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1 . K indness with firmness : T he moderator must combine adisciplined detachment with understanding empathy so asto generate the necessary interaction.
2 . Permissiveness : T he moderator must be permissive yet alert to signs that the group s cordiality or purpose isdisintegrating.
3 . Involvement : T he moderator must encourage andstimulate intense personal involvement.
4 . Incomplete understanding : T he moderator must encourage respondents to be more specific about generalized comments by exhibiting incompleteunderstanding.
Two-way foc u s gro up . This allows one targetgroup to listen to and learn from a related group.For example, a focus group of physicians vieweda focus group of arthritis patients discussing thetreatment they desired.
Du al-moderator gro up . A focus groupconducted by two moderators: One moderator isresponsible for the smooth flow of the session,and the other ensures that specific issues are
discussed.
Du eling-moderator gro up . There are twomoderators, but they deliberately take oppositepositions on the issues to be discussed.
Respondent recruiting Easier. Can be recruited online, e -mail, Recruited by traditional meanspanel, or by traditional means (telephone, mail, mail panel)
Group dynamics Limited Synergistic, snowballing
(bandwagon) effect
Openness of respondents Respondents are more candid Respondents are candid, except fordue to lack of face -to -face contact sensitive topics
Nonverbal communication Body language cannot be observed. Body language and emotions
Emotions expressed by using symbols observed
Use of physical stimuli Limited to those that can be displayed A variety of stimuli (products,on the Internet advertising demonstrations, etc.)
Online Vers u s Traditional Foc u s Gro up sT able 5 .3 , cont.
T ranscripts Available immediately T ime consuming and expensive toobtain
Observers communication Observers can communicate with the Observers can manually send noteswith moderator the moderator on a split -screen to the focus group room
Unique moderator skills T yping, computer usage, familiarity Observationalwith chat room slang
T urnaround time Can be set up and completed T akes many days for setup andin a few days completion
Client travel costs None Can be expensive
Client Involvement Limited High
Basic focus group costs Much less expensive More expensive : facility rental,food, taping, transcript preparation
In laddering , the line of questioning proceeds from productcharacteristics to user characteristics . This technique allowsthe researcher to tap into the consumer's network of meanings.
Wide body aircrafts ( product characteristic )
I can get more work done
I accomplish more
I feel good about myself ( user characteristic )
Advertising theme: You will feel good about yourself whenflying our airline. ³You're The Boss.´
In hidden iss u e q u estioning , the focus is not onsocially shared values but rather on personal ³sorespots;´ not on general lifestyles but on deeply feltpersonal concerns.
fantasies, work lives, and social lives
historic, elite, ³masculine-camaraderie,´
competitive activities
Advertising theme: communicate aggressiveness,high status, and competitive heritage of the airline.
Symbolic analysis attempts to analyze the symbolicmeaning of objects by comparing them with theiropposites. The logical opposites of a product that areinvestigated are: non-usage of the product, attributes of an imaginary ³non-product,´ and opposite types of products.
³What would it be like if you could no longer useairplanes?´
³Without planes, I would have to rely on e-mails, lettersand long-distance calls.´
Airlines sell to the managers face-to-face communication.Advertising theme: The airline will do the same thing fora manager as Federal Express does for a package.
An unstructured, indirect form of questioningthat encourages respondents to project theirunderlying motivations, beliefs, attitudes orfeelings regarding the issues of concern.
In projective techniques, respondents areasked to interpret the behavior of others.
In interpreting the behavior of others,
respondents indirectly project their ownmotivations, beliefs, attitudes, or feelingsinto the situation.
In word association , respondents are presented with a list of words, one at a time, and asked to respond to each with thefirst word that comes to mind. The words of interest, calledtest words, are interspersed throughout the list which alsocontains some neutral, or filler words to disguise the purposeof the study. Responses are analyzed by calculating:
( 1 ) the frequency with which any word is given as a response;
(2) the amount of time that elapses before a response is
given; and
(3) the number of respondents who do not respond at all to atest word within a reasonable period of time.
EXAMPLESTIMULUS MRS. M MRS. Cwashday everyday ironingfresh and sweet cleanpure air soiledscrub don't; husband does cleanfilth this neighborhood dirtbubbles bath soap and
In sentence com p letion , respondents are given incompletesentences and asked to complete them. Generally, they areasked to use the first word or phrase that comes to mind.
A person who shops at Sears is ______________________
A person who receives a gift certificate good for Sak's FifthAvenue would be __________________________________
J. C. Penney is most liked by _________________________
When I think of shopping in a department store, I ________
A variation of sentence completion is paragraph completion, inwhich the respondent completes a paragraph beginning withthe stimulus phrase.
In story com p letion , respondents aregiven part of a story ± enough to directattention to a particular topic but not to hintat the ending. They are required to givethe conclusion in their own words.
With a p ict u re res p onse, the respondents areasked to describe a series of pictures of ordinary as well as unusual events. Therespondent's interpretation of the picturesgives indications of that individual'spersonality.
In cartoon tests , cartoon characters areshown in a specific situation related to theproblem. The respondents are asked toindicate what one cartoon character might sayin response to the comments of anothercharacter. Cartoon tests are simpler toadminister and analyze than picture responsetechniques.
In e x p ressive techniq u es , respondents are presented witha verbal or visual situation and asked to relate the feelingsand attitudes of other people to the situation.
Role p laying. Respondents are asked to play the role or
assume the behavior of someone else.
Third- p erson techniq u e. The respondent is presented witha verbal or visual situation and the respondent is asked torelate the beliefs and attitudes of a third person rather than
directly expressing personal beliefs and attitudes. This thirdperson may be a friend, neighbor, colleague, or a ³typical´ person.
1)Data red u ction ± Select which aspects of thedata are to be emphasized, minimized, or setaside for the project at hand.
2)Data dis p lay ± Develop a visual interpretationof the data with the use of such tools as adiagram, chart, or matrix. The display helps toilluminate patterns and interrelationships in thedata.
3)Concl u sion drawing and verification ±Consider the meaning of analyzed data andassess its implications for the research questionat hand.
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