a situation in the past year in which you had to deal with a very upset customer or coworker. How did you handle the situation? What was the result? 23. Describe a situation in which others within your organization depended on you. What would they tell me about this situation? 24. Describe your most recent group effort. What was your role? How would you change the group to be more effective?

Adapted from: http://www.va.gov/pbi/supervisor/intro_sup.htm



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Appendix B

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Sample Structured Interview Questions
Based upon CSSS competency areas. Instructions: This document contains example structured interview questions for agencies supporting persons with disabilities. The questions are based on the Community Support Skills Standards (available from HSRI http://www.hsri.org/cgi/hsri.cgi). We recommend that you choose questions that suit the needs of your agency and the people to be interviewed. We suggest your agency ask the same set of questions of all applicants for a particular position. A. Competency area 1: PARTICIPANT EMPOWERMENT 1. Describe a situation when you assisted an individual recognize that he or she had several choices in how to handle a difficult problem. What was the situation, what did you do, and what was the final outcome? 2. A participant at the group home in which you work has recently told you she thinks she might be a lesbian, and would like to meet other women in the gay community. What steps would you take to empower her? 3. Describe a situation where you 've encouraged someone to advocate for themselves? 4. You and a person with disabilities you support are at a local restaurant. When the waitress comes to take your order, she looks and speaks only to you. The person you are with can give his/her own order. What would you do? B. Competency area 2: COMMUNICATION 1. Describe ways in which you have communicated with a person who does not communicate verbally? 2. Your new coworker Mohamed, is Muslim. During the month of Ramadan he is fasting during the day, and has asked you to change duties with him so he will not have to cook for the people who live in the group home. You cook a great deal already, and don 't want to take on the extra duties for him. How do you respond to him? 3. Your coworker has a habit of interrupting you at staff meetings. In the past you 've waited for her to finish and bring up your point again, only to have her interrupt once more. As a result, you often leave staff meetings feeling frustrated because your issues were not addressed. How do you address this issue? 4. Describe a situation in which your attempts to communicate with someone were ineffective. What was the situation, what did you do and what happened as a result? 5. Describe the worst misunderstanding you were involved in at your last job. What was the situation, what did you do and what happened as a result? C. Competency area 3: ASSESSMENT 1. Sally 's mother expresses concern to you that Sally may be hard of hearing, and tends to ignore her when she is talking. You have noticed this, but have also found that when Sally is around friends or watching television her hearing appears to be fine. You suspect Sally is choosing to not listen to her mother. Sally 's mother recently told you she wants her daughters hearing tested and asks you your thoughts. How might you share your assessment of the situation with her mother? 2. Tell us about a time when someone was injured and you had to make an immediate judgment on what needed to be done to help the person. Describe the injury and your steps in making the assessment. 3. Describe a situation in the past where you 've participated in a team assessment process. What was your role? 4. Tell me about the last time you solved a problem where you had to do a lot of hard thinking and analysis; what difficulties did you encounter, how did you overcome them, what was the result?

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D. Competency area 4: COMMUNITY & SERVICE NETWORKING 1. A person you support tells you when he was a child his family went regularly to a Catholic church and he would like to become active in the faith again. How do you support him in this goal? 2. Midori, a Japanese-American is quiet and doesn’t leave the house. She is not involved in any activities and has no personal relationships. Midori claims she has no areas of interest but seems unhappy with her life. How might you assist Midori in recognizing and developing areas of interest? 3. Please describe some community resources you have had contact with in your own neighborhood. How might those resources be used by a person with a disability? 4. Think about the last time you moved to a new community. What strategies did you use to find places to engage in your favorite leisure activities? How did you go about meeting people with interests similar to yours? John recently moved from a large institution to a supported living setting. How might you assist John to learn about and become part of his new community? 5. Describe the most embarrassing situation you have experienced when you were with a person with a disability. What was the situation, what did you do, what happened as a result? What, if anything, would you do anything differently if you experienced a similar circumstance in the future? E. Competency area 5: FACILITATION OF SERVICES 1. Tell me about a time when you had to practice professional confidentiality. What was the situation? What did you do? What was the outcome? 2. When working with persons with developmental disabilities, what do you think is key in establishing a solid working relationship? 3. A few weeks after developing her support plan, Rachel changes her mind about wanting to get a job. How might you respond? 4. Describe a situation in which you helped a person set a goal and then supported the person to achieve that goal. What was the goal and how did you help? 5. Describe a situation in which you or someone you know needed a medical, psychological or other support service but was having trouble getting it. What was the situation, what did you do, what was the result? F. Competency area 6: COMMUNITY LIVING SKILLS & SUPPORTS 1. Describe the best meal you have ever prepared for a group of people. 2. Describe the household chore or duty you like least. What strategies do you use to ensure that the chore or duty is completed? 3. Describe the household chore or duty you like most. What strategies do you use to ensure that the chore or duty is completed? 4. What actions would you take if you recognized a person showing signs of having an allergic reaction (e.g., hives)? 5. Kamol, a resident in the group home were you work was raised in a Thai community. Lately, he has expressed how much he misses his mother 's cooking and talks about Thai dishes he loved as a child. How might you respond to this situation? 6. Describe a time when you were required to provide medical assistance or treatment to another person. What was the situation, what did you do, what happened as a result? G. Competency Area 7: EDUCATION, TRAINING, & SELF-DEVELOPMENT 1. How have you kept up on relevant resources and information about a topic of interest to you? 2. What else besides your education and job experience qualifies you for this job?

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3. Describe the last thing you did for self-improvement? 4. Tell me about the best class you have ever taken. What was the class? Why was it good? 5. What is the next thing you want to learn how to do, or how to do better? What is your plan for accomplishing this? H. Competency Area 8: ADVOCACY 1. What advocacy organizations/services are available in this community that might assist persons with disabilities? 2. Tell me about a situation where you have advocated on behalf of another person or a time when someone else has advocated on your behalf. What made that advocacy successful or unsuccessful? 3. Describe a time when you witnessed a person with disabilities being teased by a coworker or other person. What did you do? What could you have done to assist that person? I. Competency Area 9: VOCATIONAL, EDUCATIONAL, AND CAREER SUPPORT 1. Mali would like to join a Hmong quilting group, but she has no method of transportation other than the bus, which is a long and confusing ride. What could you to do as her DSP to support her in gaining access to this program? 2. Describe a time when you have supported another person in a vocational or education program or with their career development? 3. Describe the things you have done in the last couple of years to advance your career. What supports did you use/receive? What was the most helpful assistance you got? 4. Describe the first job you ever had. What would you do to adapt that job so that it could be performed by someone who could not walk (talk, see, hear etc.)? J. Competency Area 10: CRISIS INTERVENTION 1. Betty a person in the home where you work is sensitive to loud noises. One afternoon, the maintenance crew comes to the house to do yard work and the sound of the riding mower sends her into a panic. She begins pacing rapidly while crying and covering her ears. She picks up a nearby object in attempt to throw through the window towards the maintenance worker. How would you handle this situation? 2. Describe the last time you became involved in a conflict or crisis situation. What was the situation? What did you do? How well did it work? What would you have done to prevent the situation from occurring? 3. Describe the most difficult person you remember ever dealing with at work or school. Describe the most difficult situation you remember encountering with that person. How did they react to you? How did you deal with the situation? What did you do about your own feelings? Did you ever discuss you differences with this person? If not, why not? If yes, what happened? K. Competency Area 11: ORGANIZATIONAL PARTICIPATION 1. Tell me about the mission of the last company you worked for. Did you agree or disagree with that mission, why? 2. Describe a situation where you played a role in making a change within your last place of employment (or church, community center or club). What was the situation, what did you do, what was the result? 3. Describe a situation in which you had a conflict with a co-worker. What was the issue, what did you do, what was the outcome of the conflict? 4. Describe a situation in which you had a conflict with your supervisor. What was the issue, what did you do, what was the outcome of the conflict?

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5. What was the best experience you have ever had as a member of a team? What was your role on the team? What made it a good experience? 6. Describe the worst supervisor you have ever had. What made that person a poor supervisor? How did you work with that person to complete your job duties? 7. Tell me about the last time you found yourself trying to do too many different things at the same time. How did you handle the situation? 8. Describe the co-worker that you most appreciate? What characteristics or qualities of that person do you most appreciate? 9. What behaviors do you think are most important/most valued by team members or co-workers in the work place? Of the behavior you just listed, please do a self-evaluation and tell me which is your strongest most positive co-worker behavior? Which might be a possible improvement area for you? 10. What does team work mean to you? Give some examples of things you have done to be a good team member, or to improve teamwork. L. Competency Area 12: DOCUMENTATION 1. Tell me some of the reasons you feel documentation is important. 2. Describe a situation in which someone you know used words to describe a person or a group of people that showed disrespect. What if anything did you do in that situation? 3. Describe a situation in which you were asked to document an event. Describe what occurred, what information was documented, and the reasons behind your documentation. 4. What was the best thing you ever wrote? What was the topic; what made this the best thing you ever wrote? 5. Describe the most difficult writing assignment you have ever had. What was the assignment, how did you handle it? 6. Describe the last paper or writing assignment you completed in school or at work. What was the assignment, what did you do, what was the outcome of the assignment? Experience, Credentials and Self-Evaluation/Opinion Questions 1. Describe a typical day in your most recent job. 2. Describe any classes, experiences, or training you have received that prepare you for this job. 3. Most of us have more than one reason for leaving a job. What are some of yours, from past or present experience? 4. What one or two words would most of all of your previous supervisors use to describe you? 5. What part(s) of you last/present position did you like least? What did you do to try to overcome the situation? What would you think if you know in advance that this situation would be present in your new job? 6. Under what circumstances might you seek out a co-worker or peer for advice or suggestions? Provide examples of time you did that in the past. 7. Describe your ideal job. Discuss the amount and type of supervision you prefer, contact and kinds of relationships with co-workers, job tasks, and freedom to work or to make decisions. 8. Under what circumstances might you seek out a co-worker or peer for advice or suggestions? Provide examples of time you did that in the past. 9. If you had the authority or power, what one thing would you change about your current/last position? 10. Other than money, what rewards, benefits, or work situations are most important for you? 11. How much time did you miss from work last year? The year before? 12. What suggestions has your supervisor given you for performance improvement or development? 13. We have all made mistakes in our job, some bigger than others. Tell me about the biggest work place mistake you ever made. What were the circumstances, and how did you deal with it? What did you lean from the experience? 14. Tell me about your schedule flexibility, and your work schedule preferences.

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15. If you were offered this position and you accepted, what one or two major contributions do you think you would make, in the short term (in the first few weeks) and in the long term (after a year or so)?

Interview questions developed by Talley Sjonberg, Karen Pederson, Amy Hewitt, Sherri Larson (Institute on Community Integration) & Julie Stocker (Hiawatha Homes, Rochester, MN).

Funding for this project was provided by the Partnerships for Success Grant funded by the U.S. Department of Labor (Grant # N-7596-9-00-87-60).

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References: Boswell, C.,Cannon, S.(2007).Introduction to Nursing Research: Incorporating Evidence Based Practice (2nd Ed.). Landon: Jones & Bartlett Learning. Denscombe, M. (2003).Good Research Guide: For Small-Scale Research Projects (2nd Ed.). New York: McGraw-Hill Professional Publishing. May, T. (2002). Qualitative Research in Action (3rd Ed.). London, GBR: SAGE Publications Inc. (US). O’Leary, A. (2004). The Essential Guide to Doing Research. London: SAGE Publications Inc. (US). Maddux, Robert B. (1994) Quality Interviewing: A Step-by-Step Action Plan for Success. Menlo Park, California: Crisp Publications McDaniel, M Website Sources: Department of Veterans Affairs: Performance Based Interviewing. Retrieved on March 30, 2013 from http://www.va.gov/pbi/supervisor.htm Community Support Skills Standards