Guide to Running Focus Groups

Transcription

1 Staff and Departmental Develpment Unit Guide t Running Fcus Grups Fcus grups are a frm f grup interview. Like any ther research r evaluatin tls their purpse is t gather infrmatin. Thrugh listening and bserving interactins fcus grups can help yu t appreciate hw peple think and feel abut an experience, issue r a service. They invlve: Bringing tgether arund 5-10 peple with particular characteristics (which are seen t be a representative sample f the grup f peple that are being researched). The explratin f a particular theme r tpic(s) and the gathering f pinins arund that theme. Being cnducted in a relaxed infrmal atmsphere. The discussins are relaxed, and ften participants enjy sharing their ideas and perceptins. (Krueger and Casey 2009) A fcus n interactin. Unlike standard interviews where the discussin depends upn the interviewer asking questins, and the grup respnding, in fcus grups data emerges frm grup interactin arund key tpics. Meetings usually last fr arund ne t ne and half hurs. Several meetings with similar grups f participants (s that patterns and trends can be identified). Usually this means a minimum f three fcus grups. Recrding. Mst fcus grup sessins are recrded (usually by audi) with ntes als ften being kept by the facilitatr and, where bservers are invlved, by them. Fcus grups wrk best when peple feel free t give their pinins withut being judged. In additin, they can ften be mre successful if they are made up f relative strangers, unless the subject matter is smething that is usually nly talked abut amngst friends (Chen et.al. 2000).

2 What are fcus grups used fr? Fcus grups are useful fr: Gathering feedback n activities, prducts and services. Generating and evaluating data frm different grups that use a service r prduct that yu want t understand in rder t target it effectively. Generating and evaluating data frm different grups within a lcal cmmunity r ppulatin. They are mst useful in cnjunctin with ther frms f evaluatin as they can help triangulate findings (Chen et. al. p. cit). Outcmes It is wrth spending sme time getting clear n the intended utcme. Why are we meeting? Hw any infrmatin gathered will be used and cmmunicated? We need t be clear what issue r area will be cvered by the infrmatin we gather frm the grup. Befre the grup meets The success f fcus grups depends significantly n the quality f yur preparatin. What infrmatin d yu need t gather and why i.e. what is the fcus? Grup prfile Getting the grup prfile right is central. As ne cmmentatr put it, If the right peple are nt recruited fr a fcus grup, the infrmatin that the sessin generates may be unhelpful r even wrthless (Greenbaum 1998). Failure in this area is ne f the cmmnest mistakes made with fcus grups. Participants must: Represent in sme imprtant way the characteristic yu are lking fr. Knw abut the area f wrk r the issue that yu are explring. Nt be just drawn frm regular users r participants in a prject r service. They are mre likely t be satisfied and yu need t knw abut what is ging well, and what is ging wrng.

3 In additin, yu need t try t create a fcus grup that is relatively hmgenus. Participants need t relate t each ther and t feel that they share certain things in cmmn Organising a fcus grup There are sme basics: The fcus grup meetings need t be 1 t 1½ hurs lng. Wrk ut what the best day and best time will be fr likely participants. Setting is imprtant chse smewhere where the grup will nt be disturbed, and that will create the right envirnment fr pen explratin. Prvide refreshments and rganise the rm s that everyne can see each ther (usually a circle). Make sure peple have enugh ntice t attend the fcus grup and remind them tw r three days befrehand. Having 12 peple n yur list is ne thing, getting all 12 t attend is anther! Get tgether a basic kit f resurces fr the grup including attendance list; flip charts and markers; pens, pencils and paper; badges; audi recrder; plus any special materials yu might need fr particular activities. Shaping the meeting and develping yur questins While a lt has been written abut the different stages that grups and sessins g thrugh, prbably the mst useful is the mst bvius (Smith 2011). Sessins have beginnings, middles and ends each with its wn task. These are cncerned with the 3e's: encuraging explratin, engaging with the subject enabling peple t mve n Gail Evans has suggested that within helping cnversatins (and fr us facilitating the sessins) it is wrth thinking in terms f the explratin as the first quarter f the fcus grup sessin; engaging with the subject and develping understanding as the middle half; and enabling actin and develpment as the final quarter (Evans 2007). In a sessin f 1½ hurs it is nly really pssible t address five r six questins. Belw we suggest sme pssible questins fr yung peple; lcal cmmunity members; and stakehlders. Hwever it is wrth thinking abut a basic frmat fr the fcus grup e.g.: 1. General tpic (t encurage cnversatin and participatin and set the scene) 2. Primary tpic (ne f the main areas yu want t explre). 3. Third tpic 4. Furth tpic 5. Clse summing up In framing questins it is vital that we encurage peple t define subjects and areas in their wn terms. We need t avid using ur wn technical language and categries t rganise the tpics fr the fcus grup.

4 The fcus grup meeting Mst peple rganising and running fcus grup meetings will have expertise as facilitatrs but it is wrth highlighting a few pints. As (Schwarz 2002) has cmmented, facilitatrs: Have t stand apart frm grups yet be acceptable t them. They have t be seen as an bjective third party. Have t earn the space t facilitate and they d this by ding their jb well and being neutral nt taking sides. Are nt the decisin-makers, nr mediatrs. It is difficult t facilitate sessins where yu have decisin-making authrity. Peple may believe that the decisin has already been made and data will be selected t back up this decisin r that yu will lead the grup in the directin yu are seeking. Beginnings encuraging explratin The cre purpse f this part f the fcus grup meeting is t put participants at ease, t prvide fcus fr the sessin, and t encurage explratin (Smith 2011). The basic elements are: Establishing the fcus f the sessin. Setting up the questin r issue that we are ging t explre. Telling participants abut the general purpse f the grup, what they will be ding and the time invlved e.g. We are ging t discuss several areas in this meeting. Our primary gal is t discuss yur pinins abut. Encuraging trust. Acting s that peple are dispsed t wrk tgether with the facilitatr t create an envirnment in which all can participate. Part f this invlves cmmunicating ur cncern fr an pen discussin in which all feel free t participate. We can highlight certain grund rules/discussin guidelines fr the fcus grup. The bvius nes here cncern peple talking ne at a time, speaking s that thers can hear, keeping t the fcus/task and the rle f the facilitatr in cntaining the discussin and mving n t ther tpics. We als need t explain what is said is being recrded, hw the infrmatin recrded will be used and issues f cnfidentiality i.e. yu will nt be named as an individual as having made a particular cmment. The infrmatin is cnslidated int general themes and used as a whle. Helping peple t engage with the subject and each ther. Here, when facilitating a grup, we might pse sme initial easy questins r pen up cnversatins. Hwever, first we need sme intrductins t each ther, and t any ther peple wh may be present and helping with the facilitatin. The advice that many cmmentatrs give in this area is t begin with nn-threatening questins like Culd yu tell us abut the things yu are currently invlved in within the University r the Department? Anther key piece f advice is t encurage everyne t jin in this discussin.

5 Middles engaging with the subject and generating material The middle part f the sessin invlves facilitating a deepening f the explratin s that we and the ther participants gain a better understanding f the issue r questin. Yu will prbably have 4-5 tpics t cver s it is imprtant t make sure yu attend t time. Under each tpic it is wrth: Asking any mre precise questins abut the tpic later rather than earlier. We need t encurage peple t share their experiences initially withut t much directin. Use different techniques as starters fr explratin e.g. cmpleting sentences, filling in bubbles (where tw peple (r animals r bjects) are talking t each ther what are they saying t each ther), r getting peple t react t statements abut the prduct/wrk issue. Encuraging explring behaviur r ding questins befre attitude questins. In ther wrds, encurage peple t tell stries abut their experiences. Trying t avid putting wrds int peple s muths. Endings summing up and enabling peple t mve n This final part f the sessin is cncerned with helping peple t make an assessment f their understanding f the issues r questins that were the fcus f the sessin. The key tasks entail enabling peple t: Take stck. The aim here is t help us take stck f where the discussin gt t. We might d this as a whle grup activity, r ask peple t wrk individually, in pairs r in small grups. Identify any key pints fr the evaluatin. As facilitatrs yu als need t make sure nt t make any prmises abut what the University/Dept might d in respnse. Manage the end f the sessin. Here the task is t help peple finish ff the business f the sessin and t begin t make ready fr what they are ging t d next time, if there is mre than ne meeting. It culd als just be t infrm peple f what happens next with the infrmatin cllected and hw they will find ut f any utcmes. Surce: Mark K. Smith Further reading and references: Chen et al. (2000). Research Methds in Educatin. New Yrk, NY: Rutledge. p Evans, Gail (2007). Cunselling Skills fr Dummies. Chichester: Jhn Wiley. Greenbaum, T. L (1998). The Handbk fr Fcus Grup Research. Thusand Oaks CA.: Sage. Krueger, R. A. and Casey, M. A. (2009). Fcus Grups: A practical guide fr applied research 4e. Ls Angeles: Sage.

6 Schwarz, Rger M. (2002). The Skilled Facilitatr: A Cmprehensive Resurce fr Cnsultants, Facilitatrs, Managers, Trainers and Caches. San Francisc: Jssey-Bass. Smith, M. K. (2011) Using fcus grups in evaluatin, the infrmal educatin hmepage. [ Appendix 1. FREQUENTLY ASKED QUESTIONS QUESTION Hw much directin shuld be given? I am always cncerned abut giving the answer away befre explring respnses. Fr example if explring ways that students engage, yu might have t give examples in which case yu are then limiting hw students might perceive their activities as engagement ANSWER A fcus grup needs a fcus. This might be a questin which yu pse, r a statement. It is imprtant t be aware hw yur material may influence the grups respnses. Leading questins are t be avided. Smetimes staff wh are nt clse t the subject matter are better running fcus grups, as they may be mre bjective. Yu may prvide illustratins but try and balance them up with illustratins f the alternative view. Hw d I generate interest and get peple t attend the fcus grup, given the cnflicting demands n peple s time? Keep the fcus grup shrt 1hr, fr example. Hld them in easy t access and pleasant lcatins. Prvide refreshments/lunch. Let ptential participants knw abut the event in plenty f time. Explain the benefit t them f attending. Because peple may say they are cming and then may nt turn up cnsider inviting mre peple than yu need. If yu want 12 peple invite 15 then if 3 d nt attend yu have 12 rather than just 9. If all 15 attend just make sure yu have space and refreshments fr them! Hw d I analyse/cde the fcus grup data? Cllect the rugh data as it is received frm the grup. D nt sift remarks r cmments when they are made. Flip charts wrk well. Yu may ask the grup s permissin t recrd the sessin and write it up later. Write up every remark made. T make sense f the data lk fr patterns in what is being said. Break the infrmatin dwn int themes r headings. Keep ging back t the main research questin that drives the fcus grup. It helps if the analysis is cnsidered when designing the sessin. Making participants chse between ptins r ranking items is ne way f aiding yur later analysis.

7 What is gd questin design? Hw d I ask the right questins, particularly nt ask leading questins? Use pen questins: Hw, Why, Wh, Where, When, What, Hw? Prepare yur fcus grup questins in advance. Yu may send a general questin t the grup t help them prepare their thughts befre they attend. Have secndary questins designed t. Dn t be afraid t fllw up a remark if it seems t be revealing anther dimensin that yu hadn t cnsidered. But keep yur eye n the time and make sure yu cver all the main questins yu want t tuch upn. Yu may need t revise yur questins after the first grup (if yu are hlding mre than ne,) t fine tune the questins yu are asking t get t the heart f the matter. Hw can I ensure that the Fcus Grups gather a balance f pinins? Hw t I direct and get the best ut f a fcus grup? Be aware f managing time in the meeting. D nt spend all the time n ne aspect. Chair the grup assertively. Lk at different perspectives. Lk at psitive and negative dimensins. Use a framewrk, t make sure different aspects are discussed; e.g. yu culd use: Plitical, Ecnmic, Scilgical, Technlgical, Legal, Envirnmental (PESTLE.) The fcus grup facilitatr needs t be curius abut the subject. This means keeping an pen mind thrughut the sessin. D nt dminate the sessin with yur examples r views. The sessin is abut hearing frm the grup. If different facilitatrs are leading different sessins, make sure all facilitatrs are briefed t ensure the sessins are standardised. If there is mre than ne facilitatr leading a sessin, ensure they dn t cntradict ne anther by defining their rles clsely befre the fcus grup sessins. Hw d I cnstruct an effective and representative fcus grup frm a chrt f students/staff? Lk t ensure yur fcus grup is representative f the verall ppulatin f the peple in scpe. Age/Gender/Race/Culture etc. This might nt always be pssible but aim fr inclusivity. Factr in yur in-balances at the analysis stage. Supplement data frm nrepresented grups with answers btained utside the fcus grup.

8 Hw can I run a fcus grup with students abut future develpments withut causing panic amngst the current chrt? All fcus grups need t be prmted carefully. The name f the grup needs careful cnsideratin. Mst peple realise that successful rganisatins are always evlving. Higher Educatin is n exceptin. Students ften understand that their feedback mulds future curse prvisin. The University Partnership reassures students that a cntract exists between themselves and the institutin and their interests will be safeguarded at all times. Hw d I get input frm all participants rather than just the vcal nes? Careful chairing and assertive leadership f the fcus grup are essential t give everyne the pprtunity t cntribute. Break the grup int sub-grups t make it easier fr everyne t have a vice. If smene is dminating say can we hear frm smene else? r what des everyne else think?