Ah the final blog post – while I’m excited to write it and be done for the summer, it’s one of those bittersweet things because I’ve really enjoyed (and of course learned from) my first blogging experience. I guess blogging always felt sort of indulgent, why would anyone care to read my ramblings? But doing it as an assignment made me realize that maybe I do have one or two interesting things to say on occasion. Now, on with the assignment.
The first concept I’d like to discuss was one of the first aspects of our project – creating personas. The Persona Lifecycle reading, as well as cohort segment examples were new ways of thinking for me. As an advertising student, I have become very familiar with demographic and psychographic segmentation, but focusing less on the statistical details and more on the personality of a target market was something I had not done before. For this project, taking the time to really get to know “Katie” was challenging and interesting. As a group, we tried not to think FOR Katie, but instead think AS Katie. Because all of us had been tweens at one point, it was hard not to project our own experiences onto who we thought Katie should be. Analyzing statistical data was useful to gain insight into tweens like Katie, but it wasn’t until we started with other research techniques that we really started to understand who Katie was. One team member and I went to the mall, and, as this team member recently put it, “observed them in their natural habitats.” After that experience we really had an understanding of Katie, and were able to think like her – what she would say and do, what were her “favorites,” and what were her pain points.
The second concept that I was able to understand better through the project was the idea of generative research. Again, as an advertising student, we are taught to use quantitative statistical data sets such as Market Research Insight data or Nielsen ratings. We are also taught to use qualitative techniques such as focus groups and depth interviews. Before this class though, my research usually ended there. I had never before considered the idea of actually going out and participating with the targets I was trying to gain insights on. It’s so simple of an idea really, when Kate Canales was sharing some of her techniques with us, I was kind of like “duh, why didn’t I think of that!” I don’t think I will ever look at research the same – it’s not just qualitative or quantitative – there is great value in taking an ethnographic approach and really taking the time to not just observe your target, but really interact with them and learn to think like them.
I’m not sure if this is believable or not, but there really wasn’t one part of the project that was not useful to me. I appreciated all of the steps and updates – it caused our group to stay on task and not leave the entire project until the weekend before it was due. I got quite a bit from listening to other groups also, it was neat to hear what other people were doing, and it was fun to share insights with them. Updates were also helpful in that it was another chance to gather valuable data about our ideas from – not necessarily our targets – but from other critical thinkers. I also appreciated the flow of the project, it seemed like we did everything in the right order, and that we could not have completed one phase without first completing the other.
While I can’t say there was something that I found to have little value, I do have a criticism, or something I wish would have been different – the timing of the updates. I am not looking at the syllabus right now, but in reflecting on the project it feels like we had a lot of time upfront, and then the last two especially (rapid prototype and final prototype) were very close together. Our group felt rushed in finding more of our targets to take the prototype back to, and when we did, there was little time to incorporate new insights into a final prototype. I don’t know if it is possible to shorten the front end of the project - I realize all steps are important - but just something to think about.
Finally, when thinking about my emotional reactions about the project, I really am all over the place. At first I was excited – we had so much freedom to pick any segment! And that excitement eventually turned to frustration – tweens turned out to be a very tricky segment to research. At times during this project I also felt uneasy – and not the kind of uneasy you are supposed to do when conducting research – this project in particular brought up a lot of ethical dilemmas for me personally. As someone who struggled with image and acceptance as a tween, I wasn’t sure we were headed in the right direction with our project at times. And I certainly in no way wanted to be responsible for affecting a tweens already fragile self-esteem.
Working on this project as a team was a great experience – perhaps I just got lucky with my team though, I have certainly had some less than desirable teams so far in my education! We all showed up for nearly every group meeting, and everyone contributed something interesting and valuable to the overall finished product. On that note, I feel as though a project like this is one that must be done in a group, rather than as an individual. Normally I am a bit of a controller, so sometimes it’s hard for me to let go in group settings. This project was different though – partly because of the techniques we learned in class, and probably partly because of my particular group. It was easier than I thought it would be to act as part of a team instead of just saying “ok, you do this part, you do that part, and I’ll do this part and then we’ll put it all together at the end.”
Dr. Walls, my only reflection for you as a professor – and you copped to it on our very first class day! – is the promptness of returning our graded assignments and project updates. While we did get feedback in class as we gave our updates, it is always helpful to have more detailed comments and suggestions in front of you when you are working on the next deliverable. I really do appreciate the fact that you wanted to spend time with each of our projects, so I don’t have any suggestions for improvement unfortunately!
Finally, I wanted to share how this class has been useful to me in my experiences outside of the classroom. I am currently (for a few more days at least!) interning at GSD&M as a project manager. Throughout the semester, I have been working with a team of interns from different departments within the agency. Our task was to complete an experiential marketing campaign for Ace Hardware, competing with three other intern teams. Our team created a persona for our target, which not only gave us an edge over the competition; it guided our campaign from the beginning. Also, we used some non-traditional research techniques – not only did we go to hardware stores to observe, we spoke with people in stores and in their homes. Once we finally decided on the concept of a bACEball themed experience, we went to a local baseball game as research. We finally ended up with a mobile game, leading to a cross-country event tour - which I would argue is NOT experiential marketing, but rather event marketing – but hey, we still learned a lot.
Now I’m at the point when the blog becomes self-indulgent and rambly, so I will finish up now by saying this: though this was only my second semester in my graduate education, this has hands down been my favorite class, partly because of the project. I looked forward to going to class each day, and to meeting with my group to work on our idea. I do still have two years to go, but the bar has officially been set!






