In-depth interviews Sample Clauses

In-depth interviews. The interview method we mainly used was in-depth interviews. This type of interview is structured in the way that the respondent is invited to speak freely and express their thoughts about the issue. Therefore the interview is not just a single setting; it will take place over an extended period of time (Yin, 2009). In our observation period we used this method to get relevant information from the warehouse employees. An in-depth interview places high demands on the interviewer. The interviewer must have ability to provide social contact and gain the confidence of the person interviewed. The interviewer must also be good to follow up good answers and get the interviewee to elaborate on this. In accordance with Xxxxxx (1999) some critical factors in order to achieve a successful interview are:  Be precise  Be formal during the session.  Start to clarify the purpose of the meeting, and what you want to achieve  Be sure of your self  Tell why the interviewee is contacted  Memorize the questions  Concentrate on listening  Be critical  Request the opportunity to follow up  Other informants (ask the interviewee for suggestions for others to be contacted)
Sample 1
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In-depth interviews. TB related knowledge, attitudes, practice and behavior Signs of TB (in the brackets are the amount of participants, out of eleven, that mentioned the signs):
Sample 1
In-depth interviews. To supplement the systematic literature review with qualitative data, in-depth interviews (IDI) were also conducted with key informants with deep expertise about NTDs, innovative health financing, or impact bonds. The interview guide is included in the Appendix. Interviewees were purposively identified from a list of personal contacts and key authors and researchers identified through the literature review process. Four out of nine requested interviews were conducted; despite the lower than expected response rate, the IDIs provided perspectives from individuals with a variety of backgrounds (Figure 8). The qualitative data and insights gained from the IDIs ultimately were used to inform and enhance the thesis’s analysis and discussion sections.
Sample 1
In-depth interviews. An in-depth interview guide (Appendix A) was developed prior to the study. This interview guide covered social networks, definitions of health, and perception of health services and was developed through a thorough review of the literature as well, then modified through informational interviews with field staff in Soweto. The two principal investigators (PIs), who were young American women, conducted four interviews with South African research staff members in order to pilot the interview guide and determine if the questions were culturally appropriate. Five pilot interviews were conducted with members from the YAHS subset of the Bt20 cohort to refine the interview method. Three interview methods were piloted: (a) semi-structured 1-on-1 interview between one of the PIs and the participant in English, (b) semi-structured 1-on- 1 interview between a Zulu-speaking research assistant from the community and the participant in Zulu and English, and (c) interview between one of the PIs and the participant with the Zulu- speaking research assistant present for translation if participant felt more comfortable expressing themselves in Zulu during the interview. A BT20 staff member contacted each participant by phone, explained the nature of the study, and invited subjects to come in for the interview (Appendix B). Interviews were held on- site at Xxxxx Xxxx Xxxxxxxxxxx Hospital in private interview rooms. Informed consent was obtained from all of the individuals who participated in the study (Appendix C). The protocol was submitted and exemption granted by Emory University IRB (ID 58317; Appendix D). Local ethics approval was granted by the University of Witwatersrand under the BT20 approval (ID M120138). The external pilot interviews indicated that participants were the most comfortable expressing their opinions in the semi-structured 1-on-1 in-depth interviews between the PI and the participant in English (option a). There was also noticeable difference in the answers that were given to the Zulu-speaking research assistant present, suggesting a social desirability bias in the presence of local study staff. During pilot interviews, more complete answers were elicited from the 1-on-1 in-depth interviews with the PI than with the Zulu speaking research assistant. Furthermore, during the interview between one of the PIs and the participant with the Zulu- speaking research assistant present, the participant’s body language suggested that she was not completely comforta...
Sample 1
In-depth interviews. All of the interviews took place in the respondent‘s classroom or office. There was some initial concern that teachers would be uncomfortable conducting the interview at school. However, all respondents preferred meeting at school. Interviews ranged from one to two and a half hours long. At the start of each interview, I reviewed the purposes of the study and gave the respondent a copy of the consent form to review and sign. The consent form outlined the purpose of the project, interview procedures, known risks and benefits, strategies employed to maintain confidentiality of records, contact information, and reassurance that study participation was completely voluntary. Respondents who chose to participate signed the form, and I began recording the interview (see Consent to be a Research Participant in Appendix B). As a researcher, I have an obligation to not harm the group I am studying. As Xxxxxxx et al. (2006) advocate, I ―started where I was‖ and chose to study a population that is meaningful to me. I come from a family of teachers and am proud to be married to a public educator. Thus, it was my concern for teachers and their well being in the current policy context that led me to this research. One of my objectives was to carefully design the interview so that it left teachers a neutral psychological state. Given my personal insights into the lives of teachers, I felt strongly about remaining sensitive to the effects of the interview process. Thus, I chose to embrace an appreciative approach in the design of my interview guides (Xxxxxxxxxxx and Xxxxxxxxx 1987; Xxxxx 2000). If interviews focused solely on the problems associated with the process of implementation, they might cause additional stress, demoralization, and sadness. I tried whenever possible to evoke what is working, what might work, and what is valuable. In addition to being a less harmful way to interview, I hoped to produce more useful data for positive change in the future. While utilizing an appreciative approach, the interviews collected pertinent information in each of the areas under investigation including: NCLB influences on work in the school, working conditions in schools, organizational and individual capacities, management techniques, work satisfaction, and career plans. The interview guides consisted of both open- and closed-ended questions to assess teachers‘ experiences and perceptions (see Teacher Interview Guide in Appendix D). During the interview process, I sought out t...
Sample 1
In-depth interviews. At each study site, key informants, such as the director, maintenance personnel, administrator, and laboratory technicians, were interviewed in depth. The director‟s interview tool was comprised of 84 questions, the maintenance interview tool 59 questions; the administrator interview tool included a total of 33 questions, and there were twenty-four questions in the interview tool for the lab technician. The in-depth interview tool for each key informant was based on previous versions of an interview tool that was developed for evaluating similar water filtration systems in four Honduran hospitals in 2012. The tools were revised to be contextually specific to the study sites in Ghana. Additional revisions were made based on background information on the water purification systems in Ghana and site reports developed by CGSW and Assist International (AI). A member of the CGSW research team then piloted the revised tool in April 2013. Further revisions were made after piloting to better understand the system of accountability amongst key managerial staff regarding financing of system repairs, water sources, and practices surrounding safe water provision at the hospital. Other issues of interest were to identify communication channels within the institutional structure, operation, maintenance and satisfaction with the system. The interview tools also included questions about general demographic information for each hospital. Most of the data from the in-depth interviews were used in the estimation of the sustainability metric score. Although data collection began with a finalized interview tool for each key informant, the tools were continuously revised in the field. Questions that were not applicable or difficult to understand were omitted before the next site. Questions were also added in the field in order to clarify and/or follow-up on responses provided by the key informants. All in-depth interviews were conducted in English.
Sample 1
In-depth interviews. Although the goal for the research team was to administer most of in-depth interviews with the directors and maintenance personnel on the first day of the site visit, this could not be achieved consistently at all the sites. All the directors were interviewed except for the director of Axim Government Hospital. Each director interview lasted approximately two hours. In-depth interviews were conducted in the director‟s offices by two researchers, except for the interview conducted in Mampong hospital, which was conducted by one researcher. During these interviews, both researchers took turns asking questions, and each took detailed notes, either by hand or typed directly onto a soft copy of the survey. In-depth interviews were conducted with one or both maintenance personnel responsible for the maintenance of the water treatment system. When possible, an in-depth interview was administered to each maintenance staff separately in order to prevent external influences on each of their responses. The in-depth interviews for the maintenance staff were usually conducted in a private room or occasionally near the water treatment systems if clarification was needed about specific comments or parts mentioned. After the in-depth interviews were conducted, one of the researchers conducted the maintenance info- graphic survey with one or more of the maintenance personnel. A thorough tour of the hospital grounds was conducted to enumerate water storage at the facilities. The maintenance info-graphic tool was also utilized to identify additional water sources used in the hospital and their connection to the water treatment system. The tool also recorded which wards in the hospital were not connected to the water treatment system. After data collection, the combined responses from the in-depth interviews were entered into the database and secured. During data entry, clarifications were sought where needed to ensure accuracy, consistency, and unbiased entry of the information gathered.
Sample 1
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In-depth interviews. In-depth interviews asked about fathers’ personal relationships with their children and families, perceptions of and communication surrounding risky behaviors, his role in and comfort in the Church, and future aspirations for his children. Participants were also asked to participate in an activity outlining their relationship with each member of his household and the role of each individual in the home.
Sample 1
In-depth interviews. A total of ten in-depth interviews were conducted in June and July of 2010 in sites around Campeche. The interviews ranged from approximately 25 minutes to one hour. They were conducted in Spanish by the researcher’s field assistant. The in-depth interviews took place after the survey was completed, either immediately or with a short break. In most cases, the participant for the in-depth interview was the same as for the survey, but in the two cases where the surveyed operator was not the lead operator, the lead operator did participate in the interview. Although operators were targeted because they were believed to be the primary decision-makers for the plant, they were not actually always the primary decision makers; however, they were the most involved in the actual operation of the plant. Since the operators in all cases seemed to devote the most time and energy to the operation of the plants, and for consistency, the researcher continued to target only the operator, even in cases where he or she was not the primary decision maker. The researcher sat in on the first several interviews. This was because the researcher hoped to learn from the participants during the interview and also because the field assistant was not confident in his abilities as an interviewer. The researcher felt her presence was appropriate since the subject matter was not particularly sensitive and the operators agreed. However, as the interviewer gained confidence, the researcher decided that the possible distraction she posed was not worth the amount of information she was able to understand in the interview, due to the language barrier. She was not present at the majority of the interviews. As with the surveys, all interviews were digitally recorded, with the operators’ permission. They took place at the water plants, typically outdoors or in a partially covered area. In most cases, no other people were nearby. However, in a few cases, other operators, the pastor of the church, or members of the water committee were present at the interview or within earshot for all or a part of the interview. In some cases, this was at the request of either the operator or the additional person. This may have affected some of the data from these interviews, although all operators appeared to be comfortable and willing to speak openly and honestly. Interviews were originally planned for Tuesdays and Thursdays, but due to scheduling conflicts for both the plants and the field assistant, intervie...
Sample 1

Related to In-depth interviews

  • Interviews An applicant for a posted position with the Employer who is not on a leave of absence without pay and who has been called for an interview shall suffer no loss of basic earnings to attend. Should an employee require a leave of absence from duties for the interview, their supervisor shall be notified as soon as the requirement to appear for an interview is made known.

  • Exit Interviews A. If a regular status employee provides timely notice that they are voluntarily separating from Agency service, the Agency will offer an exit interview that focuses on the reason(s) for the employee leaving Agency service and what changes they recommend to the Agency to improve Agency operations, or,

  • Interview A new employee will have the opportunity to meet with a representative of the Union in the employ of the Hospital for a period of up to minutes during the employee's orientation period without loss of regular earnings. The purpose of the meeting will be to acquaint the employee with such representative of the Union and the collective agreement. Such meetings may be arranged collectively or individually for employees by the Hospital as part of the orientation program." No Other "No employee shall be required or permitted to make any written or verbal agreement with the Hospital or its which conflicts with the terms of this agreement. No individual employee or group of employees shall undertake to represent the union at meetings with the Hospital without proper authorization from the union."

  • Release Time for Interviews Release time will be granted to represented individuals for the purposes of interviewing for positions within the University.

  • Investigatory Interviews When an employee is required by the City to attend an interview conducted by the City for purposes of investigating an incident which may lead to discipline/discharge of that employee because of that particular incident, the employee shall have the right to request that the employee be accompanied at the investigatory interview by a representative of the Union. If the employee makes such a request, the request shall be made to the City representative conducting the investigatory interview. The City, when faced with such a request, may:

  • Interview Period It is agreed that upon commencement of employment new employees will be advised by a representative of the Hospital of the existence of the Union and the conditions surrounding their employment as contained in the herein collective agreement and any rules that may be formulated under its terms. It is also agreed that a representative of the union will be given an opportunity to interview each employee once within the completing month of his/her probationary period for the purpose of ascertaining the wishes of the employee concerning membership in the Union. Such interview may take place on the day of orientation. The Hospital will notify the Union monthly of the names of those employees who are completing their probationary period and on request will arrange a time and place for such interview that time of which shall not exceed 15 minutes. Neither employee shall suffer loss of regular pay as a result of such interview.

  • Exit Interview Upon termination of Employee’s employment for any reason, Employee agrees, if requested, to participate in an exit interview with the Company and reaffirm in writing Employee’s post-employment obligations as set forth in this Agreement.

  • Interview Questions Explanation Why do you want to be a Board member? What specific skills would you bring to the Board? Please give specific examples of your ability in interpersonal relationships and teamwork. What do you see as the role of a Board member? What have you done to prepare yourself for the challenges of being a Board member? Interview questions are at the Board's sole discretion. This list is not exhaustive, but it may help the Board tailor its questions toward finding a candidate who will approach Board membership with a clear understanding of its demands and expectations along with a constructive attitude toward the challenge. The Board may also want to consider allowing an equal amount of time for each interview. Please describe your previous community or non-profit experiences. What areas in the district would you like to see the Board strengthen? See IASB's Recruiting School Board Candidates, available at: xxx.xxxx.xxx/xxxxxxxx/xxxxxxxxxx.xxx A prospective candidate to fill a vacancy may raise other specific issues that the Board will want to cover during an interview. What is your availability to meet the time, training commitments, and other responsibilities required for Board membership? Describe what legacy you would like to leave behind. Conduct interviews with candidates (interviews may occur in closed session pursuant to 5 ILCS 120/2(c)(3)). Interview Plan Explanation In each interview, the Board President will: Introduce Board members to the candidate at the beginning of the interview. Describe the Board's interview process, selection process, and ask the candidate if he or she has questions about the Board's process for filling a vacancy by appointment. Describe the District's philosophy or mission statement. Describe the vacancy for the candidate by reviewing the: (1) qualifications, and (2) general duties and responsibilities of the Board and the Board members, including fiduciary responsibilities, conflict of interest, ethics and gift ban, and general Board member development. Begin asking the interview questions that the Board developed. Ask the candidate whether he or she has any questions for the Board. Thank the candidate and inform the candidate when the Board expects to make a decision and how the candidate will be contacted regarding the Board's decision. The Board President will lead the Board as it interviews prospective candidates. See Board policy 2:110, Qualifications, Term, and Duties of Board Officers. The president presides at all meetings. 105 ILCS 5/10-13. The Board may also want to consider allowing an equal amount of time for each interview. Fill vacancy by a vote during an open meeting of the Board before the 60th day (105 ILCS 5/10-10, amended by P.A. 101-67, eff. 1-1-20). Assist the appointed Board member in filing his or her statement of economic interest (5 ILCS 420/4A-105(c). Announce the appointment to District staff and community. Announcement Explanation The Board appointed [appointee's name] to fill the vacancy on the Board. The appointment will be from [date] to [date]. The Board previously established qualifications for the appointee in a careful and thoughtful manner. [Appointee's name] meets these qualifications and has demonstrated the willingness to accept the duties and responsibilities of a Board member. [Appointee's name] brings a clear understanding of the demands and expectations of being a Board member along with a constructive attitude toward the challenge. The contents of the appointment announcement and length of time it is displayed are at the Board's sole discretion. The Board may want to consider announcing the appointment during its meeting and also by posting it in the same places that it posted the vacancy announcement. See Board policy 8:10, Connection with the Community. Administer the Oath of Office and begin orientation. Guidelines Explanation See Board policy 2:80, Board Member Oath and Conduct. Each individual, before taking his or her seat on the Board, must take an oath in substantially the form given in 105 ILCS 5/10-16.5. See Board policy 2:120, Board Member Development, and 2:120-E, Guidelines for Serving as a Mentor to a NewSchool Board Member. Orientation assists new Board members to learn, understand, and practice effective governance principles. See the IASB Foundational Principles of Effective Governance, available at: xxx.xxxx.xxx/xxxxxxxxxx_xxxxx.xxx. Inform IASB of the newly appointed Board member's name and directory information. DATED : December 16, 2019 Ottawa THSD 140

  • Interview Process Interviews will take place over a period of ninety (90) days. The interviews both of bargaining unit employees and of managers will be conducted jointly by Union/Industry members of the Technical Committee (or designates).

  • Disciplinary Notice Each employee shall receive a copy of any formal disciplinary notice that is to be placed in his/her personnel file. With the consent of the employee concerned, notification shall be given to the Local Union that a disciplinary notice is being served on the employee.

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