Lesson 8: Interview
What is an Interview?
An interview is a verbal conversation used to collect information. In research, it is different
from casual conversation because it is:
Carefully planned and controlled to avoid bias.
Used for a specific research goal.
Conducted in a systematic manner.
Definitions:
Bingham and Moore (1924): “Conversation with a purpose” – too
broad for research.
Lindzey Gardner (1968): A planned talk between two people to
gather information relevant to research goals.
Functions of an Interview
1. Description
Helps the researcher understand social reality through direct
contact.
Example: In a canal water project, only being physically present
through interview helped realize that the respondent's suggestion was
not practical.
2. Exploration
Allows discovery of new issues or ideas not previously thought of.
Example: In studying widows’ problems, interviews revealed
emotional and social struggles that might be missed in a written
survey.
Characteristics of an Interview
(As per Black and Champion)
Face-to-face and personal communication.
Both interviewer and respondent have equal status.
Interviewer asks, respondent answers verbally.
Relationship is usually short-term.
May include more than two people (group interviews).
Offers flexibility in how it's done.
Types of Interview
1. Unstructured vs. Structured Interview
Unstructured:
o Free-flowing and flexible.
o No fixed questions or order.
o Mostly used in qualitative research.
o Pros: Feels natural, allows deeper insights.
o Cons: Hard to compare answers, not reliable, time-consuming.
Structured:
o Set questions and order.
o Mostly used in quantitative research.
o Aims to keep everything uniform and unbiased.
o All elements (place, time, questions, answers) are pre-decided.
2. Semi-Structured Interview
Combines both types above.
Some fixed questions, some open-ended.
Used in both qualitative and quantitative research.
3. Standardised vs. Unstandardised
Standardised:
o Answer choices are fixed (like yes/no, agree/disagree).
o Used in quantitative research.
Unstandardised:
o Open-ended answers.
o Used in qualitative research.
4. Individual vs. Group Interviews
Individual: One-on-one interview.
Group: Two or more respondents interviewed together (e.g., couple,
classmates).
5. Self-Administered vs. Other-Administered
Self-administered: Respondent reads and writes their answers.
Other-administered: Interviewer writes down the answers.
6. Unique vs. Panel Interviews
Unique: Done once with a respondent (can be followed up).
Panel: Same people interviewed at regular times.
o If different people are asked the same questions over time, it’s a
trend study.
7. Soft vs. Hard Interviews
Soft: Friendly approach, no pressure on respondent.
Hard: Tough questioning, similar to police-style – more common in
quantitative studies.
8. Personal vs. Non-Personal Interviews
Personal: Face-to-face interaction.
Non-personal: Done via phone, computer, or other devices.
9. Other Types
Focused Interview
Focuses on a specific event or experience (like riots, jail life, a film,
or a policy).
All respondents had the same experience.
More open than structured interviews.
Advantages:
o More freedom for respondents.
o Less pressure from the interviewer.
o Specific and detailed information.
Telephone Interview
Common in urban and western settings.
Used by media to get quick reactions on issues (e.g., elections, price
hikes, crime).
Pros:
o Saves time and money.
o Can reach many people fast.
Summary
The interview is a valuable method for collecting in-depth and rich data. It can be structured or
unstructured, individual or group-based, and serve many purposes such as describing or
exploring social issues. It is especially useful in cases where questionnaires fail to capture
emotions, attitudes, and context.
Here is a simplified and clear summary of the key ideas and arguments from the text
“Conditions for a Successful Interview” and related topics:
1. Conditions for a Successful Interview
According to Gardner, three key conditions are needed for a good interview:
(i) Accessibility
The respondent must understand the question and be willing to
answer.
Problems can happen if they don’t know the answer, forget, feel
stressed, or can’t understand the question.
(ii) Understanding
The respondent needs to understand the purpose of the interview,
the questions, and what kind of answers are expected.
If not, their answers may be off-topic or not useful.
(iii) Motivation
People must feel motivated to give honest and complete answers.
Fear, embarrassment, distrust, or dislike of the topic can reduce
motivation.
The interviewer should help the respondent feel comfortable and
confident.
2. The Interviewer
Three important aspects of the interviewer:
(1) Tasks of the Interviewer
According to Baker, the interviewer must:
Choose and approach respondents properly.
Set up the interview time and place to avoid distractions.
Encourage people to respond, keep control of the interview, and
record answers accurately.
(2) Qualities of a Good Interviewer
From Moser and Kalton, key qualities include:
Honesty: Actually going to the field and collecting real data.
Interest: Caring about the research, not just money.
Accuracy: Recording exact responses.
Adaptability: Adjusting to different situations or difficult people.
Good Temperament: Not becoming too friendly or emotional. Stay
calm and professional.
Intelligence: Average level to understand instructions and questions.
Education: Knowing basic facts related to the subject (like land units
or income measures).
Both personal traits (like patience and interest) and outward appearance (age, dress, speech)
affect how respondents react.
Respondents' Qualities also matter:
o Ability to speak well, understand questions, be open, and feel
respected.
3. Training of Interviewers
Some organizations give only basic instructions, others provide full training. Good training
includes:
Explanation of research goals.
Teaching how to ask questions and record answers.
Mock interviews (practice).
Observing real interviews by supervisors.
Instructions on accuracy, neutrality, and confidentiality.
Training ensures better performance and higher data quality.
4. Relationship Between Interviewer and Respondent
A good relationship helps the interview go smoothly. The interviewer should:
Be respectful, polite, and appropriately dressed.
Avoid arguing, judging, or showing disbelief.
Encourage and guide the respondent when needed.
Probe deeper but remain neutral (don’t show own opinions).
Reassure that answers are confidential.
According to Black and Champion, this relationship is:
Short-term,
Between strangers,
Based on equality (no judgment), and
Comparability (answers are compared, not people).
Even though the respondent may not benefit directly, knowing that their answers could help
bring change (like better policies) may motivate them.
5. Process of Interviewing
Interviewers should follow clear steps:
1. Understand the research topic and purpose.
2. Find the selected respondents.
3. Fix a time and get permission for the interview.
4. Ensure privacy—interview the person alone.
5. Tell them how long it will take.
6. Start by introducing yourself and explaining the study.
7. Be friendly and open to help them relax.
8. Ask questions clearly and fairly.
9. Do not share your opinions.
10. Help motivate the person to respond honestly.
11. Promise to keep their identity private.
12. Ask all questions in the correct order.
13. Handle incomplete, wrong, or no answers using helpful
techniques like:
o Rephrasing
o Giving extra time
o Asking related questions
o Encouraging gently
In Short:
A successful interview depends on:
The respondent’s understanding, willingness, and motivation.
The interviewer’s skill, honesty, and proper training.
A respectful and friendly relationship.
Following a clear, professional process.
