Financial Benefits for Canadian Families Advertising Campaign: Concept Testing

Final Report

December 2010

Prepared for: Human Resources and Skills Development Canada

For more information:
Public Opinion Research Unit: nc-por-rop-gd@hrsdc-rhdcc.gc.ca

Ce rapport est aussi disponible en français sur demande

Contract number: G9178-100001/009/CY
Contract award: November 11, 2010
Fieldwork completed: December 2, 2010
POR-065-10
Contract Cost including HST: $70,372.53
Final Report: February 1, 2011

Prepared by:
Phase 5 Consulting Group Inc.
Contact: Carol Blackie carolb@phase-5.com

Table of Contents

• Executive Summary
• Sommaire exécutif
• 1.0 Background and Objectives
• 2.0 Approach
• 3.0 Findings
• 4.0 Key Conclusions and Implications
• Appendix A: Research Tools

Final deliverables comply with the political neutrality requirements that state that the public opinion research conducted does not identify or explore electoral voting intentions, political party preferences, standings with the electorate or ratings of the performance of a political party or its leaders.

Executive Summary

Background

Human Resources and Skills Development Canada (HRSDC) was selected to lead a campaign focusing on financial benefits for Canadian families. The primary objective of the campaign is to raise awareness among Canadian parents of the financial resources available from the Government of Canada (GOC) to help them raise their children in a nurturing environment.

The specific research objectives included the following.

• To obtain reactions to, and assess the effectiveness of, the creative concepts.
• To obtain feedback on preliminary creative elements and messaging.
• To determine how well the developed concepts will support the advertising campaign’s objectives of raising awareness among Canadian parents of the financial resources available from the Government of Canada.
• To provide insights that will guide the further development of effective core communication elements (e.g. themes, messages, images).

Approach

The overall approach to the work included the conduct of 8 focus groups with Canadian parents. The sessions were conducted in English and French in Toronto, Montréal, Calgary and Moncton.

Readers are reminded that the results of qualitative research are not statistically representative. They therefore cannot be generalized to a wider population and represent only the perceptions and opinions of a select group. Notwithstanding this point, the feedback obtained through the focus groups provided useful direction and guidance for moving forward with the next versions of the creative concepts.

Key Conclusions and Implications

The Context

• When asked about their hopes and dreams for their children, participants were most likely to refer to a good education, having children with strong self-esteem, financial security and health and who are happy and possess strong values.

Recommendation: Incorporate a reference to some, or all, of these hopes and dreams into the text and images used in the ads in order to increase the extent to which the ads will resonate with parents.

• The vast majority of participants agreed that the GOC has the responsibility to support families. Assuming that basic needs related to food, shelter and health are being addressed, the most frequently mentioned area that should be a focus for support was assistance with post-secondary education.

Recommendation: Include a reference to post-secondary education in the text or images used in the ads.

• The majority of respondents did not feel well informed about the range of financial programs available to them, nor were they familiar with the full range of programs presented to them during the sessions.

Implications: The research supports the need for a campaign designed to raise awareness among Canadian parents of the financial resources available to them from the GOC.

• Respondents who had had past experience with 1 800 O-Canada and with the Service Canada web site indicated that it is difficult to obtain information to a question that is general in nature. They emphasized that you need to know exactly what you are looking for.

Recommendation: The campaign should arm Canadians with the information they require to formulate specific requests or questions. Whether the impression is correct or inaccurate, the call-to-action will have more traction if Canadians are confident that their inquiry or search will be successful.

Overall Reactions to the Concepts

• Both ad concepts clearly communicated the fundamental purpose of the campaign. Participants consistently understood the reason behind the campaign and what is it endeavoring to do. With changes, both concepts should also be successful at driving traffic to the Service Canada website or 1 800 O-Canada to seek more information.

• Overall, both ad concepts were well received.  The support for both ads is reflected in the ranking where the ‘Child First’ concept is only slightly preferred to the ‘Don’t Forget’ concept. Respondents were also asked if their preferred choice was a solid foundation for a campaign. The majority said ‘yes’ and very few reacted strongly negatively to either concept.

The main reasons for preferring the ‘Child First’ concept included:

• It is more informative – the main reason is the inclusion of the list of programs on the print ad.
• It was regarded as more professional and serious and, as a result, more suitable for the Government of Canada.
• It was regarded as clearer and simpler and, as a result, the main messages were more effectively communicated.
• They liked the inclusion of graphics that clearly communicated eligible age ranges.
• They preferred the radio ad. Although there were respondents who preferred the radio ad from the ‘Don’t Forget’ concept, this was less likely to be mentioned as a reason for preferring the concept overall.

The main reason for preferring the ‘Don’t Forget’ concept included:

• The overall tone of the ad. It was regarded as ‘friendly’, ‘familiar’ and ‘fun’. It was easy to relate to the family fridge and the use of post-it notes. The ‘don’t forget’ theme was also seen as a gentle nudge that was a good fit for the overall personable tone of the concept.

Implication: No clear and/or obvious winner emerged. Either ad concept could form a workable foundation for a campaign. In addition, some of the reasons for preferring the ‘Child First’ concept could be incorporated in the ‘Don’t Forget’ concept, e.g. communicate eligible age ranges. The decision will rest in the overall image the Government of Canada wants to portray and how this campaign is to be positioned. 

Guiding Principles and Lessons Learned

The review and discussion of the proposed themes did reveal important guiding principles / lessons learned that will be important to consider when refining the selected concept.

Relevant to All Ads

• In addition to lack of awareness, several believed that looking into and applying for support programs would be difficult to do. In order to increase take-up, the messaging and look of the campaign should take steps to make the process appear uncomplicated.
• Ensure the images and / or information provided in the ads communicates the range of ages eligible for family support. This was effectively achieved through the images used in the ‘Child First’ print ad.
• The ‘Don’t miss out’ message was well received and some stated it is a strong call to action. Ensure this message is prominent.
• The URL is regarded as too complicated and hard to recall, particularly when presented in the radio ad. Consider a URL that is directly linked to the campaign and / or the intent of the ads. In addition, the ‘www’ should be dropped and the pace slowed down when announcing it in the radio ad.
• The phrase ‘we want to help’ was well received in the ‘Child First’ ad. It contributes to creating a positive, caring tone. Language that creates the sense that the GOC is there to help / support families should be maintained.
• If the Child First concept is used, consider changing the word ‘child’ to ‘family’ to ensure the message does not make anyone who does not always put their child first feel guilty and portrays the more realistic and inclusive notion of family.

Relevant to the Print Ads

• Ensure the core messages are prominently placed and easy to see so that the viewer does not have to work too hard to ascertain that the ads are related to ‘financial support from the Government of Canada’. One approach is to move the core message to the top of the ad.
• Include the list of programs. This arms Canadians with the information they need when visiting the website or calling the 1 800 #. Canadians are more likely to call or visit the website if they have something specific to ask about or look for. They are also less likely to assume that they are aware of all the programs that are relevant to them.
• Ensure that it is very clear that the ad is sponsored by the GOC. This increases the importance of the ad and separates it from private sector sales-oriented ads.
• Ensure the contact information for the website and the 1 800 number is prominently placed and that the font is easy to read.

Relevant to the Radio Ads

• The family-oriented scenes used in the ‘Child First’ ad worked well. They are a positive feature of the concept and adds to its warmth. These scenes should be maintained if this concept is used. However, consider using scenarios that cross income levels and length of time in Canada. In this case the hockey scene may alienate some as it is regarded as an expensive sport and is not a familiar family activity for newcomers to Canada.
• The use of a child’s voice attracted attention and was well received. This should be retained / incorporated into the radio ad.
• The tone, pace and content of the informative section of both radio ads was well received. The format and style should be maintained.
• The transition from the first part of the ad to the informative piece was not smooth in both ads and caused confusion. Steps should be undertaken to make the connection between the two parts of the ad clearer to listeners.
• Ensure the pace of the ad is appropriate for those whose first language is not English or French.

Relevant to the Internet Ads

• The attention of site visitors needs to be drawn immediately. Participants emphasized that core messages should be presented at the outset of the ad, not at the end in order to increase the number who view the ad.
• Ensure that it is very clear from the outset that the ad is sponsored by the GOC. The GOC wordmark should appear on each screen. 
• Ensure the contact information for the website and the 1 800 number is prominently placed and that the font is easy to read.
• Internet users are looking for, and familiar with, interactivity and more active engagement. Take steps to proactively engage the site visitors. For example, ‘Click here to see what your family is eligible for…’

Sommaire exécutif

Contexte

Ressources humaines et Développement des compétences Canada (RHDCC) a été choisi pour mener une campagne sur les prestations financières pour les familles canadiennes. La campagne a comme principal objectif de sensibiliser les parents canadiens aux ressources financières qui leur sont offertes par le gouvernement du Canada pour les aider à élever leurs enfants dans un milieu stimulant. 

La recherche comportait plusieurs objectifs :

• Obtenir les réactions envers les concepts publicitaires et évaluer leur efficacité;  
• Recueillir des commentaires sur les premiers éléments publicitaires et les messages;
• Déterminer l’efficacité des concepts à soutenir l’objectif de la campagne qui vise à sensibiliser les parents canadiens aux ressources financières offertes par le gouvernement du Canada;
• Obtenir des renseignements qui permettront de mettre au point les principaux éléments des communications (p. ex., thèmes, messages, images).

Stratégie

La stratégie globale du projet comprenait la présentation de huit (8) groupes de discussion avec des parents canadiens. Les séances se sont déroulées en anglais et en français à Toronto, Montréal, Calgary et Moncton.

Nous souhaitons rappeler au lecteur que les résultats de la recherche qualitative ne sont pas statistiquement représentatifs. Ils ne peuvent donc pas être extrapolés à l’ensemble de la population et représentent uniquement les perceptions et les opinions d’un groupe restreint de personnes. Cela étant dit, les commentaires obtenus durant les discussions de groupe ont fourni une indication précieuse et des conseils sur les améliorations à apporter aux prochaines versions des concepts publicitaires.

Principales conclusions et implications

Le contexte

• Questionnés sur les rêves et les espoirs qu’ils entretenaient pour leurs enfants, la majorité des participants ont répondu une bonne éducation, une grande estime de soi, la sécurité financière et la santé, ainsi que le bonheur et de belles valeurs.

Recommandation : Inclure une référence à tous ces rêves et espoirs, ou à certains d’entre eux, dans le texte et les images utilisés dans les publicités pour accroître l’efficacité de ces publicités à susciter l’intérêt des parents.

• La vaste majorité des participants étaient d’avis que le gouvernement du Canada est responsable d’apporter son soutien aux familles. En prenant pour acquis que les besoins essentiels en matière de nourriture, d’hébergement et de santé sont comblés, l’élément qui selon les participants requiert le plus d’attention est l’aide au chapitre de l’éducation postsecondaire.

Recommandation : Inclure une référence à l’éducation postsecondaire dans le texte ou les images utilisés dans les publicités.

• La majorité des participants ont jugé qu’ils n’étaient pas bien informés sur l’éventail des programmes de soutien financier qui leur sont offerts, non plus qu’ils n’étaient familiers avec les programmes que nous leur avons présentés durant les séances.

Implications : La recherche démontre la nécessité de mener une campagne pour sensibiliser les parents canadiens aux ressources financières offertes par le gouvernement du Canada.

• Les participants qui avaient composé le 1 800 O-Canada et consulté le site Web de Service Canada ont mentionné la difficulté à obtenir de l'information pour une question de nature générale. Ils ont souligné qu’ils devaient savoir exactement ce qu’ils cherchaient.

Recommandation : La campagne devrait fournir aux Canadiens l’information dont ils ont besoin pour faire des demandes ou poser des questions précises. Que l’impression soit exacte ou non, l’invitation à passer à l’action serait plus efficace si les Canadiens étaient confiants que leurs demandes ou leurs recherches seront fructueuses.

Réactions générales envers les concepts

• Les deux concepts publicitaires communiquent bien l’objectif fondamental de la campagne.  Les participants ont bien compris la raison d’être de la campagne et ce qu’elle vise à accomplir. Avec les changements appropriés, les deux concepts devraient réussir à attirer les visiteurs sur le site de Service Canada ou au 1 800 O-Canada pour obtenir plus d’information.
• Dans l’ensemble, les deux concepts publicitaires ont suscité des réactions positives. L’appui envers ces deux concepts se reflète dans le classement, où « Votre enfant avant tout » a obtenu une cote de préférence légèrement supérieure à « Ne pas oublier ». Nous avons également demandé aux participants de nous dire si leur concept favori constituait une base solide pour la campagne. La majorité a répondu par l’affirmative et très peu ont réagi de façon négative à l’un ou l’autre des concepts.

Les principales raisons invoquées pour le choix du concept « Votre enfant avant tout » étaient les suivantes :

• Il est plus informatif – notamment en raison de l’inclusion de la liste des programmes offerts dans la publicité imprimée;
• Il est considéré comme plus professionnel et plus sérieux, et donc, convenant mieux au gouvernement du Canada;
• Il est considéré comme plus clair et plus simple, et par conséquent, les messages clés sont communiqués de façon plus efficace;
• On apprécie l’inclusion des graphiques qui illustrent bien les groupes d’âges qui sont admissibles;
• On préfère la publicité radio. Bien que certains des participants aient préféré la publicité radio du concept « Ne pas oublier », cette raison a été moins souvent mentionnée pour préférer ce concept.

La principale raison invoquée pour le choix du concept « Ne pas oublier » était la suivante :

• Le ton général de la publicité, qui est considéré comme « amical », « familier » et « amusant ». On l’associe aisément aux autocollants qu’on appose sur le réfrigérateur. Le thème « Ne pas oublier » est également vu comme un léger coup de coude qui convient bien au ton général du concept.

Implication : Aucun des deux concepts ne ressort clairement vainqueur. L’un ou l’autre conviendrait parfaitement comme base pratique pour la campagne. De plus, certaines des raisons invoquées pour le choix du concept « Votre enfant avant tout » pourraient être incorporées au concept  « Ne pas oublier », comme la mention des groupes d’âges admissibles. La décision dépendra de l’image que le gouvernement du Canada veut projeter et la façon dont la campagne sera positionnée.

Principes directeurs et leçons apprises

L’examen des thèmes proposés et les discussions qui ont suivi ont permis de dégager d’importants principes directeurs et de tirer des leçons dont il faudra tenir compte pour mettre au point le concept sélectionné.  

Éléments pertinents à toutes les publicités

• Outre le manque de sensibilisation, plusieurs étaient d’avis qu’il serait difficile d’obtenir de l’information et de faire une demande pour un programme de soutien financier. Pour inciter davantage à l’action, les messages et les éléments visuels de la campagne devraient donner l’impression que le processus est simple à suivre.  
• Il faut faire en sorte que les images et/ou l’information dans les publicités expliquent bien quels sont les groupes d’âges admissibles au soutien financier pour les familles. Les images utilisées dans la publicité imprimée « Votre enfant avant tout » ont bien rempli cette mission.
• Le message « Profitez-en » a suscité des réactions positives. Certains le voient comme une invitation rigoureuse à passer à l’action. Il importe que ce message soit mis en évidence.  
• L’URL est considéré comme trop compliqué et difficile à retenir, en particulier dans la publicité radio. Il est important de choisir un URL qui a un lien direct avec la campagne et/ou l’objectif des publicités. De plus, on devrait laisser tomber le « www » et ralentir le débit quand on le mentionne dans la publicité radio.
• La phrase « nous pouvons vous aider » dans la publicité « Votre enfant avant tout » a suscité des réactions positives. Elle contribue à créer un ton positif et bienveillant. Le langage qui donne l’impression que le gouvernement du Canada est là pour aider / soutenir les familles devrait être maintenu.
• Si le concept « Votre enfant avant tout » est utilisé, il faudrait songer à remplacer le mot « enfant » par « famille » pour éviter que le message donne un sentiment de culpabilité à quiconque ne fait pas toujours passer son enfant en premier et pour illustrer de façon plus réaliste et inclusive la notion de famille.

Éléments pertinents aux publicités imprimées

• Il faut faire en sorte que les messages clés soient mis en évidence et faciles à voir, afin que le lecteur n’ait pas à travailler trop fort pour voir que les publicités portent sur « le soutien financier du gouvernement du Canada ». Une approche consiste à déplacer le message clé au haut de la publicité.
• Il faut inclure la liste des programmes, de façon à ce que les Canadiens aient accès à l’information dont ils ont besoin en visitant le site Web ou en composant le numéro 1 800. Les   Canadiens sont plus susceptibles de téléphoner ou de visiter le site s’ils ont des questions précises. Ils sont aussi moins enclins à prendre pour acquis qu’ils connaissent tous les programmes qui leur sont offerts.
• Il faut veiller à ce que la publicité indique clairement qu’elle est commanditée par le gouvernement du Canada. On accroît alors l’importance de la publicité, tout en la distinguant des publicités privées axées sur la vente.  
• Il faut veiller à ce que les coordonnées pour le site Web et le numéro 1 800 soient mises en évidence et que la police de caractères soit facile à lire.

Éléments pertinents aux publicités radio

• Les scènes axées sur la famille présentées dans la publicité « Votre enfant avant tout » sont efficaces. Elles constituent un élément positif du concept et contribuent à son ton chaleureux. Si ce concept est utilisé, nous suggérons de les conserver. Il faudrait toutefois utiliser des scénarios pour inclure tous les niveaux de revenu et la durée de présence au Canada. Dans ce cas, la scène de hockey pourrait aliéner certaines personnes, puisqu’il est considéré comme un sport coûteux et qu’il ne s’agit pas d’une activité familiale très connue des nouveaux arrivants au Canada.
• La voix de l’enfant a attiré l’attention et suscité des réactions positives. Nous suggérons de la conserver et de l’incorporer à la publicité radio.
• Le ton, le débit et le contenu de la section information des deux publicités radio ont suscité des réactions positives. Nous suggérons de conserver la forme et le style.
• La transition de la première partie de la publicité à la section information n’était pas très fluide dans les deux publicités et a causé de la confusion. Le nécessaire doit être fait pour rendre la connexion entre les deux parties plus claire pour les auditeurs.
• Il faut s’assurer que le débit de la publicité est approprié pour ceux dont la langue maternelle est autre que l’anglais ou le français.

Éléments pertinents aux publicités Internet

• L’attention des visiteurs du site devrait être immédiatement attirée. Les participants ont suggéré de présenter les messages clés au début de la publicité et non à la fin, de façon à ce que la publicité soit vue par un plus grand nombre de visiteurs.
• Il faut indiquer très clairement au départ que la publicité est commanditée par le gouvernement du Canada. Le mot-symbole du gouvernement du Canada devrait apparaître sur chaque écran.
• Il faut veiller à ce que les coordonnées pour le site Web et le numéro 1 800 soient mises en évidence et que la police de caractères soit facile à lire.
• Les internautes recherchent l’interactivité et un engagement plus actif, deux concepts avec lesquels ils sont familiers. Nous suggérons de faire le nécessaire pour engager les visiteurs de façon proactive. À titre d’exemple, « Cliquez ici pour savoir ce à quoi votre famille est admissible… ».

1.0 Background and Objectives

Background

Human Resources and Skills Development Canada (HRSDC) was selected to lead a campaign focusing on financial benefits for Canadian families. The primary objective of the campaign is to raise awareness among Canadian parents of the financial resources available from the Government of Canada to help them raise their children in a nurturing environment. A further objective of the campaign is to drive Canadians to the servicecanada.gc.ca/family site and the 1 800 O-Canada line to access more detailed information on the financial benefits available to them.

The campaign will include, or point to, information related to the following Government of Canada programs including the:

• Universal Child Care Benefit
• Child Tax Credit
• Canada Child Tax Benefit
• Children’s Fitness Tax Credit
• Child Care Expenses Deduction
• Registered Disability Savings Plan
• Child Disability Benefit
• Canada Education Savings Program
• Canada Student Loans and Grants Program

In order to guide key decisions related to the proposed campaign, it was decided to conduct qualitative research with representatives from the target audience. The following diagram presents the key stages at which research can be used to guide the development of a campaign or communication program. This research was primarily used to address the third stage, i.e. concept testing and refinement.

The specific research objectives included the following.

• To obtain reactions to, and assess the effectiveness of, the creative concepts.
• To obtain feedback on preliminary creative elements and messaging. In addition to discussing core communication elements that will resonate with the target audiences, the research will be used to delve deeper into the reasons for preferred approaches, exploring alternate solutions and ensuring that the messaging resonates with target audiences.
• To determine how well the developed concepts will support the advertising campaign’s objectives of raising awareness among Canadian parents of the financial resources available from the Government of Canada.
• To provide insights that will guide the further development of effective core communication elements (e.g. themes, messages, images).

2.0 Approach

Overall Approach

Our overall approach to the work included the conduct of 8 focus groups. In total 66 parents participated in the sessions – of these 38 were women and 28 were men. Half the focus groups were conducted with parents whose household income was $40,000 or less and half were conducted with parents whose household income was $41,000 to $79,000. The sessions were conducted in Toronto (English), Montréal (French), Calgary (English) and Moncton (English). The following table outlines the number of participants by location.

Recruiting

All focus group participants were recruited by telephone and by means of a screener, developed by Phase 5, with input from the project authority. The screener identified that the research was being conducted by the Government of Canada, informed participants of the general purpose of the study and ensured that participants met the agreed-upon recruiting criteria. To ensure quality recruiting and maximum participation rates, we undertook several measures such as those described below.

• Over-recruitment for each focus group (i.e. recruited 12 to ensure 7 - 10 participants per group).
• Careful supervision of the recruiting process,requiring regular reports from recruiters based on matrix forms that tracked key criteria and quotas.
• Prior to the research, recruits were re-contacted to confirm their attendance.
• All focus group participants were paid $75 for their time.

The following criteria were applied to the recruitment of participants for the 8 focus group sessions.

• All were parents or guardians of 1 or more children under the age of 18 who lived at home with them.
• There was a mix of males and females with an emphasis on mothers.
• There was a mix of couples with children and single parent households.
• They were parents of children of a mix of ages (i.e. less than 2, 2 to 5, 6 to 12 and 13 to 17).
• Some parents were actively involved in saving for their child’s education and some were not.
• Some were parents of children participating in organized sports and some were not.
• In all sessions some parents had received support through a range of financial programs available from the Government of Canada.
• Some have lived in Canada for less than 5 years.
• There was a mix of education levels, age, main activity and ethnicity.

Conduct of the Focus Groups

All focus groups were conducted in professional focus group facilities. The professional facilities allowed clients to observe the sessions via a one-way observation mirror. The sessions were held in the evening and were two hours in length.

The moderator’s guide used in the sessions appears in Appendix A.

Notes for the Reader

• When reviewing the notes from the focus group sessions we were careful to note any differences between different income levels and by language. If no differences are identified in the report, the reader can assume no meaningful differences emerged in this research. 
• Readers are reminded that the results of qualitative research are not statistically representative. They therefore cannot be generalized to a wider population and represent only the perceptions and opinions of a select group. Notwithstanding this point, the feedback obtained through the focus groups provided very useful direction and guidance for moving forward with the next versions of the creative concepts for the proposed advertising campaign.
• The total (actual) cost of this research project was $70,372.53 (HST included).

3.0 Findings

3.1 Understanding the Context

At the outset of the session we explored a number of topics that would help set the context for this and future campaigns. Understanding the attitudes, perceptions and behavior of parents in the target audience can be extremely valuable for guiding elements of the communication strategy e.g. messaging, visuals, format etc.  The remainder of this section outlines the key findings from the topics addressed.

The Family

What are your hopes and dreams for your children? At the outset of the session we explored parents’ hopes and dreams for their children. They were given time in the session to record their independent thoughts and then these were discussed as a group. The most frequently mentioned themes were related to obtaining a good education and being, and growing into, children and adults who are confident and self aware. The following presents the key themes raised in order of frequency of mention.

 Most frequently mentioned

• Obtain a good education – several specified having access to post-secondary education.
• Have strong self-esteem – be self-aware and self-confident

Moderate number of mentions

• Be financially secure
• Be in good health / lead a healthy lifestyle
• Possess strong values and morals, e.g. kind, generous, honest, good citizen, strong conscience, respectful
• Be happy / joyful
• Find their way / a good career that suits them
• Be successful / reach their potential
• Have a strong work ethic / set goals and work towards them
• Have a better life than their parents

Less frequently mentioned

• Ability to choose, e.g. career, work or stay home
• Involved in their community
• Courage to overcome challenges
• Stay close to their family
• Be well balanced
• Be open minded
• Have common sense

What can you do or provide that will help them on their way? Parents were also asked to identify things they are doing, or would like to do, to help their children. This was a general discussion.

Most frequently mentioned

• To spend time with their children – be involved in their lives
• Know their children by maintaining an open and ongoing dialogue. To ensure their children know they are being listened to
• To provide encouragement and emotional support – a supportive home environment
• To provide a good example – teach them right from wrong
• To provide financial support – for the basics, but also for education and extracurricular activities (e.g. sports and music training). The latter was seen as important for health and fitness, but also to help children be confident, disciplined, well-rounded and open-minded.

Less frequently mentioned

• Foster their interests / provide them with opportunities for development
• Provide opportunities for social interaction
• Give them the independence to make their own choices

Who is responsible for making financial decisions related to your children? In households with 2 parents, respondents were most likely to say both parents were involved. In some cases they indicated that the mother was almost exclusively involved. Some parents of older children stated that their children are actively involved in financial decisions that impact them. In no case in this research did the father state he had sole responsibility for financial decisions unless he was a single parent.

Are there areas that you view as a priority for your children? Parents indicated that once the basics have been addressed (e.g. shelter, food, diapers) that they view education and recreational activities as priorities. In the case of the former their focus was on post-secondary education.  In the case of the latter they were most likely to refer to team or individual sports (e.g. swimming). As indicated above, extracurricular activities were regarded as important to personal development (e.g. discipline, social skills, self-esteem etc.). A few mentioned it was important to them to be able to take a special holiday or attend events that are important for their children and family.

Government Support Programs

We also explored respondents’ opinions related to the federal government’s responsibility to support families and their awareness and use of Government of Canada (GOC) financial support programs.

In your opinion does the federal government have a responsibility to support families? The vast majority of respondents said ‘yes’ or ‘absolutely’. Several pointed out that they pay taxes and expect support for families in terms of ensuring they have the necessities of life and assistance with areas, such as post-secondary education, that are outside the reach of many families. In one session in Calgary a few respondents stated it depended on need. This was also raised in one session in Moncton where there was a discussion of ‘need and abuse of the system’. A couple in this session made the distinction that it is the responsibility of parents, but sometimes assistance from the government is appreciated.

In what ways should the Government of Canada help? Parents were also asked to discuss in what ways the GOC should be assisting families. Most started from the assumption that basic needs were being met. Within this context the most frequently mentioned area was education. Several parents were concerned about the cost of education in general and their ability to offer their children a post-secondary education as paying for current tuition fees is not possible within the limits of their household income.

“I am putting money aside for my children’s education, but by the time they are ready it may not be enough. It would be nice to know if the government could top it up as long as your kid is maintaining grades.”

The second most frequently mentioned area was recreational activities. A summary of areas mentioned is presented below.

Most frequently mentioned

• Education, e.g. to lower tuition fees for post-secondary education
• Recreational activities / sports
• Assistance with the cost of daycare
• General support for low income families to ensure the well-being of their children

Less frequently mentioned

• A range of social services
• Community centres
• Assistance for single parents who would like to stay home
• Medical care for children with special needs / disabilities
• Career counseling

What Government of Canada support programs are you aware of? Prior to showing respondents a list of financial supports available to families, respondents were asked to mention the programs they were aware of that are available for families with children under the age of 18. There was highest awareness of the following financial supports:

• Child Tax Benefit;
• Universal Child Care Benefit;
• Child Tax Credit; and
• Registered Education Savings Plan.

Those mentioned less frequently include:

• Children’s Fitness Tax Credit (although few, if any, used this name);
• National Child Benefit Supplement; and
• Canada Student Loans and Grants Program.

Those that received very few or no mentions included:

• Child Care Expense Deduction;
• Canada Education Savings Grant;
• Canada Learning Bond;
• Registered Disability Savings Plan; and
• Child Disability Benefit.

It is important to point out that in the case of most programs, less so with those with the highest awareness, those who were aware of the program did not know the exact name. For example, they would refer to the sports or recreational tax break, but would rarely if ever say ‘Children’s Fitness Tax Credit’.

To what extent do you feel aware of the range of financial supports offered by the Government of Canada? A strong majority of respondents indicated that they feel they have low awareness of the range of programs available to families. This was true of one session in Toronto and Montréal and in both sessions in Calgary and Moncton. However, in one session in Toronto and Montréal over half felt they were fairly well informed. In the latter case they were the ones most likely to feel they are familiar with the range of programs, but when asked to indicate the ones they recognized from a list of programs – they recognized the least. So although they assumed they were well informed, they were not.

Why have you not explored the range of programs further? Those who stated they did not feel well informed were asked to discuss why they had not explored or looked into the range of programs that might be available to them. As indicated above, lack of awareness is a key barrier. Some respondents said that they are not likely to spend time looking for something that they do not even know exists. In addition to lack of awareness, there are other important barriers to access.

• Several believed that looking into and applying for support programs would be difficult to do.  They indicated that informing themselves of what is available is a difficult task if they do not know exactly what they are looking for. Others commented that they do not feel comfortable with the task, they do not know where to go to get this information and / or they think it will be too much of a headache (e.g. a lot of red tape) so they avoid looking into it.
  • ‘I don’t feel comfortable actually. I’d love to know more, but I don’t do the research because I know it would be a headache for me. It’s too much.’
  • ‘I am not sure there is a way or if I can find someone to give me all the information. It is kind of overwhelming.’
  • ‘Takes a lot of forms, red tape and waiting to see if you are successful. A lot of paper work. If you are not a go-getter it is easy to let it slip by.’
• Some assumed that they are likely aware of all the programs that apply to them. They assumed that they know what they need to know and that they are not missing anything.
• Some assumed that many programs do not apply to them as their income is too low. They pointed out that you need money to benefit from many of the programs, e.g. they do not have additional funds to contribute to an RESP or they do not have enough income to apply for a tax credit.
• A couple indicated that their need is not strong enough to put the effort into applying for the programs.

How did you learn about these programs? Those who were aware or had taken advantage of some of the support programs were asked how they had learned about the programs. The most commonly mentioned channel was word of mouth, followed by while filling out their tax return and from a GOC web site. The following summarizes their responses.

Most frequently mentioned

• Word-of-mouth, e.g. family and friends
• Learned about different programs while filling out their tax return
• From a Government of Canada web site (this was less common in Montreal)

Moderate number of mentions

• Received direct mail from Government of Canada / CRA
• From their accountant or an advisor at a bank
• When child born – pamphlets / sessions at the hospital

Low number of mentions

• Community / parent groups
• Settlement counselor for newcomers / Immigration Canada

Use of the Internet

During the sessions we briefly discussed participants’ Internet use. The majority of respondents in all sessions are frequent users of the Internet – most stated they use the Internet several times a week for personal reasons. There are some who are not frequent users. These respondents tended to be women who are new to Canada and those whose household income is very low.

Most who use the Internet indicated they are on Facebook although frequency of use varies from once a week or less to daily. When asked for suggestions about where to place an Internet ad related to this advertising campaign that would be effective for them personally, they made the following suggestions.

• Facebook
• search engines, e.g. Google
• MSN / Sympatico
• GOC sites, e.g. Service Canada, Canada Revenue Agency, Immigration Canada
• Twitter
• online banking sites
• news sites e.g. cbc.ca
• Santé Québec
• sites for parents, e.g. mamanpourlavie.com, Mommies.com, Today’s Parent
• sports sites

Additional Findings

During the discussion of the support programs respondents did raise their experiences with 1 800 O-Canada and the Service Canada web site.

• 1 800 0-Canada: Respondents’ comments related to accessing information related to financial programs through the GOC toll-free number were primarily negative in nature. They raised occasions where the operator did not listen carefully to the nature of the enquiry, they did not understand or were not familiar what the respondents were asking about and / or they were not properly directed. There was also the general feeling that if you call the 1 800 0-Canada number that you have to ask for something specific, i.e. you need to know exactly what you are looking for to get help. For example, a general request for information on support programs for children under 6 would not be specific enough; you would need to know the name of the program.

• Service Canada web site: Similar to the experience of those who had called the 1 800 number those who had visited the Service Canada website for this type of information stated it is very difficult to find information unless you know exactly what you are looking for. To do a general search for the range of benefits available would not be easy.

3.2 Overall Reactions to the Concepts

At this point in the session participants were asked to provide feedback on two different concepts for the proposed campaign. Each concept had three different executions. This included a print ad, a 30-second radio spot and an ad that would be placed on the Internet. The review and feedback process contained the following steps.

1. Participants received a handout that asked them to write down their overall reactions to each ad for each concept.
2. The moderator showed them each of the three executions for a concept. They were shown the print ad first, followed by the radio ad and then the Internet ad. After they were shown each ad they were asked to record their independent thoughts on the handout provided.
3. After showing each ad for a concept and obtaining written feedback, they were asked to rank the concept as a whole.
4. At this point the moderator led a general discussion of each ad, i.e. print, radio and Internet.
5. The moderator then moved on to the second concept and repeated the process.
6. After viewing both concepts and each ad, they were asked to select their preferred concept and then discuss the reasons for their preference.

It should be noted that the order of presentation was rotated to minimize any bias that might be introduced due to the order in which the concepts were presented. The themes were also assigned a colour to facilitate the discussion. The print and Internet ad appear as images on the following pages. An imbedded link enables the reader to listen to the radio spot.

The table on the following page shows the overall ranking by location and level of income. The reader is reminded that the participants in Montréal reviewed the concepts in French while those in the remaining sessions reviewed the concepts in English.

Overall Findings

• Both ad concepts clearly communicated the fundamental purpose of the campaign. Participants consistently understood the reason behind the campaign and what is it endeavoring to do, i.e. to raise awareness among Canadian parents of the financial resources available from the Government of Canada. With changes, both concepts should also be successful at driving traffic to the Service Canada web site or 1 800 O Canada to seek more information.
• Overall both ad concepts were well received.  The support for both ads is reflected in the ranking where the ‘Child First’ concept is only slightly preferred to the ‘Don’t Forget’ concept, i.e. 36 preferred the ‘Child First’ concept, while 29 preferred the ‘Don’t Forget’ concept.  When asked if their preferred choice was a solid foundation to move forward the majority said ‘yes’. Very few, reacted strongly negatively to either concept. If they did, it was not related to being offensive in any way, but rather a concern that the ads were too soft / not strong enough to grab attention. Of note is that a few respondents did react negatively to the ‘Don’t Forget’ radio ad stating that they found the stressed voice annoying and would likely tune it out.   
• There was a slight preference for Child First in Toronto while those in Montréal were evenly split. Those in Calgary clearly preferred the Child First concept and those in Moncton had a preference for the ‘Don’t Forget’ concept. There were no discernable differences by income level.  

3.2 Detailed Feedback on the Concepts

The following pages present detailed findings related to each ad for each concept outlining what participants liked and did not like. In all cases we present the comments in order of frequency of mention.

‘Child First’: Print Ad - Version 1

Text description of Figure 1: ‘Child First’: Print Ad - Version 1

Text description de la Figure 1: ‘Child First’: Print Ad - Version 1

‘Child First’: Print Ad - Version 2

Text description of Figure 2: ‘Child First’: Print Ad - Version 2

Text description de la Figure 2: ‘Child First’: Print Ad - Version 2

‘Child First’ Concept

Participants were asked to describe the key message(s) communicated by the ‘Child First’ ads. They stated the message was clear. The key messages communicated included:

• To encourage you to check out financial support available from the Government of Canada or similarly to promote the types of programs and benefits offered.
• To communicate that the government wants to help you / families with their children, e.g. they are there; they are with you.

When viewing the print ad they added the following core message.

• To indicate that support follows you as your child grows, e.g. ‘to help you move from one age to the next’.
• To indicate that there is support available to assist with your child’s education.

‘Child First’ Print Ads

Overall, the ‘Child First’ print ad was slightly preferred to the ‘Don’t Forget’ print ad in Toronto and strongly preferred in Calgary. The reception in Montréal was balanced and those in Moncton slightly preferred the ‘Don’t Forget’ ad.  

What they liked:

• Several regarded it as clean, simple and to the point. As one respondent stated, ‘It is easy on the eyes and gets to the point’.
• Several liked the range of ages included in the images (i.e. the young boy in the park and the university graduation photo). Some respondents commented that they have the sense that most of the programs are targeted at young children. The images were key to communicating that support is available for a broad range of ages. As one parent stated, ‘having the older kids there shows that there are programs that apply to me’.
• Some liked the feeling or tone of the ad. The emphasis placed on ‘we want to help’ in the centre of the ad contributes to a positive tone and the sense that the Government of Canada seems caring and wants to help.
  • ‘Even though I have had some negative experiences when dealing with the government, this gives you the trust to call them’.  
• Some viewed this concept as more ‘professional’ than the ‘Don’t Forget’ concept. They regarded this as more appropriate for government.
• Some stated that the text catches their attention and resonated with them. This was more likely to be mentioned in the Montréal sessions.
• Some liked the theme of ‘put your child first’.
• Some said that the contact information is provided and easy to see. They liked that the ad provides this information and they are not required to look for it.
• A few commented that they liked the continuity between the images used (i.e. at a baseball game and a graduation photo) and the text that refers to the range of support available, i.e. ‘for fitness programs and post secondary education to tax benefits and more…’
• A couple liked the use of the maple leaf in the picture holder cubes to further emphasize that the ad is from the GOC.

What they did not like / suggested improvements

• Although the actual text and key messages were regarded as clear and to the point, several stated that they are not noticeable enough. They noticed the photos first and easily, but have to work too hard to get the point of the ad. Others commented that there is too much space at the top. They would like the key messages to be more prominent, i.e. the point to be made sooner. Some were concerned that people quickly glancing at the ad would look at the photos and miss the intent of the ad. Participants provided a range of suggestions.
  • Place key messages or a heading in the space at the top of the ad to quickly communicate what the ad is about.
  • Place more emphasis on the core message, i.e. this is about financial support from the GOC – this could be achieved through the type of font used and the placement of the message
  • Place more emphasis on secondary messages, e.g. types of programs available, don’t miss out   
• Several commented on the images used.
  • They stated there is a gender bias and there is a need to place more girls in the playground / park scene and to add girls to the graduation photo.
  • Others commented that there is a need to increase the ethnic diversity in the photographs. They indicated this is easy to do if using a park scene for the younger age and a graduation photo. A few suggested adding parents to the images. A couple suggested using a sports team to increase the sense of action.
• In some sessions respondents emphasized that ‘Don’t miss out’ should be more prominent. They regarded this message as a ‘stronger call to action’ than ‘you always put your child first’. If both are retained they would increase the emphasis on the former.
• Several stated that the website URL is too complicated and hard to recall. A few suggested having a dedicated site. This was raised and strongly agreed to in the sessions in Calgary and Moncton.
• Although some liked the theme of ‘you always put your child first, others found it condescending or said it made them feel guilty as sometimes they have to put themselves first in order to do a good job for their family. A few said it sounded like a familiar ad theme, e.g. ‘treat yourself – you deserve it. It was raised in a few sessions and there was consensus in a Calgary session where it was discussed more fully that ‘You’ve always put your child first’ should be changed to ‘You’ve always put your family first’. An emphasis on families was regarded as more realistic and inclusive – it better reflects how families work.   
• Although there were those who appreciated the ‘professional’ tone of the ad, there were others who regarded the ‘traditional’ and ‘expected’ approach as ‘reserved’, ‘boring’ and ‘generic’. This was most likely to be raised in Moncton.
• Some stated it should be clearer and more visible that this ad is from the Government of Canada – this should be emphasized.
• Even though the size of the font used is larger than the ‘Don’t Forget’ ad there were still some respondents who suggested increasing the size of the URL and phone number. This is regarded as critical information.
• Some commented that they did like the phrase - ‘first thing you need to do’. They did not appreciate ‘being told what to do’.
• Although most did not comment on the use of picture holders, both Moncton groups stated they looked like cheap dollar store items. A few in other sessions suggested they should be red and white to more clearly indicate the ad is from the GOC.
• A few suggested that the ‘and more’ should be bolded to clearly indicate that the list is not inclusive.   

Preference Between Version 1 and 2 of the Print Ad

After viewing and discussing Version 1 of the print ad, participants were shown Version 2 (see pages 13 and 14). The only difference between the 2 ads is that the second ad lists 11 programs that are available for Canadian families. Participants were then asked which version of the ad they preferred.    

A strong majority in Toronto and Montréal and all respondents in Calgary and Moncton preferred the ad that provides the list. The key reasons they preferred the inclusion of the list are noted below.

• The inclusion of the list communicates exactly what programs are available. This arms Canadians with the information they need when visiting the website or calling the 1 800 #. Participants added that they are more likely to call or visit the site if they have something specific to ask about or look for.
• The ad is clearer and more informative. Participants stated that they are more likely to see a program they are not aware of – this will trigger the sense that they may be missing out on something.
• A few added that the addition of the list adds to the balance of the ad.

Those who did not support the inclusion of the list stated it makes the ad overwhelming and too text heavy. Although the majority in the Montréal sessions supported the addition of the list, this concern was most likely to be raised in Montréal.

 ‘Child First’ Radio Ad

Overall the radio ad was well received. The majority of respondents indicated they are likely to listen to the ad and some indicated they would likely follow up by looking into what programs are available. There appears to be a preference for the ‘Child First’ radio ad. In Toronto and Calgary this concept was clearly preferred among the men, while among the women and in the other sessions overall the preference was slight, but not as strong. The link below enables the reader to access the radio ad that was presented in the research

Click here to listen to the 'Family First' radio ad.

What they liked

• Several liked the family-oriented vignettes. They liked the use of the family settings, finding them personal and warm. The hockey game and tea time were familiar concepts for many. A few added that they liked the link between hockey and physical activity.
  • ‘I think the ad is perfect. I’ve been a hockey mom. I’ve been at a rink so I know what it’s like. I think it related to the sports education and I think the tiara relates to the family.’ situation. It paints a mental picture and it’s just trying to show you a family.’
  • ‘It’s about the family from the hockey to the tiara – these are things you do with your kids. It’s personal and then goes to the point.’
• Several liked the inclusion of a child in the ad – they liked the child’s voice. Several stated that the little girl’s voice grabbed their attention and it made them smile. Some suggested putting this piece first to increase the attraction of the ad. This overall response was less common in the Montréal sessions which could be due to the voice used in French.
  • ‘I like the little girl’s voice. I prefer this over the other ad.’
  • ‘The child’s voice is an excellent hook. At first it seems aimed at women and then there’s a little girl and it just grabs your heart and you pull me back in and slap me with some relevant information.’
• Virtually all liked the second half of the ad. They stated that the message is very clear and a few added that the overall message is clearer than the print ad. They particularly liked the emphasis placed on the GOC. The GOC is mentioned twice in the second portion of the ad (i.e. following the vignettes) and is implied in the reference to 1 800 O-Canada. However, this emphasis was valued and not regarded as excessive. They also like the emphasis placed on, ‘So don’t miss out…’.
• Several also stated that the delivery and pace of the ad is good and that the voices used work well.
• Some stated the overall tone is good. Others who had already heard the ‘Don’t Forget’ ad appreciated the ‘less stressful’ tone.

What they did not like / suggested improvements

• Several found the beginning confusing. They did not understand the link that was being made between the hockey game and the tiara and tea party to financial support for your family. This is partially due to the fact that the transition from this portion of the ad to the informative piece was not smooth for them, i.e. the connection between the 2 parts of the ad was not clear.
  • ‘What are they trying to say here? I am missing something. I can’t see that you are going to get financial support because you sit down and wear a tiara at a tea party with your daughter – that confuses me. It’s very confusing.’
• Several did not relate to, or like, the specific vignettes used in the beginning of the ad. They were not commenting on the basic idea, but rather on the specific family times used.
  • While some had a strong tie to the hockey scene, there were others who do not relate to hockey. This was particularly true for newcomers to Canada and / or those families who cannot afford to have their children play hockey. A few stated that the scenarios used were too ‘cliché’ or ‘cheesy’.
    • ‘I don’t relate to hockey so I am not paying attention to the rest of the ad.’
    • ‘Hockey is expensive. This ad is for those with middle incomes who can afford hockey. New immigrants don’t have the opportunity to send their kids to learn hockey.’
    • ‘My daughter did not have tea times so I don’t relate to this.’
• Several also commented on the reference to the website. They emphasized they would not be able to remember it. There were several suggestions to make it more memorable. 
  • Use a URL that is linked to the message in the ad.
  • Drop the reference to www as it is not needed.
  • Slow down the pace when reading the URL.
• As with the print ad some respondents suggested replacing ‘put your child first’ with ‘put your family first’.
• A few suggested leading in with ‘For every mom and dad’ in order to pull both parents in. Another added that this will help to ensure that it does not appear that it is directed at single-parent families.

‘Child First’: Internet Ad

Text description of Figure 3: ‘Child First’: Internet Ad

Text description de la Figure 3: ‘Child First’: Internet Ad

‘Child First’ Internet Ad

The Internet ads from both concepts received only a moderately positive response. The reactions of respondents gave the impression that they were underwhelmed. Although respondents did not question the use of the Internet as a communication tool, several were concerned that the ads tested in the research would not be effective at catching their attention. They stressed that these ads would likely be lost on a webpage and missed. However, participants indicated that the ‘Child First’ concept that was more clearly sponsored by the Government of Canada was more likely to attract the attention of parents.

What they liked

• Several liked the last screen, while others liked the last two screens. They suggested opening with these screens so that the context is set and visitors to the web page realize immediately what the ad is about. They stressed that there is so little time to grab their attention that they think this needs to be done immediately.
• Overall the ad was regarded as clear and, if viewed, would communicate the message that financial support is available for families from the GOC.
• As with the other ads some liked the emphasis on ‘Don’t miss out on the financial supports…’
• Some commented that including the wordmark on each screen emphasized that the ad is sponsored by the GOC. This will help catch attention.

What they did not like / suggested improvements

• The overwhelming concern is that the ad is too vague and too general. There are few elements that cause it to stick out. As one respondent said, ‘You know it is from the Government of Canada, but that is about all’.
• Several were surprised that there is no ‘closure’. Many commented that it does not say where to go or where to find more information. Even those who realized the ad would likely be clickable, want to see a clear invite or direction about where to find further information.
• Several commented that it needs to engage and interact with site visitors. They want to see an invite for interaction such as ‘Click here to find out more…’. or ‘Click here to see what you are eligible for…’.
• Some commented that a feature they liked about the print ad was that it clearly communicates the age range of eligible children. This positive feature has been lost on the Internet ad.
  • ‘It looks like it is for young kids only and does not fit me.’
• In line with previous comments some suggested changing ‘your child first’ to ‘your family first’.

A couple suggested strengthening the tone by changing the tense, i.e. from ‘You’ve always put your child first’ to ‘You always put your child first’.

 ‘Don’t Forget’: Print Ad

Text description of Figure 4:‘Don’t Forget’: Print Ad

Text description de la Figure 4:‘Don’t Forget’: Print Ad

‘Don’t Forget’ Print Ad

Participants were asked to describe the key message(s) communicated by the ‘Don’t Forget’’ ads. The key messages communicated included:

• To remind / inform parents of the financial support available for families.
• To communicate that the Government of Canada helps families by offering financial support.

When viewing the print ad they added the following core message, largely due to the emphasis placed on ‘Don’t miss out’.

• To encourage parents to take advantage of support that is available.
• To communicate that there may be more programs available than you think.

Don’t Forget: Print ad

Some liked the gentle, friendly reminder and found the ad fun, while others were concerned that the ad is a little too soft to motivate action.

‘The content is relevant to me for sure, but the ads are so soft – they may not grab my attention. If I saw it repeatedly then at some point it might sink in.’

What they liked

• Several liked the overall concept of using the fridge and post-it notes, photos and drawings as a backdrop for the ad. It has a personal and friendly feel to it and being a familiar image it resonated with many. Others stated that the concept is positive and fun. - ‘It looks like my fridge.’
• Several also liked the theme of ‘Don’t forget’ or the encouragement not to forget. They found the gentle nudge friendly.
• Several liked the emphasis on don’t miss out. This creates a tone of urgency and the feeling that you may be missing an opportunity to help your family.
• Some stated that the text provides good information, e.g. communicates the key message, provided contact information and examples of programs.
• Some noted that the important information is in larger font than the ‘Child first’ ad. The greater emphasis on the GOC and financial support was well received.
• Some found the ad fun, liked the images and colours and found the overall tone positive and whimsical.
• A few liked the reference in the post-it notes to actual programs. A couple suggested that the program examples should include a mix of well-known and less well-known programs in order to increase the feeling that they may be missing out on something
• A few preferred the theme ‘better life and brighter future’ to ‘put your child first’. Some preferred this focus as ‘put your child first’ may cause guilt if they feel this is not always the case.

What they did not like / suggested improvements

• The over-riding concern with the ad is that it is too ‘cluttered’, ‘messy’ and ‘has too much information’.  They emphasized that there is too much happening and as a result it takes too long to ascertain what the key messages are. Participants indicated that they would likely ignore the ad or miss the point. It also took some awhile to figure out that it was an image of a fridge. The image just looked confusing to them. They stated that the ad needs to be redesigned so that the key message, i.e. financial support from the GOC for Canadian families is not lost.
• Several did not like the photo of the child used in the ad. They stated it does not communicate the range of ages the programs apply to and it does not include a good ethnic mix. One suggested the use of a class photo as a way to address the latter problem. It also sent several off message as a quick look made them think it was a reminder to visit the dentist, e.g. don’t forget your check-up.
• Several commented that the contact information at the bottom of the ad is far too small. This is regarded as key information and needs to be larger and more prominent.
• Some commented that they are familiar with the programs that appear on the post-it notes. They suggested that this may lead some to think that they are not missing anything.
• Although some like the ‘don’t forget theme’, there were others who did not. They found the message too ‘soft’, they would like the message to be stronger. Several stated ‘Don’t miss out’ is a stronger theme. Additional comments related to ‘Don’t forget’ include:
  • A few respondents stated that ‘Don’t forget’ is an inappropriate term if it is referring to something they are not aware of.
  • Some linked the tax credit and RESP to tax time and thought it was an annual reminder to not miss out when you prepare your tax return. The reference to ‘every year’ in the core sentence also adds to the impression that this is a message for those preparing their tax returns.
  • A couple suggested using ‘remember’ rather than ‘don’t forget’. It was regarded as more positive.
• Several appreciated the list of programs provided on the ‘Child First’ ad. They stated the amount of text and activity on this ad would make it impractical to consider adding the list of programs. They regarded this as a key disadvantage as knowing the specific programs was seen as a key to taking action.
• Some suggested that this ad makes it look complicated or difficult to get started. They want the ad to make it look easy to pursue.  A few added that the ‘Child First’ ad includes the reference to the GOC wanting to help. This was regarded as moving the ad in the right direction.
• Some commented that reference to Universal Child Care in the top right is ‘just hanging there’. They did not understand how it fits in the ad.  

‘Don’t Forget’ Radio Ad

Overall the ‘Don’t Forget’ radio ad received a mixed response in most sessions. As indicated previously, there was a slight overall preference for the ‘Child First’ radio ad. It is also interesting to note that generally speaking, those who did not like the ‘Don’t Forget’ ad tended to have stronger opinions than those who did not like the Child First ad. The below link enables the reader to access the radio ad that was presented in the research

Click here to listen to the 'Don't Forget' radio ad.

What they liked:

• Those who liked the ad related to the front end where the Mom is preparing their child or children for school or an outing. The hurried and harried tone was a match for their reality. As one participant said, ‘It is typical of the things you go through when your kid is going to school’.
• On a similar note, those who related to the scenario found the pace upbeat, inviting and attention getting. They also thought the ‘stressed voice’ was effective.
• Similar to the ‘Child First’ ad some liked the second half of the ad. They stated that the message is clear. Some liked the inclusion of specific programs and commented that the phone number is clear and easy to remember and a few added that the overall message is clearer than the print ad.
• Some commented that the pace is good. The front end communicated the stress and the second half slowed down to clearly deliver the core messages.
• A couple liked the inclusion of ‘and more’. This clearly indicates there is more being offered.

What they did not like / suggested improvements

• Several did not like the beginning of the ad. They found it annoying and stressful and commented they would tune it out. Some also commented that it is the type of ad that you do not want to hear over and over again – ‘It would become annoying’. Additional comments on the beginning of the ad include:
  • it reminded some of a back-to-school ad, so did not set the right context for the core message; and
  • some stated the list is too long and is ‘a weird mix of things’. A few added that the list should be more realistic, e.g. pick Sam up at school, drop Sara off at a dental appointment.
• Several suggested setting the scene differently, e.g. ‘you could qualify for financial benefits ’. The front end does not prepare them for an important message from the Government of Canada. A few said that because it sounds like a sales ad, they may miss that it is from the GOC. As with the ‘Child First’ ad the transition from the opening scenario to the core information at the end of the ad was not smooth, i.e. they did not understand how the beginning of the ad connects to the second half.
• Several commented on the reference to the website. They emphasized they would not be able to remember it. The key suggestion was to use a shorter URL that is linked to the message in the ad so that it is more memorable. A couple said that if it remains the same, it would have to be read twice.
• Some whose first language was not English or French had more trouble following the ‘Don’t Forget radio ad due to the rushed pace at the outset.
• Some commented that the announcer reads the list of programs too quickly. If they are read too quickly, they questioned the value of reading them.
  • ‘You have to name some programs when you call for help. You can’t just say I am calling for help. You have to know what you want before you call.’
• A few re-emphasized that they prefer the theme – ‘Don’t miss out’ to ‘Don’t forget’.

‘Don’t Forget’: Internet Ad

Text description of Figure 5: ‘Don’t Forget’: Internet Ad

Text description de la Figure 5: ‘Don’t Forget’: Internet Ad

Don’t Forget: Internet ad

As indicated previously, both Internet ads received a luke-warm response. Again participants questioned the overall value and effectiveness of the Internet ads tested in the research feeling they would not be noticed on most web pages. The exception was Moncton where many responded favourably to the ad.

What they liked

• Those who liked the ad said the overall concept of placing key words and messages on post-it notes is effective as it catches their attention.
• A few commented that placing specific programs on the notes is a good idea, particularly if you see one you do not know about.
• A few mentioned the presentation of the text, i.e. they liked the style of the font and the use of question marks.

What they did not like

• Although some did like this ad, more did not. Several stated it is ‘not catchy’ and ‘does not grab attention’. A couple added that the ‘call to action was not strong’. There were different suggestions to improve the ad.
  • Several said there are too many screens. They said the list of programs is too long and that it is too much to go through while on a web page.
  • Along the same line are those who said the ad is too busy and moves too quickly. The result is there is too much to look at so it loses one’s attention.
  • Some wanted to see more graphics and less text.
  • As with the ‘Child First’ ad, participants suggested moving the messages from the last one or two slides to the front to grab attention and set the context.
  • Some suggested adding the GOC logo to the first slide, while others stated it should be on each screen.
• Again several were surprised that there is no ‘closure’. Many commented that it does not say where to go or where to find more information. Even those who realized the ad would likely be clickable, want to see a clear invite or direction about where to find further information, e.g. a website and phone number.  
  • ‘This is frustrating – we have all this info and do not know where to go’
• Some did not like the focus on ‘Did you forget something?’ Some did not relate to the message as they had looked into these programs. Another questioned how you can forget something you do not know about. Similar to the print ad, the emphasis on tax credits and deductions gave them the impression that this is a reminder for those preparing tax returns.
• In a couple of sessions participants agreed that if this theme is maintained the focus should be on ‘remembering’ and not on ‘forgetting’.
• A few stated that the nature of the programs included gives the impression that the benefits are geared to families with young children.

3.3 Overall Preference

As stated at the outset of Section 3.2, overall both ad concepts were well received. After reviewing the 2 concepts and 6 different ads, participants were asked to select their preferred concept. Thirty-six preferred the ‘Child First’ concept, while 29 preferred the ‘Don’t Forget’ concept. They were asked to explain the reason for their preference. The following summarizes the main reasons for preferring one concept over the other.

Those who preferred the ‘Child First’ concept

• This concept was regarded as more informative. The main reason is the inclusion of the list of programs on the print ad. This highlights the importance of presenting this information in some way during the campaign.
• It was regarded as more professional and serious and as a result more suitable for the Government of Canada.
• It was regarded as clearer and simpler and as a result the main messages were more effectively communicated.
• They liked the inclusion of graphics that clearly communicated eligible age ranges.
• They preferred the radio ad. Although there were respondents who preferred the radio ad from the ‘Don’t Forget’ concept this was less likely to be mentioned as a reason for preferring the concept overall.

Those who preferred the ‘Don’t Forget’ concept

• The key differentiator was the overall tone of the ad. It was regarded as ‘friendly’, ‘familiar’ and ‘fun’. The family fridge and the use of post-it notes were very easy to relate to. The ‘don’t forget’ theme was also seen a gentle nudge that was a good fit for the overall personable tone of the concept.
• Some also selected it due to the emphasis on ‘Don’t Miss Out’. Although this phrase appears in both concepts, the prominence it is given in the print and Internet ads caused some to prefer this concept.

3.4 Additional Topics  

During the discussion we also addressed a couple of specific topics of relevance to the campaign.

Is the URL memorable / easy to remember?

The majority stated that the proposed URL – ‘servicecanada.gc.ca/families’ is difficult to remember. Some who are familiar with Service Canada said it is okay for the print and Internet ad, but even they agreed that it is far too long for the radio ad. Several suggested a catchy URL that points them to the right section of the Service Canada site.

• ‘The name of the website is too complicated. They should have a dedicated site.’

What do you expect on the Internet?

We also asked respondents to discuss what they would expect to find if they visited the website. The following highlights their comments.

• They would like to see information organized by program and age category. If they are familiar with a program they could access detailed content on the program, e.g. eligibility, how to access, etc. It would also allow them to ascertain the range of programs available to their children.
• FAQs – general and related to specific programs.
• A tool that provides an easy way to figure out if you qualify for the programs, e.g. a quick assessment, questionnaire or app where you can quickly ascertain if you qualify. They should not have to weed through a lot of information
• Where applicable, the ability to apply online.

4.0 Key Conclusions and Implications

This section presents key conclusions and, where applicable, their implications or recommendations for the next phase of the communication development process. It should be noted that the following conclusions and implications are based on this research only.

4.1 Key Conclusions and Implications

The Context

• When asked about their hopes and dreams for their children, participants were most likely to refer to a good education, having children with strong self-esteem and who are financially secure, healthy, happy and possess strong values.

Recommendation: Incorporate a reference to some or all of these hopes and dreams into the text and images used in the ads in order to increase the extent to which the ads will resonate with parents.

• The vast majority of participants agreed that the GOC has the responsibility to support families. Assuming that basic needs related to food, shelter and health are being addressed, the most frequently mentioned area that should be a focus for support was assistance with post-secondary education.

Recommendation: Include a reference to post-secondary education in the text or images used in the ads.

• The majority of respondents do not feel well informed about the range of financial programs available to them, nor were they familiar with the full range of programs presented to them during the sessions.

Implications: The research supports the need for a campaign designed to raise awareness among Canadian parents of the financial resources available to them from the GOC.

• Respondents who had had past experience with 1 800 O Canada and with the Service Canada web site indicated that it is difficult to obtain information to a question that is general in nature. They emphasized that you need to know exactly what you are looking for.

Recommendation: The campaign should arm Canadians with the information they require to formulate specific requests or questions. Whether the impression is correct or inaccurate, the call-to-action will have more traction if Canadians are confident that their inquiry or search will be successful.

Overall Reactions to the Concepts

• Both ad concepts clearly communicated the fundamental purpose of the campaign. Participants consistently understood the reason behind the campaign and what is it endeavoring to do. With changes, both concepts should also be successful at driving traffic to the Service Canada website or 1 800 O Canada to seek more information.
• Overall, both ad concepts were well received.  The support for both ads is reflected in the ranking where the ‘Child First’ concept is only slightly preferred to the ‘Don’t Forget’ concept. When asked if their preferred choice was a solid foundation to move forward the majority said ‘yes’ and very few reacted strongly negatively to either concept. However, a few respondents did react negatively to the ‘Don’t Forget’ radio ad stating that they found the stressed voice annoying and would likely tune it out. 

The main reasons for preferring the ‘Child First’ concept included:

• It is more informative – the main reason is the inclusion of the list of programs on the print ad.
• It was regarded as more professional and serious and, as a result, more suitable for the Government of Canada.
• It was regarded as clearer and simpler and, as a result, the main messages were more effectively communicated.
• They liked the inclusion of graphics that clearly communicated eligible age ranges.
• They preferred the radio ad. Although there were respondents who preferred the radio ad from the ‘Don’t Forget’ concept, this was less likely to be mentioned as a reason for preferring the concept overall.

The main reason for preferring the ‘Don’t Forget’ concept included:

• The overall tone of the ad. It was regarded as ‘friendly’, ‘familiar’ and ‘fun’. It was easy to relate to the family fridge and the use of post-it notes. The ‘don’t forget’ theme was also seen as a gentle nudge that was a good fit for the overall personable tone of the concept.

Implication: No clear and/or obvious winner emerged. Either ad concept could form a workable foundation for a campaign. In addition, some of the reasons for preferring the ‘Child First’ concept could be incorporated in the ‘Don’t Forget’ concept, e.g. communicate eligible age ranges. The decision will rest in the overall image the Government of Canada wants to portray and how this campaign is to be positioned.  

Guiding Principles and Lessons Learned

The review and discussion of the proposed themes did surface important guiding principles / lessons learned that will be important to consider when refining the selected concept.

Relevant to All Ads

• In addition to lack of awareness, several believed that looking into and applying for support programs would be difficult to do. In order to increase take-up, the messaging and look of the campaign should take steps to make the process appear uncomplicated.
• Ensure the images and / or information provided in the ads communicates the range of ages eligible for family support. This was effectively achieved through the images used in the ‘Child First’ print ad.
• The message ‘Do not miss out’ was well received and some stated it is a strong call to action. Ensure this message is prominent.
• The URL is regarded as too complicated and hard to recall, particularly when presented in the radio ad. Consider a URL that is directly linked to the campaign and / or the intent of the ads. In addition, the ‘www’ should be dropped and the pace slowed down when announcing it in the radio ad.
• The phase ‘we want to help’ was well received in the ‘Child First’ ad. It contributes to creating a positive, caring tone. A few suggested they preferred the word, ‘support’. Either way, language that creates the sense that the GOC is there to help / support families should be maintained.
• If the Child First concept is used, consider changing the word ‘child’ to ‘family’ to ensure the message does not make anyone who does not always put their child first feel guilty and portrays the more realistic and inclusive notion of family.
• Avoid phrases that sound directive, e.g. ‘the first thing you should do.
• Ensure the phrase ‘...and more’ is prominent so that it is clear that the list of programs or any programs mentioned is not regarded as complete.

Relevant to the Print Ads

• Ensure the core messages are prominently placed and easy to see so that the viewer does not have to work too hard to ascertain that the ads are related to ‘financial support from the Government of Canada. One approach is to move the core message to the top of the ad.
• Include the list of programs. This arms Canadians with the information they need when visiting the website or calling the 1 800 #. Canadians are more likely to call or visit the website if they have something specific to ask about or look for. They are also less likely to assume that they are aware of all the programs that are relevant to them.
• Ensure that is very clear that the ad is sponsored by the GOC. This increases the importance of the ad and separates it from private sector sales-oriented ads.
• Ensure the contact information for the website and the 1 800 number is prominently placed and that the font is easy to read.
• Ensure the images used include a gender balance and ethnic diversity.

Relevant to the Radio Ads

• The family-oriented scenes used in the ‘Child First’ ad worked well. They are a positive feature of the concept and add to its warmth. They should be maintained if this concept is used. However, consider using scenarios that cross income levels and length of time in Canada. In this case the hockey scene may alienate some as it is regarded as an expensive sport and is not a familiar family activity for newcomers to Canada.
• The use of a child’s voice attracted attention and was well received. This should be retained / incorporated into the radio ad.
• The tone, pace and content of the informative section of both radio ads was well received. The format and style should be maintained.
• The transition from the first part of the ad to the informative piece was not smooth in both ads and caused confusion for some. Steps should be undertaken to make the connection between the two parts of the ad clearer to listeners.
• Ensure the pace of the ad is appropriate for those whose first language is not English or French.

Relevant to the Internet Ads

• The attention of site visitors needs to be drawn immediately. Participants emphasized that core messages should be presented at the outset of the ad, not at the end in order to increase the number who view the ad.
• Ensure that it is very clear from the outset that the ad is sponsored by the GOC. The GOC wordmark should appear on each screen.
• Ensure the contact information for the website and the 1 800 number is prominently placed and that the font is easy to read.
• Internet users are looking for, and familiar with, interactivity and more active engagement. Take steps to proactively engage the site visitors. For example, ‘Click here to see what your family is eligible for…’

Appendix A: Research Tools

Recruitment Screener – English

Human Resources and Skills Development Canada
Financial Benefits for Canadian Families Advertising Campaign
Recruiting Screener – Focus Groups for Concept Testing

ALL INSTRUCTIONS APPEAR IN BOLD LETTERS. DO NOT READ THEM TO THE RESPONDENT.

Record the following information for recruits:

Contact Name:

Phone Number:

Email address:

Segment Type:

Check one only:

• Group 1: Low income group (HH Income <$40K)
• Group 2: Middle income group (HH Income $40k - $80k)

Group Date / Time:

Hi, my name is _____________ and I’m calling from Phase 5, an independent research and consulting firm. Our company has been engaged by the Government of Canada to conduct a series of group discussions with parents to help with the design of an advertising campaign related to financial benefits for Canadian families. The results of the research will be used to ensure this campaign communicates the desired messages and is well received by its target audience.

Participation in the group discussions will last no longer than 2 hours and will be held in [Toronto/Montreal] on [Monday November 29/Tuesday November 30]. In return for participation, those who qualify will be paid an honorarium of $75 for their time. All information we collect will be treated confidentially and will be used for research purposes only.

1. Would you be interested in participating in this research exercise on behalf of the Government of Canada?

• Yes
• No THANK AND TERMINATE

Great! Now we’d like to ask a few more questions to ensure we have a good mix of people.

2. NOTE GENDER (DO NOT ASK):

• Male
• Female

WATCH QUOTAS!

3. During the session you will be asked to turn off any mobile devices such as cell phones, iphones, ipods etc. Are your comfortable with this?

• Yes
• No THANK AND TERMINATE

4. You will be asked to read and review written material in [English / French] during the session. Are you comfortable doing this?

• Yes
• No THANK AND TERMINATE

5. Do you, or does any member of your household or immediate family work for…

• The Government of Canada Yes No
• A marketing research firm Yes No
• A web products or services firm Yes No
• A marketing department Yes No
• An advertising or public relations firm Yes No
• A magazine or newspaper Yes No
• A radio or TV station Yes No

IF YES TO ANY, THANK AND TERMINATE.

6. Which best describes the make-up of your household?…READ LIST, Check one only

• Couple (married / common-law / with partner) with children
• Single parent (single / separated / divorced) with children
• Live alone or with a roommate / relative (e.g. single / separated / divorced) THANK AND TERMINATE
• Couple (married / common-law / with partner) with no children THANK AND TERMINATE

WATCH QUOTAS!

7. Are you a parent or guardian of child[ren] under 18 years of age who live in your home? CHECK ONE ONLY

• Yes
• No THANK AND TERMINATE

8. How old [is your child / are your children]? RECORD NUMBER OF CHILDREN IN EACH AGE GROUP.

• ______ less than 2 year old
• ______ 2 to 5 years old
• ______ 6 to 12 years old
• ______ 13 to 17 years old

WATCH QUOTAS

9. Which of the following best describes your total household income before taxes in 2009? Is it…?

• Less than $20,000 GROUP 1
• $21,000 to $30,000 GROUP 1
• $31,000 to $40,000 GROUP 1
• $41,000 to $50,000 GROUP 2
• $51,000 to $60,000 GROUP 2
• $61,000 to $70,000 GROUP 2
• $71,000 to $79,000 GROUP 2
• More than $80,000 – THANK AND TERMINATE.

WATCH QUOTAS!

10. Are you currently saving for your child/children’s education? CHECK ONE ONLY.

• Yes
• No

WATCH QUOTAS!

11. Is your child / are any of your children taking part in organized sports such as hockey, soccer, karate, football, basketball, swimming, hiking, horseback riding and/or sailing? CHECK ONE ONLY.

• Yes
• No

WATCH QUOTAS!

12. Do any of your children have a disability? CHECK ONE ONLY.

• Yes
• No

WATCH QUOTAS!

13. What is the nature of this disability? Please specify:

14. Over the past two years, have you received or applied for any of the following from the Government of Canada? READ LIST, CHECK ALL THAT APPLY.

• Universal Child Care Benefit (UCCB)
• Canada Child Tax Benefit (CCTB)
• National Child Benefit (NCB) Supplement
• Child Fitness Tax Credit
• Child Tax Credit
• Child Care Expense Deduction
• Registered Education Savings Plan (RESP)
• Registered Disability Savings Plan (RDSP)
• None of the above

WATCH QUOTAS!

15. How long have you lived in Canada? CHECK ONE ONLY.

• Less than 5 years
• More than 5 years

WATCH QUOTAS!

16. What is the highest level of education that you have personally completed? READ LIST AND CHECK ONE ONLY.

• High school or below
• Some college / some university
• Completed college / university
• Some post-graduate / completed post-graduate

WATCH QUOTAS!

17. Which best describes your main activity? DO NOT READ LIST. CHECK ONE ONLY.

• Employed / self employed full-time (30 or more hours per week)
• Employed / self-employed part-time (fewer than 30 hours per week)
• Full or part-time student – SKIP TO QUESTION19
• Currently looking for work – SKIP TO QUESTION 19
• Homemaker – SKIP TO QUESTION 19
• Disability / sick leave / long-term illness – SKIP TO QUESTION 19
• Retired – SKIP TO QUESTION 19
• Other
• Please specify ________________________ – SKIP TO QUESTION 19

WATCH QUOTAS!

18. Which best describes your current occupation? DO NOT READ LIST.

• Administrative, secretarial or clerical
• Business professions (marketing, communications, finance, human resources)
• Emergency response (police, fire, ambulance)
• Farming / Fisherman / Forester / Mining
• Healthcare services or professional
• Journalist / writer
• Labourer / production (assembly, manufacturing, machine operator)
• Professional services / designation e.g. accountant, engineer
• Military
• Systems analysts or computer programmer
• Sales occupation
• Social services professional
• Teacher
• Technical occupations related to natural and applied sciences
• Tradesperson (carpenter, plumber, electrician)
• Not in the workforce (e.g. full-time homemaker, caring for family members, maternity/paternity leave, retired)
• Full or part-time student
• Disability / sick leave / long-term illness
• Other, please specify ______________________

WATCH QUOTAS!

19. What is your age? CHECK ONE ONLY.

• Under 25
• 25 – 34
• 35 – 44
• 45 – 54
• 55 and older

WATCH QUOTAS!

20. We are interested in speaking to people of different ethnic origins. What is your ethnic origin? Do not read, PROMPT IF NECESSARY. CHECK ONE ONLY.

• Canadian
• European (British, Scottish, German, etc.)
• Chinese
• Other Asian (Japanese, Vietnamese, Korean, etc.)
• African (South Africa, Ethiopian, Somalian, etc.)
• Pacific (Taiwan, Philippines, Indonesia, etc.)
• Latin/Central/South America (Mexico, Venezuelan, etc.)
• Caribbean (Barbados, Jamaica)
• Aboriginal
• Other
• Please specify ____________________________________

WATCH QUOTAS!

21. Have you ever participated in either a marketing research discussion group or in-person, in-depth interview for research purposes?

• Yes
• No

WATCH QUOTAS

22. When was the last time you attended such a discussion?

• Within the past 6 months - THANK AND TERMINATE
• 6 months to 1 year ago
• 1 to 2 years ago
• More than 2 years ago

23. What was the topic of discussion? (If topic was related to providing feedback on government communications, thank and terminate.)

Specify topic ________________________________________________________________

WATCH QUOTAS!

BOOKING PARTICIPANTS FOR A GROUP:

Based on your responses to the questions, I’d like to book you for a group discussion. This group discussion will be held on [DATE] at [LOCATION] from xx pm to xx pm.  

It is important to note that the research will take place in a facility equipped with a one-way mirror. As is normal practice in our industry, we will invite Government of Canada staff to observe the sessions from behind the one-way mirror. 

All research sessions will be audio-taped andbear in mind, all of your comments are treated in confidence. We will confirm all of the details again shortly before the date of the group, so I will need to collect some information.  

RECORD INFORMATION BELOW AND TRANSFER TO PAGE 1 LATER.

Contact Name:

Phone Number:

Email address:

Consumer Audience Type:

Check one only:

• Group 1: Low income group (HH Income <$40K)
• Group 2: Middle income group (HH Income $40k - $80k)

Interview Date / Time:

If you have any questions before the interview, please call Cherie Underhill 613-241-7555 ext. 108.

RECRUIT 12 FOR EACH GROUP

Recruitment Screener – French

Human Resources and Skills Development Canada
Financial Benefits for Canadian Families Advertising Campaign
Recruiting Screener – Focus Groups for Concept Testing

ALL INSTRUCTIONS APPEAR IN BOLD LETTERS. DO NOT READ THEM TO THE RESPONDENT.

Record the following information for recruits:

Contact Name:

Phone Number:

Email address:

Segment Type:

Check one only:

• Group 1: Low income group (HH Income <$40K)
• Group 2: Middle income group (HH Income $40k - $80k)

Group Date / Time:

Bonjour. Mon nom est _____________ et je téléphone au nom de Phase 5, une entreprise indépendante de recherche et d’experts-conseils. Nous avons été engagés par le gouvernement du Canada pour mener des discussions de groupe avec des parents dans le cadre d’un projet de campagne publicitaire sur les prestations financières pour les familles canadiennes. Les résultats de la recherche serviront à concevoir une campagne qui communiquera bien les messages souhaités et qui suscitera des réactions positives de la part du groupe cible.

Les séances dureront tout au plus 2 heures et auront lieu à [Toronto/Montréal] le [lundi 29 novembre / mardi 30 novembre]. En guise de remerciement pour votre participation, vous recevrez une prime de   75 $. Tous les renseignements que nous obtiendrons demeureront confidentiels et serviront uniquement à des fins de recherche.

2. Accepteriez-vous de participer à cette étude pour le gouvernement du Canada?

• Oui
• Non - Thank and Terminate

Merci! J’aimerais vous poser quelques questions pour m’assurer de recruter un groupe représentatif de participants.

24. Notez le sexe (Ne pas demander)

• Homme
• Femme

WATCH QUOTAS!

25. Durant la séance, vous devrez éteindre vos appareils mobiles tels que téléphones cellulaires, iphone, ipod, etc. Serez-vous à l’aise avec cette consigne?

• Oui
• Non THANK AND TERMINATE

26. Durant la séance, nous vous demanderons de lire et d’examiner des documents en [anglais / français]. Serez-vous à l’aise à le faire?

• Oui
• Non THANK AND TERMINATE

27. Est-ce que vous ou d’autres membres de votre ménage ou de votre famille immédiate travaillez pour…?

• le gouvernement du Canada Oui Non
• une entreprise d’études de marché Oui Non
• un fournisseur de produits ou services Web Oui Non
• un service de marketing Oui Non
• une entreprise de publicité ou de relations publiques Oui Non
• un magazine ou un journal Oui Non
• une station de radio ou de télévision Oui Non

IF YES TO ANY, THANK AND TERMINATE

28. Laquelle de ces catégories décrit le mieux la composition de votre ménage? READ LIST, Check one only

• Couple (marié / conjoints de fait / avec partenaire) avec des enfants
• Parent seul (célibataire / séparé / divorcé) avec des enfants
• Seul avec un colocataire / parent (célibataire / séparé / divorcé) THANK AND TERMINATE
• Couple (marié / conjoints de fait / avec partenaire) sans enfant THANK AND TERMINATE

WATCH QUOTAS!

29. Êtes-vous le parent ou le tuteur d’enfants de moins de 18 ans qui habitent chez vous? CHECK ONE ONLY

• Oui
• Non THANK AND TERMINATE

30. Quel âge [a votre enfant / ont vos enfants]? RECORD NUMBER OF CHILDREN IN EACH AGE GROUP.

• ______ moins de 2 ans
• ______ entre 2 et 5 ans
• ______ entre 6 et 12 ans
• ______ entre 13 et 17 ans

WATCH QUOTAS

31. Laquelle de ces catégories décrit le mieux le revenu total de votre ménage avant impôts en 2009?

• Moins de 20 000 $ GROUP 1
• De 21 000 $ à 30 000 $ GROUP 1
• De 31 000 $ à 40 000 $ GROUP 1
• De 41 000 $ à 50 000 $ GROUP 2
• De 51 000 $ à 60 000 $ GROUP 2
• De 61 000 $ à 70 000 $ GROUP 2
• De 71 000 $ à 79 000 $ GROUP 2
• Plus de 80 000 $ – THANK AND TERMINATE.

WATCH QUOTAS!

32. Économisez-vous pour l’éducation postsecondaire de votre enfant / vos enfants? CHECK ONE ONLY.

• Oui
• Non

WATCH QUOTAS!

33. Est-ce que votre enfant / l’un ou l’autre de vos enfants pratique un sport organisé par exemple, le hockey, le soccer, le karate, le football, le basketball, la natation, la randonnée pédestre, l’équitation et/ou la voile?

WATCH QUOTAS!

• Oui
• Non

WATCH QUOTAS!

34. Avez-vous un enfant handicapé? CHECK ONE ONLY.

• Oui
• Non

WATCH QUOTAS!

35. Quelle est la nature de son handicap?

• Please specify: ______________________________

36. Au cours des deux dernières années, avez-vous reçu ou fait une demande pour l’une ou l’autre de ces prestations du gouvernement du Canada? READ LIST, CHECK ALL THAT APPLY.

• Prestation universelle pour la garde d’enfants (PUGE)
• Prestation fiscale canadienne pour enfants (PFCE)
• Supplément de la prestation nationale pour enfants (PNE)
• Crédit d’impôt pour la condition physique des enfants
• Crédit d’impôt pour enfants
• Déduction pour frais de garde d’enfants
• Régime enregistré d’épargne-études (REEE)
• Régime enregistré d’épargne-invalidité (REEI)
• Aucune de ces réponses

WATCH QUOTAS!

37. Depuis combien d’années vivez-vous au Canada? CHECK ONE ONLY.

• Moins de 5 ans
• Plus de 5 ans

WATCH QUOTAS!

38. Quel est le plus haut niveau de scolarité que vous avez atteint? READ LIST AND CHECK ONE ONLY.

• Secondaire ou moins
• Études collégiales ou universitaires incomplètes
• Diplôme d’études collégiales ou universitaires
• Études supérieures incomplètes / diplôme d’études supérieures

WATCH QUOTAS!

39. Quelle est votre situation d’emploi actuelle? DO NOT READ LIST. CHECK ONE ONLY.

• Employé / travailleur autonome à temps plein (30 heures ou plus par semaine)
• Employé / travailleur autonome à temps partiel (moins de 30 heures par semaine)
• Étudiant à temps plein ou partiel – SKIP TO QUESTION 19
• À la recherche d’un emploi – SKIP TO QUESTION 19
• Personne au foyer – SKIP TO QUESTION 19
• En congé d’invalidité / de maladie / de maladie de longue durée – SKIP TO QUESTION 19
• Retraité – SKIP TO QUESTION 19
• Autre Please specify ________________________ – SKIP TO QUESTION 19

WATCH QUOTAS!

40. Laquelle de ces catégories décrit le mieux votre emploi actuel? DO NOT READ LIST.

• Adjoint administratif, secrétaire ou commis de bureau
• Professionnel d’entreprise (marketing, communications, finances, ressources humaines)
• Employé des services d’urgence (policier, pompier, ambulancier)
• Agriculteur / pêcheur / forestier / mineur
• Professionnel de la santé
• Journaliste / rédacteur
• Ouvrier / employé de production (assemblage, fabrication, opérateur de machinerie)
• Professionnel / avec désignation (p. ex., comptable, ingénieur)
• Militaire
• Analyste des systèmes ou programmateur d’ordinateurs
• Représentant commercial
• Professionnel des services sociaux
• Enseignant
• Technicien en sciences naturelles et appliquées
• Personne de métier (charpentier, plombier, électricien)
• À l’extérieur du marché du travail (p. ex., personne au foyer à temps plein, s’occupe des membres de la famille, en congé de maternité / de paternité / autorisé, retraité)
• Étudiant à temps plein ou partiel
• En congé d’invalidité / de la maladie / de maladie de longue durée
• Autre – précisez : ______________________

WATCH QUOTAS!

41. Quel âge avez-vous? CHECK ONE ONLY.

• Moins de 25 ans
• 25 – 34 ans
• 35 – 44 ans
• 45 – 54 ans
• 55 ans et plus

WATCH QUOTAS!

42. Nous souhaitons nous entretenir avec des personnes de différentes origines ethniques. Quelle est votre origine ethnique? Do not read, PROMPT IF NECESSARY. CHECK ONE ONLY.

• Canadien
• Européen (Anglais, Écossais, Allemand, etc.)
• Chinois
• Autre Asiatique (Japonais, Vietnamien, Coréen, etc.)
• Africain (Africain du Sud, Éthiopien, Somalien, etc.)
• Du Pacifique (Taïwanais, Philippin, Indonésien, etc.)
• Latino / Centre / Sud Américain (Mexicain, Vénézuélien, etc.)
• Antillais (Barbadien, Jamaïcain)
• Autochtone
• Autre Please specify ____________________________________

WATCH QUOTAS!

43. Avez-vous déjà participé à une discussion de groupe pour une étude de marché ou à une entrevue en profondeur à des fins de recherche?

• Oui
• Non

WATCH QUOTAS

44. À quand remonte votre dernière discussion ou entrevue du genre?

• Au cours des 6 derniers mois - THANK AND TERMINATE
• Il y a de 6 mois à un an
• Il y a de 1 à 2 ans
• Il y a plus de 2 ans

45. Quel était le sujet de la discussion? (If topic was related to providing feedback on government communications, thank and terminate.)

Specify topic ________________________________________________________________

WATCH QUOTAS!

BOOKING PARTICIPANTS FOR A GROUP:

Compte tenu de vos réponses, j’aimerais vous donner rendez-vous pour une discussion de groupe qui aura lieu le [DATE] à [LOCATION] de xx à xx.

Il est important de souligner que la séance aura lieu dans une salle équipée d’un miroir d’observation. Comme il est courant dans notre industrie, nous inviterons des représentants du gouvernement du Canada à observer la séance de l’autre côté du miroir.

Toutes les séances seront enregistrées sur bande audio. Je tiens à vous rappeler que tous vos commentaires demeureront confidentiels. Nous confirmerons à nouveau tous les détails quelques jours avant la date prévue pour la séance. J’aimerais donc obtenir quelques renseignements.

RECORD INFORMATION BELOW AND TRANSFER TO PAGE 1 LATER.

Contact Name:

Phone Number:

Email address:

Consumer Audience Type:

Check one only:

• Group 1: Low income group (HH Income <$40K)
• Group 2: Middle income group (HH Income $40k - $80k)

Interview Date / Time:

Si vous avez des questions avant la séance, n’hésitez pas à communiquer avec Cherie Underhill au 613-241-7555, poste 108.

RECRUIT 12 FOR EACH GROUP

Moderator’s Guide – English

Human Resources and Skills Development Canada
Financial Benefits for Canadian Families Advertising Campaign: Concept Testing

[Notes to the moderator are in bold, italics.]

1.0 Introduction (10 min)

Hi, my name is _________________. I am with Phase 5, an independent market research company. I would like to thank you for participating in this session. As you know from our phone call to you, our company has been hired by the Government of Canada to conduct group discussions with parents to help with the design of an advertising campaign related to financial benefits for Canadian families. The research will be used to help ensure the ads will be noticed by, and be effective for, parents like you. 

Before we begin, there are a couple of things I would like to point out about the session.

• We are recording the session on a DVD. The recording will be kept by our firm and shared with no one else. We will use the recording to help us write the report. Anything you say will be treated in confidence. When we prepare our report, no comment will be linked to a specific person.
• As you may have guessed there are people behind the mirror. They are representatives from the Government of Canada who are directly involved in making decisions related to the proposed campaign. They are here to learn from you and are very interested in what you have to say.
• As you know your participation is voluntary and your comments will be kept confidential. When we prepare our report, we report aggregate findings only – no comments are linked to an individual. The information we gather today is being collected and administered in accordance with the Privacy Act and other applicable privacy laws.
• We want this session to be open and frank. We want to hear your honest views and suggestions. If you have an opinion that is different from others, please don’t hold back. It is important that we hear it. On the other hand, if you agree or like someone else’s idea, please add to it.
• Please turn off your cell phones, iphones, ipods.

Do you have any questions before we begin?

1. I would like to begin by having everyone around the table tell us a little about themselves. Probe:

• Tell us about your family – how many people live at home with you and tell us about any children you have under the age of 18
• What you are currently doing – are you employed, working in the home, going to school, looking for work? If working – what do you do?

2.0 Understanding the Context (20 minutes)

2. You have likely noticed that all of you are parents of children under the age of 18. As parents we are concerned about the well being of our children and want to give our children a strong start in life. We are interested in learning about your hopes and dreams for your children. Please take a few minutes to think about this and record you’re your thoughts on this sheet of paper. Please be as general or specific as you like. Give them time to record their independent thoughts on Handout 1 and then discuss as a group and record on a flip chart.

3. How can parents help their children be all they can be? What can you do, or provide, that will help them on their way? Please include things that you are doing now and things you would like to do. Place this question on the flip chart and ask participants to record these areas on Handout 1. Discuss as a group ensuring you have a good sense of what they are doing now versus additional assistance needed.

4. What kind of support do you have in raising your children? Is there a network of family members, community groups or other organizations helping you?  Who helps you out and in what ways?  

5. There is a financial component to helping your children? Pull examples from items mentioned in 2, 3 or 4 e.g. saving for education, paying for activities etc. How do you make financial decisions touching your children? Are there areas that you view as a priority? Who is involved in making these decisions? Probe if more than one household member is involved. How are these responsibilities shared? What kinds of things are different household members responsible for?

6. In your opinion does the federal government have a responsibility to support families? In what ways?

7. The Government of Canada has a broad range of programs or initiatives in place to provide financial support to Canadian families with children under 18. This support can take different forms – it can be a benefit or direct payment to parents, a tax credit or deduction that reduces the amount of tax you have to pay or plans that allow savings to grow tax free. What Government of Canada programs or initiatives are you aware of? To what extent do you feel aware of the range of financial supports the Government of Canada offers? Why do you say this?

Moderator will provide a list of financial supports available to families.

8. Have you used or explored any of these programs? Which ones? How did you learn about these programs?

9. Why have you not used or explored certain / any programs? Probe: If unaware probe to determine if they have looked for information on federal government programs and if so where? Other mentions could include did not qualify, did not know how to apply, not comfortable applying, did not think it would make a meaningful difference.

10. I also wanted to briefly discuss your use of the Internet for personal reasons – what sites, if any, do you visit on a regular basis? Probe: Are there sites you visit related to parenting or because you are looking for information related to your kids? Do you use any social media? Any directly related to being a parent e.g. blogs for Moms? 

3.0 Reactions to the Proposed Concepts (85 minutes)

I would now like to get your reactions to three different concepts for the proposed campaign. They each have been called a different colour. Each concept has three different parts – these include a print ad, a 30-second radio ad and an ad that will be placed on the Internet. I am going to show you each of the three tools for a concept one at a time. Before we discuss them as a group I would like you to use Handout 2 to jot down your overall reactions to each ad – after I have shown the 3 ads for the concept please answer the statements on the next sheet. When this is done we will discuss the concept as a group and then move on to the next concept. Please don’t discuss it with others until everyone has had a chance to write down their opinions.

Distribute Handout. The order of presentation of the concepts will be rotated. After the independent review, the moderator will ask the following questions for each ad in the concept (i.e. the print, radio and Internet ads) and then move on to the next concept.

Green: We want to help

Blue: Don’t miss out

11. What are your overall reactions to the [print ad / radio ad / internet ad]? What do you like? What do you not like?

12. What is it trying to tell you? What tells you that this is the message? Get a sense of what builds this meaning – which words, the image

13. Imagine you are [reading a magazine, listening to the radio, on the Internet] – how likely is this to get your attention? Why do you say that? Is this a good way to communicate with you?

14. How likely are you to go to the website to find out more?

15. What do you think of the words used? Are there any words or phrases that you particularly like? Dislike? Anything you would add, change or delete? Anything unclear?

16. As appropriate – Do you have any comments on the image? Is it appropriate? Compelling?

17. For the Green Concept – We want to help: Show the print ad without the list of programs first and then show the second option with the list. How many prefer the ad with the list of financial supports? Why do you say that? How many prefer the ad without the list of financial supports? Why do you say that?

18. Now I would like to consider the overall concept. Probe for reactions to the following elements…

• Overall appeal
• Will get attention / is compelling
• Motivates you to go to the website to learn more
• Gets you thinking about how the GC may be able to help your family
• Something you personally related to
• Tone
• Is this clear?

The moderator will repeat the questions 11 to 18 for the second concept.

19. Now I would like you to rate the 2 concepts, with ‘1’ being your most preferred and ‘2’ your second choice.

20. What did you pick as your favourite concept? Why? Is this a strong favourite or about the same as the othyer?  Do you think this is a good basis for an ad campaign?

21. What did you pick as second? Why?

22. We are also interested in your reaction to the URL used in the ads. www.servicecanada.gc.ca/families

• To what extent is this easy to remember?
• To what extent are you likely to use this URL?
• What do you like about it, if anything? What do you not like, if anything? 

23. Suppose you did go to this website to find out more – what specific information would you be looking for on the site?

6.0 Conclusion (5 minutes)

The moderator will check the backroom for questions / points of clarification.

24. Do you have any final comments for me?

THANK YOU VERY MUCH FOR YOUR TIME AND COMMENTS.

IT HAS BEEN VERY HELPFUL.

Moderator’s Guide – French

Human Resources and Skills Development Canada
Financial Benefits for Canadian Families Advertising Campaign: Concept Testing 

[Notes à l’animateur en gras et italique]

1. Introduction (10 min)

Bonjour. Mon nom est _________________ et je représente Phase 5, une entreprise indépendante d’études de marché. Je tiens à vous remercier d’être venu ce soir à la séance. Comme nous vous l’avons mentionné au téléphone, nous avons été engagés par le gouvernement du Canada pour tenir des discussions de groupes avec des parents en vue de concevoir une campagne publicitaire sur les prestations financières offertes aux familles canadiennes. Les résultats serviront à créer des publicités efficaces qui sauront attirer l’attention des parents comme vous.

Avant de commencer, j’aimerais attirer votre attention sur certains points.

• Nous enregistrerons la séance sur DVD. Nous conserverons l’enregistrement mais nous ne le partagerons sous aucun prétexte avec qui que ce soit. Il servira uniquement à la préparation du rapport. Tout ce que vous direz demeurera confidentiel. En rédigeant notre rapport, nous n’associerons aucun nom aux commentaires obtenus.
• Comme vous l’avez sans doute deviné, des personnes se trouvent derrière le miroir. Ce sont des représentants du gouvernement du Canada qui participent aux décisions concernant la campagne. Ils tenaient à entendre eux-mêmes vos commentaires de vive voix.
• Comme vous le savez, votre participation est volontaire et vos commentaires demeureront confidentiels. Dans notre rapport, seul l’ensemble des résultats sera présenté – aucun nom ne sera associé aux commentaires obtenus. Les renseignements que nous obtiendrons aujourd’hui seront recueillis et traités conformément à la Loi sur la protection des renseignements personnels et les autres lois applicables en matière de vie privée.
• Nous voulons que la discussion soit ouverte et sincère. Nous souhaitons avoir vos plus sincères opinions et suggestions. Si vos opinions sont différentes des autres, partagez-les. Il est important que nous les entendions. Au contraire, si vous êtes d’accord avec les autres participants, n’hésitez pas à le préciser et à ajouter vos propres commentaires.
• SVP éteindre vos téléphones cellulaires, iphones et ipods. 

Avez-vous des questions avant que nous commencions? 

1. J’aimerais tout d’abord faire un tour de table. Sonder :

• Parlez-nous de votre famille – combien de personnes habitent chez vous et combien sont des enfants de moins de 18 ans?
• Quel est votre emploi du temps? Êtes-vous employé, au foyer, étudiant, à la recherche d’un emploi, travailleur autonome? Si travaille – Quel est votre emploi?

2.0 Compréhension du contexte (20 minutes)

2. Vous avez sans doute remarqué que vous êtes tous parents d’enfants de moins de 18 ans. En tant que parents, nous sommes tous préoccupés par le bien-être de nos enfants et nous voulons leur donner le meilleur départ possible dans la vie. J’aimerais savoir quels sont vos espoirs et vos rêves pour vos enfants. Prenez quelques minutes pour y réfléchir et notez vos idées sur cette feuille de papier. Vous pouvez être aussi général ou aussi précis que vous le voulez. Donner assez de temps pour inscrire leurs points de vue sur la feuille 1, puis discuter en groupe et inscrire sur flip chart.

3. Qu’est-ce que les parents peuvent faire pour aider leurs enfants à se surpasser? Que pouvez-vous faire ou leur donner pour les aider? Notez tout ce que vous faites maintenant et ce que vous aimeriez faire. Inscrire la question sur flip chart et INSCRIRE les RÉPONSES sur flip chart. Discuter pas trop longtemps – ce qu’ils font vs. aide additionnelle nécessaire. 

4. Quel genre d’appui recevez-vous pour élever vos enfants? Pouvez-vous compter sur l’aide des membres de votre famille, des groupes communautaires ou d’autres organisations? Qui vous aide et de quelle façon? 

5. Est-ce qu’il y a un élément financier dans l’aide que vous apportez à vos enfants? Pull examples from items mentioned in 2, 3 or 4 e.g. saving for education, paying for activities etc. Comment prenez-vous les décisions financières qui touchent vos enfants? Avez-vous des priorités?

1. Façon pour réaliser cette priorité
2. Qui participe à ces décisions?

Probe if more than one household member is involved. De quelle façon ces responsabilités sont-elles partagées? Quelles sont les responsabilités de chacun des membres de votre ménage?

6. À votre avis, est-ce que le gouvernement fédéral a la responsabilité d’aider les familles? De quelle(s) façon(s)?

7. Le gouvernement du Canada offre un vaste éventail de programmes et d’initiatives pour venir en aide aux familles canadiennes qui ont des enfants de moins de 18 ans. Cette aide peut prendre différentes formes – il peut s’agir d’une prestation ou d’un paiement versé directement aux parents, un crédit d’impôt ou une déduction qui réduit le montant des impôts que vous avez à payer ou des régimes qui permettent les épargnes libres d’impôt. Quels sont les programmes et les initiatives du gouvernement du Canada que vous connaissez? Dans quelle mesure êtes-vous au courant des différents programmes d’aide financière offerts par le gouvernement du Canada? Pourquoi dites-vous cela?

Liste (cochez ceux que absolument sûrs de connaître bien)

8. Avez-vous utilisé ou exploré l’un ou l’autre de ces programmes? Lesquels? Comment en avez-vous entendu parler?

9. Pourquoi n’avez-vous pas utilisé ou exploré certains de ces programmes? Sonder : Si pas au courant, ONT-ILS cherché de l’information sur les programmes du gouvernement federal, et si oui, OÙ? 

1. Pourrait inclure : « Ne me qualifiais pas », « ne savais pas comment faire une demande », « pas à l’aise de faire une demande », « ne pensais pas que ça ferait une différence significative ».

10. J’aimerais également discuter de votre utilisation de l’Internet pour des raisons personnelles – quels sont les sites que vous visitez sur une base régulière, le cas échéant? Sonder :

• Y a-t-il des sites que vous visitez parce qu’ils s’adressent à vous en tant que parents ou parce que vous voulez obtenir de l’information relativement à vos enfants?
• Utilisez-vous les médias sociaux?
• Y en a-t-il qui ont rapport à votre rôle de parent, comme les blogues pour les mères?
• Pour vous rejoindre, on devrait mettre la pub où??

3.0 Reactions to the Proposed Concepts (85 minutes)

J’aimerais avoir vos réactions envers deux concepts différents de campagne publicitaire. Chacun porte le nom d’une couleur et comporte trois éléments – une publicité imprimée, une publicité radio de 30 secondes et une publicité qui sera présentée sur Internet. Je vous présenterai les concepts un par un. Avant d’en discuter en groupe, je vous demanderai d’utiliser le document 2 pour noter vos réactions envers chaque concept. Quand je vous aurai présenté les trois concepts, vous devrez répondre aux questions sur la page suivante. Quand vous aurez terminé, nous discuterons du concept en groupe avant de passer au concept suivant. N’en discutez pas entre vous jusqu’à ce que tous aient eu le temps de noter leurs opinions.

Distribuer le questionnaire 4. L’ordre de présentation des concepts se fera en rotation. Après l’inscription de notes personnelles individuellement, l’animateur posera les questions suivantes pour chaque élément du concept (i.e. l’imprimé, la pub radio et la pub Internet) puis passera au concept suivant.

Vert : nous pouvons aider

Bleu : profitez-en

11. Que pensez-vous de [la publicité imprimée / la publicité radio / la publicité Internet? Qu’est-ce que vous aimez? Qu’est-ce que vous n’aimez pas?

12. Qu’est-ce qu’elle essaie de vous dire? Qu’est-ce qui vous dit que c’est bien le message qu’elle tente de transmettre? Tenter d’obtenir de l’info sur ce qui véhicule ce message/sens  – quels mots, images

13. Supposons que vous [lisez un magazine, écoutez la radio, naviguez sur Internet] – dans quelle mesure est-ce probable qu’elle attirerait votre attention? Pourquoi dites-vous cela? Est-ce une bonne façon de communiquer avec vous?

14. Dans quelle mesure est-ce probable que vous iriez sur le site Web pour en savoir davantage?

15. Que pensez-vous des mots utilisés? Est-ce qu’il y a certains mots ou certaines phrases que vous aimez particulièrement? D’autres que vous n’aimez pas? Y a-t-il quoi que ce soit que vous ajouteriez, changeriez ou supprimeriez? Y a-t-il quoi que ce soit d’ambigu?

16. Si utile – Avez-vous des commentaires sur les images? Appropriée? Convaincante?

Imprimé / 2^e / radio / Internet (1. vu ou entendu 2. Noté indiv. Discussion en groupe à la fin des 3)

17. Pour le concept vert – Nous pouvons aider : Montrer la publicité imprimée sans la liste EN PREMIER, puis la 2e option avec la liste. Combien d’entre vous préfèrent la publicité qui présente la liste des aides financières disponibles? Pourquoi dites-vous cela? Combien d’entre vous préfèrent la publicité qui ne présente pas la liste des aides financières? Pourquoi dites-vous cela?

18. Je vous demanderais maintenant d’examiner le concept général. Sonder les réactions aux éléments suivants…

• Attrait général
• Attire l’attention / est convaincant
• Vous incite à visiter le site Internet pour en savoir davantage
• Vous fait réfléchir sur la façon dont le gouvernement du Canada peut aider votre famille
• Quelque chose auquel vous vous identifiez personnellement
• Ton
• Est-ce clair?

L’animateur répétera les questions 11 à 18 pour le 2e concept.

19. J’aimerais maintenant que vous classiez les deux concepts selon celui que vous préférez et celui que vous aimez le moins. 

20. Qu’avez-vous choisi comme concept favori? Pourquoi? Est-ce de loin votre favori ou est-il presqu’à égalité avec l’autre? Selon vous, est-ce qu’il s’agit d’un bon point de départ pour une campagne publicitaire?

21. Quel est le concept que vous aimez le moins? Pourquoi?

22. Nous voulons également avoir vos réactions envers les trois adresses Internet utilisées dans les publicités. Les voici… Place on an board or record on a flip chart so they are easy to view.www.servicecanada.gc.ca/familles

• Est-elle facile à retenir?
• A-t-elle une signification pour vous – vous inciterait à l’utiliser?
• L’aimez-vous?   
• Qu’est-ce que vous aimex? Qu’est-ce que vous n’aimez pas? 

23. Supposons que vous visitiez ce site Web pour en savoir davantage – quelle information chercheriez-vous sur le site?

6.0 Conclusion (5 minutes)

The moderator will check the backroom for questions / points of clarification.

24. Avez-vous d’autres commentaires en terminant?

MERCI INFINIMENT DE VOTRE COLLABORATION ET DE VOS COMMENTAIRES. ILS NOUS ONT ÉTÉ TRèS UTILES.