We found it important to communicate our passion and commitment to the surveyors. We achieved this goal through a number of strategies:

• The survey coordinator described the rationale, goals, and potential impacts of the study clearly and passionately.
• The survey coordinator encouraged surveyors to ask questions that clarified the overall meaning of the study with their personal and professional goals. For example, surveyors were particularly interested in learning more about how the research team intends to translate the study findings to increase impact on their communities. We provided common examples such as preparing policy briefs for decision-makers and facilitating working groups that integrate the study findings into policy deliberations. These real-life examples created meaning for surveyors by personalising their role administering surveys to potential impacts on their communities.
• The survey coordinator emphasised the importance of each surveyor’s role in the larger Community Voices study; although they were primarily involved in one piece of many moving parts, we emphasised how crucial their role was for the success of the entire study.

• We also created an opportunity for surveyors to learn more about survey research. This discussion aided surveyors to contextualise their field work with the broader project by identifying the connections and overlaps between different study components. In addition, our surveyors were mostly undergraduate work-study students. Creating learning opportunities such as this one contributed to their motivation and commitment because it showed them that the research team was invested in their professional objectives and future career. Furthermore, providing this learning opportunity also increased surveyor’s motivation to participate in other project components (e.g., post-survey interviews, developing this handbook, and writing the final policy report).

• We also discussed the essential logistical details and protocols that surveyors needed to administer surveys. We covered a large amount of information during this training including safety considerations and how to use the various resources available to them. Because of the large quantity of information, surveyors felt overwhelmed and stressed. We found it effective to reiterate that while all these details are important, everything will make sense when they start fieldwork, and that there are a number of supports to ensure that they feel comfortable with the surveying process.
• We discussed survey protocols by reviewing a handbook that the survey coordinator created outlining all protocols and resources that surveyors may need. We anchored the discussion by using a flowchart called the “response pipeline,” which depicted a pathway from preparing for data collection, to greeting a participant, to reacting to different responses (yes, no, later/online, and did not open door), and how to give a $20 incentive after survey completion. Figure 1 below shows the response pipeline we used to summarise how to engage with residents.

• We also invited community-based researchers with experience surveying or canvassing Toronto’s neighbourhoods to provide insight on the challenges that surveyors may face as well as and inspiring and motivating surveyors by emphasising the importance of their work. Overall, we found this opportunity to have a positive impact for both surveyors and community members: improved relevance of the work for surveyors’ personal and professional lives and increased their confidence and motivation.

The final objective was to bring together all learnings about the project, survey research, protocols and logistics, and the discussion from community members. We simulated hypothetical scenarios interacting with residents to expose them to different situations they may encounter in the field. There were two stages:

• Pre-defined Script and Considerations – surveyors practiced a pre-defined script shown below to guide their interactions with residents. The survey coordinator emphasised how the script was not necessarily a “script” to use as-is in every possible interaction. The surveyors were prompted to consider how to tailor their information to each resident. However, the script contained most of the relevant information they needed to respond to questions that residents may ask. Furthermore, we also decided with surveyors on the most essential information to share with residents in a 10 second window. We found that the following pieces of information were vital to mention immediately: (1) name, (2) University of Toronto affiliation and student status, and (3) residents will get $20 in cash for doing a survey
• Simulated Scenarios and Peer Feedback – once surveyors had a chance to practice the script a few times, we conducted simulation training where each surveyor responded to an actor with a different situation, manner or demeanour such as angry, frustrated, yelling, not interested, lazy, or not fluent in English. This activity was done as a group where surveyors observed and learned from each other’s simulation. After each simulation, surveyors were first asked to reflect themselves to the entire team, and then other surveyors provided positive feedback and areas for improvement. This model created opportunities for learning from others and developing a strong rapport between surveyors.