Focus Group Training

Allison Nichols, Ed.D.

Evaluation Specialist WVU Extension Service

Goals       Participants will learn about:

The uses for focus groups How to write focus groups questions How to conduct focus groups Ways to analyze results Ways to report results

FOCUS GROUPS  Purpose  To understand how people feel or think about an issue, product, service, or idea.

FOCUS GROUPS  Results  Qualitative analysis of the discussions provides clues and insights into how an issue, product, service or idea is perceived.

FOCUS GROUPS  Participants  Five to ten participants are selected because of what they have in common related to the topic being studied.

FOCUS GROUPS  Moderator  The moderator should be knowledgeable about the subject but should not be someone who is identified with the organization or issue.

USES OF FOCUS GROUPS  Decision Making  Decisions are not made by the group. Decisions are made from the findings of the focus group.

USES OF FOCUS GROUPS  Product or Program Development 

Steps:

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Gather information about the target audience’s preferences

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Test the prototypes --- Pick the best one

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Evaluate the project after it has been up and running for awhile

USES OF FOCUS GROUPS  Customer Satisfaction  Identify ingredients of satisfaction  Discover conditions that influence satisfaction  Design instruments that can quantify satisfaction

USES OF FOCUS GROUPS  Planning and Goal Setting  Stakeholders discuss how they see the organization; its strengths, weaknesses, the advantages of moving in certain directions.

USES OF FOCUS GROUPS  Needs Assessment  A discovery of needs in an interactive environment allows people to ponder, reflect, and listen to the experiences and opinions of others.

USES OF FOCUS GROUPS  Policy Making and Testing  Focus groups can help to identify and understand the criteria needed for successful rules, laws, or policies.

 The organization can determine which options are easiest for the public to adopt or follow and understand.

FOCUS GROUP DESIGN  Multiple Groups  Group discussions are conducted several times with similar types of participants.

FOCUS GROUP DESIGNS  Single Category Design  One target audience  Multiple Category Design  Two or more target audiences  Double Layer Design  Two or more target audiences divided by categories such as locations, institutions, etc.

 Broad Involvement Design  A primary audience is identified and multiple groups are formed with this audience. Other less important audiences are also included in the study, but to a lesser degree.

FOCUS GROUP QUESTIONS  Good focus group questions are:  Short     Clear Conversational Open-ended One dimensional

FOCUS GROUP QUESTIONS  Opening Questions  Get everyone talking  Make people feel comfortable  Easy to answer  Answered by facts, not opinions or attitudes  Do not highlight differences between participants

FOCUS GROUP QUESTIONS  Introductory Questions  Introduce the topic of the discussion  Open-ended  Allow participants to say how they feel about the issue/product

FOCUS GROUP QUESTIONS  Transition Questions  Move the conversation into the key questions  Logical link between the introductory questions and the key questions

FOCUS GROUP QUESTIONS  Key Questions  Drive the study  Are developed by the research team  Are the questions that will be analyzed  Require more time; often 10 to 20 minutes each  Begin one third to one half into the focus group

FOCUS GROUP QUESTIONS  Ending Questions  Three types:  All-things-considered questions  Final position of participants  The summary question  Moderator gives a summary and asks about the adequacy of the summary.

 The final question  Moderator gives a short overview of the purpose of the study and then asks, “Have we missed anything?” “Is there anything that we should have talked about?”

FOCUS GROUP QUESTIONS  Tips for writing questions:  Use open-ended questions  Ask participants to think back  Be cautious about giving examples  Ask general before specific  Ask positive before negative  Ask un-cued questions before cued questions

HEALTHY EATING FOCUS GROUP QUESTIONS  OPENING  Please tell us your name and your favorite place in West Virginia.

HEALTHY EATING FOCUS GROUP QUESTIONS  INTRODUCTORY  What is a "healthy lifestyle”?

HEALTHY EATING FOCUS GROUP QUESTIONS  TRANSITION  Think back to the last time you wanted to make a change in your eating habits. What kind of barriers or roadblocks did you run into as you made that change?

 TRANSITION  What helped you most to make that change?

HEALTHY EATING FOCUS GROUP QUESTIONS  KEY 1  If you wanted to eat a healthier diet what kind of help would you need?

 KEY 2   How would you like to receive that help? CUE  For example, one way might be to participate in a food demonstration or a hands-on food preparation. Others of you might prefer to watch a video, hear a lecture, participate in a group sharing, or read a book or pamphlet.

HEALTHY EATING FOCUS GROUP QUESTIONS  KEY 3  Suppose a program on healthy eating was held in your area. What would motivate you to attend?  KEY 4  What would keep you interested in attending the program over time?

HEALTHY EATING FOCUS GROUP QUESTIONS  ENDING  We intend to continue to offer healthy eating programs around the state. What advice do you have for us?

EXERCISE    Divide into small groups Pick a topic/issue that the group would like to know more about Write one of each type of question      Opening Introductory Transition Key Ending

CONDUCTING A FOCUS GROUP  The Moderating Team  Moderator  Directs the discussion  Keeps the conversation flowing  Assistant Moderator   Takes comprehensive notes Operates the tape recorder   Handles the environmental conditions and logistics May give a short summary of the key points of the discussion

CONDUCTING A FOCUS GROUP  Pre-session Strategy  Everything should be set up ahead of time  Sign-in sheets  “Name tents” placed the table where you want participants to sit  Snacks and light refreshments on a table to the side of the room  Tape recording equipment and microphone in plain sight of participants

CONDUCTING A FOCUS GROUP  Pre-session Strategy  The moderating team acts as hosts   Greets participants at the door; introduces themselves Focuses conversation on human experiences such as the weather, children, pets  Observes participant interactions  Notes dominators  Notes experts  Notes shy or quiet individuals

CONDUCTING A FOCUS GROUP  Pre-session Strategy  The moderating team places the name tents in strategic positions  Dominators/experts sit at the moderator’s side  Shy and quiet participants sit across from the moderator to facilitate eye contact

CONDUCTING A FOCUS GROUP  During the Focus Group  The group discussion should be recorded.  Moderator should introduce the recorder as a tool to help capture everyone’s comments.

 The Assistant Moderator should take detailed notes.

 The Moderator writes down things that will help him direct the flow of the conversation.

CONDUCTING A FOCUS GROUP  During the focus group the Moderator should:  Set the tone for the discussion  Create a permissive atmosphere  Give a 3-5 minute introduction     Welcome Overview of the topic Ground rules The first question  Promote beneficial conversation  Redirect dead end conversation

CONDUCTING A FOCUS GROUP  During the Focus Group  The five-second pause  Promotes additional points of view or agreement

CONDUCTING A FOCUS GROUP  During the Focus Group  The probe – request for additional information        Would you explain further?

Would you give me an example of what you mean?

Would you say more?

I don’t understand.

Does anyone see it differently?

Has anyone had a different experience?

Are there other points of view?

CONDUCTING A FOCUS GROUP 

During the Focus Group

 Dealing with experts  Underscore the fact that everyone is an expert.

 Avoid responses that would highlight participants’ levels of education, affluence, etc.

 Seat the dominant person next to the moderator to exercise control using body language.

 Verbally shift attention. “Thank you, John. Are there others who wish to comment?

 Avoid eye contact with the talker.

CONDUCTING A FOCUS GROUP  During the Focus Group  Dealing with shy respondents  Place at the side of the table to maximize eye contact.

 Call on shy person by name.

 Say, “Tom, I don’t want to leave you out of the conversation. What do you think?

CONDUCTING A FOCUS GROUP  During the Focus Group  Dealing with rambling respondents  Discontinue eye contact with the rambler about 20 to 30 seconds.

 As soon as the rambler stops, fire away with the next question.

CONDUCTING A FOCUS GROUP  During the Focus Group  Avoid verbal responses that communicate accuracy or agreement  “Correct”  “That’s good”  “Excellent”

CONDUCTING A FOCUS GROUP  During the Focus Group  Responding to participants’ questions  Before the focus group  Provide sufficient information to put the participant at ease.

 Do not give information that might be leading.

CONDUCTING A FOCUS GROUP  During the Focus Group  Responding to participants’ questions  After the introduction  Don’t invite these questions.

 If someone does ask a question, decide if it should be answered or postponed until later.

CONDUCTING A FOCUS GROUP 

During the Focus Group

 Responding to participants’ questions  During the focus group  Consider each individually; some should be answered, some should be deflect back to the participant or group.

 At the conclusion of the focus group   These questions are welcomed. If a question was postponed, it should be brought up here

CONDUCTING A FOCUS GROUP  During the Focus Group  Participants bring children  Have a team member be a babysitter  If the child is quiet, include the child and parent in the discussion

CONDUCTING A FOCUS GROUP  During the Focus Group  Uninvited adults show up  Chat with them in the pre-session, then make a decision as to whether to find a place for them to wait or have them join the discussion.

CONDUCTING A FOCUS GROUP  During the Focus Group  The group gets so involved that they don’t want to leave.

 Consider staying and listening to the conversation.

 If you have to leave adjourn and let the participants stay if that is possible.

CONDUCTING A FOCUS GROUP  Concluding the Focus Group  Thank the group for participating, wishing them a safe journey home.

 Summarize the main points and ask if this summary is accurate.

 Ask the final question.

ANALYZING FOCUS GROUP RESULTS  Analysis is driven by the purpose of the study.

 Determines the value of the information  Determines the depth of the analysis

ANALYZING FOCUS GROUP RESULTS  Analysis is verifiable by:  Field notes  Recordings  Oral summary of key points

ANALYZING FOCUS GROUP RESULTS  Analysis is a continuing process  It is done concurrently with data collection.

 Each group is analyzed and compared to earlier groups.

Analysis Strategies  Make two copies of all transcripts and notes.

 Select a way to identify each quote on notes and transcripts  Color code  Number each line

Analysis Strategies  Write down each question you want to analyze.

 Consider each quote separately.

 If a quote answers a question, paste it under the quote.

 If a quote does not answer one of the questions, put it aside for review later.

Analysis Strategies  Ask someone else to review the quotes under each category to verify your results.

 Write a descriptive summary of what each type of group said under each category.

 Compare and contrast what each said.

Analysis Strategies  Ways to determine how much weight to give comments.

 Frequency  How many people said something  Specificity  Details provided  Emotion  Enthusiasm, passion, intensity  Extensiveness  How many different types of people said something

WRITING THE REPORT  Structure of the report  Question-Based Report  Example from the healthy lifestyle study:     What kind of help do participants want?

From where do they most want to receive it?

What would motivate them to participate in a program?

What would motivate them to stay in the program?

WRITING THE REPORT  Structure of the report  Theme-Based Report  Example from the healthy lifestyle study:  Traditional support group vs. computer based diet assistance; modes of delivery differ for different age groups.

RESOURCE  Krueger, R.A. & Casey, M.A. (2000). Focus Groups: A Practical Guide For Applied Research, 3 Publications, Inc.

rd Edition. Thousand Oaks, CA: Sage