978-0134129938 Chapter 7 Solution Manual

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REVIEW

7-1. How does Freud’s work on the the unconscious mind relate to marketing practice?

Freud believed that much of our personality stems from the desire to satisfy physical needs and

the need to be a responsible member of society. The id directs a person towards pleasure

and can be used by marketers to increase desire for a good or service. The superego

tempers this urge. According to the reality principle, the ego willtry to gratify the id in a

(10 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

7-2. Core values evolve over time. What do you think are the three to five core calues that

best descrive U.S. Americans today?

Student reposnses will vary as the list of core values can be long. Students should

(5 minutes, Chapter Objective 6, AACSB: Reflective Thinking)

7-3. What is the basic philospophy behind a lifestyle marketing strategy?

A lifestyle marketing perspective recognizes that people sort themselves into groups on

(5 minutes, Chapter Objective 4, AACSB: Reflective Thinking)

7-4. How can marketers stay on top of changes in lifesyle trends?

Marketers use psychographics to group customers based on some type of variable, such

as activities, interests, or opinions. Many research companies and advertising agencies

develop a lifestyle sermentation typology. These incorporate psycological and

demopgraphic data to divide adults into groups. These groups indicate what a consumer

(5 minutes, Chapter Objective 5, AACSB: Reflective Thinking)

7-1

CONSUMBER BEHAVIOR CHALLENGE

DISCUSS

7-5. One way to clearly see the impact of shifting cultural values on consumption is to look at

the increasing emphasis on the importance of health and wellness. In recent years,

top-performing new food/beverage products featured items with natural or organic

ingredients, such as Chobani yogurt and Nature’s Pride bread. Where is this trend going—

is it just temporary or does it reflect a more permanent change in how U.S. Americans look

at what they eat and drink?

A value is a belief that some condition is preferable to its opposite, for example, organic

food is believed to be better for you than processed food. Consumers purchase products

because they believe these products will help them attain a value related goal, such as

(5 minutes, Chapter Objective 6, AACSB: Reflective Thinking)

7.6. Is there such a thing as personality? If so, how might you intergrate knowledge about

consumer’s personality traits into a marketing strategy?

Responses will differ based on the student’s views. Personality influences the way a

consumer responds to stimuli, and marketing efforts capitalize on this with mixed results.

Personality is how we respond to the environemnt. However, there are studies that find

(5 minutes, Chpater Objective 1, AACSB: Reflective Thinking)

7.7. The Great Recession is over, so things ar elooking up for many consumers. Still, is

frugality the “new normal” or will many of us revert to the free-spending dys before the

bubble burst in 2008?

Stundent responses will vary based on their opinion. Students should know that personality

focuses on the quantitiative measurement of personality traits, those identifiable

characteristics that define a person. Frugality is one such trait. Consumers avoided short

term purchasing whims and chose instead to resourcefully use what they already owned.

(7 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

7-2

7-8. Is it accuracte to claim that sustainability is now a core value for U.S. Americans? Why or

why not?

Responses will differ based on students opinions. Students should understand that a

general set of core values uniquely define a culture, and core values evolve over time.

(5 minutes, Chapter Objective 5, AACSB: Reflective Thinking)

APPLY

7-9 Identify ome of your favorite brands. If each “came to life” as a person, what kind of person

would he or she be? Describe the brand personality of each – on what basis do you infer

these traits?

The first thing students will have to do to answer this question is to establish the ten

personality dimensions. They are free to construct these as they choose; however, the

(10 minutes Chapter Objective 1, AACSB: Reflective Thinking)

7-10 Starbucks is solidly established as a go-to location for coffee, tea, and pastries but to grow

the company needs to expand its offerings so that customers spend more of their time (and

money) there. The chain is experimenting with a new concept, Starbuck Evenings, where

after 4:00 each afternoon the store flips to a different menu that includes wine, beer, small

plates like truffle mac and cheese, sandwiches, and salads. Is Starbucks too entrenched in our

“coffeehouse lifestyle” or does the chain have room to expand? What recommendations

would you make to Starbucks to help the company expand its lifestyle marketing strategy?

Responses will vary by students and be based on expansion strategies. Students should

consider demographics and psychographics. Students should also address the success of the

(10 minutes Chapter Objective 5, AACSB: Reflective Thinking)

7-11 Using media that target college students, construct a consumption constellation for this social

role. What set of products, activities, and interests tend to appear in advertisements depicting

“typical” college students? How realistic is this constellation?

Answers will vary but will include text books, dorm life, sports, professors, etc. Most students

7-3

(15 inutes, Chapter Objective 2, AACSB: Analytic Skills)

7-12 Extreme sports. YouTube. Pinterest. Veganism. Can you predict what will be “hot” in the near

future? Identify a lifestyle trend that is just surfacing in your universe. Describe this trend in

detail, and justify your prediction. What specific styles or products relate to this trend?

Do it yourself (DIY), solutions, recipes and crafts.

(30 minutes, Chapter Objective 2, AACSB: Reflective Thinking,)

CASE STUDY TEACHING NOTES

Chapter 7 Case Study: Parrot Heads Unite

Summary of Case

This case spotlights the phenomenon of Jimmy Buffett fans and their fanatical behavior. Known

as Parrot Heads, fans travel long distances to see the artist perform and tailgate for hours before

an event. Buffett fans take Buffett-themed vacations; have Buffett-themed rooms, homes, RVs,

boats, weddings, etc.

Suggestions for Presentation

This material can be used to illustrate how reference groups also have status symbols.

Suggested Answers for Discussion Questions

CS7-1. Discuss how Jimmy Buffett fans and the Parrot Heads in Paradise clubs connect with

your understanding of the role of consumer identity and lifestyle marketing. Are there particular

personality or lifestyle characteristics that Parrot Heads share?

Student answers may vary but will include a discussion on consumer identity and lifestyle

marketing, and draw references from the case study. Personality or lifestyle

(5 minutes, Chapter Objective 5, AACSB: Reflective Thinking)

CS7-2. Describe the brand personality for Margaritaville. How does it compare with other brand

personalities with which you’re familiar? What has led to the long-term success this brand

franchise has experienced? Why have some experts come to consider it a “cult brand”?

Cult brands motivate an almost “magical participation with their customers, helping

them to embrace a certain way of being.” Parrot Heads are drawn to the Margaritaville

lifestyle based on Maslow’s B-values of aliveness and playfulness. They draw energy

(10 minutes, Chapter Objective 4, AACSB: Reflective Thinking)

CS7-3. What kind of opportunities does the existence of the Buffet community present to

marketers? Develop a list of specific marketing and promotional tactics they might use to reach

this target market.

(10 minutes, Chapter Objective 4, AACSB: Diverse and Multicultural Work Environments)

Additional Support Material

STUDENT PROJECTS

Individual Projects

1. Have students collect print advertisements that portray some of the aspects of Freudian

principles in action. Do they seem effective? Is the message lost in the execution?

Students are likely to select ads that portray phallic symbols, the id, the superego, or

conflicts between the two. Students may get confused about the Freudian ego and select

(30 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

2. Ask students to examine advertisements and determine which appear to be Freudian or

Neo-Freudian in nature. How is this determined? What were the messages in the

advertisements?

Freudian ads are likely to be about sexual conflicts, while Neo-Freudian ads are likely to

(20 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

3. Have each student develop a description of his or her own pleasure principle as it relates

to consumption. In other words, how is their pleasure maximized and pain minimized

when they buy certain types of products? What are the things that marketers do to appeal

to this?

Students are likely to select products that provide immediate gratification. Marketers

may appeal to consumer emotions and promote the experience of pleasure in the

(10 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

7-5

4. Have students select an ad or series of ads from a well-known campaign. Based on the ad,

how have archetypes been formed among consumers?

Archetypes are universally shared ideas and behavior patterns. These memories would be

(30 minutes, Chapter Objective 1, AACSB: Reflective Thinking,)

5. Have each student characterize three different people that they associate with (friends,

coworkers, classmates, family members, etc.) based on traits (trait theory). Each of the

three should be distinct. How could an advertiser use this information?

Traits include extroversion (socially outgoing) and introversion (quiet and reserved);

innovativeness (degree to which a person likes to try new things); materialism (amount of

(15 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

6. Ask students to list three products that seem to have personalities. Describe the

personalities. What types of people buy these products? Is there a match between the

consumer’s personality and that of the brand or product?

Examples of personality dimensions include old fashioned, wholesome, traditional, and

lively. Depending on the products, the personalities may match the consumer’s or not. If

(20 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

7. Have students select a product category. Then, have them develop a simple survey asking

respondents how much they would be willing to pay for: 1) a generic version of the

product, 2) a minor brand in the market, and 3) the market leading brand. Have them

distribute this to ten individuals. Have them tally the results as a demonstration of brand

equity.

Students should find that people are willing to pay the least for the generic version and

(60 minutes, Chapter Objective 1, AACSB: Reflective Thinking,)

8. This chapter mentions that psychographic analyses can be used by politicians to market

themselves. What are some of the marketing strategies and techniques used by politicians

in recent elections? Did the candidates design special appeals to attract the attention of

special target markets? What communication strategies were used? Discuss your

observations with the class.

7-6

Student responses will depend on the most recent election and whether they select a local

or national candidate race. In the 2008 presidential election, President Obama bought

(20 minutes, Chapter Objective 2, AACSB: Reflective Thinking,)

9.Ask students to find at least two manufacturer’s ads for the same type of product (e.g.,

clothing, food product, personal care product, etc.) that they think are aimed at different

social classes. How do these ads differ?

Look for students to relate the elements of the advertisement, including the social

(20 minutes, Chapter Objective 3, AACSB: Reflective Thinking)

1. 10. Ask a student to bring in an ad in which the brand being marketed was at one time a

status symbol, but fell out of fashion for a time (e.g., Cadillac, Parker Pen, Izod-Lacoste,

etc.). Have the student discuss whether the ad still attempts to create that perception.

What new product, if any, has replaced the featured product as a status symbol?

For a status symbol to distinguish a customer and show s/he has “made it,” it must be

exclusive in some way. Cadillac, for example, hurt its image as a status symbol when it

(25 minutes, Chapter Objective 3, AACSB: Reflective Thinking

11. Have a student interview one or more salespeople from one of the following product

categories: new or used cars, stereo equipment, clothing, insurance, or real estate. Ask the

student to determine the social classes or status of their customers. Does the student

recommend that the sales approach will vary depending on the customer’s social class?

(45 minutes, Chapter Objective 3, AACSB: Ethical Understanding and Reasoning Abilities)

12. Ask students to think of a specific lifestyle (your own, your parent’s, your aspirations,

etc.) and then make a list of products and services that are linked in the consumer’s mind

to that specific lifestyle. (Hint: You might decorate your living room, design a wardrobe,

think of options for a car, etc.)

Student responses will vary. It may be helpful to narrow down the specific task, perhaps

7-7

(30 minutes, Chapter Objective 5, AACSB: Reflective Thinking)

Group Projects

1. Have students develop print or video advertisements that apply Freudian and Trait theory

principles for products or services that target college students. Have them explain if their

advertisements will work effectively. Ask them to test the advertisements with other

students that are not in the consumer behavior class.

Students should identify how they have applied Freudian and trait theory principles in

(180 minutes, Chapter Objectives 1 and 2, AACSB: Reflective Thinking and Communication

Abilities,)

2. Let students call the local newspaper and ask about advertising inserts that are specific to

a certain area of the city/town. If they do have such a service, are the ads different?

How are they different? Do they match the PRIZM for the area?

This activity is likely to be more meaningful in locations where the local newspaper

serves a large metropolitan area. The instructor should learn if the newspaper provides

(30 minutes, Chapter Objective 2, AACSB: Reflective Thinking,)

3. Using AIO segmentation, have groups of students design a new advertising campaign for

a chain of restaurants targeting young professional college graduates. Have them explain

the process they went through.

Students should include activities, interests and opinions, and may refer to Table 6.3.

(120 minutes, Chapter Objective 2, AACSB: Reflective Thinking)

4. Assign groups of students to go to an airport (or other location where they will find lots

of foot traffic) to people watch. Have them classify as many people as possible according

to social class based on the appearance and behaviors of individuals. Have the class as a

whole discuss their results. What lessons can be learned from this?

It will be challenging for consumers to determine social class based on the appearance

of individuals. Further, some social classes are not likely to be represented at the

airport. Students may rely on status symbols and distinguish people based on behaviors,

( 90 minutes, Chapter Objective 3, AACSB: Reflective Thinking)

7-8

5. Student groups should identify three examples of lifestyle marketing on the Internet.

Have members of the group demonstrate at least one of these sites in class. Show how the

site uses lifestyles to the organization’s advantage.

Students should select websites that appeal to people with common leisure activities and

(15 minutes, Chapter Objective 5, AACSB: Reflective Thinking)

eLAB

Individual Assignments

1. Go to www.scion.com. Explore the site and describe in detail the personality of this

brand.

Scion used to have an advertising campaign that attempted to match the receiver’s

(15 minutes, Chapter Objective 1, AACSB: Reflective Thinking,)

2. Go to www.bebe.com. Analyze the product offerings for this company based on the id

and the superego. Do people who buy this brand do so based on one or the other? Explain

how the ego may create balance.

Bebe.com is a website for a women’s clothing retailer. Students will probably associate

the fashions offered by the retailer with the id. However, the website also includes

(20 minutes, Chapter Objective 1, AACSB: Reflective Thinking)

3. First, print out the VALS types along with their descriptions. Hand them to the students

and have them select the type they think they are. After noting their choices, have them

visit http://www.strategicbusinessinsights.com/vals/presurvey.shtml and take the

survey to determine who they really are. Is the self-selection different from the results of

the survey? If yes, why do they feel they are different from what the survey states? Can

the differences be reconciled?

This exercise should deepen student engagement with the VALS types, which should

(30 minutes, Chapter Objective 2, AACSB: Reflective Thinking)

4. Go to www.burtsbees.com. How does this site use lifestyle marketing to its

advantage? What lifestyle would be most associated with the products shown on this site?

After reading the history of the founders, how were the founders able to project their own

lifestyles into the products produced by the company? How could the company expand

its sales into other lifestyle segments?

7-9

Burt’s Bees sells natural products. Its products are likely to appeal to people whom value

natural products and the environment. Its founders include their story on the website and

(15 minutes, Chapter Objective 5, AACSB: Reflective Thinking

Group Assignments

1. Visit both www.macaronigrill.com and www.dennys.com. Have your group analyze the

approaches that both of these websites have taken to appeal to their target markets. What

elements and cues in these websites reflect the principles contained in this chapter on

social status?

Both companies appeal to the masses, but Macaroni Grill appeals to a slightly higher

social class. Denny’s tends to focus on the quantity of food at a low price point, while

(20 minutes, Chapter Objective 3, AACSB: Reflective Thinking)

2. Visit http://www.strategicbusinessinsights.com/vals/presurvey.shtml and complete the

VALS survey. Have your group discuss the questions posed to sort you into categories.

Do the questions assess important attributes for marketers to understand consumer

groups? What other information about lifestyle would you want to know? Develop your

own questionnaire.

Teams will have different answers but this is a good exercise for encouraging them to

(20 minutes, Chapter Objective 6, AACSB: Reflective Thinking)

3. Have students go to http://www.strategicbusinessinsights.com/vals/presurvey.shtml.

Have each of them take the survey and print out the page with the results. They should

also print the list of VALS classifications and description. Then, have them discuss the

outcomes in groups. Specifically, they should discuss whether they feel that the results

are characteristic of them.

This exercise is similar to the individual eLab #3, but includes the step where they

(60 minutes, Chapter Objective 2, AACSB: Reflective Thinking)

7-10