Market Information Management Qualitative Market Research SOLVAY BUSINESS SCHOOL, ULB
Vincent Geleyns, Geleyns, Philippe Mauchard Brussels, October 5th, 2005
BRU_ZWF009_20051004_ Marketing research qualitative
OVERVIEW OF THE MARKET INFORMATION MANAGEMENT PROCESS Feedback on strategy / results Marketing strategy development
Market information collection
Marketing strategy implementation
Market research set-up
Study / survey execution
Information analysis
Critical steps for designing qualitative research Critical steps for designing quantitative research
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BRU_ZWF009_20051004_ Marketing research qualitative
OVERVIEW OF THE MARKET INFORMATION MANAGEMENT PROCESS Process is often highly iterative Develop the overall research design
Decide sample
Write the discussion guide
Enhance the groups
Questions to consider
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BRU_ZWF009_20051004_ Marketing research qualitative
CRITICAL STEPS IN DESIGNING QUALITATIVE RESEARCH
Process is often highly iterative Develop the overall research design
Decide sample
Write the discussion guide
Enhance the groups
Questions • What are the to consider research objectives
• How many groups/ interviews are being considered
• Which specific qualitative technique is most appropriate
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EXAMPLES OF QUALITATIVE RESEARCH OBJECTIVES
1. What is the size and scope of my 2. What is the market and best way to who are the segment the competitors? 3. Do I offer a market/ are superior there product and segments price value whose needs proposition are not being to my met? segments?
4. Do I offer a superior service 5. Is my brand value positioning proposition to appropriate my for my segments? segments?
6. Are my marketing expenditures efficiently and 7. Do I have systems in effectively place to spent to reach monitor my my performance? segments?
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TYPES OF QUALITATIVE STRUCTURES
One-to-One’s Group size Number of groups When you use it
Standard groups
Workshops
2
4–5
7–10
15–30
5–20
4–10
2–12
2–8
1
• When you need to • When decision-
• Quick and simple to organise. Great for videos
Main limitations / weaknesses
Mini groups
1
interview a few specific people, when there are a limited number of potential respondents. When issues require confidentiality or sensitivity Main benefits
Diads
• Time consuming to conduct
making involves 2 people e.g., husband and wife or when there may be divergence in views that you want to explore at some length
• When respondents are slightly difficult to recruit and the topic is straight forward
• Refined decision- • Quick, very easy making process, easy to recruit, richer, in-depth feedback
• You lose the value of group interactions
to video, excellent for answering specific questions
• Not very creative
• When respondents are easy to recruit and relatively homogeneous. Topic being researched needs creativity
• Flexible, can be organised in viewing facilities, generates good group dynamics
• When time is limited and you need to test reactions to early hypotheses
• Provides semiquantitative reaction to new ideas
• Difficult to achieve • Impossible to high quality video; Difficult to probe into all divergent view points
video; not very creative
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Insight needed about the subject / topic
TYPE OF RESEARCH METHOD DEPENDANT ON CREATIVITY LEVEL
Creative
Experiencing groups
Expert groups / Delphi panels
Extended creativity groups Nominal groups
Van groups Iterative groups
Two way groups
Exploratory groups Internet groups Focus Groups
One-2-One Interviews Factual Creative
Factual Insight needed about the participants
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FOCUS GROUPS
A focus group . . .
•• .. .. .. facilitates facilitates understanding understanding of of customer customer needs needs and and motivations motivations underlying underlying their their behaviour behaviour
•• .. .. .. is is relatively relatively cheap cheap and and effective effective in in exploring exploring initial initial hypothesis hypothesis or or generating generating new new profiles profiles
•• .. .. .. generates generates insight insight that that enables enables refinement refinement of of attributes attributes or or questions questions to to be be used used for for the the quantitative quantitative and and research research phase phase
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CLINICAL GROUPS - INTERPRETATIVE
What is it?
• Approximately 1.5-2 hour discussion among 7-10 people led by a trained moderator typically with expertise in psychology and sociology. Research is carried out scientifically based on the premise that a person's true motivations and feelings are subconscious in nature. Critically, the moderator probes and interprets under the level of the customers consciousness to reach a level of understanding and insight which is qualitatively different from the participant's understanding
• When you need to understand underlying reasons for behaviour and do When do not think that respondents will be able to rationalise their actions, e.g., you use it? purchasing of luxury products How do you • Conduct focus groups • Moderator interprets focus groups using a psycho-dynamic theory to do it? interpret underlying behaviour, e.g., Freud, Jung etc. NB: it is critical that both the researcher and the team / client subscribe to the theory of behaviour before the groups are carried out What do you • Deep insight beyond anything that normal respondents may articulate – get out of it? or nothing at all! Market Information Management 8
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CLINICAL FOCUS GROUPS – EXAMPLE OUTPUT
• • • • •
Clinical groups were conducted to understand why women were resistant to non-dairy coffee creamers The women were asked to role-play in the groups. Half were asked to role play-"the coffee" and the other half, "the creamer" When role playing the coffee they acted tough and strong, where role playing the creamer they were much softer, embraced each other more This was interpreted in terms of underlying masculine-feminine personality dynamics The recommendation was therefore to feminise the creamer packaging and show male-female interactions in the advertising
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THE "NOMINAL" GROUP
Used to generate ideas and new concepts Phase I
Problem / issue
Phase II
Gathering of all individual ideas on a white board
Phase III
Asking some clarification about ideas and gathering of similar ideas
Phase IV
Individually, vote for ideas which appears to be the most relevant concerning the issue
individual idea creation
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THE "NOMINAL" GROUP
• Moderator calculates frequencies of each ideas • Discussion about the merits of the ideas appearing most frequently • At the last round, individually, one can revise its judgement • The participants give an « importance » score for each of the retained items • The ideas and the importance of those are then sent to the person who requested the study
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TWO WAY GROUPS
What is it?
• Two sequential discussions. First group of 7-10 people discusses a subject for 1.5-2 hrs, while being watched by a second group of people. Second group discusses the view of the first group
When do you use it?
• When trying to educate a group of people before asking them to express their
How do you do it?
• • • • • • •
What do you get out of it?
• Deeper insight into solving a problem that involves a two-way interaction and/or
opinions, e.g., doctors may watch a group of patients talk about the symptoms of a particular illness Hire a moderator Recruit two sets of participants Prepare two discussion guide Attend both focus group(s) Videotape both groups Debrief moderator to determine conclusions Edit video tapes to communicate conclusions
may be difficult to understand
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VAN GROUPS
What is it?
• Approximately 5-6 hour sessions when participants travel to different locations for a
•
real-time experience (e.g., visit 2-3 different stores) and discuss each experience in the van. Typically each experience is up to 30 minutes, followed by a 30-minute van discussion This is followed by a 1-1/2 to 2 hour end-of-day focus group at a facility
When do you use it?
• When immediate experience is essential to generate rich feedback on the likes,
How do you do it?
• Recruit 6-7 respondents willing to participate in a long session (typically need to
dislikes, reactions to atmosphere, service elements, etc., influencing a purchase decision
• • • What do you get out of it?
provide attractive monetary incentives) Gather at a facility and drive along a predetermined route to visit target locations. Choice of locations and facility must be optimized to reduce dead travel time Moderator and observers accompany participants in the van and at location visits (optional) Traditional focus group with back room viewing at the end of day
• Bonding among participants due to length of time spent together results in more • •
candid feedback Real-time experiences refresh memories and result in more insightful comments and suggestions Tries to replicate the actual purchase / decision process Market Information Management 13
BRU_ZWF009_20051004_ Marketing research qualitative
CRITICAL STEPS IN DESIGNING QUALITATIVE RESEARCH
Process is often highly iterative Develop the overall research design Questions • What are the to consider research objectives
• How many
Decide sample
Write the discussion guide
Enhance the groups
• Who is going to be interviewed
• Where are the groups going to be conducted
groups / interviews are being considered • How will the respondents be • Which specific recruited qualitative technique is most appropriate
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1. QUESTIONS TO CONSIDER WHEN CHOOSING THE GROUP PARTICIPANTS
• Who are the users of existing / brands / categories, lapsed users, rejecters and non-users? • What characteristic of the product or service may cause different reactions among different types of people? Who are those people? • Is this product or service analogous to another product or category. Should you interview people who use that product category? • Who are the most valuable customers / potential customers?
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2. LOCATIONS FOR CONDUCTING GROUPS
What is it?
In viewing facility
Point of usage
Point of purchase
• Typically conducting
• Conducting focus
• Conducting focus
focus groups in an agency view facility which has a two way mirror
groups in ‘natural’ usage environment, e.g., in home, not at workplace
When do you use it?
• When conducting point
• When trying to discover
of purchase or point of usage groups is not appropriate e.g., need to keep research confidential, difficult to recruit respondents to location, will not add value to research
issues relating to environment in which product / service is used
Main benefits
• Convenience of •
Main limitations
recruiting Multiple people can view groups
• Customers are placed in an artificial environment
groups in natural purchasing environment e.g., instore at car showrooms
• When ultimate brand purchase decision occurs in-store
• Customers in natural
• Customers in their
usage environment Heightened stimulus
natural purchasing environment
•
• Difficult to view groups • Difficult to get people to
• Difficult to allow multiple people to view groups
locations Market Information Management 16
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Percentage of people in population who qualify to attend discussion
3. RECRUITMENT STRATEGY
High penetration
Random dialling
Client customer lists
Heightened creativity Friendship pairs Lead users
Low penetration
Piggy backing
Snowballing
Business to business
Newspaper / magazine adverts
Consumer Type of respondents Market Information Management 17
BRU_ZWF009_20051004_ Marketing research qualitative
CRITICAL STEPS IN DESIGNING QUALITATIVE RESEARCH
Process is often highly iterative Develop the overall research design Questions • What are the to consider research objectives
• How many groups / interviews are being considered
• Which specific qualitative technique is most appropriate
Decide sample
• Who is going to be interviewed
• Where are the groups going to be conducted
Write the discussion guide
Enhance the groups
• What are the 3 main questions that need to be answered
• How sensitive / complex is the subject matter
• How will the respondents be recruited
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WRITING A DISCUSSION GUIDE
Basic principles
• Discussion
How to ask good questions
• Categories of
atmosphere questions • The discussion guide • Phrasing of questions • Role of the moderator • Follow-ups • Probes • Questions to avoid • 10 classic questions to ask in a group
Question sequencing
• Developing the overall structure • Specific hints to enhance the flow of the discussion • Example discussion guide
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THE DISCUSSION ATMOSPHERE
Ideal environment
Situations to avoid
Type of discussion
• Conversational
• Stilted questions
Type of question
• Direct, forthright, comfortable and
• Unclear, ambiguous or embarrassing
Group composition
• Homogeneous respondents
• Highly disparate individuals
Group participants
• Articulate, confident and imaginative
• Highly introverted, shy or non-
simple
but still representative of their group
representative of this group
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THE DISCUSSION GUIDE
Ideal guide
Situations to avoid
Overall content
• Identifies and prioritises the 3–5 main
• No clear structure or priority of topics
Specific questions
• Overall phrasing of questions
Length
• 1–3 pages of questions, with clear
areas that need to be investigated
agreed, but plenty of scope made for revisions to the phrasing and order of the questions as the group is being conducted
prioritisation of areas to investigate and ‘nice to have’ subjects
to discuss
• Rigid expectation that every question will be asked verbatim, in the order of the guide
• 3+ pages of densely packed questions. No priority between questions
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ROLE OF THE MODERATOR
• Not a judge but moderator • Warm, welcoming, has this extra quality of empathy • Makes sure that everyone has the word – Encourage the shy people to speak out – Calm the "leaders" • Does not become involved in the discussion • Regularly, focuses the debate, gives momentum – Rephrases neutraly (« You just told me that…), directly or with a delay – Rephrases as a summary – Rephrases but as a "clarification" / interpretation
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QUESTIONNAIRE SEQUENCE Question type
Purpose
Example for study on healthy hearts
Opening
• Participants get acquainted
• Tell us your name and where you live
and feel connected Introduction
• Begins discussion of topic
• Describe a healthy heart
Transition
• Moves smoothly and
• When you think of healthy heart, what comes to
seamlessly into key questions
Key
• Obtains insight on areas of
•
• What prompted these changes?
central concern to the study
• •
Ending
• Helps researchers determine where to place emphasis and brings closure to the discussion
your mind? Thinking back to the past several years, have you made any changes in your diet, exercise, or personal habits? Tell us about them Follow-up: Friends, family or neighbours, written information, media messages, medical advice, physical health, desire to change Which of those mentioned was most influential Tell us about the things you tried to do but discontinued; the changes you tried to make but were not successful
• We are trying to help people make healthy changes to their lives. What advice do you have for us?
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PHRASING OF QUESTIONS Question type
Example
Example for study on healthy hearts
Open ended
• What do you think of . . . • How do you feel . . . • Where do you go for . . .
• It reveals what is on the respondents
• Thinking back to the last time you
• It lets the interviewee know that you
Thinking back
went to the hospital, how were you treated?
Listing things
• What are the three things you think of when buying . .
Scales
• Please rate this product on a scale of 1 to 10
Choose among alternatives
• Which of these alternatives do you
Classify
• How would you rank the following
mind, as opposed to what the interview suspects is on the interviewees mind
want to be specific and grounded in their responses, rather than repeating ‘hearsay’
• It allows the participants a few seconds to think
• Forces people to give a definitive opinion
• Quickly identifies attractive options
like best ? What are its key features ?
… Market Information Management 24
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FOLLOW UP QUESTIONS TO GAIN MORE DEPTH – e.g., IF … THEN
Set up question (if) Facts
Problems
Situation
Stimulus
Follow up (then)
Example
• Opinion • Interpretation • Behaviours
• "What are the needs of our community?" then
• Cause • Resolution
• "What is the major problem in our community?"
• Antecedents • Consequences
• "What’s the greatest challenge facing you today?"
• Response
• "Is violence a growing concern in our schools" then
"Which of these is most important?"
then "What are the causes?"
then "What should we do about it?"
"What should be done about it?"
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PROBES BY MODERATOR
Question
Example
Comments
Probes
• • • • • •
• Not every comment warrants a probe.
Would you explain further? Can you give me an example? Would you say more?
Moderators gradually probe more at the start of a group to set the tone for the need for detail
Is there anything else? I don’t understand Please describe what you mean
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QUESTIONS TO AVOID
Why
Example
Major problem
Preferred alternative
• Why did you go to the
• Question is too open,
• Break the why question
zoo?
Interviewer provides example
• How does the handling of customer complaints influence how satisfied you are?
respondent may respond on the basis of – Influences – e.g., because my kids made me go or – Desirable attributes – e.g., because / wanted to see the whale
• Limits peoples responses to single ideas that many unfairly dominate the discussion
into different questions, e.g. – What prompted you to go to the zoo? – What features of the zoo do you particularly like ?
• What influences your satisfaction with the company ?
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TEN CLASSIC QUESTIONS TO ASK IN A FOCUS GROUP
1. 2.
If you were in charge, what kind of changes would you make? What would it take for this (product) to get a gold star? If this product received award, what would it be for ? 3. If you were the moderator, what would be the next question you would ask the group ? 4. What would you tell a best friend or family member about this product? 5. Assume this product could talk, what would it say about itself? 6. If you could change any thing about this product, what would you change, and what’s the main reason that any thing needs changing ? 7. What would it take for this to get an A ? 8. Can you tell me five positive things to say about this product, no matter how small that positive this is ? 9. If you were responsible for selling this product, what key point would you stress in the ad campaign ? 10. What do you need to know about this product in order to accept or reject it ?
Source: Henderson (1994)
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DEVELOPING THE OVERALL STRUCTURE
Opening question Timing Minutes
5
Introductory questions 10
Transition questions 20
Key questions 40
Ending
15
= 1hr 30m
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SPECIFIC HINTS TO ENHANCE THE FLOW OF THE DISCUSSION
1. 2. 3. 4.
5.
Provide background information to participants – e.g., why the session is being held, who the sponsor is, how the information will be used General questions before specific – e.g., broad to narrow, abstract to specific, open to focused Positive questions before negative questions – e.g., what do you like, and what do you dislike The un-cued (open) questions before the cued (closed) questions – "what should be done to fix problem x", then "what do you think about these ideas to fix problem x" Ask participants to give categories / lists before providing the categories / list, – e.g., "Please give me a list of reasons for going to the zoo", then "here is a list of reasons other people have been given for going to the zoo"
Source: Henderson (1994)
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CRITICAL STEPS IN DESIGNING QUALITATIVE RESEARCH Process is often highly iterative Develop the overall research design Questions • What are the to consider research objectives
• How many groups / interviews are being considered
• Which specific qualitative technique is most appropriate
Decide sample
Write the discussion guide
Enhance the groups
• Who is going
• What are the 3 • What homework by
to be interviewed
main questions the respondents that need to be • Which "projective" answered techniques to use • How sensitive / during the groups complex is the subject matter • Do we recontact the respondents
• Where are the groups going to be conducted
• How will the respondents be recruited
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APPROACHES TO ENHANCE FOCUS GROUP OUTPUT
PrePre-focus group homework exercise
Techniques to use during focus group
• Extended product / service use • Direct questioning – Laddering • Product / service deprivation – Funneling • Diary keeping – Consensor • Pantry / wardrobe check – Brand / product mapping/ • Accompanied shopping trip groupings • Observational research • Real life research • Projective techniques – Word associations • In house visits
•
PostPost-focus group followfollowup
• Face-to-face or telephone one•
to-one depth interviews Reconvened groups
– Symbolic analysis (Semiotics) – Collaging – Complete the sentence – Drawing a picture – Creating analogies / personifications – Fantasies and daydreams – Thematic apperception tests Group activities – Developing a campaign – Role playing Market Information Management 32
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OBSERVATION • Observing consumers/customers in their "natural habitat", What What is is it? it?
What What is is itit used used for? for?
When When is is itit used? used?
Source: McKinsey
using cameras or discreet tracking by interviewers • May or may not involve a short follow-up interview
• Providing detailed, unbiased information on how customers purchase and/or consume products and services – Shopping/consumption patterns and occasions – Decision processes – Frames of reference/Substitute products – Pain points
• To generate new product ideas • To guide merchandising strategy • To inform brand strategy • To optimize brand portfolio decisions
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EXAMPLES OF INSIGHTS FROM OBSERVATION
Approach
Insights
Type of insight
• General Mills observed
• Parents of small children use
• Unknown attributes
how cereal "Cheerios" is consumed in households
• Watched car owners loading cars
U.S. Foods Company
Source: McKinsey
• Observed usage of sprayon cooking oil
"Cheerios" as a convenient and transportable snack rather than a traditional breakfast
• Car owners wrestled often with back seats to fit cargo
• Customer applied cooking oil to
• Unarticulated needs (led to development of mini-vans)
• Unusual usage
bottom of lawn mowers
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FLOW MAPS FROM OBSERVATION RESEARCH CAN DRIVE STORE LAYOUT DECISIONS RR C3
B1 C4
32% of these shoppers S4 completed the loop
W3
1
W 5
W6
17% of shop-pers turned left upon entering B2
M1 M FIT
P2
F4
K1
S2
H2
P3
H3
T2
P5 S1 O3 F1 F2
C6
CW
E1
H1
turned right upon entering M
CW2
T1
H515% of these shoppers
FH 13
F336% of shop-pers
CD
A1
28% of these shoppers completed the loop D1 28% of these shoppers completed the loop H5
H4
W7 W8
N N1 1
CW
47% of shop-pers P1 CW C1 J entered the middle CW
W1 W2 W W3 FIT W4 W9
G1
LAYAWAY CW CW
CW
H1completed C5 P4
the loop S3
CW
L1 L1 P4
R1
L1
CW
Potential insights
• Very difficult to assemble a meal quickly for "tonight’s dinner" from the center store
• Key consumer segments do not even venture into center store on critical shopping occasions
Source: McKinsey
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OTHER EXAMPLES OF USING OBSERVATIONAL RESEARCH
Company
Description
• Developed "Follow Me Home" methodology, where marketers and engineers observe customers installing software at home Consumer Durables Manufacturer
• Observed consumers to understand their needs
Packaged Goods Manufacturer
• Developed occasion-based approach, after
Department Store
• Reorganized store, based on discovery that core
related to refrigerator usage • Recommended product design to maximize capacity while recognizing consumers’ constraints on space
consumer observation revealed that occasion is a key driver in the canned tuna market
departments were not easily accessible
Source: McKinsey
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OBSERVATIONAL RESEARCH: EXAMPLES
• A pharmaceutical company follows GPs around all day to identify • • • • • •
problems / stresses they face Honda sent R&D engineers to showrooms in California to see how Americans interact with their car Small video cameras in retail stores record how customers make decisions at the shelf Ivory soap was created by observing that women tended to lose their soap when washing clothes in the Ohio rive A supermarket accompanied a number of its shoppers around the store to evaluate the store layout and the key stress points of shopping A house in West London has been equipped with cameras in every room so that companies can record people using their products in a real life environment Sega developed game centres to observe customers using products on an ongoing basis
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LIVING AS THE CONSUMER • Spending time alongside consumers in their natural What What is is it? it?
What What is is itit used used for? for?
When When is is itit used? used?
habitat, sharing their behaviors and experiences
• Understanding how customers behave and interact with products and services in context • Determining their needs and how the brand experience fits with their needs • Understanding customer pain-points • Immersing management in the consumer mindset
• To generate new product ideas • To guide product/service performance improvements • To inform brand strategy • To embed customer insights within the organization
Source: McKinsey
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LIVING AS THE CONSUMER
•• ••
CASE EXAMPLE WOMEN’S APPAREL
Senior Senior managers managers role role played played the the segments segments and and purchased purchased outfits outfits for for different different wear wear occasions occasions They They then then dressed dressed mannequins mannequins in in these these outfits outfits and and had had to to describe describe their their shopping shopping experiences, experiences, where where they they bought bought each each item item and and why, why, and and how how much much each each outfit outfit cost cost –– just just as as the the segment segment character character would would "Value "Value Seeker" Seeker"
Source: McKinsey
"Fashion "Fashion Maven" Maven"
"Super "Super Trendy" Trendy"
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OTHER EXAMPLES OF LIVING AS THE CONSUMER
Company
Description
• Managers stay in touch with consumers by riding alongside them at company-sponsored events
• Lived with consumer families to gain deeper insight • Led to innovative product development resulting in 24% increased sales in football in 2002
• Design engineers took lodgings with Japanese families to understand how they used their cars
Source: McKinsey
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EXTENDED PRODUCT / SERVICE USE
What is it?
• Focus group participants are given product / service prototype to use for 1 week prior to group discussion
When do you use it?
• When objective is to solicit feedback on a new product / service and/or
Main benefits
• Feedback based on actual experience. All participants will have
Main limitations
• Practicality of having product / service prototype available, confidentiality
Example
• When conducting research into benefits of instant cameras, consumers
where usage is required for customer understanding
something to contribute
were asked to use product for 1 week period • Insight generated: "takes pictures" regular cameras cannot, e.g., personal photos of girlfriend, photos of spectacle frame in store for husband who could not go shopping with wife
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PRODUCT / SERVICE DEPRIVATION
What is it?
• Focus group participants are asked not to use product / service for 1 week prior to group discussion
When do you use it?
• Useful for uncovering new opportunities for commodity products /
Main benefits
• Heightened sensitivity to "value" of product / service in customer’s
Main limitations
• Participant compliance and practicality of total deprivation
Example
• When conducting research into benefits of milk, consumers were asked
services
life. All respondents will have something to contribute
to not use product for a 1 week period • Insight generated – milk is such an "everyday essential" and it enhances the pleasure of many occasions, e.g, taking a coffee break, social event
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DIARY KEEPING
What is it?
• Focus group participants are asked to record product / service usage over 1 week period prior to group discussion, e.g., what, when, where, with whom
When do you use it?
• When objective is to understand usage occasions and ensuing
Main benefits
• Rich source of actual customer behaviour information to use as prompt
Main limitations
• Rely on honesty of participants to maintain diary accurately
Example
• When conducting research on apparel purchase decisions • Participants were asked to record design and last 3 apparel purchase
behaviour
in group discussion
trips, and to classify their clothing in a diary prior to the group discussion
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RESULT FROM "DIARY SURVEY": HIGH WEEKEND AND LOW WEEKLY SPENDING ON TV SPOTS NOT REFLECTED IN CONSUMER VIEWERSHIP PATTERNS TV, all days Consumers watching TV Minutes per day
2.0 1.60
Existing customers
200
1.19
1.0 1.0 0.74
0.69 0.59
Potential reallocation of TV spending across weekdays
• Should spending on 1.5
0.51 0.5
0.35
Saturdays and Sundays be so high? (customers have limited access to their bank on these days) • Should spending on weekdays (i.e. on Thursday/Friday) be increased to reach more customers?
0.0 0.0
0
Banking customers (unique users, %)
Share of contacts
Customer contacts via TV commercials Millions per day
300
100
BANKING EXAMPLE
Mon
Tue
Wed
Thur
Fri
Sat
Sun
88
81
81
83
79
66
77
* Based on CPM for a 30' TV spot Source: Banking client; McKinsey MediaMatics research, 2005
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RESULT FROM "DIARY SURVEY": SPENDING ON TV COMMERCIALS SHOULD BE MORE FOCUSED AROUND PEAK VIEWERSHIP TIMES TV, weekend
Illustrative example; company spend by time of day n.a.
Consumers watching TV (minutes per 4 hours)
BANKING EXAMPLE Share of contacts Existing customers
Customer contacts via TV commercials (millions per 4 hours)
100
0.50
80
Potential reallocation of TV spending across time
• Should timing of TV 60 0.20
0.25
0.20
40
• Can daytime TV ad-
0.10 20 0
7 - 11
(Early) morning Banking customers (unique users, %)
vertising be reduced to free funds for the evening?
0.05 3-7
3
12
11 - 3
3-7
Day/afternoon 21
Source: Banking client; McKinsey MediaMatics research, 2005
spots be increased during peak times (7 - 11pm)?
7 - 11
11 - 3
0.00
Evening/night 26
62
18
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BRU_ZWF009_20051004_ Marketing research qualitative
PANTRY / WARDROBE CHECKS
What is it?
• A visit to a respondents home to inspect the contents of his/her pantry or clothes cupboards
When do you use it?
• To gain a deeper understanding of the respondents shopping / purchase
Main benefits
• It makes it easier to appreciate what type of products a respondent
Main limitations
• Some respondents may deliberately tidy their homes before the visit and
Example
• A retail chain was looking to develop a new range of own label clothes.
preferences
prefers and why they do/don’t like the products / retail share that they will be discussing in the qualitative research
not show you all of their purchases / clothes
A wardrobe check was conducted among existing customers to understand how their current outfits would match the new range. Photographs of their wardrobes were taken so that the designers could understand what type / style of garments were preferred
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BRU_ZWF009_20051004_ Marketing research qualitative
IN-HOME VISITS
What is it?
• Visit respondents in their home and experience customer environment (where are products stored, how is product used etc.)
When do you use it?
• Useful with low-involvement products when customers may not
How do you do it?
• Recruit respondents and make appointment for a 1–2 hour visit of their
remember where products are stored or how it is used in a controlled focus-group session. Or when it’s difficult to bring products to a focusgroup session (car, clothes, house, etc.)
home • Prepare discussion guide • Debrief interviewer to determine conclusions
What do you • Insight into real product usage get out of it? • Potential product improvement ideas
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BRU_ZWF009_20051004_ Marketing research qualitative
CONSENSOR
What is it?
• A series of response boxes connected to a computer to get the response to a question from a large group of people simultaneously
When do you use it?
• A useful tool when a direct feedback is needed from a large group of
How do you do it?
• Recruit a group of respondents • Book the consensor equipment • Install the software on your laptop and set up the equipment (don’t
people (up to 25 people) independent from each other
forget to test it in advance) • Brief the respondents well What do you • A direct response to a question from a group of respondents unaffected by each others answers get out of it? • Please note the results to a consensor are based on a limited number of respondents and therefore not statistically significant
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BRU_ZWF009_20051004_ Marketing research qualitative
WORD ASSOCIATIONS
What is it?
• Technique often used to link a brand name with product attributes, customer benefits, relative price, use / application, user / customer, celebrity / person, lifestyle / personality etc.
When do you use it?
• To get beneath the reaction to a brand name
Example
• Word associated with McDonalds: Golden arches, everywhere, familiar, greasy cheap, fat • Competitor brand had stronger associations with fun, variety and nutritious and lower associations with everywhere, familiar, greasy
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BRU_ZWF009_20051004_ Marketing research qualitative
SYMBOLIC ANALYSIS
What is it?
• Techniques to understand the symbolic meaning of objects by comparing them to their opposites
When do you use it?
• To understand emotional / personal reasons behind behaviour
Example
• Airline discussion – Interviewer: What would it be like if you could no longer use airlines? – Respondent: Without planes, I would have to rely on long distance calls and letters – Implication: Advertise the benefits of meeting friends face to face rather than sending letters
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BRU_ZWF009_20051004_ Marketing research qualitative
COLLAGING
What is it?
• Respondents are asked to cut out pictures from different magazines to describe how they feel about a particular topic or subject. They are then asked to describe why they choose each picture
When do you use it?
• When you need to understand problems or issues that people may feel
Example
• A group of employees were asked to form a collage to describe how
embarrassed about, or may be unwilling / unable to discuss directly. Often powerful to get client to develop collage on "topic," e.g., brand image, and then compare to customer perceptions
they felt about the company they worked in. The pictures illustrated a concern that the company was not sufficiently creative. This concern had not emerged in 4 hours of direct conversation
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BRU_ZWF009_20051004_ Marketing research qualitative
COMPLETE THE SENTENCES
What is it?
• Technique to understand what a person thinks or feels, by asking them to complete a sentence or describe a drawing by using the third person
When do you use it?
• When dealing with personal or sensitive issues. It may also be used if
Example
• "The average person considers television . . . . . . . . . . . . . . . . . . . .". • "People collecting government benefits are . . . . . . . . . . . . . . . . . . . .". • "When I found that my cholesterol was too high, I felt . . . . . .. . . . . . . ."
you want the respondents to reflect on a subject before they respond
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BRU_ZWF009_20051004_ Marketing research qualitative
DRAWING A PICTURE
What is it?
• Respondents are asked to draw pictures to describe how they feel about a particular topic
When do you use it?
• When you need to understand problems or issues that people may feel
Example
• To understand employee morale
embarrassed about, or may be unwilling / unable to discuss directly, e.g., weight watching, fragrances – and you do not want people to be constrained by the picture you supply (or when you would like to build collage boards, but do not have enough time)
– Draw a picture of an employee – Draw an arrow to his mouth and write down what he is saying about the organization – Draw another picture to his head and write down what he thinks about the organization – Draw another picture to his heart and write down that he feels about the organization
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BRU_ZWF009_20051004_ Marketing research qualitative
USING PICTURE DRAWING TO GENERATE CUSTOMER INSIGHT ON PORSCHE EXAMPLE 11
22
33
Focus groups asked to fill in the thought bubble
Porsche drivers draw "the way they feel about their cars"
Children asked to draw dream car
You
Insight
Porsche launched rebranding strategy based upon • Redefining image of Porsche driver • Environments your Porsche will take you to • Recapturing youth
Porsche
1 in 5 gave overtly negative response
Source: Jon Steel (Truth, Lies and Advertising)
What was done as a result
Drivers see their cars as part of the environment
From a young age children identify Porsche as their "dream car"
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BRU_ZWF009_20051004_ Marketing research qualitative
CREATING ANALOGIES / PERSONIFICATION / FAMILIES
What is it?
• Respondents are asked to imagine how a target topic could be like another topic or person or family, and then to describe why they think similarities / differences exist
When do you use it?
• When you need to generate potential solutions to a problem by
Example
• If this company were a car, what type of car would it be? What type of
understanding how other markets work or what characteristics certain people possess or how the problem links to other situations
car would the competitor company be? • If this company were a person, what would they be like? • If this industry were a family, who would be the mother and father, who would be the children, who would be the black sheep, the crazed aunt, the adopted son, etc. Who would not belong to the family?
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BRU_ZWF009_20051004_ Marketing research qualitative
SO WHEN SHOULD I USE NON-TRADITIONAL TECHNIQUES?
When respondents can’t tell you
• To identify latent, unmet, or poorly met needs • Reported usage is subject to bias or memory lapse • •
(e.g. alcohol consumption) Significant portion of the decision-making is unconscious or routine To get at the more emotional benefits of a product/ service
When respondents won’t tell you
• Topic is sensitive or people may feel discomfort
When fishing for new ideas
• Category has been "researched to death" • To surface innovation ideas
To immerse client in consumer world
• To get clients quickly up the learning curve • To embed research findings in organization
discussing it
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BRU_ZWF009_20051004_ Marketing research qualitative
WHEN ARE TRADITIONAL FOCUS GROUPS STILL APPROPRIATE?
When problem is simple
• When the buying decision/ process is very simple • When trying to hypothesize potential segments for a • •
known product/ service When need a basic understanding of the consumer lexicon When the main issues to explore are issues customers can talk about (e.g. functional benefits)
When social interaction is important
• To test specific ideas/ screen concepts and
If client isn’t ready
• Client is cynical or less sophisticated
•
consumer interaction is important Emotional reinforcement is beneficial – e.g. “Gee, I thought I was the only one who had that problem!”
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OVERVIEW OF THE MARKET INFORMATION MANAGEMENT PROCESS Feedback on strategy / results Marketing strategy development
Market information collection
Marketing strategy implementation
Market research set-up
Study / survey execution
Information analysis
Critical steps for designing qualitative research Critical steps for designing quantitative research
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BRU_ZWF009_20051004_ Marketing research qualitative
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BRU_ZWF009_20051004_ Marketing research qualitative
AGENDA
• Level 1 • Level 1 • Level 1 – Level 2 – Level 2
• Level 1
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Exhibit ##
1 1
2
3
4
5
6
1
2
3
4
5
6
High
High
Medium
Medium
Low
Low
Line 1
Line 1
Line 2
Line 2
Line 3
1
2
3
4
5
6
1
2
3
4
5
6
Line 4
Textmiddle
Line 5
Legend
Appendix
Legend Legend
1 2 3 4 5 6 2
3
4
5
Line 4 Line 5
Legend
1
Line 3
CAGR 2000-02 (Percent) CAGR 2000-02 (Percent)
• Texttop
6 Textmiddle Textbottom
Textmid
–
–
–
Textmiddle
Texttop Market Information Management 62
BRU_ZWF009_20051004_ Marketing research qualitative
ESTIMATES Legend Legend Legend Legend
Text
• Text
* Footnote Source: McKinsey analysis
Market Information Management 63
