DOCUMENT RESUME

ED 128 401 TM 005 584

TITLE [Colorado Adult Needs Assessment Survey Instrumentsfor Citizens, Employers and Agencies, 1974.]

INSTITUTION Center for Research and Education, Denver, Colo.SPONS AGENCY Colorado State Dept. of Education, Denver.PUB DATE 74NOTE 44p.

EDES PRICE MF-$0.83 HC-$2.06 Plus Postage.DESCRIPTORS *Adult Education; Adults; Agencies; *Educational

Needs; Employers; Examiners; Field Interviews;Guides; *Inquiry Training; *Needs Assessment;Question Answer Interviews; Questioning Techniques;*State Programs; State Surveys; Vocational Education;*Vocational Interests

IDENTIFIERS Colorado; *Colorado Adult Needs Assessment Project

ABSTRACTThe Colorado Adult Needs Assessment Project was

conducted in order to develop factual, up-to-date informaticn aboutthe educational and occupational needs, interests, and attitudes ofadults in the state. The findings will be used for planningimprovements in the broad area of adult and vocational education.Information was gathered from employers and agencies by means ofsurveys, and from citizens by means of interviews. The Interviewer'sHandbook, the Citizen Survey, the Employer survey, and the AgencySurvey are all included here. (Author/BW)

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Adult Needs Assessment

EINTERVIEWER'SJrr HANDBOOK

crieSBCCOE

411 ftki.

They can because theythink they can

"The continuing educational needs of Colorado's adults are of first importance. There are thousands of

adults who want an opportunity to further supplement their education and training. This opportunity can

mean the attainment of the full potential of the unemployed and underemployed of Colorado. It can mean

a higher standard of living for them and for their families.

The Adult Education Needs Assessment Program is vitally important to all of us. I thank you, each one of

you, for yot!r cooperation."

Governor John Vanderhoof

This Document was Developed and Prepared by theCenter for Research and Education

Under Contract With theColorado Department of Education

1974

TABLE OF CONTENTSSection 1

Introduction 1

Section 2The Project

1

What is the Project? 1

What is Your Role in the Project? 1

Section 3Procedures 2

Preparing for the Interview 2The Interview 2Following the Interview 2

Section 4Techniques for Preparing for the Interview 3

Section 5Techniques for Conducting the Interview 4

Sec tion 6

Techniques for Editing the Interview 1 3

Section 7Conclusion 15

4

UNTRODUCTIONinterviews occur for one reason to seek

specified information. They usually involve twopeople, a selected subject, a set goal, and aredesigned to occur within a particular set of circurstances. Although interviews are carefully directr.dand controlled, there is always the possibility ofmisunderstanding or misinterpretation. Interviewinis, for thk reason, a complex and often difficultmeans of communication. Nevertheless, they havea high potential for producing data of gren value.

This handbook will discuss the techniques ofinterviewing to prepare you for your role in thisproject for the Colorado Department of Education.It describes your task in administering the inter-view questionninre; provides guidelines to makethe interview nrocess easier; and deals with theimportance if clarity and consistency in inter-viewing. Ar such, consi .ler this your source bookit will anyver any .les ions you may have Lindwill give you a bettei grasp of the skills you needto be a successful interviewer. As further aid toyou in this project, you will attend a trainingprogram. In dcf di t ion, d field coordinator has DCCrldesignated to be your supervisor during thisproject. You are urged to consult with yourcoordinator whenever you have a problem orquestion.

2.THE PR 3.What is the Project?

The Adult Needs Assessment Project is heingconducted by the Colwado Department of Educa-tion (CDE) and the State Board of CommunityColleges and Occupational Education f SBCCOE).

The purpose of the assessment k to developfactual, up-to-date information dbout theeducational and occupational needs, interestsand attitudes of adults in the Shite.

The Adult Education Section ol the Departmentof Education and the Occupational EducationDivision of SBCCOE will use these findings torplanning improvements in the broad area 01 adult

and vocational education. To insure that a broadrange of adult learning needs ale reflected in theassessment, it will be conducted throughout theState's thirteen Planning and ManagementDistricts, representing a cross-section of thepopulation in regard to age, sex, race and/or ethnicbackground, socio-economic status, employmentstatus and occupational interests.

What Is Your Role In This Project?

You will be an intuviewer charged with gather-ing very important information. You are thecritical link between the people of Colorado andthe Agencies directing the project. You will play acentral role in making CDE and SBCCOE moresuccessful in providing services to the citizens ofthe state. By carefully following the instructions inthis guidebook, your efforts will be beneficial tomany, many people.

A letter of introditaion identifying you as arepresentative of the Colorado Department ofEducation will be your passport into many homesin the state. This letter, which includes your name,

description of the assessment project, and infor-mation about how the data will be used, will beyour official endorsement.

Specifically, you have the following duties andresponsibilities:

The interviewing of a sample of citizens ofColoradoA Ikt of those people selected will be givento you by your field coordinator. It is yourresponsibility to interview only thoseindividuals on your list.

The collection of accurate informationThis is your most important responsibility.Accuracy is the watchword, for not onlymust you collect complete, correct informa-tion from the respondent, but you must alsorecord it accurately. This skill was empha-sized in your training program.

The completion of aH questionnaires forwhich you obtained dataIt is your responsibility as an interviewer forthis project to correctly complete and recordall information requested on the question-naire. Cover sheets and questionnaires are tobe promptly turned in to your field coordi-nator every time five are completed.

3. PROCEDURESPreparing for the Interview

As is true for any project, proper preparation isvery important. The following steps should becompleted before you begin your first interview.The page numbers that lollow each item refer tothe page on which more detailed information maybe found.

1. Obtain list of names ind addresses from yourfield coordinator. (Page 3)

2. Check to make sure you have all neededsupplies. (Page 3)

3. Select something to wear that is simple andneat. (Page 3)

4. Locate your letter of introduction which is tobe shown to the respondent. (Page ::;)

S. Famiharize yourself with the samplingprocedures to insure that you know how tolocate the respondents assigned to y(m. (Page 3)

6. Fill in appropriate items on the queirecover sheet. (Page 3)

7. Know what to do in case of a noninterview ornonsample. (Page 3 )

The Interview

The thought of interviewing a variety of peoplemight worry some of you. However, if you memo-rize and follow the procedural steps outlined belowfor the conducting of each interview, you shouldhave no problems collecting the needed informationin a professional, competent manner. The tech-niques and skills that you need to lear n to carryout these procedural steps are covered in d?t-til inthe next section of your guidebook. To aid you inquickly locating this information, page numbershave been provided under eazh step.

1. Identify yourself to the person that answersthe door and ask for the respondent by rame.(Page 4)

2. Tell the respondent whom you represent. andthe purpose of the assessment. (Pagc 5)

3. Answer any of the respondent's questionsabout the project. (Page 5 )

4. Assure the respondent that his answers will beconfidential. (Page 5)

2 6

5. Tell the respondent how he was selected.(Page 5 )

6. Gain permission for entering the home toconduct the interview. (Page 6 )

7. Use the questionnaire provided for conductingthe interview. (Page 7)

S. Ask the questions exactly as worded in thequestionnaire. (Page 10)

9. Ask every question specified in the question-naire in the order presented. (Page 10)

U. Repeat and clarify questions which are mis-understood or misinterpreted. (Page 11)

1 I. Record the respondent's answers as he givesthem. (Page 11)

12. We probing techniques to stimulate discussionand obtain the needed information. (Page 11)

13. Upon .pletion of the questioning, terminatethe inter view. (Page 13 )

14. Thank . ic respondent for his time and interest.(Page I 3 )

15. Leave 'welling. (Page 13)

Following The interview

There are a number of very important steps tl:atyou must complete as soon after the interviewhas been conducted as possible. These steps areoutlined here. You will find complete instructionsfor how to do each step on the page noted inparenthesis.

1. Complete the "Thumbnail Sketch" at the endof the questionnaire. (Page 13 )

2. Check to make sure that everything noted onthe questionnaire is accurate. (Page 14 )

3. Put parentheses around all comments not madeby the respondent. (Page 14)

4 Make sure all writing is legible. (Page 15)5. Make sure the questionnaire is complete.

(Page 15)

6. Make sure the cover sheet is completely filledout. (Page 15)

7. Give completed, edited questionnaire to yourfield coordinator promptly. (Page 15)

4.TECHNIQUESFOR PREPARING FORTHE INTERVIEWOBTAIN YOUR LIST OF NAMES ANDADDRESSES FROM YOUR HELD COORDI-NATOR. CHECK TO MAKE SURE YOU HAVEALL NEEDED SUPPLIES

These are some items you may need to havewith you. ChLck off the ones your coordinatorspecifies:

Icentity card (with photograph) couldbe driver', license

Letter of introductionBrochure explaining projectClipboard to use ati writing ,.,urface

File boxes and files for storing completedquestionnaires

Interviewer's HandbookExpense claim forms

Mlps of study areaPencils (sharpened)

Notebooks

Envelopes and stationery

Piper clips

Other

SELECT SOMETHING TO WEAR THAT ISSIMPLE AND NEAT

Dress should be kept as simple and neat aspossible and should be appropriate to the time ofdayind, insofar as possible, to regional tastes.(If it is known that in a particular region, slacksare not acceptable for women, a female interviewershould no: wear them; if business suits are :eldomworn in a rural community, it would be unwise torthe male interviewer to wear one.) Avoid anytrappings, such as briefcases which salesmen oftenLarry as well as am; identification with groups ororganirations (fraternity pins, badges, rings, etc.)Clothing should never be dktracting.

3

LOCATE YOUR LETTER OFINTRODUCTION WHICH IS TO BE SHOWNTO THE RESPONDENT

A letter of introduction, signed by the Com-missioner of Education and the Commissioner ofthe State Board of Community Colleges andOccupational Education, was given to you at thetraining session. There are two versions, one inEnglish and one in Spanish. It will be up to you todecide which version to use in a given situation.

FAMILIARIZE YOURSELF WITH THESAMPLiNG PROCEDURES TO INSURE THATYOU KNOW HOW TO LOCATE RESPONDENTSASSIGNED TO YOU

It is important that you have a clear under-standing of how to locate the people you are tointerview. Check with your Field Coordinator ifyou are unsure of the procedure.

FILL IN APPROPRIATE ITEMS ON THEQUESTIONNAIRE COVER SHEET

Before starting the interview, be sure all neces-sary identification is on each cover sheet planningregion number, the cluster number, the samplenumber, replication letter, and the householdnumber. This will be explained during your train-ing sessions.

Enter your name, address and phone number.Make sure the specific address appears on the

cover sheet in exactly the same words as it appearson the listing sheet. Fill in day and time for initialcall and (later) any subsequent calls.

KNOW WHAT TO DO IN CASE OF AREFUSAL, NONINTERVIDA OR NONSAMPLE

In the case of a refusal, ncninterview, of lion-sample, son. ..planation to that effect must beentered on ... cover sieet.

In the case of a refusal, you should try togive as much information as you can that hasbearing on why you were refused theinterview. (See page 6 for examples ofrationales.r refusals.)The noninterview situation occurs when nointerview is taken but there is an eligiblerespond:I-it by study definition. Note thatthe study defines the limits of eligibility forthe assessment's iespondents. For example,eligible respondents for this needs assessment

are "all people 16 years old or oldei: who arenot enrolled in formal education programs."If you do not get an interview with theeligible respondent, it is a noninterview. Anoninterview mdy result from conditionsbeyond the interviewer's control. Forexample, the eligible re.,pondent may be tooill to be interviewed, senile, or paralyzed etc.You may also never be able to find therespondent at home. Noninterviews affectthe response rate and thus can bias the studyInitial call and callback procedures greatlyaffect this response rate and the costs of thestudy. To increase response rates and keepcosts down, use the following strategiesas a guide:

I. Start calls on all assigned dwelling units early inthe study period. This gets you off to a goodstart and allows time to make callbacks forrespondents who are difficult to reach.Plan to allow enough time on the first visit toupdate or make a listing ;mu take an interview.In addition to giving you an early start, this willlower sampling costs.

3. Notice who the specified respondent will be andplan to call when the respondent is most likeiyto be home. For example, if the male head ofthe household is to be interviewed, try to makeyour first call in the late afternoon, early even-ing, or on the weekends. If housewives are to beinterviewed, try to call in the morning between9:30 and 11:00 or in the afternoon from 1:30to 4:00. Avoid the lunch and dinner hours sincewomen are likely to be too busy to talk at thattime. Timing the call to coincide with therespondent's most likely time for being availablewill increase the number of interviews com-pleted on the first contact and therefore, allowfor more time trying to reach more difficultropondents.The nonsample situation, occurs when there isno dwelling Lltf*l at the assigned address (no suchnumber, no such street, address not a dwellingbut a business, school, church, etc.); thedwelling unit is vacant, or the assigned addressis our!-;de the estabEhed survey boundari, orthere is no one ,zt the assigned address who iseligible by study df!finition.

In all of these situa:ions, some explanation mustbe given on the cover sheet before it is turned ir to

4

the Field Coordinator. Since the cover sheet andthe questionnaire are number coded as a unit,be sure to turn in the cover sheet and the accom-panying blank questionnaire.

Note: Of course, your best preparation step isto read and study this handbook so that you willhave a better grasp of the skills you will needto be a successful interviewer.

5.TECHNIQUESFOR CONDUCTINGTHE INTERVIEW

IDENTIFY YOURSELF TO THEPERSON AT THE DOOR AND ASK FOR THERESPONDENT BY NAME

When a respondent answers the door, his firstreaction to a request for an interview is likely to bea mixture of both curiosity and suspicion. Youmust clearly identify yourself and your purpose ina manner that is friendly and stimulates the

respondent's further interest. You are providedwith a letter which introduces you by name andindicates that you are representing the ColoradoDepartment of Education. This ernph. sizes theofficial nature of the can.

The person who answers the door may not bethe person to be interviewed. Establish a friendlyrelationship with whoever answers the door.Find out if he is the respondent. If not, ask tospeak with the person identified on the list givenyou by your field coordinator.

TELL THE RESPONDENT WHOM YOUREPRESENT AND THE PURPOSE OF THEASSESSMENT

Once you have identified who the respondentis, show your letter of introduction and explain thepurpose of your call. Your manner of speaking tothe respondent is very important that means notonly what is said but how it is said. Well modu-lated tone of voice works best not too loud ortoo soft. You must never appear intimidatednor should you intimidate the respondent.

Agency materials provide background informa-tion on the project. You should have what you aregoing to say about the needs assessment projectclearly in mind in order to not have to stop andread the material. Avoid long explanations.Be simple, clear, straightforward. Use language thatis easily understood. Avoid introducing a bias intothe interview by giving your own opinions. Makeonly general statements which describe theassessment project. For exam pie, "We are gettinginformation on how people feel about services andprograms offered to citizens o our state," or "Weare trying to determine the educational interests ofpeople in Colorado."

From the beginning of your contact with therespondent, try to do the following:

Demonstrate warmth and responsiveness. Therespondent needs to feel you are genuinely in-terested in him and accept him as a person.

Create a relaxed atmosphere. You should try tocreate and maintain an atmosphere in which therespondent feels completely free to express hisfeelings or viewpoints. He must know that hisanswers will not be judgcd but rather accepted asa true expression of his feelings. Your attitude:hould be one of acceptance and understanding,cimmunicating that no answer is inappropriate.

Avoid any kind of bias or coercion. You shouldnever state your ideas, reactions or preferences

5

or otherwise bias the interview. Althoughmaintaining a relaxed, friendly manner duringthe interview, you remain objective in much thesame manner as a lawyer or physician when dealingwith his clients. The ideal is for the respondent tofeel "at last, here is a person I can talk to."

Through his relationship with you, the respon-dent not only feels free to talk, but is actuallystimulated to do so.

ANSWER ANY OF THE RESPONDENT'SQUESTIONS ABOUT THE PROJECT

Many people will go through an interviewwithout asking any questions. Some will ask forinformation during the introduction or after thestart of the interview. Whichever happens, be readyto answer the respondent's questions. Listen tohim and answer only what he has asked. Unasked-for information may bore the respondent, bemisunderstood, or could lead to a bias on the partof the respondent. Some of the more typicalquestions which could arise in the course of aninterview are the following:

"Who gave you my name?""I don't know enough about this. Why don't

you go next door?""What's this all about, anyway?""Why are you doing this survery?"You should be ready with convincing answers.

The material in this handbook, your trainingsessions, and the background information providedon the survey should give you what you need toanswer these questions.

ASSURE THE RESPONDENT THAT THEANSWERS WILL BE CONFIDENTIAL

Tell the respondent that neither he or hisresponses will be identified in any way in the finalresults of the :wrvey.

TELL THE RESPONDENT HOW HE WASSELECTED

It is important that the respondent understandhe is part of a "cross-section" survey, and thathe was chosen from a representative selection ofcommunities in the state. A way to explain this isto say, "In trying to find out what people in thestate think, we try to talk to men and women ofdifferent ages, from all walks of life. We startby selecting certain counties or cities from all overthe state. In each of these areas, smaller areas suchas blocks or communities were selected and finallya random selection of specific addresses was made.

When the interviews from all these addresses arecombined, we have a cross section of the people."

GAIN PERMISSION TO ENITER THE HOUSETO CONDUCT THE INTERVIEW

You should be assertive at the time of yourintroduction. When speaking to the respondent,you should not ask questions to gain permissionfor the interview. You must assume the respondentis not too busy and should approach him as thoughthe interview were going to take place right then.For instance, instead of asking, "May I come in?"

to which a respondent can easily say "no" theinterview says: "I would like to come in and talkwith you about this."

Questions which permit or even encouragenegative answers can lead the respondent intorefusing to be interviewed. Make arrangements toreturn at a more convenient time only if the respon-dent suvests this. Suggest it only as a last resortto leave t'le door open for another try at a timewhen the respondent might be more willing to beinterviewed.

T:.e following are some strategies you can usefor handling potential refusals.

Approach the respondent from his point ofview. By being aware of the respondent, youare more capable of adapting your introduc-tion and explanation to the situation. Beginto sense reasons behind his hesitancy anddevelop ways of reassuring him.

In cases where the respondent is actually toobusy, is getting ready to go out, etc., try tostimulate his interest to the extent he will bewilling to be interviewed at a later time. Thecallback interview should be scheduledbefore you leave.

When not getting anywhere during the firstmeeting with a respondent, try to leavebefore he gives the final "no." Try to leavethe door open for another try at a later time.It may just be a bad time for him.As a last resort, leave. Return some other dayin the hope that he will be in a better mood.Make an appointment to return if the respon-dent suggests this, but remember that if hereally wants to avoid the interview, he cansimply not be thue for the callback.Try the "new face" approach with two ormore interviewers. When one interviewerdoes not seem to get anywhere with.the

61 0

prospective respondent, perhaps anotherinterviewer might be more successful.

Do not interview another person as a sub-stitute for the designated respondent.

If the selected respondent is not at home,the introduction procedure should befollowed with someone else in the dwellingwho knows when the designated respondentwilt be at home. Try to establish friendlyrelations with this person since his attitudecan help or hinder making contact with thedesignated respondent. Sometimes it ishelpful to explain briefly why someone otherthan the designated respondent cannot beinterviewed.

Of course, sometimes even the best strategiesdon't work and the respondent refuses theinterview. New interviewers frequenily ask, "Whatdo you do when a person refuses to be interviewef.;?"This is a g000 question. Unfortunately, there areno standard answers. I ust as one respondent differsfrom another, the reasons for refusal are manyand varied.

Refusals are also a source of concern toresearchers as they introduce a bias into the surveyfindings. You are asked to try to obtain as muchinformation as you can about the respondent whorefuses the interview age, sex, marital s-tus,number of children, type of dwelling, and so onhelps. A full account of the meeting with therespondent is particularly he`pful. Record yourinformation in the proper place in the question-naire and turn it in to your Field Coordinator alongwith your completed questionnaires.

Here are some possible reasons for refusalswhich may be expressed by a respondent.

No reason given you are given a flat "no"or "not interested" type of answer.Respondent expresses anti-government,anti-administration, anti-business, etc.feelings.

Respondent expresses feeling that surveysare "silly" or "pot worthwhile."There is evidence of some bad feeling towardthe interviewer, with no real reason given fornot wanting to give the interview.Respondent "too busy."Respondent didn't want to or couldn't taketime for the interview.

Respondent interviewed by some othersurvey organizations cr some sales organiza-tion who misrepresented the reason for thevisit.

Please remember that thi:. introductory phaseof the interview is extremely important. Respon-dents often react more to the relationship theydevelop with you than to the content of thequestions they are asked. If you are an understand-ing person who accepts what the respondent says,chances are he will be more willing to answer yourquestions truthfully and complete /. How youpersonally affect the respondent can spell thedifference between being invited in to conduct theinterview or being refused. For this reason, youshould try to achieve rapport with the respondentto insure that he enjoys his conversation with you.

The following are some tips to help you achieverapport with the respondent:

Encourage the respondent tu feel that talkingwith you will be pleasing and satisfying.Good interviewers appear as people withwhom the respondent can enjoy talking, onewho can understand the respondent's situa-tion and point of view.Encourage the respondent to see the surveyas being important and worthwhile. Helphim to see that his response is needed tomake the survey results more meaningful tothe project. When the respondent views theinterview as an opportunity to express hisviews and knows that they will have impact,he may be more cooperative in volunteeringinformation.Adapt your approach to the situation. Thispoint cannot be overemphasized. The mostsuccessful interviewer is one who is ableto size up the situation quickly on the basisof what little information is available andthen act accordingly. Approach each respon-dent as though he is friendly and interested.Be attentive to respondent needs. With somerespondents, an iotervicw can be obtainedwith only a brief explanation of the basicpoints; with others greater detail is required.

USE THE QUESTIONNAIRE PROVIDED FORCONDUCTING THE INTERVIEW

The questionnaire is the basic tool which youuse to collect survey information. The purpose ofthe questionnaire is to help the interviewer obtain

7

accurate and complete information, and it doesthis by meeting three criteria:

The questionnaire is based on the researchobjectives of the assessment. The staffdetermined what data was needed to fulfill,he purposes of the project. From this, theyde ,se the questions that will produce thespecified information.The questionnaire is designed to assist you inbuilding rapport. Researchers have developedthe questionnaire in a manner which increasesthe respondent's interest. The wording of thequestions, the choice of words and language,logical question order, and conversationalways of phrasing the questions are built intothe questionnaire to help create and main-tain rapport. Statements are included in themargin of the questionnaire to help you shiftfrom area to area. The questionnaire isrespondent-centered and designed to createan atmosphere in which conversation ratherthan interrogation can take place.

The questionnaire helps to standardize theinterviews. There are a number of inter-viewers in the field. Data must be collectedin a uniform manner for all respondentswith strict adherence to the interviewinstructions. People in the sample must beasked the same questions in the same way.

The questionnaire you will be using was designedto gather certain information about how peoplefeel about learning programs, their occupationalstatus, and their educational and job aspirations.It is important that you become very familiarwith every item on the questionnaire. You will askthe respondent each question directly rather thanhaving the person fill it out. For this reason, it isvery important that you learn to mark the correctchoices accurately and in a standardized way. Yourtraining program has instructed you in thisprocedure.

The following are some tips for learning how touse the questionnaire:

Learn to use the questionnaire informally.Familiarize yourself with the questions sothat you don't have to concentrate onreading them when you ask each question.Try not to create the impression that therespondent is being cross-examined and keepfrom making criticisms non-verbal orverbal. Gestures, facial expressions, tone of

voice, etc. can be easily misinterpreted andgive the respondent the impression that youdo not approve of his answers or that youare surprised or shocked by the answers.Do not verbally or non-verbally demonstrateapproval of the respondent's answers. Try toaffect an objective attitude while beingsupportive of a respondent's willingness toanswer questions.

Be thoroughly fanliliar with the question-naire so that the progression from item toher-, will flow smoothly, almost conver-sationally.

Every possible response blank should befilled in by the end of the interview. B. sureof this double check and triple check tomake sure that there are no blank spaceswhen you al e finished.

The questionnaire has two types of questions::he write-in and the r heck-off question. Thewrite-in question is used when a brief answeris anticipated from the respondent An ex-ample from the questionnaire is:

Q7g. Is there somethinginythilg at all, youmight like to learn about?

YGi should write-in the respondent's replyas the respondent gives you his answer.

The check-off question is Used for factualitems that easily fit into categories.For example:

Q22. What is your usual means of trans-pertation ?

__Private vehicle_Public transportation_Friend or relative drives_none

In this case, you should check the categorywhich is closest to or exactly the respon-dent's reply.

There arc other questions on the question-naire which may require the exercise of morejudgment on your part, although they arealso ched -off items. When this is the case,as in questions 10 & 12d. be careful whennoting down the answer.10. In which of the following ways would

you most want a learning program tobe helpful to you?

the job that I now holdb._prepare to change jobsc._to get a promotiond._carrying out everyday tasks and

duties around homec._spend my spare time

more enjoyablyf._meet new and interesting .,%!opleg._get away from the daily routineh._become a better informed person

I 2d. In what ways was the program helpfulto you?

a.__on the job that I now holdb___prepare to change jobsc._ to get a promotiond _carrying out everyday tasks and

duties around homee._spend my spare time more

enjoyablyf _meet new and interesting peopleg._get away from the daily routineh _become a better informed person

Avoid listening only for key words in therespondent's reply. You should become veryfamiliar with these more difficult items.Often the qualifying statements made by therespondent contain a more complete reflec-tion of his feelings and attitudes about aparticular topic. For example:

Q3d. Do you like the job you presentlyhold?

Ans. "Well, its alright, but I don't get paidwhat I'm worth, and '..:esides that, I don'treally like the hours, but yes, I guess Ilike it."The respondent's reply indicates a "it's ok"answer on the questionnaire.

Q6b. Suppoce: you were going to enroll insome sort of learning program. Whatwould you like to get out of it? Forinstance, if you learned how to do workdifferent from what you are now doing,how important might that be?

Ans. "Well, I don't know. Yes, sure ...I have always liked being a secretary, butthen on the other hand, I guess if I couldtake something that would finally pay more,it would be fairly important, but being asecretary is kinda fun."The respondent's reply indicates a "notimportant" answer on the questionnaire.As you can see from these examples, yourjudgment as to the sometimes vaguemeaning of a response is critical. Whilequantifying a general impression is oftendifficult, this is nevertheless your task. Onsome of the less clearly defined items youwill have to "get a feel" for the respondent'strue posture, taking into account facialexpression, general tone of responses,indications of uncertainty, etc. It may benecessary to probe for a response which isscorable. Your judgment is what counts here.Avoid scoring items in terms of off.handedphrases and don't settle for overly simpleresponses.

Note the marginal instructions which areapplicable to certain items. Follow theseinstructions carefully. Space is allowed foryou to note the probes you have used. (Seepage 11 for more information on probing).It is here that you also note any changes youmade from the content or wording of theitem which may have occurred.Translate responses which are phrased interms of (1) previous questions, (2) relatedissues, etc. For example:

"Yes, if X""No, unless Y"

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This may sometimes become complicated:Q10. Would getting a promotion be helpful?Ans. "Well I would like to learn some newthings ... if I could get some other kind ofwork ... sure, but not now."This might be coded by checking the "gettinga promotion" space and adding "if 10b."Here you would be iadicating the qualifier"if changing jobs" and ignoring the relatedbut meaningless, "I'd like to learn some newthings." Do the best you can with suchresponses, attempting to note any significantqualifier. Note that in severa items not allof the possible alteraatives may be appro-priate for the respondent in view of aprevious reply he has given.

Score "N/A" where the question is complete-ly illogical, given a particular respondent orprevious set of responses. Score "NR , nenthere is simply no indication given fromwhich you could score a response.

Do not write the name of the respondent onthe questionnaire. The utmost care must betaken to ensure complete confidentiality inregard to a respondent's identity.Asking questions to gather personal informa-tion is frequently the most sensitive aspect ofthe interview; however, that task need notcause uneasiness on the part of thc inter-viewer or hostility on the part of theresponck.nt if rapport has been created andmaintained during the entire interview. Thistype of question ,isually appears at the end

of the interview questionnaire, which makesit easier to obtain, given a good relationshiphas been maintained with the respondent.The interviewer will be able to fill in someof the items on the basis of prior observation,such as race of the respondent, type ofdwelling unit, etc. However, the items aboutfamily income, age, number of persons inhousehold etc., will have to be obtainedfrom the respondent. The interviewer mightsay something like this:

"As I was saying earlier, we are talking withpeople of different ages and variousoccupations, in all parts of this area. Whenwe put all the interviews together, we willsee whether men feel differently thanwomen, young people feel differently thanolder people, and so on. To do this, we needto know a few things about the people wetalk to. I have just a few questions relatedto that information to ask you."

You may need to re-emphasize that all dataare kept confidential and no connection willbe made between an individual respondentand the summary of results. If you arematter-of-fact in approaching these items,the chances are that there will be no problerns. Many people are accustomed to givingsuch information about themselves tovarious agencies and collecting such datashould present no special difficulties.When you come to the question aboutincome on the questionnaire, assure therespondent again of the confidentiality otall data. Hand the respondent the card andread the instruction and the question to therespondent. After he has circled his responseon the card and gives it back to you, youshould immediately circle his reply on thequestionnaire so that this information isnot lost.

ASK THE QUESTION:: EXACTLY AS WORDEDIN THE QUESTIONNAIRE

If you add words to a question or leave outpart of the question, it could change the intendedmeaning. This does not mean that the question-naire should be read to the respondent, but thatyou are familiar enough with the items that youcan deliver the exact phrasing of the questions ina manner which appears objective and logical.Guard against accidentally omitting part of the

10

.

14

question or adding words to it. For example, ifthe question reads: "Do most of your relatives livenearby or far away?" to omit "Or far away"changes the purpose of the question. Try to avoidadding an explanatory comment to the question,such as "In other words ..." or "what I meanis .. ."

ASK EVERY QUESTION SPECIFIED IN THEQUESTIONNAIRE IN THE ORDERPRESENTED

Ask every question listed in the questionnaire.Do not presume that because of the way arespondent lives, looks, etc. that certain questionsdo not apply to him. Only when the respondentclearly answers a particular item in a mannerthat indicates other items do not pertain to him,should you drop any questions. For example:

Q3. Are you presently employed?Yes X No

If your respondent has clearly indicated a"No" answer, then and only then do you knowthat other items such as the following do notpertain to him. For instance:

Q3a. What type of work do you do?Q3c. How long at present job ...

and other items which are clearly applicable onlyto those who are employed.

There are some instructional notes on thequestionnaire which will remind you what to do ifa respondent has answered a previous question in aparticular way.

Although the respondent's answer to one ques-tion may suggest what the answer to a followingquestion will be, you should not presume theanswer to any question. If the respondent's earlieranswer does seem to answer a later question, youshould make a note under the first question, thenpreface remarks to the later question with somestatement like, "We have already touched on this,"or "You've told me something about this already,but let me ask you ... " It is your responsibilityto make certain that wherever possible, therespondent is exposed to each question specifiedon the questionnaire.

As noted previously, the only exception to thisrule is if questionnaire instructions clearly indicateone or more items are to be skipped on the basis ofan answer by the respondent.

You should follow strictly the given questionorder. The question sequence has been designed forcontinuity and for creating a conversational

atmosphere. The order is also arranged so thatearly questions will not bias the respondent'sanswers to later questions. Furthermore, questionorder needs to be standardized from respondent torespondent so that interviews will be comparable.

REPEAT AND CLARIFY QUESTIONS WHICHARE MISUNDERSTOOD OR MISINTER-PRETED

Occasionally a respondent may misunderstandor misinterpret the meaning of a question.Repeat the question. It is possible that the re-spondent needs time to think toe question mer.Wait and do not press for an immediate answer. Ifthe respondent needs reassuring, add after thequestion a neutral remark such as "There are noright or wrong answers to the quti-ns," or "Wejust want your ideas on this." If thce still is noresponse, reword the question slightly. This shouldoccur only when there is no other way to obtainan answer. If it does become necessary to rewordthe question, note any changes on the question-naire using the exact wording you used.

RECORD THE RESPONDENT ANSWERS ASHE GIVES THEM

You should write in the respondent's reply toeach question at the time he gives it. Even thoughyou do a good job in conducting the interview, thesurvey cannot succeed unless you convey theinformation to the research staff in a complete andunbiased form. The best way to do this is byrecording responses as the interview is going on.

There arc spaces provided in which you are torecord each answer.

The following are some tips for recording theinterview:

Write down all supplementary comments,explanations, or questions you used duringthe interview. Entry of probing questions(See this page) and comments by you shouldalways be made in parentheses, during thecourse of the interview. They are noted onthe questionnaire at the point where theywere made during the interview. In this way,the analysts of the data can determine whatinfluenced the respondent to answer ashe did.

Use a pencil to record. Please use a blackpencil and not a pen. Carry several pencilswith you when taking an interview so youwill always have a sharp one.

Writing must be legible. Regardless of howgood the actual interview may have been, it isworthless if the record of it cannot be read.When starting an interview, try to find aplace where writing will be easy. Carry a clip-board to write on. You can't always counton having a table available for you to write on.Have extra paper along in case you need torecord a lengthy answer. Remember toproperly identify the paper as belonging to aparticular interview and a particular question.Use the following abbreviations to help yourecord faster.

respondentl'er interviewerl'w interviewDK don't knowRQ repeated (survey) question

thumbnail sketchQ'naire questionnaireAE anything else

For more abbreviations to use, see pagel2Practice recording before you start anyinterviews. It will help you to learn some ofthe above techni, es to try to record aninterview using a triend as the respondent.

USE PROBING TECHNIQUES TO STIMULATEDISCUSSION AND OBTAIN THE NEEDEDINFORMATION

Probing, a technique used by interviewers tostimulate discussion and obtain more information,is one of the most challenging and importantaspects of the interviewer's work. The quality ofthe interview depends a great deal on your abilityto probe meaningfully and successfully. A questionhas been asked and an answer given. For any num-ber of reasons, the answer may be inadequate andrequire your seeking more information to meetthe survey objectives.

Obtaining specific, complete responses whichsatisfy the question objectives can be difficult.Some respondents have trouble putting theirthoughts into words; other respondent's answersmay be unclear or incomplete; other respondentsmay want to hide their attitudes because they feelthey are unacceptable. You must deal with thesefactors and use procedures which en,ourage andclarify the information provided by the respondent.

Probing for more information serves two majorfunctions:

15

1. It motivates the respondent to communicatemore fully so that he expands on what he hassaid, clarifies what he has said, or explains thereasons behind what he has said.

2. It focuses the discussion on the specific subjectmatter of the interview so that irrelevant andunnecessary information can be eliminated.Probing must accomplish these objectives

without introducing a bias. For this reason, youmust not introduce uriplanned or unwantedinfluences which might produce a response notintended in the survey.

Even the best questionnaire may occasionallybring a first response which is inadequate becauseit is only a partial answer. The response might beirrelevant, about something besides the subject ofthe question; unclear, meaning anyone of anumber of things; or inconsistent, in conflict withother information. For example, an irrelevantanswer might be:

Q2. How do you like living in this community?Ans. "Well, we used to live in Alabama, but

then we went on to Georgia before wecame here."

The answer given is irrelevant to the question.At this point, you should initiate further

discussion on the topic of the question so thatclear, complete, and relevant answers are obtained.This does not mean that you should openlyquestion a respondent's answer; rather, you shouldencourage the respondent to clarify and expand hisanswer to better meet the question objectives.

Learni.lg the objective of each question on thequestionnaire (the opportunity for doing thi-provided during the training sessions) is animportant preparation step for probing. To L e

to identify inadequate responses, you must fullyunderstand the exact information being sought bythe particular question.

Several different techniques may be used toobtain complete and clear responses. Thesetechniques should be used so that they appear as anatural and casual part of normal conversation.

A brief assertion of understanding or interest.By saying such things as "Isee," "Yes," or"That's interesting," you indicate that youhave heard the response given so far, youare interested, but that you expect to hearmore. These responses serve to stimulate therespondent to continue to talk.

12

16

An expectant pause. You simply remainsilent when you think a respondent hasprovided some information but really hasmore to say. The pause, often accompaniedby an expectant look or a nod of the head,allows the respondent time to gather histhoughts.

Utilizing pauses during an interview is oftendifficult. However, pauses are useful inencouraging people to continue to talk andyou should learn how to use them. One wordof caution, you must be sensitive to eachindividual while using this technique. Somerespondents may be out of ideas, and inthat case a pause will not result in furtherdiscussion. What might result is an embar-rassed silence.

Repeating the question. When the respon-dent does not seem to understand thequestir n, misinterprets it, seems unable tomake up his mind, or strays from thesubject, it is often useful to repeat thequestion just as it is written in thequestionnaire. Many respondents, whenhearing the question for a second time,realize what kind of answer is needed. Theymay not have heard the question fully thefirst time, or missed the question's emphasis.

Repeating the respondent's reply. Simplyrepeating what the respondent has said assoon as he has stopped talking is often anexcellent probe. This should be done as youare writing so that you actually repeat whatthe respondent has said.

A neutral question or comment, Neutralquestions or comments are fret. Jently usedto obtain clearer and more completeresponses. The following are examples of themost commonly used probes or "key word"phrases.

"How do you mean that?" (How mean?)"Could you tell me more about your thinking onthat? (Tell more)"I'm not sure I understand what you have inmind." (What in mind?)"Why do you thing that is so?" (Why?)"Could you tell me why you feel that way?"(Why?)"What do you think causes that?" (What causes?)"Do you have any other reasons for feeling as youdo?" (Other?)

"Anything else?" (A E or else?)"Repeat question." (RQ)

Such questions indicate you are interestedand make a direct bid for more information.This technique takes a v,hile for newinterviewers to master, but ;t is a dependableand productive tech:4 ,:..e when used cor-rectly. It requires that recognizeimmediately how the respondent's answerhas failed to meet the objectives of thequestion, and then formulate a neutral typeof question to elicit the information needed.Your manner of asking these neutral ques-tions is important. Needless to say, ademanding tone of voice can damage rapport.

Asking for further clarification. In probing, itis sometimes a good technique for you toappear slightly confused by the respondent'sanswer, and indicate in your probe that itmight be you who failed to understand. Forexample: "I'm not sure I know what youmean by that, could you tell me a littlemore?" This technique can arouse the re-spondent's desire to cooperate with a fellowhuman being, trying to do a good job. How-ever, it should not be overplayed. Therespondent should not get the feeling thatyou don't know when a question is properlyanswered, or that you can't understand therespondent's answers. This approach is alsouseful in dealing with what appears to be ananswer that is inconsistent with previousanswers. For example, you might simply say,"I'm sorry, but I'm not sure I understand.Did you mention previously ...?" and thenbriefly mention the respondent's previousreply. Do not appear to be cross-examiningthe respondent.

UPON COMPLETION OF THE QUESTIONING,TERMINATE THE INTERVIEW

At the conclusion of the interview, therespondent should feel that his time has been wellspent and that the interview has been worthwhileto him. Answer any questions related to theinterview, but do not linger for generalconversation.

THANK THE RESPONDENT FOR HIS TiMEAND INTEREST.

This should be done in a w irm manner, to

encourage the respondent to feel good about thetime he has just taken for the interview.

LEAVE 1HE DWELLINGYou shouldn't stop to talk once the interview

has been completed. You still have other inter-views to take and you also want to allow sometime right after the intervie.' to complete yourediting and get the questionnaire ready to hand into your Field Coordinator.

To sum up this section on techniques to use forconducting an interview, there are three types oferrors that you want to try to avoid.

1. Asking errors. These are any changes in thewording of the questions from the question-naire. They can result in inaccurate findingsand change the results of the survey.

2. Probing errors. These are inappropriate orinaccurate open-ended questions. Probingshould be neutral and held to a minimum.

3. Recording errors. These are inaccuratetranscriptions of the respondent's answers.They can seriously alter the results of theassessment project. Accuracy and standard-ization of recording techniques andprinciples must be consistent betweeninterviewers.

6.TECHNIQUESFOR EDITINGTHE INTERVIEW

13 17

COMPLETE THE THUMBNAIL SKETCH ATTHE END OF THE QUESTIONNAIRE

The Thumbnail sketch is to be completedafter the interview has taken place. There is spaceprovided at the end of the questionnaire for you toenter a short description of the respondent and theinterview situation.

This is a good place to try to describe thespecial aspects of the respondent and the interviewsitua''on. You can also "blow off steam" aboutthe interview here. Analysts always read the

sketches so that they can get a 1%111 picture of whathappened during the interview.

A thumbnail sketch should contain thefollowing types of information:

Attitude of the respondent and his familytoward you and the assessment project.

Unusual circumstances and happenings thathelp explain the interview, such as interrup-tions, language difficulty, etc.

Anything that happened while terminatingthe interview that further explains, modifies,or has bearing on the survey objectives.

CHECK TO MAKE SURE THAT EVERYTHINGNOTED ON THE QUESTIONNAIRE ISACCURATE

When editing your questionnaire, rememberthat someone who was not present when theinterview was taken will be reading it. Even if aquestion was asked and a complete answer was ob-tained, the entire response can be lost if theresponse was recorded inaccurately or it isunreadable. Read back through the whole ques-tionnaire to make sure that you accuratelyrecorded all the respondent's answers.

The best time to edit an interview is right afterit is taken, for at this time the entire situation isstill clear in your mind. Sometimes, it isn't possibleto edit immediately, but no more than a dayshould pass before you complete the editing.

14

The following are some tips for what should becovered in the editing of the questionnaire:

The questionna;re is legible. The bestresponse is lost if it can't be read.

Inappropriate questions are marked notapplicable (N/A). Make sure the questionsyou mark N/A are really not applicableaccor..ling to the questionnaire instructionsand not ones that were missed in the inter-view by mistake.

All abbreviations and key words used by youare written out.

All unclear responses should be explained inan interview summary. Remember that inwriting your summary about ,,,wthing thatmay have affected the interview, be carefulnot to make judgments about the respon-dent, such as remarks about his osychologicalstate, etc. Mention only obsmahle thingswhich he may have done, or that happenedwhich could bear upon answers to ques-tionnaire items.

Be sure that the thumbnail sketch isprovided. This will give the reader a goodidea of the interviewing situation and willhelp close the gap between the actual inter-view and the interview analysis.

Cross reference relevant material in theinterview. Write down all information wheref, is given in the interview. Then, duringediting, cross-reference not only theresponses to one question that also apply toother questions, but also any information therespondent added to an earlier question, orgave after the interview was completed. Thiswill alert the analysts to read all relevantinformation. Such a cross-reference mightread:

"Q4. (See Q10.)"or, "Q4. (See thumbnailsketch.)"

Make sure that any incomplete answer willmake sense to the analyst by adding marginalnotes of explanation.

Check everything again for accuracy.

PUT PARENTHESES AROUND ALL COM-MENTS NOT MADE BY THE RESPONDENT

18

Parentheses are used to distinguish clearlybetween the respondent's words and anythingyou did or said. They should be used for thefollowing situations:

All probing comments used in theinterview.

All remarks and explanations you made tothe respondent.

Comments you may wish to make to theanalysts such as:

a. What the respondent meansb. Descriptions of the respondent's

behavior

c. Summaries of the respondent'sdigressions

(For example: ''The respondent talkedat length about

d. Cross references

Do not put anything the respondent says inparentheses.

MAKE SURE ALL WRITING IS LEGIBLE

Check and double check to make sure that whatyou wrote can be read easily.

MAKE SURE THE QUESTIONNAIRE ISCOMPLETE

Each question must either be answered bythe respondent or it must have some explanationfrom you as to why it wasn't answered. If youaccidentally skipped any question; or intentionallyskipped ,my because they did not apply, someexplanation should be written in these blanks toalert the analyst to why the respondent did riotanswer these questions.

MAKE SURE THE COVER SHELF IS COM-PLETELY FILLED OUT

The cover sheet of the questionnaire shoud becarefully reviewed at the time of editing. Thefollowing are some tips to remember for thisreview:

Check to see that all necessary identificationis on each cover sheet the number of theinterviewer, the date and the length of theinterview in minutes.

Make sure the specific address appears onthe cover sheet in exactly the same words asit appears on the listing sheet.

15

Give as much information as possible for anyrefusal situation or non-interview.

GIVE COMPLETED EDITED QUESTIONNAIRETO YOUR FIELD COORDINATOR PROMPTLY

Once you have accumulated at least five com-pleted questionnaires, turn them in to your FieldCoordinator either in person or by registered mail.Do not let them accumulate until you have a largebundle because this will throw an unnecessarilyheavy load on your Field Coordinator who mustcheck each one for completeness and accuracy.

7 CONCLUSIONThis handbook has been designed to acquaint

you with the nature of an interview, your role andfunction in this adult needs assessment project,and potential errors to avoid in the interviewsituation. It has suggested procedures andtechniques which will aid you in your task.

Training courses will provide more detailedinformation about the specifics of these skills.Also, while you are in the field, collecting datafrom the respondents assigned to you, your fieldcoordinator will be available to help you with anyquestions or problems you may have.

There is no doubt after having read this materialthat you will see that interviewing can be a verychallenging backdrop for human interaction. Theimportance of your work as interviewers cannot beunderestimated. You are a key part of a very com-ple equation. While your respondents are, ofcourse, the focus of the interview, still, it is yourskills, warmth, interest and drive that will encouragepeople to give you the answers that may somedayhelp meet many of our community's adulteducation needs.

19

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I he onitinuing educational needs of Colorado's adults are of first importance. There are thousands ofadults who want an opportunity to further supplement their education and training. This opportunity canmean the attainment of the full potential of the unemployed and underemployed of Colorado. It canmean a higher standard of living for them and for their families.

-1-he Adult Education Needs Assessnlent Program is vitally important to all of us. I thank you, ,..mch one ofou, Ii youi Looperat ion."

Governor john Vanderhoof

1)n,, 1.)()L.Lultent De%L.Hpcd dnd Pr ermred by the011IVE I I): Rv,,cort.h ond 1: duCatwn

Linde: (1,4th.,,ct With theDvponmcni EducAlion

1974

21

ADULT NEEDS ASSESSMENTEMPLOYER SURVEY

I. What percentage of your jobs have educational requirements?Ia. % less than a high school educationb % a high school education

1 c. % a college degreeI d. % vocational education traininge. % other requirements (specify)

How are your employees obtained? (Check one or more)AdvertisingState Employment ServicePrivate Employment ServiceFriends and RelativesVocatkmal-Technical SchoolsPublic Schools

PlanningRegion #

Employer #

Stratum #

Sample #

Employee ReferredUniversities or CollegesManpower ProgramsWalk-ins (self-applicants)Other

Many jobs, for a variety of safety and other reasons, are unsuitable for individuals with particularhandicaps. Are were ;my jobs in your organitation which are suitable for people with any of thehandicaps listed below? Check those which may apply.

Missing Limb Sight Defects Heart TroubleLameness Hearing Loss Mentally RetardedEpilepsy Speech Defect Paralysis

4. Does your organiration presently have employees with a prison or felony record?YesNo

5. Does your organiration provide pre-employment training?YesNo

5a. If yes, where is it conducted? (Check all that apply)On the premisesVocational schoolCommunity collegesOther (Specify)

5b. Who pays for pre-employmentEmployeeYour OrganirationSchool District

training? Indicate if cost is shared.UnionManpower ProgramsOther (Specify)

22

6. Does your organization provide on-the-job training?YesNo

6a. If yes, where is it conducted? (Check all that apply.)On the premisesVocational SchoolCommunity collegesOther (Specify)

6b. Who pays for on-the-job training? IndicateEmployeeYour OrganizationSchool District

if cost is shared.UnionManpower ProgramsOther (Specify)

7. If your organization has union employees, does the union provide training for anyYesNo

7a. If yes, what kind is it? (Check all that apply)Pre-EmploymentApprenticeshipOn-the-job

8. For what period of time must an employee be ontraining?

NoneLess than I month1-3 months4-6 months

Special CoursesOther (Specify)

of them?

the job before your organization will pay

7-12 monthsCompany does not pay fortrainingOther (Specify)

for

9. If new occupational or educational services were made available outside of your organization, wouldyou consider providing monetary support for such programs?

YesNo

9a. If new occupational or educational services were made available outside of your organization,would you consider providing in-kind support to such programs?

YesNo

.10. Do you have employees whose opportunities for advancement would improve significantly if they hadone or more of the kinds of training listed below? If yes, what percentage? (Check all that apply)

I Oa. General Educa-tion Training 0-10% 11-25% 26-50% 51 or more %

10b. VocationalTraining 0-10% 11-25% 26-50% 51 or more %

10c. Special SkillsTraining 0-10% 11-25% 26-50% 51 or more %

23

10d General Educa-tion Development(GED/high schoolequiva;ency) 0-10% 11-25% 26-50% 51 or more %

10e. Other 0-10% 11-25% 26-50% 51 or more %

In your opinion, do you have employees whose productivity would improve through special trainingand/or continued education?

YesNo

I la. If yes, what percentage?0 to 10%

11 to 25%26 to 50%51 or more %

12. If you are of the opinion that some of your employees are in need of further education, what do youthink are the main obstacles which prevent them from getting it? (Check all that apply)

Cost Appropriate programs do not now existNot enough time Available programs not effectiveHome responsibilities Programs not offered atJob responsibilities appropriate timesAmount of time required to Distancecomplete program Lack of transportationAge IndifferenceHealth OtherLack of in formati(m aboutexisting programs

13. If you are of the opinion that adult education classes should be available, who should offer them?(Check all that apply.)

Business/Industry Vocational/Educational SchoolsUniversities Community CollegesUnions OtherPrivate SchooisLocal Schools

14. Who, in your opinion, should pay for such programs? (Check all that apply.)Individuals/Employees School DistrictsBusiness/Industry Manpower Programs

_Government Other

15. Check which types of adult education classes are needed but not provided by your organization or bythe community, and which would benefit the employees of your organization. (Check all that apply)

A GENERAL ACADEMIC EDUCATION (Includes common high school subjects, such ashistory, English, public speaking, mathematics, etc.)

B. CIVIC AND PUBLIC AFFAIRS EDUCATION (Includes seminars, discussion groups,informal classes, etc.)

C AMERICANIZATION AND BASIC EDUCATION (Includes classes and activities inwhich the major emphasis is upon (a) naturalization of foreign-born or (b) literacy fornative and foreign-born adults.)

D FINE ARTS AND CRAFTS (Includes photography, metal, music, drama, painting, etc.)

E COMMERCIAL AND DISTRIBUTIVE EDUCATION (Includes classes in typing,shorthand, bookkeeping, salesmanship, office management, etc.)

24

F AGRICULTURE (Includes vocational agriculture courses.)G VOCATIONAL AND TET_ANICAL EDUCATION OTHER THAN AGRICULTURE

(Includes all classes in apprentice training, automotives, electronics, service and domestictrades, etc.)

H HOMEMAKING AND FAMILY LIFE EDUCATION (Includes sewing, cooking,nutrition, consumer-ship, budget management, parent study groups, child care anddevelopment, family relationships, etc.)

I HEALTH AND PHYSICAL EDUCATION (Includes such classes as first aid, homenursing, food handling, health education, physical fitness, etc.)

J PERSONAL IMPROVEMENT (Includes classes in personal psycholoy, personalityimprovement, etc.)

K RECREATIONAL ACTIVITIES (Includes all classes in sports, dancing, bridge and otheractivities designed primarily for leisure-time recreation.)

L SAFETY AND DRIVER EDUCATION (Includes classes in driver education, watersafety, first aid, civil defense, accident and fire prevention.)

M SPECIAL EDUCATION (Includes classes for handicapped adults, lip reading, Braille,speech correction, remedial reading, and other courses for handicapped.)

N OTHER (Includes any other adult education classes not belonging in any of the abovecategories that you would like to have offered to your community.)

16. Of those types of adult education that you indicated are needed, please list the three that are neededthe most by your organization and those three that are the least. Use the letter that corresponds tothe type of adult education listed above (e.g., if you checked "A. General Academic Education" andyou think it is the type most needed by your organization, enter the letter A in the first space underHighest, etc.).

16a Highest1.23

16b. Lowest

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They can because theythink they can

"The continuing educational needs of Colorado's adults are of first importance There are thousands ofadults who want an opportunity to further supplement their education and training. This opportunity canmean the attainment of the full potential of the unemployed and underemployed of Colorado. It canmean a higher standard of living for them and for their families.

The Adult Education Needs Assessment Program is vitally important to all of us. I thank you, each one ofyou, for your cooperation."

Governor John Vanderhoof

This Document was Developed and Prepared by theCenter for Research and Educadon

Under Contract With theColorado Department of Education

1974

27

ADULT NEEDS ASSESSMENTAGENCY SURVEY

PlanningRegion #

Sample A B

Sample #

1. Agency Name

Address

Phone

Name of person completingquestionnaire

Title

2. What type of service does your agency provide?

3. Are all services to your clients provided at the address given above?YesNo

4. If not, at what other locations are your services offered?

Extension sitesNeighborhood centersHomesOn the jobLabor centersCommunity action centersCollege or University facilities

Public schoolsContracted training centersOn the street, or wherever we find clientsPublic buildingsOther

5. What are the eligibility requirements for your clients?

6. Where is your agency located?

UrbanSuburbanRuralRural Isolated

7. Approximately how large an area does your agency serve?Large (more than one county)Medium (one county or less)Small (1 to 2 square miles: a neighborhood)

28

8. How would y( .r agency be classified? Check more than one if appropriate.U S Government Community CollegeState Government School DistrictCounty Government CivicCity Government ChurchUniversity CooperativeJunior College UnionVocational Education Private Non-profitSpecial Education OtherBoard of Cooperative Services(BOCS)

9. What adult population does your agency serve?9a. Age Groups

16 to 2425 to 6061 and overAll of the above

9b. Income GroupsWelfare recipients onlyAll income levels above welfareAll income groups

9c. SexMaleFemaleBoth

9d. Education0 to 8th Grade9th to 12th GradeVocational/TechnicalCollege/University

10. What percentage of your adult clients are: (Give percentage for all that you serve)CaucasianBlackOrientalAmerican IndianSpanish surnameOther

11. Estimate how many adult clients your agency serves during the following time periods:SpringSummerFallWinter

12. How many adults arc eligible to attend programs or participate in services provided by your agency?

12a. How many adults attend programs or participate in services provided by your agency?

29

13. How does your agency decide upon specific services to be offered? (Check all that apply)Legally required Community surveysGovernment requirements Individual needs assessmentAgency objectives OtherFund allocations

14. How are your clientele recruited or enrolled? (Check all that apply)Other agenciesNewspaper, Radio, TVDirect mailBy lawReferral

Through other clientsCatalogsPersonal visitsOther

15. How are other agencies made a are of the services you offer? (Check all that apply)Brochures Professional conventions or conferencesCatalogs Advertising agenciesPosters Public relations agenciesNewspaper advertisements (external)Newspaper/Magazine stories Agency public relations personnelRadio, TV (programs and/or (internal)spots) OtherPersonal contact

16. What are your agency's funding sources? (Check all that apply)Governmental Labor unionsFoundation Business/IndustryFund drive PrivateClient fees Other

17. What sources of financial aid are available to yourScholarshipsGrantsWork grantsFellowshipsPart-time workWelfarePrivate health insurance

18. What sources of financial aid do(Check all that apply)

United Way fundsScholarshipsGrantsWork grantsFellowshipsPart-time workWelfareOwn funds

clients through your agency? (Check all that apply)Medicare/MedicaidSpecial ethnic grants or scholarshipsVeterans aidLoansGovernmental sourcesNoneOther

your clients most frequently rely on when they utilize your agency?

Medicare/MedicaidSpecial ethnic grants or scholarshipsVetcians aidLoansGovernmental sourcesOther

19. Does your agency have resources and capabilities to meet t.he total requirenlents of your target clients,according to your agency objectives?

YesNo

30

20. If you refer clients to other agencies, please indicate for what services. (Check all that apply)Counselling TrainingTesting FundingPlacement Special services, e.g., health careTreatment Other

21. What supportive services do you offer to your clientele? (Check all that apply)21a. Processing

Process applications Job placementCounselling ReferralTesting NoneTraining Other

21h. LogisticsTransportation Library/Reading roomChild care Special services for handicappedMedical services (please specify)Food services NoneDormitories Other

22. Please indicate when the services of your agency areDaytimeEveningsAfter workWeekendsHolidays24 hours a day

offered. (Check all that apply)Annually (12 month basis)Summer monthsWinter monthsPeriodically (according to need)Other

93. What follow-up procedures on clientele does your agencyAgency newsletterQuestionnairePhone callRequired report back formsVoluntary report back form

use? (Check all that apply)Scheduled home visitsScheduled office visitsNoneOther

24. Does your agency have an evaluation procedure to assess the effectiveness of services?YesNo

25. If Yes, please specify which of the following: (Check all that apply)Standard governmental End of trainingInternal End of projectsExternal Informal (unstructured)Monthly Formal (structured)Semi-annually OtherAnnually

26. If you arc of the opinion that some of your clients are in need of your services, what do you think arethe main obstacles which prevent clients from receiving them? (Check all that apply.)

Cost Appropriate services do not now existNot enough time Services not offered at appropriate timesJob responsibilities DistanceAge Lack of transportationHealth IndifferenceLack of information about Otherexisting services

31

GENERAL INSTRUCTIONS:

Fill in all the indicated blanks. Feel free to place elaborations or additionalinformation of interest in available space. After introducing yourself,establishing your intentions, and the personal confidentiality of the data obtained,proceed to question directly below.

ASK THIS QUESTION FIRST:

How many people live in ;he household?(Indicate answer in box, and check toindicate which person was interviewed)

Interviewer'sInstructions

If "no,"go to Qla.

If "no,"

go to Q2a.

If "no,"go to Q4.

Probe forjob tasks.

Relationship Age Sex

1. Is English your preferred language?

yesno

la. What is your preferred language?

SpanishJapaneseOther

2. Were you born here?

yesno

2a. How long have you lived here?

less than 1 year1 - 5 years6 - 10 years11 - 15 years

3. Are you presently employed?

yes

no

3a. What type of work do you do

32

If "no," go toinstructionfor Q5.

Probe forjob tasks.

2

3b. After recording type of work done, check correspondingcategory here:

skilled laborunskilled laborprofessional

3c. How long have you held your present job?

less than 1 year1 - 5 years6 - 10 years11 - 15 years

3d. Do you like the job you presently hold?

yes, very muchit's OKno

3e. Would you like to do different work from that which youare now doing?

yesno

3f. If yes, what kind of work would you like to do?

3g. After recording type of work desired, checkcorresponding category here:

skilled laborunskilled laborprofessional

3h. Have you had any training or experience in that area?

yes, a lotyes, someno, none

3 3

Probe forjob tasks.

Probe forjob tasks.

Read thisparagraphaloudbeforeasking Q5.

3

4. What type of work do you do when you work'

4a. After recording type of work done, check correspondingcategory here:

skilled laborunskilled laborprofessional

4b. How long has it been since you worked?

less than one month1 - 6 monthsmore than 6 months

4c. Do you want to do the same type of work again?

yesno

4d. If no, what would you like to do?

4e. After recording type of work Jes -ed, check corrzs-ponding category here:

skilled laborunskilled laborprofessional

4f. Have you had any training or experience in that dt?

yes, a lotyes, someno, none

Now I'm going to ask you some questions about training programs,courses, and activities intended to teach people about thingsthey want or need to learn. We'll call these "learning programs."

5. Let's suppose you took a learning program to make you verygood at a job. Do you think that you would do well in theprogram even if it was of poor quality?

yesno

34

Use the phrase"for instance"immediately

following this.

4

6. Suppose you were going to enroll in some sort of learningprogram. What would you like to get out of it? For instance:

6a. If you learned something that could help you increaseyour earning power, how important might that be?

very importantof some importancenot important

65. If you learned how to do work different from what youare now doing, how important might that be?

very importantof some importancenot important

6c. If you just learned some generally interestinginformation, how important might that be?

very importantof some importancenot important

6d. What about generally enriching your life - a programthat would just be pleasing to you? How importantmight that be?

very importantof some importancenot important

7. What would make you go to a learning program? For instance:

7a. Would it be important to you if members of your familywere participating?

yesno

7b. What if some of your friends were participating, wouldthat be important to you?

yesno

3 5

If "no,"go to Q7i.

5

7c. Would getting paid to attend a learning program beimportant to you?

yesno

7d. If "yes" indicate estimate of lowest dollar amount(per session) which would be significant.

$1.00 or less $3.01 to $4.00$1.01 $4.01 to $5.00to $2.00$2.01 to $3.00 more than $5.01

7e. Would getting transportation to the program be importantto you?

yesno

7f. If yes:

if picked-up at homeif picked-up within a couple of blocks of home

7g. Would child care be helpful to you in attending alearning program?

yesno

7h. If yes, how frequently would child care assistance berequired?

each time program meetsoccasionally

7i. Would receiving a certifica...e or diploma when youcompleted the program be important to you?

yesno

36

If R indicates $would matter,probe for a persession dollarfigure whichwould be prohibi-tive,e.g., over$20? If "no," goto Q71.

If "no,"go to Q7o.

6

7j. Would having to pay for attending a program beimportant to you?

yesno

7k. If yes:

$0.25 to $2.00 per session$2.01 to $4.00 per session$4.01 to $6.00 per session$6.01 to $8.00 per session$8.01 or more per session

71. Ideally, where should programs be conducted? (Record

only one choice)

collegecommunity centerhigh schoolchurchprivate homesother (specify)

7m. Would the length of the program make any differenceto you?

yesno

7n. If yes:

1 day1 week1 month3 months6 months or more

7o. Which time of day would be best for you? (One choiceonly)

early morninglate morningearly afternoonlate afternoonearly eveninglate evening

37

Do not give aspecific prompt.

If no go to Q10.

Interviewer, donot read scale.

If R is employed,ask Q10.

7

7p. Which part of the week would be best for you?(One choice only)

weekdaysweekends

7q. Is there something, anything at all, you might like tolearn about'?

8. Are you planning to enroll in any type of learning programin the near future?

yesmaybeno

9. Do you know of any place around here where you couldreceive training or take some kind of educational learningprogram?

yesno

9a. If yes, how good is it?

1 2 3 4 5

Very Good Average Poor VeryGood Poor

10. In which of the following ways would you most want alearning program to be helpful to you?

a on the job that I now holdprepare to change jobs

c.____ to get a promotioncarrying out everyday tasks and duties around homespend my spare time more enjoyably

f. meet new and interesting peopleg. get away from the daily routineh. become a better informed person

34

If R isunemployed,ask QlOa.

If no, go to Q13.

8

10a. In which of the following ways would you most want alearning program to be helpful to you?

a. to get a jobb. carrying out everyday tasks and

duties around homec. spend my spare time more enjoyablyd. meet new and interesting peoplee. get away from the daily routinef. become a better informed person

11. If you were asked to sit down and convince a small group ofyour relatives and/or friends that they should do something,do you think you would be successful?

yes, veryyes, more or lessdepends on subjectnot particularlyno, not at all

12. Other than compulsory education programs or college degreeprograms, have you ever been in a learning program?

yesno

12a. How recently?

within last 3 monthswithin last 6 monthswithin last yearwithin last 5 years

12b. Thinking back to that learning program, could you tellme how you happened to enroll in it?

friend told me about itfamily member told me about itread about itheard about it on TV or radiosupervisor at work told meemployment requirement

3 9

If R is employedask Ql 2d.

If R is unemployedask 12e.

Ask about eachchoice separately.

9

12c. How did you feel about the learning program youparticipated in?

Good Bad

Useful : Useless

Exciting_____. -_____: Boring

12d. In what ways was the program helpful to you?

a on the job that I now holdb. prepare to change jobs

to get a promotioncarrying out everyday tasks andduties around home

spend my spare time more enjoyablyf. meet new and interesting people

get away from the daily routinebecome a better informed person

12e. In what ways was the program helpful to you?

a. to get a jobb. carrying out everyday tasks and

duties around homespend my spare time more enjoyably

d. meet new and interesting peopleget away from the daily routinebecome a better informed person

13. Ask how often do you read or glance through a newspaper?magazine? watch television? listen to radio?

13a. Newspaper -.very day

about every other dayabout once or twice a weekless than once a weeknever

13b. Magazines every dayabout every other dayabout once or twice a weekless than once a weeknever

13c. Television every dayabout every other dayabout once or twice a weekless than once a weeknever

4 0

If "no," go toQ17.

Read choices andcheck each "yes"response.

10

13d. Radio every dayabout every other dayonce or twice a weekless than once a weeknever

14. Do you generally consider yourself to be a fast learner?

yes, veryyes, more or lessdepends on subjectnot particularlyno, slow

15. If you were learning some new activity, how well would youexpect to do?

very wellfairly wellaveragepoorlywould fail

16. Do you participate in any organizations, groups, or clubs?

yesno

16a. What kind?

socialchurch-sponsoredpoliticallabor unionsprofessionalother

17. What is your age?

16 to 18to 25

2'; to 40

41 to 5051 to 6061 or over

41

Do not ask.

Check appropriatebox.

Hand R card andask question;assure R ofconfidentialityof all data.Circle the letterof R's choice onquestionnaire.

11

18. Sex of respondent.

malefemale

19. What is the highest grade-level of school you have completed?

1 to 67 to 12high school graduatebeyond high school but not collegetrade schoolvocational schoolcommunity collegesome collegecollege graduatepost graduate

20. What is your military status?

veterancurrently enlistedother

21. What is your marital status?

Married

Single

Divorced

Widowed

22. What is your usual means of transportation?

private vehiclepublic transportationfriend or relative drivesnone

23. Please tell me which letter best reflects your income.

Monthly

A.Less than $420B.Between $425-835C.Between $840-1250D.Over $1255

4 2

Weekly

E.Less than $100F.Between $105-200G.Between $205-300H. Over $305

Daily

I.Less than $20J.Between $25-40K.Between $45-60L.Over $65

If "no," askQ24a.

If race of R notclear and evidentask: "Of what

race do Youconsider yourselfto be a member?

Please elaborate.

12

24. Do you think we've talked about some interesting topics?

yesno

24a. Why not?

25. Race of respondent only:WhiteBlackSpanish AmericanOrientalAmerican IndianOther (Please specify)

TO BE FILLED OUT BY INTERVIEWER ONLY

26. Check one of the following to show type of dwelling unit:

located on farmnon-farm: single family housenon-farm: duplex or two- family structurenon-farm: multi-unit structure (e.g., apartment,townhouse, etc.)

27. Do ycra think this interview provided a valid indicationof the respondent's attitutdes?

very much aosomenot at all

4 3

OP I

Remember torecord all ofthe followinginformation.

28. TOtal time spent in this respondent's home (in minutes).

29. Time spent in actual interview (in minutes).

30. Total time spent for this set of responses (in minutes).

(Travel time spent, preparation time, plus all other.)

Interviewer: Please comment on the quality of the interview, i.e., anything youthink significant about the respondent, his residence, neighborhood, etc.Use reverse side if necessary.

13 4 4