Guidelines for Impact Monitoring & Assessment in Microfinance ...
Guidelines for Impact Monitoring & Assessment in Microfinance ...
Guidelines for Impact Monitoring & Assessment in Microfinance ...
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MONITORING & ASSESSMENT IN MICROFINANCE PROGRAMMES<br />
MORE INFORMATION ON INTERVIEWS<br />
BEST TYPE OF INFO TO GATHER<br />
Exploratory and prob<strong>in</strong>g<br />
Verbal, spontaneous<br />
Good sources <strong>for</strong> impressions and concrete <strong>in</strong><strong>for</strong>mation<br />
Useful <strong>for</strong> verify<strong>in</strong>g other <strong>in</strong><strong>for</strong>mation collected through different means<br />
BEST TYPE OF RESPONDENTS<br />
Anyone will<strong>in</strong>g to discuss personal matters, reactions, attitudes, etc. with an appropriate<br />
<strong>in</strong>terviewer<br />
BENEFITS<br />
Allows <strong>for</strong> gather<strong>in</strong>g rich, <strong>in</strong>-depth <strong>in</strong><strong>for</strong>mation fairly quickly<br />
Natural <strong>for</strong>m <strong>for</strong> respondents to share <strong>in</strong><strong>for</strong>mation; answers are generally more reliable<br />
when <strong>in</strong>terviews are conducted face-to-face<br />
Allows <strong>for</strong> spontaneity and further prob<strong>in</strong>g, which may lead to important, but unexpected,<br />
issues<br />
Respondents do not have to be literate<br />
POTENTIAL DRAWBACKS (AND HOW TO AVOID THEM): Interviews tend to be more<br />
costly and time-consum<strong>in</strong>g, and thus reach fewer people than surveys.<br />
If appropriate, small group <strong>in</strong>terviews can be done <strong>in</strong>stead of <strong>in</strong>dividual <strong>in</strong>terviews.<br />
Use a facilitator who already has a good rapport with the respondents and tra<strong>in</strong> him/her<br />
<strong>in</strong> basic <strong>in</strong>terview<strong>in</strong>g skills. Facilitator biases and lack of skills <strong>in</strong> <strong>in</strong>terview<strong>in</strong>g can jeopardize<br />
the entire <strong>in</strong>terview.<br />
Provide tra<strong>in</strong><strong>in</strong>g to facilitators <strong>in</strong> at least basic <strong>in</strong>terview<strong>in</strong>g skills, cover<strong>in</strong>g basic guidel<strong>in</strong>es<br />
<strong>for</strong> <strong>in</strong>terviewers. Less structured <strong>in</strong>terviews may not provide the <strong>in</strong><strong>for</strong>mation<br />
needed.<br />
Prepare an <strong>in</strong>terview guide with an <strong>in</strong>troduction <strong>for</strong> facilitators to follow dur<strong>in</strong>g <strong>in</strong>terviews.<br />
The guide should pose questions <strong>in</strong> the exact <strong>for</strong>mat and order <strong>in</strong> which they will<br />
be asked.<br />
Writ<strong>in</strong>g down responses dur<strong>in</strong>g <strong>in</strong>terviews can be difficult. Prepare a <strong>for</strong>mat <strong>for</strong> record<strong>in</strong>g<br />
responses and <strong>in</strong>clude it with the <strong>in</strong>terview guide.<br />
If appropriate, emphasize to the respondents that their answers are confidential.<br />
Try to have two people facilitat<strong>in</strong>g <strong>in</strong>terviews: one to conduct the <strong>in</strong>terview and the<br />
other to record responses.<br />
If record<strong>in</strong>g responses seems to slow down the <strong>in</strong>terview, let respondents know that<br />
their answers are be<strong>in</strong>g noted thoroughly because what they have to say is important.<br />
Long, detailed responses are more difficult to analyse, especially if the <strong>in</strong>terview has<br />
gotten off track or if responses are vague.<br />
When appropriate, <strong>in</strong>clude a data analysis plan with the <strong>in</strong>terview guide.<br />
Probe further <strong>for</strong> needed <strong>in</strong><strong>for</strong>mation.<br />
Keep the respondent focused on the question be<strong>in</strong>g asked.<br />
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