FOCUS GROUPS

Focus groups

Characteristics of Focus Groups• There are six to twelve participants. • Facilitator and at least one note taker.• Tape-recorded, and other supplies may be needed• Group represents a community of interest with some

diversity • Ideally the participants are unknown to each other.• The aim to gain insights into the attitudes,

perceptions, beliefs and feelings of participants. Consensus not necessary

• A small set of predetermined, sequenced, open-ended questions is used

Advantages of Focus Groups• It produces real-life data in a social environment –

this gives it high face validity.• Flexible, low cost, simple in relation to other

methods.• Speedy results – easy to summarise • It’s a very useful method for triangulating research

data• Long history of use in areas where good

information means $$$ in the bank.

Limitations of Focus Groups• Whom the focus group represents can be difficult to

substantiate. Two representative groups might have very different views

• Opinions expressed in groups can vary enormously from those privately expressed

• Getting a representative group can be a difficult and demanding task

• Facilitator needs special skills, to ensure depth and openness of discussion.

• Data can be difficult to analyse – sometimes the results seem obvious, lacking in depth.

• The environment of the focus group can influence the outcome - it needs to be pleasant and comfortable

Participant preparation• Tell them what it’s about beforehand• Put a lot of creative energy into the topic. • Manage the group’s expectations - koha,

transport support, refreshments, activities, being heard, information use

• Use informality: relaxed playfulness, if professional seriousness of purpose

• The physical surroundings: low key, comfortable, safe, avoid desks, give choices

Exploring change in Ghana

Structure of the Focus GroupUse the same model as for semi-structured

interviews – No more than 6 major questions

Descriptive questions

Evaluative questions

Resolving/solution questions

Confirming questions – a small number of forced choice questions at the end or at key points of the focus group

Demographic questions

Creating Questions• Larry Davidson: “Strategies for Interviewing”

• Begin with descriptive questions. Not asking for assessments (though you may get them). You are after a rich description of experience.

• Move to simple evaluations. Likes and dislikes, and what is behind these.

• Then get to major evaluations, after the experiential groundwork has been done.

Creating Questions• Next are solutions/resolutions. Finish on a hopeful note.

• Confirming questions. In focus groups key hypotheses can

be checked with simple and direct questions.

• Demographic questions. What contexts influence the

answers to the questions? Age, gender, culture, spiritual

orientation, education, occupation and income?

Starting the focus group

• Encourage divergent thought. • Make it a group. Have rounds, but avoid

serial interview mode. Switch to discussion mode.

• Do not take over. Accept silence

The energy we want in focus groups

Finishing off the focus group• Solution/resolution question • What will be the most important strategies to

achieve these goals? • Prompts • Confirmation question (written and private)• On 1-5 scale (1=poor, 3= adequate,

5=excellent) how useful/interesting is this playcentre course (two separate ratings). Please add a comment

• Demographic questions: age, gender, culture. qualifications, employment, income, etc

Asking the “right questions”, in the “right way”

• An attitude of great interest without reinforcing any particular viewpoint. Avoid “That’s good,” and “Why?” - instead use “What’s that about ...”

• Some of the best “questions” aren’t questions at all. No yes/no questions

• Attend to Non-verbal behaviour, spot congruence and contradictions, speak to it, name it, intensify it. Pay attention to what the people aren't saying

Non-directive probes• Descriptive: Give me a [picture,

description] of ... Describe what it’s like to ... Tell me what goes on when you ... Tell me about ... Tell me more about that ... Think about a situation in which you …. Tell me about it.

• Explanatory: Explain to me .... Give me an example….. How might someone do that?...

• Involving: I’d like you all to [discuss, decide] ... Ask each other to find out .... Let’s see, I haven’t heard from ...

Non-directive probes• Involving and summative: Somebody sum this all

up ... Let’s see [pause] I’m having trouble figuring out how I should word this....... I don’t think I'm getting it all. Here’s what I’ve got so far, tell me what I am missing or not getting correctly ... I can’t seem to read the group’s reaction to that. Help me out.

• Summative: So, it sounds like you’re saying ... So, the message you want me to get from that story is ...

• Encouraging diversity: That’s helpful. Now let’s hear some different thoughts ... Let’s hear a different perspective on this.

Non-directive probes

• Encouraging: Say more.... Keep talking.... Don’t stop.... Just say anything that comes to mind ... Who can build on this last idea?

• Reflecting conflict: You seem to have a lot of excitement and energy around that. Talk to me from the excitement ... [I see in your face ... I hear in your voice] something important, but I don’t know what it is ... Boy, that got quite a rise out of everyone. What is everyone reacting to? ... What’s bothering you? ... How come the energy level of the group just went down?

Non-directive probes

• Getting practical: I’d like you to word it as an “I wish” or a “How to.” ... Can someone turn that [wish, dream, request] into a reality? Does anyone know how to do it? ... Let's turn this complaint into a problem ... How can we solve it?

• Checking: How important is that concern? ... Before we move on, let’s hear any burning thoughts that you have to get out ... What am I not asking?

Projective Techniques. • Ambiguous pictures: Imagine what the

picture is about in relation to own past experience.

• Drawing. You can ask people to draw a their real/ideal WINZ office or counselling room

• Role Playing. Another technique is to get people to think laterally by wearing different “hats” (as a client, caregiver, service leader, member of the public)

• Guided Fantasies or Visualizations. “It’s 2015... You have completed your degree...

You are working when a student colleague and friend whom you haven’t seen for three years visits... What are you going to be talking about?”

• Word Association and Sentence Completion. The most worrying thing about the Research

Methods course is...I’d convince people to change their minds by

saying….

Debrief

Using graphic organ-isers in a focus group

Using graphic organisers in a focus group

Steps to Improve Validity and Reliability

• Prolong the processes of data gathering on site to insure the accuracy of the findings

• Employ the process of “triangulation” - use a variety of data sources as opposed to relying solely upon one avenue of observation.

• Collect referential materials - complement the research information with additional document support.

• Engage in peer consultation - establish validity through pooled judgment of peers

Creating community• Totnes Transition Streets (8.38)• What’s the alternative to consumption? Community.

Local food, local support systems, local fun, local creativity, local economy, local jobs.

• Creating community at Unitec – Whānaungatanga, connection and the Shave for a cure collaborates with cure JM event

• Using a focus group to explore whether this event engages with whānaungatanga

Creating Questions• Larry Davidson: “Strategies for Interviewing”

• Begin with descriptive questions. Not asking for assessments (though you may get them). You are after a rich description of experience.

• Move to simple evaluations. Likes and dislikes, and what is behind these.

• Then get to major evaluations, after the experiential groundwork has been done.

Creating Questions• Next are solutions/resolutions. Social practice

explored solutions; finish on a hopeful note.

• Confirming questions. In Focus groups Key

hypotheses can be checked with simple and direct

questions.

• Demographic questions. What contexts influence

the answers to the questions? Age, gender, culture,

spiritual orientation, education, occupation and

income?

How did SFCCWCJM promote whānaungatanga connectedness and should we do more?• Set up room so that there is a feeling of being able to share

experiences, informal, music• Karakia, facilitator introductions, mihi, • Start with coffee and food• Show the powerpoint• Purpose of the focus group• Do an Ice-breaker – two truths and a lie• Our use term of ‘whānaungatanga’ can be described as a

process of getting to know each other, a respectful relationship, a sense of kinship or family connection; shared experience, shared values, a supportive caring relationship; and providing a sense of belonging and/or sense of spiritual connection serving to strengthen each member of the group

How did SFCCWCJM promote whānaungatanga connectedness and should we do more?

• Recalling the SFCCWCJM, think of the day, the weather, the atmosphere, think about where are standing, what you are looking at, who are you talking to

• Do a mindmap on a large sheet – most memorable moments

• Tell us about those moments (people – staff, students, the public, organisations; the group experience (was there a coming together), moments of inclusion/exclusion

How did SFCCWCJM promote whānaungatanga connectedness and should

we do more? • What does whānaungatanga mean to you? (at home, at

Unitec, elsewhere, how does the practice of differ for different people/groups --age, gender, culture)

• Of the different activities of SFCCWCJM which best/least enable whānaungatanga. How does your experience of SFCCWCJM fit with your idea of whānuangatanga?

• Solutions• Confirmations• Demographic questions