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Emotional Branding

Maximizing the Appeal of

Your Brand To Hispanic YouthPresented at The Marketing toHispanic Youth Conference 2002



1

Who We AreWho We Are

!Max Gallegos, Director Marketing USA, McDonald’s

Corporation

! Andres, Muñoz, Sr . Account Super visor , Del River o

Messianu

! C&R Research

" Cathy Combs, Vice President, Brand Essence Specialist" Ina M ier y Ter an Sheppar d, Dir ector of B icultur al Resear ch

" Miguel Gomez, Analyst for Latin America and US Hispanic

Markets



2

LatinoEyes

C&R SpecialtiesC&R Specialties

HispanicResearch*

C&RQualitativeServices

GlobalResearchCapabilities

(* most dominant)



Workshop OverviewWorkshop Overview

! The Power of Emotional Branding

! Tapping Into the Emotional Chords of Hispanic Kids

!

Where to Begin

! Hispanic Teen Panel: What Kind of Emotional

Connections Do Hispanic Teens Have With YourBrand?



The Power ofEmotional Branding



An Insightful QuoteAn Insightful Quote

“Powerful emotional currents exist as part of“Powerful emotional currents exist as part ofthe human condition. Human beings ar e in factthe human condition. Human beings ar e in fact

the most complex emotional concepts that Godthe most complex emotional concepts that God

has cr eated. ...Gr eat br ands find relevant wayshas cr eated. ...Gr eat br ands find relevant waysto tap the emotional drivers that already resideto tap the emotional drivers that already reside

deep within all of us.”deep within all of us.”~ Scott~ Scott BedburyBedbury, A New B r and Wor ld, A New B r and Wor ld



The PremiseThe Premise

! Human beings have powerful emotional drivers within

us that shape who we are and how we interact with theworld.

! These “chords” are often universal and resonateacross broad audiences.



Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

Physiological Needs(Satisfying basic needs)

Safety Needs(Being safe and protected)

Safety Needs(Being safe and protected)

Social Needs(Feeling loved, beingaccepted)

Social Needs(Feeling loved, beingaccepted)

Esteem Needs(Feeling special, setting

myself apart from others)

Esteem Needs(Feeling special, setting

myself apart from others)

Self Actualization Needs(Maximizing my potential/

making a difference)



Defining Emotional BrandingDefining Emotional Branding

! Emotional branding is a marketing approach where

companies tap into these often latent emotional needsto for ge a compelling (and hopefully long- lasting!)relationship between a brand and a consumer.



Why Bring In Emotion?Why Bring In Emotion?

!Without developing such a connection, a brand can

only compete based on functional virtues.



Creating a Primal UrgeCreating a Primal Urge

! Establishing emotional connections with brands also

negates the need for rational comparisons.

! Brand preferences simply become primal.



The Best Example Is LoveThe Best Example Is Love

!We choose our partners not necessarily based

upon what they can literally “do” for us, but howthey make us feel about ourselves.



Bonding With BrandsBonding With Brands

! The same is true for brands.

! Consumers are drawn to brands that help satisfyoften subconscious emotional needs.

! Brand affinity is particularly powerful when brandstap into multiple “synergistic” emotional chords.



“Adult World” Examples of

Emotional Branding


Emotional BrandingBet t y Crocker is aboutBet t y Crocker is aboutBet t y Crocker is aboutBet t y Crocker is about

becoming a good cook andbecoming a good cook andbecoming a good cook andbecoming a good cook and

an even bet t er moman even bet t er moman even bet t er moman even bet t er mom

Physiological Needs*

Safety NeedsSafety Needs

Social NeedsSocial Needs

Esteem Needs*Esteem Needs*

Self ActualizationNeeds*


Bet t y CrockerBet t y CrockerBet t y CrockerBet t y Crocker




Emotional Branding


Emotional Branding Cap’n Morgan is aboutbeing a “real” man and

setting myself apart from

the crowd







Cap’nCap’nCap’nCap’n MorganMorganMorganMorganRumRumRumRum



15


Emotional Branding


Emotional BrandingDean’s Easy’s “real milk”

persona means I’m no

longer a social outcast







Dean’s EasyDean’s EasyDean’s EasyDean’s Easy



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Emotional Branding and KidsEmotional Branding and Kids

! Kids are no different in terms of harboring these

basic emotional needs.

! Although which emotional needs influence brand

preferences varies significantly by:" age

" gender

" the context in which a product is used (public versusprivate)

" the child’s actual relationship to the category (my stuff

versus my parents’ domain)



17

The Crux of These DifferencesThe Crux of These Differences

Biology & societyThe scope of

my worldWhere I’m at

developmentally



18

The Impact of EthnicityThe Impact of Ethnicity

! Certainly the fact that a child is Hispanic also affects

the types of emotional relationships he or she forgeswith specific brands.



19

Influencing FactorsInfluencing FactorsInfluencing Factors

Culture & Value SystemsCulture & Value Systems

Socio- economicsSocio- economics Realities related tostraddling nationalitiesRealities related tostraddling nationalities



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Kids Are KidsKids Are Kids

! Yet it’s critical to point out that, first and foremost,

kids are kids.

! So to really resonate among Hispanic kids, branding

effor ts must tap into kid- specif ic emotional chor ds aswell as Hispanic- specific emotional chords.

Th F d i d h W ll



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The Foundation and the WallsThe Foundation and the Walls

Things I relate to orcare about because I’m a kid

Things I relate to orcare about because I’m a kid

Things I relate to or

care about because

I’m Hispanic

Things I relate to or

care about because

I’m Hispanic



The Power of

Emotional Branding

McDonald’s and HispanicKids



Tapping Into the

Emotional Chords ofHispanic Kids

Th O t itTh O t it



24

The OpportunityThe Opportunity

! Successfully tapping into the

emotional chords of Hispanickids can be a very rewarding, butchallenging, marketing endeavor.

St ti With Kid D iSt ti With Kid D i



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Starting With Kid DriversStarting With Kid Drivers

!While “kids are kids,” the emotional drivers that

influence how kids actual relate to brands variessignificantly by age and by gender.

B d Gi l 6 7 (1 t 2 d G d )B oys and Gir ls 6 7 year s (1 t 2 d G d )



26

B oys and Gir ls 6- 7 year s (1st - 2nd Gr ade)

The Pleasure Seekers

B oys and Gir ls 6- 7 year s (1st - 2nd Gr ade)

The Pleasure Seekers

Scope ofScope of

My Wor ldMy Wor ld

! Small, but expanding - home, school,

activities, grandma’s

Maj orMaj or

Inf luencersInf luencers

! Family - par ents, siblings and relatives

! Media - TV, videos (gir ls) and video games(boys)

!

Friends - peer s

Kids’Kids’

Relat ionshipsRelat ionships

t o Brandst o Brands

! Experiential - Not conceptual

!Limited ability to understand - May use asa label to describe a product

Primar Emotional ChordsPrimary Emotional Chords



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Primary Emotional Chords

Kids Ages 6- 7


Kids Ages 6- 7

! Having fun

! Feeling neededand loved

! Making girlfriends

beyond mom anddad

! Feeling grown-

up/ competent

! Having fun

! Feeling neededand loved

! Making girlfriends

beyond mom anddad

! Feeling grown-

up/ competent

! Having fun

! Overcome fear/feeling powerful

! While still feeling

loved/ accepted byparents

! Standing on my

own

! Having fun

! Overcome fear/feeling powerful

! While still feeling

loved/ accepted byparents

! Standing on my

own

B oys and Gir ls 8 9 year s (3r d 4th Gr ade)B oys and Gir ls 8 9 year s (3r d 4th Gr ade)



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B oys and Gir ls 8- 9 year s (3r d - 4th Gr ade)

The Explorers

B oys and Gir ls 8- 9 year s (3r d - 4th Gr ade)

The Explorers

! Grows exponentially - my home, my fr iends’ homes, school,

organized activities, social activities

! Friends - peer s, older siblings of fr iends

! Family - siblings and par ents! Media - TV, music(gir ls), video games and Inter net (9+ yr .

boys)

! “Get” the concept of brands - And begin to give brandsweight

! Brands help me “fit in” - “ Fitting in” by owning “ what’s in”

! Brands reflect attitudes and aspirations - B oys favor“rebellious” brands while girls gravitate towards brands thatdenote “fashion”

Scope ofScope of

My WorldMy World

Maj orMaj or


Kids’Kids’Relat ionshipsRelat ionships


Primary Emotional ChordsPrimary Emotional Chords



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Kids Ages 8- 9


Kids Ages 8- 9

! Fitting in with mypeers

! Fantasizing aboutwho I want to be

! Yet still feeling like

mom and dad’s“little girl”

! Fitting in with mypeers

! Fantasizing aboutwho I want to be

! Yet still feeling like

mom and dad’s“little girl”

! Feeling like I’m thebest

! Demonstrating toothers I’m no baby

! Being able to

regress privately

! Feeling like I’m thebest

! Demonstrating toothers I’m no baby

! Being able to

regress privately

B oys and Gir ls 10 12 year s (5th 7th Gr ade)B oys and Gir ls 10 12 year s (5th 7th Gr ade)



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B oys and Gir ls 10- 12 year s (5th - 7th Gr ade)

Different Gender Agendas


Different Gender Agendas ! Richer - even more expansive, with many mor e r ecipr ocal

relationships

! Yet cliquey - B eginning to seek same inter est peer gr oups

! Friends - especially one’s significant peer group

! Family - older siblings and par ents

! Other Adults - coaches and teacher s

! Media - music, TV and special inter est magazines

! Image is everything - And brands can help me create a“popular” public persona

! Girls especially connected to maturity brands - Br ands thatconnote I’m a teen versus a “tween”

! Important transitional age for boys - B oys star t reallycaring about brands

Scope ofScope of

My WorldMy World

Maj orMaj or







31


Kids Ages 10- 12


Kids Ages 10- 12

! Social acceptance

! Feeling attractive to

boys

! (11+) Need to chillout

! Appearing to be “incharge” of my life

! Social acceptance

! Feeling attractive to

boys


! Appearing to be “incharge” of my life

! Being recognizedfor my specific skillsand abilities

! Yet stayingconnected to mymale friends


! Being recognizedfor my specific skillsand abilities

! Yet stayingconnected to mymale friends


B oys and Gir ls 13 16 year s (8th 11th Gr ade)B oys and Gir ls 13- 16 year s (8th - 11th Gr ade)



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The Independence Seekers


The Independence Seekers ! Still broad, but gaining focus- Scope defined by per sonal

passions and interests

! Extremely important - Especially with constantly evolvingbrands and brands that are sanctioned by the clique

! Brand relationships become personal - They r eflect me, not just “kids my age”

! Brands also serve as badges of individual passions -Symbols that convey to others what I’m all about

! Friends - my clique (both boys and gir ls)

! Family - par ents and siblings

! Other Adults - coaches and teacher s! Media - music, movies, TV, Inter net and special inter est

magazines

Scope ofScope of

My WorldMy World

Maj orMaj or







33


Kids Ages 13 - 16


Kids Ages 13 - 16

! Projecting the imageof my clique

! Feeling grownupand making my owndecisions

! Having others seeme as an individual

! Escaping from the

stresses of my day-to- day life

! Projecting the imageof my clique

! Feeling grownupand making my owndecisions

! Having others seeme as an individual

! Escaping from the

stresses of my day-to- day life

! Focusing on skills andinter ests I l ike/ do well

! Feeling grownup and

making my owndecisions

! Projecting the image ofmy clique

! Being attractive to girls

! Escaping stresses

! Focusing on skills andinter ests I l ike/ do well

! Feeling grownup and

making my owndecisions

! Projecting the image ofmy clique

! Being attractive to girls

! Escaping stresses

Hispanic Specific Emotional Chor dsHispanic- Specific Emotional Chor ds



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Hispanic- Specific Emotional Chor dsHispanic- Specific Emotional Chor ds

! In addition, Hispanic kids harbor emotional chords

that are specific to their experience.

Additional Emotional ChordsAdditional Emotional Chords



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Additional Emotional ChordsAdditional Emotional Chords

! A yearning to stay connected to family and heritage

! Successfully str addling childhood and cultur e

! Living the American Dream

! (Kids 9+ years of age) Being viewed as independent

“adults”

A Yearning to Stay Connected toA Yearning to Stay Connected to



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A Yearning to Stay Connected to

Family


Family

! To Hispanic kids, familiesnot only represent a“emotional safe haven,”

but are an importantidentity touchstone aswell.

Connection BarriersConnection Barriers



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Connection BarriersConnection Barriers

! Yet circumstances often limit how

much one- on- one time these kidsactually get with important familymembers:

" Families often large" Dad works hard

" Nor does mom really “fit” into my

American world

" Broader definition of family

A Global Perspective of “Family”A Global Perspective of “Family”



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A Global Perspective of FamilyA Global Perspective of Family

A Yearning to Stay Connected toA Yearning to Stay Connected to



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Culture


Culture! Cultural pride also is a huge emotional chord

with Hispanic kids." Heritage sets Hispanic kids apart, making them feel

“special” and “unique”

" Heritage also provides a shared experience that candeepen relationships

From Melting Pot to Crock PotFrom Melting Pot to Crock Pot



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From Melting Pot to Crock PotFrom Melting Pot to Crock Pot

Mastering StraddlingMastering Straddling



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Mastering StraddlingMastering Straddling

! Successfully straddling childhood and

culture is another important emotionalchord.

The Rewards and Challenges of BeingThe Rewards and Challenges of Being



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g gBicultural

g gBicultural

! Stress of bouncingback and forthbetween two ver ydifferent worlds

! Acting as culturescout andinterpreter for mom

and dad

! Split allegiancesbetween nations

! Stress of bouncingback and forthbetween two ver ydifferent worlds

! Acting as culturescout andinterpreter for mom

and dad

! Split allegiancesbetween nations

! Sets me apart

! Provides me with astrong sense of who

I am

! More holidays (andmore fun!)

! Getting to visit myrelatives back home

!(Girls) The novellas

! Sets me apart

! Provides me with astrong sense of who

I am

! More holidays (andmore fun!)

! Getting to visit myrelatives back home

!(Girls) The novellas

Living The American DreamLiving The American Dream



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Living The American DreamLiving The American Dream

! Doing better socio- economically than my

parents have done is another prominentemotional chord.

The Path to the DreamThe Path to the Dream



44

The Path to the Dreame at to t e ea

HardWorkHardWork

Educat ionEducat ion

Family

Support

Family

Support

BilingualSkills

BilingualSkills

Seeing Me As a Responsible “Adult”Seeing Me As a Responsible “Adult”



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See g e s a espo s b e du tg p

! Because of socioeconomic and cultural realities,

Hispanic kids also seem to grow up faster than thanAmerican kids.

!

They want to feel grownup and “in control.”



A Glimpse Into theWorld of Hispanic Kids



Where to Begin

How To Go About ItHow To Go About It



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!With qualitative research, of course!

! And using the standard procedure:

" Defining your target.

• Who, what age, grade, level of assimilation, country of origin." Designing the method.

• One on ones? Fr iendship pair s? Mini gr oups? Full groups?

" Talking to/ inter viewing your tar get.• How? What techniques do we use?

Research With Latino YouthResearch With Latino Youth



49

! Research with Latino youth may not be a standard

procedure for many of you, however.

! And there are important considerations.

! Although, if you have experience conducting researchwith youth in general, you’re ahead of the game.

Research With Latino YouthResearch With Latino Youth



50

! Research with Latino youth is just like research with

general market youth…

! But there is a bit more you should know.



The ScreeningProcess

MethodMethod



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! So what design do I use?

! Here are some rules of thumb:

" Depends on the age of the target!

"

But more importantly, look at the grade.• Separating elementary kids, from middle, and high school kids

is a critical distinction to make.

• Remember divisions should be made by lifestyle and peergroup.

MethodMethod



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" Boys and girls, most definitely, and if your study warrantsit, but not together.

• Separately boys and girls feel more at ease with each other,and thus with the inter view process. Peer groups ar eimportant, and until they reach young adulthood, separating

them by gender garners more favorable results.

MethodMethod



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" You want to ensure that they are as similar from ademographic perspective, as possible.

" Therefore, Latino kids should also share the same level ofassimilation if br ought in to talk about themselves in pair sor groups and if the issue of culture and heritage is

important to the researcher, and relevant to the study.

AssimilationAssimilation



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! Personal and household language preference

"

Language is key.• Ultimately knowing the subject’s language preference tells you

what you need to use to communicate with him or her.

• And to brand them to your product emotionally, thisknowledge is critical.

• There is certainly an emotional tie to language for bilingualand bicultural people.




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• It’s advantageous to identify the language they not only feelmost comfortable with, but also what they are accustomed to

speaking and/ or pr efer in dif fer ent situations: – At school

– With my parents

– With my siblings

– TV/ Radio

– Shopping

– Etc.




57

• Also, talking to them in their “comfort” language is critical toa productive interview.

• As mentioned, kids need to be on the same level. This is whythe primary household language should also be the same forall in a group.

– Is the household Spanish or English- dominant? – Often this is mor e impor tant than the number of year s the family has

resided in the U.S.

• In a group setting it is even more important. It also makes it

easier for all to participate.




58

" Country of origin.

• While an important distinction to make, and keeping in mind

that grouping kids who are similar demographically isdesir able- - our sense is that Amer ican- bor n Latino kids ar eless discriminating with regard to country of origin thanadults in gener al or for eign- bor n Latinos kids specif ically.

• For interviewing a pair of kids, for example, friendship ismore important than where their families are from.

• Sharing Latino values is important too, but whether the

place of origin is Ecuador or Mexico is not as critical.




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" Number of year s in the U.S. (either per sonally or for theparents) should be taken into account.

• Knowledge of length of time in this country gives theresearcher a sense for how exposed subjects are to productsor brands available in their native countries versus in the

U.S.• This context is important when the goal is to “emotionally

brand”, because it tells the researcher what stage to beginwith:

– Are we ready to brand emotionally, or should we educate the consumerfirst?




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" Media usage

• Another indicator of assimilation is media usage- - par ticular lyTV viewership.

• What is the per centage of t ime watching Spanish- languagever sus English- language TV?

• What is the preference overall?

• What type of programming would they choose if they were thesole decision- maker ?

• What commer cials do they like? Identify with? Can they r eciteor sing along to?




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" And again, what is the “household’s media usage” like?

• Kids might prefer English- language TV, but they may bewatching quite a few hour s of Spanish- language TV as well.

The MethodThe Method



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! Guidelines for designing qualitative research with

Latino youth:" How do you break these out?

" And how long should they last?

" Remember …these ar e gener al guidelines only.




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! For the ver y young (post Kinder gar ten, 5- 6 year -

olds):" Friendship pairs or triads

" No longer than 45 minutes

• Feels safer to both children• Accustomed to sharing ideas and opinions with their friends

• An opportunity for the researcher to observe the pair as they

discuss a product, likes and dislikes, interests, etc.• Caution: the tradeoff is often getting only one opinion




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! For tweens (elementar y school, 8- 10 year - olds):

"

Friendship pairs" Small to mid- size gr oups: 4- 6 kids for 7 and 8 year - olds,

6- 8 for 9- 10 year olds

"

45 minutes- 1 1/ 2 hour s




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! For pr eteens (middle school, 11- 12 year - olds)

"

Small to mid- size gr oups (4- 8 kids)" 1 to 1 1/ 2 hour s




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! Teenager s (high school, 13- 17 year - olds)

"

Definitely important to split by grade (driving changeseverything)

" Small- to mid- size gr oups: 4- 6 kids if the topic is per sonal,otherwise, 8 respondents as a general rule works well

" 2 hours max

TechniquesTechniques



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! Kids under 8

"

Not conceptual yet- - ver y liter al, thus:" Getting to brand personalities is a challenge.

" Exploring their relationships to products is more effective.

" Sometimes observing kids, or interviewing their parents andteachers can be fruitful.

" Mind- mapping: top of mind associations to a topic/ pr oduct

works well." Simple ranking exercises (☺"#) are also appropriate.

• Physically being able to rank products against a scale works

best.




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! Kids 8 - 10

"

Begin to understand brands." Adjective card sorts to assign a personality to a brand are

effective at this age.

"

More complex ratings (e.g., what’s cool, what’s for kids likeyou, etc.) start to work.

" B r and- pr inting using an ar r ay of familiar , yet l imited,

categor ies: dogs, etc.




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! After age 10, kids become much mor e conceptual - -

and thus the researcher can use more sophisticated

techniques to get further below the surface level:

" Pr ofi le sheets: assign a per sonality to a br and by telling me

what it would be like as a per son. Ever y aspect of thatperson is mapped out.

" B r and- pr int ing more complex categor ies: animals, etc.




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! At age 14+, teens are almost at the adult level in terms

of their ability to embrace complex projectives.

" Photo safari (sorting photos of objects and people, that“speak to” various brand personalities.

"

Objects and imagery related to what a brand says “aboutme.”

Homework ExercisesHomework Exercises



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! These work well, because homework allows the child to

think about the subject or topic prior to the interview-

- and sometimes that can wor k for us- - and addrichness to the analysis:

" Drawing pictures that represent how they might feel about aproduct, brand, etc.

" Bringing photographs of themselves using a particular

product." Selecting objects that reflect a product or brand’s attributes.

QuantitativeQuantitative!



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!

35 million (not including illegals)" 3rd largest population of Latinos in the world

! 60% from Mexico

! Youngest segment (26 is median age)

! 650 billion in purchasing power

! About 50% unassimilated

! Puer to Ricans and South/ Centr al Amer icans inNortheast

! Cubans and South/ Centr al Amer icans in Southeast

! Mexicans in the Central US and West Coast

QuantitativeQuantitative



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! Our Recommended Approach…" 50% unassimilated

" Use a geographically dispersed sample that allows you to

talk to all types of Hispanics (Mexicans, Colombians,etc.)

" 40% male (in some cases)

! RECOMMENDED FOR ALL STUDIES: use theCensus ethnicity question



Now Let’s Talk To SomeReal Live Teens About:

!Who they are

!What they like to do

!What their heritage means to them

!Your brands



Hispanic Teens Panel

emotional branding presentation

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