1. INTEGRATED MARKETING COMMUNICATIONS Lecture week 10 Research and Evaluation 1: advertising

2. OBJECTIVES To understand the nature and role of research and evaluation in relation to advertising To understand the nature and role of research and evaluation in relation to advertising To outline research issues at the varying stages of an advertising plan To outline research issues at the varying stages of an advertising plan To explain the types of research and data collection methods that are appropriate and available at each stage To explain the types of research and data collection methods that are appropriate and available at each stage To understand how advertising research and evaluation can add value and how it can be used to improve marketing performance To understand how advertising research and evaluation can add value and how it can be used to improve marketing performance

3. DECISION SEQUENCE MODEL This final stage of the DSM has various names depending on which framework used: This final stage of the DSM has various names depending on which framework used: –APIC (Copley) Control –Fill Evaluation and Testing –Belch and Belch Monitoring and Evaluation –Rossiter and Percy Campaign Tracking and Evaluation –Shimp Program Evaluation –SOSTAC Control –Picton and Broderick Research and Evaluation

4. RESEARCH AND EVALUATION Topic taught in two stages Topic taught in two stages –Lecture 10 Research and Evaluation: Advertising –Lecture 11 Research and Evaluation: Other Marcomms tools

5. PURPOSE OF RESEARCH AND EVALUATION Rothschild (1987) “a vital force in giving direction to the ultimate strategy of the campaign.. assess the creative product that finally emerges” Rothschild (1987) “a vital force in giving direction to the ultimate strategy of the campaign.. assess the creative product that finally emerges” Belch and Belch (2004) “ a critical element in the promotional planning process … evaluate the performance of specific program elements … provides input into the next period’s situation analysis” Belch and Belch (2004) “ a critical element in the promotional planning process … evaluate the performance of specific program elements … provides input into the next period’s situation analysis” Fill (2002) indicators and benchmarks for further management decisions … ‘experience’ Fill (2002) indicators and benchmarks for further management decisions … ‘experience’

6. REASONS TO CARRY OUT ADVERTISING RESEARCH Belch and Belch (2004) Belch and Belch (2004) –Avoiding costly mistakes –Evaluating alternative strategies –Increasing the efficiency of advertising –Determining if objectives have been met Picton and Broderick (2005) Picton and Broderick (2005) –Improved decision making –Risk reduction –Improved campaign –Cost savings –Accumulated wisdom

7. REASONS NOT TO CARRY OUT ADVERTISING RESEARCH Belch and Belch (2004) Belch and Belch (2004) –Cost –Research problems –Disagreement on what to test –Objections of creative department –Time

8. WHAT TO TEST AND WHEN? Using time e.g. Using time e.g. –Pre (before) –Concurrent (during) –Post (after) Using communications theory Using communications theory –Source –Message –Channel –Behaviour Using the DSM framework: each stage can be researched Using the DSM framework: each stage can be researched

9. RESEARCH AND EVALUATION: USING DSM FRAMEWORK Situation AnalysisConsumer research, Competitors, Product research Objectives and positioning Internal and feasibility research Strategy development Developmental pre-test of concepts Budget Final pre-test and execution of prodn. ImplementationInternal feasibility research EvaluationPost-test against objectives New situation analysis research Rothschild 1987

10. RESEARCH AND EVALUATION: USING TIME Pre tests (before): primarily used to test advertising in developmental stages to ensure it communicates effectively and meets objectives Pre tests (before): primarily used to test advertising in developmental stages to ensure it communicates effectively and meets objectives Concurrent tests (during): used to test effectiveness of campaign whilst running, in order to make adjustments if necessary Concurrent tests (during): used to test effectiveness of campaign whilst running, in order to make adjustments if necessary

11. RESEARCH AND EVALUATION: USING TIME Post tests (after): this involves research carried out when campaign has been finalised and is running. Can check effectiveness of campaign, and measure consumer action (e.g. sales or attitude change) Post tests (after): this involves research carried out when campaign has been finalised and is running. Can check effectiveness of campaign, and measure consumer action (e.g. sales or attitude change) Tracking studies: longer term research that attempts to measure the effect of key events, campaigns, changes to public opinion etc Tracking studies: longer term research that attempts to measure the effect of key events, campaigns, changes to public opinion etc

12. RESEARCH AND EVALUATION: USING TIME Pre tests, some examples: Pre tests, some examples: –Focus groups –Physiological e.g. pupil dilation, eye tracking, tachistoscopes –Concept testing –Theatre tests (showing ads in a reel plus programming to simulate real viewing conditions)

13. RESEARCH AND EVALUATION: USING TIME Concurrent test examples: Concurrent test examples: –Tracking studies –Attitude tests –Recall tests

14. RESEARCH AND EVALUATION: USING TIME Post tests: Post tests: –Enquiry tests (number of enquiries) –Recall (testing impression of an ad) –Recognition ( aided recall) –Sales –Attitude –Association with position/USP

15. RESEARCH AND EVALUATION: USING COMMUNICATIONS THEORY source (communicator) encodes (creative) signal (message) decodes (perceive) destination (receiver) Basic ‘Schramm’ type model

16. RESEARCH AND EVALUATION: USING COMMUNICATIONS THEORY Approach suggests research should focus on: Approach suggests research should focus on: –Source or sender of message} –Message (creativity)} Communication –Channel (media)} –Receiver (effect) Behaviour

17. RESEARCH AND EVALUATION: USING COMMUNICATIONS THEORY Source: Source: –Effectiveness of source e.g. credibility, trust, likeability, attitude change produced? –Impact of source e.g. memorability, ‘fit’ with product/service/brand, do they dominate ad at expense of message?

18. RESEARCH AND EVALUATION: USING COMMUNICATIONS THEORY Message: Message: –Is the key message effectively communicated? –Is it perceived, understood, remembered? –Are creative approaches liked by audience? –Do individual elements work e.g. copy, headline, images etc –Is position communicated? Reinforced?

19. RESEARCH AND EVALUATION: USING COMMUNICATIONS THEORY Channel: Channel: –Does media strategy work? –Do chosen media reach the target audience? –Are there sufficient impressions to have an impact? (OTS etc) –Does media ‘add value’ to the message? –Which media work best in the plan? For different objectives?

20. RESEARCH AND EVALUATION: USING COMMUNICATIONS THEORY Receiver: research can involve trial (pseudo-purchase) and purchase Receiver: research can involve trial (pseudo-purchase) and purchase –Assess intent to buy, trial, purchase and loyalty –Can measure enquiries, visits, website hits, orders, sales etc. –Can also research knowledge, understanding, attitudes etc.

21. MANAGING RESEARCH AND EVALUATION Be proactive Be proactive Plan testing as part of campaign management Plan testing as part of campaign management Test against campaign objectives Test against campaign objectives Use tests at different times in the process Use tests at different times in the process Use different types of tests Use different types of tests Act on findings Act on findings Test all elements of a campaign Test all elements of a campaign

22. Any Questions?