Voevodins' Library _ "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey ... Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups

Voevodins' Library _ "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey ... Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups Voevodin's Library: Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups

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	Determining the Purpose Planning is crucial, but sometimes people quickly skip over it. In fact, people often begin focus group studies by drafting questions. It is better to back up, think about the purpose, and ask some fundamental questions. At times, the request for the study originates from someone relatively unfamiliar with focus group interviews. For example, a director of an educational organization might want to find out how to reach new clientele, a curriculum coordinator might want to test out ideas for new programs, or a coordinator of county human services may want to get residents' perceptions of the organization. When the idea or request for a study is handed to a research unit, researchers often need more information on the nature of the problem, what information is being requested, and how the information will be used. Failure to clarify the problem can result in a study that misses the mark. We begin planning by meeting with the person requesting the study, and we encourage this person to bring along several colleagues. Typically it involves people who will be on the research team and people who will be responsible for doing something with the results. This meeting often includes two to seven people. We begin by having the people in the meeting discuss questions such as the following: * What is the problem that the study is to address? * What led up to the decision to do this study? * What is the purpose of the study? * What kinds of information do you want? * What types of information are of particular importance? * Who wants the information? (Or, to whom do you want to give the information?) * How will you use the information? (Or, what do you want them to do with the information?) The goal is for us to clearly understand what the client wants and to make sure the people requesting the study agree on the nature of the problem and the types of information needed to address the problem. Sometimes we will work on projects in which decision makers are extremely clear about what they want, why they want it, and what they intend to do with it. These meetings are straightforward. Other times, the meetings are messier, and it takes more effort to arrive at agreement on the purpose of the study. This happens when the people requesting the study have different visions of the purpose of the study, the kind of information they want, and what they intend to do with the information. This is particularly true when working on community issues. For example, after several fatal drinking and driving accidents, a group of community members came together to do something about "the problem." But people didn't agree on what the problem was. Was it drinking? Or was it drinking and driving? Some people thought the purpose of the study was to get information to help design programs to decrease teenage drinking and driving, but others felt the purpose should be to design programs to decrease teenage drinking. These different purposes would take the study in different directions. If the decision makers aren't in agreement about the purpose of the study, someone is going to be disappointed with the results. It may be beneficial to ask why the information is needed in several different ways^ For example, "Tell me about the background of the proposed study." "What prompted you to consider the study?" "Who is interested in the study results?" "What might those individuals do with the study results?" This pattern of questioning lets the researcher get a better picture of the information needs of intended users and thereby keep the study on target. It can also help highlight differences and similarities in people's thinking about the study. Sometimes the researcher's role is to help people see differences in their thinking about the project and come to agreement. Hidden agendas, organizational politics, and fuzzy thinking are obstacles to achieving agreement. Two dangers regularly occur in the public and nonprofit environments. Be watchful of them. First, don't be surprised if the sponsors are unclear or fuzzy about what they want, especially in exploratory studies. It sometimes takes time and several meetings to clarify the purpose. Second, the sponsor may have exaggerated expectations of what can reasonably be delivered.

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