5. Field Staff Training

Training for all levels of project field staff occurred both prior to the start of data collection and throughout the year. Having experienced staff allowed training programs to go beyond the basic steps and focus on enhancing and improving necessary project skills.

5.1 Management Training Sessions

A series of management sessions was held during the year to share information and better equip all Regional Directors (RDs), Regional Supervisors (RSs), Field Supervisors (FSs), and survey specialists for their roles on the 2000 NHSDA. The first session was held March 2-5, 2000, while the other all inclusive NHSDA management session was held November 16 and 19, 2000, both in Cincinnati, OH.

General topics covered during the events included:

• technical skills development;
• ways to improve management skills;
• techniques to improve recruiting interviews and hiring decisions; and
• detailed information to continue to familiarize staff with the NHSDA processes and systems.

5.2 New-to-Project Field Interviewer Training Sessions

5.2.1 Design

Training sessions were held around the country throughout the year to train newly hired new-to-NHSDA FIs. These sessions helped maintain a sufficient staff size to complete S/I within the quarterly timeframes. For each session, there were multiple training rooms staffed by a team of three or sometimes four trainers. Occurring about every six weeks from January through November, a total of 405 new FIs were trained during these replacement sessions. Table 5.1 summarizes the interviewer training sessions held for the 2000 NHSDA.

The new-to-project training program consisted of six and one half days of training covering the general techniques of interviewing, screening using the Newton handheld computer, conducting NHSDA interviews on the Gateway laptop computer, and general NHSDA protocols and technical support. Spanish-speaking FIs attended an additional one day session to review the Spanish translations of the questionnaire and the Newton screening program.

To provide consistency between training classrooms, a near-verbatim guide with 23 sections provided detailed instructions and text to ensure all necessary instructional points were covered. In addition to the guide, trainers also used a videotape that contained multiple segments for use throughout training; a workbook containing exercises on the Newton and laptop computer and printed examples; a training segment kit used in exercises that replicated the contents of an actual segment kit; the FI manuals for reference; and the two computers (the Newton and the Gateway laptop) with accessory equipment.

5.2.2 Staffing

At each training site, there was a Site Leader, logistical assistant, a Lead Technician, and one or more training teams. Each of these roles was well-defined to ensure that training proceeded smoothly.

The Site Leader at each training site coordinated all FI registration activities, hotel relations, and logistics; and monitored trainees and trainers. The Site Leader's specific tasks included:

• collecting and evaluating home study exercises;
• issuing picture ID badges;
• coordinating all services provided by the hotel with the assigned hotel representative;
• managing the trainers and training rooms;
• evaluating trainee performance and working with trainers to resolve problems with trainees, including termination when necessary as a last resort; and
• informing trainers about problems or suggestions from other sites and/or the RTI home office.

The Site Leader role was filled by an NHSDA management-level supervisor who had extensive experience with project protocols and management goals.

Each classroom was taught by a training team consisting of a lead trainer, one or sometimes two assistant trainers, and a technical support representative. The lead trainer and assistant trainer(s) divided the responsibility for presenting sections of the training, with the technical support representative often helping with the more technical sections. The lead trainer had the additional responsibility for the logistics and schedule of the training room. In general, one trainer would train from the front of the room while the other trainer(s) would monitor FI progress, assist FIs with questions, and sometimes operate the computer equipment.

The technical support representative's primary role was to prepare and set-up the computers for the NHSDA; to ensure the proper functioning of the Newton, Gateway and Toshiba projection equipment used for the training presentation; to provide in-class technical help; and in some cases, to present the technical sections of the training program (depending on the classroom's training needs and the technical support representative's training experience).

Training teams were selected based on availability and experience. The lead trainer was usually an RS with considerable training experience or an Instrumentation Team member. Assistant trainers were usually RSs, Instrumentation Team members, or survey specialists.

5.2.3 Content of New-to-Project Field Interviewer Training Sessions

5.2.3.1 Introduction to Computers (Pre-Day 1)

After completing the registration process in the morning or early afternoon, training classes began with a three-hour introductory computer session. This included instruction in the use of the Gateway computer hardware and a thorough introduction to the basics of the Newton hardware and software, although the actual screening program was not covered. Trainees with little computer experience were encouraged to attend an evening study hall for some hands-on practice with both computers in order to build their confidence and facilitate their ease in using them.

5.2.3.2 Day 1

On Day 1, the training session began with an introduction to the history and scope of the NHSDA presented in a video by Project Director Tom Virag. Next, trainees were introduced to the importance of professional ethics, respondent rights, and the interviewer's role and tasks on the NHSDA. The day concluded with a general introduction to survey sampling and counting and listing, followed by an in-depth discussion of how to locate segments and selected DUs.

5.2.3.3 Day 2

Trainees on Day 2 learned how to contact selected DUs for screening and the importance of knowing the study. They were given the opportunity to review supplementary materials and practice effective introductions and responses to respondent questions. The rest of the day focused on conducting the screening using the Newton handheld computer.

5.2.3.4 Day 3

This day included considerable practice conducting screenings on the Newton. Trainees completed several enumeration and rostering exercises round-robin style then advanced to individual and paired mock exercises covering the whole screening process. They also learned about the specifics of screening group quarters units and of adding missed DUs. The last topic for Day 3 was an introduction to the NHSDA interview and the basics of good field interviewing techniques.

5.2.3.5 Day 4

On Day 4, trainees learned the details of the NHSDA instrument with a complete round-robin read-through of the entire questionnaire, including question-by-question specifications. Next was a brief discussion of the functions of the CAI Manager program on the Gateway. The section following was devoted to converting respondents reluctant to participate in the survey and included informative video segments and group exercises. The day concluded with a description of the details required in collecting industry and occupation information.

5.2.3.6 Day 5

On Day 5, there were two individual interview exercises that gave trainees the chance to review both the format of and questions in the CAI program at their own pace. Then the class began a series of two paired mock exercises encompassing the entire screening and interviewing process so that trainees could practice the transition from the screening on the Newton to the CAI interview on the Gateway laptop. Following each mock interview, a group review session was conducted by the trainer. The other item on the agenda for the day was a session on transmitting data during which a trainer or technical support representative demonstrated how to transmit from both the Newton and the Gateway. At a station in the training room, trainees then attempted a successful transmission on both computers.

5.2.3.7 Day 6

Trainees completed two more paired mock exercises and finished transmitting if they had not already done so the day before. Next was a discussion of the project's administrative procedures, project supplies, data quality control, and proper documenting and reporting. A section on troubleshooting and technical support informed staff about the most common technical problems they could encounter, steps to take to correct them, and when and how to contact Technical Support for additional help. The session concluded with a brief recap of the entire process of screening and interviewing.

5.2.4 New-to-Project Bilingual Training (Day 7)

A trainer fluent in Spanish conducted a one-day session for RTI-Certified bilingual FIs on the Spanish-language NHSDA materials. These FIs were trained to use the Spanish versions of the screening introduction and rostering questions on the Newton, the CAI instrument, and other 2000 supplemental materials. Only those FIs who were RTI-Certified bilingual interviewers and who had been hired as bilingual interviewers attended this session.

5.3 Veteran Field Interviewer Training Sessions

5.3.1 Design

To prepare the field interviewers chosen to continue from the 1999 NHSDA into 2000, special Veteran FI training sessions were held in early January, 2000. Having regional sessions throughout the nation served several purposes:

• Technical Support staff were able to properly load the 2000 programs and perform routine maintenance on all FI equipment.
• Through the developed training program, project management expressed appreciation for past efforts and provided explicit instructions for ways to improve future performance.
• Interviewing staff were able to share helpful tips with each other.
• Field Supervisors met with their entire team to discuss specific issues for their assigned area and enhance team rapport.

Veteran training sessions were held at 11 sites including: Anchorage, AK; Atlanta, GA; Baltimore, MD; Hartford, CT; Honolulu, HI; Houston, TX; Los Angeles, CA (2 sites); Minneapolis, MN; Pittsburgh, PA; White Plains, NY. Two separate sessions were held at 9 of these sites, with the A groups meeting on January 4-5 and the B sessions meeting January 6-7, 2000. The Hawaii and Alaska sites each had single sessions to train the staff of those two states. In addition to these early January sessions, several special weekend sessions were held later in January to train veteran interviewers unable to attend the early sessions. Table 5.1 summarizes the January Veteran interviewer training sessions.

The newly designed Veteran training program consisted of two training days covering details on changes for the 2000 study, refusal conversion techniques, case management instructions, and tips for working efficiently. Veterans were also taught how to use the new one-way electronic messaging system.

To provide consistency between training classrooms, a near-verbatim guide with 14 sections provided detailed instructions and text to ensure all necessary instructional points were covered. In addition to the guide, trainers also used a videotape; a workbook containing exercises on the Newton and laptop computer and printed examples; the FI manuals for reference; and the two computers (the Newton and the Gateway laptop) loaded with the new 2000 programs.

5.3.2 Staffing

At each training site, there was a Site Leader, logistical assistant, and a Lead Technician, with responsibilities as described in Section 5.2.2 for new-to-project training sessions.

Each classroom was taught by a training team consisting of a pair of FSs. One FS's staff attended during Session A then the other FS's staff came for Session B. The FS pair worked together to divide the responsibility for presenting the various training sections. The presenting trainer usually trained from the front of the room while the other trainer monitored FI progress, assisted FIs with questions, and sometimes operated the computer equipment.

Training experience varied considerably among the FS staff. For classrooms with weaker training teams, Site Leaders assigned available RSs, survey specialists, or Instrumentation Team members to support the FS training team or, in some cases, to lead the training.

5.3.3 Training-the-Trainers

To prepare FSs for their training role and to instruct all project staff in the changes for the 2000 survey, a Training-the-Training Session was held in Durham, NC on December 4-5, 1999. Classrooms were led by "master trainers" with assistance from other experienced project staff. The groups reviewed the Veteran training guide and materials as well as logistics for the January sessions.

The master trainers were RDs and other members of the management staff or Instrumentation Team. These master trainers attended a one-day Master Trainers session at RTI on November 22, 1999, to familiarize them with the Veteran training program and the expectations for the Training-the-Trainers session.

During the 2 day session in December, master trainers led the training teams through the guide to test its accuracy and insert additional explanations as needed. Inexperienced FSs wishing to learn more about training techniques or practice using the equipment were invited to attend several evening study hall sessions led by experienced staff.

5.3.4 Content of Veteran Field Interviewer Training Sessions

5.3.4.1 Day 1

Day 1 began with a brief presentation of results from the 1999 survey and an overview of the changes for 2000. Trainers then led discussions covering ways to work efficiently and to manage workloads effectively. After a demonstration of the new one-way electronic messaging system, trainees explored the challenges of gaining cooperation when contacting households. At the end of the day, Newtons loaded with the new program were returned to FIs with instructions to transmit sometime that evening to pick up their new assignment.

5.3.4.2 Day 2

Using the Newton, trainers reviewed procedural changes and screening modifications for the new year. FIs then completed paired screening mocks to practice with the revised program. Next the class viewed a demonstration of new modules in the questionnaire and discussed other issues related to the proper completion of the interview. Following paired interview mocks, FSs met with their staff for a team meeting.

5.3.5 Veteran Bilingual Training

As discussed in Section 4.5.3, veteran bilingual training for the 2000 survey was conducted via home study.

5.3.6 Special Veteran Training Sessions

Several additional veteran training sessions were held to accommodate those veteran interviewers unable to attend the early January sessions. Two sessions were held in RTP, NC on January 15-16 and 22-23, 2000. One additional special session was held in Boise, Idaho on January 22-23, 2000. Various project staff served as the trainers for these sessions, so that FSs could focus on managing data collection.

5.4 Ongoing Training/Mini Camps

Regional team meetings with particular FS teams occurred throughout the year. The primary intent of these meetings was to provide further training for FIs on refusal avoidance, refusal conversion, and efficiently working case assignments. These "mini-camp" meetings were held in locations central to an FS's team. A member from the RTI project management Team was required to be present at these meetings; therefore, an RD and/or RS attended.

5.5 FS/RS In-Person Site Visits

5.5.1 FS-FI Visits

After completing training, FIs continued to need opportunities to improve or refine their screening and interviewing skills. During twice-weekly conference calls and at other times as needed, an FI and FS discussed questions or problems. However in some cases, an FS made an in-person visit to mentor the FI and increase the FI's skills and experience through on-the-job training. These in-person visits were not always a reaction to a major problem; they were sometimes a proactive measure taken to ensure success in the field and to reduce FI attrition. All such visits were subject to prior RS approval.

5.5.2 RS-FS Visits

While there were many opportunities for FSs to learn the rudiments of managing NHSDA production through on-going mini-camps and regional management sessions, in some cases, management staff identified a need for more intense one-on-one training. In-person visits by an RS were used primarily for the purpose of observing and coaching FSs in effective methods of managing organizational and administrative tasks. However, these RS visits were almost always for the purpose of troubleshooting and addressing a major problem centered around concern about an FS's performance, or to help a new FS transition into the position. These visits were subject to prior RD approval.

5.6 Problems Encountered

5.6.1 Staffing the Various Training Sessions

Leading the training sessions held throughout the year required involvement of project staff with other NHSDA responsibilities. These dedicated staff trained each day and then completed their other project duties in the evenings. Training planners tried to rotate staff across the various training assignments throughout the year to avoid overloading any one individual. This seemed to work reasonably well.

5.6.2 Training Guide Alterations

Using FSs to lead the Veteran training sessions meant there were varying levels of experience so the need for a nearly-perfect near-verbatim training guide was strong. Materials development staff worked diligently on a tight schedule to revise the guide following the Training-the-Trainers session so that trainers would have their materials in time to prepare for the January sessions.

5.6.3 Scheduling of Veteran FI Sessions A and B

The 2-day A and B Veteran FI Training Sessions were scheduled concurrently with no break between the two sessions. Consequently, trainees for session B arrived and needed to be registered during Day 2 of session A. This burdened training, technical, and logistical staff. A day between sessions would allow for improved registration and organization of the B session, and also give project staff time to make any necessary adjustments to the training program before the beginning of the second session.

Table 5.1 2000 NHSDA Interviewer Training Programs

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