广告调查（第二版）英文 指导手册 Davis-Instructors-Manual-ch21 Reporting Research

AdvertisingResearch:Instructor’sManual

Copyright©2012PearsonEducation,Inc.publishingasPrenticeHall

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AdvertisingResearch:Instructor’sManual

Copyright©2012PearsonEducation,Inc.publishingasPrenticeHall

21.ReportingResearch

ChapterGoals

Whenstudentsaredonereadingthischaptertheywillhaveabetterunderstandingof:

• thecharacteristicsofgoodreportwriting.

• thecomponentsofthewrittenreport.

• specialconsiderationsfortheoralresearchreport.

• specialconsiderationsforthereportingofquantitativeandqualitativefindings.

NotestotheInstructor

TheChapterLectureprovidesaguidetokeytopicsandcontent.ThePowerPointslidesarenamed:davis_adresearch_ch21.ppt.

Thischapterissupportedbysupplementalreadingsonthetextwebsite.Thesematerialsillustratetheprinciplesdiscussedinthechapterandserveasexamplesofexcellenceintheanalysisandreportingofresearchfindings.

FeedCompany

FeedCompanyhelpsmajorU.S.brandadvertisersmaximizetheplacementandviewingoftheironlinevideos.Thecompanystates,“weemployinnovativemarketingtacticstogetyourbrandvideosexposedtopopularblogs,videosites,andsocialnetworks.Ourabilitytofeedengagementmakesusthefirstchoiceforcompanieswhowanttomakesuretheirvideosarebeingwatchedonline.”Inordertobetterunderstandadvertisers’perspectiveonitscorebusiness-viralvideouseandplacement-FeedCompanyconductedanonlinesurveyof40executivesattopU.S.creativeadagenciesandmediabuyingfirms.Theresultoftheresearch,theViralVideoMarketingSurvey,isprovidedinthischapter’sonlinesupplementalreadings.

ViralVideoMarketingSurvey

TheViralVideoMarketingSurveyisanexampleoftimelyresearchthatprovidesimportantbusinessinsightstoFeedCompanyandaframeofreferenceforadvertisersconsideringtheuseofviralvideoforbrandpromotion.Asdiscussedearlierinthischapter,however,eventhebestdesignedresearchisoflittlevalueifthefindingsarepresentedpoorly.Fortunately,the

ViralVideoMarketingSurveydoesnotsufferfromthisproblem.Onthecontrary,thereportisanexcellentmodelforthepresentationofresearchfindings:

• asignificantamountofinformationispresentedveryconcisely;

• thevisualorganizationandlayoutfacilitatesinformationacquisition;

• theuseofheadingstosummarizethefindings(ratherthanreportspecificpiecesofdata)makesiteasytoquicklyunderstandkeyresultsandtheirimplications;

• appropriategraphsandchartsareintegratedwiththetext-basedexplanations;

• open-endedcommentsareintegratedwiththenumericdatatoprovidedeeperinsightsintofindingsandimplications;

• thesinglepageExecutiveSummaryisclear,conciseandworksextremelywellbothtosummarizethefindingsandtoencouragethereadertocontinuereadingthefullreport.

TheFeedCompanyViralVideoMarketingSurveyisanexcellentmodelforresearchreporting.

ChapterLecture

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I.CharacteristicsofGoodReportWriting

Anexcellentresearchreportsuccessfullycommunicatesproject'sgoals,ob-jectives,methodology,keyfindings,andimplications.Excellencecanbeachievedwhenreportisclear,concise,complete,coherentandshowscareinpreparationofallareasofthereport.

A.ClarityandConciseness

Claritypermitsaudiencetofocusonwhathasbeendiscoveredandimplicationsofthesediscoveries.Concisenesssavesaudiencetimeandenergy.Clarityandconcisenessareimprovedwhennarrativeportionofthereportdoesthefollowing.

• Eliminatesunnecessarywords.Manyreportstaketenortwelvewordstosaywhatcouldbesaidinoneortwo.Forexample,

eliminate... infavorof…

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itisimportanttonotethat... importantlyduetothefactthat... because

inviewoftheforegoinganalysis… inlightof

asupplementalreviewofthedata... additionalanalyses

• Usescommonwordsandsimplephrasing.Avoidsformal,stifflanguage,“buzzwords,”andcomplex,convolutedphrasing,forexample,

eliminate... infavorof…

afactorwhichexertssignificanceinfluence… aninfluentialfactorintermsoftheforthcomingdatapresentation… now

• Minimizesuseoftechnicaljargonandusesvocabularythatmatchesthatofthereaderorlistener.Leavetechnicaljargonforreportappendices.Whenuseoftechnicalterminologyorjargonisabsolutelyneeded,makecertainitisclearlyexplained.

• Avoidslongrun-onsentences.

• Usesactiveversuspassivevoice.Activevoiceaddsinterest,brevity,andclarity,forexample:

Passive Active

Inthecourseofmyanalysisitbecame Theanalysisshows…

apparentthat...

Therewerethreereasonsforthistrendinresponse.Therewerethreereasonsforthistrend

Clarityandconcisenessalsoapplytovisualaids.Everyvisualaidshouldhavespecificpurposeandshouldfacilitatecommunicationandinsights.

B.Completeness

Acompletereportprovidesdetailsatnecessarylevelofdepth.Canevaluatereport’sbreadthanddepthbyobjectivelyreadingreportandthenasking:"Canmyaudiencefullyunderstandtheresearchfindingsandindependentlyevaluatetheappropriatenessofconclusionsandrecommendationswithoutbeingdistractedbyirrelevantinformation?"

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C.Coherence

Referstosmoothflowofthoughtsinfindingspresentation.Reportiscoherentwhen…

• therearesmoothtransitionsbetweenthoughts,

• relatedpiecesofinformationaregroupedandpresentedtogether,

• topicsarelogicallyarrangedinanintuitivelyreasonableway,and

• aclear,explicitpresentationoffindingsservesasthedirectbasisforconclusions,implications,andrecommendations.

D.Care

Nothingdeflatescredibilityfasterthanproblemswithinformationcontent,grammar,andspelling.

• Informationcontent.Tablesandchartsmustbedouble-checkedforaccuracy,columnsmusttotaltotheappropriatenumber,andtableandchartlabelsmustbecorrect.Crucialthattextandtablesagree.

• Grammarandspelling.Incorrectgrammarandspellinggetinthewayofclear,directcommunication.Grammaticalandspellingerrorsalsosignificantlylessentheaudience'sviewofresearcher'scompetenceandprofessionalism.

II.TheNeedforReview

• Firstreviewisofcontent.Aretheconclusionsvalid?Issufficientinformationgiventosupporttheconclusions?Isenoughbackgroundinformationgiventoexplaintheresults?Haveallirrelevantideasbeendeleted?Aretheillustrationspertinentandnecessary?

• Secondreviewisofthemechanicsandorganization.Arethesubjectandpurposeclearlystated?Doesthereportflowsmoothlyfromtopictotopic?Aretherelationsbetweentopicsclear?Iseachillustrationclearandproperlylabeled?Areallrequiredpartsofthereportincluded?

• Thirdreviewisofspelling,grammarandsentencestructure.Is

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eachsentencewritteneffectively?Arethesentencesvariedinlengthandcomplexitytoavoidmonotony?Arethewordsspecificratherthanvague?Haveallunnecessarywordsbeendeleted?

III.TheWrittenResearchReport

Mostreportswillcontaintheseelements:

• titlepage

• tableofcontentsandlistofillustrations/figures

• executivesummary

• background

• descriptionofthemethodology

• findings

• conclusions

• recommendationsandnextsteps

• appendices

A.TitlePage

Firstorcoverpage.Mostcontainsimilarinformation:

• titleoftheresearchproject

• datereportwasprepared

• accountorgroupforwhichthestudywasconducted

• internalagencyjoborcontrolnumber(ifapplicable)

• namesoftheprincipalagencyresearchersinvolvedintheplanning,conduct,andanalysisoftheresearch

• anyrestrictionsrelatedtodistributionorconfidentiality

ExamplesshowninSlides21-20and21-21.

B.TableofContentsandListofIllustrations/Figures

Listspagenumbersofmajorsectionsandsubsectionsaswellasitemsplacedinthereportappendix.

C.ExecutiveSummary

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Mostimportantpartoftheresearchreport.Usefulexecutivesummarypresentsinformationrelatedto…

• Studybackgroundandpurpose-Whythestudywasdoneandhowtheinformationistobeused.

• Methodology-Howtheinformationwascollected.

• Mainfindings-Whatwaslearned.

• Conclusions(withanyappropriatelimitations)andrecommendations-Asummaryoflearningandapointofviewregardingwhatshouldbedonenowthattheresearchiscomplete.

Shouldbewrittensothatitstandsalone.

D.Background

Providesacontextforapproachingandusinginformationgatheredbyresearch.Presentsbackground,researchobjectives,andrationaleingreaterdetailthanthatpresentedinexecutivesummary.Placesthisinformationwithinbroadercontextofwhytheresearchwasconducted.Thisbroadercontextisimportantfortworeasons:(a)permitsthereporttorefertosimilarorrelatedresearchand(b)providesarecordforfuturereportreaderstounderstandreasonsforresearch.

E.Methodology

Summarizesspecificdecisionsrelatedtosamplinganddatacollection.Shouldbeadescriptionof:whoparticipatedintheresearch,whytheseindividuals

wereselectedforparticipation,keyquestionsasked,howthedatawascollected

andwhentheresearchtookplace.Technicaldetailsaswellassupportingmaterialssuchasquestionnairesorinterviewguidesareplacedinthereport’sappendix.

F.Findings

Typicallyconstitutesthemajorportionoftheresearchreportwhichdoesthefollowing:

• Organizesthefindingsaroundcoretopicsandpresentsthesetopicsinlogicalorder.Topic-basedorganizationhelpsaudiencemorecompletelyunderstandfindingsinoneareapriortointroductionfindingsfromotherareas,Presentationofresultsbytopicarearequiresintegrationoffindingsfromquestionsappearingindifferentpartsofquestionnaire.As

aresult,useofquestionandanswerformatisnotrecommendedasitmakesitverydifficulttodiscernoveralltrendsandinterrelationshipsbetweensurveyquestions.

• Itpresentsonlythosefindingsthatareimportant.Researchermustdecidewhichfindingsprovideimportantinsightsandwhicharemerelyinteresting(andshouldbeplacedinAppendix).

• Itpresentsallfindingsneededtosupportforthcomingconclusionsandrecommendations.Conclusionsandrecommendationsaremorelikelytobebelievedandacceptediftheirsupportisdirectandexplicit.

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G.Conclusions

Drawsconclusionsfromthefindingspresentedinthepriorsection.WhileFindingssectionpresentswhatwaslearned,Conclusionssectiontellsaudiencewhatthedatameans.Laysthefoundationforthenextsection:Recommendations.

H.RecommendationsandNextSteps

Researchreportswithoutrecommendationsappearincompleteandlackclosure.Allresearchreportsshouldcontainrecommendationsforactionandnextsteps.

I.Appendices

Containmaterialthatistoocomplex,toodetailed,orotherwiseinappropriateforthefindingsandmethodologysectionsofthereport.Provideaplacetopresentimportantsupportinginformationwithoutinterruptingtheflowofthemainreport.

IV.TheOralResearchPresentation

Oralpresentationhasseveralbenefits:

• Ensuresthatappropriateindividualshavebeenexposedtoresearchfindings,recommendations,andconclusions.

• Providesopportunitytoclarifyquestionsorproblemsassociatedwithwrittenreportorthathavearisensincereportwasissued.

• Providesopportunitytoexpandonandextenddiscussionsnotaddressedinwrittenreport.

A.CreatingMoreEffectiveSlides

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• Thinkintermsofideas,notinformation.Goalofeachslideiscommunicationofasingle,focusedidea.Whencreatingaslideask,“WhatisthemainideaIwantsomeonetorememberafterseeingthisslide?”Insteadof,“Whatinformationisnecessarytocommunicate?Thisapproachencouragesresearchertobeselectivewithregardtotheinformationpresentedinsupportofmainidea.

• Thinkingintermsofideasalsohelpstoavoidinformation-denseslides.Cluttered,information-denseslidesthatfocusentirelyonfactsarelikelytobeabarriertothecommunicationofideas.

• Communicatewithbothpicturesandwords.Selecttheappropriatetimeswhenvisualelementscanmakeasignificantcontributiontocommunication.Avoid“cutesy”stockcartoonimages.

• Useslidesastheprompt…fillindetailorally.Presentationsaremoreeffective,andaudienceinterestismaintainedbetter,ifaslideonlycontainswords,phrasesorpicturesthatareusedasthejumping-offpointforamore-detailedoralcommunication.

• Selectnomorethanthreeeasytoreadfonts,andbeconsistentintheiruse.

• Maintainavisualfocus;avoidtoomanybulletpointsonasingleslide.Slidesthatarecluttered,especiallyslideswithmultiplebulletpoints,justoverwhelmandcausetheaudiencetotune-out.

• Useanimationorthe“build”functiontocontrolinformationflowandtofocusattention.Avoidgratuitous,overdonetransitionsoneveryslide.Thebuildfunctionforthebulletpointpresentationisapowerfulmeansofcontrollinginformationflowandmaintainingaudienceattention.Advantages:(1)presentercontrolsinformationflow,(2)audiencememberscanaskquestionsspecifictooneaspectofthechartattheappropriatetime,(3)audiencememberscanbetterunderstandhow

individualdatapointsinthechartareinterrelated.

B.TheResearcherAsPresenter

• Paceyourpresentationfortheaudience,notyourself.Adapt

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paceandmaterialtomeetaudienceneeds.

• Encourageparticipationbutdonotlosecontrolofthepresentation.

• Showrespectforyouraudience.Donottalkdowntoyouraudienceortrytoshowthemhowsmartyouare.Youdemonstraterespectforyouraudienceby:

- beginningandstayingpositive.Donotbegin,forexample,byapologizingforthelengthofthepresentation.Receivebothpositiveandnegativefeedbackinaprofessionalmanner.

- beingpreparedandknowingyourmaterial.Theeasiestwaytoshowalackofrespectforyouraudienceistowastetheirtime.

• Beawareofnonverbalsignals.Youraudiencewillreacttowhatyousay,howyousayit,andnonverbalsignalssentaspartoftheoralcommunicationprocess.Youcanimprovethenonverbalsignalsyousendbydoingthefollowing:

- Maintaineyecontact.Donottalktothescreen.

- Talktotheentireaudience.Donottalkjusttoseniormanagementorthoseononesideoftheroom.

- Maintaingoodbodylanguage.

- Donotdistracttheaudiencewithjanglingkeysorcoins,wavingpointers,etc.

HandlingQuestions

• Toencourageyouraudiencetoaskquestions,callfortheminawaythatsuggestsyouexpectandwantthem.Audienceneedsamomentortwotomaketransitionfromlisteningtospeaking,toformulatetheirquestionsand,insomecases,togetupthecouragetoaskaquestion.Waitaminuteorsoandifnooneasksaquestion,askoneyourself.

• Respondsimplyanddirectly.Don'tallowyourselftogetsidetrackedortoramble.Don'tbluff.

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• Don'tloseyourcool.Neverresponddefensively,withirritationorwithanger.Ifthequestioncanberestatedpositively,doso,answeritandmoveon.Ifnot,firmly,yetdiplomatically,statethatthisisnotthetimeorplaceforthatdebatebutoffertodiscussitafteryourpresentation.Thenmoveon.

• Ifsomeoneasksaboutsomethingexplicitlycoveredinyourtalk,answeranyway,perhapsusingdifferentwordsorexamples.

IV.SpecialConsiderationsforPresentingQuantitativeData

A.UsingTablesandChartsEffectively

Tomaximizetheeffectiveuseoftablesandcharts,keepthefollowinginmind:

•Becertainthattableorchartcomplimentsorextendsnarrativepresentation.

•Keeptablesandgraphssimple.Eachshouldclearlyfocusononemainidea.Usemultiplechartstocommunicatemultipleideasratherthantryingtofiteverythingintoonevisual.

•Makecertainthattableorchartiswellintegratedwithandconsistentwithnarrativeportionofthereport.Muchbettertointerweavetext,tables,andcharts.Makecertainthatthepointsandconclusionspresentedinthetextarethesameasthosemadebythecharts.

•Usetablesandchartstopresentthedata.Usenarrativetointerpretthedata.Describingorreiteratingwhatcanreadilybeseeninthetableorgraphisboring,wastestime,andinsultstheaudience'sintelligence.

•Becarefulandselectiveintheuseofcolor.Ifyouusecolorinyourchartsorgraphs,makecertainthatanydifferencesmarked

bycolorarestillapparentifthechartiscopiedinblackandwhite.Trytoavoiddistractingcolors.

•Becarefulandselectiveinuseoffonts.Makecertainthatyourtypeiseasytoread,especiallyifthetableorchartisreducedfromitsoriginalsize.

•Don’tconfuseusefulwithpretty.

•Avoidjunkchartsorjustbecauseyoucandoitdoesn’tmeanyou

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shoulddoit.Particularlyavoidchartsthatinappropriatelyuse3-D

perspectiveorthatburydataunderaseaofannotation.

B.NumericTables

Appropriateforprovidingexactfiguresoneitherasingletopicormultiplerelatedtopics.TableshowninSlide21-53displaysconsumers'productpurchaseintentafterviewingoneofthreecommercials.

Exampleillustratesthekeycomponentsofawell-constructedtable:

• adescriptivetitleappearsonthetopofthetable

• columnsareclearlylabeled

• thenumberofrespondentsineachgroupisshown

• numbersareroundedtoareasonablelevelofprecision

• decimalpointsarealigned

• columnsaddtotheappropriatetotal

• fontsareconsistentandnotdistracting

Also,notehowshadingisusedtohighlightthefindingsonwhichtheresearcherwantsfocusaudienceattention.

B.BarCharts

Appropriatewhenevergoalistocomparequantitiesoramountsatonepointintimeortocomparechangesovertime.

OnePointinTime

BarchartsinSlide21-54andSlide21-55bothdisplaynumberofhoursindividualsaged18-24spentonsocialnetworkingactivities.Verticalaxis

labelseachactivityandheightofeachbarrepresentsthenumberofhoursspent

oneachactivity.Whenusingbarchartsinthisway,alwaysbesensitivetohowbarsareordered.ChartinSlide21-54orderscategoriesastheywereaskedinthesurveyquestion.Orderingdatainthiswaydoesnotallowforavisualfocusandmakescomparisonsaswellastheoveralltrenddifficulttosee.

Asaresult,whenyouuseabarcharttopresentnominalorordinalleveldata,itistypicallybesttoorderthebarsfromeitherlowesttohighestorhighesttolowest(seechartinSlide21-55).

ChangesOverTime

Barchartsworkwelltocommunicatechangesovertime,butwhenusedinthisway,mustbeselectiveinspecificdatapresented.ChartinSlide21-56

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compareschangeinsocialnetworkingactivitiesbetween2008and2010.Notehowlackoforderinghinderscommunication.Nexttwochartssolvethisproblem.Thischart(Slide21-57)ordersdatabyamountoftimespentoneachactivityin2008whilethischart(Slide21-58)ordersdatabyamountoftimespentoneachactivityin2010.

C.PieCharts

Allowyoutocomparequantitiesoramountsatonepointintime.Thesesareabetterchoiceversusbarchartswheneveryouneedtovisuallyrepresentashareorsegmentofthewhole,forexample,proportionorpercentage.Thepie