Dennis Haffron MS

 Social research techniques are taught in all introductory sociology classes. The technique that I have been using in my classes is a truncated version of the nominal group process. I have recently found that this technique works very well as a trauma sensitive research technique. (I believe that it is another example of ACEs hard science supporting a best practice.)

The nominal group process encourages participation, reduces conflict, increases involvement of all participants, and leads to actionable results.

The original process was defined by Delbecq (Delbecq A. L., 1975). I have used that process beginning in 1963.  I have since used a modified form of that process, with Delbecq’s permission; with a group comprised of social scientists social workers and advocates for people with mental disabilities. I have also use that process and DuPage County with people with disabilities residing in a supportive housing program.

When I began teaching the research component of my sociology classes I decided to use a modification that technique as my primary example. I did this for three main reasons. First, I could conduct that research within the setting of a one hour sociology class. Second, my students, some of whom acted as recorders and facilitators, could apply this technique as a nonthreatening method of evaluation and problem solving in groups where they were participants. Third, the NGP encourages commitment from the students/participants.

Conducting the truncated NGP

1) I provide my students with an abstract from Delbecq’s (Delbecq A. L., 1975) work and with summary sheets provided by Cooperative Extension agencies (Evaluation Research Team, 2006).

2) Prior to the class date I have the students read the materials on the nominal group. I informed the students that knowledgeable leaders would be receiving extra credits.

3) I divide my class into four groups. I could enlarge or decrease the number of groups depending on the size of the class.

4) I recruit board recorders and facilitators for each group.

5) I have the students separate into the groups with each group having its own board space.

6) While I orient the recorders and facilitators I have the students write down on a piece of paper four to six (depending on group size and time available) answers to the nominal question.

6a) I instruct the recorders and facilitators that their job is to protect the process and participants and not to participate themselves.

6b) I have the recorders count the number of students in their group and multiply that by the number of answers per student. They would then put a numbered list on their portion of the blackboard leaving room for a short sentence by each number. The list needed to be readable.

6c) I inform the facilitators that their job was to encourage in a nonthreatening manner input from each of the students in their group. They were to ask each student sequentially their first answer and then proceed around the group sequentially for each following question. The facilitators were not to make (or permit other group members to make) judgments or statements about what each student said. I mentioned to them that while time is important, in our short class session, it was more important to get the ideas out in a patient manner.

7) Duplicates where eliminated only if both participants agreed. Non-judgmental clarifications were allowed.

8) Record each group’s board with a picture.

9) Voting is conducted within each group.

9a) Each student received one more vote than the number of the original answers.

9b) Facilitators indicate the questions. Recorders tally votes with hash marks.

9c) Record each group’s selections with a picture.

9d) The top voted (which equals the number of the original answers) are selected and presented to the total class.

10) Voting is conducted for the whole class.

10a) Duplicates are eliminated only if both participants agreed. Non-judgmental clarifications were allowed.

10 b) Each student received one more vote than the number of the original answers.

10c) Facilitators indicate the questions. Recorders tally votes with hash marks.

10d) The top voted (which equals the number of the original answers +/-) are selected.

10e) Record class board with a picture.

10f) Have one of the recorders write down the final selections. Make a copy of that report for each student/participant.

10g) Ask if anyone has additional comments or information they want to share. Try to make sure that no one feels left out.

What is the nominal question?

In my classes I have used the question; what do you expect to learn in this sociology class. I use the answers to guide content and I informed the students that their answers will comprise their choices for their final papers.

When dealing with a group confronting ACEs and trauma informed responses nominal group questions might include:

How do we learn more about ACEs?

How do we learn more about trauma informed responses?

How do we continue this process?

Works Cited

Delbecq A. L., V. A. (1975). Group techniques for program planning : a guide to nominal group and Delphi processes", . Glenview, Illinois: Scott Foresman and Company.

Evaluation Research Team. (2006). Gaining Consensus Among Stakeholders Through the Nominal Group Technique. Washington DC: CDC Evaluation Briefs Number 7. Retrieved from http://www.cdc.gov/healthyyouth/evaluation/index.htm.