Concept Testing - Stephanie Larkin

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Transcript Concept Testing - Stephanie Larkin

Advertising and Promotion
Research
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©2012
©2012
Cengage
Cengage
Learning.
Learning.
All Rights
All Rights
Reserved.
Reserved.
MayMay
not not
be scanned,
be scanned,
copied
copied
or duplicated,
or duplicated,
or posted
or posted
to atopublicly
a publicly
accessible
accessible
website,
website,
in whole
in whole
or inorpart.
in part.
Key Perspectives
• Traditional Advertising and Brand
Promotion Research
– Any research that helps in the development,
execution or evaluation of advertising and
promotion
• A New Perspective
– The Account Planning System
– Greater research outsourcing
– More naturalistic and socio-cultural methods
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Advertising and Promotion Research
• Used to assist in determining market
segments
• Plays a key role in helping creatives
understand the audience
• Used to make go/no go ad decisions
and when to pull ads
• Used to evaluate agency performance
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Key Issues in Advertising
and Promotion Research
• Reliability: The research method
produces consistent findings over time.
• Validity: The information generated is
relevant to the research questions being
investigated.
• Trustworthiness: Usually applied to
qualitative data; does the data seem to
make sense?
• Meaningfulness: An assessment of
limitations of the data.
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Scope of Advertising and
IBP Research
1. Developmental Advertising and IBP
Research (before ads are made)
2. Copy Research (as ads are being
finished)
3. Results-oriented Research (after the
ads are running)
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Stage One: Developmental
Advertising and IBP Research
• Design Thinking: Advertisers and marketers think like
designers.
• Concept Testing: Designed to screen the quality of new
ideas or concepts.
• Audience Profiling: Creatives need to know as much as
they can about the people to whom their ads will speak.
Profiles present the creative staff with a fine-grained picture
of the target audience, and its needs, wants, and
motivations.
• Focus groups: Brainstorming session with target
customers (6-12) to come up with new insights about the
brand. Focus groups offer the opportunity to gather in-depth
data.
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Developmental Advertising
Research Methods: Other Sources of
Information
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Internal company sources
Government data sources
Commercial sources
Professional publications
©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Stage Two:
Copy Research (Evaluative Research)
• Research on the actual ads
• Used to judge the ads and promotion
text finished or unfinished
• Often referred to as “evaluative
research”
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Motives and Expectations
for Copy Research
• Account team wants assurance that the ad does
what it is supposed to do.
• The client wants to see how well a particular ad
scores against the average commercial of its type
(a “normative test”).
• Creatives don’t like copy testing because it
creates a report card and “artists” resent getting
report cards from people in suits. (Who wouldn’t?)
• Copy testing research is a good idea most of the
time—it can yield important data that
management can use to determine the suitability
of an ad.
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Evaluative Criteria and
Methods in Copy Research
• “Getting It”
- Communications Test
• What do they remember?
- Not a good predictor of sales
• Cognitive Residue
- Thought listings/cognitive response analysis
- Recall: Aided, unaided, claim, related
- Recognition testing
- Implicit memory measures
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Evaluate Criteria and Methods in Copy
Research (con’t)
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•Knowledge—consumer brand claim or belief
o Communication tests
o Surveys
•Attitude Change
o Attitude Studies
•Feelings and Emotion
o Resonance Tests
o Frame-by-Frame Tests
•Physiological Changes
o Eye Tracking
o Voice Analysis
•Behavioral Intent
©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Stage Three: Results
1. Tracking Studies
• Assess attitude, knowledge, behavioral intent
and behavior over time
2. Direct Response
• Inquiry/direct response measures through
mail, phone, and Internet
3. Estimated Sales Derived from Advertising
• Advertising and promotions differ greatly
• Internet is ideal given “click throughs”
• Multiple factors can effect sales
4. All-in-One Single Source Data
• Links shopping to media use through store
scanners
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©2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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