Qualitative interviewing is more than a collection of techniques, technologies, questions and answers. Rubin and Rubin (2012) noted that it has the potential to change the interviewer into a more patient, tolerant, and engaged human being. “It makes you aware of what you haven’t seen before, and it enables you to pull meaningful information out of buzzing confusion” (p. 234). For this Discussion, you will reflect on your interview experience from last week. Perhaps you have noticed how well (or how poorly) you paid attention; or that something the interviewee said astonished you; or how quickly (or slowly) the time went by. To prepare for this Discussion: Review this week’s Learning Resources related to      qualitative interviewing. Consider the phone interview you conducted in Week 7. Listen to your recording       2–3 times. Review the notes you took during       and after the interview. Consider how this       experience is different or similar to a conventional conversation. A reflection and analysis on what you learned about interviewing. Include in your reflection and analysis: At least two things you would do differently and why Something new and surprising that you learned A reflection about the value of interviewing as a data      collection tool Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style. Learning Resources Required Readings Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications. Chapter 1, “An Introduction to Codes and Coding (pp. 1–42) (previously read in Weeks 5, 6, and 7) Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Weeks 5, 6, and 7) Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications. Chapter 5, “Methods of Data Collection” (pp. 124–163) (previously read in Week 7) Chapter 8, “An Integrative Approach to Data Analysis” (pp. 233–252) Chapter 9, “Methods and Processes of Data Analysis (pp. 254–294) Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications. Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Weeks 5, 6, and 7) Chapter 14, “Personal Reflections on Responsive Interviewing” Document: Excel Video Coding Document Template (Excel spreadsheet) Review this Excel template as you view this week’s media program related to coding. Also, you will use this template for reorganizing and reanalyzing data. Required Media Laureate Education (Producer). (2016). Second cycle coding [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 6 minutes. In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces second cycle coding. She discusses the purpose of reorganizing and reanalyzing data from first cycle coding. She will also demonstrate using this method.

Details: As the second part of the CIT Interview Techniques assignment (steps 4-5 of the CIT process), write a summary report (1,250-1,500 words) about the information gleaned from the interview process in Topic 7 (steps 1-3 of the CIT process). Interview Summary Report: Write a summary report (1,250-1,500 words) about the information gleaned from the interview process, drawing connections and connecting to scholarly leadership research.Conclude the paper with a discussion of the participants' descriptions of the meaning of the incidents described during the interview process.The Summary Report should also include the raw data collected as in the original paper, in at least three appendices, and in question and answer format. Use three to five scholarly resources for evidentiary support. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Top of Form Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked. New Attempt Bottom of Form Title Attached Documents Turnitin Report Similarity Index Final Submission Click 'New Attempt' to start assignment or attach documents Top of Form Apply Rubrics CIT Interview Techniques: Summary Report 1 Unsatisfactory 0.00% 2 Less Than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00% 70.0 %Content 30.0 % Write a summary about the CIT interview process Summary Report is irrelevant—it fails to summarize information gleaned from CIT interview process. Summary Report is somewhat relevant, —it is underdeveloped and inadequately summarizes information gleaned from CIT interview process. Summary Report is relevant—it adequately summarizes information gleaned from CIT interview process. Summary Report is relevant—it proficiently summarizes information gleaned from CIT interview process. Summary Report is relevant—it insightfully summarizes information gleaned from CIT interview process. 30.0 % Discuss the participants' descriptions of the meaning of the incidents described during the interview process. Discussion of the participants' descriptions of the meaning of the incidents described during the interview process is missing. Discussion of the participants' descriptions of the meaning of the incidents described during the interview process is vague and inconsistent. Discussion of the participants' descriptions of the meaning of the incidents described during the interview process is present and appropriate. Discussion of the participants' descriptions of the meaning of the incidents described during the interview process is present, clear, and makes some connection to research. Discussion of the participants' descriptions of the meaning of the incidents described during the interview process is clear, concise, and makes connections to current research. 10.0 % Raw data included and supported with scholarly research. Raw data is not included or supported with scholarly research. Raw data is inappropriate and vague, data is not supported with scholarly research. Raw data is present but slightly vague, data is not entirely supported with scholarly research. Raw data is present. Data is supported with some research. Raw data is present and clear. Data is supported with current scholarly research. 20.0 %Organization and Effectiveness 15.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 10.0 %Format 5.0 % Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct. 5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 % Total Weightage Bottom of Form