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Answering Questions About the Quality of Focus Group Research
We want to talk about questions that are regularly asked about focus group research. Then we want to share options for answering these questions. You, as the field researcher, need to have workable answers to these questions. Not having answers gives the impression that you are unprepared, haven't thought about potentially critical topics, or don't have the qualifications needed for the task.
There are many ways to answer these questions. The ones we suggest are just a beginning-a jumping-off place. We encourage you to come up with even better answers.
You're going to get questions. Some questions will be about the topic, and other questions will be about your research methods. Questions will originate from colleagues, sponsors, interested individuals, focus group participants, and reviewers. A few questions will be vexing because they come at the time of reporting instead of at the time of planning, when they should have been addressed. During the oral report, you are intent on sharing the findings and placing emphasis on the results and recommendations, but instead, questions emerge about your methodology. The vexing questions aren't about results but about the research procedures and the philosophical underpinnings of the study. These questions can be hard to answer when they come unexpectedly. You've been concentrating on the results, and these process or philosophical questions catch you off guard. Here are some suggestions.
First, anticipate questions. By anticipating questions, you can think through answers to maximize clarity and conciseness. Anticipating questions begins with being thoughtful about your audience. What background have they had with this study and similar studies? Are they familiar with focus group studies? What is their degree of engagement or commitment to the study? What are their expectations of the report?
Think about the traditions of the organization and the environment of the report. One tradition is the hierarchical model in which the study has been "blessed and approved" by top management. Tough questions have already been asked in the planning stage, and the audience is now expected to applaud and cheer the results. We've seen this model fairly often within the corporate environment, and it is distinctly different from the academic environment. Still another is an environment whereby the audience is expected to take action based on the findings, and the questions that are asked are intended to help managers convey findings and action steps to subordinates. In this case, the questions asked of the reporter are the questions mid-managers anticipate being asked themselves. In effect, it is a train-the-trainer model on answering questions. Another environment is reporting at academic meetings and professional associations. These are some differences we've seen, but undoubtedly more exist. The circumstances should influence the way you answer questions. The degree of details and the manner of response will differ slightly in each environment.
Second, consider the reason for the question. Don't assume that the question necessarily reflects a desire for information. Ask yourself, Why is this question being asked? You'll never be completely certain of the reasons, but you will have a hunch that is based on past questions, on the context of the report, or on the person asking the question. We've seen several types of questioners:
* Some who ask questions truly want answers. They are curious and interested in what you are doing. They may have struggled themselves and are eager to learn new strategies and skills. These individuals may want more information about particular findings or the future uses of the study. Response strategy: Organize your response to achieve clarity and conciseness. Give the answer as best you can. If appropriate, ask the person for his or her thoughts.
* Some will ask questions, but they are really making statements. It may be a statement for or against your study, or it could be a statement on an entirely different topic. Don't assume that you need to have an answer. Response strategy: Thank the person for the comment and continue with other questions.
* Some ask questions to fill time, to get attention, or even in a desire to help you. Response strategy: Answer the question, invite someone else to answer, or postpone the answer for later.

* For some, the question is the beginning of the trap. The questioner is seeking to find fault or to expose a perceived inadequacy of the study. Response strategy: State or repeat the rationale for the study and why the methodology was deemed appropriate. Describe the systematic procedures. Clarify the limitations.
Sometimes questions reflect beliefs that someone holds about the nature of research and the scientific method. These beliefs are developed through reading and study, through the influence of people who tell us what is the proper and acceptable way of knowing, and through experience.
For some, research approaches are like religious beliefs. Religious groups hold a variety of views, and some contend that their group alone has the correct answers and approaches to life. Another view is that there is one preferred view among a number of other worthy beliefs. Still others will hold multiple views, not seeing any belief system as exclusive, holding to the view that one could hold different beliefs simultaneously. Our mantra is to be respectful and honoring of alternative views. We don't assume that we will be able to persuade people to abandon their beliefs. This is not the moment for conversion.
Let's begin by examining questions about focus group research methodology. At some point, you will be asked questions such as these, and your answers will need to be tailored to the specific situation. Besides the questions and our answers, we've also included some background information and thoughts about the question.