P r o d u c t I n s i g h t s
P r o d u c t I n s i g h t s
P r o d u c t I n s i g h t s
Let’s Chat Set Up
P r o d u c t I n s i g h t s
• Define research objectives and what you want to get out of the
conversation / project
• Understand how the findings will be used
• Consider possible hypothesis and the impact they could have
DEFINE PURPOSE AND METHODOLOGY1
2• Explore what kids are into these days
– Popular TV shows, games, movies, etc.
• Explore what families or parents are doing in their spare
time– Popular TV shows, games, movies, date nights, travel locations, etc.
• Published reports / publications – Mintel, Smarty Pants, CDC, etc.
• Trend information or upcoming changes to other areas
involving kids, time, and families
RESEARCH THE ENVIRONMENT / SPACE
P r o d u c t I n s i g h t s
1Define research objectives and what you want to get out of the project
P r o d u c t I n s i g h t s
1 Define Methodology and sources needed to ensure you meeting your
objectives. IE. Create your plan
P r o d u c t I n s i g h t s
2Explore what kids are into these days
– Popular TV shows, games, movies, etc.
Explore what families or parents are doing in their spare time– Popular TV shows, games, movies, date nights, travel locations, etc.
Published reports / publications – Mintel, Smarty Pants, CDC, etc.
Trend information or upcoming changes to other areas involving kids, time,
and families
Build your foundation
P r o d u c t I n s i g h t s
Selecting your Respondents
P r o d u c t I n s i g h t s
Extreme usersExtreme users
Market Research
Design Research
Things to think about
P r o d u c t I n s i g h t s
What criteria do your respondents need to meet?
Think About/Consider
Age
Gender
Location
Interests
Ethnicities
Life stage
Activities
Style identifiers
Technology
Experience
Own things
Traditions
P r o d u c t I n s i g h t s
OBSESRVE
3 • Immerse yourself in the space you are researching
• Go places your consumer would go
• Shop where your consumer would shop
INTERVIEW
4 • Plan: who you want to talk to, where you will meet them, what you will discuss
• Bring a team: Moderator, Note taker, Observer
P r o d u c t I n s i g h t s
OBSESRVEImmerse yourself in the space you are researching
Go places your consumer would go
Shop where your consumer would shop3
P r o d u c t I n s i g h t s
INTERVIEW 4 Bring a team, never go alone!
Moderator, Note taker, Observer
Main Person speaking
during the interview
Consumer
Moderator
Directs the conversation
Asks the questions
Guides towards the
objectives
Responsible for
consumers comfort and
ease during interview
Note Taker
Captures verbatim quotes
and statements
Transcribes conversation
Takes photos when needed
to understand or as frame
of reference
Main person to share out
during unpacking
Observer
Watches for body
language and unspoken
cues in conversation
Captures when these
happened and inferences
Responsible to highlight
contradictions in say vs do
P r o d u c t I n s i g h t s
P r o d u c t I n s i g h t s
Language
Body
Emotion
Action
DataPossibility
Past
Present
Future
How would you say it?
What happened?
I noticed X, tell me more about…..
How does that feel?
Show me what you did?
How would you do X?
What do we already know?
What are the facts?
Where do we see this going?
What could happen?
If you had a magic wand, what would you do?
What have you tried?
What was that experience like?
What does that look like now?
How would you use X?
What has changed?
What do you want to be able to do?
What do you see changing?
How might you see it?
Effective
Questioning:
Open mind
Compelling
Discovery
Questioning
P r o d u c t I n s i g h t s
Listening
Listening to Self
Listening to them
Listening to context
My thoughts
My feelings
Their thoughts/ feelings
Their word choice
What else is going on here?
What are they not saying?
Note
taker
Observer
Moderator
P r o d u c t I n s i g h t s
Time
Em
otio
na
l
Engagem
ent
Introduce
Yourself
Introduce
Project
Build
Rapport
Evoke
Stories
Explore
Emotions
Question
Statements
Thank
You &
Wrap Up
By building rapport, you create trust making it easier to explore their emotions
Interview Stages
P r o d u c t I n s i g h t s
Things to think about:What do I already know?
What do I assume today?
What do I hope to learn?
What makes up a Discussion Guide?IntroductionPURPOSE: AGREEMENT TO PARTICPATE
Trust buildingPURPOSE: ALLOWS FOR OPEN DIALOG AND CONVERSATION ROUTED IN UNBIAS SHARING
Main Conversation – what and how with WHY build in at every chancePURPOSE: STORIES OR INTERACTIONS TO ASSIST IN ACHIEVING YOUR GOALS
Thank youPURPOSE: PROVIDE A SURPRISE TARGET WINK FROM TARGET
INTERVIEW: Moderator Tools 4 Plan: what you will discuss
P r o d u c t I n s i g h t s
INTERVIEW: Moderator Tools 4 Plan: what you will discuss
MAIN CONVERSATION:
This is the meat of the conversation- it will help you achieve your goal.
Have about 3-4 main questions you HOPE to get answers with additional options
below to call an audible.
If the Guest leads you down a rabbit hole- chase them! Understand why they
are so passionate about that topic, it can be very telling.
Examples:
• Prior to shopping today, was there anything you did to prepare for that purchase?
• Would you mind taking me through what that looks like?
• What do you wish Target carried that you have been able to find elsewhere?
• How would that make you feel if Target carried an item like that?
• What does that item help you do?
• What makes you return to that store?
• If you were given a magic want to create an item for XXXX, and nothing was
restricted, what would you create? Walk me through how you would interact with XXX
and what it would do for you.
P r o d u c t I n s i g h t s
quotes & defining words
actions & behaviors feelings & emotions
thoughts & beliefs
Empathy Map: Note taker / Observer Tools
1. Use different post-it colors per guest
2. Use headlines to capture your ideas
3. Avoid jumping to (and clinging to) a solution
4. You should feel like you are exploring, not deciding
5. Communicate with each other to ensure that all of the elements are captured
P r o d u c t I n s i g h t s
Time to get out of your
own mind and space to
go meet your consumer
where they are!
P r o d u c t I n s i g h t s
1. In your project groups, splitting in half. • 3 of you will be team A
• 3 of you will be team B
2. Identify your roles: Moderator, Note takers, Observer
Team A Team B
NoteMod Ob NoteMod Ob
3. We will spend 5 minutes having Team A interview ( ) from Team B.
If you are on team B and not the interviewee you will also be taking notes.
4. We will then switch and Team B will have 5 minutes to interview ( ) from Team A.
If you are on team A and not the interviewee you will also be taking notes.
Tips to Taking Notes:
• Use post its and your sharpie
• One thought per post it (think news headlines)
• One post it color per interviewee
P r o d u c t I n s i g h t s
Your Challenge:
Understand the family bonding experience
5. In your smaller teams, we will give you 5 minutes to identify roles and start
writing some questions to meet your objective above.
Tips to Begin:
Who…..
What….
When….
How…..
Where….
Why….
P r o d u c t I n s i g h t s
quotes & defining words
actions & behaviorsfeelings & emotions
thoughts & beliefs
P r o d u c t I n s i g h t s
What is this kid doing?
P r o d u c t I n s i g h t s
What does it mean to infer..
Observation Insight
Notice
Something“I wonder if this
means..”
Actionable
learning
about
people
Think about Tensions,
Contradictions, Surprises
Infer
P r o d u c t I n s i g h t s
INDIVIDUAL NEED INSIGHT
• From your individual, need, insight brainstorm, mad-lib
your post-it notes to create several POV options
Be specific Use verbsObservation +
Interpretation
P r o d u c t I n s i g h t s
Owen, an energetic 10 year old boy
with a burning sense of adventure
Needs to feel confident in who he is
But surprisingly every time his mom
makes him dress in jeans for a
family photo he feels like he’s
playing the pretend person his mom
wants him to be
POV Example
P r o d u c t I n s i g h t s
Team A Team B
NoteMod Ob NoteMod Ob
Remaining in your working teams, lets start work on your POV statements. We
will give you just a few minutes to try these out. We will then ask a few of you
to share.
Jill, a working mother of 2 technology addicted minons (kids)
needs to spend more quality time with her family during the evenings
but surprisingly the limited amount of time she has to get dinner, homework
and bath time done stops her from pushing her kids too far.
Questions & Group Conversations
P r o d u c t I n s i g h t s
Intercept Interviews
• When making initial contact, feel free to introduce yourself. Tell the consumer that they will not hurt your feelings and that you’re there to better understand their needs.
• Try to avoid direct ‘Why?’ questions. They can sometimes feel accusatory.
• Asking guests to show you things about/within their life creates a sense of comfort and ease (who doesn’t like talking about themselves?), it’s also a great way to build rapport through positive appraisal and recognition (eg “Wow! This is so impressive!”
• Having guests share a specific story about an experience or occasion helps them to recall more robust details and their feelings in the moment.
• Getting guests to use their own language…
“Tell me more”
“In what ways…”
“How does that make you feel?”
“What do you look for?”
“What’s most important to you?”
“What is it about X do you prefer?”
“What are all the different ways…”
“How do you…”
“Let’s go…”
“Show me…”
“Tell me a story…”
“Talk me through a time when you…”
“How would you describe…”
“How do you talk about…”
“What would you tell a friend, family member
about this?”
“How did you…find this, come across this, etc.”
“You said you were X. Can you show us some
examples of ways or times that you were X”
P r o d u c t I n s i g h t s
Advice when talking to people
• Always have at least 1 other person with you so they can take notes and you can be fully engaged in the discussion.
• Look for people who are shopping your category, are not in a hurry, and appear to be your target consumer.
• Accept you will be rejected! It’s not personal – it’s part of the process.
• Ask for a small amount of time at first – The smaller the time commitment, the more willing guests are to participate. Don’t worry, guests will always talk for more.
• A moderator must be extremely flexible and adaptable during an interview.
• There are no right or wrong answers.
• Stay focused on your goals, yet open for discovery
• and remember… Guests don’t know how the conversation “is supposed to go” so RELAX!
P r o d u c t I n s i g h t s
12 months 18 months 24 months/2 years 3 years
12 months
Cognitive (learning, thinking, problem-solving)
• Explores things in different ways: shaking, banging, throwing
• Finds hidden things easily
• Looks at the right picture or thing when it’s named
• Copies gestures
• Starts to use things correctly: drinks from a cup, brushes hair
• Bangs two things together
• Puts things in a container, takes things out of a container
• Lets things go without help
• Pokes with index finger
• Follows simple directions like “pick up the toy”
Movement/Physical Development
• Gets to a sitting position without help
• Pulls up to stand, walks holding on to furniture (“cruising”)
• May take a few steps without holding on
• May stand alone
• Still wearing a diaper
Daycare environment
• Feeding themselves- intro to table food and sippy cups
2 years
Cognitive (learning, thinking, problem-solving)
• Finds things even when hidden under two or three covers
• Begins to sort shapes and colors
• Completes sentences and rhymes in familiar books
• Plays simple make-believe games
• Builds towers of 4 or more blocks
• Might use one hand more than the other
• Follows two-step instructions such as “Pick up your shoes
and put them in the closet.”
• Names items in a picture book such as a cat, bird, or dog
Movement/Physical Development
• Stands on tiptoe
• Kicks a ball
• Begins to run
• Climbs onto and down from furniture without help
• Walks up and down stairs holding on
• Throws ball overhand
• Makes or copies straight lines and circles
18 months
Cognitive (learning, thinking, problem-solving)
• Knows what ordinary things are for: telephone, brush, spoon
• Points to get the attention of others
• Shows interest in a doll or stuffed animal by pretending to feed
• Points to one body part
• Scribbles on his own
• Can follow 1-step verbal commands without any gestures
Movement/Physical Development
• Walks alone
• May walk up steps and run
• Pulls toys while walking
• Can help undress herself
• Drinks from a cup
• Eats with a spoon
Daycare environment
• Moved into toddler room
• Outdoor play time regular
• Table foods and sippy cups
3 years
Cognitive (learning, thinking, problem-solving)
• Can work toys with buttons, levers, and moving
parts
• Plays make-believe with dolls, animals, and
people
• Does puzzles with 3 or 4 pieces
• Understands what “two” means
• Copies a circle with pencil or crayon
• Turns book pages one at a time
• Builds towers of more than 6 blocks
• Screws and unscrews jar lids or turns door
handle
Movement/Physical Development
• Climbs well
• Runs easily
• Pedals a tricycle (3-wheel bike)
• Walks up and down stairs, one foot on each
step
Daycare environment
• Early stages of potty training/pull-ups
Mostly at Home or Daycare
• Cart-bound
• Limited vocabulary and highly
impulsive
• Mom is primary decision maker
in almost all cases
Dependent Guest: Ages- 2-3
P r o d u c t I n s i g h t s
4 years 5 years 6 years
4 years
Cognitive (learning, thinking, problem-solving)
• Names some colors and some numbers
• Understands the idea of counting
• Starts to understand time
• Remembers parts of a story
• Understands the idea of “same” and “different”
• Draws a person with 2 to 4 body parts
• Uses scissors and eventually cutting a straight line
• Starts to copy some capital letters
• Plays board or card games
• Tells you what he thinks is going to happen next in a book
Movement/Physical Development
• Hops and stands on one foot up to 2 seconds
• Catches a bounced ball most of the time
• Pours, cuts with supervision, and mashes own food
• Managing a spoon and fork neatly while eating
• Drawing a square
• Putting on clothes properly
• Potty training complete
Girls show early signs of influence on the purchasing
decisions of apparel
Pre-schoolers:
Gross motor development in the 3- to 6-year-old should include:
•Becoming more skilled at running, jumping, early throwing, and kicking
•Catching a bounced ball
•Pedaling a tricycle (at 3 years); becoming able to steer well at around age 4
•Hopping on 1 foot (at around 4 years), and later balancing on 1 foot for up to 5 seconds
•Doing a heel-to-toe walk (at around age 5)
6 years
• Kindergarten activities- recess begins to be a part of life
• able to run in various pathways and directions and can
manipulate their bodies by jumping and landing, rolling
and transferring their weight from feet to hands to feet
• dance, six-year-olds can create, imitate and explore
movement in response to a musical beat. The dramatic
play of six-year-olds show greater creativity and
complexity in the use of props, costumes, movements and
sounds.
5 years
Cognitive (learning, thinking, problem-solving)
• Counts 10 or more things
• Can draw a person with at least 6 body parts
• Can print some letters or numbers
• Copies a triangle and other geometric shapes
• Knows about things used every day, like money and food
Movement/Physical Development
• Stands on one foot for 10 seconds or longer
• Hops; may be able to skip
• Can do a somersault
• Uses a fork and spoon and sometimes a table knife
• Can use the toilet on her own
• Swings and climbs
• Spreading with a knife
• Drawing a triangle
• Kindergarten activites- recess begins to be a part of life
Emerging Guest: Ages- 4-6 Pre K to 1st Grade
• Along for the ride, but harder
to control
• Want and request everything
• Mom still makes all the final
calls
P r o d u c t I n s i g h t s
7 years 8 years 9 years 10 years
7 years
• Effectively combine motor skills like running to
kick a ball, rolling after landing from a jump or
traveling in rhythm to music
• Physical activity in all of its forms, especially
when the sport or physical activity is structured so
that they can be successful.
• Skills like riding a bike, swimming, skiing, dance
or gymnastics begin to show true proficiency.
• Display a longer attention span and the ability to
tolerate less-detailed directions and last-minute
changes.
• Increase their knowledge of art elements,
materials, techniques and processes.
• Name characters, setting, problem and solution in
a drama, as well as act out real-life and
imaginative situations through dramatic play,
puppet shows and other dramatizations.
Boys begin to have opinions on their apparel
selections/ influence
9 years
• Mentally combine information, reverse thinking to go
from an end result to its causal agent, and make logical
arguments (cognitive development)
• Apply inductive reasoning skills (the ability to form
generalizations), where children use specific information
to form a general conclusion (e.g., On these 10 dogs I
have seen have fleas, so all dogs must have fleas.)
(academic skills)
• Express written and spoken ideas that are persuasive,
interesting, and engaging (language & literacy)
• Engage in elaborate fantasy play, interactive games,
rotating leaders, and cooperative goal setting (social
development)
• Engage in new kinds of problem solving when prompted
(creativity development)
8 years
• Take multiple perspectives and understand differing points
of view (cognitive development)
• Recognize their own learning strengths and struggles, and
apply increased focus and attention skills to study skills,
math, and reading abilities (academic skills)
• Read fluently, apply and check comprehension strategies
(language & literacy)
• Relate to peers, adjust to social rules, and evolve from
free play to more structured interactions and expectations
(social development)
• Show a marked decrease in creativity along with notable
conformity of thought (creativity development)
10 years
• Understand abstract or hypothetical concepts
and arguments (cognitive development)
• Apply deductive logic abilities, where children
use a general premise to form a specific
conclusion (e.g., Most people are right
handed. Sally is a person, so she must be right
handed) (academic skills)
• Understand irony and apply inferences
independently (language & literacy)
• Identify and describe emotions; reflect on
others’ motives (social development)
• Engage in divergent thinking and formulate
open ended questions (creativity development)
Influential Guest: Ages- 7-10
2nd- 5th Grade
• Actively influencing mom with more
selective decisions
• Still must defer to moms final decision
but influence has grown
http://www.scholastic.com/parents/resources/article/developmental-checklist-8-10-year-olds