Focus Groups

Sherry Woosley, Ph.D.Associate Director of Institutional Effectiveness Academic Assessment & Institutional Research

sawoosley@bsu.edu5-5976

*Special thanks to Amanda Knerr who helped to write the original presentation about conducting focus groups.

Index Card ExerciseOn the index card, write a word or phrase to

describe your previous experiences with focus groups.

Go around your circle and share what you have written.

What is a focus group?Focus groups are group discussions where

the facilitator supplies the topics and monitors the discussion.

The purpose is to gather information about a specific (or focused) topic in a group environment, allowing for discussion and interaction by participants.

Advantages of Focus GroupsRelatively low costQuick resultsFlexible and dynamicMore comfortable for participants than

individual interviewsInteractions generate more discussionQualitative nature of data

Disadvantages of Focus GroupsDifficult to assembleGroups can influence individual responsesSmall numbers of participants limit

generalizabilityDependent on the skills of the facilitatorQualitative nature of data

Focus groups should be used:To examine attitudes and opinionsTo explore why opinions are heldTo identify strengths and weaknesses of

programsTo interpret results from other assessment

projectsTo provide information for designing surveys

Focus groups should not be used:For assessment that requires statistical

projections or statistically representative data

In situations where participants are not comfortable with each other

In situations that are emotionally chargedIn situations where focus groups imply

commitments

Envisioning the PurposeDetermine what you want to

knowLink the topic of the focus

group with goals and objectives

Set topic boundaries (not too broad or specific)

Think about how you want to USE the information

Uses of Focus Group InformationMarketing – quotes can be powerful tools Identifying strengths and weaknesses of

program or services for improvement of services

Identifying the needs of targeted populationsShowing the impact of programs using

participant perspectives

Developing Questions and Exercises (Protocol)

Concrete, specific, simple and open-endedUse phrases such as “what prompted you,”

“what influenced you,” or “what features” instead of “why”

Use exercises – index cards, brainstorming, sentence completion, etc.

Consider the flow (general to more specific)

Choosing a Facilitator“The quality of the moderator is the most

important element that determines the ultimate usefulness of the output of focus group research.” (Greenbaum, 1988,p.ix)

“Moderating a focus group might seem easy, but it requires mental discipline, careful preparation, and group interaction skills.”(Krueger, 1993, p.73)

Moderator Skills(Kreuger,

1998b)Understandin

g of group process

Curiosity Communicatio

n skillsFriendliness

and sense of humor

Interest in people

Openness to new ideas

Listening skills

(Greenbaum, 1988) Quick learner A “friendly” leader Knowledgeable but not

all-knowing Excellent memory Good listener A facilitator, not a

performer Flexible Empathetic A “big picture” thinker Good writer

Others Time

management Diplomacy Awareness and

control over personal reactions

Energy

Things to Consider When Choosing a ModeratorModerator’s skillsModerator’s experienceAppropriateness for the topicAppropriateness for the participantsConnection to the topic or the participants

Soliciting ParticipantsDetermine selection criteria based on the

purpose of the projectChoose relatively homogeneous groups that

will feel comfortable talking to each otherAim for 8 to 15 participants per groupPlan for more than one groupInvite more participants than you need

Determining Appropriate IncentivesConsider the purpose of the projectConsider target participantsConsider the convenience or inconvenience

to the participantIncentives and rewards examples

Free foodMonetary rewardsCoupons

Choosing a LocationConvenience for participantsAvailability and accessibilityComfortable seating arrangementsFree from distractions

Selecting Appropriate Recording Techniques

Audio recording, video recording, or written note taking

Consider participant reactionsConsider resources and supportHave a back up plan

Examples of Note TakingQuestion: What are your expectations of the RA?

Summary RA is too

involved. I want the RA to leave us alone.

RA is good.

Verbatim My RA tries to get too involved.

The RA is always coming around telling us about things three times. The RA tries to give you almost a guilt trip if you don’t want to come to something. I wish the RA would leave us alone more.

My RA is a good guy. He comes around once and tells us about activities, then he lets us do our thing.

Getting Ready on the SpotArrange the seatingFind a place for the note takerChoose facilitator seatCheck suppliesHandle other concerns…Greet guests

Recording TechniquesTest and practice any techniqueWritten notes

VerbatimOrganize by focus group protocolWrite up as soon as possible

Audio or verbal tapesTranscribe as soon as possible

IntroductionShould include:

A brief welcomeAn overview of the topicSome guidelines or ground rulesAn opening question or exercise

Sets the tone for the groupShould also explain recording devices,

confidentiality, and the role of the facilitator

FacilitatingListening – active listeningTime managementProbe for further information

Pick up nonverbal clues and draw out information

Follow up with unclear statements

Functions of a Facilitator

1. Listen and learn2. Set and maintain the tone3. Encourage participation4. Keep the group on topic and on time

Facility DifficultiesDistractions

Plan ahead (for example, close doors and windows to eliminate noise)

If necessary, change rooms before you startRecording devices

Have a back up planHave a note taker

Participant DifficultiesDominant group member

Use the person as a starting pointUse this as an opportunity to encourage a

variety of opinions“John said ….. Do you agree or is your experience

different?”Quiet or shy group member

Encourage with eye contact, call on the person by name, and use follow up questions

Making Sense of NotesSummarize key ideas:

Find the BIG ideasExamine the participants’ choice of wordsConsider the group contextLook for consistency among groups and

group membersCategories should come from the language

of the notesUse quotes to illustrate main ideas

Sample ReportingOverall Conclusions

The students seemed more familiar with the marketing than the parents did. The students focused on two things: the variety and strength of programs at Ball State and the “smallness” of Ball State. And although some were reluctant to praise the marketing, many of them indicated the marketing had affected their decisions. The parents seemed pleased that Ball State was presenting itself as an institution with an academic focus and many programs.

“The marketing did influence me. It showed me that Ball State was smaller and gave me the sense of a community.” – Student

“The marketing told me about all the options so I know it’s not a mistake to send my son here even if he changes his mind about his major.” – Parent

Evaluating the Entire Process

Did you get the information you wanted?Evaluate protocol, facilitator, participant

selection, incentives, data recording techniques, facility, sharing format, etc.

Recommend changes for the processKeep notes for next time!

For Further Reading:Greenbaum, T.L. (1988) The Practical Handbook

and Guide to Focus Group Research.Greenbaum, T.L. (2000) Moderating Focus

Groups: A Practical Guide for Group Facilitation.Krueger, R.A. (1994) Focus Groups A Practical

Guide For Applied Research.Morgan, D.L. (1993) Successful Focus Groups:

Advancing the State of the Art.Vaugh, Schumm, & Sinagub (1996) Focus Group

Interviews in Education and Psychology.Focus Group Kit. (1998). Sage Publications.