Planning and Conduc-ng a Basic Focus Group
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1 Planning and Conduc-ng a Basic Focus Group Cheryl Hunter & Marcus Weaver-Hightower Educa-onal Founda-ons and Research University of North Dakota Sponsored by the Division of Cancer Prevention and Control, North Dakota Department of Health
2 What You ll Learn Define Plan Facilitate Analyze What focus groups are Purpose The right moderator The analysis process What they are good at What they are bad at Numbers Ethics Anticipating Problems Questions & Pre-session During the session Handling participant questions Transcribing Quotes, codes and themes Analysis Strategies Activities Logistics Preparing for the unexpected Concluding
3 hfp://und.edu/faculty/ weaver-hightower/ focusgroup.cfm
4 Krueger & Casey
5 Introduc-ons
6 Things to Say About Yourself Your name Where you work and what you do there Something interes-ng (non-work related) about you
7 Grab a yellow post-it and write down one thing you re hoping to get out of today s workshop. Post it.
8 What is a focus group, really?
9 A clip from Silicon Valley
10 Ac-vity Focus Group Example
11 A focus group is... Relevant Group Topic or Issue Qualita-ve Data
12 What focus groups are good at & What focus groups are bad at
13 Focus groups are great for.
14 Range of opinions, ideas, or percep-ons Uncovering possible factors that influence people Differences in perspec-ves among categories of people Genera-ng ideas Pilot test ideas Help in developing or explaining quan-ta-ve studies Capturing comments or language
15 Advantages Quick to assemble and flexible to meet many needs Direct interac-on with par-cipants, allowing probing Synergy effect Can be used with children or low literacy popula-ons User-friendly results
16 Consensus What do they know? Sensitive Information Educational Statistical Projections Groups with existing conflicts No intention to change
17 Focus Grouping Christmas
18 Planning
19
20 Snickers Focus Group
21 Who to invite? What types of people have the greatest insight on this topic?
22 How many to invite? Groups should be 5-8 participants 3-4 focus groups per category of participant
23 When do I stop? Saturation
24 When do I stop?
25 Design Types Single-Category Design Teens
26 Design Types Multiple-Category Design Teens Teachers Principals
27 Design Types Double-Layer Design Layer 2 Layer 1
28 We want you to know how to recruit!
29 Cross cultural issues When do I stop?
30 Planning for Analysis If you re doing for someone else, what do they need? What type of people do you want to say something about? How and what will you present? Will your ques-ons yield things you want to talk about? DOUBLE record Transcribing? Triple record and plan for a lot of -me!
31 An-cipa-ng Problems Most common problems: Recrui-ng Time for analysis Working with community groups
32 Things WILL go wrong! Plan as best you can. Bring backup!
33 ???? Developing Ques-ons??
34 GOOD Ques-ons Evoke conversa-on Use words par-cipants would Are easy to say Are clear Are short Are usually open-ended Are one-dimensional Include clear instruc-ons DON T suggest an answer ( leading )
35 A GOOD Ques-on Route
36 1. Opening - Easy -Gets Everyone to Answer A GOOD Ques-on Route
37 2. Introductory - Introduce the topic -Gets participants thinking A GOOD Ques-on Route
38 3. Transitional Link the introductory questions to the upcoming KEY questions. A GOOD Ques-on Route
39 4. Key Questions The questions that drive the study and analysis A GOOD Ques-on Route
40 5. Ending Questions that summarize, identify most important, or ask for overlooked A GOOD Ques-on Route
41 What do you hope for at the concession stand? Tell us your name, what you do, and something interesting about you. What s a typical trip to the movie theater like for you? Do you have a routine? What are your favorite kinds of seats? (place, style) What would make the bathrooms a pleasant experience? When you go to a movie theater, what kind of movies do you like and who do you go with? If you had five minutes with the theater manager, what would you ask for? Is there anything we forgot to A GOOD Ques-on Route ask?
42 Gedng Ac-ve Lis-ng things Ra-ng items Choose among alterna-ves Sor-ng pictures Draw pictures Draw diagrams Mind mapping Use your imagina-on Develop a campaign Words as prompts Bring something with them
43 LUNCH (See you in an hour!)
44 Please, everyone pick up one sheet from each pile of colored ques-on sheets!
45 Basic Modera-ng Skills
46 A Good Moderator Respects Participants believes they have wisdom to share.
47 A Good Moderator Understands the purpose & topic
48 A Good Moderator Communicates clearly
49 A Good Moderator Is open, not defensive
50 Before the Group You Dominant Talker Food? Small Talk Shy Shy Subtly Arrange Seating
51 During the Group Get permission to record (AND hit the record buttons!)
52 During the Group Avoid having your laptop or other device. Leave this to the co-moderator. Flip charts and whiteboards are dangerous, too.
53 During the Group Start with an introduction 1. Welcome Good afternoon and welcome. I m Marcus. That s Cheryl. Thanks for coming. 2. Topic Overview Today we re going to ask about. You were invited because. 3. Ground Rules 4. Opening Question There are no wrong answers. You can disagree. We re recording. Don t have to respond only to me. We want to hear from everyone, so if you re talking a lot I may ask you to let others have a chance. Please silence phones.
54 During the Group Jot notes that help monitor the conversation.
55 During the Group Listen alertly, assessing answers.
56 During the Group Avoid responses (verbal or nonverbal) that indicate agreement or correctness.
57 During the Group To encourage additional information & Can you give an example? Tell us more. Is there anything else? Describe what you mean. Pause Probe
58 During the Group Change the behavior of Experts by underscoring that everyone has important insights to share.
59 During the Group Change the behavior of Dominant Talkers by using distancing body language, avoiding eye contact, or diplomatically asking for others to share, too.
60 During the Group Change the behavior of Ramblers by putting down your pen and avoiding eye contact. Look for momentary pauses to jump in with the next question.
61 During the Group Change the behavior of Shy Participants by making eye contact or calling on them by name.
62 An-cipa-ng Problems What will you do if no one shows up? only a few show up? the space is inadequate? no one wants to talk? no one wants to leave? there s bad weather? the early ques-ons are taking too long?
63 How NOT to facilitate a focus group
64 Facilitation Mistakes Not having a plan or preparing for all parts of the interview Not introducing the purpose and structure of the interview Not explaining informed consent or ethical components Ledng par-cipants interrupt each other or losing control of the group Focusing on only one par-cipant Not reserving body language and facial expressions
65 Facilitation Mistakes, cont. Asking the par-cipants to talk to you, the facilitator Asking for consensus Being authorita-ve or not respeceul Not no-cing when some are not par-cipa-ng and poten-ally why Crea-ng an ac-vity that doesn't get the group interac-ng Hurrying par-cipants Summarizing the points YOU think are important and not others
66 Applica-on Ac-vity
67 Talk about the experience
68 Basic structure of thema-c analysis START with the first ques-on to analyze. Remember you are constantly comparing and making decisions (is this similar or is this different?) 1. did the par-cipant answer the ques-on that was asked? yes - go to #3 no - go to #2 2. does the comment answer another ques-on that was asked? yes- move it to that ques-on. no - put in a discard pile. 3. does the comment say something of importance about the topic? yes- place it under the appropriate ques-on. no- put in a discard pile. 4. is it like something that has been said earlier? yes- start grouping the quotes together no- start a separate grouping
69 Basic analysis cont. Analysis of specific questions Make sure quotes that say similar things are grouped together. You will have categories and poten-ally subcategories. Talking to someone else about how you are categorizing is essen-al. Write a descrip-ve summary of what each group (teachers, students, parents) said in response to the ques-on. Compare and contrast.
70 What to give emphasis to? Frequency- Specificity- Frequency does not mean importance! Emo-on- Extensiveness-
71 Let s try it
72 What would you like to know more about in the followup?
73 THANK YOU!
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