Brand Communication Impact: Did It Work?

Download Report

Transcript Brand Communication Impact: Did It Work?

Part 5
Principle: IMC and Total Communication
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-1
1.
2.
3.
4.
Why is it important to evaluate brand communication
effectiveness?
What role do campaign objectives play in the
measurement of campaign success?
What are the key ways in which post-campaign
evaluation is conducted?
What are some key challenges faced in evaluating IMC
effectiveness?
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-2
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
3-1
First things first: the campaign objectives
 Typically, a brand communication campaign has
multiple objectives.


For example, one (attitudinal) objective may be to
change brand perceptions.
Another (behavioral) objective may be to make
people engage in some way with the brand.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-4
First things first: the campaign objectives
 Regardless of the number of objectives, the must be
established up front, because they provide the allimportant framework for evaluating whether a
campaign was a success.

Campaign objectives and evaluation work hand in
hand. In the absence of solid campaign objectives,
evaluation becomes a much murkier task.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-5
The campaign purpose: brand building
 Determining advertising’s impact on sales can be
very difficult because of the impact of other
environmental factors.


Sales are not the only reason brands advertise.
One of the major objectives of advertising is to
create higher levels of brand awareness among
consumers.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-6
The campaign purpose: brand building
 Marketers intend their messages to accomplish a
variety of goals.

Brand communication can be deemed successful
when set objectives—attitudinal, behavioral, or
both—have been met.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-7
Why evaluation matters
 All campaigns require multiple, formal evaluation
mechanisms.

These should be “planned in” to any campaign.

If you can’t measure it, you can’t manage it.

The sheer costs of brand communication demand
evaluation in order to judge its effectiveness.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-8
How evaluation fits into the stages
of brand communication testing


A complete understanding of the strength of your
brand communication is accomplished through
testing, monitoring and measurement.
The results of preliminary testing should be
available before large sums of money are invested
in finished work or media buys.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-9
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
10-1



How do we find out whether brand communication
was effective?
How do we know whether the messaging worked?
Questions about impact are critical, and must be
addressed.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-11
Brand messaging impact is measured in terms of
communication effects—the mental responses to a
message that serve as surrogate measures for sales
impact.
These can include:
1.
2.
3.
4.
Brand awareness
Knowledge of what a brand offers
Liking of a brand
Intent to purchase a brand
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-12
Experts in message evaluation
 Many research companies specialize in measuring
the various dimensions of effectiveness.


The most successful have conducted so many tests
that they have developed norms for common
product and service categories.
Norms allow planners to determine whether a
message has performed above or below the
category average in terms of “moving the needle.”
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-13
Tracking Studies
 Conducted from the time a campaign is launched
until after it has concluded.

Involves the collection of information from random
samples of consumers who live in markets where
they were exposed to a campaign.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-14
A beautifully done image for John West, a British beer,
uses a simple photograph of the top of a can. It takes
on new meaning when the can’s rings are associated
with the rings in water from a fishing bobber.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-15
Scanner analysis
 Many retail outlets use scanners to tally purchases
and collect consumer buying information.

Scanner research is also used to see what type of
sales spikes are crated when certain ads and
promotions are used in a given market.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-16


Using single-source research, advertising and
brand purchase data come from the same
households, linking advertising to sales.
The result is single-source data because brand
communication exposure and brand purchasing
data come from the same household source.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-17
Memory tests
 In a recognition test, people are asked whether they
remember having seen a message before.

In a recall test, respondents who have seen a
message are asked to report what they remember
from the ad about the brand.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-18
Inquiry tests
These measure the number of responses to an
advertisement or other form of brand communication.
Examples:
1. Calls to a toll-free number
2. An e-mail or website visit
3. A coupon return
4. A visit to a dealer
5. An entry in a contest
6. A call to a salesperson
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-19

Pacific Life uses an image
of a leaping whale to
reflect its image of a
confident insurance
company.

Is it effective?

Does it work?
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-20
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
21-1



IMC synergy exists when all campaign components
work together to create a solid and understandable
brand meaning.
The overarching campaign impact is strongest
when the right mix of IMC tools is used.
Before overarching campaign synergy is measured,
evaluation usually is conducted on a tool-by-tool
basis.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-22

Advertising can accomplish objectives including
increased brand awareness, improved brand image.

The tracking study is the most common posttesting
evaluation technique used to evaluate advertising.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-23


Evaluation should be based on measurable objectives
set at the beginning of campaign planning.
Practitioners typically track the impact of a public
relations campaign in terms of successful output and
outcome.
As a class: What are some examples of outputs?
Examples of outcomes?
How do you know the difference?
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-24



Sales promotion managers need to evaluate the
impact of consumer, retailer, and other promotions.
A payout analysis compares the costs of a promotion
to the forecasted sales generated by the promotion.
A break-even analysis determines the point at which
the total cost of a promotion exceeds the total
revenues generated.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-25


Direct marketing mechanisms are the easiest IMC
tools to evaluate in terms of message efficiency and in
terms of return on marketing investment.
The primary objective of direct-marketing
communication is to drive a transaction or generate
some other type of immediate behavioral response,
such as a donation or visit to a dealer.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-26
Evaluation of digital IMC components
Performance indicators include:
1. Page views
2. Click-through rates
3. Cost per lead
4. Conversion rate
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-27
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
28-1


Advertising has little chance to be effective if no one
sees it.
Key media questions:
◦ Did the plan actually achieve reach and frequency
objectives?
◦ Did the newspaper and magazine placements run in
positions expected and produce the intended GRP
and CMP levels?
◦ Did the advertisers get what they paid for?
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-29
Media optimization
 A major challenge in media planning is media
efficiency—getting the most for the money invested.

Media planners operate with computer models of
media optimization to make decisions about media
selection, scheduling, and weights.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-30


Verifying audience measurement estimates is a
challenge.
Services including Experian Simmons, Arbitron,
MediaMark provide data.
As a class:
How do you define “impact?”
If audience members have been exposed to
marketing communication, does it mean they have
paid attention to it?
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-31



Out-of-home media
For outdoor, traffic counts don’t equal exposure.
Digital media
Evaluation is complex. Analytic firms are developing
more sophisticated evaluation programs.
Alternative media
Even harder to measure; many obstacles remain.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-32
This outdoor board attracted attention because of its
interesting visual and its challenging idea. Research
based on traffic counts find it difficult to account for
the emotional impact of messages like these.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-33
Newspaper readership measurement
For newspapers and other traditional media,
assessment is more straightforward.
Newspapers measure their audiences in two ways:
1. Circulation or number of subscribers
2. Readership or number of readers
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-34
Magazine readership measurement
 Rates are based on the guaranteed circulation that a
publisher promises to provide.


Magazine circulation is the number of copies of an
issue sold, not the readership of the publication.
Magazines also offer advertisers figures for their
total audience.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-35
Measuring the broadcast audience
 Coverage is similar to circulation for print media.


Ratings, as delivered by Arbitron, are re-visited
post-campaign by marketers to ensure that the
radio medium delivered.
For television, A. C. Nielsen data help advertisers
understand the audience that a campaign actually
delivered.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-36
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
37-1
Measuring ROI
 Advertisers continue to improve how they measure
brand communication ROI.


How much spending is too much?
The best way to answer this question is to use test
marketing.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-38
The synergy problem
 Another challenge with evaluating campaigns is
estimating the impact of synergy.


The most common way of measuring total impact is
the brand tracking approach.
Planners must consider other messages and contact
points beyond the brand communication campaign.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-39
The synergy problem
As a class:
Review “A Principled Practice: Can a Broken Guitar
Really Hurt United?”
How might the message effects be measured in this
case?
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-40
Digital challenges
 Marketers must start digital measurement planning
with the desired business outcomes in mind.


Marketers must also develop the right digital key
performance indicators.
Digital communication evaluation must be phrased
so that broader business leaders can understand it.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-41
International challenges
 International brand communication is difficult to
evaluate because of market differences.

Evaluation should focus initially on pretesting to
help head off major problems due to unfamiliarity
with:
◦ different cultures
◦ languages
◦ consumer behaviors
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-42
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
43-1
How should evaluation methods be matched to the
original campaign objectives?
Here’s an example from a recent UPS campaign:



Objective 1: Breaking through Awareness
Objective 2: Breaking the Inertia Trance
Objective 3: Breaking the Relevance Trance
For details, see Chapter 19 of your text.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-44



Advertisers continue to search for evaluation
methods that bring all the individual metrics
together to efficiently and effectively evaluate and
predict brand communication effectiveness.
The ultimate goal is to arrive at holistic, crossfunctional metrics that are relevant for integrated
communication.
Many pieces are still missing in the evaluation of
complex IMC programs.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-45
“Results of Colorado’s Gut Check”



More than 500,000 “gut checks” calculated on the
LiveWell Colorado website.
More than 100,000 website visitors—a 540 percent
increase compared to traffic prior to the campaign.
Facebook page attracted more than 16,000 fans, an
increase of 13,000 before the campaign.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-46
“Results of Colorado’s Gut Check”

Most importantly, attitudes have shifted.

Coloradans gained a better understanding of obesity
from before the campaign’s implementation.

Conclusion: Educational campaigns can increase
public understanding of obesity as a personal health
issue, and facilitate behavior change toward improved
prevention of obesity.
Copyright © 2015 Pearson Education, Inc. publishing as Prentice Hall
1-47