Transcript Managing Focus Group Discussions

Managing Focus Group Discussions
A webinar hosted by
the Tobacco Control Evaluation Center
Robin Kipke, Evaluation Associate
May 28, 2009
Agenda
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Purpose, uses of focus groups
Study design
Questions
Structure of session
Role of Moderator
Capturing Data
Analysis
Definition
“A carefully planned series of
discussions designed to obtain
perceptions on a defined area of
interest in a permissive, nonthreatening environment.”
Richard Krueger
Mary Anne Casey
Purpose of Focus Groups
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Share individual views/opinions
Uncover commonalities and
differences within a group
Observe synergistic effect group
dynamics has on ideas expressed
When to Use Focus Groups
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Explore range of ideas/feelings
Understand differences in views
Uncover influencing factors
Achieve group idea formation
Pilot test plans, materials, policies
Inform quantitative study
Interpret quantitative results
Recommended Strategy for Product/Program Development
Understand
Pilot Test
Focus
Groups
Evaluate
Focus
Groups
Focus
Groups
Revise Best
Alternative
Create
Alternatives
1. ______
2. ______
3. ______
Implement
Time
Krueger and Casey 2009
When NOT to Use Focus Groups
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Achieve consensus
Educate people on an issue
Generate statistics
Environment is polarized
Other methods can get better info
Topic too sensitive for group setting
Study Design
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Comparison across focus groups –
to find trends/patterns
Form groups of participants with
traits in common (e.g., apartment
tenants)
Conduct 3-4 focus groups for each
type of group OR until you reach
saturation of information
Example
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End-use strategizing to
conceptualize evaluation activity
Purpose: understand cultural beliefs
of Miwok Indians about tobacco use
and change processes in order to
frame smoke-free MUH campaign
effectively
Data users: program staff/coalition
Group Composition
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4-10 participants per group
Share common trait(s) related to
topic, but have a diversity of views
Use sampling framework for key
characteristics
Purposive sampling – reflect
diversity, not representativeness
Include outliers within the category
Focus Group Sampling Matrix for Discussion of Smoke-free MUH
Policies
Name
Gender
Age
Ethnicity
Length of
Tenancy
Kid in
apt.
Smoker
in apt.
Tenant
Assoc.
Paula Abzug
F
35
Armenian
1 yr
N
N
N
Xiaowei Qi
M
42
Chinese
4.5 yr
Y
Y
N
Anna Perez
F
22
Latino
2 yr
Y
N
N
Raul Gonzalez
M
31
Latino
5 yr
N
N
N
Thom Ferguson
M
66
Caucasian
10 yr
N
Y
Y
PJ Patel
M
41
East Indian
3 yr
Y
N
Y
Gwen Hodges
F
26
Caucasian
2.5 yr
N
Y
N
Felicia Nunez
F
47
Latino
8 yr
N
Y
Y
Richard Mack
M
29
African Am.
1.5 yr
Y
N
Y
Susan Griffin
F
33
Caucasian
7 yr
Y
N
Y
Bette Wu
F
55
Chinese
9 yr
N
Y
N
Irva Sanchez
F
50
Latino
6 yr
Y
N
N
Ravi Kaur
M
28
East Indian
3 yr
Y
N
N
Recruiting Participants
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Seek those who will have most
insight on the topic
Ask organizations to promote the
activity, but not select participants
Over-recruit to ensure enough
participants
Offer incentives
Forming Questions
Use questions that are:
 Open-ended
 Clear
 Short
 Not double-barreled
 Easy to say
Sequencing
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General before specific
Positive before negative
Uncued before cued
Estimate time for each question
based on complexity & type; size of
group; expertise of participants;
level of discussion desired
Types of Questions
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Introductory – to get conversation
flowing quickly
Transition – link between intro and
key questions
Key Questions – get to depth of the
issue
Ending Questions – promote
reflection or summary
Introductory Question – (5 minutes)
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Is easy to answer
Focuses on facts rather than on
opinions/attitudes
Should not highlight differences
among participants
Gives moderator clues about
participant views
Example: What values do you feel are important in the
Miwok community?
Transition Questions (5-8 min. each)
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Move conversation into the core of
the discussion
Link introductory and key questions
Often takes intro questions deeper
Example: What are some differences
between the values of Miwok
culture and those of non-Indian
communities in the area?
Key Questions (10-20 minutes each)
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Main focus of the study
2-5 key questions, plus probes
May include activities
Constitutes the bulk of analysis
Example: How can non-natives
establish relationships in a Miwok
community?
Stimulus Activities
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Create and prioritize lists
Examine and rate alternatives
Sort and discuss images
Visualize and draw a scene
Create a diagram, flow chart
React to video clips, print material
Mind map a concept
Imagine a scenario
Ending Questions (5-8 min. each)
Bring closure to discussion, critical to
analysis
 Reflection – ID which comments
most important/need action; clarify
 Summary question – check for
agreement of key points
 Final question – was anything
missed/not covered
Example: What motivates Miwok people to get involved with
community action?
Making Mid-Study Adjustments
Change the question if:
 It just isn’t working (silence, ask for
clarification)
 Saturation point has been reached
(no added value to asking)
Preparation
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Research the background of
participant types
Find out:
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The preferred language
Cultural communication norms
Expectations about meetings
Views about arrival time
Refreshment preferences
Planning the Logistics
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Select a comfortable location
Privacy, quiet, facilities
No setting is neutral
Translation/language needs
Child care
Transportation
Time/date
Name tags
Session Structure
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2 hour timeframe
Arrival/small talk (10-15 minutes)
Welcome/ground rules (5-10 min.)
Opening/warm up question (5 min.)
Introductory question (5 minutes)
Transition questions (5-15 minutes)
Key questions (60-70 minutes)
Ending questions (10-15 minutes)
Make Them Feel at Home
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Greet everyone at the door
Interact with participants while
waiting for all to arrive
Have them take brief demographic
survey that IDs various traits of the
group
Know who’s in the room
Learning to Listen
“When we train interviewers, perhaps
too much emphasis is placed on
asking questions, when the real skill
may be listening.”
Poland & Pederson 1998
Role of a Moderator
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Be there to learn from the group
Create a non-judgmental
environment
Facilitate rather than control the
discussion
Be open, not defensive
Gaining legitimacy
Creating a “Safe” Environment
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Make introductions
Describe purpose of focus group
Tell them what they have in common
Discuss anonymity
Get agreement on confidentiality
Inform them about recording of info
Lay out ground rules
Encourage use of names
Shifting Gears
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Get out of a “leader” role
Sit rather than stand
Tell group to jump into conversation
whenever they want
Give more control to the group
Encourage participants to address
each other rather than you
Facilitating Discussion
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Listen attentively; avoid revealing
own opinions
Cover key questions thoroughly
Don’t fear disagreement
Don’t seek consensus
Enable all voices to be heard
Leave time for silence
Picking Up on Cues
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Adopt vocabulary used by group
Observe non-verbal cues
Be aware of cultural practices
Know when to probe or to move on
Manage group dynamics
Prompting Greater Depth
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Can you give us an example?
Please describe what you mean.
Tell us a little more about that.
I’m not sure I understand.
Does anyone want to add to that?
What experiences have you had
that make you feel that way?
Redirecting the Conversation
Get back on track
 “We are more interested in X and
less concerned about Y”
 “I’d like to return to a point made
by Z for a minute…”
Remind of value of differing views
 “Does anyone see it differently?”
 “Who has a different perspective?”
Capturing What Is Said
Recording
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Sound quality
Sensitivity of participants to being
recorded
Address people by name to identify
voices
No guarantees
Value/costs of transcribing
Capturing What Is Said
Taking notes = key role
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ALWAYS take notes
Record identifying info of session
Use a matrix to record data
Moderator notes
Capture words AND context
Value of two notetakers
Avoid flipcharts except during exercises
ID speaker with 1st few words
Making Sense of the Data
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Use a coding framework
Coding strategies – strips, colors
Look for patterns across groups
Pay attention to context/dynamics
Frequency is not necessarily an
indicator of importance
Watch for theorizing, summations
Note where codes overlap
Using a Grid to Track Patterns in Data across Focus Groups
Themes Raised in Focus Groups on Smoke-free Policies in Apt. Complexes
Health
Effects
Protect
Children
Fire
Hazard
Unsightly
Litter
FG 1 Women
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√√√√√
√
√√√√
FG 2 Men
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√
√√√
FG 3 Mixed (young)
√√√√
√√√√
FG 4 Mixed (older)
√√√√
√√
√√√
√
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√√√
√√
√√
Apartment Tenants
FG 5 Mixed (all)
√√√
Deriving Meaning in Analysis
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Pay attention to participant
interaction – can lead to solutions!
Note the context – what prompted
comments
Look at traits of participants in
order to explore differences within
and across groups
Be open to multiple explanations for
patterns
Interpretation Traps
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Don’t extrapolate to general
population
Focus groups can overemphasize
consensus
References
Rosaline Barbour. 2007. Doing Focus Groups.
Thousand Oaks, CA: SAGE Publications.
Richard Krueger and Mary Anne Casey.
2009. Focus Groups: a Practical Guide for
Applied Research, 4th ed. Thousand Oaks,
CA: SAGE Publications.
Contact Us
Robin Kipke ― [email protected]
Main office ― [email protected]