co-branding logic for danette brand and Lenovo I prepare and executed the campaign

1. Lenovo
CoBranding
with
Danette
By Zeeneo
15 Jan- 15 March 2013
Zeeneo
Marketing Manager
M.Ghazizadeh
Danette kids engagement Campaign
: Mhmd_ghazizadeh@yahoo.com
: ir.linkedin.com/pub/Mohammad-Ghazizadeh/33/60/9b8/

2. Table of contents
Lenovo+Danone
1.Co-branding Logic
Age, Emotional Influence,
Behavioral Traits
BTL in School, Game Center, Media
Expo
2.Danette Campaign Overview
3.Campaign Detail
4.Exposures
5.Appendix
Media Exposures
Statistics, References

3. 1.Co-Branding Logic
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Best laptop Brands (Laptop Mag.)
2012 Rank: #2
Global Brand Simplicity Index
(Siegel gale) 2012 Rank: #16
Operating in 160+ countries
27,000 Employees working in 66
countries
A Global Fortune 500 Brand
$29B revenues
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Best Global
Brands(Interbrand)
2012
Rank: # 52
$19+B revenues
A Global Fortune 500 Brand
Operating in 160+ countries
World number 1 in fresh dairy
products
World number 2 in bottled
waters
World number 2 in baby
nutrition
European number 1 in medical
nutrition

4. Idea
Target kids as a valuable segment
Objective
• Engage kids through an integrated,
creative and interesting campaign
• Amuse them with the tailored
offers, fun, exciting on line games
• Make them heavy user and heavy
prescribers of Danette products
• Influence their parents to buy
more of the product
Plan
2.Danette Campaign
Overview
• BTL part: school activation, POSM,
Print, event
• ATL part: on line gaming

5. ‫‪Campaign slogan and‬‬
‫‪message‬‬
‫زمین بازی دنت برای قهرمان شدنت‬

6. 2.1 Danette Campaign Target overview :Age
Babies 0-4 Years
Tweens 8-12 Years
Lenovo Near Future Doers
Kids 4-8 Years
Teens 12-17 Years

7. 2.2 Danette Campaign Target overview : Emotional
Influences
Babies 0-4
Years
Parents
Home
Toys
Televisi
on
Kids 4-8 Years
Lenovo CoBranding
with
Danette
Sport Clubs
Friends
Hobbies
Television
Computer
Tweens 8-12 Years
Friends
School
Teachers
Televisi
on
Teens 12-17 Years
Peers
Pop
Stars
Celebrit
ies
Televisi
on
Internet

8. 2.3 Danette Campaign Target overview :Behavioral
Traits
Kids
Tweens
Teens
 Growing up with the Internet, mobile phones, laptops, and other electronic devices creates a
different market in which parents and companies need to compete to get this generation’s
attention
 ~20% girls ages 12 and under regularly visit online shopping sites; 13% of girls regularly
purchase products online, regardless of their age; and 35% of girls ages 12 and below own a
portable gaming device
 In a global survey, Gen Z rejected traditional TV over streaming Video-on-Demand (VOD).In
addition, PCs (51%) and mobile phones (43%) were ranked more important devices than TVs (3%)
 Notebooks and touch screen devices such as iPads appeal to children due to their size and
simplicity
 Devices which have educational features to enhance children‘s knowledge and skills are favored
by kids and parents

9. 2.3 Danette Campaign Target overview :Behavioral
Traits
Kids
Tweens
Teens
 Gen Z values constant connectivity with peers through the Internet, instant/text messaging,
mobile phones and social networking sites. These peers greatly influence their decisions and
provide a broader exposure to cultures, languages, and ideas
 According to a global survey of children1, 50% of all tweens (8-12 years) globally are online
everyday and 25% interact daily with peer in other countries
 Emotional attachment to digital habits sustains high online activity : According to a study,
when children were kept away from social networking devices such as laptops and mobile phones,
79% of them displayed symptoms of distress2
 This generation prefers communicating through social networks and instant messaging, and
considers email “so yesterday”

10. targe
t
Generation Z is commonly defined as “people
born between the mid 1990s and 2010.” They
are also known as ‘Digital Natives’
Behavioral Traits
2.4Behavioral Traits :Tweens + Teens
Generation Z is…
Comfortable with and even dependent on
technology, having grown up in a digital world
where technology was ever-present
Constantly multitasking with a variety of
online products and sophisticated electronic
devices,
and appreciates simple, interactive designs
More socially responsible, due to greater
access to a large online information pool they
are
more acutely aware of modern day challenges
such as terrorism and climate change
Always connected, communicating through various
social networking channels, often across
countries and cultures which significantly
influences their decision process

11. 3.Campaign Detail :BTL in
School
School
BTL
in School
Extra
Activities
TV/Cartoon
Ad on kids movie/home
theater

12. 3.Campaign Detail :BTL in
School
Communication Material
Brochure| detailed game
center
• Description of game
center
• How to register
• Announcing the Danette
games
• Collecting point system
• Rules and regulations
200
Tehran
1500
kids
50
Mashhad

13. 3.Campaign Detail :Game
Center
Web Site, Game Center, Games

14. 3.Campaign Detail :Media Exposure

15. 4.Exposure
s!

16. Page View in
Campaign
period
(15 Jan- 15 March
2013)
www.Danette-ir.com

17. Page View in
Campaign
period
(15 Jan- 15 March
2013)
www.Danette-ir.com

18. Page View in
Campaign
period
(15 Jan- 15 March
2013)
www.Gamecenter.Danette-ir.com

19. Page View in
Campaign
period
(15 Jan- 15 March
2013)
www.Gamecenter.Danette-ir.com

20. Media
Exposures
(15 Jan- 15 March
2013)
www.Google.com

21. Media
Exposures
(15 Jan- 15 March
2013)
www.Itna.ir

22. Leaflets

23. Print

24. In-School

25. 5.

26. 5.Appendix: Kids Behavioral Traits
Through 5 Years
Four- to five-year-old children have a growing interest in
computers. Four-year-olds exhibit greater skills with the mouse
and can recognize simple icons like ‘page turning’ and ‘quit’ to
navigate a program. Although most 4- and 5- year olds are
developing their reading abilities, they generally cannot use
written directions. Activity games with a physical component are
still very popular with this age group.
Four- and five-year-olds can use keyboards along with a mouse to
navigate, but this is often a slow method of input. They continue
to be interested in simple painting and drawing programs, book
reading programs, and simple multimedia development. This age
group is interested in the creative aspect of computers like
drawing or painting, and they are also interested in the fantasy
or pretend element in computers, like interacting with story
characters.
Children at this age have the fine-motor skills and visual
discrimination to use simple console and hand held computer games,
but they find it difficult to coordinate movement between their
two hands; they can focus on only one hand and one aspect at the
same time.

27. 4.Appendix:The first true internet
generation

28. 4.Appendix: Distinct Differences within
generations

29. 5.Appendix: Household and media ownership
Sources: Information on young children from Victoria J. Rideout and Elizabeth Hamel, The Media Family: Electronic Media in the Lives
of Infants, Toddlers, Preschoolers, and their Parents (Menlo Park, Calif.: Kaiser Family Foundation, 2006); information on older children
from Donald F. Roberts, Ulla Foehr, and Victoria Rideout, Generation M: Media in the Lives of 8–18-year-olds (Menlo Park, Calif.:
Kaiser Family Foundation, 2005). Data are missing for younger children in the first part of the table because subgroup analyses were
not reported and, in the second and third part of the table, because particular questions were not asked of young children.

30. 5.Appendix: Share of children of various ages with
their own media
Sources: Information on young children from Victoria J. Rideout and Elizabeth Hamel, The Media Family: Electronic Media in the Lives
of Infants, Toddlers, Preschoolers, and their Parents (Menlo Park, Calif.: Kaiser Family Foundation, 2006); information on older children
from Donald F. Roberts, Ulla Foehr, and Victoria Rideout, Generation M: Media in the Lives of 8–18-year-olds (Menlo Park, Calif.:
Kaiser Family Foundation, 2005). Data are missing for younger children in the first part of the table because subgroup analyses were
not reported and, in the second and third part of the table, because particular questions were not asked of young children.

31. 5.Appendix: Share of children of various ages with
their own media

32. 5.Appendix: Children Daily Exposure to media