1.40 BB wk1 CI - SS - Survey Design

BB 1.
40 Survey Design
Black Belt Training
1 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

Survey Design and Analysis

Module Objectives
By the end of this module, the participant should be able to:

• Recognize when a survey is a more appropriate tool than a
census.
• Recognize different survey methods: telephone, written survey,
focus groups; and when to use each.
• Develop questions that use appropriate vocabulary and grammar,
that will not over generalize, lead or threaten the respondent.
• Apply appropriate data scales to a questionnaire.
• Organize your survey to ensure a logical format and sequencing
of questions.
• Utilize a pre-test when appropriate for your project.
• Use the six step survey process to enable data collection for you
project.
• Understand the basics of survey analysis.

Why Learn About Surveys?
• Customer feedback is necessary to assess performance

• Customer feedback is necessary to improve
performance
• Some processes do not have defined internal measures
• It is impractical to use census techniques
Surveys help capture Voice Of Customer (VOC).

What are Surveys?
• Surveys are a useful tool for collecting data on human

characteristics, attitudes, thoughts, and behavior
• Conducting a survey includes the following:
- Information requirements are specified
- Populations are identified
- Samples are selected and systematically questioned
- Responses are analyzed
- Results are reported
Surveys are a measurement tool!

How much thought and planning would you put into
designing a measurement system?

Thoughts for Drafting Questions
• The survey questionnaire itself must be written in such a

way that the questions are:
– Valid (that is, the questions measure what the
researcher intends them to measure)
– Reliable (the questions would yield the same results if
administered at different times or to different
samples)
– Unbiased (the questions are written in such a way that
people are willing and able to provide accurate
answers).
• Questions regarding behaviors tend to be better than
those about attitudes.

Survey Design

What is Survey Design?
• Documenting survey objectives

• Identifying needed resources
• Crafting questions that properly define customer needs
• Organizing and evaluating questions
• Implementing surveys effectively for maximum response
• Planning for feedback and follow-up

Survey Methods
High
Advisory Boards---
Resources Required
Telephone Surveys---
---Written Surveys
---Complaint Tracking
Low
Low High
Customer Involvement
This session will focus on written survey design.

Up Front Planning is Essential
“Too many surveys ask the wrong questions of

the wrong customers, at the wrong time and in
the wrong way. Planning is critical.” – Chuck Chakrapani
From: Chakrapani, C., How to Measure Service Quality and Customer Satisfaction, American Marketing
Association, 1998

Good Questioning Requires Planning
Question asked in court:
Q. “Doctor, how many autopsies have you performed on dead people?”

R. “All my autopsies have been performed on dead people.”
Real answers to real questions asked in court, as

reported by the National Court Reporters Association.

Q. “Did you tell your lawyer that your husband had offered you indignities?”
R. “He didn’t offer me nothing; he just said I could have the furniture.”


Q. “And lastly, Gary, all your responses must be oral, OK?”

R. “Oral.”
Q. “How old are you?”

R. “Oral.”


Six Steps in Survey Design
1. Define Objectives
2. Draft Questions and Select Scales
3. Evaluate Questions
4. Organize Survey
5. Pre-test Survey
6. Administer Survey
Good surveys require thorough planning.

Define Objectives
• Clarify what to learn

• Define scope and limits
• Determine population to study
• Select representative sample
• Set timeframe for completion
• Decide how to notify participants
• Plan support to collect and analyze responses
Meaningful results require thorough planning.

4. Organize Survey
5. Pre-test Survey

Basic Attributes of Questions
Focus: Every question has a single, specific topic

Brevity: Keep questions short and concise
Clarity: Question meaning must be understood by all
Examples:
Bad example: “When did you buy your house?”
Good example: “In which year did you buy your house?”
Good questions are focused, brief, and easily understood.

Exercise
Determine missing attribute(s), then rewrite:

– Are you going to vote Left or Right?
– If you own one or more cars, please list the year and
make of each one, starting with the newest one?
– When do you usually go to work?
– About how much of the storage space in your home do
you and your spouse use?
– Which of these brands do you like the best?

Example Problems With Questions
“How long was your baby in the hospital?”

Many mothers gave answers like “60 cm”!
“When did you buy your house?”

Possible Answers:
• Right after we got married
• In 1993
• When I was 27
• As soon as I saved the down payment
Good questions are focused, brief, and easily understood.

Expressing Questions: Vocabulary
Levels of vocabulary:
Level 1 (Core): Familiar words used in common speech
Level 2 (Recognized): Known words that are rarely used
Level 3 (Unrecognized): Everything else
Examples:
Level 1: “Are you aware of the concepts to be defined?”
Level 2: “Are you cognizant of the concepts to be elucidated?”
Level 3: “Are you savy to the integral support paradigms employed in
concept development?
Good questions use only core vocabulary.

Expressing Questions: Grammar
Types of sentences:
Simple: Contains one subject and one predicate

Compound: Two independent clauses linked by a
coordinate conjunction
Complex: One independent clause with one or more
subordinates clauses
Compound-Complex: Various combinations of previous
two types
Good questions use simple sentence structure.

Exercise
Check for vocabulary and grammar problems, then rewrite:
• “Are you cognizant of the concepts to be elucidated?”

• “How do you work it out when you want one thing and
your spouse wants another and both of you feel
strongly?”
• “What would you do with just a few things to buy and
there are many people in the checkout line?”
Be prepared to share results.

Questioner Bias
Posing questions inappropriately can introduce error, even when questions

are focused, brief, and easily understood. Some specific types of errors to
avoid are:
• Overgeneralizations
• Leading Questions
• Loaded Questions
Good questions avoid other causes of error.
CI_SS01_Green Belt| Overview

23 | Week 1 BB Training | June
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1.Survey design
Example: Overgeneralization
Surveys should focus on specific information:
“When you go to the grocery store, what percentage of the time do you
purchase each of the following items?”
Peanut Razor
Eggs Bread Cereal Butter Gelatin Blades
% % % % % %
Good questions avoid overgeneralization.

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Overgeneralization Improved
“Of the last ten times you purchased items in the grocery store, how many
times did you purchase each of these items?”
Eggs Bread Cereal Peanut Gelatin Razor

Butter Blades
Good questions are more specific.

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1.Survey design
Example: Leading Question
When questions “lead” to a particular answer, they introduce error.
“Don’t you see some danger in this new policy?”

____ Yes ____ No
Good questions do not “lead” respondents.

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Leading Question Improved
“Do you see any danger in the new policy?”

____ Yes ____ No
Good questions are “neutral”.

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1.Survey design
Example: Loaded Question
Loaded questions add information that influences answers.
“Do you favor a lower speed limit to save human lives?”

____ Yes ____ No
Good questions do not contain “influential” content.

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Loaded Question Improved
“Does safety require a lower speed limit?”

____ Yes ____ No
Good questions are not “loaded”.

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1.Survey design
Respondent Bias
Error can arise from predispositions of respondents. Some specific sources
of error to avoid are:
• Social Desirability
• Acquiescence
• Threat
Good questions consider respondent predisposition.

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1.Survey design
Social Desirability
When personal opinion or behavior deviate from socially acceptable,

respondents may be influenced.
• In a sample of spouses of working women, “Do you earn more than your
wife?” is likely to get a positive response
• A better choice might be, “Are your wife’s monthly earnings usually
somewhat more, about the same, or slightly less than yours?”
Good questions avoid “social” influences.

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Acquiescence
People like to be cooperative. If respondents feel one response is likely to

please, they are more likely to select it. To minimize this:
• Explain that honest answers are most helpful
• State that cooperation requires honesty, not flattery
• Word questions with no indication of desired response
Good questions seek real honesty, not empty flattery.

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“Acquiescence” Example
Imagine surveying project benefits. Questions could be asked various ways:

One Way: “Do you feel the new claims process has improved
customer satisfaction?”
(Hints toward affirmative response)
Better: “Have you received any positive written or oral feedback from
customers on the new claims process?
(More specific and less “suggestive”)

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Threat
• Threat bias results when questions address areas of potential

negative consequences
• Job security could be one of these areas
• In these cases, “soften” language, keep things abstract, or “distance”
subjects from respondents
Good questions are phrased in non-threatening ways.

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“Threat” Example
Addressing a threatening circumstance:

• Instead of asking respondents what they would do if they lost their
jobs, ask
- How they might deal with unemployment (abstract)
- What they might suggest to a friend who was temporarily out of work
(“distanced”)
Downplay potential negative consequences.

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1.Survey design
Exercise
Working with a partner, and from collective experience, list some
examples of:
• Questioner bias
• Respondent bias
• Other possible types of survey bias

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1.Survey design
Scales: Measuring Survey Responses
• Survey responses represent positions along

a continuum
• Response scales measure these positions
• Scales are critical for analyzing results
–Scales define “subjective answers” in
numeric terms
–Scales help create distributions of
responses
–Numeric values enable more rigorous
analysis
Effective surveys demand effective scales of measure.

Data Commonly Gathered From Surveys
• Incidence
– Any problem with service in past three months?
• Frequency
– How many problems with service in past three months?
• Importance
– How important is same day resolution of problems?
• Performance
– How satisfied with same day service?
• Overall Criteria
– Overall satisfaction with service provided
Effective surveys can measure various things.

Scale Basics
• Longer scales are more discriminating

• Longer scales are more difficult for respondents
• Longer scales are less likely to be fully used
• Some guidelines
- The power of a scale comes from having used in in several studies
to learn how respondents use it
• Look to see if the respondents are actually using the
whole scale
Survey scales can influence respondents.

Types of Scales
There are many types of scales. Those below are most common:
• Likert Scale
• Verbal Frequency Scale
• Comparative Scale
• Forced Ranking Scale
Many survey scales are possible.

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1.Survey design
Likert Scale
Respondents mark degree of agreement or

disagreement on 7-Point scale.
Overall, how satisfied are you with the following aspects of the
processing of incoming funds process:
Very Somewhat Somewhat Very Unable to

Satisfied Satisfied Satisfied Neutral Dissatisfied Dissatisfied Dissatisfied Rate
7 6 5 4 3 2 1 (N/A)
Follow-up        
Representative        
Knowledge
Representative        
Professionalism
and Courtesy
Likert scales are common to most people.

With Midpoint or Without
• Scales with mid-points make it easier for “fence-riders”

• If pretest results reflect this, reconsider questions and
scales
• Scales with no mid-points may frustrate those truly neutral
• If pretest results reflect many unanswered questions,
reconsider questions and scales
Evaluate if midpoints are appropriate.

Verbal Frequency Scale
Similar to Likert, this scale assesses strength of agreement using words.
1 – Always; 2 – Often; 3 – Sometimes; 4 – Rarely; 5 – Never
Always Often Some Rarely Never

Statement -times
When I begin to work on a

new problem, I identify it’s 1 2 3 4 5
process elements.
Verbal Frequency Scale shows

strength of agreement using words.

Comparative Scale
This scale is useful in comparing to standard.

Evaluations are relative and produce ranking.
Compared to the previous high speed internet provider,

the new one is… (check one space).
Very Superior About the Same Very Inferior
Comparative Scale produces rankings relative to standard.

Forced Ranking Scale
This scale requires forced ranking with no

ties.
To facilitate
Please rank allanalysis,
the beverageslimit
belownumber of items
in order of your to
preference.
1
10. – Most Favorite; 6 – Least Favorite
Fruit Juice ______

Coffee ______
Cola ______
Bottled Water ______
Hot Tea ______
Milk ______
Forced Ranking can have no ties.

4. Organize Survey
5. Pre-test Survey

Question Validity
Consider these things when evaluating questions:
• Are there clear objectives for each question?

• Are there issues of vocabulary, grammar, or bias?
• Is scale logical, given nature of question?
• Do questions capture real items of interest?
• If answered honestly, will results quantify Voice Of
Customer?
• Have lessons learned from past surveys been
incorporated?
Valid questions will provide information to meet objectives.

4. Organize Survey
5. Pre-test Survey

Survey Introduction
• Describe purpose
• Provide instructions for completing
• Be brief, but clear
• Describe how data will be used (but do not
influence)
Provide instructions and background information.

Question Sequencing
Ask general questions first, then specifics.
First questions should set stage:

• Relevant
• Interesting
• Easy to answer
• Non-threatening
• Organize questions by topic
• Organize questions by measurement scale
• Possibly place demographic/biographic information at end
Use first questions to set stage.

Survey Format
• Surveys should be uncluttered and easy to read

• Whenever possible, limit written surveys to two pages
• If web-based, limit to four or five screens
• Build in coding information to aid analysis
• Coding should be transparent to respondents
• If scales are different by question type, segment survey by scale type
Make surveys easy for respondents.

4. Organize Survey
5. Pre-test Survey

Pre-Testing
• Read survey aloud

• Have colleagues read it and explain intent of questions
• Test survey on practice respondents with actual materials
– Observe behavior of respondents
– Note requests for clarification
– Examine results for problems
– Debrief respondents
Always pre-test surveys.

Evaluate Pre-Test Results
Consider pre-test results:
• Did respondents understand instructions?

• Did respondents complete survey?
• Were there questions that went unanswered?
• Were there patterns that suggest fence-riding?
• Were there patterns that suggest bias?
• Were scales appropriate?
• Was too much time required?
• Were there any technical issues (web-based mode)?
• Did results meet survey objectives?
Evaluate pre-test results and take action.

4. Organize Survey
5. Pre-test Survey

Announcing Survey
• Send out announcement letter in advance

• Address personally to each respondent
• Tell respondents they have been selected and will be
receiving survey
• Explain why survey is being conducted
• Express appreciation for their support
Make survey and respondents something special.

Distributing Survey
• With a hardcopy survey, it may be appropriate and cost-

effective to mail survey with announcement
• If conducting a web-based survey, include web link in
announcement
• Send reminder message or postcard one week later
Remind slow respondents that feedback is valued.

Survey Response Rates
Typical response rates for surveys are 20-30%.
• Worst (7%)…Best (50%)

• Adjust sampling plans accordingly
Do not expect all surveys to be returned.

Survey Response Rates (Cont’d)
Desired Responses
Survey Distribution =
Expected Response Rate
If 1000 responses are desired for analysis, and expected response

rate is 20%, then 5000 surveys must be distributed.
1000
5000 =
.20
When unsure, plan on 20% Expected Response Rate.

Following-Up
• Aggressive follow-up will improve response rate

• Research indicates that up to four follow-ups can double
response rates
• Plan time and support for survey follow-up
• Communicating results builds support for future surveys
Plan aggressive follow-up for most complete results.

Incentives
• Incentives can improve response rates by 5-10%

• Incentives delivered with surveys work best
• Evaluate incentives from respondent perspective
• If considering ornamental tokens, unique coins can be
effective
• Lanyards can be effective where badges are worn
Uniqueness is more important than monetary value.

Success Factors
• Inform respondents
• Make survey short
• Make it easy to complete and return
• Offer incentives
• Follow-up aggressively
• Monitor return rates closely
• Understand that some people will not respond
• Communicate final results
Many factors create successful surveys.

Survey Writing Exercise
• Compose a short survey to address one of the following. Include

thoughts on target audience and method of survey distribution.
– You are a travel agent surveying families to understand what their
vacation desires are so that you can help them plan
– You have just taught “Hypothesis Testing” to a group of Black
Belts. Compose a survey to assess how well you did.
– You are trying to assess the overall impact of Lean Six Sigma in
your organization
– You’ve opened up a sandwich shop and would like to understand
how satisfied your customers are (or are not) in order to determine
how you might improve
– Or, an idea of your own…
Be prepared to share your results with the class!
Time to Prepare: 30 Minutes

Survey Analysis

Survey Analysis Overview
• Survey analysis like any data analysis generally follows

PGA:
Practical  Graphical  Analytical

• Practical:
– Do the responses make sense ? Are there any
respondents whose answers appear questionable ? (raw
data may be needed here)
– Exclude the respondent from the analysis (if the
respondent failed to answer a number of questions, or the
responses appear unreliable).
– Exclude the question from the analysis (if a significant
number of respondents failed to answer it)
• Graphical – (Descriptive):
– What charts and graphs might best display the results ?
Survey Analysis Overview (Cont’d)
• Analytical – (Descriptive and inferential):
– Data Summarization
• Much of this may be done automatically depending on
the survey method
• Be careful that we don’t report summaries without either
confidence intervals or the sample size
– Basic Inferential Statistics –
• Chi Square test for independence – associations
between variables
– Advanced Inferential Techniques – Multivariate
• Ordinary Least Squares Regression
• Logistic Regression (binary, ordinal, nominal)

Chi Sq Test for Independence
• Tests the hypothesis of independence between 2 variables

– Probabilities of items or subjects being classified for one
variable are tested for dependence on the classifications of
the other variable
• Random and Independent Sampling
• If expected frequencies are >5, sample size is sufficient
• Tests if the probabilities of items or subjects being classified
for one variable depends upon the classification of the other
variable
• Nonparametric test
– Does not require assumption of normality
– Used for discrete data
– Works for 2 or more levels of each discrete factor

Chi Sq Test for Independence Procedure
• State the practical problem:
– “Is the Y variable independent of the X variable?”
– Each combination has equal probability
• State the statistical problem:
– Ho: Y independent of X (no difference)
– Ha: Y dependent on X (at least one combination is different)
• Calculate the test statistic 2 observed
• Determine the critical value of 2 test statistic
– Reject the null hypothesis if 2 observed > 2 critical
or
– Reject the null hypothesis if p-value < -value
• Translate statistical conclusion into a practical solution

Survey Example
• 1000 Adults were surveyed to determine their political views

– 246 were liberal
– 405 were moderate
– 349 were conservative
• The split of males and females was also recorded
– 447 were male
– 553 were female
• Data Types
– Gender is a binomial, dichotomous variable
– Political view is an ordinal variable with 3 values
• This combination of 2 variables creates six possible categories

State the Problem
• H0: The 2 variables, ‘Political View’ and ‘Gender’, are
independent; each combination has equal probability
– P (conserv|female) = P (conserv|male) and
– P (moderate|female) = P (moderate|male) and
– P (liberal|female) = P (liberal|male)
• Ha: The probability of at least one value for one variable is not
consistent across all values of the other variable; at least one
combination of political view is not the same for males as it is
for females
– P (conserv|female)  P (conserv|male) and/or
– P (moderate|female)  P (moderate|male) and/or
– P (liberal|female)  P (liberal|male)

Expected Frequencies, Fe
Liberal Moderate Conservative

Male Male Male Male 447
Female Female Female Female 553
246 405 349 1000
• Probability of being male: 447/1000 = .447

• Probability of being female: 553/1000 = .553
• If H0 is true:
– 44.7% of liberals should be male
• (447/1000) *246 = 109.96
– 55.3 % of liberals should be female
• (553/1000) *246 = 136.04
Expected Frequencies, Fe

Male 109.96 181.04 156 447
Female 136.04 223.96 193 553
246 405 349 1000
• Calculate expected frequencies for each combination

• Fe for row i, column j = (rowi) (columni)/Total
• Examples:
– For Male, Liberal: (447*246)/1000 = 109.96
– For Female, Moderate: (553*405)/1000 = 223.96

Observed Frequencies, Fo

Male 73 213 161 447
Female 173 192 188 553
246 405 349 1000
• Take ‘Observed’ minus ‘Expected’, square

the result and then divide by the ‘Expected’ for each
combination
• Example
- Male, Liberal: ((73 - 109.96)**2)/109.96 = 12.42
- Female, Moderate:
((192 - 223.96)**2)/223.96 = 4.56
• Results are shown in the table on the next slide

Chi-square Values (2) For Individual Cells
Chi-Square Statistic
Male 12.42 5.64 0.16 447
Female 10.04 4.56 0.13 553
246 405 349 1000
Sum up the results from each cell:

12.42 + 5.64 + 0.16 +10.04 + 4.56 + 0.13 = 32.95

Critical Value and p-value
2  =.05, df = 2 = 5.991
2 observed = 32.95
 p-value = 0

Analysis in Minitab
Stat  Tables  Chi-Square Test for association

Interpreting Minitab Results
Observed
Expected
p-value < 
Evidence to reject the
Null Hypothesis

Practical Interpretation
• The gender composition for liberals is more less from expected
– Females more likely to describe themselves as liberals
– Males less likely to call themselves liberal
• Proportion of moderate males somewhat higher; proportion of moderate females
somewhat lower
• Proportion of male to female conservatives are consistent with
expected frequencies
• Magnitude of Chi-Square Value for each cell will indicate difference from expected values
Male 73 213 161 447

Exp 109.96 181.04 156.00
Chi-Square 12.424 + 5.644 + 0.160 +
Female 173 192 188 553

Exp 136.04 223.97 193.00
Chi-Square 10.043 + 4.562 + 0.129

Importance vs. Performance
• In many surveys, a question to rate overall satisfaction is

included.
• Alternatively, a question asking the respondent if they would

recommend the product or service is included. This is
sometimes referred to as “loyalty”.
• Each question in the survey can be correlated to either of

these questions to show “Importance”
– Any question that has an a response average that has low
correlation to the Loyalty/Overall Satisfaction has “Low
Importance”
– Any question that has a response average that has high
correlation to the Loyalty/Overall Satisfaction has “High
Importance”
Correlations: Loyalty, Q1, Q2, Q3
Loyalty Q1 Q2
Q1 0.858
High 0.000
Importance Q2 0.771 0.918
0.000 0.000
Q3 0.487 -0.024 -0.082

0.047 0.927 0.754
Low
Importance
Cell Contents: Pearson correlation
P-Value

Quadrant Chart
• A simple scatter plot can then be created, plotting Importance
(correlation coefficient) vs. Performance (average response)
Keep Up the
Possible Oversupply? Good Work!
Performance
Low Priority Need More Focus –

Opportunity
Importance

Example – Quadrant Chart
Avg. Response
Q1
Q2
Q4
Q5
Q3
Avg. Correl. Coef.

• Importance vs. Performance can also be

analyzed using Regression or the Chi-Squared
Test for Independence, depending on scale used

Exercise – Importance vs. Performance
• With the Minitab Worksheet Survey.mwx, analyze the data

using correlation, regression and a quandrant chart

Exercise (Optional)
Consider recent surveys you’ve participated in:
• What problems arose?

• How could surveys have been better?
• What lessons were learned?
• What are some best practices?

Linkages
• Surveys provide direct customer feedback
• Customer feedback can create business buy-in for projects
• Survey data can clarify project definition
• Surveys can drive better internal measurements
• Survey data often creates fresh views
• Surveys better quantify and prioritize customer needs
• Surveys provide information useful for Kano Analysis
Surveys help capture Voice Of Customer.

Session Summary
• Surveys may be only data source for projects
• Surveys must be thoroughly planned
• Survey objectives should be stated in advance
• Link survey questions to objectives
• Take great care drafting questions
• Make surveys convenient for respondents
• Use incentives to improve response rates
• Plan sample sizes assuming some will not respond
• Follow-up aggressively
• Communicate results
Effective surveys lead to improved performance.

Objectives Review
By the end of this module, the participant should be able to:

• Recognize when a survey is a more appropriate tool than a census.
• Recognize different survey methods: telephone, written survey, focus
groups; and when to use each.
• Develop questions that use appropriate vocabulary and grammar, that
will not over generalize, lead or threaten the respondent.
• Apply appropriate data scales to a questionnaire.
• Organize your survey to ensure a logical format and sequencing of
questions.
• Utilize a pre-test when appropriate for your project.
• Use the six step survey process to enable data collection for you
project.
• Understand the basics of survey analysis.

References
1. Alreck, P. and Settle, R., The Survey Research Handbook,

Irwin/McGraw-Hill, 1995
2. Chakrapani, C. .How to Measure Service Quality & Customer
Satisfaction, American Marketing Association, 1998
3. Hayes, B. E., Measuring Customer Satisfaction: Survey Design, Use and
Statistical Analysis Methods, 2nd Edition, ASQC Quality Press, 1998
4. Kessler, S. , Measuring and Managing Customer Satisfaction: Going for
the Gold, ASQC Quality Press, 1996
5. Labaw, P., Advanced Questionnaire Design, Abt Books, 1980

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BB 1.

Black Belt Training

1 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

2 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

By the end of this module, the participant should be able to:

3 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

• Customer feedback is necessary to assess performance

Surveys help capture Voice Of Customer (VOC).

4 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

• Surveys are a useful tool for collecting data on human

Surveys are a measurement tool!

5 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

• The survey questionnaire itself must be written in such a

6 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

7 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

• Documenting survey objectives

8 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

This session will focus on written survey design.

9 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

“Too many surveys ask the wrong questions of

10 | Week 1 BB Training | V1.0 |2.40 BB 1.Survey design

Question asked in court:

Q. “Doctor, how many autopsies have you performed on dead people?”

Real answers to real questions asked in court, as

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Question asked in court:

Real answers to real questions asked in court, as

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Question asked in court:

Q. “And lastly, Gary, all your responses must be oral, OK?”

Q. “How old are you?”

Real answers to real questions asked in court, as

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Good surveys require thorough planning.

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• Clarify what to learn

Meaningful results require thorough planning.

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Good surveys require thorough planning.

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Focus: Every question has a single, specific topic

Good questions are focused, brief, and easily understood.

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Determine missing attribute(s), then rewrite:

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“How long was your baby in the hospital?”

“When did you buy your house?”

Good questions are focused, brief, and easily understood.

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Good questions use only core vocabulary.

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Simple: Contains one subject and one predicate

Good questions use simple sentence structure.

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Check for vocabulary and grammar problems, then rewrite:

• “Are you cognizant of the concepts to be elucidated?”

Be prepared to share results.

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Posing questions inappropriately can introduce error, even when questions

Good questions avoid other causes of error.

CI_SS01_Green Belt| Overview

Surveys should focus on specific information: