Asking Questions - The Definitive Guide To Questionnaire Design ...

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132 ASKING QUESTIONS to the question, but the person who answers the likelihood question as being “extremely likely” or as “100% likely” is different from the person who answers “somewhat likely” or as “60% likely.” A second solution is to ask two different types of likelihood questions that provide a range of responses. One can be a more general question that represents the baseline condition. (“How likely are you to buy a car within the next twelve months?”) The second can provide a realistic or more favorable “upper bound” scenario. (“How likely are you to buy a car within the next twelve months if car prices drop by 10%?”) The use of two (or more) likelihood questions provides some measure of sensitivity and also provides a comparison point when reported in conjunction with their answers to the first question. Consider the questions that the Girl Scouts used to anticipate demand for their annual cookie sales. Questions were asked in two different ways. 1. How likely are you going to be to buy Girl Scout Cookies this year? Not Very Likely 1— 2 — 3 — 4 — 5 — 6 — 7 — 8 — 9 Very Likely 2. If approached, how likely are you to buy Girl Scout Cookies from a friend’s daughter? Not Very Likely 1— 2 — 3 — 4 — 5 — 6 — 7 — 8 — 9 Very Likely The first question is general and runs the risk of having a person overlook extenuating circumstances. The second question is specific and runs the risk of overestimating demand when sales efforts do not involve a friend’s daughter. Together, however, they enabled the organization to bracket a response range. These results can then be used either to estimate a range of expectations or to do scenariobased planning (such as calculating possible sales if parents asked their friends to buy cookies). Not surprisingly, reports of the likelihood of buying cookies increases dramatically when a person is specifically asked about
ASKING QUESTIONS ABOUT ATTITUDES AND BEHAVIORS 133 being approached by a friend’s daughter (Question 2) than when the person doing the selling is not specified in the question. The significant difference between these two answers was used to underscore how important face-to-face sales were to the success of cookie sale efforts. Asking Frequency-Related Questions Regarding Future Behavior A second way to ask questions of behavioral intentions is to ask people to estimate how many times they will engage in the behavior within a specified period of time. This approach is particularly useful when investigating frequent behaviors. Typically questions are asked as either a fill-in-the-blank question or as a frequency question with fixed intervals. Consider these two questions asked after the BSE crisis with beef in Europe. 1. How many times will you eat beef for your evening meal in the next month? times in the next month 2. How many times will you eat beef for your evening meal in the next month? 0 1–2 3–5 6–10 11–20 21–30 The first type of question, the fill-in-the-blank question, offers a response mode that is free of range biases, interval biases, or anchoring effects. Despite these advantages, it is often less frequently used than the interval question (Question 2) because it provides more possibility for data entry error than does a checked box. It is also a favorite in electronic surveys. Although the fill-inthe-blank version is generally preferable, if the interval question is to be used, appropriate intervals must be carefully considered. Although Question 2 above used six categories (0, 1–2, 3–5, 6–10, 11–20, 21–30), there are a wide variety of other numerical intervals
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Asking Questions The Definitive Gui
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Norman M. Bradburn Seymour Sudman B
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Copyright © 2004 by John Wiley & S
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viii CONTENTS 12. Asking Questions
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Preface This book is a revised and
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PREFACE xiii trate some of the subt
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The Authors Norman M. Bradburn (Ph.
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Asking Questions
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Chapter One The Social Context of Q
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THE SOCIAL CONTEXT OF QUESTION ASKI
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Chapter Two Asking Nonthreatening Q
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ASKING NONTHREATENING QUESTIONS ABO
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Figure 2.4. Household Health Diary.
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Source: U.S. Bureau of the Census,
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80 ASKING QUESTIONS e. The Sealed B
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182 ASKING QUESTIONS Figure 6.2. Qu
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184 ASKING QUESTIONS Specific knowl
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186 ASKING QUESTIONS question. Anot
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192 ASKING QUESTIONS Resident Infor
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194 ASKING QUESTIONS It must be rec
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196 ASKING QUESTIONS Figure 6.10. Q
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198 ASKING QUESTIONS Figure 6.11. S
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200 ASKING QUESTIONS Figure 6.11. S
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202 ASKING QUESTIONS question indic
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204 ASKING QUESTIONS state or count
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206 ASKING QUESTIONS respondents wi
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208 ASKING QUESTIONS answers, most
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210 ASKING QUESTIONS on the Web sin
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Chapter Seven Asking Questions that
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ASKING QUESTIONS THAT EVALUATE PERF
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• Depends heavily on employee’s
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244 ASKING QUESTIONS make a particu
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246 ASKING QUESTIONS on demographic
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248 ASKING QUESTIONS Table 8.1. Eig
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250 ASKING QUESTIONS domain and rel
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252 ASKING QUESTIONS Seven Steps to
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254 ASKING QUESTIONS the frequency
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256 ASKING QUESTIONS The fourth ste
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258 ASKING QUESTIONS empty cells. I
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Chapter Nine Asking Standard Demogr
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ASKING STANDARD DEMOGRAPHIC QUESTIO
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Chapter Ten Organizing and Designin
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ORGANIZING AND DESIGNING QUESTIONNA
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Fill- Ins Easily done with a Possib
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Chapter Eleven Questionnaires from
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QUESTIONNAIRES FROM START TO FINISH
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Chapter Twelve Asking Questions FAQ
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ASKING QUESTIONS FAQS 325 tain you
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Do you own an IBM-type of PC? Yes
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ASKING QUESTIONS FAQS 329 Ranking q
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ASKING QUESTIONS FAQS 331 guish bet
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ASKING QUESTIONS FAQS 333 activitie
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336 BIBLIOGRAPHY AND RECOMMENDED RE
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348 GLOSSARY object. The term belie
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350 GLOSSARY are entered directly i
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352 GLOSSARY the sex of the respond
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354 GLOSSARY of an IBM card is a on
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356 GLOSSARY individual difference
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358 GLOSSARY overreporting, underre
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360 GLOSSARY because of illness or
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362 GLOSSARY response effect A gene
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364 GLOSSARY questionnaires list th
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Index A Ability, measuring, 197-202
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INDEX 369 Denver, 86; Community che
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INDEX 371 Library card ownership, 8
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INDEX 373 preferences, 167-168; thr
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Appendix A List of Academic and Not
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APPENDIX A 377 Phoenix, AZ 85003-17
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APPENDIX A 379 Fax: 310-206-4453 E-
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APPENDIX A 381 800 Florida Ave., N.
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APPENDIX A 383 E-mail: jbason@arche
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APPENDIX A 385 Phone: 312-996-5300
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APPENDIX A 387 Phone: 785-532-5510
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APPENDIX A 389 Center for the Study
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APPENDIX A 391 Ann Arbor, MI 48106-
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APPENDIX A 393 731 Oldfather Hall L
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APPENDIX A 395 New York Marist Coll
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APPENDIX A 397 Cornell University I
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APPENDIX A 399 225 South Main St. A
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APPENDIX A 401 121 University Pl. P
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APPENDIX A 403 South Dakota Busines
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APPENDIX A 405 Public Policy Resear
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APPENDIX A 407 E-mail: sesrc@wsu.ed
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APPENDIX A 409 England National Cen
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412 APPENDIX B PLEASE CIRCLE ONE CO
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414 APPENDIX B 14. Who purchased th
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416 APPENDIX B 23. What racial/ethn
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Faculty Retention Survey December 2
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2. Professional Life Important to y
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4. Environment Important to you Imp
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Appendix D Kinko’s: Open-ended Se
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