1. Understanding Observational and Interview Research Kyle Sharp A ED 615 November 6, 2006

2. Observation Research Can you think of an everyday example of when observation is used? Can you think of an everyday example of when observation is used?

3. Isn’t observational research simple? There are many different types of observational research. There are many different types of observational research. Each type has a different level of researcher involvement. Each type has a different level of researcher involvement. As diagram 1 shows the level of interaction decreases from participant observation to complete observer. As diagram 1 shows the level of interaction decreases from participant observation to complete observer. Also see figure 19.1 on page 451 for more detail. Also see figure 19.1 on page 451 for more detail. Complete observer Observer as a participant Participant as an observer Participant Observation Diagram 1

4. Is the researcher involved in the activity? Participant observer: the observer participates fully in the activity and often times does not let others know they are doing research. Participant observer: the observer participates fully in the activity and often times does not let others know they are doing research. Participant as an observer: the researcher participates fully in the activity but lets those involved know they are doing research. Participant as an observer: the researcher participates fully in the activity but lets those involved know they are doing research. Participant as an observer Participant Observation

5. When its time to dig in and not get your hands dirty. Observer as a participant: the researcher identifies themselves as such but does not actively participate in the activity. Observer as a participant: the researcher identifies themselves as such but does not actively participate in the activity. Complete Observer: the researcher does not participate in the activity on any level and often times does not identify themselves as such. Complete Observer: the researcher does not participate in the activity on any level and often times does not identify themselves as such. Complete observer Observer as a participant

6. Other types of observation Naturalistic Naturalistic Observing activity as it happens naturally. Observing activity as it happens naturally. Simulations Simulations The observer gives instructions on what to do but not how to do it. The observer gives instructions on what to do but not how to do it.

7. What are the problems with observational research? Observer Effect: Observer Effect: Study participants will act differently knowing they are being studied. Study participants will act differently knowing they are being studied. Observer Bias: Observer Bias: Researchers are people too. Researchers are people too.

8. When should I use observation? What are you looking for? What are you looking for? Can you observe what you are looking for? Can you observe what you are looking for? Is the topic too sensitive? Is the topic too sensitive? DO YOU HAVE THE TIME TO CARRY OUT THE RESEARCH? DO YOU HAVE THE TIME TO CARRY OUT THE RESEARCH?

9. Can I ask you a few questions? Interview Research is used to gather information from specific people. Types of interviews: Informal Interviews are similar to a regular conversation with little structure or specific questions. Semi structured interviews have a set questionnaire to guide the interview Structure interviews are very formal where a questionnaire is used to conduct the research with little deviation. Informal Semi Structured Figure 2 shows the level of structure form greatest to least starting at the bottom

10. What about looking back? Retrospective interviews can be any of the previously mentioned forms of interview but are unique because it relies upon the recollections of study participants which can be skewed. Retrospective interviews can be any of the previously mentioned forms of interview but are unique because it relies upon the recollections of study participants which can be skewed.

11. Interview questions Seek demographic information about the study participant. Seek demographic information about the study participant. i.e. age, gender, race, socioeconomic……. i.e. age, gender, race, socioeconomic……. Informational questions seek to establish the level of knowledge of interviewee. Informational questions seek to establish the level of knowledge of interviewee. Other questions can include subjects involving feelings, opinions, and experiences. Other questions can include subjects involving feelings, opinions, and experiences.

12. How do you probe properly? Open ended questions Open ended questions These questions give the study participant the ability to give information openly without direction. Can be hard to properly construct These questions give the study participant the ability to give information openly without direction. Can be hard to properly construct Closed ended questions Closed ended questions Yes or no questions. Give little information to the interviewer. Yes or no questions. Give little information to the interviewer.

13. Weaknesses of interview research Conversational interviews can yield great amounts of information, but it is different in each interview. What difficulty would this cause? Conversational interviews can yield great amounts of information, but it is different in each interview. What difficulty would this cause? Data analysis and organization can be difficult. Data analysis and organization can be difficult.

14. Weakness of interview research Guided interviews can be more uniform, but flexibility can still yield different information from each interview. What problem would this cause? Guided interviews can be more uniform, but flexibility can still yield different information from each interview. What problem would this cause? Comparability of results is still very limited. Comparability of results is still very limited.

15. Weakness of interview research Structured interviews offer limits the interviewer to tailor each interview to the study participant. How could word for word asking of questions limit the effectiveness of interviews? Structured interviews offer limits the interviewer to tailor each interview to the study participant. How could word for word asking of questions limit the effectiveness of interviews? The natural flow and comfort of the interview setting can be compromised. The natural flow and comfort of the interview setting can be compromised.

16. Reliability and validity Instrumentation contributes to the reliability and validity of the interview process. Instrumentation contributes to the reliability and validity of the interview process. Interviewer training and elimination of biases are also important to accuracy and repeatability of the interview process. Interviewer training and elimination of biases are also important to accuracy and repeatability of the interview process.

17. Article Pompper, D., Adams, J., (2006), Under the microscope: Gender and mentor-protégé relationships. Public Relations Review, 32, 309-315 Pompper, D., Adams, J., (2006), Under the microscope: Gender and mentor-protégé relationships. Public Relations Review, 32, 309-315 To explain factors of a successful mentoring program as well as successful strategies to maximize the mentoring experience. To explain factors of a successful mentoring program as well as successful strategies to maximize the mentoring experience. 40 interviews were conducted to gather information needed about mentoring relationships. 40 interviews were conducted to gather information needed about mentoring relationships. It was concluded from the interviews that mentorship's can be beneficial and there are distinct gender dynamics in those relationships. It was concluded from the interviews that mentorship's can be beneficial and there are distinct gender dynamics in those relationships.

18. References Frankel, J., Wallen, N. (2006). Validity and Reliability. In How to design and evaluate research in education (6 th ed., pp. 151, 155-156), Boston, McGraw Hill Frankel, J., Wallen, N. (2006). Validity and Reliability. In How to design and evaluate research in education (6 th ed., pp. 151, 155-156), Boston, McGraw Hill Pompper, D., Adams, J., (2006), Under the microscope: Gender and mentor-protégé relationships. Public Relations Review, 32, 309-315 Pompper, D., Adams, J., (2006), Under the microscope: Gender and mentor-protégé relationships. Public Relations Review, 32, 309-315 http://www.socialresearchmethods.net/tutorial /Brown/lauratp.htm http://www.socialresearchmethods.net/tutorial /Brown/lauratp.htm

19. Thank you for your time!!! Any questions???