>part II The Design of Business Research

>What Is Qualitative Research?

Qualitative research includes an “array of interpretive techniques which seek to describe, decode, trans-
late, and otherwise come to terms with the meaning, not the frequency, of certain more or less naturally
occurring phenomena in the social world.”5 These techniques include individual depth interviews (IDIs)
and group interviews, as well as multiple-method approaches involving interviews and observation tech-
niques (e.g., case studies, ethnography, grounded theory, action research). Qualitative research can be
conducted asynchronously (from multiple participants at different times) or synchronously (from all par-
ticipants at the same time). Qualitative research can be conducted as a cross-sectional study (e.g., one
interaction per participant during the research period) or as a longitudinal study (e.g., multiple interac-
tions per participant during the research period).
If the manager needs to know only what happened, or how often things happened, quantitative
research methodologies would serve the purpose. But to understand the different meanings that people
place on their experiences often requires research techniques that delve more deeply into people’s hid-
den interpretations, understandings, and motivations. Qualitative research is designed to tell the re-
searcher how (process) and why (meaning) things happen as they do. Judith Langer, a noted qualitative
researcher, indicates that qualitative research is ideal if you want to extract feelings, emotions, motiva-
tions, perceptions, people’s “language,” or self-described behavior.6 Exhibit 6-2 offers some examples of
appropriate uses of qualitative research in business.
Qualitative research is based on “researcher immersion in the phenomenon to be studied, data
which provide a detailed description of events, situations and interaction between people and things,

>Exhibit 6-2 Some Business Uses for Qualitative Research

Decision Arena Questions to Be Answered

Job analysis Does the current assignment of tasks generate the most productivity?
Does the advancement through di erent job levels incorporate the
necessary training to foster the strongest performance?
Advertising concept development What images should we use to connect with our target customers’
motivations?
Productivity enhancement What actions could we take to boost worker productivity without gen-
erating worker discontent?
New product development What would our current market think of a proposed product idea?
We need new products, but what should they be to take advantage of
our existing customer-perceived strengths?
Which products will create the greatest synergy with our existing prod-
ucts in terms of ROI and distribution partner growth?
Benefits management Should our compensation plan be more flexible and customizable?
How do employees perceive wellness-prevention programs as com-
pared to corrective health programs in terms of value?
Retail design How do consumers prefer to shop in our store? Do they shop with a
defined purpose, or are they a ected by other motives?
Process understanding What steps are involved in cleaning a wood floor? How is our product
perceived or involved in this process?
Market segmentation Why does one demographic or lifestyle group use our product more
than another?
Who are our customers and how do they use our product to support
their lifestyle?
What is the influence of culture on product choice?
Union representation How do various departments perceive the current e ort to unionize
our plant? Where and what are the elements of discontent?
Sales analysis Why have once-loyal customers stopped buying our service?

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>snapshot
Digital Transformation Revealed Using IDIs

Businesses in the midst of digital transformation use digital ad-

vances, as well as improve their use of traditional technologies,
to change customer relationships, internal processes, and busi-
ness models. The MIT Center for Digital Business and Capgemini
Consulting set out to investigate whether and how large, tradi-
tional companies ($1 billion or more in annual sales) around the
world—as opposed to high-tech companies or digital startups—
are managing and benefiting from this digital transformation.
They conducted a multiyear study using in-depth interviews
with 157 executives (half business leaders and half IT leaders) in
50 companies in 15 countries. Interviews focused on how four
digital technologies—analytics, mobile, social media, and em-
bedded devices—are being used in the enterprise.
The study revealed companies follow three di erent ©Mutlu Kurtbas/Getty Images

strategies to address three key areas of transformation (cus-

tomer experience, operational processes and business mod- behavior, but lack the analytical capabilities to tap the power
els): substitution (e.g., using smartphones rather than PCs for of the data they have collected. Still others haven’t begun the
email), extension (a significant improvement—e.g., using tab- transformation process.
lets rather than paper for processing orders), or breakthrough Slow progress in digital transformation is caused by lack of
(fundamentally redefining a process or function—e.g., using impetus at the top; lack of a clear business case for some tech-
embedded devices and analytics to create fully automated nologies within some industries; regulatory, privacy, and security
factories). Substitution dominates across the technologies ex- concerns; missing skills, especially in analytics; organizational
cept in the use of social media. Embedded devices are still an culture related to changes in jobs due to automation, informa-
emerging technology; less than one-fourth of companies are tion empowerment, and labor relations; or a poor information
using these. technology base. Digital transformation successes reveal where
The interviews revealed that “very few businesses are gain- the IT team has a deep understanding of underlying business
ing the full value of technologically-enabled change, even with processes and acts as internal process consultants; they ener-
technologies they already own.” Some have improved process gize the digital transformation.
e ciency and improved financial data for strategic decisions, Why did the researchers choose to use IDIs to collect this
but not learned how to use the information in negotiating with data?
suppliers. Others have gathered detailed information on buyer ebusiness.mit.edu; capgemini.com

[thus] providing depth and detail.7 Qualitative research—sometimes labeled interpretive research be-
cause it seeks to develop understanding through detailed description—contributes to building theory
but rarely tests it.
Qualitative data were once exclusively about texts. Today, detailed descriptions of events, situations,
and interactions—verbal, visual, and audio—constitute the data. Data may be contained within transcrip-
tions of interviews or video focus groups, as well as in notes taken during those interactions. By defini-
tion, qualitative techniques generate reams of words and images that need to be coded and analyzed by
humans for meaning. While computer software is increasingly used for the coding process in qualitative
research, at the heart of the qualitative process is the researcher—and his or her experience—framing and
interpreting the data.8
In qualitative research, the researcher and manager (research sponsor) often have significant involve-
ment in collecting and interpreting the data. The researcher may serve as a participant or a catalyst, as a
participant observer, or as an interviewer. The manager may observe (in some cases via webcast of inter-
views directly to the sponsor’s desktop computer), influence interview questions, and add interpretations

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and insights during the debriefing process. The qualitative researcher uses content analysis of written
or recorded materials drawn from personal expressions by participants, behavioral observations, and
debriefing of data collectors, as well as the study of artifacts and trace evidence from the physical envi-
ronment of the participant interaction.
Qualitative studies with their smaller sample sizes offer an opportunity for faster turnaround of find-
ings. While speed should never be the primary reason for choosing a methodology, qualitative data may
be especially useful to support low-risk decisions that must be made quickly. Both group and individual
interviewing, the mainstay techniques of qualitative research, can be conducted in highly secure environ-
ments. In this era of data security, protecting research from the eyes of competitors is critically impor-
tant. Qualitative techniques are suitable to research in all business disciplines.

>Qualitative Research Design

Exhibit 6-3 reveals several key distinctions that affect the research design when qualitative research is
used:
• The level of question development in the management–research question hierarchy prior to the com-
mencing of qualitative research and how it affects development of the measurement instrument. In
qualitative studies, the researcher starts with broader investigative questions and has the ability
to modify the measurement questions asked or the observations made—while the study is in
progress—to gain a deeper understanding.

>Exhibit 6-3 Qualitative Research Design within the Research Process

Stage 1
Investigative
Questions

Design the Research

Stage 2

Data Collection Sampling

Design Design

Measurement
Recruitment Questions
Screener

Develop Interview/ Develop Activities

Discussion Guide (Including Stimuli)

Schedule Activities SYNC ASYNC

Assign Pretasks

Debrief Data
Collect and Prepare the Data Stage 3
Collectors/Sponsors

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 >chapter 6 Stage 2: Data Collection Design: Qualitative Research

• The preparation of the participant prior to the research experience. In qualitative studies participants
involved in an interview-based design are not only thoroughly prescreened but often prepared with
pre-study exercises before the research starts (pretasking), sensitizing them to the research topic if
not its objective. Participants are recruited in large part due to their ability to communicate their
innermost thoughts and feelings; this requires some forethought on the part of the participant.
The integration of data and insights that come from data collectors and sponsors as part of the
data collection and preparation processes (debriefing).
• The integration of data and insights from the data collectors and manager-sponsors during data collec-
tion and preparation. In a qualitative study, multiple sources add to the insights, especially debrief-
ing of data collectors, manager-sponsors, and others observing participant interviews.
Key to the preceding is a fundamental difference in qualitative research: The researcher is the center;
he or she is responsible for guiding the process to extract the desired insights. In quantitative research,
the researcher is mostly invisible to the participant. In any quantitative study, any and all of these dis-
tinctions would inject unacceptable bias, reducing the value of the data. But in qualitative research, they
are the essence of discovering the insights that are sought. Exhibit 6-4 reveals the distinctions between
qualitative and quantitative designs.

>Qualitative Sampling Design

Unlike in quantitative design, the qualitative researcher, while identifying the desired characteristics of
a sample case, may not predetermine the project’s sample size. The researcher seeks data saturation—
the point at which no new information is forthcoming and no new insights seem feasible.9 That said,
sample sizes for qualitative research vary by technique but are generally far smaller than quantitative
statistical studies. Of course, there are always exceptions to the rule of smaller sample sizes. AT&T
conducted a qualitative study to develop its 800 Reasons ad campaign for using its long-distance
service, using thousands of structured interviews with business professionals in dozens of cities over
several weeks. These interviews provided numerous reasons why businesses used the AT&T 800 ser-
vice, and each of these “reasons” became the focus of a television and/or magazine ad in the multi-ad
campaign.10
Qualitative research employs nonprobability sampling. In the arbitrary and subjective procedure for
selecting sample cases, not only is little attempt made to generate a representative sample, the researcher
often seeks a nonrepresentative one in order to extract the most, and most significant insights. Several
types of nonprobability sampling are common to qualitative research:
• Purposive sampling. Researchers choose participants for their unique characteristics or their expe-
riences, attitudes, or perceptions; as conceptual or theoretical categories of participants develop
during the interviewing process, researchers seek new participants to challenge emerging patterns.
Today, this often includes drawing participants from existing communities or panels.
• Snowball sampling. Participants refer researchers to others who have characteristics, experiences,
or attitudes similar to or different from their own.
• Convenience sampling. Researchers select any readily available individuals as participants.
Recruiting top-quality participants is one of the most important jobs of the qualitative researcher.
Without the right people, they won’t achieve deep meaning. Researchers want people who:11
• Share common characteristics, so they can be comfortable with each other.
• Have a range of life experiences.
• Hold different perspectives on issues.
• Can articulate their ideas, experiences, feelings, attitudes, and beliefs.
• Want to share their ideas/experiences.
• Want to hear the ideas/experiences of others.
• Like to collaborate to solve problems.

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>Exhibit 6-4 Qualitative versus Quantitative Research

Qualitative Quantitative

Focus of research Understand and interpret Describe, explain, and predict

Researcher involvement High—researcher is participant or catalyst Limited; controlled to prevent bias
Research purpose In-depth understanding; theory building Describe or predict; build and test theory
Sampling design Nonprobability; purposive, convenience, Probability
snowball
Sample size Small to medium Medium to large
Research design May evolve or adjust during the course of the Determined before commencing the project
project Uses single method or mixed methods
Often uses multiple methods simultaneously or Consistency is critical
sequentially
Involves either a cross-sectional or a longitudi-
Consistency is not expected nal approach
Involves either cross-sectional or longitudinal
approach
Engagement exercises, Frequently used Rarely used
including projective
techniques
Participant preparation Pretasking is common No preparation desired to avoid biasing the
participant
Data type and preparation Verbal, video, or pictorial descriptions Verbal descriptions
Reduced to verbal codes Reduced to numerical codes for computerized
analysis
Data analysis Human analysis following computer or human Computerized analysis—statistical and math-
coding; primarily nonquantitative ematical methods dominate
Analysis is ongoing during the project Analysis may be ongoing during the project
Distinctions between facts and judgments less Maintains clear distinction between facts and
clear—researcher to seek the contextual frame- judgments
work of the phenomenon being measured
Involves debriefing of data collectors/moderators/
research sponsors/observers for greater insights
Insights and meaning Determined by type and quantity of free- Limited by the quality of the measurement
response questions, involvement activities; instrument
adjustable during the process Limited opportunity to probe participants
Probing is expected and used during data collection, with limited ability to
Insights are formed and tested during the re-interview participants
process Insights follow data collection and data entry,
with limited ability to re-interview participants
Research sponsor May participate by observing research in real Rarely has either direct or indirect contact with
involvement time or via taped interviews, or conducting inter- participant
views or observations
Feedback turnaround Smaller sample sizes make some data collection Larger sample sizes lengthen data collection;
faster for shorter possible turnaround Internet methodologies can shorten turnaround
Insights are developed as the research pro- but inappropriate for some studies
gresses, shortening data analysis Insight development follows data collection
and entry, lengthening research time frame;
software permits some tallying of responses as
data collection progresses
Data security More absolute given use of restricted access Act of research in progress is often known by
facilities and smaller sample sizes competitors, employees, etc.
Insights may be gleaned by competitors/
employees for some visible, field-based studies

Source: This exhibit was developed from material extracted from Judith Langer, The Mirrored Window: Focus Groups from a Moderator’s Point of View (Ithaca, NY: Paramount Market Publishing, 2001); Hy Mari-
ampolski, Qualitative Market Research: A Comprehensive Guide (Thousand Oaks, CA: Sage Publications, 2001); David Carson, Audrey Gilmore, Chad Perry, and Kjell Gronhaug, Qualitative Marketing Research
(Thousand Oaks, CA: Sage Publications, 2001); and Norman K. Denzin and Ynonna S. Lincoln, editors, The SAGE Handbook Qualitative Research, 4th ed. (Thousand Oaks, CA: Sage Publications, April 27, 2011).

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Increasingly, we are using online communities and panels to find participants because both the time
and effort we need from them is significant. But we also use organization members when the research
topic is general or relevant to a particular group. For example, we might recruit from the members of
a church to interview prospects on laundry product purchases (general topic), or recruit those who
belong to a social club to evaluate restaurants (topic relevant to a particular group). When the desired
participants are difficult to access (e.g., doctors, lawyers, scientists, etc.), researchers are likely to use the
services of a sample recruiter who will call and email prospects until a sample group is formed. Recruit-
ing can sometimes take as long as the actual qualitative study.
Much of qualitative research involves the deliberate preparation of the participant called pretasking.
Finding people who are willing to participate at this level of engagement is critical. This step is important
due to the desire to extract detail and meaning from the participant. A variety of creative and mental ex-
ercises draw participants’ understanding of their own thought processes and ideas to the surface. Some
pretasking exercises include:
• In-home product use (with instructions to use the product or medium—e.g., a magazine—repeatedly
over the preparation period before the interview).
• Collecting and supplying visual stimuli (e.g., family photos of areas or rooms in their homes that
they hate to clean or have trouble decorating, or a favorite item of clothing).
• Preparing a visual collage (e.g., take pictures over several weeks, with a one-time-use camera, of
their children’s favorite outfits for different purposes or situations, or cutting pictures out of
magazines that reflect how they feel when dealing with a particular supervisor).
• Preparing detailed diaries of behavior and perceptions (e.g., a record of their step-by-step experience
preparing a travel proposal).
• Drawing a picture of an experience (e.g., what they felt like when they last shopped in a particular
store).
• Writing a dialog of a hypothetical experience (e.g., how a conversation between the participant
and a sales associate would progress when a complaint was not resolved).12
There is a growing awareness among participants that their information has value, and that they
should be compensated in some way for sharing information about themselves.13 The more time in-
volved, the more exercises required, the more rare the participant, the more follow-up contacts desired—
all increase the participation incentive. Thus, researchers have to be prepared to incentivize individuals
for participating in qualitative research; this might not always be in the form of cash, but could also be
in terms of discounts, customer perks, time off from the job, etc. Artem Patakov of CEO of Noom Inc.,
the behavioral modification organization designed to improve heath care, says firms increasingly need a
privacy philosophy that includes not just a commitment to protect participant privacy, control of data,
and participant choice to participate in data collection, but also a policy to fairly compensate partici-
pants for sharing information.14

>Qualitative Data Collection Design

Interviews
The interview is the primary data collection technique for gathering data in qualitative methodologies.
Interview techniques vary based on the number of participants involved in the interview, the level of
structure, the proximity of the interviewer to the participant, and the number of interviews conducted
during the research time frame. An interview can be conducted individually or in groups. Exhibit 6-5
compares the individual and the group interview as a research methodology. Both have a distinct place
in qualitative research.
Interviewing requires a trained interviewer (called a moderator for group interviews) or the skills
gained from experience. These skills include making respondents comfortable, probing for detail with-
out making the respondent feel harassed, remaining neutral while encouraging the participant to talk
openly, listening carefully, following a participant’s train of thought, and extracting insights from hours

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>Exhibit 6-5 A Comparison of Individual Depth Interviews and Group Interviews

Individual Interview Group Interview

Research Objective
Explore life of individual in depth Orient the researcher to a field of inquiry and the language of the field
Create case histories through Explore a range of attitudes, opinions, and behaviors
repeated interviews over time
Observe a process of consensus and disagreement
Test a survey
Add contextual detail to quantitative findings
Topic concerns
Detailed individual experiences, Issues of public interest or common concern
choices, biographies
Issues where little is known or of a hypothetical nature
Sensitive issues that might provoke
anxiety if discussed in a group
Participants
Time-pressed participants or those Participants whose backgrounds are similar or not so dissimilar as
di cult to recruit (e.g., doctors) to generate conflict or discomfort
Participants with su cient lan- Participants who can articulate their ideas
guage skills (e.g., those older than
Participants who o er a range of positions on issues
seven)
Participants whose distinctions
would inhibit participation

of detailed descriptive dialogue. Skilled interviewers learn to use their personal similarities with or dif-
ferences from their interviewee to mine for information; similarities are used to convey sympathy and
understanding, while differences are used to demonstrate eagerness to understand and empathize. Un-
like quantitative research, where we are interested in the data collector following a prescribed procedure,
in qualitative research the interviewer needs flexibility to extract meaning. This usually means the inter-
viewer has a fuller understanding of the dilemma and how the insights will be used. The skilled inter-
viewer must be a “quick-study,” someone who can grasp an understanding of an issue without necessarily
having prior experience with the topic or being a technical expert.
The researcher chooses either an unstructured interview (no specific questions or order of topics to
be discussed, with each interview customized to each participant; generally starts with a participant
narrative—their story related to the topic of the research) or a semistructured interview (generally starts
with a few specific questions and then follows the individual’s tangents of thought with interviewer
probes) or a structured interview (often uses a detailed interview guide similar to a questionnaire to guide
the question order and the specific way the questions are asked, but the questions generally remain open-
ended). In mobile or Internet-based interviews, the moderator’s questions may be pretaped, especially if
the interviews are asynchronous. Structured interviews permit more direct comparability of responses;
question variability has been eliminated and thus answer variability is assumed to be real. Structured in-
terviews are the choice when activities (such as video, photos, collaging, etc.) are used. In the structured
interview, the interviewer’s neutrality is enhanced.
The unstructured and semistructured interviews used in qualitative research are distinct from the
structured interview in several ways. They:
• Rely on developing a dialog between interviewer and participant.
• Require more interviewer creativity.
• Use the skill of the interviewer to extract more and a greater variety of data.
• Use interviewer experience and skill to achieve greater clarity and elaboration of answers.
Interviews conducted face-to-face in specialized facilities offer the obvious benefit of being able
to observe and record nonverbal as well as verbal behavior. An interview, however, can be conducted

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by mobile phone or via the Internet. In these instances, the participant must willingly use his or
her own device’s camera to allow the interviewer such observation. Phone and online interviews
offer the opportunity to conduct more interviews within the same time frame and draw partici-
pants from a wider geographic area. These approaches also save the travel expenses of moving
trained interviewers to participants, as well as the travel fees associated with bringing participants
to a neutral site. Using interviewers who are fresher and more comfortable in conducting an
interview—often from their home or office—should increase the quality of the interview. Also, de-
pending on the group from which participants are drawn, there may be insufficient numbers to
conduct group interviews in any one location, forcing the use of mobile or online techniques to
supplement the sample.

Interviewers as Consultants
As data collectors, interviewers have unique responsibilities in qualitative research due to their special-
ized skill set. The interviewer, in his or her role as a collaborative consultant:15

• Recommends method and level of structure.

• Proposes the criteria for drawing the sample participants.
• Writes the recruitment screener and may recruit participants.
• Controls the interview, but also plans—and may manage—the locations and facilities for
the study.
• Develops the various pretasking exercises.
• Prepares the interview or discussion guide (recommends topics, question wording, question
order).
• Prepares instructions.
• Prepares any research stimuli (e.g., activities, tools used within activities) to be used during the
interview.
• Debriefs the manager-sponsor and others observing the research.
• Supervises the transcription process.
• Helps analyze the data and draw insights.
• Prepares or directs the preparation of the client report, including extracting video or audio clips
for the oral report.

Within this list of responsibilities, two deserve special attention: the recruitment screener and the
interview/discussion guide. The interviewer is often responsible for generating the screening questions
used to recruit participants for the qualitative research. This preinterview uses a device similar to a
questionnaire, called a recruitment screener. Exhibit 6-6 provides the various elements necessary for
a comprehensive recruitment screener. Each question is designed to reassure the researcher that the
person who has the necessary information and experiences, as well as the social and language skills to
relate the desired information, is invited to participate. Data gathered during the recruitment process are
incorporated into the data analysis phase of the research, as recruitment data provide additional context
for participants’ expressions.
The interviewer needs to be able to extract information from a willing participant who often is not
consciously aware that he or she possesses the information desired. Thus the actual interviewer gener-
ates the interview or discussion guide, the list of topics to be discussed (unstructured interview) or the
questions to be asked (semistructured) and in what order (structured), as well as any preparatory pre-
tasks or during-research activities. In building this interview/discussion guide, many interviewers employ
a hierarchical questioning funnel, depicted in Exhibit 6-7. Broader questions start the interview, designed
to put participants at ease and give them a sense that they have a lot to contribute, followed by increas-
ingly more specific questions to draw out detail.

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>Exhibit 6-6 What Is Included in the Recruitment Screener?

For best e ect, qualitative research takes creative, articulate, expressive individuals. Finding appropriate participants
is the task of the researcher. Here are some common elements addressed at this phase of the research.
Category Option

Heading Include project name, date of interviews, identity of screener.

Screening requirements Specify conditions that must be met to extend a prospect an o er to partici-
pate; may include quotas for various demographic, lifestyle, attitudinal, or usage
questions.
identity information Include name of prospect, address, phone, email.
Introduction Describe purpose of study in a motivational way. Completely “blind” studies do
not motivate participation.
Security questions Reveal possible participant overparticipation or conflicts of interest; similar infor-
mation on spouse or immediate family members.
Demographic questions Determine match for age, gender, ethnicity or race, income, geography, employ-
ment status, or occupation.
Product/brand usage/ Establish frequency of use, purchase, loyalty, etc.
purchase questions
Lifestyle questions Establish the participant’s daily life experiences, as well as those of the person
with whom the participant shares his or her life.
Attitudinal and knowledge Look for breadth in perceptions, attitudes, opinions, knowledge.
questions
Articulation and creative Seek evidence that participant can articulate his or her ideas and form and
questions express opinions; scenarios might include problem–solution questions or ask
participant to confront an unusual challenge. (“What could you do with a brick?”)
O er or termination Invite participation, discuss compensation and pretasking, set up interview, or
indicate that the person is not right for the current study but may be right for
future studies.

>Exhibit 6-7 Interview Question Funnel

Broad Issue
What do participants consider entertaining?

Narrow to one topic:

What type of movie do participants consider most entertaining?

Narrow the topic:

What do participants find most entertaining about action movies?

Narrow to the client’s specific interest:

Within action movies, how do the computer-enhanced or computer-generated
action sequences contribute to the movie’s entertainment experience?

Source: This graphic was adapted from one developed by Judith Langer and was published in The Mirrored Window: Focus Group from a Moderator’s Point of View (Ithaca, NY: Paramount
Market Publishing, 2001). www.paramountbooks.com.

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Creative Exercises
Creative exercises or activities are common within a qualitative interview. Because researchers are often
looking for hidden or suppressed meanings, projective techniques can be used. Projective techniques are
“exercises or activities that are purposely ambiguous and unstructured in nature so that beliefs, feelings,
attitudes, and motivations, which may otherwise be hard for consumers to articulate, can be uncov-
ered.”16 These techniques allow the participant to project their feelings and ideas onto another—often
hypothetical—individual. Some examples of these activities include:17
• Word or picture association Participants are asked to match images, experiences, emotions, prod-
ucts and services, even people and places, to whatever is being studied. “Tell me what you think of
when you think of Kellogg’s Special K cereal.”
• Completion/fill in the blank Participants are given an incomplete sentence, story, argument, or con-
versation and asked to finish it. “Complete this sentence: People who buy over the Internet . . .”
• Collage Participants are asked to collect images (e.g., from personal photos, magazines, or the In-
ternet) and use these to express their feelings or the feelings of others like them on a topic.
• Cartoons or empty balloons Participants are asked to write the dialog for a cartoonlike picture.
“What will the employee say when she sees her production supervisor approach her?”
• Thematic Apperception Test Participants are confronted with a picture (usually a photograph or
drawing) and asked to describe how the person in the picture feels and thinks.
• Component sorts Participants are presented with flash cards containing component features and
asked to create new combinations.
• Sensory sorts Participants are presented with scents, textures, and sounds, usually verbalized on
cards, and asked to arrange them by one or more criteria.
• Laddering or benefit chain Participants are asked to link functional features to their physical and
psychological benefits, both real and ideal.
• Write a letter Participants are asked to write a letter to a person empowered to make things hap-
pen (e.g., CEO, HR director, parent, etc.).
• Storytelling A scenario is described and participants are asked to tell a story related to the
scenario.
• Projective drawing Participants are asked to draw a concept or create a model, and then asked to
explain it.
• Third-party projection Participants are asked to describe what others feel, believe, think, or do.
• Role-playing Participants are asked to assume a role within the organization and respond to a situa-
tion as they think that individual would.
• Creative innovation role-play Participants assume an innovation position (e.g., scientist), create
something (e.g., new product, package), and then explain it.
• Imagination exercises Participants are asked to relate the properties of one thing/person/brand to
another. “If Crest toothpaste were a college, what type of college would it be?”
• Imaginary universe Participants are asked to assume that the brand and its users populate an
entire universe; they then describe the features of this new world.
• Visitor from another planet Participants are asked to assume that they are aliens and are con-
fronting the situation for the first time; they then describe their reactions, questions, and atti-
tudes about the situation.
• Personification Participants are asked to imagine inanimate objects with the traits, character-
istics and features, and personalities of humans. “If brand X were a person, what type of person
would brand X be?”
• Authority figure Participants are asked to imagine that the brand or product is an authority fig-
ure and to describe the attributes of the figure.
• Ambiguities and paradoxes Participants are asked to imagine a brand as something else (e.g.,
Tide dog food or Marlboro cereal), describing its attributes and position in the category.

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©Tom H. C. Anderson (OdinText Inc.)

>picprofile
When Anderson Analytics wanted to help its research participants delve into their deepest thoughts on a research topic, they
used projective techniques that employed a colorful cast of characters. Participants choose one from the cast that most closely
represents them or another they are trying to describe. They then attributed attitudes, feelings, emotions, and perceptions to the
character. “The added bonus of the characters is that some of the characters elicit similar responses [across research projects],
so we have some idea on benchmarking,” shared Anderson Analytics managing partner Tom Anderson. “For instance the heavier
male character with the guitar is often thought of as an outsider, ‘poser’ wanting desperately to fit in, generally not well liked.”
www.odintext.com

Exercises often draw out less verbal members of a group. Projective techniques can dissipate
tension caused by sensitive topics or can be useful when a change of focus in the interview is im-
minent. A well-trained interviewer is required if the research demands that one or more of these
techniques be included within an individual depth interview or group interview. These techniques
are also time-consuming to apply, lengthening the time frame of the individual or group interview.
With online interviews, participants are asked to develop these techniques on their own time, to
shorten the time spent with the interviewer. These techniques lengthen data analysis time, but en-
rich the data obtained.

Individual Depth Interviews

An individual depth interview (IDI) is an interaction between an individual interviewer and a single par-
ticipant. Individual depth interviews generally take between 20 minutes (telephone interviews) and two
hours (prescheduled, face-to-face interviews) to complete, depending on the issues or topics of interest
and the contact method used. Some techniques such as life histories may take as long as five hours. Par-
ticipants are usually paid to share their insights and ideas; $1 per minute is the budgeting rule of thumb
for general consumers, but much higher rates are demanded by participants representing highly skilled
professionals.18
Interviewees are often provided with advance materials via mail, fax, or the Internet. Recently, ad-
vances in technology have encouraged the use of detailed visual and auditory aids during interviews,
creating the methodology known as computer-assisted personal interviews (CAPIs). CAPIs often use a
structured or semistructured individual depth interview.
Several unstructured individual depth interviews are common in business research, including oral
histories, cultural interviews, life histories, critical incident technique, and sequential (or chronologic)
interviewing. Exhibit 6-8 describes these techniques and provides examples.

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>Exhibit 6-8 Qualitative Methods That Use IDIs

Types How Research Is Conducted How Research Is Used

Oral history Ask participants to relate their personal experi- To develop products [e.g., books:
(narrative) ences and feelings related to historical events or September 11, 2001: Stories from
past behavior. 55 Broad Street by Eddie T.
Deerfield and Thomas T. Noland Jr.
(editors); An Album of Memories:
Personal Histories from the Greatest
Generation by Tom Brokaw].
Cultural interviews Ask a participant to relate his or her experiences To determine product positioning or
with a culture or subculture, including the knowl- advertising creation
edge passed on by prior generations and the (e.g., how people use baking soda
knowledge participants have or plan to pass on to leads to positioning the product as
future generations. not just a baking ingredient but also
a deodorizer, toothpaste substitute,
etc.).
Life histories Extract from a single participant memories and To determine positioning for com-
experiences from childhood to the present pany prior to an identity or name
day regarding a product or service category, change
brand, or firm. Participants are encouraged to (e.g., Frosted Flakes and Tony
share how the significant people in their lives the Tiger—ad spots where adults
talked about or were involved with the organi- feel they must appear in disguise
zation, how their attitudes or preferences have because they eat a “child’s cereal”).
changed over their lives with respect to the
organization, and how their perceptions and
preferences have been altered by their various
life experiences.
Critical incident The participant describes: To evaluate manufacturing pro-
technique What led up to the incident. cesses, personal sales and telemar-
keting sales programs, compensation
Exactly what he or she did or did not do that or incentive programs, or other
was especially e ective or ine ective. management-related incidents.
The outcome or result of this action and why
this action was e ective or what more e ec-
tive action might have been expected.
Convergent Experts serve as participants in a sequential series To develop appropriate questions for
interviewing of IDIs; researcher refines the questions with each all types of research (in exploratory
(convergent and divergent interview in order to converge on the central research).
interviewing)
issues or themes in a topic area.
Sequential Approach the participant with questions formed To determine store design, adver-
interviewing around an anticipated series of activities that did or tising development, and product
(chronologic interviewing) might have happened, in order to have the partici- design; it is used to extract details
pant recall the detail of his or her own experience. related to shopping behavior,
advertising consumption behavior,
and product use behavior.
Ethnography Interviewer and participant collaborate in To determine product redesign,
a field-setting participant observation and advertising development, positioning,
unstructured interview. distribution selection; to discover
reactions and attitudes of striking
employees.
Grounded theory Using a structured interview, each subsequent To determine product design or
interview is adjusted based on the findings redesign and advertising and promo-
and interpretations from each previous inter- tion development.
view, with the purpose to develop general
concepts or theories with which to analyze the
data.
Source: This exhibit was developed from Hy Mariampolski, Qualitative Market Research: A Comprehensive Guide (Thousand Oaks, CA: Sage Publications, 2001), p. 53;
David Carson, Audrey Gilmore, Chad Perry, and Kjell Gronhaug, Qualitative Marketing Research (Thousand Oaks, CA: Sage Publications, 2001), pp. 84–89 and 152–157;
Anselm Strauss and Julia Corbin, Basics of Qualitative Research: Techniques and Procedure for Producing Grounded Theory (Thousand Oaks, CA: Sage Publications, 1998);
and Norman K. Denzin and Ynonna S. Lincoln, editors, The SAGE Handbook of Qualitative Research, 4th ed. (Thousand Oaks, CA: Sage Publications, April 27, 2011).

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>snapshot
IDIs Help Restructure Maritz Travel

For 50 years, Maritz Travel Company (MTC) has produced

meetings, events, and incentive travel experiences. But it is re-
ally in the motivation business, helping its business clients edu-
cate, motivate, and inspire their employees to achieve business
objectives. With the recent acquisition of Experient plus service
expansions and aggressive growth goals, MTC hired Marcus
Thomas LLC to answer the questions, “How should Maritz
Travel Company be structured in order to build equity in the
entire portfolio of brands while enhancing long-term value?”
and “How can Maritz Travel Company optimize positioning and
messaging for each of its audiences?” The complex nature of
this business demanded a comprehensive research approach,
outlining every detail from sample recruitment of some rare
and hard-to-reach audiences to a detailed plan for analysis and
deliverables. ©Ryan McVay/Getty Images

After three weeks of extensive recruiting using client lists

and target lists developed from trade publications, the research Marriott model (the company brand and the sub-brands
are balanced).
included 22 in-depth interviews with key purchase decision
makers (meeting planners and association and trade show orga- Harley Davidson model (the master brand is leveraged
at the expense of sub-brands).
nizers with event budgets from $500,000 to $1,000,000) as well
as influencers for each audience within key markets and indus- 4. Buying journey experiences.
tries. All participants were screened for prior awareness of Maritz
“[Once MTC was revealed as the research sponsor], to test
Travel or Experient; this screening included competitors to keep
the di erent brand structures, specific hypothetical scenarios
participants blind to the research purpose until it was revealed
were worked into the discussions designed to capture respon-
during the interview. Interviews were conducted via in-person
dent gut reactions. A change in brand structure clearly became
focus groups (90 minutes) or WebEx IDIs (45–60 minutes). “The
imperative, as an alternate structure demonstrated the greatest
online WebEx interview platform allows us to show imagery and
potential for impact,” revealed Stefanie Riediger, strategic plan-
other assets by sharing our screen, as well as view participants’
ner at Marcus Thomas.
non-verbal reactions on camera,” explained Edwige Winans, as-
Upon completion of this research, a complete analysis of the
sociate research director at Marcus Thomas. Brand perceptions
gathered primary research in combination with provided com-
were captured using projective techniques, and buying journey
pany intelligence and secondary research, helped shape key
experiences were captured using a pretask storytelling exer-
conclusions and implications for MTC. Marcus Thomas analyzed
cise. All interviews were recorded.
responses according to their TRU approach: what was Truthful,
The comprehensive interview guide was designed to elicit
Relevant, and Unique about each sub-brand within the house of
the following:
brands. A final written and oral report outlined detailed findings
and summarized conclusions, with strategic implications, recom-
1. Perceptions of Maritz Travel Company, Maritz Travel,
mendations, and next steps required to execute the brand strat-
Experient, and key competitors.
2. The equity of each brand. egy successfully.
Maritz Travel Company has made critical strategic business
3. The perceived value of three brand structure scenarios:
P&G model (sub-brands stand above the company and communications decisions based on the research.

brand). www.marcusthomasllc.com;www.maritzglobalevents.com

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Managing the IDI

Participants for individual depth interviews are usually chosen not because their opinions are representa-
tive of the dominant opinion, but because their experiences and attitudes will reflect the full scope of the
issue under study. Participants for individual depth interviews also need to be verbally articulate in order
to provide the interviewer with the richness of desired detail. Primary Insights Inc. developed its CUE
methodology to help marketers understand the performance cues that consumers use to judge a product.
It uses purposive sampling to recruit individuals “with a specific interest in and aptitude for analytical
thinking and discovering how things work.” CUE combines in-home product use with a diary pretask,
followed by individual depth interviews that extract what the participant saw, felt, heard, smelled, and
sensed when interacting with the product. What evolves is a hierarchy of sensory cues that clients may
use when modifying products to improve customer satisfaction.19
Individual depth interviews are usually recorded (audio and/or video) and transcribed to provide the
researcher with the rich detail for which the methodology is used. Interviewers are also themselves de-
briefed to get their personal reactions to participant attitudes, insights, and the quality of the interview.
Individual depth interviews use extensive amounts of interviewer time, in both conducting interviews
and evaluating them, as well as facility time when premises are occupied for interviews. And while some
respondents feel more comfortable discussing sensitive topics or sharing their own observations, behav-
iors, and attitudes with a single person, others are more forthcoming in group situations.

Group Interviews
A group interview is a data collection method using a single interviewer with more than one research
participant. Driven by the belief that the data extracted will be richer because of the interaction, group
interviews are one of the few research techniques in which the participants are encouraged to interact.
Group interviews can be conducted in-person, on the phone or other mobile device, or via the Internet;
the moderator works harder to keep participants engaged with each other in the latter two types of groups.
Group interviews can be described by the group’s size or its composition. Group interviews vary widely
in size: dyads (two people), triads (three people), minigroups (two to six people), small groups (focus
groups—6 to 10 people—unarguably the most well known of group interview techniques), or supergroups
(up to 20 people). Smaller groups are usually used when the target population is small, when the topic or
concept list is extensive or technical, or when the research calls for greater intimacy. Dyads also are used
when the special nature of a friendship or other relationship (e.g., spouses, superior–subordinate, siblings)
is needed to stimulate frank discussion on a sensitive topic. Dyads and triads are also used frequently with
young children who have lower levels of articulation or more limited attention spans and are thus more diffi-
cult to control in large groups. A supergroup is used when a wide range of ideas is needed in a short period of
time and when the researcher is willing to sacrifice a significant amount of participant interaction for speed.
In terms of composition, groups can be heterogeneous (consisting of different individuals; variety
of opinions, backgrounds, actions) or homogeneous (consisting of similar individuals; commonality of
opinions, backgrounds, actions). Groups also can comprise experts (individuals exceptionally knowl-
edgeable about the issues to be discussed) or nonexperts (those who have at least some desired informa-
tion but at an unknown level).
A group interview’s structure and process include moderator interaction with the group and probing of
the group to clarify responses. As a result, the moderator may create bias in the results by sending verbal
and nonverbal signals that some responses are more favorable than others. The moderator might also direct
discussion down paths that are least likely to help the client. Only training, and subsequent experience,
can overcome these potential weaknesses of group interviews. The skilled researcher helps the manager
determine an appropriate number of group interviews to conduct. The number of groups is determined by
• The scope of the issue(s) being studied: The broader the issue(s), the more groups needed.
• The number of a target population’s distinct segments of interest: The larger the number and the
greater the distinctions, the more groups needed.
• The number of new ideas or insights desired: The larger the number, the more groups needed.
• The level of detail of information: The greater the level of detail, the more groups needed.

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>Exhibit 6-9 Factors Influencing Participant Contributions in Group Interviews

Positive/Facilitators

Recognition/ego Moderator’s expressed appreciation for participant contributions that contribute

enhancement to issue understanding; participant’s open agreement with other participant
comments.
Personal contribution Participant’s desire to be helpful and perception that his or her contributions are
helpful.
Validation Participant’s need to have his or her feelings, attitudes, or ideas validated.
Catharsis/load-sharing Participant’s need to share something negative or bothersome with others.
Personal growth Participant’s desire to increase knowledge or understanding through new per-
spectives; participant’s desire for new experiences.
Socialization Participant’s desire to meet new people and make new friends in a “safe”
environment.
Expectations Participant’s accurate understanding of the purpose of the group discussion.
Extrinsic rewards Participant’s value perception of fee for participation.
Negative/Inhibitors

Use of abstract terminology Moderator or participant’s use of terminology or unfamiliar jargon.

Ego threats Participant’s challenging another participant’s knowledge of the subject.
Political correctness Participant’s withholding comments for fear that his or her contributions might be
perceived as disrespectful of another’s knowledge or opinions.
Ego defense Participant’s withholding a comment for fear that it will make him or her appear
unintelligent or that the opinion will be unpopular with the group.
Memory decay Participant’s failure to remember incidents or details of incidents.
Embellishment Participant’s creative additions to memories of behaviors in order to participate
fully or inflate status.
Inarticulation/rambling Participant’s inability to express ideas quickly or concisely.
accounts
Confusion Participant’s lack of understanding of the issue under discussion.
Reticence Participant’s need to be invited to participate (rather than actively volunteering
comments).
Time Participant’s concern about other obligations.
Dominating/monopolizing Participant’s attempting to take leadership or the spotlight, thus blocking contri-
butions of others.

• The level of geographic or ethnic distinctions in attitudes or behavior: The greater these influ-
ences, the more groups needed.
• The homogeneity of the groups: The less homogeneity, the more groups needed.
The general rule is: Keep conducting group interviews until no new insights are gained. Often a
limited number of groups will suffice, or sometimes the number might grow to 8 or even 12. It is often
preferable, depending on the topic, to run separate group interviews for different subsets of the target
population. For example, a study on nutritional advice may begin with separate consumer and physician
groups to determine the best ways to provide the advice. This type of homogeneous grouping tends to
promote more intense discussion and freer interaction.20
Researchers caution against forming groups solely on demographic descriptors; they favor “natural”
groups (like families, co-workers, church members, etc.) where the participants share an affinity
base.21 For customer groups, however, consideration should be given to such factors as gender, ethnic-
ity, employment status, and education because culture is a primary determinant of perception. In a

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recent exploratory study of discount shoppers, the attitudes about the economy and personal finances
expressed by East Coast respondents and West Coast respondents diverged widely. The research spon-
sor was able to use information from group interviews to build a strategy tailored to each geographic
area.22
Regardless of group composition, it is the moderator who sets the tone of the group. Homogenous
groups often discover their similarities early and get along well. But with heterogeneous groups, the
moderator must provide the ice-breaker activities that get the participants interacting with each other. As
with individual depth interviews, the moderator is responsible for developing the recruitment screener
and the group discussion guide. Exhibit 6-9 summarizes the facilitators and inhibitors of individual
participation in group interviews. A closer look at one of the best known of group interviews, the focus
group, may clarify these distinctions.

Focus Groups
The term focus group was first coined by R. K. Merton in his 1956 book, The Focused Interview. The focus
group is a panel of people (typically made up of 6 to 10 participants), led by a trained moderator, who
meet for 90 minutes to two hours. The facilitator or moderator uses group dynamics principles to focus
or guide the group in an exchange of ideas, feelings, and experiences on a specific topic. You’ll find a
sample focus group discussion guide for an in-person focus group in Appendix B.
Focus groups are often unique in research due to the research sponsor’s involvement in the process.
Most facilities permit the sponsor to observe the group and its dynamics in real time, drawing his or
her own insights from the conversations and nonverbal signals he or she observes. Many facilities also
allow the client to supply the moderator with new topics or questions in real time that are generated
by those observing. This option is generally not available in an IDI, other group interviews, or survey
research.
Focus groups typically last about two hours but may run from one to three hours. Facilities usu-
ally provide for the group to be isolated from distractions. Thus, the famous, or infamous, mirrored
window allows those who are interested to observe the group while they avoid interfering with the
group dynamics. Some facilities allow for product preparation and testing, as well as other creative
exercises.
Fewer and lengthier focus groups are becoming common, especially as we use online panels and
communities to draw participants. As sessions become longer, activities are needed to bring out deeper
feelings, knowledge, and motivations. Many of the projective techniques used in IDIs are also used in
focus groups:23
Focus groups are often used as an exploratory technique but may be a primary methodology. In two
such cases, a small college used focus groups to develop a plan to attract more freshmen applications,
and a blood center used a focus group to improve blood donations.24 Focus groups are especially valuable
in the following scenarios:25
• Obtaining general background about a topic or issue.
• Generating research questions to be explored via quantitative methodologies.
• Interpreting previously obtained quantitative results.
• Stimulating new ideas for products and programs.
• Highlighting areas of opportunity for specific managers to pursue.
• Diagnosing problems that managers need to address.
• Generating impressions and perceptions of brands and product ideas.
• Generating a level of understanding about influences in the participant’s world.
Groups best enable the exploration of surprise information and new ideas. Discussion guides can be
modified as the research team moves on to the next focus group. Even within an existing focus group,
an adept facilitator can build on the ideas and insights of previous groups, getting to a greater depth
of understanding.

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>snapshot
Qualitative Research in the Era of Smartphones

Qualitative research covers a wide range of techniques, but Qualitative research-

they share important qualities. Every technique is an attempt ers generally want to re-
to elicit meaning. Every technique digs deep but uses a smaller cord participants whether
sample size to deliver that depth. Every technique depends in the midst of a group dis-
on communication, albeit in a variety of formats. Qualitative re- cussion, IDI, testing a new
searchers have used the Internet for decades, but they have product in their home or in
embraced the smartphone as penetration has improved. More a store making a purchas-
than 77 percent of U.S. adults now own a smartphone, up from ing decision. Any projec-
35 percent just six years earlier; making penetration near 100 tive techniques generate
percent among younger adults. Internet broadband is now video. Video clips provide
used by 88 percent of U.S. adults. Dan Weber, CEO of Canada- an extensive amount of
based itracks, has been taking notice. “We’ve seen increased additional information be-
adoption of online qualitative and specifically mobile qualitative yond word choice, includ-
methods with increased penetration of mobile devices," shared ing body language and
Weber. “Participants are communicating a strong preference for tone of voice. These clips
mobile-friendly research experiences.” also provide additional
itracks GO is a complete suite of online and mobile tools context, which can be
for the qualitative researcher, covering IDIs and group discus- observed in the video’s
sions. The newest version of this software has solved some background. But upload-
problems that have plagued qualitative researchers. itracks ing these high-quality,
has designed the itracks Board platform to engage with peo- full-length videos was
Courtesy of itracks
ple who may have intermittent or limited access to broad- problematic until itracks
band or WiFi Internet by coming up with a mobile solution designed a way to com-
that allows participants to respond to qualitative questions press and fragment a single video into thousands of smaller
and post video responses without being connected to the clips that could upload quickly, then be reconnected just as
Internet. When their device returns to an environment with quickly. It also incorporates marking software for tagging clip
broadband or WiFi Internet access, the responses, including sentiments such as positive, neutral, or negative and o ers
videos, will be automatically posted. “Stability is no longer an “VideoVault” for storing and editing videos into video highlight
issue regarding mobile research,” shared Weber. “If you’re reels. These highlight reels provide important validation sup-
conducting research using an Internet-based platform and port for research findings and insights in research reports.
the participant’s daughter downloads a movie, you could lose Some qualitative subjects are highly sensitive. Weber noticed
them. itracks Board will accommodate intermittent discon- an uptick in researcher concern that subjects who had agreed to
nections to the Internet by uploading of responses and vid- participate were dropping out of groups or IDIs; these participants
eos once Internet access is restored. Research conducted on were uncomfortable broadcasting their own image. itracks GO
smartphones now allows participation from any environment now includes an audio-based IDI tool that allows respondents to
including backyards, stores, or in remote locations regardless participate without being filmed and includes media shares and
of Internet capability.” markup tools to enhance participant engagement.
In an era of incredible time pressure, itracks GO, as part Gen Y and Gen Z cohorts (born 1960–2000) are great tex-
of the software’s back end, builds in participant calendar no- ters, so itracks GO incorporates a text-based chat platform. Tran-
tices and reminders, as well as reminder notices to sponsor- scripts of these sessions can be instantly downloaded and later
ing managers. Those managers can observe from their o ce analyzed by text-analytic software, such as OdinText.
or home what the qualitative moderator sees and hears. In an “Mobile is playing a critical role in Qual,” claimed Weber. He
era of global research, itracks GO provides its suite in almost expects that role will be even more important as our depen-
any language (or can have a new language ready in fewer dence on the smartphone continues to grow.
than seven days). www.itracks.com

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Telephone or online focus groups have proven effective in the following scenarios:
• When it is difficult to recruit desired participants—members of elite groups and hard-to-access
individuals such as experts, professionals, physician specialists, high-level executives, and store
owners.
• When target group members are rare, “low-incidence,” or widely dispersed geographically—
directors of a medical clinic, celebrities, early adopters, and rural practitioners.
• When issues are so sensitive that anonymity is needed but respondents must be from a wide geo-
graphic area—people suffering from a contagious disease, people using nonmainstream products,
high-income individuals, competitors.
• When you want to conduct only a couple of focus groups but want nationwide representation.
Additionally, online focus groups work well when:
• Teens or young adults are the desired participants.
• Desired participants are technically employed segments of the market, those essentially comfort-
able with computer use.
• A computer-based application, such as software or a game, is the topic of group discussion.
• Visual stimuli are necessary to discuss the topics of interest.
Like telephone focus groups, videoconferencing and online focus groups offer significant savings over
in-person focus groups. By reducing the travel time for the moderator and the manager, coordinating
such groups can be accomplished in a shorter time and at a lower cost.

Group Interview Drawbacks and Their Solutions

However, given time constraints, group interviews permit spending only limited time extracting detail
from each participant.26 This problem is magnified when a group interview is structured to cover numer-
ous questions or topics.
Another drawback of the group interview is the increased difficulty recruiting, arranging, and co-
ordinating group discussions that require travel. But this aggravation—which can be subcontracted to
a specialist research supplier—is deemed a small price to pay for the insights that often are revealed by
group interaction.
Interviewers are tested by the challenge of managing the group’s conversation while avoiding inter-
jecting themselves into the group’s process. It is also the moderator’s job to control the extrovert or dom-
inant personality and ensure meaningful contributions from all others, including the most introverted
or private thinkers. When control is not maintained, some members’ opinions may be suppressed and
valuable insights lost. Sometimes an individual will be more honest with a neutral interviewer than with
a group of peers. One example is a group of small-business owners being unwilling to divulge competitive
strengths and weaknesses. A skilled researcher can anticipate which topics are more likely to obtain good
results with an individual or a group interview.

Recording, Analyzing, and Reporting

Group Interviews
In face-to-face settings, some moderators use large sheets of paper on the wall of the group room to
record trends; others use a personal notepad. Facility managers produce both video- and audiotapes
to enable a full analysis of the interview. The verbal portion of the group interview and moderator
debriefing sessions are transcribed and added to moderator notes. These are analyzed across several
focus group sessions using content analysis. This analytical process provides the research sponsor with a
qualitative picture of the respondents’ concerns, ideas, attitudes, and feelings. The preliminary profile of
the content of a group interview is often done with computer software in content analysis. Such software
searches for common phrasing and words, context, and patterns of expression on digitized transcripts.

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