1. Conducting Focus Groups
Project 10 CONNECT Interagency Councils New Site Training
This training describes steps in planning for and conducting a focus group. This presentation includes a toolkit in which participants will complete the steps in preparation for conducting their site focus group.

2. Objectives After this training, participants will be able to:
Describe steps in planning for and conducting a focus group
Use the Toolkit to complete steps in conducting their own new site focus group
This training will enable participants to describe the steps in planning for and conducting a focus group. In addition, the toolkit accompanying this presentation will facilitate the completion of steps in conducting their own new site focus group.

3. Primary Resource
Jayanthi, M., & Nelson. J.S. (2002). Savvy decision making: An administrator’s guide to using focus groups in schools. Thousand Oaks, CA: Corwin Press.
This training is based on Jayanthi, M., & Nelson. J.S. (2002). Savvy decision making: An administrator’s guide to using focus groups in schools. Thousand Oaks, CA: Corwin Press.
Trainer can provide one copy to each interagency council or Transition Specialist/District when conducting this training
This text can be distributed at the beginning of the training; it may be purchased at for $ One text per team is needed.

4. Definition
A focus group is a small group of people who meet to discuss a particular topic in depth in a non-threatening atmosphere.
The group is facilitated by a trained moderator.
Focus groups date back to the 1920s and have a rich history of use in market research, social sciences, psychiatry, and sociology.
Their popularity in the field of education began in the 1980s (Jarrell, 2000).
As described by Jayanthi and Nelson (2002), a focus group “consists of 6-10 participants, is led by a trained moderator, and has the purpose of discussion on one topic in great length” (p. 2).

5. Reasons for Conducting a Focus Group
Reasons for a new Project 10 CONNECT Site to conduct a focus group:
To gain an understanding of the topic as stakeholders see it
To identify gaps and barriers to stakeholder participation in transition planning
To lay a foundation upon which to develop solutions
These are the main reasons for conducting a Project 10 CONNECT new site focus group.
We will now learn about general steps for conducting a focus group that can be applied to new site development, as well as other purposes, such as development of projects and products.
As we go through these steps, we will refer to the Conducting Focus Groups Toolkit, and complete tools along the way. At the end of this training, you will have what you need to conduct a focus group with your Project 10 CONNECT Interagency Council members.

6. Steps to Conducting a Focus Group
1. Establish the purpose for the focus group 2. Identify stakeholders 3. Select moderator and recorder(s) 4. Develop moderator’s guide 5. Schedule dates and times 6. Issue invitations 7. Conduct focus group 8. Analyze data 9. Report results
A well-planned focus group will greatly increase the likelihood that you will obtain quality information to guide the direction of your Interagency Council efforts.
We will look at each of these steps and use the toolkit to prepare you in the planning of your focus group.
The trainer may wish to refer participants to corresponding chapters in the text by Jayanthi & Nelson (2002) Savvy Decision Making: An Administrator’s Guide to Using Focus Groups in Schools and/or sections in the paper by Jarrell (2000) Focusing on Focus Group use in Educational Research.
Consequently, for each step the trainer will find the chapter at the end of each slide note.
Jayanthi & Nelson’s text can be distributed at the beginning of the training; it may be purchased at only one text per team is needed.

7. Step 1: Establish the Purpose of Your Focus Group
What do you want to learn?
How will the information be used?
What groups should be conducted?
In our first step, our goals include determining what it is you want to learn, how information gathered will be used, and with whom you will conduct your focus group.
Who decides the purpose of your focus group?
In Project 10 CONNECT the decisions are made by the core group or the Interagency Council (IAC).
In general, the team may assign the task to a smaller group for development and to bring back to the team.
Now let’s turn to our Toolkit, please go to Tool 1: Establishing the Purpose of Your Focus Group
We’ll seek to answer four questions:
What is the focus of your inquiry?
What are you seeking to learn?
What information is important to you?
Who will use the information?
Participants can be given time to work while trainer circulates, answers questions, and provides prompts OR the trainer can lead group through each question while a member of their group serves as recorder.

8. Step 2: Identify Stakeholders
Stakeholders will serve as the participants in your focus group
Use heterogeneous groups
Ensure diversity (gender, ethnicity, race, disability, representative of community, etc.)
Step 2 is identification of stakeholders or participants.
When determining who will be in the focus group, it is important to ensure that participants are representative of your community.
It is also important to understand the cultural beliefs inherent in your community related to transition, (e.g., particular Indian groups in NM do not believe in planning for the future or some cultures believe that the family makes the decisions about what the children will do, which will have an affect on transition planning).

9. Step 3: Select the Moderator and Recorder(s)
Moderator duties
Listens carefully
Encourages participation
Manages group dynamics
Uses effective questioning strategy
Elicits in-depth information
Internal or external
Preparation
In step 3, we will select the moderator and recorder(s).
Let’s begin by exploring skills that make an effective moderator.
Next, decide if you want a moderator who is internal (within your organization) OR a person who is external to your organization.
Questions to consider:
Who within the organization has the skills to be a moderator?
Perceived political or supervisory roles when selecting (i.e., don’t use administrator or district personnel for teacher groups, don’t use teacher for student groups, bring in neutral intermediary when conducting agency groups).
What, if any, preparation will the moderator need?
Moderators & recorders are not there to provide answers; rather, they must remain neutral and fulfill their roles without altering information.
Jayanthi & Nelson (2002), Ch. 2: Selecting a Moderator, also see Form 2.1. Can I Conduct a Focus Group?, p. 17.
Jarrell (2000), p. 5, Moderator

10. Step 3: Select the Moderator and Recorder(s)
Recorder duties
Works closely with the moderator
Functions well in a team and independently
Takes complete notes
Helps with logistics
Clarifies
Services as an observer
Preparation
Use of technology
Another important task in step 3 is selecting the recorder. Let’s review skills that make an effective recorder.
These include the ability to work closely with the moderator – so they must get along.
And, the recorder must be able and willing to take direction from moderator but also comfortable enough to ask questions when needed.
As is the case with the moderator, it is also important to determine what, if any, preparation the recorder will need.
Technology may also be utilized for recording purposes. For example, the use of a computer for note taking can be helpful as it will be easy to share notes with the group. Furthermore, there are recording applications and software available that can assist in recording efforts using computers and tablets.
Again, moderators & recorders are not there to provide answers; rather, they must remain neutral and fulfill their roles without altering information.
Let’s now turn to Tool 2: Identifying the Moderator and Recorder
We will seek to answer the following questions:
Who has the skills within our group to moderate?
Who has the skills to record?
If we have no one, how might we find someone?
What preparation will the moderator and/or recorder need?
What supplies will they need?

11. Step 4: Develop the Moderator’s Guide
Atmosphere
Introduction
Ground rules
Warm up discussion
Questions and probes
Moderator/recorder reactions
Summary of the focus group
Moderator/recorder debrief
Step 4 involves the development of a moderator’s guide to determine what will happen in the focus group and how it will proceed. It is intended as a guide versus a rigid list that must be followed without flexibility.
The components of the moderator’s guide includes consideration of and planning for the atmosphere, introduction, warm up discussion, questions and probes, moderator/recorder reactions, summary of the focus group, and debrief between the moderator and recorder.
We will discuss each independently.
By the time you finish step 4, the bulk of your planning and preparation will be complete.
You will then be ready to schedule, send invitations, and conduct the focus group (steps 5, 6, & 7).
Jayanthi & Nelson (2002), Ch. 8: Developing a Focus Group Guide
Jarrell (2000), p. 5, Moderator’s Guide

12. 4.a. Atmosphere Neutral location Room layout Temperature Refreshments
When planning for your focus group, it is important to select a location that provides a comfortable and neutral atmosphere.
Remove distractions (e.g., visual, auditory), set up refreshments, and arrange seating to promote discussion, accessibility, and ease of movement.
Jarrell (2000), Location and Setup, p. 6
Jayanthi & Nelson (2002), Ch. 8: Developing a Focus Group Guide, pp

13. 4.b. Introduction Purpose Roles Recording devices
Introductions of the group
The moderator and recorder(s) should introduce themselves and their roles, and explain the focus group purpose and process.
If you are using recording devises, then ensuring they are in good operating condition and set up in advance to reduce distractions and interruptions. Be sure to obtain permission, which includes informing participants in advance that the process is being recorded, how information will be used, and for how long it will be maintained. Confidentiality may also be of concern, so ensuring that recordings are limited only to those involved in your data analysis and safely stored is key.
Establishing roles in advance also facilitates the process.
Finally, it is good practice to introduce participants and how they were selected. This can increase comfort and sense of commonality.
Jarrell (2000), Moderator’s Guide, p. 5
Jayanthi & Nelson (2002), Ch. 8: Developing a Focus Group Guide

14. 4.c. Ground Rules Develop no more than five (5) ground rules
Post so participants can see
Refer to ground rules as needed
Establishing ground rules at the beginning helps to ensure a cooperative and collaborative process.
What are some examples of ground rules or expectations for behavior that you think would be important?
Limiting ground rules to five is a general recommendation, and they should posted so they are visible and easily referred to, as needed.
Jarrell (2000), Conducting the Group, p. 6
Jayanthi & Nelson (2002), Ch. 8: Developing a Focus Group Guide

15. 4.d. Warm Up Discussion Icebreakers
Please tell us why you agreed to participate in the focus group.
Please tell us one thing you remember about working with a student who was transitioning into adult life.
If there was one thing you could change about the transition process, what would it be and why?
Warm up discussions can include icebreakers, which are activities designed to warm up your participants or help them feel comfortable with you and each other.
These questions were designed for participants of a focus group about secondary transition. You may have other ideas.
Jarrell (2000), Moderator’s Guide, p. 5
Jayanthi & Nelson (2002), Ch. 8: Developing a Focus Group Guide

16. 4.e. Questions and Probes Team decides Questions
Purpose of the focus group
Brainstorm and revise
Questions
Are clear and brief
Are open ended
Move from broad to specific
Include predetermined probes
When developing the questions and probes for the Moderator’s Guide, there are some general guidelines and tips to help you.
As a team, you will determine the purpose of the focus group and the questions to be asked.
Remember to make sure your questions are clear, brief, open-ended, move from broad to specific, and that you have predetermined the probes you will need in order to elicit more information.
Let’s return to our Toolkit; please go to Tool 3:
Questions for the Focus Group, p. 4
Read the content
Brainstorm possible questions for your focus group
You may use large chart paper, type in Word on laptop while projecting onto screen, etc.
Questioning Strategies, p. 5
These strategies are intended to support the brainstorming and “word smithing” to assure questions are clear, concise, and brief.
Note that final questions will be documented on the Developing the Questioning Routes and Probes, p. 7
Tips for Developing the Questioning Route, 6
These are tips for the moderator to use when guiding participants in completing the Developing the Questioning Route and Probes, p. 7
Developing the Questioning Route and Probes, p. 7
This item guides participants through some questions and the development of their questions and probes.

17. 4.f. Moderator/Recorder Reactions
Control reactions to situations and behaviors
Decide in advance how you will react
Humor, e.g., “Remember me?”
Other techniques
Techniques
Move from least to most intrusive
Indirect, e.g., avoid eye contact
Direct, e.g., address the individual directly
Drastic, e.g., change seats
Write downs, e.g., refocus attention
The moderator and recorder(s) need to consider what reactions and techniques will be used, should problems arise.
Having a plan will help immensely when trying to control reactions and determining the type of facilitation or intervention needed.
If a situation arises that disrupts the focus group (e.g., a participant attempts to monopolize the process; is overbearing, interrupts, or insults other participants; two or more participants are holding side-bar conversations; or the group keeps getting off topic), then you’ll be glad you decided in advance how you will react. Don’t forget to refer to and modify ground rules, as needed, too.
While some moderators may be comfortable with or good at using humor, others may not. Misuse of humor can do more damage than good, so you may wish to consider other techniques that can be used to manage participants.
Indirect intervention: if a participant is monopolizing the discussion you can avoid eye contact, turn away from the person, and sit or stand next to someone else.
Direct intervention: “Sarah, will you write that down? I want to remember this, but I need to hear from the rest of the group, too.”
Drastic intervention: if a participant is not abiding by the ground rules and disrupting the process, the moderator may give the group a break and take the participant aside to understand the stakeholder in an attempt to gain agreement from the individual to adhere to ground rules. If the individual can not, or will not, comply with ground rules, they may be asked to leave. This is a last resort move.
Write downs can be used to change the atmosphere of a focus group or the interruptions of an individual by refocusing attention. Participants are asked to write down their answers to a question and share with the group. This allows each person to share their ideas without one person dominating the conversation. Additional ideas can be generated by the group if it is back in control.

18. 4.g. Summary of the Focus Group
Summarize main points
Ask for feedback
Watch body language
Have we missed anything?
Any questions?
Thank the participants
The moderator should consider the following, as s/he summarizes or brings the focus group to an end.
Review and summarize main points, ask for feedback, watch participants’ body language for cues (e.g., nods of agreement, frowns that may indicated otherwise), ask you’ve missed anything and if there are any questions, and be sure to thank everyone for their participation !

19. 4.h. Debrief with the Recorder
Moderator and recorder
Themes
Unexpected findings
Adjustments needed
After the focus group has ended, it is important to debrief with each other.
This allows for discussion and sharing what was heard and recorded, exploration of emerging themes or unexpected findings (but don’t forget that step 8 is where you’ll conduct a more formal data analysis), and decide if any adjustments are needed for the process.
For example, if something unusual happened, were your reactions and techniques effective?
To the trainer: Take time here to transition with explanation when moving from the various components in step 4 to subsequent steps of scheduling, inviting, and conducting focus groups.
Its important to fully complete step 4 before scheduling and issuing invitations (steps 5 and 6)
And, because you’ve already laid the foundation for the process in step 4, step 7 emphasizes tips for conducting the actual focus group
To participants: Recall that step 4 is about developing the Moderator’s Guide. Consequently, a great bulk of the planning is completed in step 4 and the content, by design, overlaps with conducting the focus group (step 7).
We’ll now discuss steps for scheduling the focus group and issuing invitations.

20. Step 5: Schedule Dates and Times
Schedule date and time when participants can attend
Meeting scheduling tools
Doodle poll,
Meeting Wizard,
, phone, or face-to-face
Scheduling a focus group can be challenging, as it can be difficult to find a common date and time when 6-10 people are available. Fortunately, there are a number of tools available to assist you. These include …
Jayanthi & Nelson (2002), Ch. 7: Recruiting Participants, p. 75

21. Step 6: Issue Invitations
An invitation should include:
Purpose of the focus group project
Date, day, and time of the focus group
Duration of the focus group
Details about compensation (if applicable)
Participant confidentiality
Dress (e.g., casual clothes will suffice)
Importance of being on time
(Jayanthi & Nelson, 2002, p. 75)
Step 6 provides some components of the invitation that should be included. These are ….
Jayanthi & Nelson (2002), Ch. 7: Recruiting Participants, p. 75

22. Step 7: Conduct Focus Groups
Three phases of a focus group:
Beginning
Discussion
Ending
There are three phases to a focus group: beginning, discussion, and ending.
In conducting the focus group, the moderator should follow the guide developed in step 6.
Following a pre-determined, well-planned outline will help to ensure a smooth and informative focus group.
To begin, the moderator and recorder(s) should introduce themselves and their roles, introduce the participants and how they were selected, and explain the focus group purpose and process.
During the discussion, the moderator should follow the list of questions developed during step 6. To begin the discussion, it can be helpful to call on a volunteer or simply go from one participant to the next, asking each for their response to the question. It is important to ensure all participate fully and not let one or two participants dominate the process. The moderator may also need to probe participants during the discussion. Jayanthi & Nelson (2002) provided some tips for this on Table 9.1 (p. 97). Probing is typically conducted for three reasons: to stimulate the discussion, extract additional information, and clarify information.
To end the focus group, the moderator should follow the preset time frame (don’t prolong it), give participants a warning that they are reaching the end, and provide an opportunity for participants to ask questions.
Note: It is recommended that the moderator familiarize him-/herself with strategies for closing questions in order to move through the list and for managing problem participants. These are provided in Jayanthi & Nelson (2002) pages
Jayanthi & Nelson (2002), Ch. 9: Moderating a Focus Group

23. Step 7: Conduct Focus Groups
Three phases of a focus group:
Beginning
Conduct introductions, explain participants’ roles during and process for the focus group
Discussion
Ask the first question, elicit responses, probe as needed, repeat
Ending
Don’t prolong, give 10 minute warning, address participant questions
There are three phases to a focus group: beginning, discussion, and ending.
In conducting the focus group, the moderator should follow the guide developed in step 6.
Following a pre-determined, well-planned outline will help to ensure a smooth and informative focus group.
To begin, the moderator and recorder(s) should introduce themselves and their roles, introduce the participants and how they were selected, and explain the focus group purpose and process.
During the discussion, the moderator should follow the list of questions developed during step 6. To begin the discussion, it can be helpful to call on a volunteer or simply go from one participant to the next, asking each for their response to the question. It is important to ensure all participate fully and not let one or two participants dominate the process. The moderator may also need to probe participants during the discussion. Jayanthi & Nelson (2002) provided some tips for this on Table 9.1 (p. 97). Probing is typically conducted for three reasons: to stimulate the discussion, extract additional information, and clarify information.
To end the focus group, the moderator should follow the preset time frame (don’t prolong it), give participants a warning that they are reaching the end, and provide an opportunity for participants to ask questions.
Note: It is recommended that the moderator familiarize him-/herself with strategies for closing questions in order to move through the list and for managing problem participants. These are provided in Jayanthi & Nelson (2002) pages
Jayanthi & Nelson (2002), Ch. 9: Moderating a Focus Group

24. Step 8: Analyze Data Index data Themes Relationships among themes
Debriefing information
Once you have collected your data, you are ready for step 8, data analysis.
Let’s turn to our Toolkit, see Tool 4: Data Analysis (p. 8).
The first task involves indexing or identifying key information in responses to each question.
When you look your data, first ask: What do we have?
Identify key quotes and comments for each question. If working from notes, these can be highlighted, rewritten on clean copy of questions, etc.
Note: Jayanthi & Nelson (2002) provide a description on p.115, a list of approaches depending upon data type on p , and a sample script on p. 118 that can be used to practice data analysis.
The next task involves looking for themes or common sets among your data, followed by looking for relationships among themes.
An example of this would be as follows:
In response to a question about what activities ensure the smoothest transition to adulthood, six of eight participants commented on linking students and families with adult agencies and poor participation of agency personnel at IEP meetings.
Further, multiple participants also remarked about adult agencies in response to a question about important resources for secondary transition.
Thus, subthemes may include Agency Linkages and IEP Participation, and a broad theme might be Adult Agencies and Secondary Transition.
It may be helpful to create a graphic organizer to illustrate relationships among themes or categories.
Finally, it is important to factor in debriefing information and field notes.
Recall during the debrief that the moderator and recorder(s) were to discuss any initial impressions regarding themes and unexpected findings. Were there any signs in participants’ behaviors (e.g., expression, mood, body language) to indicate agreement or disagreement? Any inconsistencies noted? Anything of concern within the context or circumstances in the setting that may have impacted responses (or lack of)?
Tool 5: Focus Group Observation Notes (p. 10) can be used during the actual focus group. You can have an additional person attending to observe and complete tool 5 but not participate in the focus group. This can provide you with valuable feedback and could be included as part of the debrief.
Jarrell (2000), Analyzing the Data, p. 7
Jayanthi & Nelson (2002), Ch. 10: Analyzing and Reporting Focus Group Findings

25. Step 9: Report Results Project description Findings
Summary and implications
The final step in conducting focus groups is the reporting of results.
At a minimum, the report should include a description of the:
Project (e.g., number of groups and participants per group, when conducted, and by whom)
Findings (e.g., questions, themes and sample quotes)
Summary and implications (e.g., summarize findings and identify implications of findings on practice, policy, and/or future focus groups)
Jarrell (2000), Analyzing the Data, p. 7
Jayanthi & Nelson (2002), Ch. 10: Analyzing and Reporting Focus Group Findings, p
Sample report, p

26. Conclusion
In summary, a well-planned focus group with stakeholders, conducted by a skilled moderator with a collaborative recorder, can yield valuable data that, when carefully analyzed, can be aggregated into a report and used to guide your interagency team’s activities.
This slide summarizes the main point of the training, that focus groups can produce valuable data which may be used to provide direction for interagency council activities.

27. Extension Activity
As an extension activity, training participants can practice by trying out their focus group with each other.
Participants can work in small groups to practice the focus group process learned in the training.

28. Resources
Corporation for Public Broadcasting. (2002). Evaluating your efforts: Focus groups. Retrieved from
Greenbaum, T.L. (2000). Moderating focus groups: A practical guide for facilitation. Thousand Oaks, CA: Sage Publications.
Latess, J.D. (2008). Focus-group research for school improvement: What are they thinking? R & L Education. Lanham, MD: Rowman and Littlefield Education.
Mattessich, P.W., Murray-Close, M., & Monsey, B.R. (2001). Collaboration: What makes it work (2nd ed.). St. Paul, MN: Fieldstone Alliance.
This slide lists resources relevant to this training topic.

29. References
Curtis, V. & Katzenmeyer, M (1999). Facilitating focus groups: Project CONNECT. Presentation given at the first meeting of Project CONNECT, Orlando, FL.
Jarrell, M.G. (2000). Focusing on focus group use in educational research. Retrieved from
Jayanthi, M., & Nelson. J.S. (2002). Savvy decision making: An administrator’s guide to using focus groups in schools. Thousand Oaks, CA: Corwin Press.
The references listed on this slide were used in developing this training.

30. This presentation was adapted with permission by Project 10 Transition Education Network from the Project CONNECT new site training materials developed by the Career Development and Transition Project at the Transition Center, University of Florida, a previous project funded by FDOE.
(Lubbers, 2005)
This presentation also draws from the text, Savvy Decision Making: An Administrator’s Guide to Using Focus Groups in Schools, as described on slide two and as listed in the reference slide.

31. Questions and Thank You!
Questions, concerns, or recommendations?
Thank you for your attendance and input today!
Thank participants for their attendance. Pass out evaluations.

32. Presenter Contact Information
(RTR Name)
Project 10: Transition Education Network
Region ( ) Transition Representative
Office:
This slide lists contact information for presenter should participants want more information or have follow up questions.
Updated May 2014