This is a plan and content for a workshop on how to plan and conduct interviews for your investigation/research. It aims to help workshop participants to gain the techniques, skills and good practices one needs to safely identify, interview and maintain contact with people during an investigations in order to gather and strengthen evidence. This workshop may be conducted as an independent training or as part of a larger training that includes our other workshops on: "Interviews requiring Special Approaches" and/or "Managing Human Sources." As a workshop facilitator, you can choose to run the workshop sessions in one day or divide them across multiple days, especially if your workshops take place online. The plan below includes sessions with a proposed average time of 1 hour to 1h30’ per session.
Supporting material you might find useful:
This workshop may relate to or be combined with other ETI guides and materials such as: • Interviews: https://kit.exposingtheinvisible.org/en/how/interviews.html • Managing Sources: https://kit.exposingtheinvisible.org/en/how/manage-sources.html • Field research: https://kit.exposingtheinvisible.org/en/how/field-research.html • Safety basics: https://kit.exposingtheinvisible.org/en/safety.html • Evaluating Evidence: https://kit.exposingtheinvisible.org/en/how/evaluate-evidence.html
Number of workshop participants Min. 4 to max. 14 to ensure that people can work in teams of two or four for exercises.
Goals and learning objectives: Knowledge • Awareness of the need/dependence on human resources to undertake an investigation gather evidence/testimonies and the differences between them. • Understand and asses risks during your interaction with interviewees and sources along the course of an investigation and learn the differences between them. (risk assessment is a repeated cycle) • Understand that different types of interviews/interviewees require different approaches. • Types of questions and how to address them
Skills • Be able to identify interviewees/sources based on needs and context of your investigation/research ◦ Define goals to choose wisely and safely your interviewees. ◦ Identify types of interviewees/sources. (Practical exercise) • Identifying and mitigating risks: elaborate a Risk assessment (gender approach) ◦ Techniques, tools, and resources to keep yourself, your interviewees and your work safe. • How to conduct an interview. • Elaboration of a questionnaire.
Material needed: Online/offline materials may vary: • Post-it (2 colors) • Pen (2 colors) • Board (physical board/wall for posting notes or digital board you can share with participants in an online setting) • Laptop/projector (there will be several options in which the trainer/s may decide wether is feasible or not to use projections. If online, videos can be just screened shared during vide-sessions). • Quizzes, etc.
The highlighted area below can be emphasized somehow with a different background color (like a new type of insert) or other visual elements that can me it easier to understand that it represents the plan/summary for the below workshop.
WORKSHOP PLAN AND TIMING:
The human element of your investigation: Preparing and conducting investigative interviews (safely)
INTRODUCTION TO INTERVIEWING AND SOURCES - 1h
- Breaking ice (10’)
- Introduction: to the topic: When ‘human element’ and interviews are needed/vital. Brief presentation of the trainers and participants. (15’)
- Identifying and reaching out to interviewees/sources. (35’) ▪ Identifying sources (20’) (10’ working groups and 10’ sharing input) ▪ Finding and reaching out to human resources (15’)
DISCUSSION. Identifying risks and mitigating them. (1h30’)
- identify physical and digital threats: (10’).
- Safe travels: physical and digital risks. (20’)
- elaborating a proof of life. (10’)
- self-care and self-awareness (30’)
- filling a risk assessment template: (20’)
The QUESTIONNAIRE. Out in the field: the interview. Learning to ask and act. 2 hours (two sessions of 1 hour each)
- Learning to ask questions (1h) ▪ Quiz (5 minutes) ▪ Interview plan: asking questions (includes exercise) (55 minutes)
- Logistics. (1h) ▪ Working teams & types of interviews (35’) ▪ Keeping record of the evidence & legal concerns (15’) ▪ Wrap up (10 minutes)
1- INTRO TO INTERVIEWING AND SOURCES 1h 1.a Breaking ice 10’ 1.b Introduction: to the topic: When ‘human element’ and interviews are needed/vital. Brief presentation of the trainers and participants. 15’ 1.c Identifying and reaching out to interviewees/sources. 35’ c.i Identifying (20’) (10’ working groups and 10’ sharing input) c.ii Finding and reaching out to human resources (15 minutes) a. Breaking ice (time needed: 10 minutes) Proposed exercises that can be done online/offline. Introduce the trainer/s briefly and ask participants: • What is the common element of any given investigation? Let’s discover it through some images:
◦ Proposed exercise 1: What images can you identify in these paintings? Hidden faces: through different artworks attendants find human faces hidden (among other objects) in well known paintings. Dalí’s hidden faces from the 40’s has a good amount of examples. ◦ Proposed exercise 2: What do you see in this forest? Hidden objects puzzle. Household Cavalry image of a forest where 6 soldiers are hiding (quite challenging). ◦ Countering real images we present a fake image of Mt Susitna in Alaska purportedly depicting a (fake) sleeping woman. Even where there isn’t people, there are people. In this case manipulating an image. ◦ We create our own puzzle with hidden objects related to evidence/ tools used during an investigation (we can recreate cartoons or manipulate pictures: What do you need to undertake an investigation? (we can propose one or two really different in which tools are different but what is common is that they require of human resources for interviews as witness, background, etc): i.e. laptop, phone, notebook, recorder, camera, and people: politician, scientist, jars and lab tools if environmental related investigation… ◦ Present a collection of images (they might be cartoon or photography, video?…) or image and headlines combined where they should find out similarities, what is common to all of them? For instance: A satellite orbiting (the exercise works well online/offline).
- INTRODUCTION (time needed: 15 minutes) The trainer/s introduce the topic following the previous exercise to determine the importance of dealing with people during the course of an investigation. (may use Out in the field… material from the KIT to explain the need of getting off our desks). Consider the level of the group and if they want to apply the skills to a certain area of investigation (if so the workshop’s exercises/games... visual material should be tailored to their needs. Ask participants to introduce themselves (express their preferred pronoun if applies) and respond to the following questions: • Has the group, or any of the participants, taken part in an investigation? • Why is/was dealing with people important for the investigation? • What did they obtain from them? The trainer/s take/s note of (or ask them to write down) the sort of information/evidence/data/ testimony/background collected from human sources that the participants propose on sticky notes (or in a list in a shared screen) and keep it so you can use it in the next slot’s exercise as a starting point. Make the distinction, for the sake of clarity, between Sources and interviewees (interview subjects). When applies, explain that you will delve into source at a later stage of the training. • How long will your relationship with that person/people will last? How long or how often you consult with them? Will you be in touch when your investigation is over?
- IDENTIFYING AND REACHING OUT TO INTERVIEWEES/SOURCES (time needed/recommended: 35 min).
Identifying 20 minutes (allows for 10 minutes working groups and 10 minutes sharing input). The question that wraps up the previous slot and helps to distinguish between sources and interviewees will serve to kick off the current slot of the training: how to identify and get in touch with human resources. Ask the participants to suggest an investigation (or trainers suggest one from the ones mentioned earlier, if any) and write it on the board, then ask them to identify human sources for interviews and long term sources according to the previous explanation. • They write each one on a sticky note. (if the group is too big for everybody to participate we can split in working teams and ask them to debate and identify potential interviewees/source for an investigation (or different that they may select or we can propose).
We have already identify two types of human resources depending on the relationship we establish in terms of time (how long our interaction with them last: for this investigation; for longer term information/evidence collection). ◦ Following the same investigation what other interviewees / sources can you identify? ◦ What other distinctions can we make? Let’s look back at the sticky notes and order them. Trainer/s write columns for attendants to write a list: ▪ What is their role in the investigation? ▪ What is their position relative to the investigation? ▪ What information/data/evidence will they provide you with? The trainer take note on a flip board (shared screen) of the input of the participants that at some point may mention: witnesses, perpetrators, victims, politicians, scientists, lawyers… Another option is to have cards of the different characters/sources with information about them: Primary source/witness/vulnerable… on the back and that can be hung or stuck or pinned on a board so we can have a more visual exercise.
Attendants put in order the sticky notes/or shared screen/character cards with the content of the previous exercise and suggest new ones. • On the wall/screen write down or stick (post-its) with different types and their use for your investigation.
Finding and reaching out to human resources (15 minutes)
Once we have identified the type of human resources • Where can we find them? Following the previous work around the investigation ask the participants to discuss in small groups and find out how they will identify them. i. e. they need an activist with knowledge of the topic or a lawyer… Some things that may be mentioned: ◦ Online and offline venues ◦ Social media ◦ Subscribing to newsletter ◦ Attending conferences and meetings ◦ Following blogs ◦ Official websites ◦ Groups of specialists (some might be secret) If this training is combined with the workshop about managing sources we will tell the attendants that we will devote time and delve on how to organize them meaningfully so they last longer later on.
LIST RESOURCES and where to find them (customized for the group). The trainer/s want/s to introduce the security concerns that will imply reaching out to them or even subscribing or following social media accounts and/or activists blogs. We wrap up the slot with a question on how to get in touch. • Once we have identify the people that we want to reach out to how do you get in touch with them? After taking note of the different ideas we raise concerns about security if they haven’t mention any secure way. • Are any of those human resources under surveillance? Or, are they likely to pose some risks to the investigator (e.g. be affiliated with dangerous people, leak information about the investigator and the topic etc)? • Did the group consider encrypted/safe communications?
Possible resources to know of/use/share when discussing about how to identify and verify sources: • Bellingcat’s social media research techniques and tutorials: https://www.bellingcat.com/category/resources/how-tos/ and • Bellingcat’s Online Investigation Toolkit: https://pbs.twimg.com/media/DXM63T0WsAA7E-a.jpg:large • Research clinic – a resource website with techniques, tools and cases from BBC researcher Paul Myers: http://researchclinic.net/ • Verification Handbook: http://verificationhandbook.com/
Social Media tools, forums: ◦ Twitter Advanced Search: https://twitter.com/search-advanced ◦ Google search of lists: https://twitter.com/*/lists + keyword ◦ Nitter It allows you to get access to accounts that have you blocked and it doesn’t require a Twitter account https://github.com/zedeus/nitter/wiki/Instances ◦ WebMii – aggregates people profiles on social media and elsewhere online (can search by name): https://webmii.com/ ◦ Social Searcher – search social media profiles and online presence (can search per topic / name): https://www.social-searcher.com/\ ◦ Wopita – indexes Instagram images and makes them easily searchable by topic: https://wopita.com/search/ ◦ Followerwonk – allows you to search people’s biographies in Twitter, but also finds mutual followers of two different accounts: https://followerwonk.com/ This is very helpful too to identify bias or possible connections and identify risks. ◦ LinkedIn – a very valuable resource to find people connected to companies and other institutions/organizations you might be interested in (use Private account to make sure your searches and page views are not disclosed! / https://www.linkedin.com/help/linkedin/answer/49410/browsing-profiles-in-private-and-semi-private-mode?lang=en): https://www.linkedin.com/ ◦ Glassdoor – forums and reviews of companies by current and former staff, can give you an idea of possible sources to contact in companies: https://www.glassdoor.com/Reviews/index.htm
- DISCUSSION. RISK ASSESSMENT (when approaching human sources) 1h50’ session. 1.a identifying physical and digital threats: (30 minutes). 1.b Safe travels: physical and digital risks. (20 minutes) 1.c elaborating a proof of life. (10 minutes) 1.d self-care and self-awareness (30 minutes) 1.e filling a risk assessment template: (20 minutes)
a) Identify physical and digital threats and how they are connected Visualize the investigation the group want to undertake, consider the sources they have identified and what they will use it for (we will be able to work on the same case in the next slot about the interview). If we have been working in smaller teams with two or three different investigations it will be useful to continue working around those. Following up the investigation and human sources identified invite the participants to reflect on potential risks. The trainer should be prepared to identify physical and digital risks as well as how they are interconnected (as in, do not think of them in isolation) while listing the input of the participants spurring them into realizing by themselves the risks they might face related to devices, personal communications. Use this basic guide on thinking about safety for investigations – Safety First.
What sort of risks may imply interviewing people? For this/that investigation? Give the participants time to discuss in groups (10 minutes), using different colors either in the sticky-notes or pens. Potential risks identified could be: • interception of communications • access by police, adversarial sources to our computer
LIST participant’s input, then go through the risks identified before and give the participants time to brainstorm in groups and debate how to mitigate these risks. (10 minutes). • order in which you collect information • beware of disclosing confidential or sensitive information • Inherited risk (working with someone who si at risk may transfer that risk to you, and the other way around)
The participants most likely will consider risk for themselves but not for the people they will be interviewing or the people they will collaborate with. Bring it to their attention. The participants might also fall into the trap of thinking separately about digital and physical risks. Bring it to their attention that they are closely connected and that a digital threat might have physical effects and vice-versa. The trainers should give references and recommendations of how to address, prevent, mitigate the (digital or physical) risks identified by the group if they didn’t. (10 minutes)
• What do they do when the interview is over?
Safety concerns and risk assessment are never over: the trainers will introduce them to the research cycle. The trainer/s explain that interviewing safely requires constant security check ups that we must repeat ceaselessly along the investigation because events are uncontrollable and people are unpredictable.
Plan – develop a good understanding of the objectives, logistics and risks of your interview. Act – the actual interview. Analyze – assess and reflect on interview results. Reflect. Starts over. Plan-Act-Analyze-Reflect-Starts over.
b) Safe travels: physical and digital risks. (20 minutes) Security and risk assessment when traveling: physical and digital risks. 20 minutes • airports. • moving around in a foreign context. c) Self-care and self-awareness 30 minutes: identifying triggers /coping with stress and anxiety 20 minutes /setting boundaries /gender and cultural-religious particularities • Elaborating a proof of life. 10 minutes • FILLING A RISK ASSESMENT TEMPLATE 20 minutes: Risk assessment template
Communication plan template https://rorypecktrust.org/wp-content/uploads/2020/02/rory-peck-comms-plan.docx
10-15 MINUTES BREAK
- OUT IN THE FIELD: THE INTERVIEW. LEARNING TO ASK AND ACT 3 hours (1h+1h+1h) + Wrap up 10 minutes: what to do when the interview is over? In the long format we take 2 hours for general interviews and 1 hour for Adversarial and vulnerable sources. I recommend to have this as a solo training on interviewing techniques for those already familiarize with dealing with sources but wanting to get more skilled on questioning and collecting evidence/data/information effectively and safely, therefor the long format should address risk assessment and self-care recommendations for interviewers (anxiety control… avoiding bias etc).
Learning to ask questions (1 hour) In order to put everybody back on track after the break the trainer/s start refreshing briefly what they have learned so far about the types of sources, where to find them and how to get in touch with them. (5 minutes). Quiz. Now it is time to plan the meeting and work on the interview. Let’s start with the questions. 55 minutes EXERCISE: Working groups (30 minutes): Let the teams continue the investigation scenario(s) they were working on in previous exercises and ask them to choose the character/s (e.g. source, witness, victim, suspected perpetrator etc.) they are going to interview based on what they have learned previously: No more than 3 (each one depending on the role they play in the investigation, their relationship with the investigation, the information they can provide). If we have character cards (what would be ideal) we can have similar characters for different teams so their mistakes or success will help them to learn. If the group is big we can assign 1 character to make better use of the time. • Elaborate a (reasoned) questionnaire for each interviewee. Order the questions meaningfully with your team and define your goals: (20 minutes) • The teams share the goals and order the questions for each character, explaining briefly (when necessary) what their goals are and how they try to achieve them (10 minutes) with that question. Goals may be ◦ breaking ice ◦ provoke a reaction? ◦ Gather background for a story ◦ fact check other evidence or information of alternate sources ◦ Gathering evidence itself ◦ Getting testimony and/or the human side of the story ROLE PLAY: The trainer/s play the role of the character. Teams throw their questions (20 minutes). The trainer/s play/s the role of the interviewees and sources and use the notes of the questions that the group formulated previously (reacting according to the specifications of his/her character on the card, if we are using them and) making remarks about the types of questions and the goals and why they would work or not and what they are useful for or not. Keep it as a thought provoking conversation in which attendants can speak their mind and give their opinion. Keep the conversation spinning around DOs and DON’Ts. i. e. Ask a general question to break ice; don’t ask leading questions; don’t ask closed questions if your purpose is to gather background… etc. Always based on the samples. (role play cards). Find examples of these questions in real interviews. It would be useful to write these on sticky notes and post them next to every question. • Open vs closed • Factual- open ended • Leading questions • Follow up • Provocative The trainer/s highlight/s the fact that certain vulnerable or adversarial sources require especial approaches and the way we ask them or what we ask them sometimes differs. May give examples and tips. 10 MINUTES BREAK
Logistics: 1 hour (includes risk assessment) Now that you are ready for your interview you need to work on the logistics related to the interview: venues for the meeting; recording tools... Acknowledge again the need of planning ahead and recommend to follow the research cycle to address and mitigate potential risks. Do not hesitate to reiterate this as often as possible. i. Working teams & types of interviews (35’)
Working teams take 15 minutes to design the interview with a chosen character. Again, it is better if the trainer/s have different proposals (situation/different scenarios cards) and the teams work on them separately and then share their findings. The trainer gives them these questions to work on: • Detail the process of the interview ahead of it and while is happening: ◦ How will you interview them? ◦ If you meet them, where will you arrange the meeting? ◦ What other things should you consider before and during the encounter. ◦ Reason your answers The teams give feedback (20 minutes) about the previous questions reasoning their actions and decisions. We list them in the board/screen If they don’t mention any of these the trainer should bring them to their attention and explain that whenever possible we will meet the source or insist in video calls. • Types of interviews: ▪ Face to face ▪ (video) Calls ▪ Email ii. Keeping record of the evidence & legal concerns (15’)
Risk assessment reminder about communication, venues, storage of evidences and data and personal protection will be remembered at this stage. • Time and place. (risk considerations referred to communications/ physical safety). ◦ Traveling: Special approach interviews will be address separately, if not, mention that these require special planning. After the group shared their input invite them to brainstorm how/where will they collect, keep record of the evidence, data or information? (recording? Photos? Video?). 5 minutes (remember safe storage) • Tools to document the interview. ◦ Audio recording ◦ Video calls and phone recording ◦ Photo/video Did they ask the source if they agree? Did they inform them? Bring to their attention the importance of informed consent to be obtained from the interviewee, legal concerns, security and privacy? (10 minutes) • How will you identify the source of the information. ◦ Getting consent: signed forms. • Will you reveal their identities? ◦ On the record ◦ Off the record ◦ Anonymous
CHECKS AND BALANCES (10’) after the interview
What do you do when the interview/s are over? Brainstorming Some things that should be considered and the trainer will mention if they are not mentioned?
• Fact-checking • Research cycle: Asses needs, think your investigation over. • Give the right of reply • Check you have permissions and how the source will be named (if it is named) when you reveal or publish your investigation. • Stay in touch. Present interviewees may be a starting point to building your own agenda of sources and develop further investigations.. • RISK ASSESMENT. Communications, storage, publication, sharing with others, collaborating…
How was the interview? Did you achieve what you wanted? If not, why? Success vs failure
The trainer/s throw/s some provoking questions: • Did the teams consider how long the interview would last? Was it too long and the source grow tired? Take the chance to mention specifications about time: giving value to your source’s time and avoiding to tire them with repeated questions… and to your own time… • Where you in the right mindset (self-care, self-awareness). • Did you make any mistake approaching your source? Cultural, gender… Refer you will elaborate more on this in the next slot: exploring especial approaches. • Learning to give up: Some sources would probe useless despite your plan, would change their mind or don’t provide what you though they would. Or maybe you made a mistake It’s okay to let go of them even during the interview if you believe you did your best.