exploratory research design chapter 4
TRANSCRIPT
-
7/28/2019 Exploratory Research Design Chapter 4
1/41
Exploratory ResearchDesign:
Qualitative Research
-
7/28/2019 Exploratory Research Design Chapter 4
2/41
Overview
Primary Data: Qualitative versusQuantitative Research
A Classification of Qualitative ResearchProcedures
1.Focus Group Interviews
2.Depth Interviews
3.Projective Techniques
-
7/28/2019 Exploratory Research Design Chapter 4
3/41
A Classificationof Qualitative
ResearchProcedures
QualitativeResearch
Procedures
Indirect(Disguised)
ProjectiveTechniques
FocusGroups
DepthInterviews
AssociationTechniques
ExpressiveTechniques
Direct(Nondisguised)
ConstructionTechniques
CompletionTechniques
-
7/28/2019 Exploratory Research Design Chapter 4
4/41
Focus Group
A focus group consists of eight to tenrespondents who meet with amoderator/analyst for a group discussion
focused on a particular product orproduct category.
Respondents are encouraged to discusstheir interests, attitudes, reactions,
motives, lifestyles, feelings about theproduct or product category, usageexperience and so forth.
-
7/28/2019 Exploratory Research Design Chapter 4
5/41
For example, if the communication gap betweenthe target audience and upper management islarge, focus groups can help upper managementunderstand the different perspective of thetarget audience.The dynamic nature of open-ended questions
can lead to insights unique to the focus groupprocess. Ideally, focus groups last about 1 totwo hours, and group members will answer fiveor six questions during that time. Focus groupsare usually observed by a two-way mirror andare videotaped.
-
7/28/2019 Exploratory Research Design Chapter 4
6/41
Characteristics of FocusGroups
Group Size Group
Composition
PhysicalSetting Time
Duration
Recording
Moderator
8-12
Homogeneous, respondents,
Prescreened
Relaxed, informal atmosphere
1-3 hours
Use of audiocassettes and videotapes
Observational, interpersonal,andcommunication skills of the
moderator
-
7/28/2019 Exploratory Research Design Chapter 4
7/41
Key Qualifications of FocusGroup Moderators
1.Kindness with firmness: The moderatormust combine a disciplined detachment withunderstanding empathy so as to generatethe necessary interaction.
2. Permissiveness: The moderator must bepermissive yet alert to signs that the groupscordiality or purpose is disintegrating.
3. Involvement: The moderator mustencourage and stimulate intense personalinvolvement.
4. Incomplete understanding: The moderatormust encourage respondents to be morespecific about generalized comments by
exhibiting incomplete understanding.
-
7/28/2019 Exploratory Research Design Chapter 4
8/41
Key Qualifications of FocusGroup Moderators
5. Encouragement: The moderatormust encourage unresponsivemembers to participate.
6. Flexibility: The moderator must beable to improvise and alter theplanned outline amid the distractionsof the group process.
7. Sensitivity: The moderator must besensitive enough to guide the groupdiscussion at an intellectual as well
as emotional level.
-
7/28/2019 Exploratory Research Design Chapter 4
9/41
-
7/28/2019 Exploratory Research Design Chapter 4
10/41
Variations in Focus Groups
Two-way focus group. This allows one targetgroup to listen to and learn from a relatedgroup. For example, a focus group ofphysicians viewed a focus group of arthritis
patients discussing the treatment theydesired.
Dual-moderator group. A focus groupconducted by two moderators: One
moderator is responsible for the smoothflow of the session, and the other ensuresthat specific issues are discussed.
Dueling-moderator group. There are two
moderators, but they deliberately take
-
7/28/2019 Exploratory Research Design Chapter 4
11/41
Variations in Focus Groups
Respondent-moderator group. Themoderator asks selected participants to playthe role of moderator temporarily toimprove group dynamics.
Client-participant groups. Client personnelare identified and made part of thediscussion group.
Mini groups. These groups consist of amoderator and only 4 or 5 respondents.
Tele-session groups. Focus group sessionsby phone using the conference calltechnique.
Online Focus groups. Focus groups
-
7/28/2019 Exploratory Research Design Chapter 4
12/41
Depth Interviews
A depth interview is a lengthy(generally 30 minutes to an hour),non-structured interview between a
respondent and a highly trainedinterviewer, who minimizes his or herown participation in the discussion
after establishing the general subjectto be discussed
-
7/28/2019 Exploratory Research Design Chapter 4
13/41
Depth Interviews
Transcripts, videotapes or audiotaperecordings of interviews are thencarefully studied, together with
reports of respondents moods andany gestures or body language thatthey might have used to convey
attitudes or motives
-
7/28/2019 Exploratory Research Design Chapter 4
14/41
Depth Interview Techniques:Laddering
In laddering, the line of questioning proceedsfrom
product characteristics to usercharacteristics by using what and whyquestions.
This technique allows the researcher to tap intothe
consumer's network of meanings.
What do you understand by Wide body aircrafts(product characteristic)
I can get more work done
I accomplish more
What makes you feel good about product andWhy do you feel good about (user
-
7/28/2019 Exploratory Research Design Chapter 4
15/41
Depth Interview Techniques:Hidden Issue Questioning
In hidden issue questioning, the focus is not on socially sharedvalues but rather on personal sore spots; not on generallifestyles but on deeply felt personal concerns.
fantasies, work lives, and social lives historic, elite,masculine-camaraderie, competitive Activities
Advertising theme: communicate aggressiveness, high status,and competitive heritage of the airline.
-
7/28/2019 Exploratory Research Design Chapter 4
16/41
Depth Interview Techniques:Symbolic Analysis
Symbolic analysis attempts to analyze the symbolicmeaning of objects by comparing them with theiropposites. The logical
opposites of a product that are investigated are: non-usage of
the product, attributes of an imaginary non-product,and
opposite types of products.
What would it be like if you could no longer use
airplanes?Without planes, I would have to rely on letters and longdistance calls.
Airlines sell to the managers face-to-face
communication.Advertisin theme: The airline will do the same thin for
-
7/28/2019 Exploratory Research Design Chapter 4
17/41
Definition of ProjectiveTechniques
An unstructured, indirect form ofquestioning that encouragesrespondents to project their underlying
motivations, beliefs, attitudes orfeelings regarding the issues ofconcern.
In projective techniques, respondentsare asked to interpret the behavior ofothers.
In interpreting the behavior of others,res ondents indirectl ro ect their own
-
7/28/2019 Exploratory Research Design Chapter 4
18/41
Projective Techniques
Projective techniques are designed totap the underlying motives ofindividuals despite their unconscious
rationalization or efforts at consciousconcealment.
They consist of a variety of disguised
tests that contain ambiguous stimuli,such as incomplete sentences,untitled pictures or cartoons, ink
blots, word-association tests.
-
7/28/2019 Exploratory Research Design Chapter 4
19/41
Word Association
StimulusStimulus
CoffeeCoffee
Long distance dialingLong distance dialing
CoatCoat
RainRain
MovieMovie
-
7/28/2019 Exploratory Research Design Chapter 4
20/41
Word Association
Long distance dialing was notLong distance dialing was not
understood by many customer sounderstood by many customer so
after research it was found thatafter research it was found that
Direct Distance Dialing was theDirect Distance Dialing was thechosen wordchosen word
-
7/28/2019 Exploratory Research Design Chapter 4
21/41
Word Association
In word association, respondents are presentedwith a list of words, one at a time and asked torespond to each with the first word that comesto mind. The words of interest, called testwords, are interspersed throughout the list
which also contains some neutral, or filler wordsto disguise the purpose of the study. Responsesare analyzed by calculating:
(1) the frequency with which any word is given asa response;
(2) the amount of time that elapses before aresponse is given; and
(3) the number of respondents who do notrespond at all to a test word within a reasonableperiod of time.
-
7/28/2019 Exploratory Research Design Chapter 4
22/41
Sentence Completion
when you first get a car.
What would you do?
Automatic teller machine users are
___________________________________________________________
___________________________________________________________
Automatic teller machines may be convenient, but they
___________________________________________________________
___________________________________________________________
My major concern about automatic teller machines is
___________________________________________________________
___________________________________________________________
-
7/28/2019 Exploratory Research Design Chapter 4
23/41
Sentence Completion
In an effort to create moreeffective advertising, a study was
conducted to probe the motivationfor buying cars.
Women responses were will drive
it and go to office, will go for along drive,
These results indicate that for
women a car is something to use
-
7/28/2019 Exploratory Research Design Chapter 4
24/41
Sentence Completion
Men responses were, we will takegood care of it, will wash itregularly, check the engine,
These results indicate that men viewcar as something for which theyshould beprotective and responsible
-
7/28/2019 Exploratory Research Design Chapter 4
25/41
Completion Techniques
In Sentence completion, respondentsare given incomplete sentences andasked to complete them. Generally,
they are asked to use the first wordor phrase that comes to mind.
-
7/28/2019 Exploratory Research Design Chapter 4
26/41
The third-person Technique
Sonu gets up early 5 a.m. completesSonu gets up early 5 a.m. completes
her household work. Wakes her kidsher household work. Wakes her kids
and husband. Makes the childrenand husband. Makes the children
ready to school. Drives her car andready to school. Drives her car andleaves to office by 9.15.leaves to office by 9.15.
-
7/28/2019 Exploratory Research Design Chapter 4
27/41
The third-person Technique
Sonu gets up early 5 a.m. completesher household work. Wakes her kidsand husband. Makes the children
ready to school. Get into the Generalbus at 9 oclock and reaches heroffice by 10 oclock
-
7/28/2019 Exploratory Research Design Chapter 4
28/41
The third-person technique
more than any other projective technique, is used to elicitdeep seated feelings and opinions held by respondents, thatmight be perceived as reflecting negatively upon theindividual. People will often attribute "virtues" to themselveswhere they see "vices" in others.
For instance, when asked why they might choose to go on anAlaskan cruise, the response might be because of the qualityof the scenery, the opportunity to meet interesting peopleand learn about a different culture. But when the same
question is asked as to why a neighbour might go on such acruise, the response could very well be because of bragappeal or to show off.
-
7/28/2019 Exploratory Research Design Chapter 4
29/41
Thematic Apperception Test
Respondents are asked to interpret one ormore pictures or cartoons relating to theproduct or topic under study.
Application: A study was designed tomeasure the price/quality perception ofwomen regarding cosmetics. One-half ofthe respondents were shown a cartoon ofa women buying a Rs.30 beauty cream;
the other half was presented with a pictureof a woman buying a Rs.250 beautycream. Both groups were asked todescribe the beauty cream.
-
7/28/2019 Exploratory Research Design Chapter 4
30/41
Thematic Apperception Test
The Rs.30 product is perceived as greasyand oily and bought by someone who fallsfor advertising claims and doesnt have toomuch money to spend on cosmetics.
The Rs.250 product was viewed as leavingthe skin clear, refreshed and young-looking, softening and cleaning the skin,
and purchased by someone who careswhat she looks like-possibly a businesswoman.
The results demonstrate that women
consider more expensive cosmetics to be of
-
7/28/2019 Exploratory Research Design Chapter 4
31/41
Deposit
this
cheque
nearest
ATM in
the
CARTOON COMPLETION TESTCARTOON COMPLETION TEST
In the cartoon technique, the
respondent is shown a comic-strip
like cartoon with two characters in a
conversation. While the speech of one
character is shown in his/her balloon,
the other balloon is empty.
The respondent is asked to assume
the role of the other person and fill
the empty baloon with a speech.
-
7/28/2019 Exploratory Research Design Chapter 4
32/41
Motivation ResearchTechniques
-
7/28/2019 Exploratory Research Design Chapter 4
33/41
Expressive Techniques
In expressive techniques, respondents arepresented with a verbal or visual situationand asked to relate the feelings andattitudes of other people to the situation.
Role playing Respondents are asked to playthe role or assume the behavior of someoneelse.
Third-person technique The respondent is
presented with a verbal or visual situationand the respondent is asked to relate thebeliefs and attitudes of a third person ratherthan directly expressing personal beliefs and
attitudes. This third person may be a friend,
-
7/28/2019 Exploratory Research Design Chapter 4
34/41
Ink blot projectiveTechnique
The respondent is asked to describethe ink blot. The theory behindprojective tests is that respondents
inner feelings influence how theyperceive ambiguous stimuli.
For example if a person is hunger
there is every chance that he will seesome eatables in the ink blot
-
7/28/2019 Exploratory Research Design Chapter 4
35/41
Ink blot projectiveTechnique
-
7/28/2019 Exploratory Research Design Chapter 4
36/41
-
7/28/2019 Exploratory Research Design Chapter 4
37/41
Advantages of ProjectiveTechniques
They may elicit responses thatsubjects would be unwilling or unableto give if they knew the purpose of
the study. Helpful when the issues to be
addressed are personal, sensitive, orsubject to strong social norms.
Helpful when underlyingmotivations, beliefs, and attitudesare operating at a subconscious
level.
-
7/28/2019 Exploratory Research Design Chapter 4
38/41
Disadvantages of ProjectiveTechniques
Suffer from many of the disadvantagesof unstructured direct techniques, butto a greater extent. Require highly trained interviewers. Skilled interpreters are also required to
analyze the responses. There is a serious risk of interpretation
bias. They tend to be expensive. May require respondents to engage in
unusual behavior.
-
7/28/2019 Exploratory Research Design Chapter 4
39/41
Guidelines for Using ProjectiveTechniques
Projective techniques should be usedbecause the required informationcannot be accurately obtained by
direct methods. Projective techniques should be
used for exploratory research to gain
initial insights and understanding. Given their complexity, projective
techniques should not be used
naively.
-
7/28/2019 Exploratory Research Design Chapter 4
40/41
Mystery Shoppers
Are professional observes who poseas customers in order to interact withand provide unbiased evaluations of
the companys service personnel inorder to identify opportunities forimproving productivity and efficiency
-
7/28/2019 Exploratory Research Design Chapter 4
41/41
Complaint analysis
Take the complaint from customers
Take suggestions for improvements
Establish listening posts and analyze