Interview Guides Clause Samples

Interview Guides. The essence of IV&V is communication. PCG interacts frequently with vendor and agency stakeholders, often in scheduled interviews conducted as part of process assessments. In order to gather information effectively, PCG prepares Interview Guides that address the concepts, questions, and discussion items we wish to explore during these interviews. These are prepared in advance and transmitted to the interviewees. This approach has proven to be effective in putting stakeholders at ease with the expectations for information and results in well-documented information that supports our findings. • Deliverable Expectation Documents (DED) – To ensure the IV&V deliverables meet stakeholder expectations, PCG submits Deliverable Expectation Documents (DED) for our contracted deliverables. PCG has a library of successfully used project documents, which are used to maximize efficiency and leverage lessons learned on previous engagements. Producing a DED ensures that there is a common understanding between the client and PCG regarding the scope and content of our deliverables. PCG encourages our clients to share the IV&V DEDs with the DDI vendor to facilitate understanding of the IV&V role on the project. • Checklists – PCG uses established checklists that are based on IEEE standards and customized to contract requirements to guide both the document review process and to support the testing phases of a DDI project. For the document deliverable reviews, the Quality Checklists are distributed to the DDI vendor before the draft deliverable is submitted for review. This supports production of quality documents from the vendor and ensures that standards for the important DDI deliverables are understood before expending the effort to produce them. The results are a key component of the feedback provided to the client in the Deliverable Assessment Reports. The Gate Review Assessments and Checklists are presented as part of the Independent Verification Test Plan and are used to validate progression of the DDI test phases to ensure they are conducted in a sound and complete manner. • Deliverable Assessment Report (DAR) – For each deliverable that is reviewed by IV&V, PCG produces a formal Deliverable Assessment Report (DAR). This report documents the requirements for the deliverable and gives an assessment of our IV&V findings based on review and the checklist results. The DAR includes specific comments, which are presented in a table configured to track the vendor response and...

Interview Guides. Two semi-structured interview guides were developed for this project, one for the trained schools and one for the untrained schools (Appendix A and B). The interview guides were developed by the master’s candidate with assistance and supervision from the thesis committee and the President of HealthMPowers. The team used the original research questions as a guiding framework to develop an outline of interview topics and then reviewed literature for interview guides that were used in similar evaluations (Story et al., 2000; ▇▇▇▇, Gunter, Jackson, & ▇▇▇▇▇▇, 2016; ▇▇▇▇▇▇ & Neumark-Sztainer, & ▇▇▇▇▇, 2007). The interview guides went through five revisions with the thesis committee and HealthMPowers before they were finalized. Questions were mostly open-ended and probes were used to solicit more information when necessary. Participants were first asked to discuss the PA that their students get at school and any changes to PA that they have noticed in the last few years. Then the participants were asked to discuss each component of PA at school including recess, PE, before- and after-school PA programs and PA breaks in the classroom, often referred to as brain breaks. The participants were asked about the barriers and facilitators to each component of PA at school. Barriers included anything that prevented or hindered the students from participating in PA at school and facilitators included anything that made it simpler or more feasible to participate in PA opportunities at school. Participants were then asked about their knowledge of the PU30 initiative and training. If the participant was familiar with PU30, they were then asked about their thoughts and opinions of the initiative, the training, the PU30 resources and how the initiative influenced the PA at their school. They were also asked about barriers and facilitators to implementing the initiative, ways that they thought the initiative could be improved and if the school needed any additional support from DPH or HealthMPowers. If the participant was not familiar with the PU30 initiative, they were asked more about the general barriers and facilitators to PA at school. Untrained schools were asked about the decisional process to not participate in PU30 and any other PA initiatives that the school participates in. They were also asked which components would be most helpful if they were to participate in a PA initiative, like PU30. Both interview guides ended by asking the participant what else could be done ...

Interview Guides. Interview Guides Content Step one Present the purpose of this thesis Step two Tell him/ her about the roles respondent plays and ask for permission for recording the conversation. Step three 1. What is your experience with cooperating with CUST? 2. Why do you choose CUST as your partner of institutional cooperation in China?

Interview Guides. Obstetric Provider Interview Guide

Interview Guides. Table.2 : Interview Guides Interview Guides Content Step one Present the purpose of this thesis Step two Tell him/ her about the roles respondent plays and ask for permission for recording the conversation.

Interview Guides. (for interviews with youth and with experts)