Focus Group Fundamentals Focus groups are one of the two most commonly-used kinds of Public Relations research. They are seen as an alternative and complement to surveys, since they give detailed and in-depth information about attitudes, with much more participation by respondents. One important value of a focus group is that discussions among participants are often very productive, since one can inspire or elaborate points made by others. However, since participants are strangers, and the setting is artificial, there are problems with the validity of these comments. Focus group data is not easy to analyze, and the success of a focus group depends tremendously on the selection of participants (usually 8 – 10 per session), and the skills of the leader/facilitator/moderator. To get around some of these problems, and to increase the quality of the data, 2 or 3 different focus groups are often held for comparison and additional data. Apart from background/demographic questions, a facilitator can ask about behaviors (what they have done or are doing), opinions/ values (what they think or feel about a topic); knowledge about a topic; and sensory questions about what they have seen, heard and so on. A skilled moderator can also spontaneously sum up the topic in a coherent, single-dimension question such as, “In what way is this company part of your life?” Typical stages of a focus group session: 1. Introduction: quickly explains the topic, goals and procedures; designed to prepare participants and make them comfortable 2. Formation: an opening period that helps participants feel comfortable with each other, and develop a group sense to encourage discussion; 3. Storming: introducing the research topic and inviting 4. Exploration: relatively specific questions about key parts of the topic 5. Conclusion: ideas discussed/reflection/additional comments/end of session. Main question types: 1. Transition questions clarify a point, move the discussion onto another topic, test a concept, steer the group back to a key question, or invite a broader conclusion. 2. Probing questions ask for more details, examples or elaborations about points just made. “All things considered” questions invite participants to identify the most important aspect or factor in relation to the topic, such as “of all the topics we have covered, which is most important to you and why?” 3. Ending questions allow participants to provide additional information and discuss their impressions of the focus group, and to close the discussion (or a section of it) and allow reflection in ways that help analysis. For example, the facilitator could offer a summary of key points from the discussion, identify the most important aspects of the topic, summarize their impression and ask: “Is this an adequate summary?” or ask, about 10 minutes before the end, “Is there any important topic we have missed?” Successful focus groups require: o A clear objective and research issue (including sub-issues) o A well-defined group with characteristics needed for good data o A comfortable but businesslike environment o An alert, supportive but directive facilitator o A clear structure and complete preparation, especially a good topic guide o A good balance between structure and “social space” o Observation and logistics support (a hidden observer and/or help with materials) o Systematic analysis
General rules for Focus Group questions: 1. Use open-ended questions (“How did you feel about….?”), not ones that demand a specific answer, or can be answered with yes or no. 2. Make the questions clear and specific when you need specific information, relate to only one topic (split up complex questions), and avoid jargon or specialized language. 3. Ask neutral questions, not ones that imply anyone else’s values or assessment 4. Avoid broad 'why' questions, which often get simplified answers or invite disagreements, unless they are specific and related to their personal actions or attitudes (“How do you feel about…” or “what do you do when…”) 5. Use “focusing” questions that move from general (to provide context and direction) to specific (to get detailed information). 6. Use lots of probing 7. Use frequent encouraging responses (e.g., nods and “umm, hmms”) and brief silences to give people a chance to collect their thoughts and answer. The Topic Guide The main material used to lead a focus group is a topic guide, or list of questions and timings that help make sure you get all the information you need. To develop this, you first need to clarify the research questions of the project, and brainstorm a number of key topics/questions, before drafting a question order with timings. You should aim to have around ten focused questions, and fewer if the topic is complex or emotional or if the group is considerably diverse and heterogeneous. The guide should be clear, nonacademic, and understandable to the participants. In addition to headings of topics and questions, it usually includes approximate timings for each topic (about 15 minutes), and prompts (discussed later in this section). Depending on the focus group, it may also include presentations or demonstrations and stimulus materials (e.g. a flip-chart, magazines, tape recordings, illustrations) to introduce foreign or controversial concepts, or encourage interaction and creativity among the participants. Example of broad questions (without added prompts and timing) What does [the company] mean to you? /How often do you think about it? What are the best and worst things about [the company] [what it means in the community]? How have your ideas about [the company] changed over the past year? What have your personal experiences been with [the company] [related companies]? Focus groups also often include: A summary of basic procedures (including breaks, etc.) and guidelines, e.g. for sensitive issues Short question-and-answer sessions on basic facts Simple questionnaires or surveys to clarify participants’ background Pre-arranged activities, viewing/discussion sessions, or exercises Analysis of Focus Groups: The benefit of a focus group is that it quickly and efficiently produces a large amount of “focused” data, though this creates a problem for analysis. This can be done in a variety of ways, such as “Thematic analysis”, quantitative content analysis, structuralist discourse analysis, semiotic analysis, etc.