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MARKET RESEARCH REPORTA Marketing Research Study of Julie Blais Comeaus Target Audience
ADM43 5 Promot iona l P lann ing Prac t icumSubmitted on November 12, 2013
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INTRODUCTION
Confidence and Credibility Thats the subtitle of entrepreneur and etiquette expert Julie
Blais-Comeaus debut into the publishing world. Tasked with building a promotional plan
that will push Julies new book to bestseller status, to our team, these words mean so
much more. Solid data is necessary to give our recommendations credibility, and to giveJulie the confidence to implement these recommendations given her tight marketing
budget.
The purpose of this research study is to determine what strategies will be most effective
in promoting Julie and her new book to her target market of students and recent
graduates. The research seeks to understand the target markets attitudes toward
etiquette as a behavior, and their interest in etiquette as a learning topic. Furthermore,
information was sought regarding factors related to the consumption of books and
professional development information in general.
RESEARCH OBJECTIVES
Based on the questions presented in the survey and the mandate of creating a
promotional plan for a book on etiquette, our research objectives are as follows:
Is there a category need for etiquette books; and if so, which groups perceive agreater need for improvement in terms of etiquette (based on age, field of study,
gender)?
Which areas of etiquette do students and graduates perceive themselves to bemost adept in, and which areas require improvement?
What are the most common sources of professional development information forstudents, and which mediums do they use to absorb the aforementioned
content? What are the most important factors that consumers take into consideration when
deciding to purchase a book?
After formulating these research objectives, the survey was distributed, and the results
were analyzed to provide greater insight in order to create an effective promotional plan.
RESEARCHMETHODOLOGY
The survey was composed as a collaborative effort between all of the students within the
Promotional Planning Practicum course. After creating a draft and revising it multiple
times, the finalized survey was made available online using the Qualtrics software. Theetiquette survey was primarily distributed through email and social media (Facebook &
Twitter)both methods involved sharing the Qualtrics link with our student peers. Our
tweets promoting the survey were re-tweeted and favourited by Telfer School of
Management.
After 10 days of data collection, we were able to obtain 212 responses (note, due to
some incomplete surveys, the total number of valid responses for some questions is
lower).
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Using SPSS, basic frequency analyses and mean calculations were done to get an
overview of the data. We also performed Independent one sample t-tests and ANOVA to
compare responses within different categories. We examined a series of correlation
matrices and used multiple linear regressions to determine the importance of some
professional behavior and interest options on overall behavior and interest categories.
OVERVIEW OF DATA
Below are graphs and tables that outline the demographic details of respondents. Note
that some variables were regrouped for the analysis to allow for a more even distribution
of responses.
As can be seen, the majority of survey respondents were females and individuals
between the ages of 18-21.
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Furthermore, nearly two-thirds of the survey respondents were registered in and
attending university, while only 8% of respondents are currently in college. Due to the
social circles of the survey distributors, nearly 50% (88 respondents) are currently
enrolled in a business/management program; 26 students are enrolled in a social
sciences-related program; and 25 are enrolled in an arts program. Due to the lack of an
even distribution across the field of study, there wasnt enough data to do a reliable
analysis with that variable.
In addition to these demographics, we also noted that the surveyed sample is extremely
price sensitive and has an active digital life. Many of the respondents owned a plethora
of multimedia devices, and use these devices to consumer literature as well as
professional development information, as demonstrated below:
How much would you be willing to pay for this book on etiquette?
Please indicate which of these devices you personally own. (Check all that apply)
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Please indicate the formats that you have used to read a book. (Check all that apply)
Do you use any of the following sources for self-improvement/professional development
information? (Check all that apply)
As illustrated with this graph, reaching Julies target market via a digital strategy will be
key given the popularity of mobile devices.
Chi-square analysis revealed that there is a significant difference with regards to the
usage of news articles and blogs depending on the respondents age. From the data
collected, we can say that people aged over 26 use these two sources significantly more
than people under 25. With regards to social media, it is no surprise that people under
25 use this source significantly more than people over 26.
Similarly, current students are using social media as a source more than graduates,
while graduates use news articles and blogs more frequently. This is an interesting
finding, as Julie will need to focus her digital strategy using specific channels, depending
on the message. For example, older respondents who need practical advice in a work
environment may benefit more from a news article. However, recent graduates looking
for a job may search for job networking advice using social media.
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DATA ANALYSIS
Buying Habits & Etiquette Perceptions
Various factors were compared with the ultimate goal of achieving our research
objectives and to provide insight for our promotional plan. We wanted to discoversignificant differences between our respondents in relation to their buying habits and
etiquette perceptions. The following comparisons reveal some information that was
obvious prior to the survey, but serve as a confirmation nonetheless. It is worth noting
that although statistics can prove that there are differences among respondents, we
cannot conclude causationof these differences.
GenderFemales are significantly more likely to buy an etiquette book than males, in addition to
being more likely to read an etiquette book or Julie's book if it were provided at no cost.
As demonstrated in the graph below, more specifically, females are more likely to buy
Julie's book than males.
Considering that the scale is out of 4 (1 being very unlikely to buy, 4 being very likely to
buy), we must remember that overall, all respondents are unlikely or very unlikely to
purchase this book on etiquette. Although females are more likely, they still remain
"unlikely to buy" in the grand scheme. This relates to our intended strategy of
emphasizing category need for our promotional plan. Although there is a clear gender
difference, this can be related to our literature research finding from the Print
Measurement Bureau, which stated how females generally read more than males. Our
data analysis also revealed that visual appeal was a significantly more important
deciding factor for females when deciding to purchase a book than males.
However, none of the other choices from this question proved to vary significantly
between genders. Similarly, most behavioral ratings and interest in learning about
professional skills ratings were not significantly different between males and females.
-
Male 1.6923
Female 2.0851
1.0000
1.5000
2.0000
2.5000
3.0000
3.5000
4.0000
Likelihood of Buying Etiquette Julie's Book
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The relevant differences are highlighted below. As demonstrated, females often rated
higher on the 4-point scale:
Please indicate how you behave in these professional situations Male Female
I behave in a proper manner when in a work environment 3.24 3.52
Please indicate how interested you are in learning how to Male Female
Exhibit confidence during a first impression 2.43 2.87
Contribute meaningful information when in a meeting 2.55 2.97
Behave in a proper manner when in a work environment 2.11 2.56
AgeOlder respondents, particularly above 25, are significantly more likely to read and buy a
book on etiquette. As noted below, the likelihood to buy Julie's book also increasedsignificantly with age:
1 1.25 1.5 1.75 2 2.25 2.5 2.75 3 3.25 3.5 3.75 4
Ibehaveina
propermanner
wheninawork
environment
Please indicate how you behave in these professionalsituations
Female Male
0 1 2 3 4
Exhibit confidence during a first
impression
Contribute meaningful information whenin a meeting
Behave in a proper manner when in a workenvironment
Please indicate how interested you are in learning how to
Female Male
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Age Please Indicate how likely you are to purchase this book (Rating 1-4)
18-21 1.7
22-25 1.9
26+ 2.4
We can speculate that this higher rating is attributed to more work experience and a
better appreciation for etiquette given higher exposure to the workplace, more
disposable income/less price sensitivity, or more free time to read. Older respondents
also rated higher on their current behavior, as seen below.
This raises an interesting paradox: older respondents are more likely to purchase an
etiquette book, but believe that they already behave professional in certain situations.
They have a higher interest for the book, but less of a need. For our promotional plan,
we will take into consideration that although the younger students and graduates rate
1
1.5
2
2.53
3.5
4
18-21 22-25 26+
Age
Please indicate how likely you are to purchasethis book (Rating 1-4)
1.00
1.50
2.00
2.50
3.00
3.50
4.00
18-21 22-25 26+
3.333.56 3.523.40
3.693.52
3.21
3.55 3.57
2.93
3.113.43
Age
Respondents' perception of etiquette behavior (Rating 1-4)
Please indicate how you behave in these professional situations:-I interact professionally in a meeting.
Please indicate how you behave in these professional situations:-I dress appropriately in a professional setting.
Please indicate how you behave in these professional situations:-I behave in a proper manner when in a workenvironment.Please indicate how you behave in these professional situations:-I eat and drink the right way when socializing withprofessionals.
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themselves lower on current professional behavior, their purchase intent is low. This is a
challenging yet useful finding, since it relates to the bigger challenge of creating category
need for the younger "up and coming" market.
Education Status
Responses regarding post-secondary education were similar to those found with age;those who are notcurrently registered at college or university are significantly more likely
to read a book on etiquette if it were available at no cost.
Similarly, respondents who chose "graduated" or "not applicable had a mean rating of
2.2 out of 4, compared to university/college students' rating of 1.8 on likelihood to
purchase Julie's book.
Once again, likeliness of purchasing the book remains low, but there is a notable
difference. For our marketing strategy, it is worth noting these differences when
considering different marketing strategies for Julie's book for current students versus
graduates.
2.34
2.64
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.25 3.50 3.75 4.00
Reg
istered
University/
College
Graduated/NA
If it were available at no cost to you, how likelywill you read a book onetiquette?
Areyoucu
rrentlyregisteredina
post-se
condaryinstitution?
1.8361
2.1795
1.0000 1.5000 2.0000 2.5000 3.0000 3.5000 4.0000
Registered
University/
College
Graduated/NA
How likelywill purchase this book on etiquette?Ar
eyoucurrentlyregisteredina
post-secondaryinstitution?
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Participation in Professional Development EventsAs anticipated, respondents who have attended a networking event, a professional
development workshop, or a career convention rated significantly higher on purchase
intent to buy an etiquette book and Julie's book, in addition to being more likely to read
the book if provided at no cost. These respondents also rated significantly higher onsome behavior ratings, as shown below.
Considering that workshops and guest-speaking events are a critical part in Julie's
business, these events should be promoted in conjunction with her book. It is possible
that respondents who have attended and will attend these events are more proactive in
developing their skills and therefore more likely to take such measures, including reading
self-help books.
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Likeliness to BuyComparing levels of purchase intent (very unlikely, unlikely, and likely/very likely) against
other data revealed some additional insights. Respondents with high purchase intent
consistently rated higher on interest to learn all professional skills. They also rated
themselves higher on some behavioral questions, such as "I Interact professionally in a
meeting." Interestingly, these respondents also rated format as a significantly more
important factor when deciding to purchase a book. Therefore, those who are more
interested in purchasing an etiquette book are influenced by the format of the book, while
those who are less interested in buying the book in the first place are less concerned
with format. Consequently, this is useful because depending on whom the marketing
strategy is focused on, format may or may not be an important factor to emphasize.
How likely are you to buy a book on
etiquette?
Importance of book format [paper, PDF, e-
book, mobile] (Rating 1-7)
Very unlikely 4.1618
Unlikely 4.2459
Likely/very likely 5.3704
0
1
2
3
4
5
6
7
Importance of book format [paper, PDF, e-book, mobile] (Rating 1-7)
How likely are you to buy a book onetiquette?
Very unlikely Unlikely Likely/very likely
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We also examined the different sources that respondents use for professional
development information to see how their responses varied. For example, respondents
who use blogs, social media, school-based resources, and live events as a source are
more likely to read an etiquette book at no cost - which is not surprising. However, they
are also more likely to buy Julie's book. Therefore, perhaps people who use sources for
information have a higher interest in acquiring more knowledge.
Once again, these people are more likely to purchase Julie's book, but only with an
overall rating between 2 and 2.2, which is still on the unlikely spectrum of the scale.
0
1
2
3
4
5
6
Importance of book format [paper, PDF, e-book, mobile]
(Rating 1-7)
3.78724.254
5.3684
How likely are you to buy this book onetiquette?
Very unlikely Unlikely Likely/very likely
1.0000 1.5000 2.0000 2.5000 3.0000 3.5000 4.0000
Live
Eve
nts
Social
Media
Blogs
1.7838
1.7407
1.7882
2.1923
2.0000
2.0513
How likely are you to buy this book on etiquette?
So
urceforProfessional
Dev
elopmentinformation
Yes No
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As previously mentioned, many of the findings from this analysis proved to be rational
and intuitive. For example, those who spent more time each month reading material for
professional development (5 hours +) were more likely to read the book if available at no
cost and to buy Julie's book. They also rated higher on various professional behavior
and interest ratings. Notably, these avid readers value advice from friends significantly
more than those who read less than five hours a month.
This could be useful when taking into consideration channels of distribution for Julie's
book. If she is to sell her books in book stores, where more avid readers are present, the
importance of word of mouth promotion is ever more important for these consumers.
The same conclusions can be drawn from "How many self-improvement/professional
development books read in past year" as this also measures volume of reading amongst
respondents. Conversely, weekly time spent on personal reading does not have a
significant impact on likelihood to purchase Julie's book. The distinction therefore lies in
the type of books people read (self-improvement vs. leisure). Lastly, but not surprisingly,
respondents who have spent more money on books in past year (aside from course
textbooks) are more likely to purchase Julie's book.
Analyzing Continuous Data
The survey divided all the major continuousvariables into four sections. The first section
included the most important questions in the survey:
(1) Would you read the book if it were free; and(2) Would you buy the book.
These were the quintessential questions of the survey. While the general consensus
from respondents was no to both questions, the data collected in each has helped
predict other patterns from other three sections. The three following sections will be the
basis for the proceeding analysis:
2.002.37
2.94
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
0 hours 1 to 4 hours 5 hours +Ifitwere
availableatnocostto
you,
how
likelywillyoureada
bookonetiquette?
How many hours per month do youread material for professionaldevelopment (excluding for school or...
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! The important factors when deciding to purchase a book! The interest levels for etiquette education.! The etiquette behaviour habits of surveyors
Important Factors When Deciding to Purchase a Book
The factors used in this section were: 1) Availability, 2) Recommendations, 3) Format, 4)
Topic, 5) Price, 6) Endorsement, 7) Length, 8) Author Reputation, 9) Online Reviews,
10) Loyalty, 11) Popularity, 12) Advice from Friends, 13) Visual Appeal.
Julie herself should take each of these factors into account when she is deciding how to
focus her book because most are manageable and can be influenced. For instance, Julie
is the one who decides the price of her book, which can have a large impact on its
success. Although she herself cannot endorse the book, Julie is able to influence people
to positively endorse the book and promote her brand image.
Advice from friends and recommendations as well as visual appeal and length werehighly correlated1, meaning that respondents did not see a major difference in the sets of
factors. Since visual appeal and the length are so similar this might give a large indicator
into what buyers want to see when they are shopping for books. The visual appeal and
length of a book are generally viewed as two separate categories, but it might seem that
when a user is looking at books attractiveness, the length is a significant factor. This
cannot currently be changed for Julies book, but it is an important distinction to make
when buyers are deciding to make the purchase, and could influence her future books.
When deciding how to market any specific book, it is important to realize what factors
are the most important. Therefore, we took two different approaches for this analysis,
and we believe each approach was insightful for a for Julie's promotional plan.
Firstly, using factor analysis we are able to reduce all our variables from twelve factors to
four stages. The stages refer to the ordera buyer might take when deciding how or why
to purchase a book. The coloured values indicate the importance of the original
questions in each stage, the higher the number the more important it is2.
1Highly correlated for the rest of the report will refer to a correlation higher than .5
2Anything above .5 is highly important and is marked in yellow, anything above 0 is marginally
important and marked in green. All other values were left blank signifying that they were not
important.
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1. Stage 1 - All factors are important, because when first deciding to pick a booknothing should be left out, but the most important factor is the books
attractiveness (visual appeal and length).
2. Stage 2 - Less factors are important, but now we see that advice from friends andrecommendations are now the most important.
3. Stage 3 - Topic is now the most important factor with several less importantfactors accompanying it.
4.
Stage 4 - Topic and author reputation are now the only significant factors andshould therefore be the centre of focus3.
If we follow this process, it gives us a concrete indication on what Julie should focus on
in the future. As noted, everyone focuses on the attractiveness of a book, its popularity,
etc. They then begin focusing on recommendations from those close to them. Lastly,
when all else is considered the topic becomes the most important and is the ultimate
decidingfactor. This process can be used to decide what buyers are looking for when
they are looking for books to purchase. Throughout all four stages, the only two factors
that remained important were the author's reputation andtopic.
Using a different approach (regression), we were able to look at the importance of these
factors in terms of whether or not the respondent would read the book.
3Popularity of the author and availability to contact the author are auxiliary to the reputation of the
author specifically.
Please indicate the importance of the
following when deciding to purchase a book.1 2 3 4
Visual Appeal .696 -.282 .029 -.295
Length of book .646 -.184 .261 -.305
Popularity .639 .239 -.015 .272Loyalty .565 -.413 -.141 -.092
Endorsement .561 .202 -.509 -.008
Author reputation .480 .204 .201 .570
Format (paper, PDF, mobile, e-book) .464 -.179 .398 -.212
Availability to contact author .429 -.067 -.518 .279
Online reviews .416 .393 -.312 -.019
Price .365 -.340 .226 -.074
Advice from friends .277 .722 .227 -.264
Topic .199 .038 .517 .583
Recommendations .062 .799 .145 -.283
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Once again, topic is the most important factor when deciding to purchase a book. The
issue that plagues Julies' business is the fact that most people do not think they require
literature on etiquette. That is why so many people stated that they would not buy thebook, because the topic did not interest them. In our final presentation we plan to create
a need for what Julie is offering, and in doing so increase her chance of selling to her
audience.
Interest Levels for Etiquette EducationRespondents were asked to indicate how likely [they] are in learning how to act in certain
professional settings. Our findings indicate that the responses in this section were highly
correlated4. This could mean many things, but we can draw two possible conclusions:
1. Surveyors did not see the difference between all the different choices in thisquestion
2. Surveyors see the difference, but were equally uninterested in all of them, and assuch gave them all similar scores
Since not many people were interested in the subject matter (etiquette), and since the
topics within the interest question were all different, it is more likely that the answers
were correlated because surveyors see the difference between each choice, but
were equally uninterested in all of them, and as such gave them all similar scores.
Therefore, emphasis needs to be put on changing the perceptions that are hindering the
worldwide success of Julies' business.
This trend was followed through in the factor analysis where all the importance factors
were weighted virtually the same from .7 to .9.
4All values (except 3) were greater than .5 and as such are deemed highly correlated.
Available at no cost to you versus Bookfactors
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The largest perception barrier to overcome is that people do not think they require
etiquette education, and this is why many people are so uninterested in the subject
matter.
This particular model shows us that how you interact in a meeting and the way in
which you follow up with the person afterwards were the most important for
respondents. Interestingly, how to dress appropriately and contribute meaningful
information in a meeting were deemed unimportant. This might be because people don't
believe they need to learn this, and can manage to do so on their own. While the data isnot concrete it does give us an indication of what this batch of potential consumers are
looking for in the market. Our conclusion is once again that the topic is currently not
important for many people, and we need to create a sense of importance for etiquette
education.
Etiquette Behavior Habits of Surveyors
0.890.86
0.84 0.83 0.830.79 0.78
0.760.74
Follow
up
appropriately
after
making
a
Interac
t
professionally
in a
meetin
g.
Commu
nicate
effectively
with
technol
ogy.
Exhibit
confide
nceduring
a first
impress
ion.
Eat and
drink
theright
way
when
socializ
Build
extensi
veprofessi
onal
networ
king
Behave
in a
propermanner
when
in a
work
Dress
approp
riatelyin a
professi
onal
setting.
Contrib
ute
meaningful
informa
tion
when
Total 0.243 0.118 0.071 0.054 0.021 0.018 0.016 -0.018 -0.057
-0.100-0.0500.0000.0500.1000.1500.2000.2500.300
Available at no cost vs. Interest levels
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Julie has a vast amount of knowledge, but as demonstrated above, it is important to
structure the discussion around important factors depending on the audience. For this
reason and many more we feel the book is probably not her best tool to educate, but
rather the brand (and in essence Julie herself). The book is static while Julie can change
at any opportunity based on the need of her audience. Nonetheless, the book serves as
a tangible and helpful resource that needs to be promoted in conjunction with her
speaking activities.
Lastly, through regression we were able to view how people actually perceived
themselves in terms of etiquette behaviour situations.
As is to be expected, many people thought very highly of themselves in terms of
dressing appropriately, as well as building extensive professional networking contacts.
However, although many people were uninterested in learning about etiquette, when it
was phrased in terms of behaviour, many people have very low views of themselves in
terms of those same skills. This simply amplifies the point that while many people may
not see the value in having these skills at face value, they do know that there is value in
having them in the work place (or in meetings, or interviews, or job searching). The need
is there, Julie simply has to take advantage of it.
LIMITATIONS &CRITIQUE OF SURVEY
First, an anticipated limitation was that our data set was composed of primarily students
from Ottawa. Consequently, this resulted in most of the participants being University of
Ottawa or Carleton students, between the ages of 19 to 29. The data was most likely
affected by this small variation in age. For example, price and/or purchase related results
I dress
appropr
iately
in a
professi
onal
setting.
I build
extensi
ve
professi
onal
networ
king
contact
I
contrib
ute
meanin
gful
informa
tion
when in
I eat
and
drink
the
right
way
when
socializ
I
behave
in a
proper
manner
when in
a work
environ
I follow
up
appropr
iately
after
making
a
professi
I
commu
nicate
effectiv
ely
with
technol
ogy.
I
exhibit
confide
nce
during
a first
impress
ion.
I
interac
t
professi
onally
in a
meetin
g.
values .295 .276 .027 .017 .016 -.035 -.051 -.107 -.139
-.200-.150-.100-.050.000.050.100.150.200.250.300.350
Available at no cost versus behaviour
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could be more biased since students tend to be more price-sensitive. In addition,
students may have been in a rush to complete the survey for us as a favor, and therefore
did not take the time to answer the questionnaire sincerely. Next, Julie's intent is to gain
nationwide and eventually worldwide recognition. This data set was concentrated in
Ottawa, which may not be representative of Canadians as whole.
In addition to these limitations, there are elements or additional questions that we could
have included in our questionnaire to increase the reliability and completeness of our
data.
First, perhaps there could have been a question asking if respondents are currently
employed or looking for a job, to measure their employment intentions in the near future.
This could confirm that graduates or students looking for full time employment are more
interested in self-improvement books, therefore influencing where Julie should promote
her book and what kind of benefit it could provide for these job-seekers.
Next, we could have asked what year the student is currently in if he/she is attending
university or college. This would have been difficult to word given the variation in lengthof programs, but it could have been useful to gauge peoples interests depending on if
their studies are just beginning or nearly complete.
Last, the likeliness ratings to read and buy an etiquette book and Julie's book were
influenced by the four-point scale. Since there was no neutral option, respondents were
forced to pick one side of the spectrum, either likely or unlikely. As anticipated, most
respondents chose the negative side of the scale, causing a large variation in data
between the two sides. Nonetheless, we believe that this information is telling and
emphasizes how students and recent graduates are not interested in purchasing a book
that they thinkthey do not need.
CONCLUSION
As a result of this study, we have gained a greater understanding of Julies target market
necessary to develop an effective promotional plan. Our findings have revealed
consumer purchase intentions, attitudes towards etiquette, and behaviour regarding the
consumption of books and professional development content. In answering each of the
research objectives identified at the beginning of this study, valuable conclusions have
been drawn which will form the basis of the campaign.
The most notable of these conclusions, and a recurring theme throughout the study, is
the lack of a perceived category need in Julies target market. The low purchase intent
for Julies book and etiquette books in general and the low levels of interest in learningabout etiquette clearly show that university students and graduates do not see the value
of etiquette in their lives. This is present even in spite of lower perceived personal
etiquette behavior, as we see in younger consumers.
This is why we have decided that the focus of our promotional campaign should be to
generate category need and stimulate category trial among Julies target market. Since
there is very little we can do to convince someone to buy a book on a topic they dont
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see value in, we must sell the subject of etiquette itself and the many benefits of the
knowledge it provides. As weve seen in the analysis, its possible that the more
exposure one has to the effects of etiquette as in graduates who have more
experience, and those who attend networking events the more interested they are in
learning more about it.
We believe that by developing a hunger for etiquette knowledge in Julies target market,
sparked by messaging that emphasizes, as Julie so expertly puts it in her workshops,
the Whats in it for me? of practicing personal etiquette, Julie can not only reach her
goal of becoming a bestselling author, but enhance the success of her business overall.