17-1: Public Relations (PR) Ask students: Do you view PR as credible,
because they are not “advertisements,” or not
credible, because they come from the company?
17-2: Sales Promotions Chapter 18 covers sales promotion in detail.
Remind students that sales promotions can be
used in a wide variety of situations to stimulate
demand among either end users or other channel
members.
There are many websites that distribute coupons.
This web link is for retailmenot.com, one of the
more popular coupon sharing sites.
Ask students how retailers feel about this. The
positive is that they are able to reach price
sensitive customers who would otherwise not
find them.
The problem is that some of these coupons are
not profitable because they target frequent and
large receipt buyers and they are not the kind of
person who is downloading from the site.
17-3: Personal Selling Chapter Nineteen covers personal selling, the
most costly form of IMC, in detail.
Ask students: For what kind of purchases is
personal selling most appropriate?
Their answers should note that this form of IMC
works best when the purchase is complicated,
because the salesperson can customize the
communication to meet the needs of that specific
buyer and purchase situation, which other IMC
elements cannot.
17-4: Direct Marketing As advertising has declined as a percentage of the
total communications budget, direct marketing
has increased.
Ask students: What characteristics of direct
marketing might explain this increased
popularity?
Direct marketing allows marketers to personalize
their message.
This enables marketers to communicate with an
audience that is more likely to respond to their
efforts.
17-5: Adidas Ask students: How does the sponsorship of
athletes benefit firms?
How might it harm firms?
What can firms do when an athlete they sponsor
does something to embarrass the brand?
With a popular athlete, firms stand to gain a lot of
sales, but when a star athlete becomes a liability,
firms quickly distance themselves and focus on
another branding element.
17-6: Online Marketing These will be covered on the next several slides
Ask students: What problems might firms that
use text messaging to disseminate marketing
communications face?
Answer: There may be a backlash against the
firm and the wireless provider if consumer
phones are constantly flooded with such
messages.
Ask students: How would you like to receive
advertising text messages?
Answer: A lot of folks do not want such
messages. However, the instant-messaging
generation is likely to be much more tolerant
about it.
17-7: Websites Probe to discover why students love these sites…
they will say they are easy to use (good
navigation), have good sales and specials
(product decisions), and are fun (entertainment)
17-8: Blogs Southwest can learn what customers have to say
—what they are interested in learning about
products, company culture, and new product
launches.
Many firms are still experimenting with blogs; in
2006 Walmart got in trouble for failing to
disclose a blog written by two cross-country
travelers was sponsored by the retailer.
17-9: Social Media Social media is media content distributed through
social interactions. Three major online facilitators
of social media are YouTube, Facebook, and
Twitter.
17-10: Check Yourself 1. Advertising, public relations, sales
promotions, personal selling, direct marketing,
and online marketing.
17-11: Planning and Measuring IMC
Success
Ask students: How do firms determine whether
their IMC strategy has worked?
Answer: It depends on the IMC objective.
If the objective were to create awareness for a
new product, then the firm would measure
increases in customer knowledge and awareness.
If it were to generate sales, like an ad in the
paper, then sales would be the objective measure.
17-12: Setting and Allocation the IMC
Budget
Many IMC elements require significant
expenditures, and firms are reluctant to invest in
marketing communications without some
guarantee of return.
17-13: Rule of Thumb Methods Ask students: How do you think firms set
promotional budgets?
How would you set one?
17-14: Measuring Success Using
Marketing Metrics
Every communication may be measured in terms
of reach and frequency.
Remind students that because of the lagged
effect, marketers must not only expose the target
audience to the message but also ensure that it
has multiple opportunities to view it.
This combined measure is GRP.
17-15: Search Engine Marketing Ask students what Transit would want to
measure if they were buying Google adwords for
“sneaker store” and “NYC sneakers.”
The metrics are on the following slide
17-16: Transit Click through results He can see his total cost in column 3 and the sales
from his adwords in column 4. The ROI in
column 6 is higher for “sneaker store” due to its
lower cost even though the sales were a bit lower.
Ask students how else they can use the website
for their IMC objectives.
Gently lead them to the charts on the following
slide…
17-17: Transit IMC goals and results Ask students why this was important for Transit.
They should comment that the click-throughs tell
us nothing about the attitude, only the actions of
the consumer.
17-18: Swiped ID Theft in America Ask students if they are nervous to buy online.
Have any of them ever had a problem with
online theft?
Note: Please make sure that the video file is
located in the same folder as the PowerPoint
slides.
17-19: Check Yourself 1. The objective-and-task method
determines the budget required to
undertake specific tasks to accomplish
communication objectives.
2. When measuring IMC success, the firm
should examine when and how often
consumers have been exposed to various
marketing communications. Marketing
communications managers usually state
their media objectives in terms of GRP,
which represents reach multiplied by
frequency (GRP = reach * frequency).
3. Using Google AdWords, a firm can assess
the effectiveness of his advertising
expenditures by measuring the reach,
relevance, and return on investment for
each of the keywords that were used.
.
Additional Teaching Tips
This chapter focuses on the importance of the integrated marketing campaign effort. It is
important for students to understand that all elements of the promotional mix must come together
to form one unique, unified, marketing message or “big idea” for the product. A good
understanding of AIDA in presenting design elements is also critical and instructors should spend
some time in class and through critical thinking exercises to fully explore these elements.
This is a simple concept that can form basic marketing strategies in the marketing tools.
Instructors may want to divide the class in groups and have them develop an ad based on a candy
bar on large poster board. They have to work as a group and incorporate the elements of ad
design (a preview of the next chapter on advertising design elements would need to be discussed)
as well as the elements of AIDA. Have students tape their group ad to the white board and have
each group present their advertisement and the AIDA concepts present. This critical thinking
exercise is both creative and fun! Online tip: Have students individually create an advertisement
incorporating the advertising design elements and AIDA. They can create the advertisement
electronically, or hand-draw and scan to the discussion board. Students are to write a paragraph
on how AIDA is present in their ads. Have an anonymous online vote using the features and
declare a winner in the class!
Another important concept is the IMC effort. While students often understand these components
are present, what should be emphasized is that they all have to work together to deliver one,
unified, unique message to the target market. As a result, the brand logo should be present on
advertisements but also used in electronic media and direct marketing. The same “big idea” or
slogan should be used in the personal selling process, advertising, public relations efforts, etc.
Remaining consistent with ONE message flowing through the elements of the promotional mix
will allow more opportunity for the message to break through the “noise” enabling for brand
recognition of a logo, or slogan, or shape of a package to trigger brand recall of your specific
product when the consumer compares like brand.