Ws 2011 Preview Moderating Workshop
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Preview of topics being covered in Enhanced Moderating Skills Workshop AMSRS Winter School, Sydney, 7 July 2011
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Ws 2011 Preview Moderating Workshop
- 1. Enhanced facilitation skills for moderating focus groups (with Julia Zivanovic) Workshop overview
- 2. Workshop Overview Main focus of workshop Links to Qual Analysis Day 2 Workshop Brief overview of key points Whilst not a main focus, critical to understand decisions made at this stage impact moderation Whilst not a main focus, critical to understand decisions made at this stage impact moderation
- 4. Workshop approach APPLY: Work through stages of real life project throughout workshop Project X
- 6. Dealing with Group Dynamics
- 7. Qual Probing Techniques Malhotra et al 2002, Market Research, pages 200-202
- 8. Research stimuli techniques Keegan, Sheila 2009, Qualitative research: Good decision making through understanding people, cultures and markets (Market research in practice), Kogan Page, London
- 9. Types of projective techniques What happens next? Malhotra et al, 2002, Marketing Research an applied orientation, Prentice Hall, French's Forrest, NSW
- 10. Day 1 Enhanced facilitation skills for moderating focus groups (with Julia Zivanovic) Day 2 Approaches for qualitative analysis (with Moira Callard) Dates: Thursday 7th - Friday 8th July 2011 Times: 8:30am for a 9am start until 5:30pm Venue: UNSW CBD Campus, Wintergarden Building, Level 6, 1 O'Connell Street (cnr Bent), Sydney NSW QPMR: 45 points per day For further course information and a registration form go to….. www.amsrs.com.au
Editor's Notes
- Shielas book pages 120 - 124 The quiet group. The silent individual. Dealing with difficult participants. Dealing with dominant participants. Talking over one another.
- Laddering - Each attribute is probed to determine why it is important and moves from product characteristics to user characteristics [Malhotra P200 - 202] It exposes the linkages between attributes, consequences and values USUALLY HAVE RANKED CONCEPTS OR ATTRIBITES in a TRIAD SORT first. Number of steps in a ladder is usually between 2-7 but is probably best determined by aggregating the responses of all participants. TRIAD SORTS may be used prior to a laddering technique – TRIAD SORTS are used to identify the salient factors that participants used to discriminate between products/services. Selected brands are sorted into groups of three products in a category then participants are asked to state how 2 of the triads are alike and different from a third triad. Often participants can focus on concrete aspects such as ATTRIBIUTES CONSQUENCES and VALUES. LIMITATION is cannot identify the means end chain that will link all three aspects. Hidden Issue – focus is not on socially shared values but on personal ‘sore spots’ not on general lifestyles but on deeply held personal concerns – questions about fantasy work lives or social lives may yield insights not normally discussed. Symbolic analysis – symbolic meaning of objects is analyzed by comparing them with their opposites – example Q – What would it be like if you could not longer use X?”
- Association – presented with a stimulus and asked to respond with the first thing that comes to mind – WORD ASSOCIATION – most well known. Present a list of word one at a time asking for participants to state the first word that comes to mind. The word of interest (test words) are interspersed with neutral or filler words to disguise the purpose of the study. Associations are rated as favourable, unfavourable, neutral (frequency of occurrence; response time elapsed and the number who do not respond at all – emotional involvement so high it’ s a barrier to responding). Pattern of responses and details of response re used to determine underlying attitudes or feelings on the topic of interest. COMPLETION – asked to complete an incomplete stimulus – examples sentence completion and story completion – thought bubbles often used CONSTRUCTION - participants need to construct a response in the form of a story or dialogue or description – examples picture response and cartoons. EXPRESSIVE – participants are presented with a verbal or visual situation and asked to relate the feelings and attitudes of other people to the situation – ROLE PLAYING (play the role and assume the behaviour of someone else) and THIRD PERSON TECHNIQUE (what someone else would say – friend, neighbour, colleague or a typical person) CREATIVE – covers a wide range – drawing, life graphs, collages,