Categories of Questions
Not all questions are equal. Different types of questions are used during the focus group. Each type of question has a distinct purpose.
EXAMPLE Opening Question
One of the best opening questions that we've seen was used with dentists. It was: 'Tell us who you are, where you practice dentistry, and what you most enjoy doing when you're not practicing dentistry." The question was easy to answer and established that all participants had dentistry in common, that they were practitioners, and that they were human beings with interests, hobbies, and families.
Some questions exist only to help people get prepared to answer a more important question. The moderator may move through some questions rapidly but spend significant time on others. The level of importance influences the amount of time spent on the question as well as the intensity of the analysis. Not all questions are analyzed in the same way. Some questions, such as the opening question, may not be analyzed at all.
Essentially there are five categories of questions, each with a distinctive function in the flow of a focus group interview. We call these question categories opening, introductory, transition, key, and ending.
Opening Questions
The intent of the opening question is not to get profound information but rather to get people talking and to help people feel comfortable. All participants are asked to answer this question, going one by one around the table. We want everyone to talk early in the discussion because the longer it is before a person says something in a group, the less likely he or she is to say something.
The opening question is designed to be easy to answer. And it should be easy to answer quickly (usually within thirty seconds). Usually, it is best to ask for facts as opposed to attitudes or opinions of participants at this point. Questions of attitude or opinion take time to answer, require examples or stories, and beg for discussion. The opening question is not a discussion question but strictly a process of getting everyone to talk early in the group. Opening questions typically aren't analyzed.
It is important that the question not highlight power or status differences among participants. We don't ask teenagers how old they are or what grade they are in because young people are very sensitive to age differences. We don't ask occupation or level of education. We don't ask farmers the size of their farming operation. We don't want to emphasize differences because some people may simply defer to others in the group who they feel are older, wiser, more experienced, or whatever.
Introductory Questions
Introductory questions introduce the topic of discussion and get people to start thinking about their connection with the topic. These questions encourage conversation among participants. Typically, these are open-ended questions that allow participants to tell about how they see to understand the issue, service, or product under investigation. Sometimes the introductory question asks participants to remember when they first experienced or encountered the organization or topic under investigation and to describe the experience. Or a question could ask people to describe how they use a product or service. Or, "What is the first thing that comes to mind when you hear the phrase . . . ?" Introductory questions begin to give the moderator clues about participants' views.
Transition Questions
Transition questions move the conversation into the key questions that drive the study. They serve as the logical link between the introductory questions and the key questions. During these questions, the participants are becoming aware of how others view the topic. These questions set the stage for productive key questions. Often transition questions ask participants to go into more depth than introductory questions about their experiences and use of a product. Although the introductory question surfaces the topic, the transition questions make the connection between the participant and the topic of investigation.
Key Questions
Key questions drive the study. Typically, there are two to five questions in this category. These are usually the first questions to be developed by the research team and the ones that require the greatest attention in the analysis. It's important for the moderator to know which questions are key questions. The moderator needs to allow sufficient time for a full discussion of these questions. Although only a few minutes might be allocated for each of the earlier questions, the key questions may need as much as ten or twenty minutes each. Furthermore, the moderator will likely need to use pauses and probes more frequently with key questions. Key questions usually begin about one third to one half of the way into the focus group.
Ending Questions
These questions bring closure to the discussion, enable participants to reflect on previous comments, and are critical to analysis. Three types of ending questions are valuable: the all-things-considered question, the summary question, and the final question.
The all-things-considered question is used to determine the final position of participants on critical areas of concern. This question allows each participant to reflect on all comments shared in the discussion and then identify which aspects are most important, most in need of action, and so on. Also, an individual may have shared inconsistent points of view, and this question allows him or her to clarify a position at the conclusion of the discussion. Often we ask each person in the group to answer this question. Examples include the following: "Suppose you had one minute to talk to the governor on the topic of merit pay. What would you say?" or "Of all the needs we discussed, which one is most important to you?"
This all-things-considered question is helpful in analysis because it is used to interpret conflicting comments and assign weight to what was said. Sometimes trivial concerns are talked about frequently during the focus group, but it's a serious mistake when the analyst assumes that frequency reflects importance. If the analyst wants to know what participants consider important, then the moderator must ask that question, and it is ideal to use it as an ending question.
The summary question is asked after the moderator or assistant moderator has given a short oral summary (two or three minutes) of the discussion evoked by the key questions. After the summary, the participants are asked about the adequacy of the summary. This question also plays a critical role in analysis. The question can be asked in several ways, such as, "Is this an adequate summary?" or "Did I correctly describe what was said?" or "How well does that capture what was said here?"
The final question in a focus group is an insurance question. Its unique purpose is to ensure that critical aspects have not been overlooked. The question begins with a short overview of the purpose of the study. This overview may be slightly longer and more descriptive than what was said in the advance letter or oral introduction to the focus group. Following this overview, the moderator asks the final question: "Have we missed anything?" or "Is there anything that we should have talked about but didn't?"
Save time for this question or it won't work. It is best to have about ten minutes remaining before the promised adjournment time. This question is particularly important at the, beginning of a series of focus groups to ensure that the questioning route is logical and complete. This final question also can be used to get feedback on your moderating skills. If something isn't working, the participants are often willing to tell you if you ask with a smile and explain that you want to improve. We sometimes explain, "This is the first in a series of groups like this that we are doing. Do you have any advice for how we can improve?"
EXAMPLE
A Questioning Route
Here is the questioning route used in focus groups with parents. These parents had recently
been involved with an intensive family therapy program.