CMRP StudyGuide

MRIA Comprehensive Marketing
Research Exam Study Guide

Marketing Research and Intelligence Association
Date: December 13, 2010

MRIA Comprehensive Marketing Research Exam Study Guide December 13, 2010
Table of Contents

Acknowledgements ........................................................................ i
Overview ........................................................................................ 1
A. About the CMRP and CMRE ............................................. 2
A.1 How the Exam is Set and Administered ............................................ 2
A.2 What the CMRE Tests ....................................................................... 3
A.3 Qualifying to Write the Exam ............................................................ 6
A.4 Maintenance of Certification Program ............................................... 8
B. Preparing for the Exam ....................................................... 9
B.1 How to Study ...................................................................................... 9
B.2 Levels of Understanding .................................................................... 9
B.3 Reference Materials.......................................................................... 10
B.4 What to Study ................................................................................... 10
C. Writing the Exam ............................................................... 20
C.1 What to Expect on Exam Day .......................................................... 20
C.2 Exam Writing Strategies .................................................................. 21
D. Are You Ready? .................................................................. 24
D.1 Sample Comprehensive Question (Part A) ...................................... 25
D.2 Sample Single and Multi-Subject Questions (Part B) ...................... 26

i
Acknowledgements

The MRIA would like to thank the numerous volunteer members for the work they have
put into updating this edition of the Study Guide.

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Overview

This guide was developed to assist candidates with their preparation for the MRIA's
Comprehensive Marketing Research Exam (CMRE). It is organized into four major
sections, each of which is described briefly below:

Section A: "About the CMRP and CMRE" provides background on the CMRP and
CMRE and describes the goal of the CMRE. It also describes the process by which the
exam is set and administered and the requirements for writing the exam.

Section B: "Preparing for the Exam" provides information on how to study. It expands on
the subject areas covered in the core courses and provides a series of questions that will
help guide your study and ensure that you have sufficient knowledge to successfully pass
the CMRE.

Section C: "Writing the Exam" provides additional background on what you should
expect on exam day. More importantly, it provides a list of exam writing strategies that
are essential reading for candidates who have not recently written an exam. For many
candidates who already have good experience in marketing research, this is likely the
most important section. The use of good exam writing strategies can have a significant
impact on a candidate's grade.

Section D: "Are You Ready?" presents questions in the same style as you will see on the
exam. These questions serve as a good test of whether you are ready to write the exam.

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A. About the CMRP and CMRE

The CMRP (Certified Marketing Research Professional designation) or PARM
(Professionnel agr en recherche marketing) was introduced to further the MRIA's goal
of raising the level of professionalism within the marketing research industry. The CMRP
accredits the knowledge of experienced marketing research professionals and establishes
a career path for new researchers entering the profession. The CMRP designation is
granted to those members who demonstrate that they have the required skills to practice
as a marketing research professional. The Comprehensive Marketing Research Exam (or
CMRE) is the primary way the MRIA assesses a member's ability to practice marketing
research. Passing the CMRE is one of the requirements for obtaining the CMRP
designation.

CMRPs are expected to have both the academic knowledge and the professional
experience to practice in the field of research. The CMRE, therefore, focuses on testing a
candidate's ability to apply marketing research skills in practice. It focuses on the issues
and problems a practitioner will likely face in day to day practice.

This section:
provides an overview of the process by which the exam is set and administered;
describes the purpose of the exam and what it aims to test;
outlines the criteria that must be met to be eligible to write the exam; and
outlines the Maintenance of Certification program.
A.1 How the Exam is Set and Administered
The CMRE is set twice a year by the Dean of MRIAs Institute for Professional
Development and approved by the Certification Advisory Committee. The Certification
Advisory Committee comprises the Chair of the Professional Development and
Certification portfolio, four senior CMRPs and the Manager, Professional Development
and Certification. The Committee is chaired by the Dean.

Exams are initially graded by paid markers, however, papers that are within 10% of a
pass or a fail are reviewed by the Certification Advisory Committee and a consensus is
reached to determine whether the candidates pass or fail one or both sections of the exam.
The Certification Advisory Committee is also responsible for responding to appeals.

The names of the exam writers are never disclosed to the exam markers, the Certification
Advisory Committee, the Dean, or the Portfolio Chair. Only the education portfolio
office staff knows the names of the exam writers and provides the results to candidates.
The only identification that appears on submitted papers is a candidate number.
Anonymity of the candidate provides an additional level of fairness and independence to
the grading process.

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When the results are released to the individual candidates, the names of all individuals
who passed the exam will be published on the MRIA website and in VUE. Individuals
who are not successful will be notified by the office staff, but their names will not be
published.

All individuals involved in administering the exam including the Certification Advisory
Committee, the proctors and the markers are all required to sign a confidentiality
agreement.
A.1.1 CMRE Structure
The examination includes the following types of questions:
Part A: Marketing research proposal in response to a specific case study.
Part B: 20 to 25 single subject and multi subject short essay type questions.
Candidates have 3.5 hours to write each part. Both parts are written on the same day in a
proctored setting. Part A is written in the morning and Part B in the afternoon.

The passing mark for each paper is 65%; both sections must receive at least 65% to pass
the exam. Candidates who fail the CMRE must successfully rewrite both sections at a
later date if they wish to obtain the CMRP designation, unless they have received a mark
of 80% or higher for the other section. In such instance, they will be allowed to rewrite
only the failed section.
A.2 What the CMRE Tests
The focus of the CMRE is on testing a candidate's ability to apply their marketing
research knowledge and skills to real world situations. This means that candidates must
not only understand the theory but also have a solid understanding of how this theory is
used in practice.

Marketing Researchers must exercise certain core competencies in performing
professional work. These competencies are described in the Core Curriculum
Competency Requirements document
1
. The CMRE tests the candidates ability to
demonstrate the following interrelated skills:
1. apply the knowledge specified in the subject areas covered in the Core
Curriculum Competency Requirements document;
2. identify, define and rank problems and issues even when not explicitly directed to
them;
3. analyze information;
4. address problems in an integrative manner;
5. exercise professional judgment;
6. evaluate alternatives and propose practical solutions that respond to the users
needs; and
7. communicate clearly and effectively.

1
The Competency Requirements document can be found at the following URL on MRIAs website:
www.mria-arim.ca/EDUCATION/PDF/CompRequireDoc.pdf
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Candidates must also possess the ability to complete all of the above under the prescribed
time constraints.
A.2.1 Application of Core Knowledge
The CMRE consists of a series of questions designed primarily to simulate assignments
that Marketing Researchers encounter in professional practice. Accordingly, the CMRE
evaluates the ability of candidates to draw upon relevant core knowledge and to apply
that knowledge to the specific facts and requirements presented in each question.
Responding solely with memorized information is not sufficient to constitute a
satisfactory professional response.

Questions are selected for the exam to ensure that they cover all the key areas of research
in a balanced way. These areas include:
professional practice,
marketing research design,
statistical methods for marketing research,
questionnaire design,
qualitative marketing research,
marketing intelligence/competitive intelligence, and
marketing management.
Please consult the Core Curriculum Competency Requirements document and sub-section
B.4 of this Study Guide for more details.
A.2.2 Identification of Issues
In identifying, defining and ranking problems and issues, candidates are required to take
the following factors into account:
the specific facts and other information explicitly or implicitly presented in the
question;
the stated and underlying requirements of the question; and
the users explicit and implicit needs.
A.2.3 Analysis
Analysis is defined in general terms as the ability to break something down into its
component parts. In critically analyzing problem situations that may be encountered in
the CMRE, candidates are expected, as necessary, to be able to:
distinguish between facts and opinions;
identify cause-and-effect relationships;
make logical inferences;
identify relevant assumptions and underlying conclusions;
identify limitations of given information; and
distinguish relevant from irrelevant information and reliable from unreliable
information.

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In some CMRE questions the problems or issues posed may be implicit, rather than
explicit. In these cases, candidates will have to analyze the qualitative and quantitative
information given in order to identify, define or diagnose the problems embedded in the
question.

There is no necessary relationship between the depth of analysis and the type of question
(comprehensive, multi-subject, or single-subject). Given the content and requirements of
the question, candidates are expected to do as much analysis as is necessary to provide a
professional response.
A.2.4 Integration
Integration may be defined in general terms to mean the forming or combining of parts
into a whole, or the viewing of the parts of something as a whole. In the context of
CMRE, integration has two distinct but interrelated implications: integration of
knowledge and integration of issues.

The CMRE emphasizes the integration of knowledge from more than one subject area or
topic. Candidates are required to combine knowledge of topics from different subject
areas, or knowledge of different topics within the same subject area, and apply that
knowledge as a whole to the solution of problems.

Integration in response to CMRE questions, however, goes beyond the integration of
knowledge from more than one subject area or topic. As stated earlier, CMRE questions
are designed to simulate assignments that Marketing Researchers encounter in
professional practice. So as with real problems, candidates should consider that each
question may contain a number of issues that must be examined in relation to one another
and as a whole.
A.2.5 Professional Judgment
J udgment can generally be defined as the process of making a choice or decision leading
to action. Professional judgment is judgment exercised within a framework provided by
applicable professional standards and involves the following:
a meaningful choice;
a process from perceiving the problem to making the decision;
expertise, due care, and professional objectivity; and
recognition of situations where referral to specialist is appropriate.

Candidates are expected to exercise professional judgment to the extent appropriate when
responding to CMRE questions. Frequently there is no single, irrefutable answer to a
business problem, so the exercise of professional judgment becomes critical.
A.2.6 Responding to Users Needs
In many instances, the preparation of a satisfactory professional response requires the
evaluation of alternatives and the presentation of practical solutions and
recommendations that meet, to the extent possible, the requirements and objectives of the
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parties to which the candidate is responsible within the context of the question. These
user needs will vary with the scenario presented in each question. The candidate must
determine the effect that such requirements and objectives have on the priority of, and the
approach to be taken to the issues presented.
A.2.7 Effective Communication
A requirement in the work of Marketing Researchers, and therefore a fundamental skill
tested in the CMRE, is the ability to communicate effectively. Limited in scope to written
communications, the CMRE evaluates the ability of candidates to convey their ideas
clearly, concisely, and logically. Effective communication in responding to the questions
necessitates that candidates:
present ideas in a logical sequence;
clearly explain the application of principles and theories; and
present arguments that are relevant and reasoned.

Communicating effectively means conveying relevant information in a manner suited to
the role assigned by the question and designed to meet the users needs. If, for example,
the question requires the candidate to write a memo to a fellow Marketing Researcher,
then it may be acceptable to omit explanations of technical concepts/terminology that the
researcher is certain to know. If, however, the question requires the candidate to write a
report to a non-researcher, then more explanation may be necessary and non-technical
language should be used to the extent appropriate.

It should also be noted that communicating a complete response requires much more than
providing the correct answer. In fact, a correct answer may only represent a small portion
of the overall score for a question. The bulk of the grade will be awarded to the
identification and analysis of the issues and a rationale that clearly supports the answer
provided.

Although in practice formatting a document is important when presenting it to a client or
end user, less attention will be given to this aspect of communication on the exam. Given
the limited time and wide variety of questions covered on the single and multi-subject
questions, the communications component of the grade for each question will focus
entirely on the bullets mentioned above under this sub-heading. For the case study, the
emphasis of the communications component of the grade will also focus on the bullets
above but some points will be awarded for a properly formatted response.
A.3 Qualifying to Write the Exam
The core courses in the MRIA Institute for Professional Development program cover the
key theory required to be successful on the CMRE. They are all taught from a practitioner
perspective and focus on how the theory is applied to real marketing research problems.
The goal of the MRIA Institute for Professional Development program is to ensure that
candidates are ready to write the exam.

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Although the MRIA Institute for Professional Development program is focused on
application, there are limits to what a candidate can learn in the relatively short length of
the individual courses. The qualification requirements established by the MRIA require
both academic knowledge and professional experience.

The CMRE is intended to confirm that a candidate has the skills and experience that a
CMRP should have. The purpose of the qualification criteria is to ensure that candidates
have the skills and experience required to be successful on the CMRE.

There are two paths to be qualified to write the CMRE:

1. Complete the MRIA Certification Program
Possess a university degree from a recognized university.
Complete the MRIAs Institute for Professional Development 12 Core
Courses or equivalent
2
.
Have a minimum of two (2) years of marketing research work experience.

2. Challenge the exam (write the CMRE without completing the 12 Core Courses):
Have successfully completed the MRIA Core Course 102-Ethical Issues and
Privacy in Marketing Research.
For candidates holding a university degree from a recognized university: Have
a minimum of eight (8) years of work experience at a professional level in the
marketing research and intelligence industry at the time of application.
For candidates without a university degree from a recognized university: Have
a minimum of twelve (12) years of work experience at a professional level in
the marketing research and intelligence industry at the time of application.

Given the focus of the CMRE on a candidate's ability to apply marketing research theory
in practice, it is essential that a candidate obtain the appropriate level of experience. To
be successful on the CMRE, it is recommended that, at a minimum, a candidate's
experience provide them with the opportunity to repeatedly apply most of the A and B
level topics included in the Core Curriculum Competency Requirements document.
Candidates should, therefore, seek opportunities to practice as many of these areas in
their jobs as possible and should consider gaining experience in the majority of the key
areas before writing the exam, even if they already have the minimum experience
required to write the CMRE.

2
For further details on equivalencies and qualifications to write the CMRE, please visit the MRIA Institute
for Professional Development section of the MRIA web site at:
http://www.mria-arim.ca/EDUCATION/CMRE.asp
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A.4 Maintenance of Certification Program

As of J anuary 2011, all CMRPs are required to adhere to MRIAs Maintenance of
Certification Program (MCP) to maintain their designation. The purpose of the MCP is to
ensure that all holders of the CMRP are pursuing continuing professional development
throughout their careers. Most, if not all, professions require continuing professional
development of their members.

Several principles were followed in developing a framework and a process that would
enable CMRP Maintenance of Certification to be implemented. These principles can be
found on the MRIA website at http://www.mria-arim.ca/EDUCATION/CMRPPoints.asp.

Professional development is measured by a point system. This point system is simple:
CMRPs must accumulate 50 points within a two-year period, from J anuary to December.
The system is flexible and, above all, depends upon the CMRP holder to chart a course of
action for their own professional development, whether they are a recent CMRP or an
established industry leader. Points can be accumulated under any or all three of the
following areas: learning, leadership skills, and knowledge sharing (see http://www.mria-
arim.ca/EDUCATION/CMRPPointsChart.asp for details).
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B. Preparing for the Exam
As described in the previous section, the CMRE focuses on testing a candidate's ability to
apply marketing research knowledge as opposed to simply testing the candidate's
understanding of marketing research theory. That means that a candidate must not only
understand the theory but also know how it is used in practice. The best preparation for
someone planning to write the CMRE is to obtain as wide a range of experience as
possible. If your experience has been in one area of research or you have more recently
focused on one area of research, it is advisable to try to update your experience working
in other areas of marketing research and intelligence before you sit the exam. If you have
had the opportunity to work on a wide variety of research projects, you are likely already
very well prepared to write the exam. Still a quick review of theory will help you
remember why we, as researchers, do certain things the way we do and that will allow
you to include a strong rationale in support of your answer.

This section:
provides suggestions on how to study for the CMRE;
outlines some of the key things you should know under each area in the Core
Curriculum Competency Requirements document;
includes references to relevant external readings.
B.1 How to Study
If you have a good understanding of marketing research theory and have had sufficient
professional marketing research experience, you will likely already know most of the
answers to the questions on the CMRE. The purpose of your studying should be to review
the theory that supports what you know so that you can include this in your responses. If
much of your experience has focused on one area of research, then you are advised to pay
closer attention to the areas of which you have less experience.

A good approach to start is to look at the key areas listed in the Core Curriculum
Competency Requirements, as well as the topics covered in the core courses and make a
note of the topics where your understanding may not be at optimum level. Areas you
mark off should be priorities for your studying.

In your studying, you should focus your efforts on understanding any theory with which
you are not already familiar. Simply memorizing definitions or lists will likely be of little
value when writing the CMRE. Exam questions will primarily ask you to apply concepts
to situations that a researcher would likely see in practice.
B.2 Levels of Understanding
The range of services provided by Marketing Researchers has expanded considerably in
recent years. It is not possible for entry-level Marketing Researchers to have mastered all
potential areas of service within the prescribed term of practical experience and education.
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In fact, even the most experienced Marketing Researchers are not likely to have mastered
everything.

The CMRE, therefore, focuses on testing the skills and knowledge that are most
fundamental to the practice of marketing research, as described in the Core Curriculum
Competency Requirements document.
B.3 Reference Materials
Many books have been written on the topics of marketing and marketing research and
most of them would provide solid background on marketing and marketing research for
the CMRE. The textbook we are recommending is Modern Marketing Research Step-by-
Step, by Chuck Chakrapani and Ken Deal.

This book, which was the original textbook of choice for the Institute and its predecessor,
the School of Marketing Research, was completely revised by the authors in the summer
of 2010. Two chapters on advanced analysis have been added at the end of October 2010.
The textbook will undergo further updates in the coming years to keep in sync with
evolving course requirements. The text can be accessed online completely free of charge
at any time: http://www.chuckchakrapani.com/StepByStep/default.asp. Alternatively, a
printable copy of the manual or of each chapter can be obtained for a small fee.

Another useful general resource is: Marketing Research: An Applied Orientation, by
Naresh K. Malhotra. This book is available on the Pearson education website or through
an online bookstore such as Chapters.indigo.ca or Amazon.ca.

A few areas of the curriculum not covered off in detail in Modern Marketing Research
Step-by-Step are Professional Practice, Marketing Management, and Market and
Competitive Intelligence. Suggested reference materials for these topics are provided by
the core courses instructors. Moreover, the courses handouts constitute useful reference
materials.

For Marketing Management, any university level marketing textbook such as the
Canadian editions of MKTG, by Charles W. Lamb et al. (2010), or Marketing: The Core,
by Roger Kerin et al. (2009), will have the theory you need on the key marketing
concepts listed in the Competency Requirements document.

B.4 What to Study
B.4.1 Professional Practice
Professional practice is fundamental to the CMRP designation. It is important for all
candidates to fully appreciate the fact that the CMRP is an MRIA designation. Whether
candidates have received their formal training from the MRIA Institute or from an
educational institution, they must be MRIA members in-good-standing to obtain and to
maintain the CMRP designation. This implies being knowledgeable about:
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MRIAs Code of Conduct and Good Practice;
MRIA's Ten Core Principles;
the Charter of Respondent Rights;
individual and corporate membership requirements of the Association;
Gold Seal certification requirements;
the Research Registration System;
the Qualitative Research Registry; and
MRIAs empirical and estimation methods for calculating response rate.

The CMRE may include questions on any or all of these topics. Consequently, all CMRE
candidates whether they are new or long time MRIA members are advised to
familiarize themselves with these topics, all of which are fully detailed on the MRIA
website.

Some questions to guide your studies are included below. Note that these are intended
only to guide your study to some of the most important topics about the MRIA Standards.
These are not the kind of questions that you would likely see on the exam but some of the
issues identified in them will be covered.

What are the issues in combining selling or fundraising into a marketing research
project?
Is it ever appropriate for a marketing research firm to engage in telemarketing or
fundraising? Why or why not?
For what purposes would it be appropriate to merge survey data with data in client
database? When would it be inappropriate?
A research company is looking to gain business from another company in the
same industry as one of its existing clients. What are its responsibilities to its
existing and potential clients? Under what conditions would it be appropriate for a
research company to have two clients in the same industry?
Can a researcher share high level results from work done for a former client in
order to attract a new client in the same sector?
Under what conditions, if any, can video recordings of focus groups be given to a
client?
If a sufficient number of focus groups are conducted (say 15 groups of 10) on the
same topic, is it appropriate to include percentages and/or margins of error in a
report? Why or why not?
What are the issues with reporting margins of sampling error for panel based
sample surveys? When is it appropriate to report the margin of error and when is
it not?
B.4.2 Marketing Research Design
Designing a research study involves defining the research objectives to solve a marketing
problem and then selecting the best methodology to achieve those research objectives. To
be able to identify the best methodology the research objectives must be articulated in a
way that allows them to be solved using research. Often there are multiple research
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objectives to a marketing problem and one of the skills a Marketing Researcher must
have is to be able to analyze the marketing problem and the related factual information
around the problem and identify the best marketing research objectives to solve the
marketing problem.

Once the marketing research objectives have been established, the Marketing Researcher
must then be able to identify and select an appropriate methodology for solving those
research objectives. There are often multiple ways to solve a set of research objectives
and the researcher must be able to justify the reasons for a recommended approach.

Identifying the appropriate research objectives and methodology is critical to the success
of a research project. Research design is, therefore, a component of many questions on
the CMRE. A list of the key issues a researcher should be familiar with is provided below.

What are the benefits of conducting a marketing research study to solve a marketing
problem?
What are the differences between marketing problems and marketing research
objectives?
Consider some common marketing problems and determine what the research
objectives should be?
How can marketing research be used to monitor trends and track performance? Why
should it be?
Are there times when it makes sense to go ahead with a business or marketing
decision without conducting marketing research? What criteria should be considered
in making this decision?
When is it appropriate to use a causal, exploratory or descriptive research?
What are some of the key differences between qualitative and quantitative research?
What are examples of each? When are each most appropriate? What are the limits of
each?
What are some of the differences between mail, internet, in person and telephone
surveys? When are the advantages and disadvantages of each?
What are omnibus studies and when should they be used?
What are panels and what are the advantages and risks in using them?
When should secondary research be used over primary research?
What are some typical sources of secondary research?
What are some of the key considerations in evaluating the value of a secondary
research study/source?
What is a syndicated study and when should they be used? What are possible
disadvantages of syndicated studies?
What are the key components of a good marketing research proposal?

B.4.3 Statistical Methods for Marketing Research
Quantitative research relies heavily on statistics. Basic statistics are fundamental to
determining the reliability of data and assessing whether differences in results are likely
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true differences or just a result of chance. Specialized quantitative applications also use
much more complex statistics. A CMRP is not expected to be a statistician but should
have enough knowledge to calculate and understand the application of basic marketing
research statistics. A CMRP should also understand more advanced statistical procedures
well enough to be able to know when the technique should be used, provide a simple
explanation of the technique, interpret and make recommendations on the results of the
technique. For the calculation of response rates, you should also be familiar with the
MRIA endorsed methods found in the Standards section of the MRIA website.

While the CMRE used to contain a few questions requiring candidates to have
memorized basic statistical formulas, this is no longer the case starting in 2011. The goal
of the CMRE is to test candidates on what professional marketing researchers actually do.
It is much more important that you understand the correct statistical procedures to apply
given the type of data collected than be able to memorize a number of formulas.
Although most statistics are normally calculated using statistical software, a candidate
should understand basic statistics well enough to be able to compute them by hand.
Consequently, there will still be questions requiring computations of basic statistics in the
exam, but candidates will be provided with a sheet containing the following basic
statistical formulas.

Mean:
Sum of the values of the observations / Number of observations (sample size).
Median:
Value or observation in the middle when the data are arranged in order of
magnitude (either ascending or descending).
Mode:
The most frequently occurring value in a distribution.
Standard Error of means:
Standard deviation / Square root (SQRT) of the sample size.
Standard Error of percentages
3
:
SQRT ((%*(100-%) )/ sample size).
Confidence Intervals:
Mean confidence coefficient * standard error
Standard error of difference:
SQRT((Standard error of group 1)
2
+(Standard error of group 2)
2
)
t-test for means:
(mean of group 1 mean of group 2) / standard error of difference
t-test for percentages
45
:
(% in group 1 - % in group 2) / standard error of difference;
Sample size:
2500 / (required margin of error / confidence coefficient for required confidence
level)
2

3
For Standard Error of proportions, use: SQRT((P*(1-P))/sample size).
4
For proportions, use: (P1-P2)/standard error of difference.
5
Also referred to as z-test for percentages or proportions by some authors.
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Finite Population Correction (FCP):
FPC Sample Size =sample size / (1 +(sample size / size of population))
A few of the calculations used above require confidence coefficients, 95% is the most
commonly used confidence level, but you should also know the confidence
coefficients for 90% and 99% confidence levels. The confidence coefficients are:
o 90%=1.65
o 95%=1.96
o 99%=2.56

In the examination room, you will be provided with a basic calculator and have access to
Excel. In preparation for the exam, make sure you can calculate the above statistics using
either the basic calculator or Excel. Practicing some of the samples provided in Section D
will help you better understand the application of these statistical procedures. In addition
to understanding the above statistics you should also know the answers to the following
questions:

What are the advantages of a sample over a census? Why might a sample be more
reliable than a census?
What is the difference between a population and a sample frame?
What characteristics are desirable in a sample frame?
What are the different ways that a sample can be drawn and what is the implication of
each method?
What is the difference between a probability and a non-probability sample? What are
the advantages and disadvantages of a non-probability sample?
In what case might disproportionate sampling be recommended? What adjustments
are required when analyzing the data as whole? What impact does disproportionate
sampling have on the reliability of the sample?
Why might cluster sampling be desirable? What are the disadvantages?
What is the difference between sampling error and non-sampling error? How can
each be controlled? What are some examples of non-sampling error?
What factors should be considered when selecting a sample size?
How do you calculate a response rate? (See calculation in the Standards section of the
MRIA web site)
What is a confidence interval and what is a confidence level. What do they explain?
How do you calculate a sample size once you have decided on the desired precision
and reliability of the sample?
Does the size of the population have an impact on the sample size? In what cases?
What is nominal, ordinal, interval and ratio data? Provide examples of questions that
would gather each type of data. What are the implications when analyzing the
different data types?
Define, calculate and explain the significance to marketing research of mean, median,
variance, and standard deviation.
When might a median be a better measure of central tendency then a mean?
Calculate and explain what is meant by standard error of the mean and standard error
of a percentage or proportion.
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When would it be appropriate to use the following types of analysis? What kind of
data is required to use them? What conclusions could be drawn on the results
provided by these techniques?
o Chi Square
o Correlation
o Multi-Dimensional Scaling
o Regression
o Analysis of Variance
o Discriminant Analysis
o Factor Analysis
o Cluster Analysis
o Conjoint and Discrete Choice Analysis
o Structural Equation Modeling

B.4.4 Questionnaire Design
Once the research objectives have been established and a quantitative research design has
been selected, the next step is to design a questionnaire that will collect the data required
to achieve the research objectives. Errors in the questionnaire design stage could
undermine the entire research project. Poorly worded questions could lead to data that is
ambiguous and impossible to interpret. A questionnaire that is too long or that contains
inappropriate questions could also result in a low response rate thereby, reducing the
reliability of the data and increasing the costs of data collection. Questionnaire design is,
therefore, an essential skill for a researcher and candidates should expect questions that
deal with questionnaire design on the exam. Some key questions to guide your study of
questionnaire design are provided below.

In what sequence should questions be asked and why?
What is the purpose of the main sections (screener, warm-up, main section and
classification) in a questionnaire?
When is it better to start with broader questions and then move to more specific
questions and when is it better to start with specific questions and then move to
broader questions?
What differences should be considered in self-administered vs. interview-
administered questionnaires?
What special considerations (e.g., layout, type of questions, questionnaire length,
scales, unique features) are there for questionnaires administered in person, over the
phone, through regular mail, and over the internet?
What needs to be taken into account when developing the wording of a questionnaire?
What are double-barrelled, leading, and loaded questions? Why should they be
avoided?
What are common respondent biases and how should they be countered in the design
of a questionnaire?
How and when should private and personal questions be asked?
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What types of questions are best for measuring attitudes, assessing behaviour and
collecting demographic information?
What are the advantages and disadvantages of open ended questions?
What is a dichotomous scale and when should it be used?
What are the advantages and disadvantages of ranking scales? When should they be
used and when should they be avoided?
What are numeric, Likert, bi-polar (stapel), and semantic differential scales? What are
the advantages and disadvantages of each?
What is the purpose of pre-testing?

B.4.5 Qualitative Marketing Research
Solving marketing problems frequently requires an in-depth or broad exploration of a
subject. Unlike quantitative research, qualitative research doesn't generally rely on
statistics but it does rely on a unique set of tools that all researchers should understand.
Questions on qualitative research will also require strong skills in applying the theory and
it is, therefore, recommended that CMRE candidates have sufficient experience with
qualitative research before taking the CMRE. Focus groups (and variations of them) and
in-depth interviews continue to represent the bulk of qualitative research conducted in
Canada. Questions on qualitative research on the CMRE are most likely to focus on these
two qualitative research techniques.

Although moderating/interviewing experience is not required for the exam, you should at
least have had experience observing focus groups. You are required to know enough
about moderating to be able to assess the quality of a moderator you observe. You should
also know the best ways to handle difficult respondents and difficult situations that occur
on a regular basis. For the exam you should also be able to write a discussion guide and
qualitative screener. As with the other topics, a list of questions is provided below to
guide your study.

How should qualitative research participants be recruited? What considerations
should be made when selecting respondents for qualitative research? What is the
purpose of a qualitative research screener?
What factors should be considered when selecting the geographic locations to
conduct qualitative research?
What criteria should be used to select between in-depths interviews and focus groups
(or variations of them)? When should larger (mega) groups be used and when would
smaller (mini) groups be best?
What is observational and ethnographic research? What are the advantages and
disadvantages of these over other forms of qualitative research?
What are bulletin board and online focus groups? When should each be used? What
are the advantages and disadvantages of online and bulletin board focus groups over
in person groups?
What is the role of the moderator? What skills should a moderator have? What
techniques should a moderator use to maximize the value of a group or interview?
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How do you determine the number of groups or interviews for a qualitative study?
If a focus group is recruited at random, does it impact the projectability of the results?
What is the Qualitative Research Registry and what is its purpose?
How does a discussion guide differ from a questionnaire? What are the key
components of a discussion guide and what sequence should they follow?
What is the role of observers in a focus group?
What are projective techniques and what is their purpose in qualitative research?
B.4.6 Market Intelligence/Competitive Intelligence
Market intelligence (MI) comes from the strategic use of a carefully analyzed collection
of key information, both internal and external to the corporation. MI is imperative to
better decision making, success, and even survival for firms today. Interest and
investment in market intelligence is increasing, as firms see its power and benefit. Solid
market intelligence can dramatically impact a companys success. Becoming competent
in the market intelligence area means that market researchers elevate their position, and
use a broad range of business consultative skills.

The related, but yet distinct, discipline of Competitive Intelligence (CI) is as important
for professional marketing researchers to master. Clients might need competitive
intelligence services to counter a competitive threat, to benchmark against industry
leaders and learn about their best practices, to uncover competitor weaknesses which in
turn can be translated into advertising messaging and sales presentation aids, or to
conduct mystery shopping to identify gaps in their own sales and service delivery.

The white paper Using Market Intelligence & Competitive Intelligence to Add Value to
Your Business, by Matthew Harrison and J ulia Cupman of B2B International
(www.b2binternational.com/library/whitepapers/pdf/market_intelligence.pdf) provides a
good overview of these disciplines. MRIAs core courses 301-Competitive Intelligence,
Competitor Benchmarking and Mystery Shopping and 302-Market Intelligence are
essential to CMRE candidates who have not yet acquired sufficient knowledge of these
disciplines through work experience. As with the other topics, a list of questions is
provided below to guide your study.

Could you define market intelligence (MI) and competitive intelligence (CI) and their
roles in business?
What is the relationship between these disciplines and marketing research?
Describe the main components of the MI process.
Describe the main sources of MI information.
What does it mean to conduct an environmental scan? What are some of the things
you could do if a client asked you for an environmental scan?
Can you briefly describe some MI tools and techniques and when you would use
them?
What is the difference between active and defensive competitive intelligence (CI)?
Your client is asking you to provide guidelines for an employee tutorial on ethical CI
approaches. What would your guidelines include?
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In terms of sources of CI data, what are 3 popular:
o Primary sources external to companies?
o Primary sources of CI data within companies?
o Online sources?
o Secondary sources?
Give an example of how monitoring blogs can be used as a data source.
When would it be appropriate to use the following data analytical tools? What
conclusions could be drawn on the results provided by these techniques?
o Blind spot analysis
o Data cell screening
o Ratio analysis
o Win-loss analysis
What are the differences between accidental, unintentional, intentional, and malicious
company information leakage?
How would you instruct a client company to reduce leakages of sensitive information
by their employees to their competitors
How would you conduct a competitor benchmarking study? What is the minimum
number of companies you would benchmark. How many people within each of these
companies would you interview? Besides offering an honorarium, what other
incentive could you offer them to get them to participate?
What is the usefulness of mystery shopping? When would you recommend it to a
client? What are some key differences between retail and B2B mystery shopping?
Besides face to face and call centre mystery shops, how else can you conduct mystery
shops?
B.4.7 Marketing Management
Marketing research is conducted to gather information that will help improve marketing
decisions. It is, therefore, essential that a researcher have a good understanding of
marketing. A researcher is not, of course, expected to be an expert in all areas of
marketing but should have an in-depth understanding of the key marketing concepts
covered in the core courses. Remember, you are unlikely to find a question on the CMRE
that asks you to define any of the key concepts in marketing. You should, however,
expect questions that ask you to identify key marketing problems and describe how
marketing research is used to solve those problems. You may also be asked to examine
research results and provide a recommendation to respond to a marketing problem.

If you do not already have a good understanding of the key marketing concepts listed in
the Competency Requirements document under Marketing Management, then reviewing a
textbook on marketing would be a good start to your studying in this area. The MRIA
doesnt recommend a specific marketing textbook but any university level text book
should do.(See Section B3 of this Study Guide for suggestions.)

As you review the topics covered in the core courses, try to consider the marketing
problems that relate to these concepts and how marketing research can help to solve them.
Some of the key questions you should be able to answer on marketing management are
presented below. Again the purpose of these questions is to refer you to the key concepts
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that you should understand, but the CMRE will not include definitional questions like
these.

How does decision making by end consumers and business organizations differ?
What is market segmentation and why and when should it be used? What are
common ways to segment a market? When is each used? What is the role of
marketing research in segmenting a market?
What is a target market? How does target marketing relate to market segmentation?
What is product positioning? How is it different from market segmentation? What
are the different ways that a company could position a product?
What are the key components of a marketing strategy? What are the generic
marketing strategies?
What is the marketing mix and why is it important? What are the key decisions to
be made in the marketing mix? What factors influence those decisions?
What is branding? How is a brand different from a product?
What are the different ways of communicating to customers about a product?
What factors need to be considered when pricing a product?
What are the different ways that a product can be distributed to consumers?
What are the common marketing problems that research is used to solve?
What types of research are used to solve common problems?

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C. Writing the Exam

For many exam writers, it has been many years since they have taken an exam. This
section will:
inform you of what you should expect on exam day; and
provide general exam writing strategies.
C.1 What to Expect on Exam Day
On exam day you are advised to show up early to ensure you have a chance to familiarize
yourself with the testing centre prior to the start of the exam. Before the exam begins, you
will have time to review the instructions provided with the exam, but a copy of the
instructions for Part B of a recent exam is provided here for your reference.
C.1.1 Sample of Exam Instructions
Time: 3.5 Hours (1:15 pm 4:45 pm)

Instructions:

1. This is a closed book exam. You may only bring pens and pencils into the exam room. A
four-function calculator, a computer with MS Office and a printer are provided.
2. You may use Microsoft Word to type in your response and Microsoft Excel to aid you
with any calculations. You are not permitted to use any other applications or devices,
access any information on the computer, or access the Internet.
3. Please answer all questions and include all calculations and support for your answers
directly in the Word file that includes the exam itself. Do not erase the question or
question number on the form; simply type your answer below each question. Please save
your work frequently.
4. You may also, if you wish, submit some or all of your answers in a hand written format
in a response booklet. Please print clearly if you do so. Be sure to number the questions
you are answering in the response booklet or booklets.
5. You are not required to complete the exam questions in order but you should clearly
number each response if using the booklet or enter your response directly below each
question in the Word file.
6. Do not write on the hard copy of the question booklet. Answers written on the printed
question booklet will not be marked.
7. You are required to return all materials to the proctor including the memory stick,
working drafts and notes, and the hard copy of the exam booklet. It is best to cross out
any drafts or working notes that you do not want the markers to evaluate in your
response booklet or booklets.
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8. Be sure to write your candidate number on the first page of each part of the exam in the
Word file and on each response booklet that you submit. Do not include your name
anywhere. Your response will be marked using your candidate number.
9. Electronic copies will be erased following the examination. You must stop writing at
4:45 PM. You will need to print/copy your response to both parts of the exam and
download it to the memory stick before departing.

This portion of the exam is worth 50% of the overall mark. You must receive at least
65% on each portion - the research proposal and the short answer portions - in order
to receive a pass.
C.2 Exam Writing Strategies

Earlier sections of this guide prepared you for the type of content you would experience
on the exam. Given your marketing research experience and education, you probably
found few surprises in the type of content that is covered on the CMRE. It has, however,
likely been several years since you have last written an exam and if that is the case, this
section may make the difference in how you fare on the exam.
C.2.1 Be familiar with the exam instructions and format
Although you will have time on exam day to read the instructions before the exam begins,
you'll avoid any surprises by getting familiar with them ahead of time. Reading this guide
will hopefully increase your comfort on exam day. It is also recommended that you
review the MRIA website a month before the exam in case any changes have been made
to the exam since this guide was published.
C.2.2 Read all questions carefully
Before you respond to a question be sure you have read it carefully. Rushing through a
question could result in you wasting time writing more than is required or even worse,
answering the wrong question completely. Reading all questions carefully is a very good
investment of your time.
C.2.3 Focus on the important facts
When dealing with real marketing research problems in practice, there is often a lot of
background information that is useful to know in dealing with the project as a whole but
is not relevant to a specific marketing research question or problem. The exam questions
provide background information that may not be specifically relevant to answering the
question. After you have read through the question, try to identify what is important and
ignore what is not when answering the question.
C.2.4 Manage your time
Time management is an essential skill in writing an exam and many of the other tips
listed here are directly related to how you spent your time on the exam. A good overall
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time management strategy is to determine how long you have to answer each question.
To do so, divide the total minutes in the exam (3.5 hours multiplied by 60 minutes =210
minutes) by the total marks for the exam. Assuming there are 150 marks in the exam,
than you have 1.4 minutes per mark per question. If the question is only worth 5 marks,
then you don't want to spend more than 7 minutes on it and that includes time spent
reading the question. You will ideally want to spend less than 7 minutes because you'll
want to save some extra time at the end to review your responses.

The total marks for the single and multi-subject exam will be printed on the exam cover
sheet, so you will have a few minutes to read it before you start, so use this time to
calculate this number before you begin the exam. The marks for each question on the
single and multi-subject exam will be included next to each question so make sure you
are spending the correct time on each question.

The case study question is marked out of a 100 which means you have 2.1 minutes
(210/100) per mark. Having a solid understanding of the issues is especially important
part of responding to a case study, so be sure to spend time analyzing the case study
before you start your response. When you do begin answering, try to think about what the
case study is asking and what will generate marks.
C.2.5 Don't over answer
One of the most common time management pitfalls exam writers have made when
writing the CMRE is providing an answer that goes well beyond what is required. While
adding a little extra when writing reports for clients is a good thing, writing more than is
required when time is limited is not. There is only a limited time to complete the exam.
Several past exam writers have found that the extra time that they spent on questions
early in the exam resulted in not enough time to complete (or at least properly complete)
some of the other questions later in the exam. The best way to take advantage of a
question you find easy is to spend as little time as you can to achieve full marks. If it is a
5 mark question and you have calculated that you have 7 minutes to spend on it, try to
answer it in 4 minutes so that you'll have additional time to respond to questions you find
more challenging or time consuming later on in the exam. Remember, if it is a 5 mark
question, there is no reason to continue writing once you have a response that will earn
you the full marks for the question. No bonus marks are assigned for answering beyond
the 5 marks.
C.2.6 Proofread your answers
If you have completed the exam and have some extra time on the clock to spare, then
rather than submitting your response early, use this time to re-read your responses. You
might find a missing word or grammatical error that changes what you were trying to say
and could cost you marks. Also be sure that you have communicated responses as clearly
as possible.
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C.2.7 Leaving formatting to the end
Don't be caught wasting time formatting your exam. Although it is important that your
communication is clear, especially in the case study, no marks are offered for formatting
on the single and multi-subject exam and formatting is only a minor aspect of the case
study section. If you have time to format at the end, then do so after you have proofread
your responses.
C.2.8 Start with what you know
The best way to boost your confidence on an exam is to answer questions that you know
best first. If these aren't the first questions on the exam, then remember there is no
requirement to answer the questions in order. If the answer to a question isn't coming to
you right away or if you feel it will take you a long time to answer a question, skip it and
answer the questions you know first. Since you will be leaving more difficult questions to
the end, you should be sure to spend as little time on the questions you know to earn the
number of marks the question is worth. Whether or not you write your responses in order,
be sure to number them so the exam markers know what response goes with each
question.
C.2.9 Remember that there are multiple answers to many questions
There are often multiple ways to address a real world research problem. Sometimes one
is better than the rest but often there are multiple equally appropriate solutions. The same
applies to questions on the CMRE. Don't be thrown off where it appears there may be
more than one answer to a question. If the question asks for multiple options, then outline
what these would be, and when and why each would be most appropriate. If the question
asks for the best or top response, present the option that you feel would be best and be
sure to justify your response. The majority of marks for the question will be allocated to
your reasoning as opposed to the option you recommend.
C.2.10 Use your workbook
Since the exam has moved to a computerized format, few writers have taken advantage of
the workbook provided. For questions that involve calculations, the workbook is a great
tool for making notes and working out a problem. Best of all, if you have shown the steps
you have taken in the workbook but made a small mistake in one of your calculations,
you can at least get partial marks if you show the correct steps in your workbook.
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D. Are You Ready?

You have obtained the required professional experience and you've brushed up on any
theory you were missing. It is now time to see if you are ready to write the CMRE. This
section provides examples of questions written in the same style as the questions that will
appear on the exam. As on the CMRE, the questions are not presented in any particular
order and it is up to you to identify the research theory that applies.

Full responses are not provided but key points that should be included in your answers
are included for most questions. It is recommended that you try to answer all the
questions before reviewing these points. Where answers are not provided, please refer
back to the reference materials cited earlier, especially Modern Marketing Research
Step by Step, course handouts, and the Standards section of the MRIA website.

This section:
provides examples of CMRE style questions;
includes both a comprehensive case study and single and multi-subject questions;
outlines some of the key points that you would be expected to include in your
response.

***It is important to note that the following sample questions have been selected to
help you prepare for the CMRE. However, this section is not intended to be
representative of an actual CMRE composition. For instance, there are more
questions requiring statistical computations in this section than there will be in the
actual exam since performing statistical computations improves with practice.
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D.1 Sample Comprehensive Question (Part A)
ZAP computers, a very successful computer hardware manufacturer in Canada, is
considering developing a new line of laptops that include a cell phone built into the
computer. The cell phone could be removed and would include a separate hard-disc to
allow the user to easily transport files that are on the laptop. Your VP of Marketing at
ZAP is very excited about this concept. He is pretty sure that there is nothing else out
there on the market like this and he believes that it will give ZAP a competitive edge in
the very competitive hardware market. There is a significant cost to developing this
product but, if successful, the product could more than repay those costs in the first six
months.

ZAP computers' current line of laptops is called Zaptops and each model has a new
number. Z-45 is the current model (Z-44 was the last previous model). One of the
questions being considered is whether the new model will follow the same naming
convention and be the Z-46 or whether a new name such as Zaptop Plus, Zaptop
Premium or something else should be used. The company is also considering whether the
cell phone should be a standard feature or an optional feature in its new models.

Much of ZAP's success has come from attracting business customers who want a reliable
computer without many bells and whistles at a lower price than the competition. It has
about 34,000 business customers who purchase on average 15 laptops per year. The
company has not previously been seen as an innovator and it hopes to attract a new
customer base with the new technology. It does not expect that it would lose any existing
customers. For existing customers although the new model will be more expensive than
the previous, it will be less expensive than purchasing both a ZAP laptop and a cell phone.

Before making the investment, the VP of Marketing at ZAP has asked you, the Director
of Marketing Research at ZAP, to propose some research that would reduce the risk in
making this investment.

Key Points:
Write a formal proposal that would be suitable for presentation to a VP of Marketing
who does not have a strong research background.
Your proposal should include not only all of the necessary stages in a research
proposal, but also provide a good understanding of why you are proposing various
options, techniques or methods.
Make sure to include the following in your proposal:
o your understanding of the key marketing question(s) to be answered by the
research and the resulting research objectives (in your own words);
o assumptions made and questions for which you would want to have answers;
o the research method(s) you would recommend using, focusing on why this
approach is better than other possible methods;
o who the research would be conducted with, how they would be reached, how
many of them would be contacted, and why this number has been selected;
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o an outline of the data collection instrument(s) you would recommend using
(questionnaire, screeners, discussion outlines, etc.);
o a high level description of how the data would be analyzed and how the results
will address the key marketing question(s);
o a timetable for the project; and
o a rationale for the approaches you have recommended.
You will not be asked to provide detailed costing. However, you may be given a
budget range and, if so, will be asked to provide the total expected cost and the
percentage of the budget that would be applied to each major aspect of the research.
Keep in mind budget and timeline do not need to be precise, but do need to be
realistic.
You are not expected to provide supplier specific information which would normally
be part of a proposal, such as researchers biographical notes and examples of similar
projects.
D.2 Sample Single and Multi-Subject Questions (Part B)
Sample 1
You have just completed a survey of adult (18 years of age or older) Canadians, who
have a bank account, on their banking preferences. In total, 2000 valid interviews were
completed. In the process of completing the 2000 interviews, the call centre reported that
they made 843 calls to numbers that were not in service or were business numbers, 2434
were busy or unanswered, 334 were not completed due to language problems and 459 for
household refusals before respondents could be qualified, 683 respondents refused also
before screening, 450 qualified respondents were not available, 185 respondents hung-up
mid way, 434 did not qualify because there was no one 18 years of age or older or no one
that had a bank account, and 770 people refused after screening and qualifying. What is
the response rate for this study using the empirical and estimation methods? Which
calculation should be reported?

Formulas required to answer this question can be found at the following link to the MRIA
web-site http://www.mria-arim.ca/STANDARDS/Response.asp.

Key points:
Response rate using empirical method is: 31.4%
Response rate using estimation method is: 29.1%
Empirical method calculation should be reported as it is the MRIA standard.
Estimation is a secondary method that can be reported in addition to the empirical
method.
Sample 2
A computer hardware manufacturer is looking to launch a new personal digital assistant
(PDA). It would like to conduct marketing research to get reaction to two potential
product designs. Design 1 emphasizes style and is sleek and small but as a result of its
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design the buttons are crammed together a little more than the Design 2. Design 2 has
less style and is a little bigger but the extra space means the buttons are less crammed and
it is easier to use. The Design 1is more like the competition and the VP of marketing is
certain that Design 2 even though it has less style will appeal more to the target audience:
sales professionals and business executives. Design 2 can also be produced less
expensively. The VP of Marketing has asked you to conduct focus groups to gauge
reactions of the intended market. He has started to develop the discussion guide for the
groups below and he has asked for your feedback on it. How do you respond? What
changes would you suggest and why?

Introduction confirm all respondents are sales professionals or business executives
who use and purchase their own PDA.

What advantages does Design 2 have over Design 1? Probe for ease of use.

Is ease of use or style more important in a PDA used for business purposes?

Is price or style more important for a personal digital assistant/cell phone used for
business purposes?

How does Design 2 compare to the competition?

Between Design 2 and the competition, which one would you choose? Why?

Between Design 1 and the competition, which one would you choose? Why?

Key Points:
Per section C: Subsection 3 of the MRIA Code of Conduct the intro must inform all
participants about confidentiality, recording etc.
The discussion guide is strongly biased to lead respondents to selecting Design 2
Before getting into designs, it would be useful to better understand what respondents
considered in choosing their current PDA
Participants should be asked what they like and don't like about each model
Projective techniques would be a more subtle way to gauge the importance of style. If
asked directly, most are likely to provide the rational response that price and usability
are more important in a business tool
Sample 3
You are the Brand Manager for Spex brand chewing gum and you are observing focus
groups to gauge reactions to some new ad concepts you are considering. Your usual
moderator indicated that he was sick and you agreed to have a backup take his place. The
moderator does a great job with the first group but after 20 minutes in the second group,
he is struggling to manage the group dynamics. Two participants are doing most of the
talking. One is very outspoken and likes to get her views across. The other just indicated
that the reason he knows so much is because he is the art director at a major advertising
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firm. The other six participants in the group have said virtually nothing. Industry experts
should have been screened out of the group. The moderator has just come to the back
room to see if you had any questions. How do you respond?

Key Points:
Ask that the art director be subtly removed from the group (e.g. reception could
interrupt saying there is a phone call for him)
Ask the moderator to remind participants that the purpose of the research is to gather
all opinions and to encourage anyone who has different views to put them forth
You could suggest that the moderator use eye-contact and direct questions to try to
engage the other participants. If necessary, could also ask the outspoken person to not
talk ("great thought but I'd now like to hear what others have to say")
Sample 4
The VP of Marketing at a large jams and preserves manufacturer has noticed that despite
an increase in dollars spent on advertising, sales have steadily been decreasing over the
past year. What are some potential causes of the sales decline and how could you confirm
that they are the cause?

Key Points:
Competitive Intelligence Analysis changes in competitive landscape (new
products/sizes/pricing)
Change in consumer tastes consider syndicated research on consumer food trends
Advertising program is ineffective ad testing/ad recall
Competition is taking market share market share survey
Sample 5
Your client Zendit, is a mid-sized Canadian courier company. The Director of Marketing
has indicated that one of his goals is to increase customer satisfaction over the next year
based on the results of research. A benchmark survey will be done now (the beginning of
the year) and another survey will be done at the end of year. Extra effort has been made
to satisfy Zendit's best customers (those who spend over $5000 per annum). The best
customers represent about 20% of Zendit's customer base. He would also like to know
what percent of Zendit's clients are using another courier company as their primary
supplier. This is the first quantitative survey for Zendit though it has carried out
qualitative research previously that identified the areas that customers consider in
selecting a courier company. The qualitative research revealed that courtesy and
professionalism of drivers, price, reliability (on-time deliveries), and customer service
were key in the decision making process.

Part 1 The Director of Marketing has started to draft a questionnaire to describe the
type of information he is seeking. He has asked you to review the questionnaire and
indicate those questions that require change. Assume that the survey will be conducted by
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phone with 600 respondents. At least 300 customers of the total of 600 respondents
should spend over $5000 per annum with Zendit.

Draft Questionnaire

Q1. For the past year, what was your total per annum expenditures on Zendit's services?
$____
ENSURE THAT AT LEAST 300 INTERVIEWS ARE WITH THOSE WHO SPEND
$5000K PLUS

Q2. How many courier shipments do you send per annum? How many were with Zendit?

Q3. How frequently have your courier deliveries to your end-customers been on-time?

Q4. How would you rate the courtesy and professionalism of the delivery staff?
Poor, Could be better, Fair, somewhat good, good, very good

Q5. On a scale of 1 to 10 where 10 is very likely and 1 is not at all likely, how likely are
you to continue to use Zendit over the next year?

Q6. On a scale of 1 to 10 where 10 is very satisfied and 1 is not at all satisfied, how
satisfied would you say that you are overall with the services provided by Zendit over the
past year.

Q7. On a scale of 1 to 10 where 10 is to a great extent and 1 is not at all, to what extent
have you observed the significant efforts Zendit has put into enhancing customer service
over the past year?

Part 2 After receiving your quote on doing the survey by phone, the Director of
Marketing asks if it would be cheaper and equally valid to conduct the survey by e-mail.
He reports that he has e-mail address for about 25% of Zendit's 4,537 clients. How do
you respond?

Key Points for Part 1
Q1- Annual spending is a sensitive question and the answer is not likely top of mind.
As a screener, all that needs to be asked is if spending was above $5000 or $5000 and
below Better yet, if this information is in Zendit's database, it might not be necessary
to includes this as a screener at all. If required, a more detailed breakout of spending
could be added to the end of the questionnaire.
Q2- Difficult to answer and also sensitive move to end and provide categories for
number of courier shipments per year. Or ask in an average week how many
shipments do you make by courier. To determine the percent delivered by Zendit,
better to ask what percent were through Zendit and then the names of other major
courier companies plus other.
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Q3 - Difficult to answer and code as an open-ended question. This question could be
answered in different ways: a) either provide a scale or b) ask respondents what
proportion of courier shipments were made on time
Q4 - Poor scale since it is weighted to positive answers. Also the difference between
fair and somewhat good may not be obvious to the respondent. The question is
double-barrelled because it asks about courtesy and professionalism in one question.
Each should be asked separately.
Q6-Ask this first to get an overall view before asking specific questions unless there
is a reason for this order (reverse funnel). Also, ask of the competition gathered at
revised Q2 (other companies used).
Q7 - Leading question. It would be better to ask what difference they observed in
customer service over the prior year using a scale such as worse, the same, better.
Effort should be made where possible to use the same scale for as many questions as
possible where appropriate. Using the same scale would it easier and faster for
respondents to complete.
At a minimum need diagnostic information on all drivers from the qual how is
Zendit doing versus the competition.

An e-mail survey would be less expensive than a phone survey but it assumes that the
25% is representative of the entire population of Zendit's clients. It may be that Zendit
has the e-mail addresses of just the best customers or those that use Zendit almost
exclusively which would limit the ability of getting reliable competitive information.
If that is the case, then it might be reasonable. The e-mail survey would not, however,
likely be sufficient to achieve the desired 600 completed responses. It may also result
in a lower response rate. Suggest that sales reps,/others collect e-mail addresses from
those without e-mail addresses (whenever these people contact Zendit ask for the e-
mail address).
Sample 6
You are conducting research on behalf of ZAP, Inc., a large, pharmaceutical company
that has recently introduced an anti-arrhythmic drug in Canada that offers the same
benefits of a drug offered by its competition but with fewer side effects. Canadian
cardiologists specializing in arrhythmias have, however, been slow to adopt your clients'
new drug over the competition. The VP of Marketing at ZAP has asked you to conduct
research to understand why. You have designed a quantitative survey to gather the
required data and your client has provided you with a list of 687 Canadian cardiologists
specializing in arrhythmias. This list is believed to captures at least 90% of the total
population. The VP of Marketing, whose background in research is limited, has indicated
that the reliability of this research is extremely important to ZAP. She has indicated that a
sample size of at least 600 is required to provide the desired reliability. How do you
respond to the VP of Marketing? Assuming a confidence interval of +/- 4% at the 95%
confidence interval is desired, what sample size would you recommend? What other
factors would influence the sample size? Why might the actual results not be as accurate
as the confidence level and confidence interval suggest?
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Key Points
A sample size of 600 would be required to achieve a confidence interval of +/- 4% at
the 95% confidence level for a sample that was less than 10% of the total population.
Because of the small population, a much smaller sample size is required to achieve
this confidence interval and level.
A finite population correction should be applied and the actual sample size should be
320.
Calculation: 600/(1+(600/687)).
Although the study is important, the costs of reaching even 320 professionals at this
level may exceed the resources (budget) available.
The confidence interval and level do not account for non-sampling error and given
the audience, response rate will likely be a factor in the reliability of the results.
Incentives will also likely be required to obtain responses and this may also bias
results if participants feel they need to respond more positively because of the
incentive.
As a researcher, you should ask your client to provide information on how the list was
drafted and if the 90% of the total population in the list is expected to be identical to
the 10% of the population that is not covered.
Sample 7
ZEDX Corp conducted a research survey of 600 customers to determine which of four
new corporate logos its customers preferred. The main question on the survey asked
customers to select 1 for logo 1, 2 for logo 2, 3 for logo 3 and 4 for logo 4.

Part 1 - The Marketing Manager for ZEDX who conducted the survey found that the
mean score for the question was 3, and therefore concluded that Logo 3 was the best
choice. He doesn't have a background in research or statistics and has asked you to
confirm that he has interpreted the results correctly. How do you respond? Based on this
information is 3 the correct choice?

Part 2 - Assume the frequency distribution for the results are as follows
Logo 1 5%
Logo 2 20%
Logo 3 45%
Logo 4 30%
What is the confidence interval for logo 1 and logo 3 at the 95% confidence level? Based
purely on sampling error would you say that logo 3 is likely the best choice?

Mean is not an appropriate measure because the data is nominal/categorical.
To determine the preferred choice, a frequency analysis should have been used.
It is not possible based on the information provided in Part 1 to determine if 3 is the
correct choice.

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The confidence interval at the 95% confidence level for logo 1 (5%) is +/- 1.7%
SQRT((5*(100-5))/600)*1.96 and for logo 3 (45%) is 3.98% (SQRT((45*(100-
45))/600)*1.96) (Chakrapani page 312)
The confidence interval for the next highest choice (logo 4) is +/-3.67
(SQRT((30*(100-30))/600)*1.96). Given that the there is no overlap you can
conclude that 45% is statistically higher than 30 and that logo 3 is preferred by a
larger percent than the other logos
Sample 8
Your company has conducted research to help it make a decision on whether an
enhancement should be made to one of its core products. Other research has shown that
the enhancement would greatly increase the appeal of the product to customers of its
major competitor. The sales team, however, expressed concerns that the enhancements
would increase the price of the product and some existing customers might switch to an
alternative rather than pay the additional price. The Head of Sales estimated that if
anything less than 90% of existing customers did not remain customers, then the
company would likely lose money by going forward with the enhancement. As the
research manager for the company you were asked to conduct a survey to determine if the
enhancement should be made. Your survey of a random sample of 600 existing customers
found that 92% of existing customers indicated they would definitely pay the premium
for the enhancement. The head of sales indicated that since the margin of error for a
sample of 600 at the 95% confidence level is +/- 4%, it is likely that the results could in
fact be as low as 88%. What is your response?

Key Points
The confidence interval of +/- 4% at the 95% confidence level applies only to
percentages that are close to 50%. The confidence interval gets smaller as the
percentage move further away from 50%. In this case the confidence interval is
actually 2.17% at the 95% confidence interval SQRT((92*(100-92))/600)*1.96 so
based on sample error it is actually fairly unlikely that the true percentage would be
below 90%. Of course, there is still a 5% chance that with sampling error the actual
percent will fall outside of the confidence interval. The non-sampling error might also
influence the results. The marketing research data, however, supports going ahead
with the enhancement based on the 90% figure but it is a close call and all the other
business factors need to be considered (e.g., longer term impact of the changes).
Looking into the other responses to the survey of those of the 8% who indicated they
would not remain a customer (e.g., socio-demographic, preferences, needs or attitudes
towards the competition) might provide insights into how the client may reduce their
risk moving forward (e.g, ideas for implementation strategy, communications or
value proposition).
Sample 9
You are the Director of Research for a successful niche travel insurance company called
Nofear. Nofear provides travel insurance to adventure travelers and is considering
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offering a credit card. Qualitative research has suggested that its customers are so
attached to the Nofear brand that they'd switch cards in a minute if Nofear offered a card
that had the features they wanted. The key features of the card being considered are as
follows:
Annual Fee: No fee, $50, $100
Rewards: None, 1% cash back, 2% cash back
Car Rental Insurance: No, Yes with $100 deductible, Yes with no deductible
Interest rate: prime plus 8, prime plus 4, prime plus 2
Part 1: The VP of Marketing has suggested you conduct a survey of customers that asks
customers what feature they would want in each category. Would such a survey work?
Part 2: What multivariate technique would be appropriate? Describe to your VP of
Marketing who has no research experience how this multivariate technique would work.

Key points Part 1
If the survey simply asked which features customers would want, the results would
surely show that customers would want the best option for them in each category. Of
course these are the options that would be the least profitable for Nofear.

Key points Part 2
Conjoint Analysis would be recommended in this case. Customers would be shown a
series of questions that asks them to choose between two potential packages of the
four features or indicate if neither appeal to them. The resulting analysis will
determine the importance of each feature and help to identify the combination of
features, if any, that would best meet the needs of Nofear and its customers.
However, if Nofear have already pre-determined the two or three credit card packages
they want to go to market with, maybe simply using a monadic design with
independent samples may be sufficient. This simpler test can determine which, if any,
of the designed products has the best chance on the market, but would not provide as
much information about the relative importance of product attributes compared to
Conjoint Analysis.
Sample 10
Kooleo running shoes recently conducted a survey of male adults in Canada who
purchase running shoes. The study found a correlation of -.8 between the following two
questions:
On a scale of 1 to 10 where 1 is not at all likely and 10 is very likely, how likely are you
to purchase a pair of Kooleo brand running shoes over the next 12 months?
On a scale of 1 to 10 where 1 is very frequently and 10 is never, please indicate how
frequently you run.
Please comment on the questions and the correlation? What is the cause and what is the
effect?

Key Points
The negative correlation actually implies a strong positive relationship between
frequency of running and likelihood of purchasing Kooleo brand running shoes.
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Those who run frequently are also more likely to purchase Kooleo shoes. It would
have been recommended that both scales run in the same direction to make the
questionnaire easier for respondents to complete.
The correlation itself does not imply that those who buy Kooleo shoes are more likely
to be runners but intuitively this would be the more likely cause and effect
relationship. It is possible though much less plausible that purchasing Kooleo shows
will encourage respondents to run more.
Sample 11
Your client, a soft drink manufacturer, is considering launching a new sports drink in the
Calgary and Vancouver markets. Taste test research found that 80% of 350 adult aged 18
to 35 years of age liked the product in Vancouver while only 72% of 400 adults in the
same age range liked it in Calgary. Can you conclude that there is truly a difference in
tastes between these two markets?

Key Points
Standard error for Vancouver is: SQRT((80*20)/350) =2.14
Standard error for Calgary is: SQRT((72*28)/400) =2.24
Standard error of Difference is: SQRT(2.14
2
+2.24
2
) =3.1
z value for percentage (80-72)/3.1 =2.58
z is greater than 1.96
You can be 95% confident that there is a true or statistical difference in tastes
between the two markets, for drinkers within the same age bracket.
Sample 12
Your employer, Widgetop, manufactures machines that are used by companies to make
widgets. Widgetop has enough development budget to implement only one of two
enhancements this year. As the Research Manager of Widgetop, you conducted a survey
of 200 of your 4000 existing customers to identify the value of each enhancement.
Enhancement 1 was rated an 8.5 on a scale of 1 to 10 while enhancement 2 was rated an 8
on the same scale and the standards error is .19 for enhancement 1 and .23 for
enhancement 2. Which enhancement do you recommend that Widgetop implement this
year? Why?

Key Points
Statistically you can conclude the difference is significant at the 90% confidence level
(8.5-8)/(SQRT(0.19
2
+0.23
2
)) t=1.67; t is more than 1.65
However, it is more common to adopt the 95% confidence level and therefore t would
need to be greater than 1.96 to conclude the difference is significant
Since there is a slight preference for Enhancement 1, it would be best to recommend
it, all other things being equal. However, if there are any other considerations, such as
lower production cost, weighing in the balance in favour of Enhancement 2, you
should recommend it.
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Sample 13
You are the Director of Marketing Research for a large Canadian wealth management
company, Bigmula Management. Your company focuses on individual Canadians with a
minimum of $100K in investments (about one million Canadians), though it offers more
comprehensive services to those with over $500K and over $1 million. It is especially
interested in data on those segments. It knows that individuals with $500K to $1 million
in investments represent 20% of its market, while those with over $1 million in
investments represent only 5%. You recently led a qualitative research project which
successfully achieved the objective of identifying important qualities of a wealth
management firm. The marketing team would like to know which of the 20 qualities is
most important. Your marketing team wants information that is as accurate as possible.
You have budget enough to complete 600 surveys. What is the population for this study?
Would a disproportionate sample be the right choice for this survey? Why or why not?
Would a disproportionate sample affect the overall reliability of the data on the
population? What would the confidence interval at the 95% confidence level be for the
population if 200 interviews were conducted with:
individuals with >$100K to <$500K in investments;
individuals with $500K to $1million in investments; and
individuals with >$1million in investments.

Key Points
The population is individuals with a minimum of $100K in investments or about one
million Canadians
Given that those with $500K to $1million in investments and those with over
$1million in investments represent an important market, it would be important to
have statistically representative results for these groups. Given that they only
represent 20% and 5% of the market respectively, it would be desirable to oversample
these groups to ensure a statistically reliable proportion of them are included in the
sample.
Disproportionate sample does not affect reliability
Since this is the equivalent of a sample size of 266, the confidence interval at the 95%
confidence level would be +/-6 for the population
Sample 14
You are the Research Manager for Bizum, a high end umbrellas manufacturer and retailer.
You are conducting a research survey to better understand how to convince adult
Canadians of the value of your umbrellas which are sold at a premium price to other
umbrellas. You planned to conduct a survey of 600 Canadians across the country to
gather the information you need and the cost would be approximately $100 per survey.

Part 1: In an effort to save money, your VP of Marketing has suggested that you focus on
the BC market only since that is where demand for umbrellas is the highest. Furthermore,
he suggests that since fewer people live in BC than in the rest of Canada, you could use a
much smaller sample size (say 300) and have the same level of precision. How do you
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respond? Why might it make more sense to do a survey of 300 BC adults instead of a
national survey?

Part 2: Your VP of marketing has had a change of heart (i.e. realizes that his budget is
significantly under spent). He now suggests that you increase the sample to 800 but
include proportionately more BC adults in the survey due to the importance of the BC
market. Assume that BC represents only 10% of the Canadian population. Is it
appropriate to include more respondents from BC in the results? Why or why not?

Part 3: You go ahead with the survey of 800 respondents and include 260 from BC. One
of the questions in the survey is whether colour is considered when choosing an umbrella.
The results of this question are shown in the table below.

Is colour considered? BC Rest of Canada Total
Yes 230 320 550
No 30 220 250
Total 260 540 800

What percent of adults in BC consider colour when deciding on an umbrella to purchase?
What percent of adult Canadians consider colour when deciding on an umbrella to
purchase?
What is the confidence interval at the 95% confidence level for BC and for the total
results?
Are the BC results significantly different from the Rest of Canada results at the 95%
confidence level?
Show all calculations

Key Points Part 1
Whether you sample BC or all of Canada, the same sample size would be required to
generate the same confidence interval and level.
With a representative sample of Canada, the results would be representative of all
Canadians. Since the population of BC represents 10% of the population of Canada,
the views of adults in BC would not figure strongly in the overall results and the
number of BC adults found in the sample would be small (n=60 out of 600). If BC is
a much more important population then a survey of 300 adults in BC would provide
more reliable data on the BC market.

Key Points Part 2
If BC is a more important market, then it would be appropriate to have a sufficient
number of responses in BC to identify any regional differences.

Key Points Part 3
88% (230/260) of adults in BC say they consider colour
62% of Canadian adults say they consider colour the calculation is as follows: Since
BC accounts for 10% of the population we can divide the rest of Canada number to
determine how much BC should count for in the national number. 540/.9 =600 so the
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BC numbers count for 60 in the total count. The BC numbers should be weighted by
60/260 or .23. .23 *230 =53. (53+320)/600 is 62%
The confidence interval for BC for a sample of 260 is approximately +/-6.1%
SQRT(2500/260)*1.96
The confidence interval for the national numbers based on a sample of 600 (540/.9) is
approximately +/-4% (SQRT(2500/600)*1.96)
Standard error for BC =SQRT((88*12)/260) =2.02
Standard error for Rest of Canada =SQRT((59*41)/540) =2.12
Standard error of difference =SQRT(2.02
2
+2.12
2
) =2.93
(88-59)/2.93 t=9.9 (which is far greater than 1.96 and is statistically significant)
Sample 15
A new Marketing VP has been hired to help your research agency increase its market
share. She has an excellent reputation in business development but has little experience in
marketing research. She sees a big opportunity for your agency to leverage its experience
in the financial services sector. You have been the primary research agency used by the
second largest company in the financial services sector and she has learned that the
industry leader, who currently uses your main competitor, is currently changing its
research agency and has issued a Request for Proposal (RFP). The new Marketing VP has
asked you to respond to this RFP. What are your obligations?

Key Points
The MRIA standards do not give a client exclusive access to a research agency,
however, there might be a contract between the agency and the client that does.
It would also be a professional courtesy for the agency to inform its existing client
that it may be working for the major competitor based on the outcome of the RFP.
Furthermore, it should be expected that the existing client will wish to discuss this
and may choose to change to another agency after discussing it.
No material related to the existing client may be shared with the potential new client
(even if the existing client is dropped) including briefs, specifications, raw sample,
research data and findings (except in the case of syndicated studies).
Sample 16
The sales team has suggested enhancements to one of the company's core products based
on feedback from clients. The VP of Marketing has asked you, the Head of Marketing
Research, whether you would recommend marketing research be done prior to the
decision being made to proceed with the enhancements. What information would you
need before providing a recommendation? When would you recommend research and in
what cases would you not?

Key Points
The need for research should be decided based on the cost of the research compared
to the risk of making the wrong decision. Before making a recommendation you
would need to know the cost of the enhancements and the likelihood that the
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enhancements would have a negative impact on sales. If the costs are insignificant
and it is certain that the enhancements won't hurt sales, then an investment in research
may not be necessary. If the costs are significant or if a wrong decision could have an
impact on sales, then research would be recommended.
Sample 17
Your client, a major magazine publisher, is looking to launch a new magazine called the
Executive Reader designed for professional males over 40 years of age. A mock-up of the
first issue has been created based on content identified in prior research. The first issue
can make or break a magazine. Before it goes to print, the publisher would like to get
some additional feedback on the content and design to ensure that it meets the needs of its
intended target audience. You agree to conduct two focus groups in each of the
magazine's three major markets: Toronto, Vancouver and Calgary.

Part 1 - What questions would you include in the screener?

Part 2 - Develop an outline of the discussion guide?

Part 1 - Key Points:
Readership or interest in similar magazines/publications
MRIA Code of Conduct and Good Practice requires screening for:
o Not working now or previously in the industry (publishing), nor
advertising, marketing, research, public relations, or media
o Not having participated in a group discussion or in-depth interview on the
same topic in the past two years
o No respondents should know one another
o No respondents may be recruited who have attended groups/in-depth
interviews in the past 6 months; nor five or more groups or in-depth
interviews in the past five years
o At least one third of the respondents recruited must never have attended a
group discussion or in-depth interview before
o All respondents must have been living in the specified market area for at
least the past two years
o All respondents must be able to speak, read, or write in the language of
the group being conducted

Further, the screener should indicate:
o the date, time and exact location,
o the length of the interview period
o the importance of punctuality
o The payment (and any associated terms)
o The importance of not bringing children/others to the groups
o The fact they may be rescreened prior to the discussion
o That they will be asked for identification at the facility
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o That they may be asked to complete pre-session exercises before the
session.

Part 2 Key Points:
Moderator must explain to all respondents at the commencement of the groups:
o The presence and purpose of the one-way mirror, the video recording, and
the audio recording
o The confidentiality of the respondents identities, unless they otherwise
acknowledge and agree, in writing, to their personal information being
disclosed to other organizations
o The proceedings are confidential, and it is understood that the respondent
will keep the nature of the proceedings confidential.

Focus group discussion guide could include a number of topics asking about
readership of similar publications, presentation and evaluation of the new concept,
interest in reading/subscribing to it themselves, etc.
Sample 18
Your research firm, XYZ Research, has recently conducted some research on behalf of
Student Power, a reputable and well known lobby group in Ontario that has been fighting
to have the government reduce college and university tuitions. One of the findings in the
survey was that 95% of adults in Ontario agreed (somewhat or strongly) that reduced
college and university tuition would benefit Ontario in the long term.

Your client was excited about this finding and is eager to promote it through a press
release.

They have asked you to review their press release. An excerpt of the draft press release
appears below.

New XYZ Research Study Proves That Ontarians Want Tuitions Cuts Now

A research survey of Ontario adults conducted by XYZ Research on behalf of Student
Power proves that the views of Student Power are in line with the citizens of Ontario.
Student Power has long been demanding a 40% cut to tuition rates and this recent survey
shows that virtually all (95%) of Ontario adults agree. Respondents clearly stated that a
reduction in tuition is essential to the long term success of Ontario.

What parts of the release would you ask your client to change and why?
If your client refuses to make these changes, what should you say?
Describe some of the information that your client must be willing to make available to
the public when publicizing this study.

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Key Points
Research findings must only state what is found in the study (it doesn't say that the
views of Student Power are in line with Ontarians; it doesn't specify the percent of the
tuition cut and respondents didn't say that this was essential)
If your client refuses, you must demand that your name not be used in any public use
of the results
Client should be prepared to release to the public: dates of interviewing; methods of
obtaining the interviews (in-home, telephone or mail); population that was sampled;
size and nature of sample; size of the sample upon which the report is based; and the
exact wording of questions upon which the release is based.
Sample 19
A new company, YXZ Software Inc, a distributor of a line of financial planning software,
has a very large and current customer database that it compiled from warranty
registration forms over the past year. Registration is mandatory to activate the software so
the database includes all customers. Unfortunately, the VP of Marketing at YXZ never
thought to ask for information other than name, e-mail address, phone number and
mailing address on these forms. She would now like to know where customers purchased
the software and their general interests so that she can better target YXZ software
advertising. You have previously done some research for YXZ to test packaging designs
and the company was very happy with the research you did. As a result, the company has
asked you to recommend some additional research. What type of study do you
recommend and why?
Sample 20
The Metro Food Bank (MFB) is a not-for-profit organization dedicated to supplying food
to those in need in larger cities across Canada. It has a very limited budget and aims to
use no more than 5% of budget to cover marketing and administration costs. Its goal is to
spend 95% of the money it raises on providing food to those who need it. The Executive
Director of MFB has learned that a similar charity that provides shelter to the homeless
has recently completed a survey with its donors to understand how to make them into
repeat donors. Their research has resulted in a significant increase in the number of
donors for their shelter. Although she has no room for research in her budget she can see
significant value in this kind of survey and would like to proceed with it. If she includes a
question in the research study that asks respondents as the very last question: "Would it
be okay to contact you to discuss donations to MFB?" then she can charge the survey as
fundraising. You are the Account Manager of a large research firm and she has asked you
to respond. What is your response?

Key Points
Research surveys must never be combined with fundraising. See MRIA standards for
FUGGGING
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Sample 21
Two months ago, Nature Snacks Inc., a small, snack food manufacturer launched a new
line of chips made from oats called Chipoats. The product is similar in taste to potato
chips but is healthier than potato chips. The product was launched based on new product
development research you, as the Moderator, did for Nature Snacks Inc. Your research
involved a series of 10 focus groups across the country to evaluate both the name,
packaging and taste of the product. In your report you noted that despite some concerns
over the name and product description, the vast majority of participants liked the
packaging. More importantly, during the taste tests, virtually everyone raved that this was
the best tasting snack food product they had ever tasted. Unfortunately after two months,
sales have been dismal. The VP of Marketing for Nature Snacks is eager to improve the
fortunes of this product. The traffic on www.NatureSnacks.com is very good and he
would like to use this as a tool to promote the product. He remembered that the taste tests
you conducted were videoed and he is convinced that the testimonials to the taste of the
product would help to improve product sales. He has asked you to contact research
participants to determine if the videos could be placed on their website. He'd also like to
report that 95% of those who participated in the research liked the product. How do you
respond? What suggestions do you give your client?

Key Points
Video recordings for research purpose must be used for research purposes only and
cannot be used for advertising. You could suggest that a separate taste test with reals
consumers that is for advertising purposes be conducted or that a video be shot using
actors
Percentages and numbers should never be used or reported for focus groups results
You could suggest that a formal survey (mall intercept or in-home taste tests) be
conducted to determine the proportion of the population who like the taste of the
product. That percentage could then be used in advertising.
Sample 22
You, as the Moderator, have just completed 16 focus groups across the country on behalf
of your client, Kronk Kola, a leading Canadian cola manufacturer. Two groups were
conducted in 8 Canadian cities, one with Kronk drinkers and one with those who
preferred the market leading competitor, Plunge cola. Participants were asked to evaluate
three different designs and compare them to the current design. The VP of Marketing at
Kronk was extremely pleased to see that two of the new designs rated well above the
competition and the existing design. He was also pleased to see that his favourite of the
new designs was preferred by almost everyone over the rest. At the completion of the
groups the VP of Marketing sent you an e-mail indicating that one of his assistants kept
tabs on the number of people that liked each brand. He sent the percentages to you and
asked if they were consistent with your numbers. He also asked that you include them in
your report. What is your response? Would you recommend additional research? Why or
why not?

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Key Points
The purpose of the groups is to gauge reaction to the designs and not to determine the
percentage of those who prefer one design over the other. Percentages should not be
reported.
Discussion of limitations of qualitative research
Additional research should be recommended if greater certainty is needed to quantify
which design should be selected (e.g., major costs to changing and/or major risk to
market share with wrong design).
Sample 23
It is late Friday afternoon and your research firm will be conducting nine focus groups
the following week on behalf of your client, a large financial services company. The
recruiting has been going well. When you spoke with your Recruiting Manager early in
the day, she indicated that ten participants have been recruited for eight of the groups and
they were just looking for one more for the final group. J ust as you are about to leave for
the day, your Recruiting Manager calls and indicates that there has been a small problem
in the recruiting. As part of your firms' normal quality control procedures, she was
listening in on a Recruiter who was asking a friend, who clearly didn't meet the group
requirements to agree to be the last participant in the group. When your Recruiting
Manager approached the employee, he indicated that he had never done anything like this
before but was hoping to fill this last spot in these groups so he could cut out a little early.
This same recruiter recruited 14 of the other participants in your groups. What do you do?

Key Points
Have this recruiter be taken off the project and discuss with your Recruiting Manager
what disciplinary actions need to be taken.
Take the following corrective actions:
o Confirmation calls should be made immediately to all 14 recruited
participants to verify if they met specifications. If not, their participation
should be cancelled and others recruited.
o If the participants do not meet criteria, the groups should be rescheduled
and the client informed immediately of the situation with information on
the solution and impact on the schedule of groups.
Sample 24
You learn from one of your Call Centre Supervisors that one of their Interviewers was
completing an interview with someone who was clearly not in the target sample for a
study being conducted for one of your clients. The Interviewer admitted that he called a
friend because he was concerned that his number of completes on this shift was too low.
He also indicated that he had never done this before and the other 100 interviews he
completed were fine. The top line of the results is due to the client the next day and
without these 100 interviews the top line report will not be ready and therefore be
delivered late.

Page 43 of 47
Key Points
Have this interviewer taken off the project and discuss with your Call Centre
Supervisor what disciplinary actions need to be taken.
Have other interviewers re-interview a sample (at least 10%) of the 100 interviews
completed by this individual. If important differences are found between the verified
interviews and the original ones, remove the remaining unverified interviews and
replace them entirely in the final data.
Inform the client of the situation as soon as possible and explain what corrective
measures have been taken. Indicate that any additional interviews will be conducted
at your cost.
Explain the impact on the overall project timeline. Ask the client whether they want
the top line for the interviews already completed and those verified (but without the
unverified interviews).
Sample 25
A client wishes to have you, as a Moderator, conduct focus groups for three new types of
cookies that it is developing. The formula of the new product is top secret. Your client
would prefer not to share the ingredient list with participants in case the competition was
to be recruited. Your client has indicated that all three varieties contain nuts and wants to
make sure that no-one with a nut allergy participates in the groups. How do you address
your clients concerns and requests in accepting this assignment?

Key Points
The screener should identify the possibility of nuts being in the product, but the
screener can be vague. The screener should indicate that food will be served, and
eliminate anyone who has a peanut allergy or a food allergy of any kind. The
ingredient list must be available to respondents if requested during the group but they
need not have a copy in advance or one they can take back with them.
The screener should be used to minimize the risk of a competitor showing up by
carefully screening for occupation standard industry screeners as well.
The screener should also cover usage questions so as to have likely purchasers in the
groups.
Sample 26
You are the Manager of Marketing Research for ABC Direct, a computer hardware
manufacturer and retailer. One of your primary research suppliers, ZYX Research, has
just finished the fieldwork on a quantitative study that it is being done on your behalf.
The purpose of the study was to assess customer satisfaction with your new premium
laptop computer model called the X-85. A representative sample of 500 customers
completed the survey. Respondents were asked them to rate their overall satisfaction with
the X-85. The survey also asked them to rate both the importance of and their satisfaction
with several attributes related to their purchase of the X-85. In advance of the full report,
ZYX has provided you with the top line results as shown below.

Page 44 of 47
Percent stating
Very
Dissatisfied
Very
Satisfied
1 2 3 4 5
Overall Satisfaction 5% 10% 10% 35% 40%

Percent stating
Very
Dissatisfied
Very
Satisfied
Satisfaction with Attribute 1 2 3 4 5
Quality 5% 5% 23% 43% 24%
Customer Service When
Buying 11% 25% 33% 22% 9%
Customer Support After
Purchase 25% 25% 15% 15% 20%
Value For The Money 15% 15% 15% 25% 30%
Delivery 24% 5% 25% 16% 30%
Ease Of Set Up 4% 5% 11% 50% 30%
Design 3% 17% 30% 35% 15%
Portability 1% 5% 15% 39% 40%

Percent Stating
Not at all
Important
Very
Important
Importance Of Attribute 1 2 3 4 5
Quality 4% 8% 15% 33% 40%
Customer Service When
Buying 1% 6% 23% 40% 30%
Customer Support After
Purchase 20% 25% 25% 20% 10%
Value For The Money 5% 8% 15% 55% 17%
Delivery 16% 5% 44% 35% 0%
Ease Of Set Up 11% 4% 33% 35% 17%
Design 2% 5% 7% 35% 51%
Portability 5% 8% 15% 22% 50%

Part 1 - List three of the key findings of the research based on the topline results shown
above.
Part 2 - What additional analysis, if any, would you ask ZYX to provide and why?
Part 3 - Your colleagues in marketing were surprised by a few of the findings (lower than
expected ratings on design, deliver, customer support and customer service) and have
asked you to lead some additional research to determine why customers have rated these
items this way. What additional research do you recommend and why?

Key Points Part 1 (Note that there are many more key findings that could be listed.
These are just three examples.)
Difficult to determine the satisfaction rating is good or bad without baseline
comparison.
Although the scores for satisfaction with some key attributes are very low, overall
satisfaction is fairly high. These poorly rated attributes are likely not key drivers of
satisfaction for existing customers.
Page 45 of 47
Satisfaction with customer support after purchase is an example of an attribute that is
not highly rated and is also rated very low in importance to many customers
Although the score for satisfaction with design is reasonably high, it is the most
important attribute to clients and may be worthy of improving.

Key Points Part 2
Regression analysis of attribute satisfaction and overall satisfaction to determine
which attributes are the major drivers of satisfaction.
Correlation analysis could also be used.
Should consider different models of customer satisfaction that link satisfaction, or
loyalty back to purchasing intent or revenue.

Key Points Part 3
Qualitative research because it would allow you to explore in-depth the reasons why
respondents answered the way they did.
Sample 27
There is a potential of adding to your companys base of market knowledge. How? By
having employees, especially those in the field, feedback information about your
competitors. Imagine, for a moment, if all of your companys employees were to provide
meaningful CI on a regular basis. Information about product launches, new training
programs and pricing strategies. Imagine how more timely and effective your marketing
decisions would be. The first groups of people to be trained are sales reps, as they are in
regular contact with other company reps and buyers who also do business with your
competitors.

Your Director Business Intelligence has asked you to come up with 5 to 7 key
guidelines for the reps to follow when collecting CI. He emphasizes the absolute
necessity that the reps collect the information ethically, which means no
misrepresentation (pretending to be someone else) or underrepresentation (asking for
information without telling why you want this information). What would you come up
with?

Key Points
1. Do not seek to obtain trade secrets belonging to another company or organization.
2. Do not seek to obtain CI from a third party if you believe that information may
have been wrongfully obtained.
3. Do not misrepresent your identity or use false pretexts of any kind, to obtain CI.
4. Do not ask a job applicant who works or worked for a competitor for confidential
information about their company.
5. Do not dumpster dive, i.e. go through a competitors garbage.
6. Do use deductive problem solving to fill-in gaps in competitive information that
cannot be found through open-source collection and ethical inquiry.
Page 46 of 47
7. If you are uncertain about the ethics of an issue, speak to your manager before
proceeding.
Sample 28
As with more information based sciences, CI is evolving. In the past few years, for
example, CI reporting has been made simpler and easier to read with the popularity of
Power Point slides. Training has moved from classroom to 45 minute online modules for
employees to learn how to collect and report CI they come across in the market.
Awareness that dashboard packages are no substitutes for a formal CI program
emphasizes human intelligence from knowledgeable sources and increases understanding
that much of the information needs can be met by developing a network of
communication within an organization.

Where do you see CI evolving in the next few years? Why?

Key Points

In the next few years, the following will take place:
CI will be more streamlined. For example, tools to see into various social networking
sites, professional organizations, corporate and government sites will be
commonplace.
Greater vigilance by companies on preventing sensitive information being leaked by
their own employees.
More push for CI by senior managers, since many in their previous roles as middle
managers will have used CI.
There will be greater embrace of CI by non-profit organizations. For example, health
charities will need to know who else is planning a major gift campaign, while crown
corporations expanding into overseas markets will need a better understanding of
whom they will be competing against for new business.
There will be an expanding role for competitive information from beyond ones
country, industry and language, so that foreign language skills as well as knowledge
of developments in other industries and countries will become increasingly important
if not essential.
The average horizon for CI will expand beyond the immediate and near term.
In a process that has already begun because of demand from senior management,
information from CI, traditional market research and other sources will increasingly
merge to make information sourcing more cost effective, thus reducing the rivalry
between CI and traditional market research.
Sample 29
Writing a CI plan, like any other business plan, is an exercise that provides value and
learning. Not only will you be forced to define the role that CI will play in your company,
but it will also define the framework (e.g. people, time, budget, etc) in which the program
will run. For the past few years, you have been responsible for writing your companys
Page 47 of 47
CI plan. You recently hired an analyst and now it is her job to write the plan. What tips
would you give to help her?

Key Points

Keep your plan concise. This will ensure that more people will take the time to read
the plan, and that it will not take an inordinate amount of time to update it.
Speak to a CI manager in a non-competing leading edge industry that embraces CI to
learn which factors have contributed to their success in setting up a CI program.
Assume that you will not be able to meet everyones expectations. The best approach
is to work out a compromise with those who will make use of the CI that you provide.
Often an internal survey will uncover peoples true expectations and beliefs. Make
every effort to conduct one and to communicate the results with your stakeholders
before embarking on a CI program.
Make sure your CI plan is linked to your marketing plan. For example, if the primary
objective or your marketing plan is to achieve 5 percent growth for each of the next
three years, your CI plan should include specific strategies to help achieve this goal.
Make sure you list the key deliverables (e.g. customized analytics, templates for
reporting CI, online CI training modules, guidelines for conducting CI ethically, etc),
as these will serve as a benchmark when gauging the effectiveness of your program.
Keep in mind that no matter how well conceived you plan is, success will ultimately
depend on your ability to market CI to your stakeholders and their subsequent effort
to make decisions with the competitive information.
Include a timetable for feedback from stakeholders on their assessment of the CI they
are receiving. Ask:
o Are they getting the CI they need?
o Are they reading the CI you sent them?
o Are better decisions being made as a result of the CI?

GOOD LUCK! YOU CAN DO IT!

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