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PowerPoint Slides with Teaching Notes
PowerPoint Slide Teaching Notes
17-1: Integrated Marketing
Communications
17-2: Integrated Marketing
Communications
These are the learning objectives for this chapter.
17-3: Coca-Cola It might seem, for example, that Coca-Cola is
such a well-defined brand that its
communications would be automatically
consistent across marketing channels. However,
as sales of its iconic Coke and Diet Coke, brands
have suffered some stagnation in recent years this
assumption has required some rethinking.
Ask students: Do products like Coke and Diet
Coke fit into their nutritional lifestyle choice?
17-4: Integrated Marketing
Communications
The goal of IMC is to ensure all the various
marketing mix elements work together to deliver
a consistent message.
Therefore, IMC takes the best of each
communications medium and combines it to
achieve the most effective marketing
communications campaign possible.
17-5: Communicating with Consumers:
The Communication Process
New media options fragment communications
and make it more difficult and complex to reach
the desired target audience.
Ask students: What media do you use on a daily
basis?
This should lead to a discussion of new and
alternative media.
Marketers must understand how the
communication process works and identify
possible communication breakdowns.
Group activity: Play the game of telephone.
Start with a short message, verbally pass it
around the room, and see what emerges.
Sample phrase: I caught the train heading for
Richmond but went to Richland instead.
17-6: How Consumers Perceive
Communication
Marketers must remember that they do not have
control over the decoding process, because each
receiver decodes the message in his or her own
way.
Group activity: Identify advertisements or brand
images that often result in different reactions
from different consumers (e.g., ads for beer,
cigarettes, and personal care products).
Why do these ads generate differing responses?
For example, a cigarette ad for smokers may
arouse smokers and induce the desire for a
cigarette.
For former smokers it may induce a sense of loss.
For non-smokers it may not illicit any emotion,
etc.
17-7: Decoding the Message Ask students how this ad handles the challenges
of decoding the fact that this is a breakfast food
and not a lunch/dinner, which is what SmartOnes
is known for.
17-8: The AIDA Model The AIDA model provides a basis for
understanding how marketing communications
works.
Ask students to pick a product. The decision to
buy this product must be somewhat complex.
Then walk them through AIDA using the
accompanying slides.
17-9: AIDA Model Dogs and babies are very good at attracting
awareness of advertisements.
17-10: Awareness Discuss the now-famous Joe Camel study, which
found a majority of three-year-old children were
aware of Joe Camel, the spokescharacter for
Camel cigarettes.
The study’s authors suggested awareness would
lead to smoking.
Discuss whether awareness always translates to
action; be sure to include the two intervening
steps, interest, and desire.
Finally, note that in follow-up studies,
preschoolers indicated they understood that
cigarettes were adult products, and many were
adamant that they would not smoke.
17-11: Interest Ask students: Other than purchase, what can
IMC prompt consumers to do?
Possible answers include behavioral changes
(don’t drink and drive), attitude changes (that
product is high quality), or physical actions (pick
up the phone, log on to the website, volunteer).
17-12: Desire After the firm has piqued the interest of its target
market, the goal of subsequent IMC messages
should move the consumer from “I like it” to “I
want it.”
17-13: Action Ask students to provide examples of products
that they had IMC exposure to, but did not
purchase immediately.
Ask students: Which IMC exposure moved you
to purchase?
17-14: The Lagged Effect Sometimes consumers don’t act immediately
after receiving a marketing communication
because of the lagged effect —a delayed
response to a marketing communication
campaign.
17-15: Check Yourself 1. The sender, the transmitter, encoding, the
communication channel, the receiver, noise,
feedback loop
2. Awareness, interest, desire, action
17-16: Elements of an Integrated
Communication Strategy
To get the right message to the right audience
through the right medium, an IMC planner must
understand how each medium communicates and
how to combine it with other media to generate
the most impact.
17-17: Advertising Chapter Eighteen covers advertising, the most
visible element of IMC, in depth.
Ask students: Think about how an advertisement
has made you aware of or interested in a specific
product.
You can use students’ chosen advertisements as
the basis for subsequent discussions.
Ask students what “advertainment” might be. It
is advertising that is focused on entertaining the
end user.
One of the earliest and best examples is Reebok’s
Terry Tate ads.
This YouTube link (always check before class)
will show the original ad which was aired during
the 2003 Super Bowl
