Chapter 5
Focus Groups
Copyright  2004 McGraw-Hill Australia Pty Ltd
PowerPoint Slides t/a Marketing Research 2e by John Boyce
Slides prepared by Mark Riley
Ch 5-1
Summary slide
• What is a focus group and why use it ?
• Steps in planning a focus group project
• Issues in location and setting
• Size and composition of group
• What kind of people?
• Qualities and tactics of a good moderator
• Focus group discussion guide
• Analysing a focus group
• Internet focus groups
Copyright  2004 McGraw-Hill Australia Pty Ltd
PowerPoint Slides t/a Marketing Research 2e by John Boyce
Slides prepared by Mark Riley
Ch 5-2
What is a focus group?
• A qualitative research method where a group of 6 to
10 people spend 1 to 2 hours with a researcher and
discuss their opinions in an informal and relaxed
situation
• Also called ‘group discussions’
Text Ch 5, p. 147
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-3
Why use focus groups?
• Obtain and develop ideas
• Get opinions on product and service concepts
• Explore issues, opinions and ideas in depth
• Generate hypotheses for further testing
• Help in questionnaire design
• Obtain opinions on products, services and
communications material
• Hear how people express themselves about an
issue
• Increase understanding of survey findings
Text Ch 5, p. 148
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Ch 5-4
Obtaining and developing ideas
• Ideas for advertising campaigns
• Ideas for new products or services
Text Ch 5, p. 148
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-5
Product /service concepts
• A concept is an idea that represents a product,
service or advertising theme
• Testing is done at the concept stage to:
–
–
test idea before significant money is spent
test customer interest in the concept
• Advantages:
–
–
–
–
respondents are not rushed
they can ask questions
they can try the product
they may be able to meet and talk with the designer
Text Ch 5, p. 148
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Ch 5-6
Exploring issues, opinions and ideas
• Research projects often start from a management
or marketing problem
• Problems expressed as symptom
• Research needed to identify the cause
Text Ch 5, p. 149
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Ch 5-7
Generating hypotheses
• Help researchers identify issues
• Help formulate ideas about the issues that should
be further investigated
• Help to determine which research design and
methods should be employed
Text Ch 5, p. 149
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Ch 5-8
Developing a questionnaire
• Used to explore topics to include in a survey
• Ensure all relevant issues included
• Check understanding of the questionnaire (i.e.
words and concepts)
• Help identify which items should be scaled and
pre-coded
Text Ch 5, p. 149
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-9
Obtaining opinions
Products and services
• How product and services are used
• Why or why not purchased:
–
–
likes and dislikes
usage problems
Text Ch 5, p. 149
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(cont.)
Ch 5-10
Obtaining opinions (cont.)
Communications material
• Is it:
–
–
–
–
–
–
meaningful?
understood?
complete?
different?
relevant?
acceptable to community standards?
Text Ch 5, p. 149
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-11
Steps in conducting a group project
Three key stages, ten steps
• Phase 1—Planning the focus group
• Phase 2—Conducting focus groups
• Phase 3—Analysing and reporting results
Text Ch 5, p. 147
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-12
Steps in planning a focus group project
Phase 1: Planning
Phase 2: Conducting Phase 3: Analysing
focus group study
focus group discussion
1.
2.
3.
4.
5.
6.
Define overall
purpose of research
List detailed
information objectives
Decide who should
participate
Specify number and
structure of groups
Decide qualifications
participants need
Prepare detailed
discussion guide
and reporting results
7. Organise sessions and 8. Analyse discussions
carry out research
9. Write report
10. Plan or recommend
any necessary follow
up
Text Ch 5, pp. 147-8, Figure 5.1
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-13
Phase 1—Planning the focus group
The most critical phase
• Researchers must have an understanding of the
purpose of the study, a precise definition of the
problem, and specific data requirements
• Key decisions focus on:
–
–
–
–
who the appropriate participants would be
how to select and recruit respondents
what size the focus group should be
where to have the sessions
Text Ch 5, p. 147
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-14
Phase 2—Conducting focus groups
• Key player in this phase—focus group moderator
• To ensure a successful interactive session,
moderator’s role and pertinent characteristics must
be clearly understood by both researcher and client
• Necessary activity in this phase is the development
of a moderator’s guide outlining topics and
questions that may be used in the session
Text Ch 5, p. 174
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Ch 5-15
Phase 3—Analysing and reporting
results
• Conduct a content analysis on the raw data
obtained during the session
• Write a formal report communicating the findings
• Remember who will be the reading audience:
–
–
the purpose of the report
an appropriate report style format
Text Ch 5, p. 179
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Ch 5-16
Issues in location and setting
• Accessible
• Convenient
• Comfortable
• Appropriate décor and setting
• Specialised rooms
• Hotel/club room
• Meeting room
Text Ch 5, p. 160-1
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Ch 5-17
Size and composition of group
• Size of group depends on goal:
–
suggested number is eight
• General public or specialist:
–
e.g. organisation members
Text Ch 5, p. 164-5
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(cont.)
Ch 5-18
Size and composition of group (cont.)
• If too large:
–
–
–
can fragment into smaller groups
respondents have less opportunity to speak
can be difficult to maintain order
• If too small (<6)
–
–
–
–
harder to get discussion moving
moderator has to be more involved
less variety of opinion in smaller groups
exception is professional groups
Text Ch 5, p. 164
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Ch 5-19
What kind of people?
• Establish the correct sample to represent the
population
• Characteristics may include:
–
–
–
–
demographics—age, sex, education
geography—location
lifestyle characteristics—family, education
product/service usage
Text Ch 5, p. 165
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Ch 5-20
How many groups?
Depends on:
• diversity of population
• number of different kinds of people that the
research wants to interview
• time and budget available
Text Ch 5, p. 168-9
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Ch 5-21
Examples of population
• Cereal purchasers:
–
–
–
–
heavy buyers
light buyers
families—e.g. with children
aged under 10 or over 12
health-conscious people
• Road safety:
– vehicle users
– pedestrians
– motorcyclists
Text Ch 5, p. 169
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Ch 5-22
Sample requirements
All variables
Prefer red
Prefer white
Likes both
Age 18-30
X
X
X
Age 45+
X
X
X
Has a wine cellar
X
X
X
Drinks wine 3+/week
X
X
X
Variables reduced
Age 18-30
X
X
Age 45+
X
Has a wine cellar
X
Drinks wine 3+ times/week
X
X
Text Ch 5, p. 169-70, Tables 5.5 and 5.6
Copyright  2004 McGraw-Hill Australia Pty Ltd
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Ch 5-23
Duties of the moderator
Key player in a focus group
• Creates and maintains rapport with subject group
• Keeps group in order
• Encourages quiet respondents
• Manages overly dominant players
• Establishes focus group rules
• Maintains focus on subject at hand
• Asks probing questions
• Does not provide opinions
• May also design, analyse and report on group
Text Ch 5, p. 172
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Ch 5-24
Advantages of focus groups
Advantage
Issue
1.
Often produce unexpected
ideas
More likely to occur than if asked questions
directly
2.
Group dynamics stimulate
involvement
One person can stimulate ideas in another
3.
Little pressure on
respondents to take part
Respondents feel comfortable and can speak
when ready
4.
Client can observe session Some clients like to watch and listen to ‘real
people’
5.
Client’s involvement may
increase their confidence
Client can see and better understand research
process
Text Ch 5, p. 151, Table 5.1
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(cont.)
Ch 5-25
Advantages of focus groups (cont.)
Advantage
Issue
6.
Results are more
immediate
Information is available more quickly and can be
more powerful
7.
Knowledge of statistics not
needed
Qualitative reports are easier to understand
8.
Suitable for researching
confidential topics
Confidential client information is less likely to
become public
9.
Focus group process is
flexible
Good ideas come unexpectedly and can be
encouraged by the moderator
Text Ch 5, p. 151, Table 5.1
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Ch 5-26
Weaknesses of focus groups
Weakness
Issue
1.
Sample is not representative
Findings cannot be projected onto
population
2.
Success depends on skill of
moderator
Moderator skills vary
3.
Little is known about each person
in the focus group
Responses can’t be cross-analysed, e.g.
in demographics
4.
Client’s attendance can cause
problems
Don’t always understand limitations of
method or findings
Text Ch 5, p. 155, Table 5.2
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(cont.)
Ch 5-27
Weaknesses of focus groups (cont.)
Weakness
Issue
5.
Groups have a false appearance of
reliability
Observers may forget that findings have
not been quantified
6.
Observers may select the findings
they wish to believe
Acceptance of what they already believe
7.
Respondents may not be typical
Depends on how representative
respondents are
8.
Group dynamics may have a
negative affect
Not willing to disagree with other group
members
Text Ch 5, p. 155, Table 5.2
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Ch 5-28
Recruiting focus groups
• Sometimes use an additional question in survey
forms about willingness to participate
• Contacted through telephone
• Referrals by other attendees
Text Ch 5, p. 170
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Ch 5-29
Recruitment process
• Researcher specifies requirements to recruiter:
–
–
–
identify number of groups
identify locations for the study
identify kinds of people to be in each group
• Researcher and recruiter establish respondents fee
• Recruiter locates suitable candidates
• Recruiter and researcher arrange location
• Recruiter manages administration
–
e.g. invitations, replacements
Text Ch 5, p. 171
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Ch 5-30
Tactics for moderators
• Convey an open, accepting attitude
• Use open-ended questions
• Encourage respondents to talk
• Encourage all respondents to participate
• Encourage honest disagreement
• Vary behaviour as the situation demands
Text Ch 5, pp. 173-4
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Ch 5-31
Qualities of a good moderator
• Intelligent, able to think quickly
• Outgoing
• A good people manager
• Patient, tolerable, tactful
• Comfortable with people
• Interested in talking and listening
Text Ch 5, p. 174
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(cont.)
Ch 5-32
Qualities of a good moderator (cont.)
• Able to make respondents feel comfortable
• Observant
• Able to talk and discuss issues well
• Able to modify topics, direction and emphasis as
required
Text Ch 5, p. 174
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Ch 5-33
Focus group discussion guide
• Based on objectives agreed with client
• Lists topics to be covered during the focus group,
generally in a logical sequence
• Introduction
Text Ch 5, p. 176-7
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Ch 5-34
Analysing a focus group
• More subjective and interpretative than surveys
• Focus groups conducted for exploratory purposes
• Consensus of the group is not required
• Opinions may be aired supporting a variety of
opinions, therefore it is hard to be definitive about
an issue
Text Ch 5, p. 178
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Ch 5-35
Internet focus groups
Advantages
• Groups are quick to set up and conduct
• Hard-to-get people can be included
• The method is suitable for people whose incidence
in the total population is low
• The cost is lower
• There is no need for participants to travel
• Widely spread out people can participate
• Advanced technology is available
Text Ch 5, p. 181-2
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(cont.)
Ch 5-36
Internet focus groups (cont.)
Advantages (cont.)
• Clients can watch from any location
• No intrusiveness is caused by the client observing
• All kinds of stimuli can be used to provoke
discussion
• Records are easy to store
• Participants can easily be contacted again later
• A transcript of the group’s comments is available
soon after
Text Ch 5, p. 181-2
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(cont.)
Ch 5-37
Internet focus groups (cont.)
Disadvantages
• The moderator cannot observe participants’ body
language
• The moderator is unable to use their skills to
maximise participation, encourage comment etc.
• It is harder to screen participants and make sure
they all meet the researcher’s requirements
• It is harder to maintain the involvement of all
participants all the time
• We cannot know how much attention participants
are paying to the proceedings
Text Ch 5, p. 184
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(cont.)
Ch 5-38
Internet focus groups (cont.)
Disadvantages (cont:)
• The process is less involving for client observers
who benefit from listening and observing ‘real’
people
•
•
Online groups are not appropriate for highly
emotive issues or where the moderator must gain
participants’ confidence
Participants take part as individuals more than as
members of a group, so the group dynamic is not
as strong
Text Ch 5, p. 184
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Ch 5-39