CHAPTER

2. CHAPTER 1234 0001 897251 00000 Exploratory Designs: In-Depth Interviews and Focus Groups 8 8-2

3. Value of Qualitative Research Information • Qualitative information is great to capture when a decision-maker is faced with a problem or opportunity which can’t be adequately resolved with a secondary data scan. • Qualitative research techniques provide the research team with wonderful “first-hand” insights into problem situations. • Qualitative data often goes a long way toward clarifying management’s research priorities. • The Internet, and our propensity to use “chat rooms” has changed the method by which in-depth interviews and focus groups are conducted – resulting in more “open” commentary and greater efficiency in retrieving data from respondents in a target population. 8-3

4. Value of Qualitative Research (cont.) • Background information for developing: • Questions • Hypothesis • Establish research priorities • Soft data structure to be based on descriptive studies of : • Who? • What? • Where? • When? • How many? • How much? • How often?

5. Factors/Characteristics Qualitative Methods Quantitative Methods Discovery and identification of newideas, thoughts, feelings; preliminaryinsights on and understanding ofideas and objects Relatively short time frames Normally exploratory designs Open-ended, semistructured,unstructured, deep probing Mostly structured Descriptive and causal designs Validation of facts, estimates,relationships, predictions Usually significantly longertime frames Type of Questions Type of Research Research Goals/Objectives Time of Execution Qualitative & Quantitative Research Methods 8-4a

6. Factors/Characteristics Qualitative Methods Quantitative Methods Small samples, limited to thesampled respondents Very limited; only preliminaryinsights and understanding Debriefing, subjective, content,interpretive, semiotic analyses Interpersonal communications,observations, interpretive skills Scientific, statistical procedure,and translation skills; and somesubjective interpretive skills Statistical, descriptive, causal predictions and relationships Large samples, normally goodrepresentation of targetpopulations Usually very good; inferences about facts, estimates of relationships Researcher Skills Type of Analyses Representativeness Generalizability of Results Qualitative & Quantitative Research Methods 8-4b

7. Guidelines for Using Qualitative Research Methodologies Qualitative research methods are appropriate when decision makers or researchers are • In the process of correctly identifying a business problem or opportunity situation or establishing information requirements. • Interested in obtaining some preliminary insights into the motivation, emotional, attitudinal, and personality factors that influence marketplace behaviors. • In the process of building theories and models to explain marketplace behaviors or relationships between two or more marketing constructs. • Attempting to develop reliable and valid scale measurements for investigating specific market factors, consumer qualities (e.g., attitudes, emotional feelings, preferences, beliefs, perceptions) and behavioral outcomes. • Trying to determine the preliminary effectiveness of their marketing strategies on actual marketplace behaviors. • Interested in new-product or service development or repositioning current product or service images. 8-5

8. Advantages of Qualitative Methods Economical and timely data collection Richness of the data Accuracy of recording marketplace behaviors Preliminary insights into building models and scale measurements Disadvantages of Qualitative Methods Lack of generalizability Inability to distinguish small differences Lack of reliability and validity Difficulty finding well-trained investigators, interviewers, and observers Pros and Cons of Qualitative Research Methods 8-6

9. Shortcomings of Qualitative Research • Tendency for marketing managers to use the results without recognizing their full limitations • For the most part, findings are not statistically supported • Findings are exploratory • Moderator plays a critical role and should be involved in evaluation of study’s results

10. Questioning Techniques in Qualitative Research • Experience Survey: • Getting information from knowledgably people. • Protocol Interviews: • Ask a person verbally express about his/her purchasing decision making process . • Projective Interviewing Techniques: • Several qualitative questioning techniques to get information about sensitive or confidential issues. It may be used motivation area as follows: • Word Association. • Sentence completion. • Picture Tests. • Cartoon Tests. • Role Playing or Third Person Interviews.

11. Depth Interviews Unstructured, one-on-one conversations between highly skilled interviewer and a member of a target population. In certain cases, depth interviews have proven to be better at assessing beliefs and attitudes than focus group discussions. • No peer pressure and more confidential. • Most interviews are highly unstructured interviews, allowing respondents to freely float from one issue to the next. • Other interviews are highly structured interviews in which the interviewer uses checklists to cover narrowly focused topics.

12. Requirements for EffectiveDepth Interviews • Allow between a half hour and two hours for each session • Screen each respondent carefully • Make sure the interviewer is capable • Use a tape or video recorder • Make the interview setting comfortable • Provide rewards for participation

13. Advantages of Depth Interviews • Respondents may feel more comfortable discussing issues with just one person • One-on-one conversations are often much more detailed and revealing than group discussions • Interviews are much easier to schedule • Can handle more complex topics

14. Disadvantages of Depth Interviews • Inability to interact with others • Cost of implementation • Interviewers may not be reliable • Interviewers’ energy levels tend to deplete rapidly • Interviews can lack consistency and thus reliability • Lack statistical validity

15. In-Depth Interviewing • Face-to-face setting. • Collection of both attitudinal and behavioral data. • Use probing questions as the mechanism to get more data on the topic. • Objectives of In-Depth Interviewing: • To discover preliminary insights of what the subject thinks or believes about the topic of concern or why the subject exhibits certain behaviors. • To obtain unrestricted and detailed comments that include feelings, beliefs, or opinions that can help better understand the different elements of the subject’s thoughts and the reasons why they exist. • To have the respondent communicate as much detail as possible about his or her knowledge and behavior toward a given topic or object. 8-7

16. In-Depth Interviewing (cont.) • Skills required to conduct in-depth interviewing: • Interpersonal communication skills. • Listening skills. • Advantages of in-depth interviews: • Face to face flexibility on a variety of topics. • Opportunity to collect highly regarded data • Disadvantages of in-depth interviews: • Data structures tend to lack generalizability and reliability. • Respondents bias, fatigue or interviewer error.

17. Focus Groups A qualitative research technique in which a skilled moderator leads a small group of participants in an unstructured discussion about a particular topic. When focus groups are performed online, respondents are recruited either by telephone or e-mail and must log onto a Web site at a specific time to participate in the study. An off-shoot of online focus groups are bulletin board focus groups, in which participants are involved with a study for a four- or five-day period to allow them to reflect and develop their thoughts.

18. Focus Group Research (cont.) • Nature of focus group interviews: • Small group • Professional moderator • Provide as much information in two hours. • Unstructured in questioning and topic. • Rely upon group dynamics. • Focus Group Objectives: • To provide data for defining and redefining marketing problems. • To identify specific hidden information requirements. • To provide data for better understanding the results from other quantitative survey studies. • To reveal consumers’ hidden needs, wants, attitudes, feelings, behaviors, perceptions, and motives regarding services, products, or practices. • To generate new ideas about products, services, or delivery methods. • To discover new constructs and measurement methods. • To help explain changing consumer preferences. 8-8

19. Requirements for EffectiveFocus Group Implementation • 6 to 12 participants • Careful screening of participants • Homogeneous participants in terms of characteristic under study • Relaxed atmosphere • Room with one-way mirror and audio- and video-recording capabilities • Session duration between one and two hours • Trained moderator • Compensation for participation

20. Use of Focus Groups • Generate information for questionnaires • Assess needs • Clarify promotional wording • Find what customers consider when making decisions • Recruit new members for an organization • Test existing programs • Follow-up to a mail survey • Understand an organization’s image • Assess products

21. Advantages of FocusGroup Research • Can observe respondents • Flexible • Controllable • Group interaction • Openness of such gatherings motivates participants to be honest and direct • Opportunity for quick execution

22. Disadvantages of Focus Group Research • Lack of scientific validity • Prone to bias • Can give marketing managers a false sense of security • Difficulty in measuring the results

23. Developing a Focus Group: The Process Phase 1: Planning the Focus Group Study This is 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; and where to have the sessions. Selecting and motivating the participants, and incentives to join the group. Decide the number of sessions and locations 8-9a

24. Developing a Focus Group: The Process (cont.) Phase 2: Conducting the Focus Group Discussions One of the key players in this phase is the focus group moderator. To ensure a successful interactive session, the moderator’s role and pertinent characteristics must be clearly understood by everyone involved. A necessary activity in this phase is the development of a moderator’s guide that outlines the topics, questions, and subquestions that will be used in the session. The actual focus group session should be structured with beginning, main, and closing sections. Moderator’s guide should be prepared for each session. Opening, introductory, transition, critical and ending questions should be prepared 8-9b

25. Developing a Focus Group: The Process (cont.) Phase 3: Analyzing and Reporting the Results After the actual session is completed and if the sponsoring client’s representatives are present, the researcher should conduct a debriefing analysis with all the key players involved to compare notes. The researcher should conduct a content analysis on the raw data obtained from the participants during the interviewing session and write a formal report that communicates the findings. Key to the researcher here is to remember who will be the reading audience, the purpose of the report, and the nature of reporting the results as well as an appropriate report style format. 8-9c

26. Rules of Thumb for Participant Selection 8-10a

27. Rules of Thumb for Participant Selection 8-10b

28. Rules of Thumb for Participant Selection 8-10c

29. A Screener Questionnaire: An Example • Do you or any member of your immediate household work for a research firm, advertising agency, or a firm that produces or markets performing arts programs or events?(___) Yes [THANK THE PERSON AND TERMINATE AND TALLY](___) No [CONTINUE] • Have you attended a performing arts event in the past month?(___) Yes [CONTINUE](___) No [THANK THE PERSON AND TERMINATE AND TALLY] • Are you a permanent residence of Summit County?(___) Yes [CONTINUE](___) No [THANK THE PERSON AND TERMINATE AND TALLY] 8-11a

30. A Screener Questionnaire: An Example • Are you currently employed full-time or part-time outsidethe home?(___) Full-time [CONTINUE](___) Part-time [THANK THE PERSON AND TERMINATE AND TALLY] (___) Not currently employed [THANK THE PERSON AND TERMINATE AND TALLY] • Please stop me when I come to the age category to which you belong?(___) Under 20 [THANK THE PERSON AND TERMINATE AND TALLY] (___) 21 to 35 [RECRUIT AT LEAST 12](___) 36 to 50 [RECRUIT AT LEAST 12](___) 51 to 65 [RECRUIT AT LEAST 12](___) Over 65 [THANK THE PERSON AND TERMINATE AND TALLY] 8-11b

31. Important Traits of a Focus Group Moderator The following descriptions represent some of the important traits that a researcher must consider in the selection of an excellent moderator for the focus group session: • The person must be well trained in interpersonal communications and have excellent listening, observation, and interpretive skills. • The moderator must display professional mannerisms and personality, have a good memory for names, create positive group dynamics and a comfort zone for spontaneous and interactive dialogue. • The moderator must be comfortable and familiar with group dynamics and processes, and must be able to exercise mild, unobtrusive control over participants. • The moderator must have good understanding and backgroundknowledge of the specified topics and questions and the ability to guide the participants from one topic to the next. 8-12a

32. Important Traits of a Focus Group Moderator • The person must be well trained in asking follow-up probingquestions, and must demonstrate respect and sensitivity for the participants and their expressed opinions and feelings. • The moderator must be able to communicate clearly and precisely both in writing and verbally, and must be objective, self-disciplined, and focused. • The person should exhibit a friendly, courteous, enthusiastic, and adaptivepersonality, along with a sense of humor. • The person should be experienced in focus group research. • The moderator must have a quickmind capable of noting new ideas that come from the group. • The moderator must know how and when to bring closure to one topic and move the discussion to the next. 8-12b

33. Discussion Guide: An Example II. WARMUP [Use opening question format.] Tell us your name and one or two things about yourself. [Ask this of each participant.] (Build group dynamics and comfort zone among group members.) 8-13a

34. Discussion Guide: An Example III. INTRODUCE FIRST TOPIC[Use an introductory format.] “FROM YOUR VIEWPOINT, TO WHAT EXTENT DO YOU ENJOY ATTENDING PERFORMING ART PRO- GRAMS AND/OR ENTERTAINMENT EVENTS?” Probe for: a. Types of programs and events that have been attended in the past and would attend in the future. b. Types of programs and events most preferred to see offered in the Vail Valley area.[Use transition question format to move to next topic.] 8-13b

35. Discussion Guide: An Example IV. SECOND MAJOR TOPIC[Use a critical question format.]Now I want you to think about how people make their decisions to attend performing arts events. “WHAT PERFORMING ARTS/ENTERTAINMENT FEATURES DO PEOPLE DEEM IMPORTANT IN DECIDING TO ATTEND A PROGRAM OR EVENT?” Probe for: a. Detail and clarification offeatures. b. Understanding of importance of identified features.[Use transition question format to move to next topic.] 8-13c

36. Discussion Guide: An Example V. SPECIFIC DESIGN FEATURES[Use a critical question format.]Now think about the facilities used to present performing arts programs and events. “WHAT FACTORS SHOULD BE INCLUDED IN FACILITY STRUCTURE DESIGN?” Probe for: a. Specific design features and why. b. Thoughts and feelings about indoor versus outdoor event capabilities. c. Types of protection features for outdoor events for the audience, the performers. [Use transition question format to move to closure of session.] 8-13d

37. How To Analyze A Focus Group 8-14a

38. How To Analyze A Focus Group 8-14b

39. How To Analyze A Focus Group 8-14c

40. How To Analyze A Focus Group 8-14d

41. Key Components of a Focus Group Report 8-15a

42. Key Components of a Focus Group Report 8-15b

43. Key Components of a Focus Group Report 8-15d

44. Key Components of a Focus Group Report 8-15c

45. Advantages and Disadvantages of Focus Group Research • Advantages: • Respondents can introduce new Ideas. • Explain underlying reasons and behaviors. • Client can participate behind a one-way glass window. • Unlimited number of topics may be covered. • Special group of people such as doctors, lawyers may be questioned. • Disadvantages: • Lack of representativeness and low generalizability. • It is difficult to substantiate data reliability. • Data can be subjectively interpreted by moderator or client. • High cost of participants ($200-800).

46. The Benefits of Hosting A Group Online • Quicker turn-around times for data acquisition. • Quicker turn-around times for transcript production. • Less bias on the part of moderators and participants. • More moderator control. • Easy access for participants, moderators, and the client. 8-16

47. Benefits of Traditional Focus Groups Over Online Focus Groups • Extremely difficult to be an effective moderator and establish authority from behind a computer screen. • Group interaction is lost behind a computer screen. • Impossible to address nonverbal reactions in an online focus group. • Much more security in a traditional focus group than in the online version. • Much more effective to show stimuli to the participants in a live setting than in an online focus group.

48. Projective Techniques Provide verbal or visual stimuli that encourage respondents to reveal unconscious feelings and attitudes. • Subjects are allowed to project their perceptions and feelings on to some other person or object—or in some other way are allowed to “depersonalize” their responses. • Used to tap the subconscious minds of consumers. • Most consist of vague or ambiguous stimuli which respondents are required to describe, revealing their underlying (true) thoughts and feelings.

49. Types of Projective Techniques • Word Association:Researcher says a word or term and the participant is to respond with the first word that comes to mind. • Picture Interpretation: Depicts abstract visual stimuli to help respondents describe thoughts and feelings that would not emerge otherwise. • Thematic Apperception Test ( or TAT) is a picture interpretation method that has respondents describe what is going on in pictures and what will happen as a result of the situation. • Sentence Completion: Researchers present a series of incomplete sentences and ask respondents to complete them.

50. Types of Projective Techniques – cont’d • Third-Person Technique and Role-Playing: • Third Person Technique: Researchers ask participants to answer questions for a third person such as a neighbor or an acquaintance, instead of themselves. • Role-Playing: Researchers ask participants to play the role of someone else in a particular situation. The responses may be verbal or nonverbal. • Cartoon Technique: Researchers show cartoon characters in a particular situation and ask respondents to describe what the characters are doing and explain the situation depicted. Blank “bubbles” appear above the cartoon characters, and respondents write what the characters would say in the bubbles.