Editor's note: Naomi Henderson is founder and president of RIVA Market Research, Inc. (RIVA: Research in Values and Attitudes), a qualitative research and training firm in Bethesda, Maryland.
By the time a focus group project gets underway, many elements have come together. These elements include research design and the involvement of the four major players: end users, respondents, facility staff, and the moderator. The purpose of the study has been defined, and the respondents recruited. Now it is time to watch the group and learn about respondent perceptions. opinions. beliefs. and attitudes (POBAs).
Much of the success of a focus group is in the hands of the moderator. On the surface, the work of a moderator looks transparent. One simply asks questions, and respondents answer them. In fact, the process only looks easy. Effective moderators use a variety of skills and techniques to garner POBAs from a group of 10-12 strangers in a two-hour period.
The purpose of this article is to provide some insight into how individual moderators combine basic skills and individual qualities to provide end users with appropriate information about target market perceptions, opinions, beliefs and attitudes. A checklist for observers is also provided to support an understanding of what moderators do.
What happens in a typical focus group?
Before talking about individual moderator skills and qualities, it is necessary to understand the frame in which moderators work. In standard two-hour focus groups, there are four distinct stages:
1. Introduction. This typically lasts about 10 minutes and includes a "generic" purpose statement for respondents and disclosures about the special research room (mirrors, microphones, observers, taping). During this period, respondents provide self-introductions. The moderator uses part of this time to begin creating a "safe space" for respondent participation by outlining guidelines for group process.
2. Rapport building and general questions. This section usually takes 15-20 minutes and includes easy questions that anyone in the group can answer.
Typical questions focus on category usage or knowledge. During this period, the moderator is "building trust" through eye contact and both verbal and non-verbal feedback. Group norms are established.
3. Specific questions and interventions. The lion's share of the focus group time (50-65 minutes) is spent in this section. A variety of techniques are used to keep the questions on target to the key issues. During this section, interventions (any activity that breaks up the two-way dialogue between the respondents and moderator) are used to understand the subtle thinking of target market respondents. Other activities can also occur including use of projective techniques, presentation of audio-visual materials, paper and pencil tasks and/or hands-on team tasks. Throughout this section, deep probing of comments, nominalizations and consumer statements is conducted to further understand respondent thinking.
4. Closure. The summary and linking of key insights brought to light in the focus group, along with additional questions requested by the end user, can take the final 10-20 minutes of a focus group.
What basic skills are needed to be a moderator?
This question is one of interest to many in the research industry. The American Marketing Association (AMA) is looking at the whole issue of certification for researchers in general, and that would include moderators. The Qualitative Research Consultants Association (QRCA) is holding initial discussions about the same issue. The who]e research industry is looking for models to examine from other field-lawyers, CPAs, teachers, social workers and others who require certificates or licenses to practice their professions. It is clear that it will be some time before a definitive "skill list" of what makes a good moderator is agreed upon by all.
In the meantime, there are some baseline skill levels that a moderator should manifest:
A. Clarity about project purpose, strong knowledge base about appropriate research design, and understanding of appropriate research tools required
B. Knowledge base about topic area in sufficient depth to ask questions and probe effectively
C. Good "people skills" and appropriate training in how to manage group dynamics, as well as more than one approach for working with people in group settings
D. Ability to analyze and report qualitative data in short time frames so that end users can make effective decisions.
The staff at the RIVA Training Institute have developed a list of 16 qualities that they feel make a good moderator. These are traits and skills that hold true, regardless of the subject matter under discussion or the "personal style" of the moderator.
1. They express warmth and empathy, creating a non-threatening, accepting atmosphere where respondents feel safe to make contributions.
2. They appear kind yet firm, enabling a balance between control and permissiveness to exist.
3. They are actively involved (but not ego-involved) in the discussion, but do not divulge their own opinion, nor inform or educate the respondent.
4. They pay close attention to respondents and are good listeners; they demonstrate this paraphrasing appropriately, nodding, and verbally acknowledging as well as remembering earlier comments.
5. They pursue understanding of meanings and intents by not assuming positive or negative inflection, by not equating verbalizations with behaviors, by probing and rephrasing to uncover latent and covert intent and by allowing the development of opinions to emerge in non-linear ways.
6. They demonstrate unconditional positive regard (UPR), accepting the worth of each participant, respecting individual points of view and receiving all divergent viewpoints as relevant to the topic under discussion.
7. They link trains of thought and divergent comments into a cohesive whole, help synthesize group meanings and move the conversation forward by providing "signposts" for participants.
8. They demonstrate incomplete understanding (sophisticated naiveté) signaling a need for more detailed or in-depth information, while not appearing to be phony or faking ignorance; they express interest in new ideas, whatever their own level of expertise on the topic.
9. They encourage all group members (including shy ones) to participate as fully as they are able, through nonverbal and verbal cues, timing of comments and voice tone.
10. They demonstrate flexibility- the willingness to vary an approach, to not be wedded to the guide, to pursue and capitalize on "gold mines," to mesh optimally with bursts of group enthusiasm or to refresh the group mood.
11. They demonstrate both sensitivity and respect towards participants, including both feelings and experiences, by determining the appropriate depth level of an issue area and by encouraging mutual respect among participants.
12. They demonstrate a research orientation, with a constant sense of a project's purpose and direction, enabling them to move beyond simple "facilitation.'
13. They are self-starters and initiators rather than order-takers, and they take full responsibility for all phases of the project, taking risks and making quick decisions as necessary.
14. They demonstrate quick thinking, rapidly spotting potential opportunities or problems and funding ways to move toward or away from them.
15. They have both physical and mental stamina and have appropriate and effective ways to increase personal energy during the typical six-hour evening commitment of typical focus group projects.
16. They display a sense of humor and a sensitivity to the level of information that can flow forward when laughter is the catalyst.
What should an observer look for a moderator?
Just as there are many variables present in the focus group room, so are there many variables in the back room. Clients are usually intent on finding out what the "target market" has to say about the topics under discussion and may not have their attention on the processes occurring in the focus group room. If the end user is not getting the quality of data desired, the 20 questions listed below may help determine if the problem is "moderator driven" or due to some other factor.
Did the moderator...
1. Give clear ground rules/purpose statement/full disclosure about mirrors/microphones/observers/stipends?
2. Establish and maintain rapport, and create a "safe place" for respondents to share POBAs?
3. Flow from point to point without abrupt shifts?
4. Keep the discussion "on purpose" and moving along?
5. Probe for clarity?
6. Maintain UPR?
7. Ask questions that open up respondents so they can give full answers?
8. Avoid leading the respondents (i.e., putting words in their mouths or inappropriately summarize/paraphrase?)
9. Include everyone in the discussion?
10. Avoid "serial interviewing?"
11. "Read" the room, stay with the respondents, keep attention off of self and the guide?
12. Keep self/ego out of the discussion and avoid talking too much?
13. Attend to non-verbal communications?
14. Use a variety of techniques to promote discussion?
15. Pace/lead respondents?
16. Listen rather than inform participants?
17. Vary voice tone during process?
18. Change location/body position during discussion?
19. Give clear instructions/directions to respondents?
20. Provide linking and logic tracking for respondents and observers?
Of necessity, the list presented here is compiled of "observable" elements. A good moderator is also doing a number of mental activities that are not observable, including: managing the time line; looking for ways to increase the participation of quiet respondents and limiting the participation of talkative respondents; creating situations that allow for "fair airtime" for all respondents; physically managing the stimuli used in the group discussion; checking the guide to make sure that all elements planned are covered; listening to what hasn't been said and probing appropriately to get it up to verbal and on tape.
Moderating is an art, not a science. This article examined those skills and qualities that moderators need to successfully perform their job and enhance client observation and understanding during the focus group process. Focus groups can be an effective tool for end users, enabling them to see "inside" the thinking of a target market.
Moderators and clients alike should pay as much attention to the art of moderating as to the data generated through focus group research. Both are critical to effectively serving end user needs.