Want to know what people think about your
program? Ask them!
How to Conduct Effective
Focus Groups and Surveys
A project of the Adult Education
Strategic Plan. Group Members:
Juliette Dzija
Jan Foster
Stella Hernandez
Shirley Nardi
Patricia Theriault
Carol Wynne
How to Conduct Effective Focus Groups and Surveys – January 2005
In July, 2001, adult educators and other stakeholders met to develop a strategic
plan for Maine Adult Education. A vision for adult education in 2009 was created
and a number of project working groups were developed to address specific needs
and barriers. Project 2 was one such group, charged with addressing issues of
expanding literacy services in Maine.
In November, 2002, representatives from the strategic planning group met to
develop a work plan for 12-18 months. At that time, Project 2 was charged with
exploring the use of surveys and focus groups as tools to gather data from students
and other community members to inform program decisions. This booklet is a
summary of that process.
In this booklet, we document our process of developing survey questions, suggest
interpretations of the data we collected, and offer tips and guidelines. We include
information on using focus groups as a tool to elicit ideas from learners, staff,
and/or community. Focus groups are one means of documenting AEFLA (Adult
Education and Family Literacy Act) accountability standards for program planning.
One of the key concepts required for program accountability in Maine is that
programs have a planning process that is ongoing and participatory. Suggested
indicators of a planning process include, “The program has at least three
mechanisms in place to encourage input from learners, community, and staff.” We
hope that this information on surveys and focus groups will help you meet the
standard for program accountability. At the Maine Adult Education Association
(MAEA) conference in October, 2003, we offered a workshop of our work to date.
Although these tools can be used in a variety of settings, we focused on
recruitment and retention. We include feedback from that workshop in this
document.
The process we used was not scientific and was not intended to be a rigorous
research project. Rather, our intention was to explore surveys and focus groups as
tools for recruiting and retaining adult education learners and offer our experience
to others in the field. Adult education learners in Ft. Kent, Oxford Hills, Auburn,
and Fairfield completed our surveys and contributed much to our learning.
Focus Group vs. Survey – Using the Right Tool at the Right Time
How to Conduct Effective Focus Groups and Surveys – January 2005
Which is the best tool for fastening two pieces of paper together – a paper clip or a
stapler? This is one of those questions where the answer depends on the situation.
There are some circumstances where the choice is obvious and others where it
really doesn’t matter. Similarly, if your goal is to gather thoughts and opinions
there is no right way to do it. Whether you use a focus group or survey depends
upon variables such as the resources your program has and the time frame
available. A few thoughts on the advantages and disadvantages of each tool:
Focus Groups
Surveys
Require larger time commitment from
participants
Require advance planning to invite guests,
reserve space, develop questions, etc.
Require relatively short time commitment
from participants
Require advance planning to develop
questions, distribute surveys, and process
answers
Acquire information from a relatively small Acquire information from an entire group
group of representative stakeholders
(depending on size) or a large sample; can
be given to unlimited numbers of people
Use a trained facilitator
Do not required a trained facilitator
Allow participants to build on each other’s Participants do not have the ability to build
ideas
on each others ideas
Happens at a fixed time and in a set manner Can be administered in a variety of ways
(verbal or written, in person or via phone or
mail) and over a period of time
Participants provide information but may
Participants can provide information, but it
also become more informed in the process. is not always easy to provide them with
information
Public environment can intimidate some
Written surveys may present problems for
participants
lower level readers
Feedback is immediate
Getting surveys returned may be a problem
Allows participants to ask for clarification
Survey questions may be misinterpreted
Allow participants to elaborate or explain
Survey questions can be open-ended or
their answers
multiple choice; multiple choice questions
are easier to summarize but the data may
not be as rich
What is a Survey?
A survey is a detailed investigation that can provide a comprehensive
How to Conduct Effective Focus Groups and Surveys – January 2005
view of a specific issue or topic. Once the goals of the survey are
identified, questions are developed to extract specific information from
the survey participants. This information is then reviewed and evaluated
and hopefully put to good use for program planning and development. A
survey does not have to be a complicated, scientifically accurate
document, and the surveys described here are more appropriately called
”informal surveys.”
Perhaps the most important consideration when developing survey
questions is the literacy level of participating respondents, especially
if the survey is to be completed independently. It is helpful to "field
test" the survey before general distribution, if possible. The survey can
be distributed individually or discussed as a group; the facilitator can
determine which method might be most effective in each circumstance. In
all instances, participants should know that their responses are
anonymous, and their opinions are valued. Be explicit about why you are
conducting the survey, and what kind of information you hope to collect.
Before administering the survey, determine how the survey output will be
used. Share survey results with participants and let them know how their
participation has provided valuable information that can be used for
program improvement. Don't let this information go to waste - use it to
everyone's advantage!
Tips for Conducting Effective Surveys





Identify the goals of the survey and then compose the questions accordingly.
Limit the number of questions you ask
Think about whether you’re asking the questions you really want answered
Be aware of literacy levels as you develop questions
Ask both qualitative and quantitative (e.g. “on a scale of 1 to 5, rate the
following…”) questions. It helps with the evaluation process to have some
hard numbers!
 Let participants know that their responses are anonymous. Let them know
that they are an invaluable part of the process, and that their opinions matter.
 Consider, in advance, how the survey will be delivered. Will it be handed to
students, discussed with them in a group?
 Capture student responses in their own words
How to Conduct Effective Focus Groups and Surveys – January 2005
 Be explicit about why you’re conducting the survey
 Field test any survey before you distribute it widely
 Define how the survey output will be used. Surveys often end up in a drawer.
Survey/Icebreaker
Most people associate a survey with a series of questions to which people respond.
Often, participants must choose from fixed choices of answers. But surveys can be
less structured and still be effective at gathering information. Here’s a quick survey
using an open-ended question you can use at your next staff meeting as an
icebreaker.
Directions: Hand out each participant a piece of paper with four quadrants on each
side.
Mark one side Recruitment and the other side Retention.
Recruitment
Retention
(Side 1)
(Side 2)
Each participant fills in his/her best strategy for recruitment and retention. Then
participants circulate through the room to gather ideas to fill in the remaining
quadrants. At the end of 5 – 10 minutes, the facilitator lists the ideas the group has
gathered on the board or a flip chart. When we actually did this activity at the
MAEA workshop here are some of the ideas that were presented:
How to Conduct Effective Focus Groups and Surveys – January 2005
Recruitment Strategies
 Grads speak to organizations
 Word-of-mouth community
 Public access TV
 Call parents of kids in school system for ideas
 Flyers to target specific groups
 Collaborate: Chamber of Commerce
 Attend: ASPIRE, job club meeting
Retention Strategies
 Students feel valued
 Students see progress
 Small goals
 Incentive for learner (reward)
 Flexibility in schedule
 Consistent, empathetic staff
 Daycare
 Flexible scheduling, i.e., 8 ½ week quarters/2x week for 3 hrs (+6 hrs.
makeup)
 Orientation to cover expectations and policies
Questions used by Project 2 to field-test our survey:
1. Why did you decide to come to this program?
2. We know others could use this program. What message would you give
them that would get them to come?
3. How would you get that message to them?
4. Why do you keep coming to classes?
How to Conduct Effective Focus Groups and Surveys – January 2005
What is a focus group?
A focus group is a small-group discussion guided by a trained leader. It is used to
learn more about opinions on a designated topic and then to guide further action.
Examples:
• A focus group of parents of pre-schoolers meets to discuss childcare needs.
Parents share their views on local childcare programs, and on what could be
done to improve them.
• A focus group of senior citizens meets at the new senior center. What do they
think of the programs being offered? What are their own suggestions and ideas?
• An agency wants to open a group home for mentally handicapped adults in a
quiet residential area. It convenes a group of prospective neighbors. What are
their concerns? Can this work out?
As the name suggests, a focus group is for a specific discussion topic. The
focus is narrow not broad. Keeping the group on topic is the task of the
facilitator. The facilitator also helps the group set ground rules which
encourage free expression of ideas in a non-threatening environment. The
group’s composition as well as the discussion topic are carefully planned in
advance. Members are encouraged not only to respond to the questions
posed by the facilitator but also to respond to others members’ comments.
Following are results of a brainstorm session from a MAEA workshop on
the question: Who would you invite to participate in a focus group on
student recruitment and retention in adult education?
Possible participants in a focus group
Students
Employers
Teachers
Drop-outs
Advisory Board Member
Taxpayers
Business People
Community Leaders
Social Service Agencies
How to Conduct Effective Focus Groups and Surveys – January 2005
When should you use a focus group?
• When you are considering the introduction of a new program or service.
• When your main concern is with depth of opinion, or shading of opinion, rather
than simply with whether people agree or disagree.
• When you want to ask questions that can't easily be asked or answered on a
written survey.
• When you want to supplement the knowledge you can gain from written surveys.
• When you know, or can find someone, who is an experienced and skilled group
leader.
• When you have the time, knowledge, and resources to recruit a willing group of
focus group participants.
The Pros and Cons of Groups
Should you collect your opinions from groups, or from individuals? The focus
groups are, of course, groups. Most surveys, though, cover one person at a time.
One advantage of focus groups is depth and complexity of response, as mentioned
before. And group members can often stimulate new thoughts for each other,
which might not have otherwise occurred.
But there are some downsides, too. For example, focus groups usually take more
time per respondent than individual surveys -- because the group has to be
recruited, and because the group itself takes time. Some group members might feel
hesitant about speaking openly. And the focus group leader may sometimes need to
be paid.
Of course, it's also possible to combine the advantages of both methods, and
interview one person at a time in depth. But this can be time-consuming, and take
more resources than you have on hand.
Consider your own situation.
How do these factors trade off?
What is the best solution for you?
For additional information on conducting focus groups, please see Appendix 1How to Conduct Effective Focus Groups and Surveys – January 2005
Focus Groups.
Interpreting Data – How to make your gathered information into a useful tool.
The first step in making your data useful is to realize that you are not conducting a
scientific, controlled, random, statistically valid survey. You are participating in an
informal process to obtain feedback from participants or other stakeholders that
will help you in your decision-making process as you monitor and evaluate the
effectiveness and responsiveness of your program. So relax. Informal and helpful
to you are the key words. This can actually be fun while it is serving a real purpose
in your program.
You have done your survey; you have completed your focus group. You are
confronted with pages full of questions and answers or flip-chart sheets that are
spilling over with ideas. Now what? Do you shuffle them like a deck of cards? Do
you pull out the stamp and plaster today’s date all over them before stuffing them
in a file at the back of the cabinet? Do you pour over them until your eyes are teary
and there are wads of stray hair lying around the floor? Hum, probably another
plan might be in order at this point.
Collating the information can be both messy and instructive. Stay with the process
and you could end up with some valuable data.
If you have asked for input by giving numerical responses (such as rate your
answers on a scale of 1 to 5) then you will collate those responses to determine
how satisfied people are with your services or how much they agree or disagree
with the questions asked. You will then have a range of responses related to how
people are thinking about the issues raised in your survey. From there you need to
think about how those answers can be put to use informing the direction of your
program.
If you have used open-ended questions or have information gathered on flip charts
or tape recorders, you will need to gather it together into meaningful units. If you
have responses to open-ended questions, the place to start will be to collate the
answers to each question thus grouping your results. So, all your responses to
question number one are put together, all your responses to question number two
are put together and so on. From there, you look at what the responses are saying.
Look for key words or phrases in those responses and group those responses
together. Pretty soon you will realize that you are looking at themes emerging from
How to Conduct Effective Focus Groups and Surveys – January 2005
the data. Information from focus groups can also be analyzed by looking for key
words, phrases and themes.
When you have clusters of key words, phrases or ideas, you will begin to see that
responses are really revolving around the issues that are important to people. Some
of the results that came out of the sample surveys conducted as part of the Project
2 process showed that students valued:





having smaller classes
teachers who were able to address their individual needs
classes at times that worked with their schedules
the chance to succeed
attainment of specific skills
That information could be put to use in advertising classes: our classes are small,
our teachers will work with you at your level, classes are available morning,
afternoon and evening, etc. It also becomes valuable programming information
when you need to decide how many students to put into classes, what kind of
instructor you need to hire, what structure will make it comfortable for students to
enter into Adult Education.
You can also put your results into a chart that might become a useful tool for
planning or to engage staff into discussion around particular ideas. This format
takes the key word responses from the questions and develops potential strategies
to address those responses and also potential obstacles that will need to be
addressed in order for the strategies to be successful.
You might find that information from different sources support each other. You
might find that different questions elicit responses across the questions that support
your information in such a manner that you end up with a rounded picture of one
or two issues that are important to your students and therefore to your program.
You might find that you have allies where you didn’t think to look until now.
Get your heads together when you have your results to see how many ways you
can make this information work for your program.
If you have questions, please feel free to contact any member of the group:
How to Conduct Effective Focus Groups and Surveys – January 2005
Juliette Dzija 207-753-1769 or 207-784-9220; [email protected]
Stella Hernandez 207-773-3191; [email protected]
Shirley Nardi 207-743-8842 ext 2236; [email protected]
Patricia Theriault 207-453-4200 ext 114; [email protected]
Carol Wynne [email protected]
How to Conduct Effective Focus Groups and Surveys – January 2005
APPENDIX ONE – How to Conduct Effective
Focus Groups
How to Conduct Effective Focus Groups and Surveys – January 2005
Conducting Focus Groups
Source:
KU Work Group on Health Promotion and Community Development. (2000). Chapter 3, Section 6: Conducting
Focus Groups. Lawrence, KS: University of Kansas. Retrieved June 21, 2004, from the World Wide Web:
http://ctb.ku.edu/tools/en/chapter_1003.htm
Non-Commercial Use: Permission is granted to use and copy this software and any documentation for any noncommercial use, subject to the following restrictions:
1. The above copyright notice appears on all copies and documentation.
2. Neither this software and its name nor the name "The University of Kansas" shall be used in any advertisements
or publicity programs without specific permission.
What is a focus group?
A focus group is a small-group discussion guided by a trained leader. It is used to learn more
about opinions on a designated topic, and then to guide future action.
Examples:
• A focus group of parents of pre-schoolers meets to discuss childcare needs. Parents share their
views on local childcare programs, and on what could be done to improve them.
• A focus group of senior citizens meets at the new senior center. What do they think of the
programs being offered? What are their own suggestions and ideas?
• An agency wants to open a group home for mentally handicapped adults in a quiet residential
area. It convenes a group of prospective neighbors. What are their concerns? Can this work
out?
How are focus groups different from regular "groups"?
A focus group is different in three basic ways:
1. The main difference is that it is focused. The group has a specific discussion
topic. The group's task is to stay on it, and not wander all over the place.
2. The group has a trained leader, or facilitator. The leader's job is to keep the
group on course.
3. The group's composition and the group discussion are carefully planned to
create a non-threatening environment, in which people are free to talk openly.
Members are actively encouraged to express their own opinions, and also respond
to other members, as well as to questions posed by the leader.
How to Conduct Effective Focus Groups and Surveys – January 2005
Because focus groups are structured and directed, but also expressive, they can yield a lot of
information in a relatively short time.
Why are focus groups used?
Focus groups help people learn more about group or community opinions and needs. In this
respect, they are similar to needs assessment surveys.
But needs assessment surveys typically have written, closed-ended, relatively narrow questions
that are quantitatively scored. The person being surveyed often responds with a numerical rating,
rather than with a verbal statement. Such surveys can be very useful; but they usually can't
capture all that a person is thinking or feeling.
Responses in a focus group, on the other hand, are typically spoken, open -ended, relatively
broad, and qualitative. They have more depth, nuance, and variety. Nonverbal communications
and group interactions can also be observed. Focus groups can therefore get closer to what
people are really thinking and feeling, even though their responses may be harder -- or
impossible -- to score on a scale.
Which is better? Both of these methods are useful. And both can be used together, to
complement each other. Which should you use in a specific situation? That depends upon your
own needs and purposes, and the resources available to you. The next heading explains this
further.
When should you use a focus group?
• When you are considering the introduction of a new program or service.
• When your main concern is with depth of opinion, or shading of opinion, rather than simply
with whether people agree or disagree.
• When you want to ask questions that can't easily be asked or answered on a written survey.
• When you want to supplement the knowledge you can gain from written surveys.
• When you know, or can find someone, who is an experienced and skilled group leader.
• When you have the time, knowledge, and resources to recruit a willing group of focus group
participants.
How to Conduct Effective Focus Groups and Surveys – January 2005
Try this exercise:
Here are several situations when you might want to know more about community opinions
before taking action. How useful would a focus group be in each case?
1. A new strain of flu is going around. Half the town seems to be catching it. What should be
done about it?
2. A wave of break-ins has hit a nearby neighborhood. How can this be stopped?
3. A new playground is being planned. What features should go into it?
Our viewpoints:
1. Controlling the flu is not a matter of citizen opinion, but rather of medical facts,
and of public health prevention and treatment. A focus group is probably not
helpful here.
2. Increased police presence may help; but a structured discussion among
neighbors might hit upon other useful solutions. A focus group could be quite
worthwhile.
3. Citizen input is definitely called for here. A focus group could be an ideal way
for finding it out.
A focus group is not for every social situation. But it can be useful in many situations where
action should be guided by public opinion.
The Pros and Cons of Groups
Should you collect your opinions from groups, or from individuals? The focus groups are, of
course, groups. Most surveys, though, cover one person at a time.
One advantage of focus groups is depth and complexity of response, as mentioned before. And
group members can often stimulate new thoughts for each other, which might not have otherwise
occurred.
But there are some downsides, too. For example, focus groups usually take more time per
respondent than individual surveys -- because the group has to be recruited, and because the
group itself takes time. Some group members might feel hesitant about speaking openly. And the
focus group leader may sometimes need to be paid.
Of course, it's also possible to combine the advantages of both methods, and interview one
person at a time in depth. But this can be time-consuming, and take more resources than you
How to Conduct Effective Focus Groups and Surveys – January 2005
have on hand.
Consider your own situation.
How do these factors trade off?
What is the best solution for you?
Suppose you decide to conduct a focus group. This could be a good decision. Now, how to do it?
Here is a step-by-step approach, with some comments attached. We think this may work for you.
How do you run a focus group?
Before you begin:
1. Recheck your goals. Ask:
• "Why do I want to conduct a focus group?"
• "Why am I you doing this?"
• "What do I hope to learn?"
2. Consider other methods.
Are you planning to use other methods for learning about opinions as well?
• If yes, which ones, and why?
• If no, is this the single best method to use to find out what you want?
In other words, so far:
Think before you start.
Look before you leap.
3. Find a good leader.
This is not a casual matter: Your leader will determine the success of your group. What kind of
leader do you want? Probably someone who:
• Has experience facilitating groups
• Knows something about the topic at
• Will relate well to the focus group participants
• Will work together with you to give you the outcomes you want
Take a careful look around. Perhaps you can find the right leader within your own organization.
It's possible you can do the job yourself (but don't overestimate [or underestimate] your own
abilities.) Depending on the situation, you might consider looking for someone outside your
How to Conduct Effective Focus Groups and Surveys – January 2005
organization, someone that specializes in facilitating these kinds of groups.
4. Find a recorder.
A small but important point, often neglected. You want to make sure people's ideas don't get lost.
Someone should be writing down what is said, in the same way as taking minutes at a meeting.
Arrange for this in advance. (Alternatively, you can tape-record, with the group's permission.
This will take more time -- to transcribe the tape, and interpret the transcription-- but you will
have a more complete, accurate, and permanent record.)
5. Decide who should be invited.
Ideally, those invited should be a representative sample of those whose opinions you are
concerned about.
Suppose you're concerned about the opinions of public housing tenants. You would then want to
spread your invitations across the different public housing facilities in your community -- not just
the best, or the worst, or the most vocal.
Or suppose you are concerned about the opinions of Main Street shopkeepers. Get a complete list.
Select a representative group, for example by size, type, or whether they have local or outside
ownership. You probably want to hear from all kinds of businesses; so make sure you do.
You could even pull the names out of a hat. (This approaches a "random sample.") Or, better yet,
if you had time, you could run several different groups, to include more people, and more
different kinds of people.
6. Decide about incentives.
That is, should you offer an incentive for people to participate? Maybe not. In that case, why
should people come? What's in it for them?
Possibly people will come just because they want to help. Or because they think they will meet
other interesting people, or learn something, or just have fun. Maybe the novelty of the
experience itself will be a motivator. And maybe all these reasons are true. (Or at least people
believe them.)
But maybe those reasons aren't enough, and some other incentive is called for. Money is one;
sometimes focus group members get paid, even a small amount. (Focus group leaders may get
paid, too.) If you can afford this, consider it. If you can't, then think about other possible
incentives: food and drink (more than chips and soda?); public recognition; something to take
home; a later training opportunity. What will do the job?
How to Conduct Effective Focus Groups and Surveys – January 2005
7. Decide on the meeting particulars.
Specifically:
• What day?
• What place?
• What time?
• How long?
• How many groups?
Pin these down before you start signing people up.
8. Prepare your questions.
When you go into the group, go in prepared. Don't wing it. Instead, you should make up (and
write out in advance) a list of topics you want to and questions you want to ask. This doesn't
mean you will recite your questions from your prepared list, one-at-a-time. Your question list is a
guide, rather than an exact script; but have that guide with you.
9. Recruit your members.
Call them up. Write them a letter. Or find them.
Remember:
• Other things equal, personal contact works best.
• Stress your benefits. Why should people come?
10. Double-check.
Review the arrangements. Is everything ready to go?
"Preparation is ___% of success." (We don't know the exact percentage, but we do know it's
high!)
When the group meets
11. Conduct the group.
A common sequence of events for many focus groups goes something like this: (The leader
usually takes responsibility for carrying them out.)
• Thank people for coming.
• Review the purpose of the group, and the goals of the meeting. Set the stage.
• Go over the flow of the meeting -- how it will proceed, and how the members can contribute.
Lay out the ground rules. Encourage open participation.
• Set the tone.
How to Conduct Effective Focus Groups and Surveys – January 2005
This is important, because probably few of your members will have been in a focus group before.
• Ask an opening question. This could be a very general question ("What are your general
thoughts about X?"), or something more specific. Both choices are justifiable; and both types
of questions might be asked before the group ends.
• Make sure that all opinions on that question get a chance to be heard. How do you do this?
Some common techniques:
•
•
•
•
•
Summarize what you think you have heard, and ask if the group agrees;
Phrase the same question in a different way;
Ask if anyone else has any comments on that question;
Ask a follow-up question;
Look around the room, and make brief eye contact, especially with those who may not have
spoken.
Reminder #1: Be sure to record. If the group is not being tape-recorded, someone should be
writing the key points down.
Reminder #2: Of course, the leader's job is to elicit opinion, and not judge it. All opinions
should be supported. Judgments come later.
• Ask your next question -- and proceed with other questions in the same general manner.
The phrasing of the questions, the follow-ups, the ordering of the questions, and how much time
to spend on each one are points that the leader will have to decide -- sometimes on the spot. An
experienced leader will be able to do this. This is why you have spent time looking for one!
• When all your questions have been asked, and before the group ends, ask if anyone has any
other comments to make. This can be an effective way of gathering other opinions that have
not yet been voiced.
• Tell the members about any next steps that will occur, and what they can expect to happen
now.
• Don't forget to thank the group for coming!
After the meeting
12. Look at the data.
If you have tape-recorded, make a transcript. If not, make a written summary from the group
notes. But in any case, look closely at the information you have collected.
• What patterns emerge?
• What are the common themes?
• What new questions arise?
• What conclusions seem true?
In some cases, you can devise and use a coding system to "score" the data and count the number
How to Conduct Effective Focus Groups and Surveys – January 2005
of times a particular theme is expressed. Experience helps here. But whether you do this or not,
try to have more than one person review the results independently. (Because even the best of us
have our biases.) Then come together to compare your interpretations and conclusions.
13. Share results with the group.
They gave you their time. The least you can do is to give them some feedback -- it's an
obligation that you have. This can be done by mail, phone, or email if you'd like. Sometimes it's
even possible to bring the group back for a second session, to review results, verify their
accuracy, and/or explore other themes.
And note: Perhaps members have now become more interested in the issue, and would like to
get more involved. Consider offering them an opportunity to do so. A focus group, indirectly,
can be a recruiting tool.
14. Use the results.
Of course, this isn't part of the group itself - at least not directly. But collecting useful
information was the reason you wanted to do a focus group in the first place. Now you've got
what you wanted. You have the opportunity, and perhaps also the responsibility, to put it to use.
You can improve the situation that originally motivated you, and made you think about a focus
group at the very beginning.
We encourage the reproduction of this material, but ask that you credit
The Community Tool Box
What kind of questions do you ask in a focus group?
Below are some examples of general questions. These apply largely to groups discussing a
current program or service, but they can be adjusted for planned (as vs. current) programs, as
well as for groups dealing with other concerns. The precise language and order of presentation
will depend on your topic and group, but some of these questions may be adapted to your own
needs.
• "What are some of your thoughts about what's going on now?"
• "Would you say you are satisfied with the current situation, with the way things are going
on?"
• (If so) "What are you satisfied about? Why is that?" (Or, "What's going well...?")
• "Are there things you are dissatisfied about, that you would like to see changed?" (Or, "What's
not going well...?")
• (If so) "What are they? Why is that? How should they change? What kinds of things would
you like to see happen?"
• "How about this particular aspect (of the topic). What do you think about that?"
• Repeat for different aspects of the topic, with variations in style. For example, if the main
How to Conduct Effective Focus Groups and Surveys – January 2005
•
•
•
•
•
focus group topic was "community policing," some key aspects to cover might be visibility,
sensitivity, interaction, respect, etc.
"Some people have said that one way to improve X is to do is to do Y.
Do you agree with this?' (Or, "How do you feel about that?")
"Are there other recommendations that you have, or suggestions you would like to make?"
"Are there other things you would like to say before we wind up?"
Some "probes, or follow-ups, designed to get more information on a given question:
"Can you say more about that?"
"Can you give an example?"
"Jane says X. How about some others of you. What do you think?"
"How about you, Joe. [Or, "you folks in the corner over there...."] Do you have some thoughts on
this?"
"Does anyone else have some thoughts on that?"
How to Conduct Effective Focus Groups and Surveys – January 2005
Checklist
Here, you'll find checklists that summarize the major points contained in the text.
Do you need to use a focus group?
____You're considering the introduction of a new program or service
____Your main concern is with depth or shading of opinion, rather than simply with whether
people agree
____You want to ask questions that can't be easily asked or answered on a written survey
____You want to supplement the knowledge you've gotten from written surveys
____You know or can find someone who is an experienced and skilled group leader
____You have the time, knowledge, and resources to recruit a willing group of focus group
participants
Before you begin:
____Recheck your goals.
____Consider other methods.
____Find a good leader.
____Find a recorder.
____Decide who should be invited.
____Decide about incentives.
____Decide on meeting particulars (day, place, time, length of meeting, how many groups).
____Prepare your questions.
____Recruit your members.
____Double-check the arrangements.
How to Conduct Effective Focus Groups and Surveys – January 2005
When the group meets:
____Thank people for coming.
____Review the purpose of the group and goals of the meeting.
____Explain how the meeting will proceed and how members can contribute.
____Set ground rules.
____Encourage open participation.
____Set the tone by asking an opening question and making sure all opinions on that question
are heard.
____Ask further questions in the same general manner.
____When all your questions have been asked, ask if anyone has any other comments to make.
____Tell the group about any next steps that will occur and what they can expect to happen now.
____Thank the group for coming!
After the meeting:
____Make a transcript or written summary of the meeting.
____Examine the data for patterns, themes, new questions, and conclusions.
____Share the results with the group.
____Use the results.
How to Conduct Effective Focus Groups and Surveys – January 2005
Resources
Avery, M., Auvine, B., Streibel, B., and Weiss, L. (1981). Building united judgment: A
handbook for consensus decision-making. Madison, WI: Center for Conflict Resolution.
(Available from the Center at P.O. Box 2156, Madison, WI 53701-2156).
Cox, F. M. (1995). "Community problem solving: A guide to practice with comments." In
Rothman, J., Erlich, J. L., and Tropman, J. E. (eds.), Strategies of community intervention (5th
ed., pp. 146-162). Itasca, IL: F. E. Peacock.
Dale, D., and Mitiguy, N. (1978). Planning for a change: A citizen's guide to creative planning
and program development. Amherst, MA: University of Massachusetts, Citizen Involvement
Training Project.
Johnson, D. W., and Johnson, F. P. (1997). Joining together: Group theory and group skills (6th
ed.) Boston: Allyn and Bacon.
Lawson, L. G., Donant, F. D., and Lawson, J. D. (1982). Lead on! The complete handbook for
group leaders. San Luis Obispo, CA: Impact Publishers.
Mondross, J. B., and Wilson, S. M. (1994). Organizing for power and empowerment. New York:
Columbia University Press.
How to Conduct Effective Focus Groups and Surveys – January 2005