CH-16 Advertising, Public Relations and Sales Promotion – MKTG: Principles of Marketing : Book Guide

CHAPTER 16 Advertising, Public Relations, and Sales Promotion This chapter begins with the learning outcome summaries, followed by a set of lesson plans for you to use to deliver the content in Chapter 16. • Lecture (for large sections) on page 3 • Company Clips (video) on page 4 • Group Work (for smaller sections) on page 6 Review and Assignments begin on page 7 • Review questions • Application questions • Ethics exercise • Video assignment • Case assignment Great Ideas for Teaching Marketing from faculty around the country begin on page 18 LEARNING OUTCOMES 16-1 Discuss the effects of advertising on market share and consumers Advertising helps marketers increase or maintain brand awareness and, subsequently, market share. Typically, more is spent to advertise new brands with a small market share than to advertise older brands. Brands with a large market share use advertising mainly to maintain their share of the market. Advertising affects consumers’ daily lives as well as their purchases. Although advertising can seldom change strongly held consumer attitudes and values, it may transform a consumer’s negative attitude toward a product into a positive one. Finally, advertising can also change the importance of a brand’s attributes to consumers. By emphasizing different brand attributes, advertisers can change their appeal in response to consumers’ changing needs to try to achieve an advantage over competing brands. 16-2 Identify the major types of advertising Advertising is any form of nonpersonal, paid communication in which the sponsor or company is identified. The two major types of advertising are institutional advertising and product advertising. Institutional advertising is not product-oriented; rather, its purpose is to foster a positive company image among the general public, investment community, customers, and employees. Product advertising is designed primarily to promote goods or services, and it is classified into three main categories: pioneering, competitive, and comparative. A product’s place in the product life cycle is a major determinant of the type of advertising used to promote it. 16-3 Discuss the creative decisions in developing an advertising campaign Before any creative work can begin on an advertising campaign, it is important to determine what goals or objectives the advertising should achieve. The objectives of a specific advertising campaign often depend on the overall corporate objectives and the product being advertised, and are often determined using the DAGMAR approach. Once objectives are defined, creative work can begin (e.g., identifying the product’s benefits, developing possible advertising appeals, evaluating and selecting the advertising appeals, executing the advertising message, and evaluating the effectiveness of the campaign). 16-4 Describe media evaluation and selection techniques Media evaluation and selection make up a crucial step in the advertising campaign process. Major types of advertising media include newspapers, magazines, radio, television, the Internet, outdoor media such as billboards and bus panels. Recent trends in advertising media include shopping carts, computer screen savers, DVDs, CDs, interactive kiosks, advertisements before movies, posters on bathroom stalls, and “advertainments.” Promotion managers choose the advertising campaign’s media mix on the basis of the following variables: cost per contact, reach, frequency, characteristics of the target audience, flexibility of the medium, noise level, and the life span of the medium. After choosing the media mix, a media schedule designates when the advertisement will appear and the specific vehicles in which it will appear. 16-5 Discuss the role of public relations in the promotional mix Public relations is a vital part of a firm’s promotional mix. A company fosters good publicity to enhance its image and promote its products. Popular public relations tools include new-product publicity, product placement, consumer education, sponsorship, company Web sites. An equally important aspect of public relations is managing unfavorable publicity in a way that is least damaging to a firm’s image. 16-6 Define and state the objectives of sales promotion and the tools used to achieve them Marketing managers can use sales promotion to increase the effectiveness of their promotional efforts. Sales promotion can target either trade or consumer markets. Trade promotions may push a product through the distribution channel using sales contests, premiums, P-O-P displays, trade allowances, push money, training, free merchandise, store demonstrations, and business meetings. Consumer promotions may push a product through the distribution channel using coupons, rebates, premiums, loyalty marketing programs or frequent buyer programs, contests, sweepstakes, sampling, and point-of-purchase displays. The biggest trend in sales promotions on both the trade and consumer side has been the increased use of the Internet. TERMS advergaming coupon product advertising advertising appeal crisis management product placement advertising campaign flighted media schedule public relations advertising objective frequency publicity advertising response function frequent buyer program pulsing media schedule advocacy advertising infomercial push money audience selectivity institutional advertising reach comparative advertising loyalty marketing program rebate competitive advertising media mix sales promotion consumer sales promotion media planning sampling continuous media schedule media schedule seasonal media schedule cooperative advertising medium sponsorship cost per contact (cost per thousand or CPM) pioneering advertising trade allowance point of purchase (P-O-P) display trade sales promotion cost per click premium unique selling proposition LESSON PLAN FOR LECTURE Brief Outline and Suggested PowerPoint Slides: Learning Outcomes and Topics PowerPoint Slides LO1 Discuss the effects of advertising on market share and consumers 16-1 The Effects of Advertising 1: Advertising, Public Relations, and Sales Promotion 2: Learning Outcomes 3: Learning Outcomes 4: The Effects of Advertising 5: The Effects of Advertising 6: Advertising and Market Share 7: The Effects of Advertising on Consumers LO2 Identify the major types of advertising 16-2 Major Types of Advertising 8: Major Types of Advertising 9: Major Types of Advertising 10: Major Types of Advertising 11: Product Advertising LO3 Discuss the creative decisions in developing an advertising campaign 17-3 Creative Decisions in Advertising 12: Creative Decision in Advertising 13: Creative Decision in Advertising 14: Setting Objectives: The DAGMAR Approach 15: Creative Decision 16: Identify Product Benefits 17: Identify Product Benefits 18: Exhibit 16.1: Common Advertising Appeals 19: Unique Selling Proposition 20: Executing the Message 21: Exhibit 16.2: Eleven Common Executions Styles for Advertising 22: Post-Campaign Evaluation LO4 Describe media evaluation and selection techniques 17-4 Media Decisions in Advertising 23: Media Decisions in Advertising 24: Media Decisions in Advertising 25: Major Advertising Media 26: Newspapers 27: Cooperative Advertising 28: Magazines 29: Radio 30: Television 31: Internet 32: Outdoor Media 33: Alternative Media 34: Media Selection Considerations 35: Qualitative Factors in Media Selection 36: Media Scheduling LO5 Discuss the role of public relations in the promotional mix 17-5 Public Relations 37: Public Relations 38: Public Relations 39: Public Relations Tools 40: Functions of Public Relations 41: Managing Unfavorable Publicity LO6 Define and state the objectives of sales promotion and the tools used to achieve them 16-6 Sales Promotion 42: Sales Promotion 43: Sales Promotion 44: Sales Promotion 45: Objectives of Sales Promotion 46: Trade Sales Promotion 47: Benefits of Trade Promotions 48: Tools for Consumer Sales Promotion 49: Coupons and Rebates 50: Loyalty Marketing Programs 51: Coupons and Sweepstakes 52: Sampling 53: Methods of Sampling 54: Point-of-Purchase Promotion 55: Online Sales Promotion 56: Chapter 16 Video Suggested Homework: • The end of this chapter contains assignments for the BoltBus Publications video or the product placement case. • This chapter’s online study tools include flashcards, visual summaries, practice quizzes, and other resources that can be assigned or used as the basis for longer investigations into marketing. LESSON PLAN FOR VIDEO Company Clips Segment Summary: BoltBus BoltBus is Greyhound’s curbside, express bus service. BoltBus operates primarily in the Northeast between major hubs, with some other service in the Northwest. This clip covers how BoltBus reaches its target markets through advertising, promotion, and social media. These teaching notes combine activities that you can assign students to prepare before class, that you can do in class before watching the video, that you can do in class while watching the video, and that you can assign students to complete as assignments after watching the video in class. During the viewing portion of the teaching notes, stop the video periodically where appropriate to ask students the questions or perform the activities listed on the grid. You may even want to give the students the questions before starting the video and have them think about the answer while viewing the segment. That way, students will be engaged in active viewing rather than passive viewing. PRE-CLASS PREP FOR YOU: PRE-CLASS PREP FOR YOUR STUDENTS: • Preview the Company Clips video segment for Chapter 16. This exercise reviews concepts for LO1–LO5. • Review your lesson plan. • Make sure you have all of the equipment needed to show the video to the class, including the DVD and a way to project the video. • You can also stream the video HERE • Have students review and familiarize themselves with the following terms and concepts: effects of advertising; types of advertising; advertising appeals; executing the message; and media decisions in advertising. • Ask students look for an example of American youth-targeted advertising. If it’s in print, have them bring it to class. • Assign students to study Exhibit 16.1 in their textbook for discussion in class. VIDEO REVIEW EXERCISE ACTIVITY Warm Up Briefly discuss students’ findings from the Pre-Class Prep youth ad. Discuss the specific medium of the ad, the execution style, and the product/service being promoted. Ask if the students have seen ads for the same products that weren’t aimed at youth and if so, how the ads differed. In-class Preview • Discuss Exhibit 16.1, Common Advertising Appeals. You can have students complete the diagram individually, as teams, or as a full-class activity, starting with brainstorming for examples, and then pointing out that the advertising appeal becomes what’s known as the company’s, or product’s, unique selling proposition. • Discuss Exhibit 16.2, Eleven Common Executional Styles for Advertising. Brainstorm for examples and point out that the message execution is the starting point of the AIDA process. • Discuss Exhibit 16.3, Advantages and Disadvantages of Major Advertising Media. Point out that the product being advertised and the message used to advertise it have great impact on selecting the proper medium. • Have copies of the Company Clips questions (below) available for students to take notes on while viewing the video segment. Viewing (Solutions below.) 1. Who does BoltBus consider to be its core consumers? How does the company use that knowledge to decide how they market BoltBus? 2. Which type of product advertising does BoltBus use? 3. Does BoltBus use consumer sales promotion? If so, what is the primary promotion they use? Follow-up • Divide students into groups of three to five and have them pretend that they are working for a company who wants to develop an advertising program using transportation sources, such as BoltBus. Give them 10 to 15 minutes to develop an outline for an advertising campaign that targets the BoltBus customer. Have as many groups as time allows share their outlines with the class. Solutions for Viewing Activities: 1. Who does BoltBus consider to be its core consumers? How does the company use that knowledge to decide how they market BoltBus? Answer: BoltBus considers its core customers to be university students going home or taking weekend trips, or young professionals doing the same. Based on this knowledge, BoltBus uses a lot of social media, particularly Twitter, to advertise to these groups. 2. Which type of product advertising does BoltBus use? Answer: Students can argue for either competitive or comparative advertising. Competitive advertising is more applicable because BoltBus describes its brand attributes (leg room, plugs, wi-fi) without making direct comparisons. However, they also discuss market share and having lower prices than other buses, which could be interpreted as comparative advertising. 3. Does BoltBus use consumer sales promotion? If so, what is the primary promotion they use? Answer: Student answers will vary. They can argue that the consistently low prices negate the need for consumer sales promotion. On the other hand, the $1 ticket could be considered a sweepstakes or contest, since only one is offered per ride. LESSON PLAN FOR GROUP WORK In most cases, group activities should be completed after some chapter content has been covered, probably in the second or third session of the chapter coverage. (See “Lesson Plan for Lecture” above.) • For “Class Activity – Prime Time TV,” provide the information and the questions asked by the class activities as described later in this chapter. The class activity was designed to be completed by one person, but each student should bring his or her findings to class and discuss them in small groups. • Application exercises 1 and 2 are both suited to group work. Application 1 is an interesting group assignment to be done out of class. Application 2 can work as an in-class activity, but you can also send students to do videotaping outside of class and then review videos in class. Class Activity – Prime Time Television Ask students to watch one hour of prime-time television and answer the following questions. They will need a watch or clock with a second hand and undivided attention during commercials. • In a one-hour (full 60-minute) period, how many minutes were devoted to advertising? How were they distributed throughout the hour? • How many commercials were 60 seconds long? 45 seconds? 30 seconds? 15 seconds? • Were there any other commercial lengths? • Was the same product advertised more than once during the hour? Were the commercials identical? • In a “pod” of several commercials, do you feel that one position is strongest? Is being first the best? Is being last the best? Why? • How well do the commercials fit with the program? Do the programs and the products have similar target markets? REVIEW AND ASSIGNMENTS FOR CHAPTER 16 REVIEW QUESTIONS 1. Discuss the reasons why new brands with a smaller market share spend proportionately more on advertising than brands with a larger market share. Answer: Companies that market brands with a small market share tend to spend proportionately more for advertising than those with a large market share in order to break through the clutter and get attention. A certain minimum level of exposure is required to measurably affect purchase habits. More advertising is needed to build brand familiarity than to simply remind customers about a well-known brand name. 2. What is an advertising appeal? Give some examples of advertising appeals you have observed recently in the media. Answer: Although students’ answers will vary, they should address some of these points: An advertising appeal represents a reason to purchase a product or service. Automobiles are frequently advertised using cash-back promotional techniques that appeal to peoples’ desire to save or make money. Automobile advertisements also frequently capitalize on fear by emphasizing safety features such as air bags and antilock brakes. Hellmann’s Light mayonnaise ads offer health appeal by focusing on low cholesterol and calorie levels. Verizon capitalizes on celebrity appeal by using actor Luke Wilson to promote its wireless service. Lens Crafters focuses on convenience and time-saving appeal in its ads for “lenses in about an hour.” 3. What are the advantages of radio advertising? Answer: Students’ answers should address some of these points: In relationship to other media, radio advertising is quite inexpensive. In addition, radio still allows advertisers to target specific markets. For example, a manufacturer of photocopiers can be assured of reaching the target market by advertising in a drive-time slot on an adult contemporary station. Radio does not reach as narrowly defined markets as magazines or even many television programs, but it is still a wonderful bargain. It also has the capacity to be very creative and memorable. Radio has a large out-of-home audience, has low unit and production costs, is timely, and can have geographic flexibility. 4. At what stage in a product’s life cycle are pioneering, competitive, and comparative advertising most likely to occur? Give a current example of each type. Answer: Pioneering advertising is intended to stimulate primary demand for a new product or product category at the introductory stage of the life cycle. E-readers are a product category that are using pioneering advertising. The goal of competitive advertising is to influence demand for a specific brand of good or service. It is often used when a product enters the growth phase of the product life cycle. For example, advertising for the Olive Garden restaurants falls into this category. Comparative advertising compares two or more specifically named or presented competitive brands on one or more specific product attributes. Advertisers often make taste, price, and preference claims in reference to the competition. For example, various wireless phone service providers use this type of advertising. 5. How can advertising and publicity work together? Give an example. Answer: Students’ answers should address some of these points: Each is a way of communicating information to potential users of the good or service. For new products, such as such as a new car, publicity about the product before introduction creates expectation and excitement. The auto manufacturer will hold press conferences and may get coverage in various auto magazines. Advertising provides information on product attributes. 6. What is the primary factor that determines sales promotion objectives? Name some different types of sales promotion techniques, and explain the type of customer they are intended to influence. Answer: The general behavior of target consumers determines the sales promotion objectives. Students’ examples of sales promotion techniques and the customers they are focused on will vary. An example of a student response could be that frequent-buyer clubs can influence loyal customers and free samples can lure competitors’ consumers to try another brand, while coupons or price-off packages are sales promotions that may attract brand switchers or price buyers. 7. Discuss how different forms of sales promotion can erode or build brand loyalty. If a company’s objective is to enhance customer loyalty to its products, which sales promotion technique would be most appropriate? Answer: Some promotions—such as coupons, contests or rebates—may encourage brand switching and actually result in less brand loyalty. Consumers become “deal loyal” instead of brand loyal. Promotions are valuable in that they do encourage consumers of the other brands to try your product, but other incentives must be used to keep these customers. A frequent-buyer club is one of the most successful incentives that encourage customers to stay loyal as they earn points for free merchandise or other rewards. 8. What forms of consumer sales promotion might induce impulse purchases? What forms of sales promotion are more effective at persuading consumers to switch brands? Answer: The form of promotion that is most likely to promote impulse purchasing is the point-of-purchase or end-of-aisle display. Some promotions—such as coupons, contests or rebates—may encourage brand switching. 9. How does trade sales promotion differ from consumer sales promotion? How is it the same? Answer: Manufacturers use many of the same sales promotion tools used in consumer promotions, such as sales contests, premiums, and point-of-purchase displays. Manufacturers and channel intermediaries use several unique promotional strategies: trade allowances, push money, training programs, free merchandise, store demonstrations, and meetings, conventions, and trade shows. 10. What are the main forms of trade sales promotion? Which type might be most enticing to a grocery store manager? To a buyer for a major electronics chain? Answer: Trade sales promotions may be sales contests, premiums, and point-of-purchase displays or trade allowances, push money, training programs, free merchandise, store demonstrations, and meetings, conventions, and trade shows. Students will differ in their opinions on which type would appeal to which vendors. APPLICATION QUESTONS 1. Form a three-person team. Divide the responsibility for getting newspaper advertisements and menus for several local restaurants. While you are at the restaurants to obtain copies of their menus, observe the atmosphere and interview the manager to determine what he or she believes are the primary reasons people choose to dine with them. Pool your information and develop a table comparing the restaurants in terms of convenience of location, value for the money, food variety and quality, atmosphere, and so on. Rank the restaurants in terms of their appeal to college students. Explain the basis of your rankings. What other market segments would be attracted to the restaurants and why? Do the newspaper advertisements emphasize the most effective appeal for a particular restaurant? Explain. Answer: Restaurant Comparison and Ranking Team Responsibilities: • Member 1: Collect newspaper ads. • Member 2: Gather menus and observe atmosphere. • Member 3: Interview managers. Comparison Table Rankings and Basis 1. Restaurant A: Best for students (convenient, lively, high-quality food). 2. Restaurant C: Great food but less convenient. 3. Restaurant B: Good value, cozy, but limited variety. Other Market Segments • Families: Attracted to Restaurant B’s cozy atmosphere. • Professionals: Drawn to Restaurant C’s upscale environment. Newspaper Advertisements Ads effectively highlight key appeals—Restaurant A focuses on atmosphere, while Restaurant B emphasizes family deals, aligning with their target audiences. 2. Design a full-page magazine advertisement for a new brand of soft drink. The name of the new drink, as well as package design, is at the discretion of the student. On a separate sheet, specify the benefits stressed or appeals made in the advertisement. Answer: Full-Page Magazine Advertisement Concept Brand Name: Fizz Burst Package Design: A vibrant, eye-catching can with a gradient of colors (electric blue to neon green) and bold, playful typography. The can features bubbles rising and a splash effect to emphasize refreshment. Headline: "Unleash the Burst of Flavor!" Visuals: • An image of the Fizz Burst can with droplets of condensation. • A group of diverse friends enjoying Fizz Burst at a summer party, laughing and having fun. Tagline: "Refreshment that Pops!" Benefits Stressed: 1. Unique Flavor: Highlighting an innovative taste that combines tropical fruits for a refreshing experience. 2. Low Calorie: Emphasizing fewer calories compared to traditional soft drinks. 3. Natural Ingredients: Featuring real fruit extracts and no artificial colors or flavors. 4. Social Experience: Showcasing Fizz Burst as the drink of choice for gatherings and celebrations. Call to Action: "Grab a Fizz Burst today and experience the burst of flavor!" This advertisement focuses on creating an inviting and fun image for the brand, appealing to health-conscious consumers and those looking for a social beverage option. 3. You are the advertising manager of a sailing magazine, and one of your biggest potential advertisers has questioned your rates. Write the firm a letter explaining why you feel your audience selectivity is worth the extra expense for advertisers. Answer: Although students’ answers will vary, they should address some of these points: An advertiser can use a very specific medium, such as this magazine, to reach a narrow target audience and not waste advertising dollars on exposure to people who are not interested in the product. It might be a terrible waste for this customer to advertise in a magazine like Sports Illustrated, where perhaps only 10 percent of the audience are sailors. 4. Identify an appropriate media mix for the following products: chewing tobacco, Playboy magazine, Weed-Eaters, foot odor killers, and “drink responsibly” campaigns by beer brewers. Answer: The options for chewing tobacco are limited by laws. Traditionally they have used print, outdoor, and sports sponsorship. Playboy magazine advertises via direct mail, its television channel, and its magazine. Weed-eaters largely use print such as magazines and newspapers, and some radio (mostly co-op advertising). Foot-odor killers rely largely on magazine advertising. The “drink responsibly” campaigns are very broad: outdoor, television, and print. 5. How easy is it to find out about advertising options on the Internet? Go to Look smart’s and Yahoo’s advertiser pages (http://www.looksmart.com/about-us/ and http://advertising.yahoo.com/). What kind of information do they require from you? Send an e-mail requesting information and compare what you receive. Answer: Students’ responses will vary. You may wish to have some students present their results to compare advertising options 6. As the new public relations director for a sportswear company, you have been asked to set public relations objectives for a new line of athletic shoes to be introduced to the teen market. Draft a memo outlining the objectives you propose for the shoe’s introduction and your reasons for them. Answer: Students’ answers should address some of these points: Public relations management must establish clearly defined objectives in order to be effective. Furthermore, those objectives should be consistent with overall corporate goals and, most important, should be integrated into all facets of a firm’s marketing program, including advertising and sales promotion. Public relations efforts are likely to be counterproductive if they are not congruent with other promotional activities. For example, the sportswear firm may have a corporate policy to use spokespeople in its advertising who have a reputation as being against drug abuse. It may also have a policy to contribute 2 percent of net profits to help combat inner-city violence through educational efforts and the support of activity centers for teens. An important public relations objective would be to make sure that the public in general and customers in particular are aware of this firm’s commitment to these issues. The goal would be to enhance the firm’s positive public image as a caring world citizen. 7. Review the newspapers in your area for one week. Try to review several and varied newspapers (local, campus, cultural, countercultural, etc.) During this period, cut out all the event advertisements that list sponsors. Once you have your collection, spread them out so you can see them all at once. Identify any patterns or connections between the type of event and its sponsors. Identify companies that sponsor more than one event. What do sponsors tell you about target markets? After analyzing the ads, write a brief paragraph summarizing your discoveries. Answer: Students’ answers will vary depending on their collections. You may wish to have some students present their results to see if the class can create an aggregate profile. 8. You have recently been assigned the task of developing promotional techniques to introduce your company’s new product, a Cajun chicken sandwich. Advertising spending is limited, so the introduction will only include some low-budget sales promotion techniques. Write a sales promotion plan that will increase awareness of your new sandwich and allow your customer base to try it risk-free. Answer: Sales Promotion Plan for Cajun Chicken Sandwich Objective: Increase awareness and trial of the new sandwich with low-budget techniques. 1. Sampling Events: Offer free samples at local markets with coupons for discounts on full sandwiches. 2. Social Media Campaign: Post enticing visuals and run a hashtag contest for a chance to win a free sandwich. 3. Limited-Time Offer: Launch “Buy One, Get One Free” for the first two weeks to create urgency. 4. Local Influencer Partnerships: Invite food bloggers to try the sandwich for reviews. 5. Customer Feedback Incentive: Offer discounts for feedback on the sandwich to engage customers. 6. Loyalty Program: Start a loyalty program with double points for trying new items, including the sandwich. Evaluation: Track social media engagement, sample distribution, and sales data to measure success. 9. Consider the different consumer sales promotion tools. Give an example of how each type of tool has influenced you to purchase—or purchase more of—a product or service. Answer: Students’ answers will vary, but must include an example for each of the tools for consumer sales promotion: coupons and rebates, premiums, loyalty marketing programs, contests and sweepstakes, sampling, and point-of-purchase promotion. 10. Not everyone thinks supermarket shopper cards are a bargain. Go to http://www.nocards.org and read several pages. Is the information compelling? What do you think of shopper cards? You may want to use the Internet to research shopper cards in more detail before forming an opinion. Answer: Students’ responses will vary. This is a good question to use to set up a debate in class. Divide the class into two teams (or multiple sets of two teams if your class size allows) and assign each team a position, for or against shopper cards. 11. Contests and sweepstakes are very common in the entertainment industry. Radio stations have contests almost weekly (some daily); local television morning shows quiz viewers on trivia; even movies offer sweepstakes in conjunction with film previews and premiere nights. Think of a television or radio program unlikely to have contests or sweepstakes (things like Cops, The View, Scooby-Doo, or your local classical music radio station, for example). Once you have chosen your program, design a contest or sweepstake to promote the show or the channel on which it airs. List the objectives and describe the rationale behind each part of your promotion. Answer: Program Choice: Cops Contest Title: "Cops Ride-Along Challenge" Objectives and Rationale: 1. Increase Viewership: • Objective: Attract more viewers. • Rationale: Engaging experiences encourage tuning in. 2. Audience Engagement: • Objective: Boost social media interaction. • Rationale: User participation creates buzz and visibility. 3. Promote Law Enforcement Appreciation: • Objective: Highlight positive police-community relations. • Rationale: Showcasing officers builds goodwill. 4. Leverage User-Generated Content: • Objective: Collect video entries. • Rationale: Authentic content promotes the show. 5. Cross-Promotion with Sponsors: • Objective: Collaborate with local businesses for prizes. • Rationale: Increases community involvement and enriches the prize pool. Contest Details: • How to Enter: Submit a video on social media explaining why you want a ride-along. • Duration: One month, with weekly highlights. • Final Selection: Winners featured live on the show. This contest creates excitement while fostering community connection with law enforcement. 12. How can uPromote.com (http://www.upromote.com) help you with your sales promotions efforts? What kind of marketing budget would you need to take advantage of its services? What kind of company would be best served by uPromote.com? Answer: uPromote.com can assist with your sales promotion efforts by providing a platform for creating, managing, and tracking promotional campaigns, including social media promotions, email marketing, and referral programs. Their services help streamline outreach and enhance customer engagement. Marketing Budget A budget of $500 to $2,000 would be suitable for leveraging their basic services effectively, depending on the scale of your promotions and the number of campaigns you want to run. Ideal Companies uPromote.com is best suited for small to medium-sized businesses looking to boost brand awareness and drive sales through cost-effective marketing strategies, especially in food, retail, and e-commerce sectors. 13. Form a team of three to five students. As marketing managers, you are in charge of selling Dixie Cups. Design a consumer sales promotion plan and a trade sales promotion plan for your product. Incorporate at least three different promotion tools into each plan. Share your results with the other teams in the class. Answer: Students’ plans will incorporate different elements. Ensure that each team meets the requirement of three different types of promotion for each plan. APPLICATION EXERCISES Application 1 You may think that creating advertising is easy. After all, you have a lot of experience with advertising, having been bombarded with advertisements since you were a child. But creating advertising presents real challenges. In this exercise, you will be challenged to create an ad for a new product for animal use that is based on a product used by humans. Some examples include bras for cows, claw polish for tigers, and “Minute Mice” for cats. You can pick any product and any animal, but the combination must make sense. Activities 1. You have been hired by the purveyor of your chosen product to create a print advertisement. Lay out your ad on a piece of paper that is no smaller than 8.5 by 11 inches and no larger than 11 by 14 inches. Include a headline, illustration, logo, and body copy. Your illustration may be either hand drawn or clipped from a magazine. 2. Include the copy for your ad directly on the front of the ad unless your copy blocks are too large for you to be legible or neat. If that is the case, then label your copy blocks with letters, put them on the back of your ad, and write the corresponding letter in the appropriate place on the front of the ad. 3. Don’t forget to pick your own brand name for the product or service (like “Minute Mice”). Purpose: To experientially demonstrate how difficult it is to create advertising. Setting It Up: This exercise is an excellent group project. Divide students into groups of three or four and have them brainstorm product ideas. The exercise in the text deals with human products for animals. The original also proposes creating advertising for illegal products (see below). This exercise was inspired by the following Great Idea in Teaching Marketing: S. J. Garner Eastern Kentucky University CREATING ADVERTISING FOR AN ILLEGAL PRODUCT OR SERVICE When I first started teaching Principles of Marketing twelve years ago, I experienced a problem getting students to really pay attention to the Advertising/Promotion section of the course. I wanted the students to see how tough it is to create advertisements. I considered having them create an ad for a product that was already on the market. I quickly realized that the vast majority of them would simply copy an existing ad. Thus, they would not experience writing copy or putting together a proper layout. I decided to try something completely different, and have developed the following technique: I begin by going over in class the parts of a print advertisement. I show the students a variety of examples using different ad forms, copy styles, and layout designs. I then give them the following assignment: Each of you is to pretend that a currently illegal product or service has recently been legalized. There are a number of things to select from including (but not limited to) theft, murder, prostitution, speeding, gambling, counterfeiting, tax evasion, drunk driving, buying votes, and taking drugs. You have been hired by the purveyor of your chosen product or service to create a magazine advertisement. Lay out your ad on a piece of paper that is no smaller than 8-1/2" by 11" and no larger than 11" by 14." Include a headline, illustration, logotype, and body copy. The illustration may be either hand drawn or clipped from a magazine. The copy you write for the ad may be placed directly on the front of the presentation (if you can neatly letter it and say everything you wish to put across), or you may indicate one or more copy blocks on the front and then neatly type the copy for each block and place it on the back of the layout. It usually makes for a neater presentation if you mount the layout on a piece of cardboard or poster board. Pick your own brand name for the product or service. If you decide to do a layout that can be rated X, enclose it in a brown paper wrapper. This assignment is due two weeks from today. No credit will be given for a “Coca-Cola/cocaine” ad. I know you can be more creative than that! This assignment is only worth 20 points out of a possible 400 in the entire course, but the students put an amazing amount of effort into their creations. Since I usually have around 120 students in each Principles class, I cannot show everyone’s ad to the class. What I do instead is select the 15 best ads from the standpoint of layout design, humor, and putting across the sales message, and show them to the class. As I show each of the best, I discuss why they are good examples from a marketing standpoint. I have been using this assignment for many years and have worked some of the bugs out of it over time. One bug I should mention is that once in a long while, a student will complain about being made to promote something dangerous. Thus, I have evolved an alternate assignment that I also offer to the students each semester. That is, instead of an illegal product or service, they may elect to take some current product designed for people and turn it into a product for a specific animal. Some examples in this alternate category include “Minute Mice” for cats, claw polish for tigers, and bras for cows (all of which were invented by past students). The same guidelines that apply to the illegal ad also apply to the animal ad. Students may select either assignment. The vast majority pick the illegal product. The students really enjoy this assignment. I have had students ask me the first day of class if they were going to get to do this during the semester! They actually look forward to it! As a matter of fact, I suspect it is one of the reasons why students are willing to sign up for an auditorium section of Marketing Principles rather than one of the smaller sections. I warn the students that these assignments will not be returned to them. I destroy all but the best ones from each semester. That way, the new students must do the work and cannot simply copy some former student’s efforts. I put some of the best ads up on my office walls. It cheers up the “institutional look” and students come by to see if their efforts were so honored. Application 2 In this age of 24-hour cable news channels, tabloid news shows, and aggressive local and national news reporters intent on exposing corporate wrongdoing, one of the most important skills for a manager to learn is how to deal effectively with the press. Test your ability to deal effectively with the press by putting yourself in the following situation. To make the situation more realistic, read the scenario and then give yourself two minutes to write a response to each question. Activities Today in the nation’s capital, a public-interest group held a press conference to release the results of a study that found that the food sold in most Chinese restaurants is high in fat. The group claims that the most popular Chinese dishes, including orange chicken, pork fried rice, and Hunan beef, contain nearly as much fat as the food you get from fast-food chains like McDonald’s, Wendy’s, and Burger King. (Much of it is fried or is covered with heavy sauces.) Furthermore, the group says that customers who hope to keep their cholesterol and blood pressure low by eating Chinese food are just fooling themselves. A TV reporter from Channel 5 called you at Szechuan Palace, your Szechuan-style Chinese restaurant, to get your response to this study. When he and the camera crew arrived, he asked you the following questions: 1. A new study released today claims that food sold in Chinese restaurants is on average nearly as fattening as that sold at fast-food restaurants. How healthy is the food that you serve at Szechuan? 2. Get the camera in close here [camera closes in to get the shot] because I want the audience at home to see that you don’t provide any information on your menu about calories, calories from fat, or cholesterol. Without this information [camera pulls back to get a picture of you and the reporter], how can your customers know whether the food that you serve is healthy for them? 3. These new studies were based on lunches and dinners sampled from Chinese restaurants across the nation. A local company, Huntington Labs, has agreed to test foods from local restaurants so that we can provide accurate information to our viewers. Would you agree to let us sample the main dishes in your restaurant to test the level of calories, calories from fat, and cholesterol? Furthermore, can we take the cameras into your restaurant so that we can get your customers’ reactions to these studies? Purpose: To give students an opportunity to role-play crisis management. Setting It Up: This exercise works well for pair work or group work. The example is dramatic in nature, supposing a television station’s camera crew has shown up unannounced at your place of business to do an exposé. Students are given a limited time to answer the interviewer’s questions and no time to prepare the responses. Consider sending teams to the university’s audio-visual center to videotape their dramatic role play. Students could watch the videos in class and then determine how the responses will “play” in the media. As an alternative to the dramatic role-play in the text, you can use the original Great Idea below. This exercise was inspired by the following Great Idea in Teaching Marketing: Jack K. Mandel Nassau Community College PUTTING STUDENTS “IN THE LINE OF FIRE” TO LEARN CRISIS MANAGEMENT TECHNIQUES The concept of crisis management is becoming an important topic for marketing and public relations classes. As companies continue to globalize, seek to make their staffing more culturally diverse, and sensitize themselves to community needs and concerns, the role of influencing public opinion is growing. I have incorporated fictitious crisis situations (based on actual news events) that students must respond to. They are asked to assume the role of a Public Relations Director for XYZ Corporation and lead a press conference to address an issue of some local or national concern, such as pollution of the environment. After each student issues a policy statement citing the stance the company is taking, the classroom (press conference) is opened up to other students. HERE IS WHERE THE FUN BEGINS . . . Selected students are previously chosen by me (the instructor) to role-play specific publics and to raise critical and timely questions to the Public Relations Director standing before them. For example, I will have one young lady play a production worker who feigns crying because she is afraid that as a single parent with four children to support, should XYZ Corporation close, how would she cope? Other student role-plays might include a union delegate seeking job security for member workers, a major shareholder worried that the price per share of company stock will decline, and even a local legislator trying to look good to his constituents. Such questioning put to our PR Director will provide a very real crisis situation forcing him to think quickly and answer carefully. As the instructor, you can encourage your students to give you scenarios to play out. TEACHING TIP FOR THIS EXERCISE: Always select at least four volunteers to allow different viewpoints and approaches. Ask each student to wait outside of the classroom to guarantee that each response will not be influenced by the preceding students. However, after each student completes his turn in the line of fire, let him rejoin the class to observe the others who follow. Here is an example: Chemo Technology Corporation Riverhead, N.Y. Situation: Chemco Technology Corporation is a large metalworking manufacturer that employs over 500 Nassau and Suffolk residents in Riverhead, L.I. Founded in 1948, this publicly held company has seen its share value increase from $3 to $67 (plus annual dividends). Many shareholders live on Long Island and admire the company. Now the company is facing its greatest crisis to date. Chemco has been getting rid of poisonous zinc-plating residue by dumping them into a large field adjacent to the factory. This toxic fluid has slowly infiltrated ground water that feeds into Hampton Bays. Two days ago, 25,000 dead trout were found floating in the creek, killed by the cyanide in the waste fluid that was not adequately treated. Drinking water could be contaminated, too. The New York State Environmental Protection Agency is planning to indict the company and the media is publicizing the incident. Your Challenge: You are Director of Community Relations at Chemco Technology Corporation. Management has designated you to issue a policy statement at an open press conference tomorrow morning. Prepare a written statement based on a PLAN OF ACTION to deal with the crisis. Your Objective: To restore public, employee, and shareholder confidence AND pacify the authorities. ETHICS EXERCISE Creative Advertising Agency has been asked to help its largest client improve its corporate image after a highly publicized product recall. The client requests a television advertisement highlighting the company’s generous donation of products to low-income families. The only such donation the company has made, however, is a donation of the recalled products. The account executive fears promoting the donation could cause further consumer backlash, but the client continues to press for the spot. 1. Should Creative Advertising meet the client’s expectations (i.e., create the promotional spot) or risk losing the account? Explain your reasoning. Answer: This question elicits a free response from the students. A way to use this as a class activity is as follows: You may wish to have students divide into three groups—one group for each side of the debate, plus one group that neutrally examines both sides. Each of the position groups would make a list of the reasons in support of their perspective, then present their arguments to the neutral group. The neutral group would determine which group’s arguments are more convincing. Follow up with a general discussion of the ethics of the situation. 2. What does the AMA Code of Ethics say about truth in advertising? Go to http://www.marketingpower.com and review the code. Then write a brief paragraph on what the AMA Code of Ethics contains that relates to this issue. Answer: The AMA Code of Ethics is very clear in its position on truth in advertising. It states that the marketer’s responsibilities include “avoidance of false or misleading advertising.” It also states, “Communications about offered products and services are not deceptive.” And perhaps the most compelling principle is the first: “Being honest in serving consumers, clients, employees, suppliers, distributors, and the public.” That principle implicitly covers dishonesty in public relations communications. VIDEO ASSIGNMENT: BoltBus BoltBus is Greyhound’s curbside, express bus service. BoltBus operates primarily in the Northeast between major hubs, with some other service in the Northwest. This clip covers how BoltBus reaches its target markets through advertising, promotion, and social media. 1. Which of the following appeals would be the BEST choice for BoltBus to use in its advertising? A. Health B. Fun and Pleasure C. Environmental Consciousness D. Vanity and Egoism Answer: B BoltBus was put together to be a quick and fun experience, making fun and pleasure and appropriate advertising appeal for the company. 2. Identify which of the following would be the correct attribute/benefit combination for BoltBus. A. Boltbus is a curbside bus service operating on the Southwest Airlines model that gives customers reservations and comfort! B. Boltbus is a curbside bus service operating between major metropolitan areas that has wifi and plugs for each seat—not to mention great leg room! C. Boltbus is a curbside bus service operating between major metropolitan areas that gets you there quickly, comfortably, and with a smile! D. BoltBus is an express type bus service that lets you order your ticket online and avoid bus stations by hopping on the bus from the street corner! Answer: C Boltbus is a curbside bus service operating between metropolitan areas (attribute) that gets you there quickly, comfortably, and with a smile (benefit—comfort, fast, and happy!). The other options are all true statements, but they are all attributes that do not state the benefit. 3. Which of the following would be a good example of BoltBus’s unique selling proposition? A. Low-cost travel, from one curb-side to the next, no terminals necessary! B. Getting you there without a care—with plenty of money to spare! (Not to mention extra battery life from our plugs and the roomy seats with extra leg room) C. Non-stop service from your favorite cities, at a price that won’t break the bank! D. We can get you anywhere, just show us how to go, we’ll make sure you’re able to show! Answer: B BoltBus is not the only nonstop bus (or travel) service between cities. The best choice here is to highlight the on-bus features, such as leg room and plugs. 4. A loyalty program, such as the one used by BoltBus is an example of: A. A type of trade allowance B. A product benefit C. A advertising appeal D. A tool for consumer trade promotion Answer: D Loyalty Marketing Programs fall into the category of tools for consumer trade promotion. 5. Based on what you saw in this video, which type of consumer does BoltBus target? A. loyal customers B. price buyers C. brand switchers D. competitor’s customers Answer: B Because BoltBus focuses on offering customers the “best possible rate” they are targeting the price buyers. 6. What is BoltBus’s primary media selection for advertising? A. The Internet B. Radio stations C. Billboards D. Magazines Answer: A The clip discusses social media as Boltbus’s major media in advertising. CASE ASSIGNMENT: Product Placement Product placement is nearly ubiquitous in movies today. Heineken recently paid nearly $45 million to MGM and Sony Pictures entertainment so that it could be prominently featured in the 23rd installation of the James Bond film franchise, Skyfall. This amount, nearly one-third of the entire production budget, meant that James Bond would no longer suavely approach a bar and order a martini, shaken not stirred, as he’s done for more than forty years. Instead, he would now order a Heineken beer. Luxury automaker Acura signed a multi-year, multi-picture deal with Marvel Studios to have its cars featured in comic book-based films like Iron Man 3, Thor: The Dark World, and The Avengers 2. However, not all is great with having a product featured prominently in a movie. Take, for example, the 2012 film Flight. Throughout the movie, both before and after he crashes an airplane, Denzel Washington’s character is shown drinking heavily, with the Budweiser logo displayed prominently. This came as quite a surprise to parent company AB InBev, which was not given any form of advance notice that its product would appear in the movie. “We would never condone the misuse of our products, and have a long history of promoting responsible drinking and preventing drunk driving,” said Anheuser-Busch Vice President Rob McCarthy. “It is disappointing that Image Movers, the production company, and Paramount chose to use one of our brands in this manner.” The company asked Paramount Studios to blur out or remove digitally the Budweiser logo from all DVDs, television presentations, and online streams of the movie. Guy Lodge, “The Skyfall’s the Limit on James Bond Marketing,” The Guardian, October 23, 2012, www.guardian.co.uk/film/filmblog/2012/oct/23/skyfall-marketing-james-bond (Accessed March 25, 2013); Joe Flint and Mark Olsen, “Budweiser in ‘Flight’ Leaves Anheuser-Busch with a Bad Aftertaste,” Los Angeles Times, November 6, 2012, www.latimes.com/entertainment/envelope/cotown/la-et-ct-budweiser-flight-20121106,0,1130173.story (Accessed March 25, 2013); John Pearley Huffman, “Driving the Avengers Acura NSX Roadster,” Edmunds, April 17, 2012, www.edmunds.com/car-reviews/features/driving-the-avengers-acura-nsx-roadster.html (Accessed March 25, 2013). TRUE/FALSE 1. Product placement can change consumers’ deeply rooted values and attitudes. Answer: True 2. Product placement in movies and television shows is a form of comparative advertising. Answer: False Comparative advertising directly or indirectly compares two or more competing brands on one or more specific attributes. 3. If Acura wanted to emphasize a product benefit during a product placement in The Avengers 2, it could work with the studio to have a character say, “that sure is a nice ride!” as he exits an Acura. Answer: True 4. A product placement cannot be developed until the marketing team knows which medium will be used to convey the message. Answer: True 5. Product placement is one of the major tools used by public relations professionals. Answer: True MULTIPLE CHOICE 1. Which of the following should Acura not expect to come out of its product placement in The Avengers 2? A. A reinforcement of positive attitudes toward Acura’s high-end automobiles. B. A shift in Americans’ deeply rooted value from individualism toward collectivism. C. A transformation of negative attitudes about Acura toward positive ones. D. A greater appreciation of safety, versatility, customization, and fuel efficiency. E. None of these. Answer: B Though advertising cannot change consumers’ deeply rooted values and attitudes, advertising may succeed in transforming a person’s negative attitude toward a product into a positive one. 2. Which media schedule is an eggnog manufacturer most likely to use when arranging product placements in a number of Christmas-themed movies? A. Continuous. B. Seasonal. C. Flighted. D. Pulsing. E. None of these. Answer: B A seasonal media scheduling strategy is used when advertising is run only during times of the year when the product is most likely to be used. 3. Which of the following is an example of virtual product placement? A. Frito-Lay digitally placing its snack products in reruns of the television show How I Met Your Mother. B. Homeland Housewares using computer animation to demonstrate the Magic Bullet blender’s product features in an infomercial. C. Valve Corporation founder Gabe Newell drinking Coca-Cola in a documentary about virtual reality. D. A video kiosk set up in Walgreens to advertise the company’s pharmaceutical services. E. An Ultimate Fighting Championship athlete donning a Tapout shirt and ball cap right after winning a fight. Answer: A Digital technology now enables companies to “virtually” place their products in any audio or video production. 4. Which of the following is not a benefit of product placement? A. It provides exposure for the product being placed. B. It reinforces the brand of the product being placed. C. It increases the realism of the product being placed. D. It increases sales of the product being placed. E. It costs less than a mass media advertisement. Answer: C Product placement adds realism to the vehicle, not the product. 5. To make use of the biggest trend in sales promotion, Heineken’s public relations manager should consider a product placement campaign: A. In Reader’s Digest, the fifth-largest magazine in the United States. B. On Under the Dome, a CBS television drama. C. On Burning Love, a popular Internet-based video series. D. On HOT 97, New York City’s leading hip-hop radio station. E. In the Wall Street Journal, the United States’ widest-circulated newspaper. Answer: C The biggest trend in sales promotion on both the trade and consumer side has been the increased use of the Internet. Social media–, e-mail-, and Web site–based promotions have expanded dramatically in recent years. GREAT IDEAS FOR TEACHING CHAPTER 16 Gary M. Donnetty, Casper College AN ADVERTISING PROJECT TO STIMULATE DOWNTOWN BUSINESS The following project has been successful in teaching principles, and the students seem to enjoy it: ASSIGNMENT You will develop an advertising campaign for a downtown business, for a specific time period, and a specific budget. Your group will contact a business and get the time period the campaign will run and the budget, and you must stay within the budget. SPECIFIC GUIDELINES: (These must be included somewhere in the project.) 1. Establish written goals for the campaign. 2. Define the market segment your campaign will appeal to and why. 3. Select the media you will use and explain why. 4. Develop sample ads for the chosen media and explain each ad and commercial in detail regarding the message you are trying to get across and to whom. Also, include the cost of each ad and commercial and state the time period they will run. 5. Develop an evaluation method for determining if the campaign was successful (if your campaign gets used). Be creative and include anything else in the campaign that you think will make the campaign successful. You may utilize any outside resource that you can find. This project is your final examination, so do a complete and thorough job. The project will be graded by your instructor and the manager of the business for whom the project is developed. This will give you the fairest and most objective grade possible. The businesses will be able to keep the project if they choose and use any or all of the project for their own advertising. The project is required for you to get actual hands-on experience in developing advertising and experience the problems of working within budget limitations and still get the maximum amount of return from the advertising dollar spent. This project can give you the best insight possible into retail advertising. Suggestion: Do not wait to get started on this project. It will take time to do an adequate job. While working in groups, you will also learn something about group dynamics and some of the problems in trying to get anything done in a group, especially a project of this size. If you as a group feel that a member or members of your group are not fulfilling their part or portion of the workload, the group and the instructor will meet privately and come to a decision as to what will be done. This project will constitute a large portion of your grade, so it is the best policy for all concerned to be honest and straightforward with each other from the very beginning. INFORMATION TO COOPERATING BUSINESS 1. Students are to develop an advertising package (campaign) for you for a period of time chosen by you. They will need a realistic budget from which to work. 2. The students may need to get some additional information about the store regarding peak seasons, etc., and possibly even some ideas as to last year’s expenditures for the same period of time. 3. The students should be given only basic information, as they are the ones who must learn to develop advertising. 4. You will be involved in grading the project when it is completed. The project is the students’ final exam. 5. You may keep the project when it is completed and use any ideas, ads, or commercials that were developed in the advertising package. In the past, grading has posed somewhat of a problem for cooperating businesses. The following are the suggested criteria for evaluation: POOR FAIR AVG. ABOVE AVG. EXCELLENT Was the project well planned? Were the ads and copy well done? Did the students use good judgment? Were the objectives of the project realistic and feasible? Your cooperation with this is appreciated by the students, the college, and more so by the instructor. It allows me to provide the students with a learning experience that cannot be achieved in the classroom alone. Richard M. Lei, Northern Arizona University DEVELOPING IN-MARKET CASE STUDIES FOR ADVERTISING STUDENTS Team projects in the study of advertising are nothing new, but the NAU capstone course offers an important twist. The class is broken randomly into competing agency teams, each consisting of five to seven individuals. There are no tests or exams in the class—there isn’t even a textbook. The entire semester’s activity is focused around winning the new account for the team. Unlike many case studies classes, the winning campaign is ultimately produced and run in the media, which provides the student with an important portfolio piece and valuable real-world experience. This paper discusses two of the initial in-market cases sponsored by America West Airlines and Dial soap. SELECTING A SPONSOR Prior to the start of the semester, the instructor solicits for sponsors. The selection of a sponsor is a critical decision in the success of this program. Industry contacts become critical in obtaining sponsorships, and the instructor should endeavor to use local ad clubs, marketing organizations, internship sponsors, and alumni as recruiting pools. An important consideration is the reputation of the sponsor. High profile sponsors, such as major consumer brands, are of greatest value to the students. Because students tend to leave the local market after graduation, being able to show a portfolio project for a well-known sponsor like Dial soap has much more impact than for a small local advertiser. THE FIRST TWO IN-MARKET CASES AT NAU The first two projects implemented in this capstone course at NAU were sponsored by America West Airlines during 1988–89 and Dial soap during 1989–90. Each campaign proved to be both challenging and motivating for the students . . . and a lot of work. America West Airlines, a Phoenix-based regional air carrier, agreed to sponsor the first campaign and back the winner with a media and production budget of $5,000. For perspective, this translates to a national rate of $2,000,000. The campaign’s objective was to improve load factors for inbound and outbound flights servicing Ragstaff. In order to coincide with peak traveling months, the campaign was scheduled to run during the Spring of 1989. A total of thirty seniors enrolled in the class, which was split into five competing agency teams. Teams were required to meet with the instructor once per week to review a status report and then could meet independently at their own discretion. Early in the semester, America West management conducted a client meeting at the university and provided detailed marketing, advertising, and competitive information. America West carefully postured themselves as a demanding client who would not accept below-standard work from anyone, including students. Student teams were expected to conduct their own research, develop a creative strategy, formulate media plans, and ultimately recommend creative executions. America West pledged to back the campaign with a $5,000 budget if they believed the winning campaign to be executable and well-conceived. Presentations to the client were scheduled in December 1988 prior to the semester break. The semester was divided into a series of building block assignments, each designed to move the student teams through the campaign development process, and to culminate with the client presentations. The role of the instructor became that of a facilitator and consultant. At regular intervals, team leaders and the instructor met to discuss progress and issues relating to the campaign. Presentation rehearsals were scheduled approximately 10 days prior to the client meeting, with overheads, creative board mockups and other presentation materials required. Each team was videotaped, and the videos were viewed later for critique purposes. The client had expected the student teams to be strongest in creative and weakest in the situation analysis section. Interestingly, the opposite was true in that students did an excellent job in understanding the complexities of the market and in defining positioning alternatives for America West, and developed rather ordinary creative executions. The winning campaign was chosen largely on the strength of the marketing analysis and overall thoroughness of the project. The goal of communicating that “California is Closer than Ever” was highly executable and allowed focus around America West strengths (convenient scheduling, amenities, and large, comfortable planes). After reviewing the presentations and leave-behind materials, America West agreed to sponsor the project through the production and placement of media. The Dial soap project was executed in much the same way as that for America West. In many regards, this was an easier campaign for students to develop because they had the advantage of working with a physical product, so they could conduct store checks, organize use tests, and conduct focus groups. Dial management approved use of a campaign entitled “Dialology” designed to improve brand share in the western United States, which is a relatively underdeveloped area. Like America West, Dial attended a presentation at the end of the fall semester at which the student team recommendations were made. Dial also agreed to proceed on the production and media placement segment of the project, and during the spring of 1990, students enrolled in the second phase and began production of newspaper advertising targeted at college students. Coupon-bearing ads ran in Flagstaff and Tucson, Arizona during May and June 1990. GRADING CRITERIA Grading this course was completed against a predetermined list of criteria that was agreed to by the sponsor and instructor. Key elements included: I. Situation Analysis 20 points • Did the team understand the market? • Did they draw reasonable conclusions? • Did they identify a key advertising problem? II. Creative Strategy 20 points • Did strategy flow from their analysis? • Did they clearly identify a target market? • Did they identify a meaningful benefit? • Did they provide adequate support for their strategy? III. Media Plan 20 points • Did they spend within their budget? • Did their media and market selections make sense? • Did they generate reasonable levels of reach and frequency? IV. Creative Executions 20 points • Did executions flow from recommended strategy? • Did the creative translate between mediums? • Did it make sense—was it reasonable? V. Presentation/Professionalism 20 points • Did the team appear well rehearsed and professional? • Did they appear confident and poised? • Did they answer questions well? TOTAL 100 points Score sheets with these five criteria were furnished to the sponsor and instructor and completed after each presentation. This section was worth 60 percent of the semester grade. This could be construed as a team grade. The remaining 40 percent of the semester grade was generated by each team member, as they graded their individual performances and that of their other team members for quality and quantity of work contributed during the semester. Student perceptions were measured by those enrolled in the course. When asked to evaluate this course on a five-point scale (five being best) students ranked this course among the best they had taken in college. By giving our students the opportunity to experience an in-market project, we bridge the transition between college and the real world. And, in a nutshell, that’s what teaching advertising is all about. REFERENCES Christ, William G. (1990), "How Shall I Teach Thee? Let Me Count the Ways. Teaching Metaphors." AEJMC convention paper England, Bill (1987) "Student Ad Agency Offers Experience, Greater Visibility." Journalism Educator, 42 No.1 (Spring) 36-38. Marra, James L (1990), "A Necessary Course for the 1990s: The Student-Run Advertising Agency." AEJMC convention paper. Morris, Jon and Istre, Jennifer (1988) "Students, Faculty Formed Ad Agency to Promote AEJMC." Journalism Educator, 40 No.3 (Fall) 22. Schulte, Ted (1987) "Advertising Focus Emphasizes Writer as Creative Person." Journalism Educator, 41 Nd.4 (Winter) 49. Stewart, Daniel K. (1986) "Upgrading Needed for Ad Education." Journalism Educator. 40 No.4 (Winter) 20-21. Stephen B. Castleberry, University of Minnesota – Duluth CONSUMER BOYCOTTS AND POSSIBLE REACTIONS (SOME FOLKS OUT THERE JUST DON’T LIKE US!) On the end of the first day of class, after having introduced the marketing concept, I hand out a list that includes firms and some products. It looks something like this: What do these firms/products have in common? American Express World Book Revere Ware Dayton Hudson Forbes Johnson’s Baby Shampoo Levi Strauss Nationwide Insurance New York Times Sony Walt Disney Merrill Lynch NutraSweet Radio Shack Giving no hints, I challenge students to try to find out what the list has in common. At the beginning of each class session, I poll students: “Does anyone know what the companies and products in this list have in common?” Needless to say, this exercise generates a great deal of interest and enthusiasm. Students guess all sorts of things: firms listed on the New York Stock Exchange, firms that have outstanding marketing strategic plans, firms that have been around more than 50 years, firms that have a really neat Web site, firms that sell convenience goods, etc. Without giving any more clues, I let them continue to guess throughout the quarter. On the last day of class, we cover the material assigned for the day. Then I wrap up with something like, “Well, thanks for being such good students. I wish you the best on your final exam,” and act like I’m going to walk out of the room. The students invariably call out, “Wait, what about that list? What does it mean?” “Oh, are you interested in that?” I say, pretending surprise that they even remembered it. Then I give them one final chance to solve the mystery. When they give up I tell them. “The companies/products in that list all make contributions to Planned Parenthood. Planned Parenthood is the largest abortion provider. Since I am personally against abortion, I boycott the firms/products on that list (which is only a partial list, by the way; and changes each quarter as firms are added and some drop out due to the boycott pressures).” I then lead the class into a discussion about boycotts and how marketers should respond to them. This includes topics such as: 1. The importance of learning all of the relevant evaluative criteria that consumers use 2. The importance of learning the relative importance of the various evaluative criteria that consumers use 3. How what is typically thought of as a convenience product can become a high-involvement product (due to a divergence between personal beliefs and company beliefs) 4. The importance of communicating information to consumers 5. The critical functions of public relations and customer service 6. Whether it makes sense to let individuals or organizations that boycott your products have an impact on your corporate marketing decisions (i.e., will we let our consumers hold us hostage?) 7. The ethical and far-reaching ramifications of corporate decisions 8. What firms on the list can do to win my business 9. How a teaser campaign works (which is basically what I’ve been doing all quarter-I’ve aroused their curiosity to such a level that, when I do spill the beans, they are all ears and tell their friends about what they learned) Of course, you could generate lists using any type of criteria you might have (firms that you just don’t like, firms that your wife/husband just won’t shop at, etc.). To tie the exercise directly to the boycott issue, you can list the firms you (or someone you know) boycott. James S. Cleveland, Sage College of Albany DISCUSSION BOARD TOPICS TO ENCOURAGE PARTICIPATION Discussion board questions provided to students to encourage them to engage in thinking and writing about the content of the Principles of Marketing course usually take the form of a provocative statement to which students are asked to respond. An example of this would be “All PR is good PR.” Discussion topics such as this one are abstract and often require that the instructor provide an initial reply to show students what is expected of them in their own replies. For students with limited work experience, this approach may be quite appropriate. For adult students with extensive experience as employees and consumers, however, the abstract nature of such topics can be frustrating. I have developed, therefore, a series of discussion board questions to use with experienced, adult students. These questions are designed to encourage them to use their experiences as employees and consumers as doorways to better understand the course material, and to make their own responses more interesting to themselves and to the other students in the class who will read and comment on them. Each question has three parts: 1. First, there is a sentence or two from the students’ textbook introducing the topic. By using the text author’s own words, students are enabled to locate relevant material in the text more easily, the text content is reinforced, and confusion resulting from use of variant terms or expressions is minimized. 2. Second, there is a reference to text pages the students should review before proceeding. Since the goal of the exercise is for students to apply the course content to their own experiences, reviewing the content first is important. 3. Third, there is a request for the students to think about or remember some specific situation in their experience to which they can apply the text material, and a question or questions for them to address in their replies. Here are additional such discussion board questions developed for Chapter 16 of MKTG10. Each is written to fit the same text cited above but could easily be rewritten and revised to fit another text. Series A 1. If the goal of a promotion plan is to build up the image of the company or the industry, institutional advertising may be used. In contrast, if the advertiser wants to enhance the sales of a specific good or service, product advertising in used. 2. Review the information on major types of advertising including the various types of product advertising from section 16-2 of your text. 3. Then watch an hour or two of prime-time television (8:00 to 11:00 P.M.; 7:00 to 10:00 P.M. CST). Describe the various advertising commercials you saw and what type they were. Series B 1. An advertising appeal identifies a reason for a person to buy a product. 2. Review the various appeals that are used in advertising on in section 16-3b (including Exhibit 16.1) of your text. 3. Then watch an hour or two of prime-time television (8:00 to 11:00 P.M.; 7:00 to 10:00 P.M. CST). Describe the various advertising commercials you saw and the appeals they used. Part 5, Ch. 16, Advertising, Public Relations, and Sales Promotion: How L.L.Bean uses the “Bootmobile” to promote its brand. In 2012, L.L.Bean celebrated its 100th anniversary with the standard corporate fanfare that usually accompanies such a milestone—plus a truck shaped like an L.L.Bean boot. It was called the Bootmobile, and it was first unveiled at the L.L.Bean boot-making factory in Maine. After its debut, the Bootmobile went on a cross-country tour to visit every L.L.Bean store and raise awareness of L.L.Bean’s boots and other products. Publicity stunts like L.L.Bean’s Bootmobile can help corporate public relations efforts in a few ways. In L.L.Bean’s case, the Bootmobile was an instant story with automotive bloggers who wanted to look under the hood and understand how a 13-foot boot could zoom around the country. That coverage meant L.L.Bean was getting mentioned to a target audience that may not normally pay attention to the company’s outdoorsy apparel and gear. The Bootmobile is also a highly visible, moving advertisement and conversation starter. It’s hard to miss it in action on a highway or stopped at a traffic light. Having the Bootmobile visit each of L.L.Bean’s stores almost guarantees that people across the U.S. will be talking about the distinctive boot that L.L.Bean has made for over 100 years. Also, the widespread use of smartphones and social media means those people could easily share their Bootmobile experience with others who didn’t get to see it. The end result is that L.L.Bean’s Bootmobile got people talking, sharing, smiling, and thinking about the value of outdoor activity and L.L.Bean boots. In fact, L.L.Bean had so much success with its first Bootmobile that it made Bootmobile 2. It’s a slightly smaller and more environmentally friendly model. Using Bootmobiles 1 and 2, L.L.Bean is able to send the embodiment of its company’s heritage to numerous events across the country. Sources: Regenold, S., “Tour of L.L. Bean ‘Bootmobile’,” Gear Junkie, November 14, 2014, http://gearjunkie.com/llbean-bootmobile/ . Roth, D., “L.L. Bean Celebrates Century of Mucking About with Bootmobile,” Autoblog, January 8, 2012, http://www.autoblog.com/2012/01/18/l-l-bean-celebrates-century-of-mucking-about-with-bootmobile-w/ . The L.L. Bean Bootmobile. Retrieved from http://www.llbean.com/llb/shop/514369?page=null Solution Manual for MKTG: Principles of Marketing Charles W. Lamb, Joe F. Hair, Carl McDaniel 9781305631823, 9781285860145, 9781337116800