for educational purposes only
sources: http://www.slideshare.net/dmccorkleporter ; www.pbs.org and for additional sources download the file and look in the notes section.
A presentation I created for a prototype air-freshener. This presentation represents the creative aspect of our campaign to be presented during class.
It went well.
for educational purposes only
sources: http://www.slideshare.net/dmccorkleporter ; www.pbs.org and for additional sources download the file and look in the notes section.
A presentation I created for a prototype air-freshener. This presentation represents the creative aspect of our campaign to be presented during class.
It went well.
A look at some of the different techniques used by advertisers. Includes emotional appeal, humourous appeal, sexual appeal, facts and figures, bandwagon, plain folks, snob appeal, etc.
(Last change, July 2: Removed as beyond most teams' scope Eyetracking Study, Clickstream Analysis, Usability Benchmarking; Added Live-Data Prototypes, Demand Validation Test, Wizard of Oz Tests)
For our teams tasked with building products and features for The New York Times, we face a common challenge with many: how do we figure out what’s worth spending our time on?
The answer seems straightforward: test your ideas with real customers, leveraging the expertise of your product, UX, and engineering talent. Figure out the smallest test that you can come up with to test a specific hypothesis, gather data and insights, and keep iterating on it until you know whether the problem is real and your solution will prove valuable, usable, and feasible.
As part of our efforts to adopt such a data-driven, experimental approach to product development, we recently kicked off a product discovery pilot program. Small, cross-functional teams were paired with coaches and facilitators over a six week period to demonstrate how product discovery and Lean Startup techniques could work for real-world customer opportunities at The New York Times.
One of the first things that we learned about the process from our participants was that they wanted a "toolkit" - something to help them figure out what they should be doing, asking or making to get as quickly as possible towards the validated learning, prototypes and user tests that would have the most impact.
To help the facilitate the learning process for our dual-track Agile teams, the Product Architecture team here at The Times (Christine Yom, Jim Lamiell, Josh Turk, Priya Ollapally, and Al Ming) built a "Product Discovery Activity Guide" that rolled up activities, exercises, and testing techniques from all our favorite thought leaders.
This included brainstorming exercises from Gamestorming and Innovation Games, testing techniques from traditional user research, and rapid test-and-learn tactics from Google Ventures, Eric Ries (The Lean Startup), Jeff Gothelf (Lean UX), Steve Blank (Customer Development) and our spirit guide, Marty Cagan (Inspired), among others.
Our goal was to make it a tool not just for learning how to get started, but to be a living document for teams to share knowledge about the process itself. What techniques worked and didn't work? What tactics did they learn elsewhere that might be worth sharing with the rest of the company?
We hope you find it useful, and whether you’d like to share with us what you’re doing with it, or you have suggestions (big or small) to improve it for future product generations, please let us know! (nyt.tech.productarchitecture@nytimes.com)
Al Ming
July 2015
Unit 11The TRAINER’S TOOLBOX and CORPORATE T&D BEST PRACTICES.docxmarilucorr
Unit 11:
The TRAINER’S TOOLBOX and CORPORATE T&D BEST PRACTICES
This final unit is devoted to (a) providing additional resources and tools necessary for conducing effective training and development and (b) seeing effective training and development in practice. To that end it contains two sections: The Trainer’s Toolbox and Corporate T&D Best practices. The fist provides additional tools that will round out an effective training program. The other provides a tour of some of the best practices used in corporate training and development.
The Trainer’s Toolbox
To this point, we have covered how to conduct a needs analysis, how to analyze data, how to conduct a training intervention, and how to evaluate that intervention. The trainer’s toolbox contains two important documents:
Training Plan Log
Participant’s Guide
The Training Log is a template or document that will help keep training interventions organized. See the Training Plan Log document below (double click to enlarge) to learn more. A participant’s guide is a document that helps training participants understand the process and expectations of a given training and development intervention.
The Participant’s Guide
All participants in a training session should receive a participant’s guide. The participants guide is a collection of handouts or a workbook that contains all the information, worksheets, activities, and instructions that will be used in the training.
When developing the participant’s guide consider the following:
Use the training objectives to determine what will be in the participant’s guide
Include all activities and instructions in the participant’s guide
The participant’s guide should parallel the order of the modules/units in the training intervention as closely as possible
Determine the participant guide’s format (outline versus full text, brief overview statements versus greater detail)
Number all pages
Obtain copyrights and permissions as necessary for using activities, assessment tools, etc.
Provide proper references for all sources used
No two training guides will be the same, but they will all have similar components. Thus, it is helpful to look at some specific examples. Here are three you should examine to see how the content and format varies. Double click on the icons below to open the documents.
Corporate T&D Best Practices
Earlier in the course we focused on the impact of training and reviewed the successful training practices of Disney. Now we want to broaden that net and see what other companies are doing with regard to training.
To get a “flavor” (pun intended) for some best practices use the link below to learn about McDonalds Hamburger University. This video shows how the company uses multiple methods (classroom, simulation, etc.) to train employees.
http://money.cnn.com/video/news/2010/08/30/n_hamburger_university.cnnmoney/
Now have a look at this article that talks about the investment Best Buy made in training employ ...
This is the follow-up of our "What's next in Advertising" preso.
This one focuses on how to make this happen, i.e. how to sell this thinking through new ideas to clients.
note: There are some slide notes, not critical, but add-ons to some slides.
Media Studies Coursework Evaluation Student Guidealevelmedia
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
1. Note for teachers: This presentation is designed to be used as part of a large group discussion regarding some of the propaganda techniques commonly used by advertisers. Each slide lists the technique followed by the definition of that technique. Each slide also contains some images that reflect the propaganda technique in practice. Please modify or replace the images if they are not appropriate, out of date, no longer relevant, or you have found better examples. Also, make sure to look at the additional information contained in the “notes” section on each slide.
5. Transfer Good feelings, looks, or ideas transferred to the person for whom the product is intended.
6. Repetition The product name or keyword or phrase is repeated several times. How many times can you use the word “Fresh?”
7. Emotional Words Words such as luxury, beautiful, paradise, and economical are used to evoke positive feelings in the viewer.
8. Name-calling Negative words are used to create an unfavorable opinion of the competition in the viewer's mind.
9. Faulty cause & effect Use of a product is credited for creating a positive result.
10. Compare & contrast The viewer is led to believe one product is better than another, although no real proof is offered.
11.
Editor's Notes
The text on the image showing a group of people with one person excluded is a clear example of the bandwagon technique.
Athletes are popular candidates for testimonial. Tiger Woods is on of the top testimonial figures in sports.
Advertisers like to point out that you can do it (with their help). They often focus on areas like hair loss, weight loss or personal appearance where people are self-conscious. You can look like the people in our ads if you use our product
What sort of statements is this ad making? Are there restaurants out there that aren’t “Fresh”?
This technique might be used more than any other. Are you less patriotic if you don’t buy American goods? Can a Lexus make you happier than a Honda? Playing to people’s emotions might get them to purchase products or services they might not otherwise buy.
Who is Burger King taking a shot at here? Who is well known for having a secret sauce in their hamburgers? (McDonald’s)
Want to “Be Like Mike?” than you better drink Gatorade. Will these shoes make you the best soccer player in the world? Will eating “Wheaties” really improve your athletic performance?
The Pepsi Taste Test Challenge is a perfect example of this.
