Professional Documents
Culture Documents
TWO
The Consumer
Research Process
Learning Objectives
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 2
Learning Objectives (continued)
4. To Understand the Purposes and Types of Secondary
Consumer Research That Is Available for Making
Decisions or Planning Future Consumer Research.
5. To Understand Specific Features and Applications of
Different Research Methods to Be Carried Out in
Consumer Research Studies.
6. To Understand Where Data Analysis and Reporting of
Findings Fit in the Research Process.
7. To Understand How Each Element of the Consumer
Research Process Adds to the Overall Outcome of the
Research Study.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 3
The Importance of the Consumer
Research Process
• Marketers must understand customers
to design effective:
– marketing strategies
– products
– promotional messages
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 4
The Consumer Research Process
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 5
The Consumer Research Process
• Secondary research
• Primary research
– Qualitative
– Quantitative
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 6
Developing Research Objectives
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 7
Discussion Questions
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 8
Secondary Data
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 9
Types of Secondary Data
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 10
Discussion Questions
Personal Privacy
• Many people do not like the fact that their
personal data are used for marketing.
• How can marketers justify their need for data?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 11
Designing Primary Research
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 12
Qualitative Collection Method
Depth Interview
• Also called one-on-one interview
• Usually 20 minutes to 1 hour
• Nonstructured
• Interviewer will often probe to get more
feedback (see following slide for probing)
• Session is usually recorded
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 13
Probing Options for Interviews
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 14
Qualitative Collection Method
Focus Group
• 8-10 participants
• Respondents are recruited through a screener
questionnaire
• Lasts about 2 hours
• Always taped or videotaped to assist analysis
• Often held in front of two-way mirrors
• Online focus groups are growing
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 15
Discussion Guides for Research
• Step-by-step outline
for depth interviews
and focus groups
• Interviewers will
often “improvise”
and go beyond the
discussion guide
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 16
Focus Group Discussion Guide
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 17
Qualitative Collection Method
Projective Techniques
• Research procedures designed to identify
consumers’ subconscious feelings and
underlying motivations
• Consist of a variety of disguised “tests”
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 18
Common Projective Exercises
Description
Word The researcher has a list of words, some of them to be studied and some
Associations just as “filler.” The researcher asks the respondent(s) to react, one-at-a
time, to each word by stating or (in a focus group setting) writing on a
pad the first word that comes to mind, and to explain the link.
Sentence The researcher has a series of incomplete sentences that the
Completion respondent(s) needs to complete with a word or phrase.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 19
Qualitative Collection Method
Metaphor Analysis
• Based on belief that metaphors are the most
basic method of thought and communication
• Zaltman Metaphor Elicitation Technique
(ZMET) combines collage research and
metaphor analysis to bring to the surface the
mental models and the major themes or
constructs that drive consumer thinking and
behavior.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 20
Qualitative Collection Method
“Looking-In”
• Look at information from threads and postings
on social media, including blogs and
discussion forums
• Methodology to capture consumers’
experiences, opinions, forecasts, needs, and
interests
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 21
Designing Primary Research
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 22
Data Collection Methods
Observational Research
• Helps marketers gain an in-depth
understanding of the relationship between
people and products by watching them buying
and using products
• Helps researchers gain a better understanding
of what the product symbolizes
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 23
Data Collection Methods
Mechanical Observational Research
• Uses mechanical or electronic device to record
consumer behavior or response
• Consumers’ increased use of highly
convenient technologies will create more
records for marketers
• Audits are a type of mechanical observation
which monitor sales
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 24
Data Collection Methods
Experimentation
• Can be used to test the relative sales appeal of
many types of variables
• An experiment is usually controlled with only
some variables manipulated at a time while
the others are constant
• Test markets are conducted on a single market
area
• Experimentation can be conducted in
laboratories or in the field
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 25
Discussion Questions
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 26
Data Collection Methods
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 27
Validity and Reliability
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 28
Attitude Scales
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 29
Types of Attitude Scales :
1)Single item Scale
2)Multi-item Scales
Single item scales are those with which only one item
is measured. The following are the important single item
scales:
1) Itemised Category Scales:
Are those in which respondents have to select an
answer from a limited number of ordered categories.
Eg. A hotel customer is asked to indicate the level of
satisfaction for the service provided
Example:
Rank order scale for analysing Motor Cycles
Brand Affordable Cost High Mileage Stylish Great Pick up
Hero Honda
TVS
Bajaj
Rank the brands with 1 being the brand that best meets the
characteristics , 7 being the worst of the characteristics
3) Comparative Scales :
The Researcher provides a point of comparison for
respondents to provide answers. Therefore, all
respondents will have a uniform point of comparison for
selecting answers.
Example:
Respondent is asked to rate the sweet shop ‘X’ in
comparison to sweet shop ‘Y’ in Kochi:
Excellent Very Good Good Both are same Poor Very poor
Multi-item Scales :
Fast -- -- -- -- -- -- --
Slow
Large -- -- -- -- -- -- -- Small
Plain -- -- -- -- -- -- -- Stylish
In-
Expensive -- -- -- -- -- -- -- Expensive
2) Staple Scales :
+5 +5 +5
+4 +4 +4
+3 +3 +3
+2 +2 +2
+1 +1 +1
-1 -1 -1
-2 -2 -2
-3 -3 -3
-4 -4 -4
-5 -5 -5
3) Likert Scale :
Its use is 1 2 3 4 5
cumbersome
Customer Satisfaction Measurement
• Customer
Satisfaction
Surveys
– Analysis of
Expectations
versus Experience
• Mystery Shoppers
• Customer
Complaint Analysis
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 39
Sampling
Whom to survey?
How many?
How to
select them?
Sampling
• Sampling may be defined as the selection of some part of an aggregate or totality
of the basis of which a judgment or inference about the aggregate or totality is
made.
• Obtaining information about an entire population by examining only a part of it
Objectives:-
• Reduce operational cost
• Reduce analytical & computing requirements
• Sampling is required to satisfy the decision maker’s reliability requirements
• Sufficient accuracy in the sample is possible for stable results
• Sampling is unavoidable. Sampling can reduce
• Sampling is required for high standards
• Appropriate sampling is needed for fresh & recent data
• Large samples or complex sampling may be avoided because they require too
much time & data
Basis of Sampling
• Characteristics of respondents
• Sample value (population value)
Advantages of Sampling
• Cheaper
• Expeditions
• Collection of detailed information
• Better quality
Disadvantages of Sampling
• Inflexible
• May mislead results
• Unreliable
• Sampling experts required
• Complicated sampling is time consuming
• Own limitations
• Additional problems of Sampling
Techniques of Sampling
Methods of Sampling
•Probability
•Non-probability
•Probability sampling:- simple random sampling
•Every item of the universe has an equal chance
of including in the sample
•If N is the size of the population and “n” units
are to be drawn in the sample
Sampling and Data Collection
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Two Slide 46
Report
• Communication of
Research
•What should be the
contents?