Interview

Maxwell (2005) postulates that there are two focal points in data collection methods and triangulation of these methods. The selection for the method of data collection depends on the research questions and what will work effectively in the setting to give the researcher the information required. In this research, face to face interview is used as a method of data collection in the work place setting.

Face to Face Interviews

The participants were interviewed face to face and structured interview questions were formulated to collect data for the study. According to Sekaran and Bougie (2010), interviews can either be structured or unstructured. With structured interviews, respondents would answer a list of pre- determined questions formulated by a researcher and it is known from onset of the interview what information is required. A list of predetermined questions was posed to the participants from different occupational levels.

The interview was conducted in the workplace setting in a relaxed and conducive environment. The participants were told that their responses would be recorded and the information was regarded confidential. In the study, the questions focused on three key areas, their perceptions of informal learning and the effectiveness thereof, their interaction with their co workers and the recommendations of factors that would enhance proficiency in the workplace through informal learning. The phenomenological approach is to gain insight and understanding of participant’s feelings as it is lived in their workplace, share their experiences and goals. They were free in their responses and willing to answer the open ended questions.

Prior to the interview, participants were informed about the research project, confidentiality and contact details of the researcher. Each interview lasted between 20 to 30 minutes. With

73 | P a g e each interview detailed notes were taken. Interview questions were formulated from the key issues identified in the literature review. In order to explore specific research questions, the interview questions were based on examining and describing the effectiveness learning in the workplace (Le Clus, 2008).

In the first set of questions, the participants were encouraged to express their opinions and share their experiences and practises of informal learning. The main objective was to create a comfortable and relaxed atmosphere that enables building a rapport. The second set, was more focused on interrelationships with their co workers and support they give each other. The final set, focused on factors that promote or hinder informal learning in the workplace. The interview questions that were designed can be found in Appendix one.

The interviews were audio recordings with informed consent (Schilling, 2006). The researcher need to ensure that the information gained from respondents is not biased. The transcription of the recordings is noted and written evidence is used to eliminate the possibility of the researcher being biased. Informed consent must be granted at all times, the researcher must be clear whilst informing participants that data is collected for research purposes, this reduces anxiety and suspicion of the consequences that may follow. Unfortunately, anonymity is also not completely observed as the participants may be identified by their voices (Sekaran & Bougie, 2010).

Face to Face interviews help the researcher to build a sincere, credible and a non – judgemental rapport. Participants highlight concerns and actively engage in the interview by giving information and sharing their perceptions and opinions. This allows openness in the relationship between the researcher and participants which provides valuable, in-depth data that helps with achieving the objective of the study. The researcher can rephrase and clarify questions and check for understanding by paraphrasing responses. The non verbal cues is normally the indicators of difficulty in responding to a question, it is evident to the researcher that a participant has a problem with articulation, it then allows the researcher to adapt or further probe if participants struggle to answer questions (Sekaran & Bougie, 2010). The researcher is responsible for transparency and need to discuss and clarify each step with the participant upfront (Schilling, 2006).

74 | P a g e It is important to mention shortcomings of face to face interviews. The language barriers can be difficult if the responses cannot be expressed or certain phrases not clearly understood. The physical environmental factors can constrain the range of a research study. The researcher must have good interviewing skills especially with the ability to put the participants at ease, to gain in – depth experiences, perceptions and interpret the responses. It is a costly exercise to train interviewers so that they can be aware of being bias and subjective when taking notes or asking leading questions. Some participants regardless of reassurance still feel uneasy about the anonymity of their responses (Sekaran & Bougie, 2010). It is highly recommended that pilot sessions of conducting an interview takes place, to prepare the researcher and understand the research questions. The researcher must make provision for how particular interview questions in fact work in practice and can be used to collect quality rich data. A developed and thorough data collection method requires creativity and insight and should not be an automatic programmed translation of research questions into methods (Maxwell, 2005).

The main objective of questioning is to provide a purpose for the content analysis. The questions that would be analysed were as follows: “Explain what is meant by Informal Learning (IL)? What is the difference between Informal Learning and Formal Learning? What are the benefits or advantages of Formal and Informal Learning? With some of the participants, the response was incomplete and further probing was required to gain more information. This is where interest and creativity is essential, as a researcher sometimes also has to paraphrase in order for the respondent to hear their train of thought and elaborate further. The researcher needs to create pause areas in responses, this gives a participant time to reflect and add more meaning to describing the experience (Henning et al., 2010).

It helps the interview process, if a researcher continues probing by asking a participant for more examples, asking them to share their feelings, what would they have done differently, what they could’ve done to make experiences better, how do your co – workers feel about a situation and how did you deal with the situation. These probing questions provide a more truthful, meaningful response and real experience that steers a participant away from what they think the researcher wants to hear. The researcher is empathetic by placing themselves in the situation of the participant. It is in this vain that a researcher must remain objective and unbiased.

75 | P a g e Ultimately, real value in the questions of a qualitative study is collecting data of how participants make sense of what has happened, and how this perspective informs their actions, rather than determining precisely what took place (Maxwell, 2005). The participants shared information should be sufficient for systematic and methodical purpose (Babbie & Mouton, 2008).

Schilling (2006) claims that there is no perfect fit of a qualitative research. Maxwell (2005) adds on and postulates that qualitative studies should be dynamic, reflexive approach operating through every phase of the research, in collecting and analysing data, developing and modify an emerging theory, examining and adapting research questions and identifying and addressing validity threats.