UNIT TWO: UNDERTAKE DATA

COLLECTION
 Introduction to data collection

 Data collection is the process of gathering and measuring

information on targeted variables in an established system,
which then enables one to answer relevant questions and
evaluate outcomes.
 The fundamental concepts of data collection deals with the
data collection methods such as observation, interviews, data
collection tools and common problems in data collection
addressed in the statistical data collection process.
 Data collection is a crucial part in the planning and implementation process.

 If the data collection has been superficial, biased or incomplete, data

analysis becomes difficult, and the report will be of poor quality. A formal
data collection process is necessary as it ensures that the data gathered are
both defined and accurate.
 This way, subsequent decisions based on arguments embodied in the
findings are made using valid data. The process provides both a baseline
from which to measure and in certain cases an indication of what to
improve.
Plan for data collection
 A data collection plan helps to ensure that data collected
during an analysis or improvement project is useful and
appropriately collected.
 Proper data collection should involve a systematic approach to
identify the data to be collected, plan how the data will be
collected, collect the data and revise when needed.
Steps of Planning for Data Collection

A. Select what to measure:

 In selecting what to measure, focus on the key questions you are

trying to answer or the key issues you are trying to resolve.

 What are the established measures of performance for the process?

 How do you know if the process is successful?

 Do you have any service level agreements (SLA‘s) for the
process, and if so, how are those evaluated?
 Ideally, all metrics identified on the project charter would be
Included in this plan, as would any supporting metrics for
those identified.
Develop operational definitions:
 Develop a common definition for the metric to be evaluated,
being specific about items to be measured and any conditions
that need to be applied to the plan.
 The definition must be agreed upon by everyone involved in
the collection of data and should be tested prior to the
implementation of the plan.
Identify data sources:
 Identify the data sources that will be used for the collection of the
data or that contain historical performance data.
 Historical performance data could provide the most insight, if the
process has been stable and the operational definitions fit what is
stored.
 Collecting new data can be more accurate for the current state, but
requires significant time and possibly causes disruptions to current
processing.
 Prepare data collection plan:
 Document the plan for collecting the data identified using a
Data Collection Plan.
 Identify the following information for each metric: name,
operational definition, data source, collection method, and
owner.
Implement & refine plan:
 Execute the plan. Ideally start with a small pilot test of the
plan and then review and revise as needed.
Developing data collection tool
 First write down a statement of your question. Keep it simple;
Pay attention to both quantitative and qualitative data;
Schedule time to organize data; discuss the data with- critical
friends; and seek technical assistance.
Questionnaires
 Questionnaires are also forms in which set of questions is
used;
 Very often they are several pages and can contain tables, plain
questions and spaces where respondents or people being asked
questions are filling in their responses.
 The use of questionnaires is the most common method of
obtaining a structured set of data and is frequently used in
surveys and other research designs.
Types and classification of questionnaire

A. Structured/standardized questionnaire:
 When those definite, concrete and preordained questions with
additional questions are limited to clarification of inadequate
response or to elicit more detailed responses

B. Unstructured questionnaire:
 When the respondent is given the opportunity to answer n his/her
own terms and frame of reference (often generates qualitative data
such as opinions, themes, and feelings).
• Types of questionnaires

• Developing questions for a questionnaire can be difficult and

time consuming. Care must be taken in developing the

questions to be asked. Should questions be open-ended or

closed ended?
Open-ended questions

 Open-ended questions permit free responses that should be

recorded in the respondent‘s own words.

 The respondent is not given any possible answers to choose

from.

 Such questions are useful to obtain information on:

 Facts with which the researcher is not very familiar

 Opinions, attitudes, and suggestions of informants

 Sensitive issues.

 For example:-

 Can you describe exactly what the traditional birth attendant did when

your labour started?

 What do you think are the reasons for a high drop-out rate of village

health committee members

 What would you do if you noticed that your daughter (school girl) had a
sexual relationship with a teacher?

 Closed ended Questions

 Closed questions offer a list of possible options or answers from which the
respondents must choose. When designing closed questions one should try
to:

 Offer a list of options that are exhaustive and mutually exclusive

 Keep the number of options as few as possible. Closed questions are useful
if the range of possible responses is known.
 Requirements of questionnaires

 Open format questions that are without a predetermined set of responses.

 Closed format questions that take the form of a multiple-choice question

 Writing the Questionnaire, points to be considered when writing

 Clarity (question has the same meaning for all respondents)

 Phrasing (short and simple sentences, only one piece of information at a

time, avoid negatives if possible, ask precise questions, in line with

respondent level of knowledge…)

 Sensitive question: avoid questions that could be embarrassing to
respondents.
 Questionnaire pilot testing

 The major challenge in questionnaire design is to make it clear to all

respondents.
 In-order to identify and solve the confusing points, we need to pre-test
the questionnaire.
 During the pilot trial: the questionnaire participants should be
randomly selected from the study population.
 Training personnel on data collection
 Supervisors, team leaders, measurer and interviewers
should receive different training, tailored to their roles in
the data collection.
 One extra day of training on mobile technology is highly
recommended for those team members who will be
responsible for mobile data collection.
 During the extra training day the following must be
covered:
 Training on smart phone/tablet based data collection
 Use of the Smart phone in general.
 The questionnaires, including enough time to practice by
going through, filling in and familiarizing themselves with the
questionnaires on the phones
• Training the interviewers on manual data collection

• Here Are Some of the Major Topics That Should Be Included

In Interviewer Training

• Describe the entire study: Interviewers need to know more

than simply how to conduct the interview itself. They should

learn about the background for the study, previous work that

has been done, and why the study is important.

 State who is sponsor of research: Interviewers need to know
who they are working for.
 They and their respondents have a right to know not just what
agency or company is conducting the research, but also, who
is paying for the research.

 Teach enough about survey research: While you seldom
have the time to teach a full course on survey research
methods, the interviewers need to know enough that they
respect the survey method and are motivated.
 Sometimes it may not be apparent why a question or set of
questions was asked in a particular way.
 The interviewers will need to understand the rationale for how
the instrument was constructed.
 Explain the sampling logic and process: Naive interviewers
may not understand why sampling is so important. They may
wonder why you go through all the difficulties of selecting the
sample so carefully. You will have to explain that sampling is
the basis for the conclusions that will be reached and for the
degree to which your study will be useful.
 Explain interviewer bias: Interviewers need to know the
many ways that they can inadvertently bias the results.
 And, they need to understand why it is important that they not
bias the study.
 This is especially a problem when you are investigating political
or moral issues on which people have strongly held convictions.
 While the interviewer may think they are doing well for society
by slanting results in favor of what they believe, they need to
recognize that doing so could jeopardize the entire study in the
eyes of others.
 Notice and consent are at the heart of openness, transparency,
and choice.
 Notice is information provided to the community about data
use.
 Consent is the process of getting permission from a
community or individual to use data.
 Notice:- Data users should provide individuals and
communities with notice about:
 What information is being collected?
 Goals and potential benefits of data use
 Risks of data use Communities and individuals whose data
will be used should be able to ask questions about, comment
on, or object to data use.
 Data users may also need to give sources of data, such as
health care providers, public health agencies, or researchers,
the same type of information.
 Individual notice
 Individual notice may be needed when those whose data are
being used are identifiable, for example, by name or home
address, and when the risk of compromising privacy or
confidentiality or stigmatizing an individual or small group is
high.
Community Notice
 In some cases, notice is given to the community, not
individuals.
 Different methods may be used to give notice to a community,
including:
 Community meetings or town halls
 Booths at community events
 Flyers or notices posted at libraries, community centres, or
government offices
 Websites or Web-based advertising
 Media stories or advertisements