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Rapid Inquiry

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Identifying Community Centric Intervention

HCD MODULE 3

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RAPID INQUIRY

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Prepare a discussion guide that will direct the rapid inquiry sessions.

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IN THIS LESSON:

CHOOSE ACTIVITIES

Include activities that invite local insights.

AREAS OF INQUIRY

List what you are trying to learn: what do you need to know about important barriers and enablers?

WRITE QUESTIONS

For each persona, write open-ended questions that invite detailed narrative answers.

ORDER QUESTIONS

Order your questions from general to specific in a discussion guide.

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Areas of inquiry are the biggest questions we have about people and challenges.

AREAS OF INQUIRY

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?

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They define

what we need to uncover during rapid inquiry.

AREAS OF INQUIRY

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An iterative process with simple tools

ABOUT HCD

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Share statistics

stories backed by data

DAY 1: DEFINITION

Discover learning goals

DAY 2: DIAGNOSIS

Empathize and understand

Day 3: DESIGN

Ideate and prototype

Day 4: IMPLEMENTATION RESEARCH

Test and evolve

People are

rational human

Closed open inquiry about challenges and solutions

Report on �Evolve your interventions

Define messages for Design interventions with the community

Challenges are one �multi-dimensional

Linear validation Cyclical iteration

PERSONA MODELS

JOURNEY MAPPING

RAPID INQUIRY

SYNTHESIS

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IDEA GENERATION

PROTOTYPING

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THEORY OF CHANGE

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Closed Open inquiry about challenges and solutions

Representative data does not always lead to new solutions or community-based understanding. HCD pairs open-ended questions with interactive activities to reveal habits, motivations and realities.

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RAPID INQUIRY

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Rapid Inquiry: Investigative methods to understand WHY people behave a certain way.

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* In-depth-individual interviews

* Social listening

* Exit interviews

* Show and tell

* Guided tours

* Observations at home/clinic

* Artifact collection

* Diaries (video, drawings, written)

* Peer to peer observation

Interactive activities such as:

* Voting jars

* Day in the life

* Timeline mapping

* Card Sorts

* Role Play

* Drawing or visualization

* Prioritization pies

* Complete the story

* Head/heart/hand

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Rapid inquiry & Research are not mutually exclusive.

MINDSET

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Know where to focus

Quant/Qual

Rapid

Inquiry

Quant/Qual

Participatory methods to deepen our understanding

Verify, scale & monitor

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Research

Academic methods to uncover patterns

Comparable questions about knowledge, awareness, practices

Rapid inquiry

Creative methods to uncover ideas

Open-ended questions
Interactive activities

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Leverage curiosity to uncover interventions.

MINDSET

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Why do we use �research?

Deep and/or representative insights about a population

Confirming hypothesis

Why do we use �rapid inquiry?

Continuous process to trial new ideas and test solutions

Testing assumptions

RAPID INQUIRY

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Research for Information

Rapid Inquiry for Interventions

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Discussion guides with open ended questions

DISCUSSION GUIDE

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Tell me about a time when...
What are the best/worst parts about…?
Can you help me understand more about…?
Take me through your most recent experience in …?
Where do you get your information on...?
What workarounds have you found for...?

DISCUSSION GUIDE

What do we do to prepare for rapid inquiry?

We build what we call discussion guides

A discussion guide is a checklist for conducting ‘rapid inquiry.’ It includes an introduction that establishes the purpose and background of the research, open-ended questions to ask, and activities to administer with participants..

Having a good conversation with a stranger is not easy. A discussion guide helps us ask the right questions in an engaging way.

In rapid inquiry, we write open-ended questions:

Open-ended questions encourage respondents to share specific examples or specific memories. They are questions that cannot be answered with yes or no.

If we ask a mother “are you vaccinating your child” she can say yes, but that doesn’t help us understand why she does it.

On the other hand, if we ask her: "Tell me about a time when you took your child to the clinic to have him vaccinated", she will share a memory or experience that gives us greater insight into her decision making.

Additional examples include:

• Tell me about a time when...

• What are the best/worst parts about…?

• Can you help me understand more about…?

• Take me through a typical day...

• Where do you get your information on...?

• What work-arounds have you found for...?

As you can see, all these questions cannot be answered with yes or no.

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Having a good conversation with a stranger is not easy.

INTERVIEWING

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To help the person feel comfortable while collecting relevant information, we follow a discussion guide.

A discussion guide is a checklist for conducting research. It includes reminders of background information to share, open-ended questions to ask, and activities to administer.

INTERVIEWING

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An open-ended question cannot be answered with a simple ‘yes’ or ‘no’.

They are questions that ask participants to think about specific examples, occurrences and step-by-step memories.

INTERVIEWING

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OPEN-ENDED QUESTIONS

INTERVIEWING

Tell me about a time when...
What are the best/worst parts about…?
Can you help me understand more about…?
Take me through your most recent experience in …?
Where do you get your information on...?
What work-arounds have you found for...?

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Learn more about the nutrition habits, motivations, frustrations and influences of your partner.

Ask open-ended questions. (“Who, What, Where, When, Why and How”)
Avoid leading questions or statements.
Give them time to respond (6 second rule).

OPEN ENDED QUESTIONS

SYNTHESIS

15 minutes

In a training, we want participants to understand and practice writing and asking open ended questions.

We know that this may seem like a small, easy step, but it is a crucial one. It is what determines the types of answers they will be getting during their research. And how much they will really learn about the users and community.

So we ask participants to practice writing and asking these open ended questions.

To practice this today, we will use a topic that is related to health but different from immunization.

For 10 minutes, participants practice in teams of 2 and use nutrition as an topic of interest. You will try to learn more about the nutrition habits, motivations, frustrations and influences of your partner.

For the first 5 minutes one person will be doing the interview, and then you will switch. And the other person interviews.

Ask open-ended questions. (“Who, What, Where, When, Why and How”)
Avoid leading questions or statements.

“You wouldn’t dare have a cookie for dinner, would you?”
“Many people enjoy healthy food. What do you think about this?”
“How satisfied are you with the restaurant service?”

Give them time to respond (6 second rule).

Some additional tips to keep in mind:

If they don’t understand the question, take a moment to consider what you are trying to learn and then rephrase.
Limit each question to a single idea to avoid confusing or overwhelming the person.
Paraphrase their answers back to them to give them a chance to clarify if needed. “What I heard is…”

With this activity participants (in this training and the one you will be delivering) participants will learn to write open ended questions, good questions, that will get them good and useful answers.

And they will also get to practice asking AND answering questions.

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There are many rapid participatory research methods that we can use to understand people.

Together we will try three.

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We often use activities in HCD rapid inquiry.

Activities are a great way to break the ice and to show our interviewees that we are really listening.

Activities are fun, interactive and most importantly they are simple to lead. You don’t need to be an expert researcher to conduct these.

Activities can help us uncover underlying motivations, behaviors or meanings that people might not be comfortable sharing in response to direct questions.. �

with these activities we are not looking for confirmation of particular answers, but unstructured answers that reveal patterns in thinking and ultimately lead us to insights.

With activities we get information about who our interviewees really are, rather than coverage data.

We understand what they actually want rather than what we, the health professionals want to hear.

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Warm up by completing a day-in-the-life

To warm-up you may request a guided tour of a home, school or clinic. This will let you observe the details of daily life as well as the routines and habits of a community. You will be provided a worksheet to record a typical day in their life.

Q: I’m interested in knowing more about your day-to-day routine.

RAPID INQUIRY

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VIEW DEMO VIDEO

TOOL

In HCD we are always trying to better understand the habits and lives of our users so that we can meet them where they are.

If you want to learn more about the details of daily life, routine and habits of your persona, a great and simple rapid inquiry activity is using the day-in-the-life activity

You can ask someone to tell you more about what they do in the morning, during the day and in the evening.

Then ask them what they enjoy most so that you can then leverage that and align with that.

You can ask them what is the most difficult part so that you can try to make it easier for them after.

To better explain how to the day in the life tool we will demonstrate it.

[Ask for a volunteer in the room and then conduct a demo similar to the demo video]

We always prefer to interview in teams of two: one person asks the questions, and one person takes notes. (this way one person focuses and we make sure we don’t miss anything that is being said). We’ll talk more about interview tips later.

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Identify opportunities:

Identify pain points:

IN THE MORNING I AM:

DURING THE DAY I AM:

AT NIGHT I AM:

Day-in-the-Life

INTERVIEWEE ____________________________

Identify opportunities:

Identify pain points:

Identify opportunities:

Identify pain points:

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Choices map to understand options

This choice map helps us see who is supporting and rejecting vaccinations in the community, and whether it is an individual’s choice or if they are required by some aspect of their society, such as school, government, religious sect. You will be given a worksheet to fill out with your interviewee.

Q: In each quadrant, who is the person/group in your community that chooses this?

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TOOL

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Choices

INTERVIEWEE ____________________________

INDIVIDUAL CHOICE

“I decide…”

COLLECTIVE CHOICE

“Society decides…”

REJECT

SUPPORT

HESITANT or �NO OPINION

(1) In each quadrant, who is the person/group in your community that chooses this?

(2) Where do you fit in? What are you choosing?

Discussion Guide Qs

Choices introduction script: I’d like to record your decision-making process around immunization. I’m going to write and draw what you say. [Directions: Write/draw the interviewee perspective on the ‘Choices’ worksheet.]

Choices Questions:

What choices come to mind when you think about taking a child to the clinic for immunization?

*For each choice, who is the type of person / institution that believes this?

Now that we discussed the choices that exist, can you show me where you fit in? What are you choosing?

What do you hope will happen by making this choice?
What do you fear will happen by making this choice?
Do you wish you could make a different choice? Why?

Additional Questions if Needed:

*Who do you turn to for advice when you need to make important decisions about things?
*What decisions are you allowed to make? What decisions require more input?

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Card sorts to complete journey barriers

Cards give the person you are interviewing options to prioritize barriers to immunization and explain. Instead of asking them to generate words and images, cards allow the interviewee to concentrate on the deeper meaning or values that the cards illustrate. Each team will be provided with a deck of cards.

Q: Divide the cards into 2 columns: positive and negative. Why?

RAPID INQUIRY

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VIEW DEMO VIDEO

TOOL

Another activity that we use in HCD is card sorts.

There are many ways of using card sorts but we find it most useful when we want to better understand your persona's motivations and the obstacles that they face.

Instead of asking the person to think of words or answers, the cards allow them to interpret visuals as a way to talk about their personal experiences.

In general we prepare and adapt the card sort in advance with drawings linked to the context and the challenges in that context, .., we will share with you the cards today so that you can look at them and improve them.

To better explain this method, I will demonstrate this activity.

[Ask for a volunteer in the room and then conduct a demo similar to the demo video]

I’ve brought an activity with me today that I will explain. Remember, there are no right or wrong answers. I have a stack of cards with pictures on them. It is more important what you think the picture represents than what I think the picture represents. You may interpret the cards however you like.

1. You can interpret the cards however you want. Divide the cards into 2 columns: positive and negative. Why?

2. Look at the negative column. Which cards are the most present in the community? Why are they so present? How could we make it easier for your community?

[Directions: Remember to ask ‘Why?’ as they categorize the cards. Take a picture of the cards the way the participants set them up.]

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CARD SORTS

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Mind Mapping to understand associations

A mind map can help the interviewee organize his/her thoughts visually — put vaccination in the middle and try to get at what they associate / picture when they hear the term. Each team will be given blank paper and pens.

Q: What comes to your mind when you hear ‘sexual exploitation?’

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VIEW DEMO VIDEO

One of the most important things to do when we are trying to change and influence behavior is to understand the current priorities and influences of the community so that we can solve accordingly.

To do that we can use drawing and visualization.

For example a mindmap, to understand the positive or negative associations that the community has with health services.

We can ask people what they think of they hear vaccination, write down what they say and ask the question again and ask for more information.

We can also ask them questions about where they find information, or about who they go to to make important decisions so that we can better understand what their influences are.

Depending on what we are trying to learn we can map different things.

To better explain how to use drawing and visualization (specifically mindmap) I will demonstrate an example using a sheet with a pre-set mindmap chart.

[Ask for a volunteer in the room and then conduct a demo similar to the demo video]

What comes to mind when you hear the word vaccination - keep probing as to why these words come up]

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Head / heart / hand

to understand perspectives

The ‘head heart hand’ activity allows us to compare the perspectives of different actors in a given situation. What they are thinking, feeling or doing. It gives a broader view on social constructs and the gaps that exist.

Q: Picture yourself in situation X, what are you doing? Thinking? Feeling?

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VIEW DEMO VIDEO

TOOL

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Gender boxes to understand social norms

Gender boxes are an opportunity to understand the widespread expectations of each gender. This gives a broader view on gender and the consequences of not conforming.

Q: What is the behavior of a “typical” adolescent girl? What are the consequences of violating this?

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VIEW DEMO VIDEO

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In teams of 2, practice participatory rapid inquiry methods

The first member picks one method and facilitates it.
Pick another method. Switch who is asking questions (interviewer) and who is answering (interviewee).

RAPID INQUIRY METHODS

RAPID INQUIRY

30 minutes

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Insights arise from the different expectations, challenges, and roles within a community.

MINDSET

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Complete the Rapid Inquiry Plan

Review persona and journey and select 3 big questions
Discuss who we should speak to and what methods we should use in order to answer the learning questions.

RAPID INQUIRY PLANNING

SYNTHESIS

30 minutes

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Research Plan

WHAT DO WE

NEED TO LEARN?

What are the ‘areas of inquiry’ or gaps in knowledge about personas and stages of the journey that need to be filled?

WHO DO WE NEED

TO SPEAK TO?

List the people you need to

talk to (family and community members, service providers, decision makers, leaders and

influencers) to investigate

the ‘areas of inquiry.’

WHAT RAPID, PARTICIPATORY

METHODS SHOULD WE USE?

List the best interactive activities for your ‘areas of inquiry’ — and WHY.

PERSONA

(responsibilities, routine, influences, concerns, decisions, motivations)

JOURNEY

(Gaining awareness, Contemplating, Having the intention, �Making preparations, Taking actions, Sustaining)

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In your teams, tailor your discussion guide

Review the questions that are in the ‘discussion guide template’. Tailor the guide to your persona by modifying, changing or removing questions.
Tailor activities that can help reveal deeper meanings or behavioural information.

DISCUSSION GUIDE

RAPID INQUIRY

60 minutes

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Discussion guides with open ended questions

DISCUSSION GUIDE

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DISCUSSION GUIDE

What do we do to prepare for rapid inquiry?

We build what we call discussion guides

A discussion guide is a checklist for conducting ‘rapid inquiry.’ It includes an introduction that establishes the purpose and background of the research, open-ended questions to ask, and activities to administer with participants..

Having a good conversation with a stranger is not easy. A discussion guide helps us ask the right questions in an engaging way.

In rapid inquiry, we write open-ended questions:

Open-ended questions encourage respondents to share specific examples or specific memories. They are questions that cannot be answered with yes or no.

If we ask a mother “are you vaccinating your child” she can say yes, but that doesn’t help us understand why she does it.

On the other hand, if we ask her: "Tell me about a time when you took your child to the clinic to have him vaccinated", she will share a memory or experience that gives us greater insight into her decision making.

Additional examples include:

• Tell me about a time when...

• What are the best/worst parts about…?

• Can you help me understand more about…?

• Take me through a typical day...

• Where do you get your information on...?

• What work-arounds have you found for...?

As you can see, all these questions cannot be answered with yes or no.

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Going to the field to conduct interviews

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Interview in teams �of 2-3: doing it alone can be hard, and involving the entire team can be intimidating for the interviewee.

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INTERVIEWER #1:

Ask questions, make eye contact and give directions for the activities. Consider someone who is an age/ gender/ perspective that will make the interviewee most comfortable.

INTERVIEWER #2:

Take notes, including verbatim quotes of important statements.

(optional) INTERVIEWER #3:

Take observational notes of the environment and nonverbal cues. With permission, take pictures of activities.

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Remain impartial:

Any judgement, including positive or negative reinforcement, can influence responses.

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5 Quotes

Memorable, important things this person said in their own words.

5 Observations

Things you observed in the community/clinic (focus on interactions and inconsistencies between what is said and what is done).

5 Surprising Moments

Things that were new or revealing (focus especially on drivers of behavior).

Early Ideas

Record 1-2 ideas that were suggested by the �community or inspired from the community.

Complete one worksheet after each interview.

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Interview Highlights

INTERVIEWEE ____________________________

Key Barriers

Record 1-2 barriers that are keeping this person �from advancing towards the desired behavior change.

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From quotes → Better understand personas and be inspired by stories

RAPID INQUIRY

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Decision making

is a collective responsibility. One hand clapping does not make any sound.

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From surprising moments → Uncover human motivations, behavioral insights and possible opportunities

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EXAMPLE

Mothers do not see fatigue as a medical issue; they associate fatigue with being a good mother and completing the physical tasks she needs to perform.

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From barriers→ understand bottlenecks and get to the root causes

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From early ideas → Involve the perspective of the community and lean into solution mindsets, push to think of innovative ideas

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Let’s go to the field!

Meet here at: 9:00am

Packed lunch provided.

Afternoon session: synthesis.

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***Leave at 9:30 AM - then go to community***

Group 1A: Caregiver, Location 1

Group 2A: Health workers, Location 1

Group 3A: Father, Location 1

Group 4A: Community Leader, Location 1

Group 5A: CHV, Location 1

Group 1B: Caregiver, Location 2

Group 3B: Father, Location 2

Group 4B: Community Leader, Location 2

Group 5B: CHV, Location 2

Group 2B: Health workers, Location 2

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Rapid Inquiry Materials

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DISCUSSION GUIDE

MIND MAP

DAY IN THE LIFE

CARD SORT

RECORD FIELD RESEARCH

PEN, PAPER, CAMERA

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Share the method that worked the best for you.
Share an interesting / surprising story you heard.

GROUP REFLECTION

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APPENDIX

Facilitator’s References

Rapid Inquiry Introduction
‘Rapid Inquiry Plan’ step-by-step
Editable ‘Rapid Inquiry Plan’ tool
Discussion Guide & Rapid Inquiry Methods Introduction
Discussion Guide & Rapid Inquiry Methods step-by-step
Editable Discussion Guide & Rapid Inquiry Methods
‘Interview Highlights’ step-by-step
Editable ‘Interview Highlights’ tool

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Rapid Inquiry

use quick, interactive, personal and action-oriented research methods

Rapid inquiry involves interactive research methods to understand why people behave a certain way. The HCD version uses fast techniques to understand the many social, cultural, political and economic influences and motivations in a community.

These methods differ from traditional qualitative research methods in the following ways:

Creative methods to uncover ideas: The purpose is to fit solutions into the lived reality by listening to what people think and asking communities to improve starting ideas.
Continuous process that is narrow and quick: The process is agile to adapt solutions with limited resources. It asks open-ended questions that uncover the truth and includes activities that invite local contributions.
Curiosity required, not academic research training: Local communities can be trained to question assumptions and pay attention to observational details.

TOOLS

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3

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Rapid Inquiry Plan

explore areas of inquiry and direct the right questions and activities to the right people

To uncover what we need to learn about the community we use a research plan to help us structure our rapid inquiry.

A rapid inquiry plan is a tool that helps us make sure we are exploring our areas of inquiry by asking the right questions to the right people.

TOOLS

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3a

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Rapid Inquiry Plan

Activity instructions:

Using the persona and journey determine what you want to learn more about during field research.
List the people you need to talk to (family and community members, service providers, decision makers, leaders and influencers) to investigate these questions.
Determine the best interactive activities to engage the community and achieve your learning goals.

TOOLS

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3a

PDF POSTER VERSION ENG

FACILITATOR PREPARATION

Print one copy for the whole group.

Modify and/or translate to fit the challenge.

Editable version available on next slide.

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Research Plan

WHAT DO WE

NEED TO LEARN?

What are the ‘areas of inquiry’ or gaps in knowledge about personas and stages of the journey that need to be filled?

WHO DO WE NEED

TO SPEAK TO?

List the people you need to

talk to (family and community members, service providers, decision makers, leaders and

influencers) to investigate

the ‘areas of inquiry.’

WHAT RAPID, PARTICIPATORY

METHODS SHOULD WE USE?

List the best interactive activities for your ‘areas of inquiry’ — and WHY.

PERSONA

(responsibilities, routine, influences, concerns, decisions, motivations)

JOURNEY

(Knowledge and awareness, Intent, Preparation, Cost & Effort, Point of Service, Experience of Care, After Service)

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Discussion Guide

prepare for rapid inquiry by developing a list of questions and activities

Having a good conversation with a stranger is not easy. Directing a conversation to cover necessary areas of inquiry is even harder. To help participants feel comfortable during the interview while also helping interviewers collect relevant information, we follow a discussion guide.

A discussion guide is a checklist for conducting ‘rapid inquiry.’ It include reminders of background information to share, open-ended questions to ask, and activities to administer.

TOOLS

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3b

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Discussion Guide

Activity instructions:

Review the sample questions in the ‘discussion guide template’ or write your own. Write questions that are open-ended (not yes/no) and that ask participants to think about specific examples, occurrences and step-by-step memories.
Practice asking questions and facilitating the activities that will help reveal deeper meanings.
Conduct the interviews with the selected community members.

TOOLS

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3b

DISCUSSION GUIDE

FACILITATOR PREPARATION

Print one discussion guide per participant.

Modify and/or translate to fit the challenge.

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Identify opportunities:

Identify pain points:

IN THE MORNING I AM:

DURING THE DAY I AM:

AT NIGHT I AM:

Day-in-the-Life

INTERVIEWEE ____________________________

Identify opportunities:

Identify pain points:

Identify opportunities:

Identify pain points:

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Choices

INTERVIEWEE ____________________________

INDIVIDUAL CHOICE

“I decide…”

COLLECTIVE CHOICE

“Society decides…”

REJECT

SUPPORT

HESITANT or �NO OPINION

(1) In each quadrant, who is the person/group in your community that chooses this?

(2) Where do you fit in? What are you choosing?

Discussion Guide Qs

Choices introduction script: I’d like to record your decision-making process around immunization. I’m going to write and draw what you say. [Directions: Write/draw the interviewee perspective on the ‘Choices’ worksheet.]

Choices Questions:

What choices come to mind when you think about taking a child to the clinic for immunization?

*For each choice, who is the type of person / institution that believes this?

Now that we discussed the choices that exist, can you show me where you fit in? What are you choosing?

What do you hope will happen by making this choice?
What do you fear will happen by making this choice?
Do you wish you could make a different choice? Why?

Additional Questions if Needed:

*Who do you turn to for advice when you need to make important decisions about things?
*What decisions are you allowed to make? What decisions require more input?

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Interview Highlights

Activity instructions:

Fill out one ‘Interview Highlights’ worksheet after each interview to distill your notes and capture the main things you want to remember.
From quotes → Better understand personas and be inspired by stories
From surprising moments → Uncover human motivations, behavioral insights and possible opportunities
From barriers→ understand bottlenecks and get to the root causes
From early ideas → Involve the perspective of the community and lean into solution mindsets, push to think of innovative ideas

TOOLS

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3c

PDF SHEET VERSION ENG

FACILITATOR PREPARATION

Print one copy for each interview (at least)

Modify and/or translate to fit the challenge.

Editable version available on next slide.

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5 Quotes

Memorable, important things this person said in their own words.

5 Observations

Things you observed in the community/clinic (focus on interactions and inconsistencies between what is said and what is done).

5 Surprising Moments

Things that were new or revealing (focus especially on drivers of behavior).

Early Ideas

Record 1-2 ideas that were suggested by the �community or inspired from the community.

Complete one worksheet after each interview.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

Interview Highlights

INTERVIEWEE ____________________________

Key Barriers

Record 1-2 barriers that are keeping this person �from advancing towards the desired behavior change.