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P r o d u c t I n s i g h t s


Let’s Chat Set Up


• 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


1Define research objectives and what you want to get out of the project


1 Define Methodology and sources needed to ensure you meeting your

objectives. IE. Create your plan


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


Selecting your Respondents


Extreme usersExtreme users

Market Research

Design Research

Things to think about


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


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


OBSESRVEImmerse yourself in the space you are researching

Go places your consumer would go

Shop where your consumer would shop3


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


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


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


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


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


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.


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


Time to get out of your

own mind and space to

go meet your consumer

where they are!


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


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….


quotes & defining words

actions & behaviorsfeelings & emotions

thoughts & beliefs


What is this kid doing?


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


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


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


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


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”


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!


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


• 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


• 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


• 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


• 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


• 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


• 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


4 years 5 years 6 years

4 years


• 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


• 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


• 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


• 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


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

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