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

Voyevodins' Library ... Main page "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey

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Developing a Written Plan
After we have discussed the purpose, talked about who to listen to, and gotten advice from people like the audiences we want to listen to, we develop a written plan. The value of the written plan is threefold. First, it forces the researcher to think through the study in a logical manner and clarify ideas. Ideas that make sense in our discussions sometimes have glaring shortcomings when placed on paper. Second, the written plan allows decision makers to provide feedback. Written plans can be circulated and discussed more readily than our thoughts. Plans can also highlight differences in understanding-such as different views of the purpose of a project-before the project goes too far. The plan helps us make sure everyone is in agreement and that we understand the client's needs. Third, plans ensure that adequate resources and time are available to obtain needed information.

We include the purpose, background information, types of information needed, target audiences, plan of action, products or deliverables, timeline, and budget. A timeline should contain the following elements: dates, steps, people responsible, people assisting, and comments. The timeline presents the sequence of steps and identifies which tasks are to be completed by which team members. Administrators have regularly criticized evaluators and researchers for not respecting the time requirements of decision making. At some point a decision will be made, regardless of whether the results are available. The timeline provides decision makers with a timetable for information-a timetable that must be prepared in advance and then respected by both the researcher and the decision maker.
The plan should be shared with colleagues, particularly those who are familiar with the issue or program being studied. It is also helpful to share it with colleagues or professionals familiar with focus group interviewing procedures. When we ask others to review the plan, we ask them to point out areas where things could go wrong-aspects that are illogical, impractical, or unclear.

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