Formulating surveys for building occupants as part of post
occupancy evaluation (POE), master planning process, retrocommissioning effort,
etc., is always a balancing act. You want to ask enough questions to gather the
information you need relative to the assessment scope of work, but you also
want to avoid making it so long that individuals quit half way through or
refuse to even look at it. For some building populations, such as K-12 teachers,
who are surveyed to death and typically stretched wafer thin, it’s all the more
critical to strategically construct your questions.
Conducting ethnographic type fieldwork as part of the
assessment – performing in context interviews and observations – generally
allows you to minimize the survey questions asked. Interviews and observations
provide opportunities in addition to surveys for “touching” building occupants.
Planning for all three allows you to limit the number of survey questions asked
compared to engaging occupants with only surveys.
Looking at the survey itself, one strategy is to minimize
the questions asking occupants to provide their impressions of the facility as
a whole, such as their perception of the facility’s overall impact on their
performance, and instead focus on the specific facility aspects you’re really
interested in. These might include ratings of thermal comfort, satisfaction
with specific lighting control components, or their perception of how thermal
comfort impacts their performance.
Our research has shown that questions asking about the
facility as a whole, or questions asking about overall facility impacts on
individual performance, have a greater degree of correlation to questions
asking about an occupant’s level of engagement than when compared to more
detailed facility related questions. Once the questions start drilling down
further into specific facility elements’/systems’ impacts on individual
performance, or ratings of the specific elements/systems in and of themselves,
the degree of correlation decreases.
Looking at the eight set of teacher/staff correlations and
the four set of student correlations, in 11 of the 12 sets of data the strongest
correlations (cells highlighted in green) occur when comparing the engagement
question with questions asking about the facility as a whole or asking about
overall facility impacts on individual performance. When rating the whole
facility or school, one is trying to mentally average everything together and
it’s harder to keep aspects of engagement out of the internal mental equation
than compared to when one is just rating individual facility elements.
So we’re better able to determine actual facility
performance (as perceived by the teachers/staff and students) from the detailed
questions as opposed to the general questions; engagement has more influence on
the general question responses (and vice versa).
You can use this as justification for excluding questions
more general in nature and instead focusing on the various individual aspects
of the facility that are of primary relevance to the scope of work. While the
resulting survey is longer than if only general questions are asked, it
nevertheless is shorter than when both types of questions are included. It should
also result in a more effective use of the occupant’s time, as you should get a
better picture of the occupants’ perception of facility performance relative to
their needs as opposed to their level of engagement.