A Step-by-Step Guide to Planning and Conducting Your First Nominal - PowerPoint PPT Presentation

A Step-by-Step Guide to Planning and Conducting Your First Nominal Group Technique Session

 The benefits & limitations of Nominal Group Technique (NGT)  When to use NGT  How to prepare for and conduct your first NGT session

NGT is a structured group brainstorming and prioritization technique used in boardrooms, classrooms, and research studies.

 You’re interested in identifying and prioritizing issues.  The issues you’re exploring are controversial.  The group does not easily generate quantities of ideas.  Some group members are difficult to engage.  Some group members are more vocal than others.  Some group members think better in silence.

01 02 03 04 Highly Requires Data Requires all structured collection participants significant technique requires read & write planning & can limit more time & in the same preparation discussion staffing than language traditional focus groups

PREPARING  Team Roles & Job Descriptions  Facilitation Guide Development FOR AN NGT & Piloting SESSION  Materials Checklist

 Facilitator: Guides process  Note Taker(s): Documents process  “Floater(s)”: Helps participants as-needed:  Manages arrival tasks (consent forms, table tents)  Assists as-needed during group  Collects score sheets  Manages closing tasks (incentives, parking vouchers)  Optional: Childcare Provider(s)

Facilitator should be:  Seen by group as a neutral and trustworthy.  Skilled in managing group dynamics.  Good at reading body language and anticipating needs.  Comfortable improvising.  Skilled at working with a team.

Note Taker should be:  Comfortable recording information on a flipchart or projection in front of group.  Comfortable asking clarifying questions when- needed.  Skilled at working with a team.

“Floater” should be:  Organized.  Skilled at reading body language and anticipating needs.  Skilled at working with a team.

Childcare Provider should be:  Comfortable supervising a small group of children.  Experienced working with a range of ages.  Skilled at managing conflict.  Comfortable improvising.  Cleared by all relevant state/federal agencies and trained in CPR.

Script an opening statement that includes “housekeeping” information about the space and process, and group norms. Script a closing statement that outlines next steps (if any) participants can expect and check- out logistics. Because the brainstorming and prioritizing group process is time consuming, limit the number of questions in your guide. Avoid “double-barreled” questions (two questions in one).

Walk through the guide with someone familiar with your target population. This person should be comfortable providing constructive feedback regarding:  Whether the instructions for each step are clear.  Whether the purpose of each question is clear.  Whether the language is socially appropriate, age appropriate, and culturally appropriate.

• Consent Forms • Demographic Sheets • Participant Packets with NGT instructions & space for writing and prioritizing lists (include page numbers) • Table Tents • Markers for writing names on table tents • Pen for each participant • Audio Recorders (2-3 depending on size of group) • Flipchart or computer and projector • Incentives / Parking vouchers • Meal / Snacks

CONDUCTING  Room Set-up AN NGT  Session Structure SESSION  Facilitation Tips

Welcome table at Assure all Assure all entry participants have a participants can writing surface easily see flipchart and pen / projection Sign-in Sheet Table Tents & Markers Consent Forms Demographic Forms

 Sign-in & paperwork as individuals arrive  Food Available  Welcome from facilitator and/or host  Location of restrooms  Overview of session  Setting group norms for the session  Brainstorm and prioritize issues  Closing, including any future follow-up  Incentives and related paperwork processing

 Ask the group to silently brainstorm as many responses as possible to a single question. For example: “What makes accessing healthcare difficult?”  Give participants 3-5 minutes to complete their list

Participant 101 Unreliable transportation Lack of insurance Lack of childcare Language barriers Work schedules Long wait-times

The facilitator invites the group to go around the The note taker writes circle and each share the items on the one item from their list flipchart in the order until everyone’s items that they are named. have been shared.

The facilitator explains to participants that:  Once an item has been named, there’s no need to name it again – participants should only share new items.  When a participant runs out of new items they can “pass” when it’s their turn.  If a participant thinks of a new item during the group share, they don’t have to limit themselves to the items on their written list.

The notetaker:  Writes participants’ items in the order in which they are named.  Writes the items verbatim. Where necessary, works with the participant to summarize their item into a single word or phrase.  Uses A) B) C) … As the bullet points for each item. This will make referring to items during the discussion easier.

A. Tight finances B. Lack of health insurance C. Unreliable transportation D. Difficult to schedule appointments E. Long wait-times F. Hard to get time off work G. Lack of childcare H. Language barriers I . Work schedules J. Shift work

After the list is complete, the facilitator:  Explains that this is not yet the time for debate – that will come later.  Reads the list aloud and asks the group if everyone understands the meaning of each item.  Calls the group’s attention to items that need clarification.  For example, are there two very similar items on the list? If so, the facilitator can ask the individuals who named the items to help the group distinguish between them. The group may then decide to keep both items, merge the items, or eliminate one of the items.

A. Tight finances B. Lack of health insurance C. Unreliable transportation D. Difficult to schedule appointments E. Long wait-times F. Hard to get time off work G. Lack of childcare H. Language barriers I . Work schedules J. Shift work

For example:  On this list, the facilitator noted that four items were similar: D. Difficult to schedule appointments F. Hard to get time off work I. Work schedules J. Shift work

A. Tight finances B. Lack of health insurance C. Unreliable transportation D. Difficult to schedule appointments E. Long wait-times F. Hard to get time off work (esp. shift work) G. Lack of childcare H. Language barriers I . Work Schedules J. Shift work

In this example, as a group, participants decided to:  Merge “shift work” and “hard to get time off work”  Keep “difficult to schedule appointments”  Eliminate “work schedules”

When the group is satisfied with the list, the facilitator asks participants to:  Silently choose their five highest priority items (or in this case, the items that participants think pose the greatest challenges) selecting only from the items on the group’s list .  Prioritize the list by writing the number 5 next to their highest priority, 4 next to their second highest priority, and so on. *this can be confusing, make sure participants understand that the higher the priority the higher the number.  Hand their lists to the note taker to tally.

Participant 101 5 Lack of health insurance 4 Language barriers 3 Unreliable transportation 2 Hard to get time off work (esp. shift work) 1 Long wait-times

Notetakers / Floaters:  Tally each item on the flipchart showing the group’s consensus on highest priority items.  Write the final number of votes next to each item.  Circle or otherwise denote the items that received at least one tally mark.

A. Tight finances 5 B. Lack of health insurance 13 C. Unreliable transportation 10 D. Difficult to schedule appointments 5 E. Long wait-times 6 F. Hard to get time off work 11 (esp. shift work) G. Lack of childcare H. Language barriers 9

Rinse and Repeat (almost). Ask participants to:  Silently choose their three highest priority items, selecting only from the items on the group’s list .  Prioritize the list by writing the number 3 next to their highest priority item, 2 next to their second highest priority, and 1 next to their third priority.  Hand their list to the note taker to tally.

Participant 101 3 Lack of health insurance 2 Unreliable transportation 1 Hard to get time off work (esp. shift work)

Notetakers / Floaters:  Tally each item on the flipchart showing the group’s consensus on highest priority items.  Write the final number of votes next to each item.  Circle or otherwise denote the top 1, 2, or 3 items, depending on how you plan to use the data.