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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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