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1. CollecLs lnLervlews reporLs Lo lnvesugaLe and ldenufy relevanL sumulus ln Lerms of Lhe
research quesuon.
2. Lo reveal and sLudy lndlvldual responses on Lhose selecLed sumull
3. undersLand Lhe lnLeracuon beLween Lhe sumull and Lhe respondenL
1. Collect interviews reports to investigate and
identify relevant stimulus in terms of the research
question.
2. Reveal and study individual responses on those
selected stimuli
3. Understand the interaction between the stimuli
and the respondent























1

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Before you begin:
1. Recheck your goals
2. Find a good facilitator / leader
4. Determine the equipment needed
5. Provide incentive for participation
6. Selecting the participants
7. Decide on meeting particulars
8. Prepare your questions
9. Double-check

uurlng Lhe dlscusslon:
1. 1he faclllLaLor should keep Lhe conversauon
owlng
2. 8e mlndful of Lhe lengLh of Lhe dlscusslon
3. 8e neuLral
4. Make Lhe paruclpanLs comforLable
3. 1alk Lo Lhe research Leam


During the discussion:
1. The facilitator should keep the conversation
owing
2. Be mindful of the length of the discussion
3. Be neutral
4. Make the participants comfortable
5. Talk to the research team

uurlng Lhe dlscusslon:
1. 1he faclllLaLor should keep Lhe conversauon
owlng
2. 8e mlndful of Lhe lengLh of Lhe dlscusslon
3. 8e neuLral
4. Make Lhe paruclpanLs comforLable
3. 1alk Lo Lhe research Leam

1
After the discussion:
1. Review your notes
2. Review the video tapes
3. Write a report









































Can assist in product development, new service
improvements, and avenues for agencies
to discover
Involvement of client personnel in the research
process
Utilize non-verbal interaction as input

High level of involvement from participants

Output can be biased because it can
be dominated by one or two participants

Sensitive topics are difcult to discuss

Output is not projectable

Uses articial environment
8erkowlLz, 8. (2013). !"#$%&'#( *"&%+ (,"%- . 8eLrleved from hup://cLb.ku.edu/en/
Lable-of- conLenLs/assessmenL/assesslng-communlLy-needs-and-
resources/conducL-focus-groups/maln
CommunlLy1ool8ox. (2013). ./&'"# 01 !"#$%&'#( 2"&%+ 3,"%-+. 8eLrleved from: hup://
cLb.ku.edu/en/Lable-of-conLenLs/assessmenL/assesslng-communlLy-needs-and-
resources/conducL-focus-groups/maln
ulLcher, L. (1947). sychology ln MarkeL 8esearch. 45,65,$ 7%+8#/++ 9/68/:, 23 , 4,
432-443. 8eLrleved from: hup://[ensgullch.wordpress.com/2010/07/28/
psychology-ln-markeL-research-ernesL-dlchLer-1947/
3%8$/;8#/+ *", &"#$%&'#( 5 *"&%+ (,"%-. (2014). 8eLrleved from hup://
www4.uwm.edu/cuLs/focus.hLm
koLler, . (2006). <5,=/'#( <5#5(/>/#?.(12
Lh
ed). renuce Pall

hup://csde.washlngLon.edu/~scurran/les/readlngs/390CM/Week207/lrey20&
20Morgan20Arucles.pdf

hup://www.busreslab.com/lndex.php/arucles-and-sLorles/research-ups/adveruslng/
Lhe-role-of-focus-groups-ln-adveruslng/

hup://focusgroups.pbworks.com/w/page/3677430/lssues20lncludlng20advanLages
20and20dlsadvanLages

hup://www.qulrks.com/arucles/a1991/19911206.aspx?searchlu=898609728&sorL=9

hups://blog.mozllla.org/ux/2012/08/when-Lo-use-a-focus-group-and-when-noL-Lo/

hup://csde.washlngLon.edu/~scurran/les/readlngs/390CM/Week207/lrey20&
20Morgan20Arucles.pdf