CHAPTER 3: RESEARCH FOR PUBLISHING

 After studying this section, you must be able to:

• define and apply marketing concepts (such as target market, market share, market size, total actual market, potential actual market, realistic actual market, market segments, sales cycles, etc) to the publishing environment using the correct terminology
• analyze the influence of the political and economic environment on marketing in the publishing sector and the company
• define trends, challenges and opportunities, and assess mechanisms to mitigate or utilize these analyze the effect of technological changes on the marketing of a print / digital product
• analyze sources of existing publishing data in terms of their usefulness for answering specific research questions
• define the concept stage in terms of market research to determine market opportunities, find out about existing products in the market, do product differentiation, and check assumptions
• discuss the development stage in terms of testing the product concept, design, or prototype with the target market through trials in the market, focus groups and interviews
• discuss the post-publication stage in terms of research to determine the success of the product in the market

 Chapter 11 focuses on “sales” and “marketing” as functions in a publishing company, and the strategies and activities used by sales and marketing colleagues, as well as your role in assisting them.

In contrast, this section gives you, as a commissioning editor, information on the market and marketing that you can use yourself as you conduct research related to the core focus of your job – managing a list of titles.

The key concepts you need to understand are below. They are so important you will read about them again and again throughout this textbook. They are also all included in the Glossary:

Before we move on, let us make sure you fully understand the concepts of TAM, PAM, and RAM. They are really important. You will use them again and again as you compile publishing proposals and assess the performance of products you publish.

Read through the explanations and formulae given for TAM, PAM, and RAM in Table 3.1 again.

Another way of thinking about them is depicted in the diagram below. It shows the relationships between TAM, PAM and RAM – and how each is a smaller proportion of TAM.

Diagram 3.1. The relationship between TAM, PAM and RAM

• TAM refers to the total available market. This is a broad definition of the market and includes any customer that you think would be interested in this type of product.
• PAM refers to potential available market. This is the market that you are targeting and that you intend reaching. In other words, this is the market you hope buys your product. It is represented as a proportion of TAM.
• RAM refers to realistic actual market, or market share. This is usually your best estimate of the percentage of the market that will actually buy your product. If you are making a new edition of a product or a product in a series, you can use sales figures of the current edition or an already- published book in the series  to inform your  calculation of RAM.  These figures will  give a reasonably accurate idea of market share.

 When you conduct research for a publishing idea, it is useful to know how the publishing environment in the different market sectors differs.

If you need enrolment figures for a particular university course, you will need to approach different people to those you would approach if you needed enrolment figures for school children. For university course enrolments, you will need to go to  an individual department of a particular university, whereas for schools you could search online for the latest version of the School Realities document produced by the Department of Basic Education's Education Management Information System (EMIS) staff.

The School Realities document gives information for all schools, whether public or private, across all provinces, and can be downloaded from

https://www.education.gov.za/Programmes/EMIS/StatisticalPublications.aspx.

HEMIS information (which stands for Higher Education Management Information System) is similar to EMIS information, except it is for higher education. The Government ministry, the Department of Higher Education and Training, is a source of enrolment information for university courses at public universities. See http://www.dhet.gov.za/HEMIS/Enrolment

Each university is responsible for gathering and retaining HEMIS information for planning purposes. Another way to obtain information is for a researcher to contact each relevant department or unit at each university or college, and to piece together the data gathered.

If you are working in trade fiction (or non-fiction), it may be very helpful for you to know whether the proportion of the South  African population  who is  able to  afford  books has increased  or decreased. This can be measured in various ways, including LSM (Living Standards Measure – LSM 7- 10 may be the segments that might be useful to you) and the newer SEM (Socio-Economic Measure

– SEM 8-10 may be the segments useful to you) has increased or decreased. Both are ways of segmenting the population: the LSM mostly according to what they own, and the SEM mostly according to how they  live;  an online LSM calculator is available here:  http://www.eighty20.co.za/lsm-calculator/) and there is more information on SEM here:  https://mobimedia.co.za/why-lsm-is-being-replaced-by-sem/

and https://themediaonline.co.za/2017/04/measuring-how-people-live-not-necessarily-by-what-  they-have/.

You may also need to know what the Consumer Price Inflation, or CPI, is, because this could influence how much money your market has to spend on non-essential items, like books.

Finally, it may be helpful to understand whether the economy is buoyant and growing (or stagnant or shrinking), and how confident people in general feel. These factors play into how much money people are able to, or willing to, spend on non-essential items, such as books and DVDs. To keep up to date, consider reading a print or online newspaper or magazine with a business focus, e.g. Business Day or the Financial Mail. You can also listen to radio shows with this focus to become better informed – and to stay informed.

 Knowing your company and the publishing industry will help you to understand the context in which you're working. Bad decisions are rarely bad decisions in every situation – usually, they are only bad decisions in context. In other words, they are bad decisions considering what else is happening, or likely to happen, around you. If you don't know what is happening in the industry around you, you are more likely to make bad decisions.

Knowing your own company is a good place to start. It is very important to be clear on what your

publishing company's strategy is, and how your role fits into that.

Some people feel that a business strategy must be a very complicated thing, or else is something completely confidential. Neither of these things is true. It's true that the financial accounts of a business are confidential, and shouldn't be shared with competitors, but the strategy of the business should not be a secret to staff members.

A business strategy should be something that every staff member understands because it can be as simple as knowing what the company wants to do, and doesn’t want to do. Which markets do you want to serve, and which would you rather leave alone – and why? You might need to think about "markets" in more detail (e.g. subject areas, product types, customers, languages, levels, distribution channels) but the core of a strategy should be simple enough to remember and hold in your mind constantly. It should be something you use as a criterion to evaluate your ideas, and which you consider when you are conceptualising a new product or publishing proposal.

This is especially true of educational publishing (for schools or higher education). In these markets, you can gather hard facts such as enrolments, university or government policy documents, research with lecturers or teachers. You can use your analysis of these to inform your proposal. With a novel, on the other hand, the commissioning editor can use hard facts such as the sales history of similar products, and information about the strength of the economy. But she will also need to draw on her understanding of trends in the market sector she is working in, and what constitutes appropriate writing for this sector.

In either situation, a commissioning editor must focus outwards, on the market, not only inwards, on his own preferences, or his company's.

Most commissioning editors collect market information so that they can use it before publication, in their publishing proposals. But it is also useful to have it after publication.

It is worthwhile to evaluate how successful a product has been after publication. You can do this once about 12 months have passed (as a minimum). If you see then that the sales figures are not as good as you’d projected, or they're much better, you may want to gather information from the market about the reasons. You can read more about this kind of research in Section 2.3.2.

 When you are researching a new idea for a product, you may feel unsure of how you’ll find out what you need to. Perhaps you have not had any training or past experience on how to do research. Always remember that you can draw on other people's research that has been published – you do not need to do everything yourself. In fact, knowing whether there is existing information, and finding this, can save you a lot of time. In some sectors, you need the same kind of information for almost all of your proposals – you just need to ensure you use the most up-to-date information each time.

Using other people's research, or publicly available data, is sometimes called desk (or secondary) research. It is research where you review other people's data and findings rather than collecting your own. Desk research contrasts with field (or primary) research, which is research where you gather your own data, often by interacting with the market.

are conducting your own research, ensure that your own research methodology is appropriate. See Section 3.2 in this chapter for ways of conducting your own research.

Finally, remember to acknowledge your sources. For example, if you use a research paper, give its full bibliographical detail, so that someone else can find and read it for herself. Not only is it the correct thing to do, but it also means you can go back and check your work if you need to (rather than trying to identify the same paper again without a title or author to hand).

 There are three broad stages of publishing at which you can consider doing research: 

• Before publication
• During development 
• After publication.

Before publication: You will almost always need to do some research as part of your preparation for a new publishing proposal. This is discussed in Chapter 2, and Chapter 4.1.

After publication: Research into back list product is discussed in Chapter 2.3.

During development: If you are starting a new project that will take a long time to develop and publish, or that will cost a lot to develop and publish, or you are in an environment that is changing very rapidly, you may decide to build some research stages into the development project before publication. It's worth doing this for projects that are material, in other words, they have the potential to impact the whole business either positively or negatively.

Let's look at the reasons you may want to do research during development.

If your project will take a long time to develop and publish, or will cost a lot, your company will have invested considerable resources in it. To reduce the risk to the business of the project failing, it makes sense to check in with the market during the development period, by doing some research. This enables you to either confirm that the development is headed in the right direction, or, if that is not the case, to change course before the project is complete.

If you are in an environment that is changing very rapidly, perhaps with a digital product, it makes sense to check in with the market during development to confirm that nothing has changed that could impact on your project's potential sales. If something has changed, you’ll be able to adapt how you are developing the product to align with the new features of the environment.

There are several different ways you can tackle research during development:

• Create a prototype or mini-version of the product, e.g. a complete and almost final version of a chapter or module, or other part of the complete product. Get members of the target market to use it. This could be in a controlled environment such as a computer lab or focus group, or you might feel comfortable giving your mini-version to research participants to take away and use for a certain length of time in an environment that is more like a real-use environment.
• Develop the complete product to a draft level. It may be unedited or not have final artwork or animations. Ask research participants to use it for a structured (or unstructured) purpose. A structured purpose might be to answer a worksheet you give them. An unstructured purpose would allow participants to use it in whatever way occurs to them, and then report back to you on their experience.
• For a digital product, create a controlled access version of a website or app, allowing research participants to use it in a similar way to how the complete product would be used. Then use data from the website or app on how users interacted with it to inform your product development. This method allows you to see what users actually did, rather than relying on what they said they did. (Unfortunately, research participants do not always tell the truth, often because they have an underlying desire to please the company or person conducting the research. This is called social desirability. Avoiding opportunities for social desirability can enable better research).
• Ask an expert or experts to review a draft product, partial or complete, and comment on particular aspects of it that you are concerned about.

You might want to do more than one stage of research during development, or use more than one research methodology. For example, you could develop a complete module, get user feedback on that (research stage 1), develop the remaining modules to a draft stage, and get an expert review on all the modules (research stage 2).

These can all be powerful ways to develop a strong product. They can provide you with information you can share with your sales and marketing colleagues during the development phase. Seeing positive research feedback during development can make sales people more excited  or  more confident about successfully selling the product.

Finally, you can consider whether any of your research can be structured in a way that gives you useful positive comments about your product from the target market (or experts relevant to the target market). You can use these to market your product, e.g. on the cover, on social media, in promotional events, or videos. Just be careful that you get the permission of the person you want to quote before you use her comment and her name.

 After studying this section, you must be able to:

• describe types of research (such as market, product, industry trends, qualitative, and quantitative) and reason the utilisation and application of the various types
• identify appropriate research mechanisms and define the use according to types of research 
• evaluate requirements for research questions and methods of formulating them

 In publishing, we use several types of research to gain a better idea of the market, products, and industry trends. We use qualitative research, quantitative research, or a combination. Sometimes the commissioning editor does this research, and sometimes they might outsource the research to a colleague, such as an assistant commissioning editor, or to a freelance researcher.

During market research you find out about the people who would buy the product (also known as the market for the product). For example, the size of the market, where they are, how much they can spend, if and how they use similar products, and their preferences (such as print or digital).

Product research helps define a specific product, either planned or existing. Focus on the details of the product to ensure that it is tailored to what the market needs. For a new product you ask questions such as: What is the best extent? Which topics should it include? Should it be electronic or print? Which features it should have? For an existing product you find out how it is being used by the

market, how users feel about it compared to other products, and how they would like it to be updated.

Research into industry trends reveals what is happening or popular in the market, for example, products containing recipes for healthy meals, apps for learners struggling with maths, or students sharing textbooks. You can use these trends to predict what could happen in future. For example, a decline in sales of products, such as recipe books for cakes, or an increasing demand for educational apps in other key subjects, or licensing ebooks to users for short periods to reduce costs.

Qualitative research focuses on measuring or describing the quality of something. You use qualitative research to find out about customers’ opinions. It often relies on small numbers of participants who evaluate or describe their experience.

Quantitative research focuses on measuring or describing the quantity of something. This type of research often requires greater numbers of participants and seeks to answer questions such as how many people use a product and how many rate the product at a particular level.

 There are five steps in the basic research process, as shown in Diagram 3.2.

When working with children under the age of 18 the same considerations apply, but you must first obtain the written consent of parents or guardians and/or teachers. Most companies request parents or guardians and/or teachers to complete a release form or a consent form, however an email will suffice. You should also obtain the consent of the child. Ensure that there is no exploitation of the research participants and that they are safe.

Research instruments are tools for obtaining data, for example, surveys, interviews, focus groups, and desk research.

You use surveys to obtain information from individuals when you are scanning the market. Scanning the market is when you monitor what is happening in the market so that you can ascertain what customers need, keep an eye on what competitors are doing, and keep up-to-date with changes in technology that might disrupt the market or present new opportunities. You design a questionnaire and email it or administer it electronically using online software such as SurveyMonkey (http://www.surveymonkey.com). Alternatively, you note subjects’ responses to your questionnaire during telephone or Skype calls or face-to-face meetings. Surveys can contain qualitative and/or quantitative data.

Interviews are a qualitative method where you ask interviewees questions to obtain deep and detailed insight into their experience and perceptions. Interviews can be structured or semi- structured.

A focus group is another qualitative method. You select a small group of people from your target market to take part in a planned discussion to obtain insights about their opinions.

Desk research involves finding existing data that is freely available, usually online. For example, online catalogues, institutional websites, and online bookstores contain or offer useful information, as do your company’s database and sales colleagues. (See also Table 3.2.)

 Research questions and questionnaires must be carefully formulated so that you obtain useful, relevant data. The way you ask the question determines the quality of the data you gather.

Keep questionnaires short – research participants may be put off by a long list of questions. Questions should be concise and unambiguous.

Decide when to use closed-ended questions that require a “yes” or “no” answer. For example, “Would you recommend publishing this product?”. Decide when to use open-ended questions that elicit more information, but are more time consuming. E.g. “Discuss which, if any, aspects of the

Paper (e.g. 80gsm)

Colour (e.g. one colour / black, two colour, full colour) Binding (e.g. threadsewn, perfect bound)

Depending on the type of product, advanced data you may want to gather could include: Stated target market

Stated unique selling points (USPs) – often given on the front or back cover, or on a marketing brochure or flyer for the product. Unstated USPs might include notable authors.

Structure of the book, or structure of the chapters

How many illustrations or case studies (or other features) Curriculum or course coverage, if it is an educational product Language level

Support material, either in the product itself, or available for sale or free alongside it

Sales quantities, if you have access to information or can gather anecdotal comments from booksellers or similar

Market      response       (e.g.     anecdotal     comments)        or     reviews       (e.g.                   published     in          a newspaper/journal/magazine, or on a review site such as Goodreads)

Position in the publishing company's range (e.g. key product) or product life cycle (e.g. Cash Cow)

For the advanced data especially, you will probably find that you start interpreting, as well as gathering, the data. This is useful. For example, for language level, you might use an online readability checker (such as http://www.readabilityformulas.com/free-readability-formula-tests.php) and record the score, but you may also then comment on how suitable this is for the target market.

You can use a table in Word or a spreadsheet for your competitor analysis. Focus on the most important competitors and the most important data types. You don't need to gather everything that's listed here to do useful competitor analysis – rather focus on the aspects of your competitors that will make the most difference, if you know them.

Be prepared to review your competitor analysis template each time you use it and update or adapt it if you need to. There's no point spending time counting how many illustrations your competitors have if this is not an important factor in the opinion of your target market.

When you start doing competitor analyses, you may find that you gather more information than you really need; this is natural, but you will learn from practice and be able to focus your analysis better in future.

 Unique selling points, or USPs, are the features of a product that make it different to other competing products. USPs should offer benefits to users of the product. These are often noted on the back (or front) cover of a product, or in the marketing material. USPs are what a sales person should be able to use in a presentation or one-to-one conversation with a potential customer to convince them to buy the product.

Choosing the best research for your purposes is important. Take time to evaluate the options, rather than being in a hurry to choose one and move on. Try to select sources that are reputable, objective and up-to-date.

Reputable: The researcher or organisation should be well-regarded in the field. For example, a government body like Statistics South Africa (http://www.statssa.gov.za) which is the source of many official datasets, an accredited journal in a relevant field, or a tertiary institution lecturer who is NRF- rated, who has won an award, or whom other lecturers have told you  is knowledgeable and competent.

Objective: The researcher or organisation should not accept funding that could give the appearance of a conflict of interest, or that results in an actual conflict of interest. Review the organisation's "About" page or other sections of its website, and Google it and see if it has appeared in the media in connection with something inappropriate.

Up-to-date: Find the most up-to-date version of the data you need. Some datasets or research reports are released regularly, e.g. every year. If so, the most up-to-date version may not be from this year, as it takes some time to gather data, analyse it, and report on it, but you should find the latest data available. If possible, find out when the report is usually released – if it's very soon, you may want to delay your report until it has come out.

Finally, see if you can find more than one independent source saying the same thing, or more than one way of coming to the same conclusion. Both of these things can suggest that your research is robust, and your conclusions are solid; this is especially useful if your research comes to some unusual or innovative conclusions.

3.4. Collecting, storing, and recording data

After studying this section, you must be able to:

• Argue the importance of applying correct procedures for ensuring the security of information, the correct recording and storage of information.
• Justify the importance of current information.
• Evaluate requirements for the flow of information in the organisation and between roleplayers.

 When working with data, for example when you conduct market research, it is important to ensure that the information is recorded accurately, kept secure, and archived correctly. In South Africa, the Protection of Personal Information Act (POPI) requires local businesses to be responsible when collecting, processing, storing, and sharing anyone’s personal information. Examples of personal information for an individual include: phone number, email address, physical address, and employment information.

 After studying this section, you should be able to:

• Evaluate the purpose of analysis, analysis tools and their relevance 
• Assess the use and application of statistical data in the publishing sector

 In order to analyse the data you have collected, it needs to be recorded in such a way that makes analysis as easy and automated as possible. Certainly, recording your data in an electronic format rather than writing it in a paper-based ledger is much better.

It follows then that the same types of records must be formatted in the same manner. The format of the data must be consistent within each category, i.e. if a category is dates, then all the dates should be in the same format, e.g. dd/mm/yy.

The most logical way of organising your data is in a data table, with each record entered on its own line. A  common  method of organising  data is  in  a spreadsheet: Microsoft Excel© is  the most frequently used. Data may be entered into the spreadsheet in columns and rows, with the columns each representing a unique category of the data, and the rows each containing one unique record, or piece of research, or observation. Because Excel is specifically designed to allow you to manipulate large quantities of information recorded in a table format, it is much better than using a word processing program.

Also, because Excel is such a commonly used program, it is easy to share your data with others, either in its originally recorded form, or once you have analysed it in order to gain some understanding from it. From here on we will assume that Excel© is the format of choice.

 Data needs to be organised so that it can be analysed and so it should be grouped into pieces, or categories with the same characteristics, and each category should be uniquely named or labelled.

A well-conceptualised and logical way of setting up categories will make the analysis much easier. It will add credibility to the conclusions of your research. Examples of how data could be categorised are: gender, age, first-year students, second-year students, post-graduate students.

Often, the way in which you categorise your data will be guided by existing conventions – ways in which others have categorised or grouped the same sort of data in other data collection projects. Whether you use existing methods or decide on your own set of categories, you should be very clear on the rules that you use to categorise your data, so that there is no ambiguity or guesswork when the data is recorded. A good way of doing this is to record your decisions in a tab in the spreadsheet as you go, or to record a key to the colours you have used, for example, in another tab.

Putting your data into meaningful categories will also help with understanding the results of the data collection observation or research and make it simpler to find specific pieces of data.

You should keep a record of who was included and excluded in the research process and the reasons for selecting your sample, ensuring that it represents the population correctly. You should also record each interaction, the date, and each attempt at making contact too, as often you may attempt to contact people but never hear back. If you date each attempt, you can try again with a follow-up email a week or two later.

It is advisable to keep notes during a conversation and then write up your full notes immediately afterwards so that it is fresh in your mind, using the person’s words. You won’t remember everything if you leave it too long. It is easy to record your interaction on a cellphone, by using speaker phone, for example. Remembering the gist of a conversation means you cannot "quote" participants, whereas if you have recorded it, you can quote directly.

Once you have finished collecting of data, you must ensure that all the data is input into spreadsheets accurately and completely so that you can begin the analysing.

While statistical analysis is a complex and specialised field, the types of results from the analysis you would commonly want to determine would be the following:

• Number of common occurrences within each category 
• Trends and associations between categories
• Trends across geographical, age, gender, income, social, and other parameters 
• Historical trends may predict a view of the future
• Spread or grouping of results 
• Averages, skewness, outliers

 Your research data becomes information through the process of analysis. Its value is measured by the decisions which may be made on the basis of the information.

To make publishing decisions based on the research analysis, it must be saved, stored, and made available to decision-makers.

You may be required to hand out printed results of the research (for example, for discussion when you propose new products to senior managers). But you will also often provide access to digital versions of the research through internet-based communication channels – for example, email or intranets.

It is also important that in providing access to the information, you keep it secure so that it cannot be changed or corrupted by others.

• What do I not know?
• What do I know about the market, market segment, and competitors apart from the information gathered and interpreted in the research?
• In that context, how should I interpret the research findings? For example, if your finding is that there have been no South African cake recipe books published in the last two years, but you also have evidence that there is a trend towards sugar-free low-carbohydrate diets, you can contextualise this. You might conclude that there probably isn't a gap in the market for a cake recipe book even though it seems that there might be one, because recipe book trends show a move away from cakes.

 Once you have finished analysing your data, the analysis should provide answers to the questions posed at the outset, as well as explain causes for events and ideally remove ambiguity (or uncertainty) in the data.

By updating old, outdated information, your analysis should give you insight into and understanding of market trends, as well as the preferences and behaviours of your target audience.

It may enable you to learn the purchasing habits of book buyers and, very importantly, provide the tools and knowledge for improved budgeting.

Effective analysis forms a crucial part of the motivation which you need to present to management in a publishing proposal: it will support decisions about whether or not to publish a particular project. It should minimise the risks associated with those decisions by providing meaningful background and logic. It is particularly relevant in order to improve the quality of decision-making in the business and as a result enable the business to achieve its strategy. (See Chapter 4 for more on publishing proposals.)

Ideally, the analysis will initiate action.

Ultimately, if the analysis assists in reaching a sound, well-informed conclusion, then it has done what it was meant to do.

Lastly, you should be aware that there are many visual ways of displaying your data, and showing what the data tells you. No doubt you have seen presentations which feature graphs of different types. Some software programs have built-in graph functionality which you can use to depict the trends highlighted by your data analysis.

Examples of analysis tools include:

• A histogram. This is a graph that shows how often each different value occurs in a set of data.
• A scatter  diagram.  This  is a  diagram that creates pairs  of  numerical  data to  look  for  and demonstrate a relationship between them.

The process of analysis determines how individual pieces of data are related to others. By identifying these relationships and interpreting them, you can identify important details that will support the decisions mentioned in Section 3.5.8.

Because formal reports have to be clear and well-structured, they are divided into sections with numbered headings, and include a table of contents at the beginning. This helps the reader to find the information they are looking for easily.

The sections you include in a report will depend on the brief you are given, so always keep the brief in mind. Below is a list of sections that are often found in research reports, but not all are necessary for business reports:

• Title: This should be short and clearly indicate what the report is about. Table of contents: This is a list of the sections with page references.
• Executive summary: This is the first section and sometimes the only section that will be read, so it should include all the important details. It is usually one to two paragraphs and never more than a page long.
• Introduction: In this section you explain the reason for the report and provide some context for the reader.
• Methodology: Here you clearly explain step by step how you conducted your research, in a way that someone else could conduct similar research in future.
• Results: In this section you present your results or your data in a way that is very easy to understand. Decide the best way to show your results, i.e. text, graphs, tables, diagrams, or a combination, but don’t show the same data in more than one way. Give each figure or table a clear caption and ensure that they are labelled.
• Discussion: This is usually the longest section, in which you discuss your findings relative to the brief you were given. Also include any difficulties you experienced.
• Conclusion: This is a short section that summarises the report and indicates how your report has answered the original brief. You may also include your recommendations in the conclusion.
• References: List any content that you have referred to in your report in this section, ensuring that you follow the appropriate referencing system, for example, the Harvard System, the Chicago System, or the American Psychological Association (APA). If you are unsure, be consistent in your references and ensure that you include enough information to enable the reader to find the content if they would like to.
• Appendices: If you have extra valuable information to supplement the report, for example, course outlines, a glossary, transcriptions of interviews, include them as labelled appendices (for example, Appendix A) and refer to them at an appropriate point in the report.

 A report represents what you have found during your research in a physical, visual form. There may be times when you are required to present your report to others. To do this you should use presentation software such as Microsoft PowerPoint® or Prezi to create slides that you can project on a screen for everyone to see.

When creating a presentation from your report, the most important thing to remember is to present only the key information and not to have too many words on the screen. Try to turn words into pictures, tables, or graphs that convey the meaning in a visual way. When you use words, there is no need for full sentences.

Remember to ensure that you record the data accurately and store it securely. Market information is important information that can inform your company’s strategy and grow the business.