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Definition of a Focus Group

Focus Group Discussions (FGDs) are defined as semi structured group discussions, which yield qualitative data on the community level by facilitating interaction between participants.

The aim of the FGD is to facilitate interaction and thereby produce, via snowballing of thoughts, deeper insights.

FGDs provide information on a group/community level. Perspectives of individuals or households are not part of the focus. The strength of an FGD is the forum it creates for discussion between participants, thus eliciting new ideas and explanations, which would not have come up during an individual or a household interview.

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Why use focus groups?

To investigate group

attitudes and

beliefs

To find solutions

to problems

To investigate

complex ideas

and behaviours To explore

differences and commonalities

To generate ideas at

the exploratory stage

To deepen

understanding of

quantitative dataWhen there is believed

to be a difference in

power between the

researcher and

participants

FGDs Design

Specific objectives of FGDs

which themes will they be covering and for which purpose

Location, number & timing of FGDs

Venue?

How many times?

When?

Composition of FGDs

Participants selection, e.g. which different target groups will be covered?

Type of FGD will be categorized according to Age, Gender and diversity criteria

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Operational Steps for Organizing and Conducing FDGs

Prior to the FDG

Inform the relevant local authorities

Plan the logistical arrangements

make a work plan, secure vehicle as well as printed materials, facilitation material, etc.

Pilot/Pretest

Assurance of Access and Permission

Ensure that access and permission is reaffirmed upon arrival to the field

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During the FDG

Participants Selection Process

The following suggestions can be useful in identifying participants

for the focus groups in different situations:

In discrete (isolated, disconnected) communities like villages,

settlements or camps: the relevant local authorities, e.g. the local

leader or the camp manager, should be approached for support in

selecting participants for the FGDs. The facilitators of the FGD

should actively participate in the selection, making sure that the

desired composition is ensured.

In structurally more diverse contexts such as urban areas: local

organizations and networks, such as community based

organizations, local NGOs, religious organizations and civil

society organizations can be a source for locating FGD

participants.

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During the FDG

Determine the total number of participants.

he number of participants can vary between approximately 6 and 15. Most important is that the size of the group allows for active participation by all.

Identify a location for the FGD

The location chosen should be comfortable and safe. Participants themselves msy be asked to identify an appropriate location.

Conduct the FGD and take notes on what is said

After the FDG

Debrief with your team, after each completed FGD:

Check if the understanding of what was said is shared between

facilitator and note taker;

Review the effectiveness of the questions and propose, if needed,

alterations to the Coordinator;

Discuss and note if unexpected topics or situations came up and report

this to the Coordinator.

The note taker edits and inserts notes from the FGD in an

electronic form.

If necessary, ensure that notes are translated.

Insert the notes from each FGD into a Reporting Form per

FGD

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After the FDG

Merge and systematize all the Reporting Forms per types of

FGD (male, female, age groups, etc.) and per topic. Hand over

to Coordinator and/or technical person(s) that will analyze the

information.

Share the preliminary findings with the community

members and validate the presented findings. This will be done

close collaboration with the Coordinator and/or technical expert

having analyzed the data.

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Ethical Considerations

Some main points of ethical concern are listed here:

Avoid Misrepresentations

Misrepresentations and biased or wrongly generalized findings can be very damaging.

Sensitive data The responsibility of protecting the informants is much more important

that yielding certain data.

The proper confidentiality and careful dissemination may be needed.

In addition: given the difficult discussions that FGD facilitators and note takers may encounter, the Profiling Coordinator has a duty of care towards the FGD team.

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Ethical Considerations

Confidentiality:

Anonymity is always ensured during FGDs. However, anonymous data documentation does not necessarily ensure the confidentiality promised to the informants.

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Facilitator

An FGD facilitator, who is responsible for introducing

the FGD to all participants, guiding the discussions,

facilitating participation, ensuring that the most

important topics are covered considering the time

available, and finally closing the discussion.

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Note Taker

A note taker, who is responsible for capturing the

discussion, and later on elaborating on the notes and

turning them into an electronic version. A recording

device can be used by the note-taker (not as replacement

to the note taking, but as complementary), in which

case, participants should always be informed and asked

for permission.

Responsibilities and Attitude of Facilitator

Characteristics of facilitator

Pre-shaped understandings

Perceived by the focus group

Gender and age

Personal attitude

How to pose questions?

Open-ended

Leading and dichotomous (yes or no) questions should be avoided

Pre-shaped understandings shall not be reflected in the questions

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Role of Facilitator

Be neutral: do not convey your own perceptions (neither directly nor indirectly though leading/value

laden questions) and do not correct the informants, as there are no right or wrong answers. Even if someone

says something which factually is wrong, leave it up to the group to correct, if they see it fit (factually wrong

data are also data).

Be patient: do not finish people’s sentences and do not interrupt. Leave as much silence and pause as is

needed for the group to think.

Do not guess: ask for clarifications whenever needed, do not guess what was meant if you are not

sure.

Clarify terminology: make sure that all participants have a common understanding of any terms

or phrases coming up.

Probe: when necessary, ask participants to elaborate and encourage views by more people (e.g.

could you better explain in more detail? Can you give us an example? Anyone sees things differently? Does anyone have a different experience to share?)

Synthesize: try to guide the discussion beyond the individual contributions by participants, by

encouraging others to comment and build on the views presented. Thereby you can capture the collective thoughts and obtain some consensus around opinions and perspectives. This is, however, not always possible, nor desirable, as disagreement is also very welcomed.

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Role of Facilitator……….. Stay curious: after having facilitated the first many FGDs, do not presume you know what will be

said in future discussions. That would hinder capturing and pursuing new things coming up, and you will

only document what you expect to hear.

Facilitate participation: strive to include all participants in the discussion, e.g. direct questions

to individuals, who are not talking, and stir away from others, who are too talkative, by involving the whole

group again.

Use tools: depending on the context you can use different tools to animate the discussion, increase the

generation of ideas and thoughts as well as the levels of participation. E.g. for specific topics you can use

different participatory appraisal tools (such as ranking, scoring, problem analysis etc.).

Do no harm: keep in mind ethical consideration when bringing up sensitive topics. If a discussion is

judged to be hurtful for some or will create problems after the FGD is finished, avoid further pursuing of the

issue.

Be flexible: follow the discussion and adjust the questions by navigating freely around the topics; do

not feel bound to the question guide thus interrupting the natural flow of the talks.

Coordinate with the note taker: make sure the pace of the discussion is aligned with the

note taker; the discussion is not worth much if not documented properly.

Guide the interpreter: in case you use an interpreter, make sure that the person is well informed

on the methodology, the topics, the terminology and aim of the FGD, as well as interpretation guidelines.

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Responsibilities and Attitude of Note Taker

What to take notes on?

Group dynamics

Interactions

Nonverbal signs

Tones of the voice and feelings expressed.

How to take notes?

Document the source: All documented data should be linked to their source.

Use a well-structured reporting format enabling you to incorporate all important discussion elements in an effective manner.

Do write full sentences and not just key words, as they will be difficult to contextualize and interpret later on.

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Responsibilities and Attitude of Note Taker

If more lines of discussion are going on, try to follow one, so as not to have incomplete notes on many discussion lines.

Do intervene and coordinate with the facilitator, if the pace is too fast, if too many discussions have erupted, or if something is unclear.

Elaborate on the notes as fast as possible after the end of the FGD, to make sure that all is captured, before the details are forgotten.

Take notes in the language spoken during the FGD. Translation should take place later on.

Triangulate: Participate in the debriefing after each FGD in order to share your understanding of the discussions and edit the notes according to the combined understanding and memories of you and the facilitator.

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Organizational Structure Profiling

Coordinator

Technical

advisor/

coordinator

Administrative

Assistant

FGD coordinator

Facilitator

FGD coordinator

Note taker

Facilitator

Note taker Note taker

Facilitator

Logistics for FGD TeamTitle Quantity Observations

Mission orders

Batch of leaflets

Vehicles

Fuel

Vehicle logbook

First aid kit

Bags

Badges

Notebooks

Manuals for FGDs

Question guides & note taking forms

Flipchart paper

Markers & pens

Audio recorder & batteries

Telephone credit cards

Etc.

Planning of a FGD

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Planning a focus group: Participants

Usually 6-10 (can be 4-15)

Need to feel comfortable as a

group and have something in

common (e.g. common

experience)

But also need divergent opinions

within the group

Ideally 02 groups per audience

(e.g. 02 working female, 02 non-

working females, 02 working

males, 02 non-working males)

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Planning a focus group: Recruitment

Make use of existing groups/networks (e.g. support groups, networking meetings)

Contact charities, community organisations etc (especially for harder to reach groups)

Contacts from previous survey/interviews

Snowballing

Send reminders a few days before

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Planning a focus group: Location

Needs to be accessible, for e.g.

good public transport links, easy

access

Neutral environment (and if

possible familiar to participants)

Appropriate size and facilities

(e.g. facilities making drinks,

moveable chairs)

Send participants directions/map

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Planning a focus group: Layout

Horseshoe or u-shaped

usually best

Avoid classroom or lecture

theatre layout

For a larger group, may want

to divide into smaller mini-

groups

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Planning a focus group: Timing

Usually 1 to 2 hours long

Try to link to an existing activity if

appropriate so people don’t need to

make a separate journey (but this may

limit the length etc.)

Consider when is most convenient for

participants e.g. day/ evening/

weekend

Offer options of different days/ times

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Planning a focus group: Staff

Minimum of 02 people – facilitator

and note-taker

Note-taker records main point of

discussion, but more importantly

interaction, body language etc

which won’t be picked up on

recording

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Planning a focus group: Recording

Video-useful, but may make people uncomfortable

Audio-less obtrusive

Transcription can be difficult, but it’s not crucial to know who makes each comment (interested in group perspectives)

Written notes (body language etc.)

Results of any activities

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Planning a focus group: Ethics

Need to allow time for ethics approval

Written information for participants setting out: exactly what is involved; how results will be used; how data will be stored; benefits; confidentiality and anonymity (stress importance, but cannot guarantee that other participants will treat discussion as confidential)

Give verbal information too and check understood

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Planning a focus group: Incentives

Travel expenses

Refreshments

Vouchers etc.

Neutral facilitator

Incentive

Sample selection!

Ethics: informed consent and reporting

Audio recorder & other resources

or stimulus material

1-2 hours

An open group discussion with a focus

Participants

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Planning a focus group: Questions

Have 3-5 broad themes to focus discuss and list specific questions under these

Use open ended questions

Move from general to specific

Probe further for:

Clarity Completeness

Ask for positives first, then negatives

Adopt a chronological approach

Keep questions short and cover just one idea per question

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In the Focus Group

At the beginning

Introduce yourself (and others) – name badges

Explain purpose of group and what is going to

happen

Remind about confidentiality/anonymity

Ask if any questions about information received

Start with a general question

Aim to cover 3-5 broad themes

At the end

Explain any admin procedures e.g. claiming

expenses

Thank and explain what will happen next and if/

how they will be informed of the results

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Why Use Activities in FGD?

Ice breaker

Break up a larger group

Avoid a few people dominating discussions (e.g. pairs)

Space to reflect as a moderator

Change of pace

Different methods of capturing information (e.g. visual)

Some participants may be more comfortable doing something than speaking in front of a group

Advantages of focus groups As a socially oriented research method, it captures real-life data in a

social setting.

It is flexible.

It has high face validity, meaning that it measures what it is intended tomeasure.

It generates quick results.

It costs little to conduct.

Group dynamics often bring out aspects of the topic or revealinformation about the subject that may not have been anticipated bythe researcher or emerged from individual interviews.

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Disadvantages of FGD

Researcher has less control in the group interview as compared to the individual interview.

Data are more difficult to analyze.

Moderators require special skills.

Each focus group has unique characteristics.

Groups are difficult to assemble.

Environment must be conducive to conversation.

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Analysis

Examine one question at a time

Consider the words

Consider the context

Consider the internal consistency

Consider the specificity of responses

Find the big ideas

Consider the purpose of the report

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Part-II

Impact Diagram

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Impact/Ripple Effect Diagram Impact Diagram is also known as Ripple Effect Diagram. The ripple

effect means that the repercussions of an event or situation experienced far beyond its immediate location OR a spreading effect or series of consequences caused by a single action or event.

We can use this method to represent multiple levels of impact triggered by an action. For example, we can use it to talk about the different levels of impact on environment caused by hazardous emissions of a factory. Or we can talk about how different layers of management are affected by a decision taken at the centre. For e.g. the devolution of HEC in Pakistan.

This concept diagram is highly useful in business and strategic presentations.

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CAUSE

EFFECT

Ripple Effect

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PTI Slogan of Change

Example

References

Berg, B.L. (2008) Qualitative Research for the Social Sciences.Needham Heights, MA: Allyn and Bacon.

David, M. and Sutton, C. (2004) Social Research the Basics. London: Sage, Ch 4.

Flick, U. (2009) An Introduction to Qualitative Research. London: Sage.

Krueger, R.A. (1988) Focus groups: A practical guide for applied research. Beverly Hills: Sage Publications, Inc.

Mason, J. (2002) Qualitative Researching. London: Sage.

Merriam, S.B. (2009) Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.

Silverman, D. (2009) Doing Qualitative Research. London: Sage.

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Online resources

http://www.bl.uk/reshelp/findhelpsubject/socsci/topbib/methsocial/methodsresearch.pdf

http://www.qrca.org/?page=whatisqualresearch

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