Ask, listen, adapt: Using focus groups to inform messaging, communications and decision-making

We communicate with diverse audiences about a wide range of topics in a rapidly changing world. In this landscape, it can be incredibly helpful to step back and get direct feedback about your communications tactics, methods, messages and information campaigns from stakeholders.

Focus groups or group interviews can be a valuable tool in reviewing your communications and gathering vital feedback.

The what and why

Focus groups typically consist of seven to 10 people who are unfamiliar with each other. They are brought together for a moderated discussion on a specific topic. Ideally, the group discussion is conducted several times with similar types of participants to identify trends or patterns.

Focus groups can provide insight into:

• how groups of people think or feel about a topic;
• why certain opinions are held;
• how specific messages or materials might be received;
• triggers, beliefs and commonly held misconceptions.

There are a number of reasons you might choose to conduct a communications-oriented focus group, including:

• gathering feedback on communications channels, methods or techniques;
• lidentifying improvements to communications strategies and tactics;
• test-driving specific messaging language or terminology for a new initiative or campaign;
• getting reaction to print materials prior to finalizing brochures, fliers, parent materials and more;
• gauging public sentiment on a controversial or evolving issue.

Setting the stage for a successful focus group

As with any meeting, what you get out of it, to a large extent, will depend on the advance planning. There are a number of key elements you will want to consider.

• Select focus group participants
  Who you invite to serve on your focus group will depend on what you are trying to assess. Are you looking for parent feedback? Student responses? Teacher insight? Community discussion? If you are assessing messaging or materials, pull participants from the target audience. Make sure to get a diverse and representative sample.
  For example, a parent focus group should include grandparents or nontraditional guardians and participants representing communities of color or nonnative English speakers. Think about the participation barriers. Do you need to provide child care, translators, or evening or weekend meetings to accommodate work schedules?
• Secure a good moderator
  The focus group’s effectiveness will depend on the person moderating the discussion. The moderator will be tasked with fostering an environment that encourages open dialogue and sharing and creates space for different perceptions and points of view. A skilled moderator will not only be a good listener and observe but also facilitate the conversation so things stay on track. He or she will record the discussion via notes or an audio recorder and ask follow-up questions to probe deeper and get at the meaning behind initial responses.
• Select your questions
  Quality is definitely more important than quantity. Plan on five to eight questions for an hour-long focus group. This will give everyone enough time to speak and allow for unanticipated responses or new lines of questioning. When drafting your questions, the following guidelines can be helpful:
  • Keep questions open-ended. Avoid questions that can be answered with yes or no.
  • Be clear about what information you are trying  to gather, and ensure your questions align with this goal. Are questions informative and designed to spark reflection and reaction?
  • Areas you may want to ask about include strengths and weaknesses of messages, plans and communications processes; reactions to terms or specific language; and questions that gather information about how people consume information or like to receive communication.
  • Stay away from why questions. They tend to imply a rational answer. You want participants to openly share their impressions, opinions and perceptions.
  • Make sure the questions feel natural and have an appropriate tone and flow. Get feedback from  a trusted colleague on your questions before your focus group.
  • Arrange questions in a logical order. Often, this means going from the most general questions to the more specific ones.
  • Allow time for unanticipated questions or responses that prompt additional questions. One person’s response may spark additional comments from another participant. Create space for this organic process.
  • Review questions for any unintended bias. Are they accessible to all participants? Do they direct people toward a specific response?

Conducting your focus group

Starting your focus group with a few norms and ground rules can help everything run smoothly. Establish a shared understanding about why you are there and  how participants will be treated and respected. Examples of ground rules include:

• Everyone will have the opportunity to speak one at a time. You can always use a talking stick or some other object if people are talking over one another.
• No one has to answer a specific question, but all participants will be given the opportunity to answer the questions.
• No answer is right or wrong. Differences of opinion will be respected.
• This is a safe space for honest discussion and feedback. We appreciate your sincerity and candor.

During the discussion, the moderator may wish to pause briefly after someone finishes speaking to allow for additional reflection or reaction. The moderator also should feel free to probe further, requesting additional information or discussion. Sample probing questions include:

• Can you tell me more about that?
• Could you explain what you mean by that?
• Could you give me an example?
• Is there anything else you would like to share?

Group introductions or an icebreaker can be a nice way to start the focus group. At the meeting’s conclusion, make sure to thank all participants. If feedback from the focus group is going to inform changes in messaging, strategy or activities, let people know you will be following up on the impact of their feedback.

Analysis and follow-up

Ideally, you will have more than one focus group to help establish trends and gather a more diverse set of responses. After your focus group or groups end comes the important work of analyzing the results and identifying action areas. What changes will you make as a result of this feedback? If you are not making recommended changes, why? If concerns were raised, how will these be addressed? If strengths or weaknesses were identified, how will these be expanded on or mitigated?

Once you have done your analysis, make sure to circle back with your focus group participants to let them know the results and any changes. Thank them again for their time, feedback and engagement. Make sure they know they are a valued and valuable communications partner. By asking for feedback,

listening to what people have to say and adjusting your messaging or tactics, you can have more effective and impactful communications and build strong ties with your community.

Contributed by Crystal Greene, communications consultant

Communication tips for staff member arrests

In the news business, the headline “Dog bites man” is not a story, but “Man bites dog” is. The latter is rare and has an element of surprise. Educators occupy  a special place of trust in society, so when a school employee is arrested, it is rare and surprising, and it makes the news.

How should the district react to public interest when an employee has been arrested? It depends on the charges. If an educator is arrested for shoplifting or a weekend bar fight, the district will have a minor or moderate communications challenge. But if the alleged crimes relate to student abuse, the challenges are many and difficult.

A bar fight could still make the local news. Patrons hold educators to a high standard of behavior due to their status as role models. This is especially true if the educator is in a position that manages student behaviors.

Avoid sharing opinions, hypotheticals or judgments

One of the first media questions will be about school staff members’ reactions to the reported arrest. When allegations are made, it is fine to say that people are surprised. However, do not go into detail about an employee’s personality. Simply say any allegations of wrongdoing are surprising, but everyone is entitled to due process.

Another common media question is what impact the arrest will have on the person’s employment. In most cases, use this answer:

“It is possible for the misconduct of a district employee to have an impact on the employee’s employment. But everyone is entitled to due process, and at this time, it would be premature and speculative to comment on any possible consequences here at school.”

It is best to not engage in hypothetical scenarios. A reporter may ask, “We all know about due process, but if he is found guilty, what could be the impact on his employment?” The best answer is to say, “I don’t speculate, and I don’t address hypothetical questions. Let’s just see how the process works out before we talk about potential impacts.”

Respond only to questions related to the district’s role

Often, media and parents ask, “What would happen to a student who did the same thing?” That’s an unfair question for two reasons: First, it assumes guilt; and second, it assumes that the adult legal system and student discipline are comparable.

District leaders need to clearly lay out the district’s role when a staff member is arrested. Frequently, the district’s role is to cooperate with any police investigation and keep the focus on teaching and learning. Typically, it is not the district’s responsibility to investigate or discipline employees for off-duty misconduct unless there is a sufficient connection between the alleged off- duty misconduct and the workplace.

A simple message is best: “We are aware of the arrest, and we will cooperate with the investigation if needed. However, at this time, the arrest and investigation are completely within the scope of our police department. We choose to honor its lead role. Our goal is to keep staff and students focused on teaching  and learning.”

Responding to serious crimes

Unfortunately, there are cases when educators are arrested for misconduct that directly relates to their employment with the district or would otherwise disqualify them from employment if convicted. These situations go well beyond the question of role model status and get right to the heart of student safety and the ultimate breach of trust. In these cases, it is recommended that the district immediately work with its board counsel to ensure that the district doesn’t do or say anything that might compromise or disrupt the investigation.

Remember to share public records

Some pieces of information are matters of public record. Such information may include the employee’s hire date, job duties and assignments, and current status (paid or unpaid administrative leave). Questionable requests for information or records should be reviewed with the district’s board counsel prior to their disclosure.

How to respond to parents

When serious misconduct is alleged, there are raw feelings among parents. Often they will want more information than police or the school district are free to release. This can lead to resentment and allegations of a cover-up. Communications to parents should be very clear about the reasons for not releasing details.

Any parent communication should address this head on: “I know there are many concerns and fears based on the arrest. But I have limited information to share with you at this point. The police are in charge  of the investigation, and we are honoring their role and letting them determine what information to share about the case. We hope you understand.”

Once the investigation and legal process are complete, the school may want to communicate more with parents about the steps it is taking to support students and encourage emotional healing. Any such communication would need to come later rather than immediately after the arrest.

When a staff member is arrested, there are questions of trust. If the district is clear in its communication, most parents and patrons will understand why many of their questions will remain unanswered in the short term, and trust can be maintained.

Contributed by Jay Remy, communications consultant

Community engagement builds support for education

One-way communication from the district to the community is better than no communication, but it is not sufficient for building relationships and support for schools. And by itself, it is not public relations. While  it is essential to share information about programs and activities, it isn’t a communications program.

The goal of public relations is community engagement, an ongoing two-way communication process. As defined by the National School Public Relations Association:

“Educational public relations is a planned and systematic management function to help improve the programs and services of an educational organization. It relies on a comprehensive two-way communications process involving both internal and external publics, with a goal of stimulating a better understanding of  the role, objectives, accomplishments and needs of the organization. Educational public relations programs assist in interpreting public attitudes, identify and help shape policies and procedures in the public interest, and carry on involvement and information activities which earn public understanding and support.”

Districts that are just starting a public relations program may be unaware of the communications position’s larger role or why it is essential in building long-term support for your schools.

How community engagement can help reach district goals

Districts with a reputation for openness and seeking input have an easier time gathering feedback for special projects and initiatives like budgets and bond measures. They already have a system in place for reaching out to audiences and a history of incorporating comments.

Communities that are regularly invited to participate in school district processes tend to be better informed and more tuned in to the district. When districts post special requests for help or support, they have an easier time reaching community members.

Third-party support increases when the need for input creates a larger public relations team consisting of staff, parents and community members. A larger informed audience can help eliminate rumors and misinformation and build support for important projects.

Input from a diverse audience of stakeholders can improve your decision-making process by offering suggestions and asking questions that didn’t arise in the development process. Understanding misconceptions about the plan or adjusting the process can save time and result in a better product, project or program.

Partnering with other community organizations to support youth can help raise student achievement by improving the social and health conditions that can interfere with learning. Issues such as teenage pregnancy, drug abuse, gang involvement, attendance, nutrition, health care and homelessness all affect student learning.

Public relations functions to engage your community

Traditional means of communicating are still important functions. Your district should produce publications such as newsletters, campaign information, budget guides and program brochures. It should respond to media requests and seek good news coverage. It should keep staff, parents and community members informed; recognize student and staff achievements; and be transparent and open about operations and programs.

Additionally, it should be proactive in seeking input and responsive to questions to establish a culture of interaction with the community. Every process should include a plan for community engagement.

Community engagement is a long-term commitment, not a short-term fix or single event. Strategies include:

• Community conversations — Use the public forum format to present a plan, and seek public comment. However, the format doesn’t result in insights or information to help school boards understand the community’s underlying values, concerns and priorities. Community conversations allow a dialogue among citizens, covering a variety of ideas and interests. Citizens are asked to weigh options, analyze benefits and tradeoffs, and identify common ground for action. Find moderator resources for community conversations at www.nifi.org/en/moderators.
• Study circles — A study circle is a process for small- group deliberation. It is comprised of 10 to 15 people who meet regularly over a period of weeks or months to address a critical public issue. A communitywide study circle engages large numbers of citizens working in small groups on a public issue such as race relations, crime  and violence, or education. Participants gain ownership of the issues, and as discussion results are gathered and analyzed, they provide input to policy makers. Find resources for setting up and moderating a study circle process  at  http://links.ohioschoolboards.org/17972.
• Focus groups — Focus groups are facilitated meetings of small groups brought together for a specific discussion. They can be a useful way for education systems to develop a better understanding of the issues they face. Focus groups can be used as a step toward conducting a larger community conversation or help establish the agenda or anticipate public reaction to key points. See “Ask, listen, adapt: Using focus groups to inform messaging, communications and decision- making” in this month’s CommunicationsPlus issue.
• Polling — Surveys, needs assessments and other polling tools won’t provide the same depth or reveal insights about community perceptions the way community conversations or study circles do. However, these tools can help boards understand the broader public’s thoughts about educational goals, student performance, priorities and views on specific issues. They also provide essential information on decisions about finance measures or broad community initiatives.

Build a tool kit

Many organizations have a long history of successful community engagement. Visit the following sites for tools you can use and learn more about establishing processes or models. Download the PDFs, adapt them and get started.

• Community Engagement Toolkit, Michigan Association of School Administrators — tips, model processes and PDF downloads at http://links.ohioschoolboards.org/94852.
• Community engagement, Alberta (Canada) School Boards Association — templates, handouts, examples and research at http://links.ohioschoolboards.org/89390.
• Communication E-Kit for Superintendents, National School Public Relations Association — free to download at  http://links.ohioschoolboards.org/67640.

Contributed by Marcia Latta, communications consultant

Criticism, emotions and what we can learn from middle school

School was over for the day, but I pounded on the entrance door anyway until someone opened it.

My daughter, a middle-school student, had just told me that a fellow student had threatened her during class. I demanded answers. I wanted action.

I am not proud of jumping to conclusions that  day. But I recount this story for two reasons. One is a reminder that even professional communicators can overreact, ignoring all we know — and preach — about communicating effectively. The second is how well the school administrator dealt with me. She listened.

Then as best she could without breaking confidentiality, she told me how the school handled  the situation. In doing so, she gave me a lifelong lesson on dealing with confrontation or criticism: Listen, and listen carefully, instead of interrupting. Then, only then, respond.

She was able to empathize with what I was feeling as a parent. That enabled me to empathize with her role and apologize for my overreaction.

Take time before responding

When dealing with a critic, the most important time is between when we receive the criticism and when we respond. It could be milliseconds; it could be minutes. How we use that time will determine how the interaction goes.

The first goal should be to stretch that time from milliseconds to seconds so we can respond thoughtfully instead of spouting off angrily. We’ve heard the advice to count to 10 and take a deep breath, but few of us remember to do so in the heat of the moment.

To buy that time, we must train ourselves to use physical or environmental reminders that force our body to slow down so we have time to think. I wish I’d understood that process years ago when my kids were growing up. It works.

For example, when confronted with stress — and criticism certainly can be stressful — some people put fingers together to make a relaxed circle (not a fist). One CEO places his finger alongside his mouth to keep himself quiet.

To remind myself to stay calm at work, I post reminders, like “Nike was wrong: Don’t just do it,” where I would see them if a caller was angry. I also started carrying Greek worry beads in my pocket, something to touch when meetings became heated. It can be beneficial to simply say, “Let me think about that.” Let silence absorb the tension.

Listen first and check for understanding

It is critical to use one of the most important and least-taught human skill: listening. Management guru Stephen R. Covey was profound when he wrote, “Seek first to understand, then to be understood.”

This is incredibly hard. It’s as if we feel hard-wired to speak first and listen later. But turning a stressful interaction into a test of wills does not get us anywhere; it merely wastes time and raises our blood pressure. Rather, we must focus on what the person is saying instead of thinking about our response.

It helps to quietly, slowly and succinctly summarize what the person said, and then ask whether we understood it right. Doing so reinforces the person’s points in our brain and shows we’re paying attention.

Avoid making excuses

Avoid the urge to explain unless that is what the person wants. Most people just want to be heard and have their problems resolved. In those cases, explanations often come across as excuses. There is at least a bit of truth in the adage I heard as a  high schooler: Never explain. Your friends don’t need it, and your enemies won’t believe it.

Of course, that adage does not apply when the public is seeking an explanation. The proper response in that case is to provide information as quickly and thoroughly as possible.

When dealing with criticism, we often want to cite policy and say things, like “We can’t do that because the Family Educational Rights and Privacy Act won’t let us,” but our critics may see us as hiding behind the legalese.

Instead of talking policy, which can be a lightning rod for criticism, research indicates it can be more effective to focus on the positive. Say something like, “Here’s what I can tell you.” The more we listen to our critics, the more we can ask them to invest in turning the perceived negative into a positive by saying, “I see your point. Are there things that you think work well in the program that we could build on to help overcome those deficiencies?”

A business owner once told me, “The customer isn’t always right. But the customer is always the customer.” In other words, we’re there to serve customers even  when they’re wrong. And almost always, there is at least a tidbit of validity to their criticism. If we can find that tidbit, we can learn from it, and that helps us avoid taking the criticism personally.

Here are two important tips:

• Location, location, location — People respond better when we meet them on their own level instead of acting like the authority figures we are. Get out from behind the desk. Sit side by side or at the corner of a table and give the person you’re meeting the prime spot at the head of the table. Try not to sit across from each other. This is not an interrogation.
  Visit people on their turf, such as their home or business or the neighborhood coffee shop, wherever it’s most comfortable and convenient. Yes, that costs time and convenience, but think of the return on investment. If we settle the issue instead of letting it fester; if we achieve a positive resolution for all sides instead of a lawsuit; if we enable a critic to become a fan, we will have far more time and effort down the road.
• Choose, choose, choose — Road rage shocks us (at least I hope so). Nowhere in the book of life is it written that, in a given situation, humans must respond with anger or hurt feelings or that we must take criticism personally. Instead, science shows us that we choose our emotions, usually subconsciously. But over time, we can learn to change those negative, emotionally draining reactions to positive responses. Researchers can track the physical changes in our brains.
  The research includes seeing the empathy area develop  in our brains. Wikipedia provides an excellent definition: “Empathy is the capacity to understand or feel what another person is experiencing from within the other being’s frame of reference, i.e., the capacity to place oneself in another’s position.”
  Empathy does not mean we agree with a critic, but that we understand and respect where the person is coming from. When we feel empathy, we are on the road to resolution.

Contributed by communications consultant Dick Hughes. Contact him at thehughesisms@gmail.com.

The importance of staff recognition

Anyone who has ever received a sincere thank  you knows how powerful those two little words can be. Not only do they make us feel good, they also motivate us. They can inspire us to do more. They help us feel appreciated and more content in our jobs.

Schools are filled with staff members who work hard and go the extra mile, and it’s important to find ways to appreciate them and recognize their efforts. While it would be nice to offer bonuses and other perks to deserving employees, that’s not the reality in public education. What we can offer, however, is heartfelt recognition that is expressed in meaningful ways.

It can be as simple as just verbally saying “thanks” or handwriting a short thank-you note. It also can be more elaborate such as planning a formal recognition at a staff meeting or some other public event.

Recognition shouldn’t be something given only once a year during staff appreciation week. Look for ways throughout the year to recognize deserving staff and let them know they are appreciated. It’s not only the right thing to do, but also will pay dividends in the work place. Employees who feel valued have higher job satisfaction, which leads to higher morale and less staff turnover. It also creates a workplace where employees recognize each other’s good work.

Showing appreciation doesn’t have to cost much money, but it must feel sincere. Recognition should:

• Be timely — Offer the recognition as soon as you can after the contribution or accomplishment.
• Be personal — Don’t just send a generic thank-you card and sign your name. Write a personal note and describe why the employee’s action was noteworthy. That lets him or her know you truly understand the effort and the work’s impact.
• Be appropriate for the individual — Some people appreciate being recognized in front of their peers, but others are embarrassed and feel uncomfortable in the spotlight. Look for ways to individualize recognition to fit your staff members’ different personalities.

There also are occasions when you will want to recognize and honor your entire staff. For example, Teacher Appreciation Week is a great time to draw attention to all of your teachers. Not only will your teachers feel appreciated, but also you can remind parents and the public about the key role teachers play in their children’s education.

Help staff recognize each other

A fun way for your staff to recognize each other is to bring in a dozen tulips, daffodils or other flowers. Give the bouquet to one staff member with a note expressing your appreciation for him or her. Instruct the staff member to keep one flower and then pass the bouquet to a colleague with a new note.

Another way to recognize your entire staff is through a thank-you breakfast during Teacher Appreciation Week or another occasion such as the end of a grading or testing period.

Following are some ideas to recognize your staff members and make sure they feel valued and appreciated for all they do:

• Add a “Kudos” section to your staff newsletter to highlight staff achievements such as awards, certifications and workshops attended.
• Create awards to honor staff members for behind-the- scenes work that might otherwise go unnoticed, and encourage staff members to nominate colleagues for these awards. Announce and celebrate the winners at staff meetings.
• Keep note cards on hand and write a short note of appreciation or congratulations to staff members. Keep  a copy for their personnel files, so you can refer to them when writing year-end evaluations.
• Arrange for your food service department to provide cookies to recognize staff members throughout the year. Create a special cookie coupon for deserving staff members to redeem in the cafeteria.
• Offer to read to students so teachers get an extra break. Besides being a treat for teachers, it is a good way for principals to get to know students in the different classes.
• Take a teacher’s duty as a reward for a special contribution.
• Occasionally provide donuts in the morning.
• Feature a teacher each week or month on a school bulletin board, with a photo and short write-up. Or write a short profile of a different staff member in each issue of your school newsletter.
• Create or purchase business cards for each teacher. Besides making them feel special, it’s something teachers can give to parents or colleagues they meet at conferences or other activities.
• Arrange coverage so a teacher can observe another colleague in your school or a nearby school. Not only does it feel like a reward, but it’s an opportunity for teachers to pick up new ideas and skills.
• Encourage teachers or teams of teachers to present at different conferences. This is a chance to recognize teachers who are doing good work and also bring recognition to your school.
• Purchase a book for the school library to recognize a teacher or honor a special occasion such as a 10-year or 20-year anniversary or completion of a master’s degree. You might even allow the teacher to select the book. Inside the book, post a special bookplate noting the name of the teacher, occasion and date.

Contributed by Connie Potter, communications consultant