Ground rules

Ground rules are essential. They prevent trouble and help bail you out when trouble arises after all. In their introductory remarks, the facilitators need to explain that they will operate the session according to certain ground rules. Facilitators can either talk through the proposed ground rules or write them on a board or a piece of paper that they distribute to participants.

Most ground rules serve the purpose of providing some sense of structure for the group and allowing for a productive conversation. Others may serve an additional purpose of promoting a sense of comfort and confidentiality for participants. For this reason, you may want to suggest ground rules that will essentially "free" participants to say whatever is on their minds without any fear of retribution.

One effective technique we observed during an elementary school focus group in Jessamine County involved the students' creation of their own ground rules. The counselor facilitating the session asked students to propose some basic rules for what she called "focus group courtesy." As the students proposed such things as "no interruptions," "keep quiet and listen while others talk," or "pay attention," the counselor wrote their suggestions on a small chalkboard and then asked for agreement. Through this process, the students were engaged from the very beginning and seemed to take more ownership for their behavior during the focus group.

Another ground rule you may want to establish for elementary school students relates to "taking turns." Because they are often eager to please - and eager to talk - elementary school students will strain themselves trying to get the attention of the facilitator. Tell them that you will recognize them in the order in which you see them raise their hands or otherwise signal that they want to speak, and that they do not have to worry about keeping their hands raised the whole time. Lynn Kaladjian, director of sales and marketing at Doyle Research Associates, Inc. of Chicago, writes that when establishing ground rules, "moderators should be careful not to convey any hint of negative authority," which may cause students to lose support for the conversation.

Here is another example of one set of ground rules, generated by high school students:

Proposed Ground Rules