Focused Group Discussion

As expert trainers in TVET and through the knowledge and skills you acquired from the other competencies of TM1, you can now evaluate the performance of others in facilitating learning sessions.

In this lesson, you will learn how to use Focus Group Discussion as a tool in evaluating the demonstration of a trainer.

Observation Results and Focus Group Discussion

The observation results are best discussed by the observer, oftentimes the VIS, and the trainers who were observed. The purpose of the discussion is to be able to identify the strengths and weaknesses of the trainers in facilitating sessions and to improve the resources, materials and facilities so that CBT is continuously enhanced. It will also help in standardizing maintenance systems and other processes involved in training within an institution.

In our quest for quality, it is always a good practice to sit together, discuss the processes and set course of actions towards the improvement of CBT.

Focus  Group Discussion

The purpose of focus group discussions is to gain knowledge about a particular topic or need by interviewing a group of people directly affected by the issue. Focus group data can be used to collect information for many purposes, such as conducting a needs assessment or evaluating a program.

In training, we would like to use this method to discuss the result of evaluation on the demonstration of trainers, to improve their skills in

facilitating training sessions, the training resources, Shop layout and CBT implementation as a whole.

Approaching Focus Group Facilitation

For this activity you should have a moderator and a secretaty. The moderator leads the discussion, keeps the conversation flowing  and takes a  few notes to remember comments that you may want to use later. The secretary takes comprehensive notes, handles the environmental conditions and logistics, responds to unexpected interruptions and keeps track of time.

Two approaches are essential to facilitating focus groups.

• The first is being a “blank slate.” This means approaching the focus group with an open mind and as few preconceptions as possible about what participants are likely to say or not say.
  • The other essential approach is to be aware of potential biases as a moderator. Differences in race/ethnicity, qualification handled and education levels between the moderator and participants can bring unforeseen biases to how a facilitator runs a focus group.

Anticipate running out of time—think about what you would do to modify the agenda.

Encourage discussion

To facilitate useful, free-flowing discussion during the focus group, follow some of these tips:

• Ask participants to think about an issue for a few minutes and write down their responses.
• Ask each participant to read, and elaborate on, one of their responses.
• Note the responses on a whiteboard.
• Once everyone has given a response, participants will be asked for a second or third response, until all of their answers have been noted.
• These responses can then be discussed.
• Don’t ask more than one question at a time, even if the questions go together. Participants usually cannot remember several questions at one time, and asking multiple questions makes it hard for them to know where to start.

• Frequently repeat key phrases from the question. Participants tend to lose focus on the question after 2-3 other participants have responded to it. Repeating key phrases from the question at strategic times, or asking participants to link their response to key terms in the question will help participants stay focused.
• Be Comfortable with Silence. It is also important that moderators be comfortable with silence and “pregnant pauses.” Some participants may participate more if they have more time to consider the question before they speak.
• Use probes when you need more information.

When participants are not providing enough information, try the following probes:

1. Would you explain further?
2. Would you give me an example of what you mean?
3. Would you say more?
4. Tell us more.
5. Is there anything else?
6. Please describe what you mean.
7. I don’t understand.
8. Does anyone see it differently?
9. Has anyone had a different experience?

Managing risks

A number of potential problems could arise during focus groups, which will all need addressing:

• If one participant tries to dominate the session, the moderator should invite each person to speak in turn
  • Avoid interviewing friends in the same group as they can form cliques – if cliques do form, suggest taking a break and changing seating positions upon returning from the break
  • Avoid personal confrontation – allow the group to  police  itself (e.g. “do others in the group agree?”)
  • Respect someone’s right to be  quiet, but do give  them a  chance to share their ideas 1-to-1 (e.g. during a break)
  • Use differences of opinion as a topic of discussion –  the moderator should avoid taking sides
  • In order to avoid “leading” participants with  any  reaction  to their comments, we suggest that reactions should be warm but value-neutral. Ways to be value-neutral are: informationseeking

(e.g. “tell me more about that…”), clarifying (e.g. “Can you  explain what you mean?”) and acknowledging (“I hear what you are saying…”).

To evaluate the performance of a trainer, demonstration observation is usually done by the Vocational Instruction Supervisor (VIS). After the demonstration, a meeting which will discuss the result of evaluation should follow. It is recommended that a focus group discussion will be used  to  discuss demonstration observations. The  focus  of  the  discussion  is  primarily to improve CBT implementation which shall include improvements on the  skills of the trainers and  the resources of the training, and  the layout of the workshop.

To discuss the results of the observations the following should be observed:

1. The VIS should act as the moderator.
2. Assign a secretary who will take the minutes.
3. Use the Performance Criteria Checklist on Facilitate Training  Session as a basis. Other observation items maybe included but discussions should focus on how CBT is implemented.
4. Avoid referring to a particular person. Refer to the performance of the items included in the criteria.
5. After discussing the observation, focus on how the performance of the item should be improved.
6. After the discussions, always make it a practice to have agreements on the topics discuss. Course of actions to improve on the CBT implementation should be agreed upon by the participants.

Minutes of the meeting

Minutes of the meeting is a documentation of the discussions and agreements/resolutions on topics discussed in a meeting.

Meeting minutes are important. They capture  the  essential  information of a meeting – decisions and assigned actions. They keep attendees on track by reminding them of their  role  in  a  project/endeavor  and clearly define what happened in a group session.

Meeting minutes shouldn’t be an exact recording of everything that happened during a session. Minutes are meant to record basic information such as the actions assigned and decisions made. Then, they can be saved and used for reference or background material for future meetings relating to the same topic.

The following instructions will help you take useful and concise meeting minutes.

Before the Meeting

If you are recording the minutes, make sure you aren’t a major participant in the meeting. You can’t perform both tasks well.

Create a template for recording your meeting minutes and make sure you leave some blank space to record your notes. Include the following information:

• Date and time of the meeting
  • The purpose of the meeting
  • The meeting lead or chair’s name
  • Assigned action items
  • Decisions made

Before the meeting, gather as much information from the host as you can. Ask for a list of attendees, as well as  some  information on  the  purpose  of the meeting. This way you won’t need to scramble to understand what’s going on while you’re recording notes.

Decide how you want to record your notes. If you aren’t comfortable relying on your pen and notepad, try using a tape recorder or, if you’re a fast typist, take a laptop to the meeting.

During the Meeting

Check the attendance. Ask the meeting moderator to introduce you to meeting attendees you aren’t familiar with. This will be helpful later when you are recording assigned tasks or decisions.

Don’t try to record notes verbatim – it’s not necessary. Minutes are meant to give an outline of what  happened in the meeting, not a record of  who said what. Focus on understanding what’s being discussed and on recording what’s been assigned or decided on.

Record action items and decisions in your template as they happen – don’t wait until after the meeting to pull them out of your notes or you could make a mistake. If you don’t understand exactly what  decision  has  been made or what action has been assigned, ask the meeting lead to clarify.

After the Meeting

Review the notes and add additional comments, or clarify what you didn’t understand right after the meeting. Do this while the information is fresh in everyone’s mind. Type your notes out in the template you created before the meeting – this will make the notes easier for everyone to read and use.

When you’re writing out your notes, use some of the following tips from the International Association of Administrative Professionals (IAAP).

• Number the pages as you go so you aren’t confused later. Remember, though, that the minute-taker is responsible for providing good flow. Don’t force yourself to write the minutes in the actual chronological order of the discussion – it may  not  work.
  • Focus on action items, not discussion. The purpose of minutes is to define decisions made and to record what actions are to be taken, by whom and when.
  • Be objective. Write in the same tense throughout and avoid using people’s names except for motions or seconds. This is a business document, not about who said what.
  • Avoid inflammatory or personal observations. The fewer adjectives or adverbs you use, the better. Dull writing is the key   to appropriate minutes.
  • If you need to refer to other documents, attach them in an appendix or indicate where they may be found. Don’t rewrite their intent or try to summarize them.

When you finish typing the minutes, ask the meeting moderator to review the document for errors. Send the final copy of the minutes  to attendees right away. Keep a copy of the notes (and  the  template)  for  yourself in case someone wants to review them later.

Recording meeting minutes ensures that the decisions and actions resulting from a meeting aren’t lost or forgotten. By taking the time to record proper meeting notes you’ll make sure the time and effort that goes into a meeting isn’t wasted. (Effective Meetings.com)