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Chapter 17 - Integrated Marketing Communications M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
1
Instructor’s Manual: Implementation
Guide
This improved Instructor’s Manual (IM) contains more than just summaries of key concepts and features from the
sixth edition of M: Marketing that can be used as springboards for class discussion; it also provides best practices for
how to utilize the full product suite (from the textbook to SmartBook® to Connect®). In addition, this manual
includes a variety of supplemental teaching resources to enhance your ability to create an engaging learning
experience for your students. Regardless of whether you teach in face-to-face traditional classrooms, blended
(flipped) classrooms, online environments, or hybrid formats, you’ll find everything you need in this improved
resource.
The IM follows the order of the textbook outline for each chapter and is divided into sections for each learning
objective. To ease your class preparation time, we’ve included references to relevant PowerPoint slides that can be
shown during class. Note that you can adjust slides as needed to ensure your students stay actively engaged
throughout each session.
AVAILABLE INSTRUCTOR RESOURCES
Within the Instructor Resources Tab, located in the Connect® Library, you will find the following Instructor
Resources:
▪ Instructor’s Manual
▪ PowerPoint Presentations (Accessible)
▪ Test Bank
▪ Author Newsletter Blog
▪ Video Library
▪ Connect Content Matrix
Instructor’s Manual
This Instructor’s Manual is posted by chapter. Within each section of the IM you will find an assortment of feature
summaries, examples, exercises, and Connect® Integration assignments intended to enhance your students’ learning
and engagement.
Chapter 17 - Integrated Marketing Communications M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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PowerPoint Presentations
A set of ADA-accessible PowerPoints is available with each chapter and covers:
▪ Chapter Learning Objectives
▪ Key examples
▪ Key exhibits
▪ Key concepts and frameworks
▪ Progress checks
▪ Glossary terms
Some slides include teaching notes to guide your discussion of the content that appears on each slide.
Test Bank
Test Bank questions are posted by chapter. You will find a variety of question types within the test bank such as
Matching, Ranking, Multiple Choice, Select-All-That-Apply, True/False, Short Answer, and Essay to test student
mastery across Bloom’s Taxonomy (i.e., Understand, Apply, and Analyze). Due to the evolving needs around
generating high-quality print test experiences, McGraw-Hill Education provides a free copy of the industry-leading
test generation software TestGen® to users (more details can be found within the Instructor Resources tab under
“Test Bank”). Furthermore, due to its limitations to function with the latest browsers and operating systems,
McGraw-Hill Education has discontinued EZ-Test Online. Some of the robust new features present in TestGen®,
include:
▪ Cross-platform software compatibility with Windows and Mac
▪ Multiple LMS export formats, including Blackboard, Moodle, Desire2Learn, and Sakai
▪ Highly customizable formatting and editing option
Video Library
The Video Library provides links to all the assignable videos in Connect®, as well as legacy videos that are no
longer available as assignments, but that remain available as an additional resource. These videos can be directly
streamed from within the library that is located in the Instructor’s Resource tab. Accompanying each video is a brief
video guide that summarizes the key concepts of the video.
Chapter 17 - Integrated Marketing Communications M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
3
Connect Content Matrix
The Connect Content Matrix provides a brief overview of all the application exercises available in the course. It
lists the Learning Objectives, topic tags, Bloom’s levels, and difficulty levels associated with each exercise.
Connect®, McGraw-Hill’s online assignment and assessment system, offers a wealth of content for both students
and instructors. Assignable activities include the following:
USING SMARTBOOK® TO ENHANCE STUDENTS’
PERFORMANCE
The LearnSmart®-powered SmartBook® is assignable through Connect. One of the first fully adaptive and
individualized study tools designed for students, it creates for them a personalized learning experience, giving them
the opportunity to practice and challenge their understanding of core marketing concepts. The reporting tools within
SmartBook® show where students are struggling to understand specific concepts.
Typically, SmartBook® is assigned by module (chapter), and you can set which learning objectives to cover as well
as the number of probes the student will see for each assignment. You can also set the number of points a
SmartBook® module is worth in the course. Usually, applying a minimal number of points for completion of each
module is enough to encourage students to read the chapter. Many instructors assign these modules to be completed
before the class or online session.
SmartBook® provides several diagnostic tools for you to gauge which concepts your students struggle to understand.
Below is the set of adaptive assignment reports available in SmartBook®:
▪ Progress Overview: View student progress broken down by module
▪ Student Details: View student progress details plus completion level breakdown for each module
▪ Module Details: View information on how your class performed on each section of their assigned modules
▪ Practice Quiz: This gives you a quick overview of the quizzes results for your students
▪ Missed Questions
▪ Metacognitive Skills
The Module Details report shows you the results for the students in the class overall. These details reveal where in
the chapters students might be struggling. The module gives the chapter section, average time spent, average
questions per student correct/total, and the percentage of correctness (based in number of assigned items).
Information about the most challenging sections for students can help you refine the focus of the next face-to-face,
hybrid, or online session.
The Metacognitive Skills report captures students’ confidence in their competency of the materials. Below you will
find a recreation of the Metacognitive Skills report. In it, you can see that the second student is confident and mostly
Chapter 17 - Integrated Marketing Communications M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
4
correct (see the 91% in the Correct and Aware column) while the first student “doesn’t know what she doesn’t
know” (see the 39% in the Incorrect and Unaware column).
STUDENT
CORRECT
and
AWARE
CORRECT and
UNAWARE
INCORRECT
and
AWARE
INCORRECT and
UNAWARE
Student 1
61%
0%
0%
39%
Student 2
91%
0%
3%
5%
Student 3
81%
0%
0%
19%
Student 4
83%
0%
0%
17%
Student 5
76%
0%
3%
21%
Student 6
66%
0%
9%
25%
Student 7
77%
0%
3%
12%
Student 8
91%
0%
2%
7%
Student 9
93%
0%
2%
5%
Student 10
70%
0%
6%%
25%
APPLICATION EXERCISES, QUIZZES, AND TEST BANK
Book-level Resources
Application Exercises require students to apply key concepts to close the knowing and doing gap; they provide
instant feedback for the student and progress tracking for the instructor. Before getting into chapter-level
assignments, let’s first look at the book-level assignments available.
Three exercise types are available for instructors to assign beyond the chapter materials. These are 1) Marketing
Plan Prep Exercises, 2) Marketing Analytics Exercises, and 3) Marketing Mini Simulation.
1) Marketing Plan Prep exercises use guided activities and examples to help students understand and
differentiate the various elements of a marketing plan.
2) Marketing Analytics exercises are data analytics activities that challenge students to make decisions using
3) Marketing Mini Simulation helps students apply and understand the interconnections of elements in the
marketing mix by having them take on the role of Marketing Manager for a backpack manufacturing
company. The simulation can be assigned by topic or in its entirety.
Chapter-level Resources
Chapter-level Application Exercises are built around chapter learning objectives, so you can choose which ones to
assign based on your focus for each specific chapter. Several types of Application Exercises are available in each
chapter. These are 1) iSeeit! Animated Video Cases, 2) Case Analyses, 3) Video Cases, and 4) Click-and-Drag
exercises.
1) The iSeeit! Video series comprises short, contemporary animated videos that provide engaging
introductions to key course concepts. These are perfect for launching lectures and assigning as either pre-
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Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
5
or post-lecture activities. Each animation is accompanied by three to four multiple-choice questions to
check student attention and comprehension.
2) Case Analyses and Video Cases each feature real-world firms and industries different than those discussed
in the textbook. Each case analysis and video case is accompanied by questions that ask students to analyze
and apply marketing theory and concepts.
3) Click-and-Drag exercises help students actively demonstrate their understanding of the associated learning
objectives. Some require students to match examples to concepts, to place series of steps in the correct
sequence, or to group examples together under their correct categories.
Application Exercises can be assigned as preparatory exercises due before class (this is especially good for flipped
classrooms), or after class as concept comprehension checks. Consider assigning two or three Application Exercises
per chapter.
Applications Exercises will generally be assigned as homework or practice as part of the overall class grade. A
general rule of thumb would be to make application exercises worth 5 to 10 points each, since these require more
time and thought than a test bank question might.
To find the Applications in Connect®, go to “Add Assignment” and select “Question Bank.” Within this question
bank will find a drop-down menu of all the book-level assignments and chapter-level assignments. You can then
select the ones you wish to assign.
Chapter-level quizzes and full chapter test banks are also found in the Question Bank’s drop-down menu. Apply a
relatively low value to each question—for example, 1 or 2 points each—since numerous questions are typically
assigned for each chapter. You can decide when to surface the feedback to students. Selecting to display feedback
after the assignment due date helps to prevent cheating; that is, it keeps students from sharing the correct answers
with other students while the questions are still open and available. For this reason, it is suggested that no feedback
to quizzes and test bank exams be made available until after the assignment is due.
ASSIGNING EXERCISES AND GRADING POLICIES: BEST
PRACTICES
To fully utilize the power of the digital components, it is recommended that you assign the SmartBook® reading and
adaptive learning probes before class meets. Application Exercises can be completed either before or after class; if
they are completed before class, they can sometimes serve as good springboards for class discussions. The chapter
quiz makes a good check on comprehension of the material and may work best if assigned after each class period.
The test bank serves as a good resource for building mid-term or final exams.
More detailed information on SmartBook® and Connect® is available through several resources at McGraw-Hill. A
good starting point is your local Learning Technology Representative, who can be found here:
http://www.mheducation.com/highered/platforms/connect/features-educators.html
Connect® gives instructors a wide array of flexibility in making assignments and creating grading policies.
Instructors may choose to:
• assign as many assignments as appropriate given the level and time commitment expected for the class,
• determine point values for each question/application that works within the total course percentages,
• make available multiple attempts per assignment with options of accepting the highest score or averaging all the
Chapter 17 - Integrated Marketing Communications M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6
attempts together (several attempts are particularly good for homework assignments),
• deduct points for late assignment submissions (percentage deduction per hour/day/week/etc.) or create hard
deadlines thus accepting no late submissions,
• show feedback on application/questions immediately upon submission or at the time the assignment is due for
the whole class, create new assignments or questions from scratch, or edited versions from a variety of provided
resources.
Throughout the IM for each chapter, we integrate materials from the PowerPoint slides and provide summaries for
each of the Connect® Application Exercises at the end of each chapter. These summaries are intended to give you a
sense of the learning goal behind each exercise. We hope this integration of resources will help you to convey core
Chapter 17 - Integrated Marketing Communications M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
7
Chapter 17
Integrated Marketing Communications
Tools for Instructors
• Chapter Overview
• Brief Chapter Outline
• Learning Objectives
• Extended Chapter Outline
• PowerPoint Slides
• Additional Resources
• Connect Application Exercises
Chapter Overview
This chapter focuses on the importance of the integrated marketing campaign effort.
Brief Chapter Outline
Communicating with Consumers
Elements of an Integrated Marketing Communications Strategy
Planning for and Measuring IMC Success
Learning Objectives
LO17-1 Identify the components of the communication process.
The communication process begins with a sender, which provides the message to a transmitter, who
LO17-2 Explain the four steps in the AIDA model.
Awareness is the first “thinking” step, during which the consumer simply recognizes a brand or product.
LO17-3 Describe the various integrative communication channels.
Advertising has long been the primary channel for marketing communication and is still a constant
presence, but other media channels have become more and more prominent. For example, direct
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Ethical & Societal Dilemma 17.1: The Need to Take Risks in IMC discusses how interest can be
sparked by a little controversy. Do students think the interest generated by controversial campaigns is
worth risking angering or alienating consumers? Are there any products that are more well-suited to
“edgier” advertising than others?
4. Action (PPT 17-11)
5. The Lagged Effect (PPT 17-12)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. What are different steps in the communication process?
Answer: The different steps in the communication process are: The message originates from the
2. What is the AIDA model?
II. Channels Used in an Integrated Marketing Communications Strategy (PPT 17-14)
A. Advertising (PPT 17-15)
B. Public Relations (PPT 17-16)
C. Sales Promotions PPT (17-17)
D. Personal Selling (PPT 17-18)
E. Direct Marketing PPT (17-19)
F. Online Marketing (PPT 17-20)
2. Blogs (PPT 17-22)
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3. Social Media (PPT 17-23)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. What are the different elements of an IMC program?
Answer: The different elements of an IMC program are advertising, public relations, sales
promotions, personal selling, direct marketing, and online marketing.
III. Planning for and Measuring IMC Success (PPT 17-25)
A. Goals
B. Setting and Allocating the IMC Budget (PPT 17-26)
C. Measuring Success Using Marketing Metrics (PPT 17-29)
Adding Value 17.2: American’s Dream Team, Brought to You by Kia discusses the NBA’s
sponsorship agreements that place company logos right on the players’ uniforms. What are the
advantages and disadvantages of this type of marketing?
2. Web-Based Media
Marketing Analytics 17.1: Puma’s Use of Google Analytics describes how Puma makes use of
Google Analytics.
D. Planning, Implementing, and Evaluating IMC Programs—an Illustration of Google Advertising
(PPT 17-30)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. Why is the objective-and-task method of setting an IMC budget better than the rule-of-thumb
methods?
2. How do firms use GRP to evaluate the effectiveness of traditional media?
3. How would a firm evaluate the effectiveness of its Google advertising?
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Additional Resources
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 should 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 and declare a winner!
Another important concept is the IMC effort. While students often understand that these components are
present, what should be emphasized is that they all must work together to deliver one, unified, unique
message to the target market. Thus, 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 brands.
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Connect Application Exercises
This section summarizes each Application Exercise available with this chapter. Each summary comprises
an introduction to the exercise, concept review, and follow-up activity. Associated details related to the
learning objectives, activity type, AASCB category, and difficulty levels are also included. These
summaries are intended to guide your course planning; perhaps you want to assign these exercises as
homework or practice, before or after class. For best practices on how and when to assign these
exercises, see the IM Implementation Guide at the beginning of this chapter.
Activity
Type
Learning Objectives 17-
01
02
03
04
05
Scion and Its Innovative IMC Campaign
Case Analysis
X
X
The Communication Process
Click & Drag
X
Frito Lay: Integrated Marketing Communications
Video Case
X
HSN
Video Case
X
X
X
Taking IMC to the Max: Pepsi Max and Modern
Communications
Case Analysis
X
X
X
Scion and its Innovative IMC Campaign
▪ Activity Type: Case Analysis
▪ Learning Objectives: 17-01, 17-03
▪ Difficulty: Hard
▪ Activity Summary: This case describes Toyota’s campaign for its Scion line, targeted at younger
buyers. Students answer questions relating chapter concepts to the case.
Activity
▪ Introduction: This activity highlights Toyota's innovative campaign for the Scion. Toyota had a very
specific objective in mind when it launched the Scion. The company was intent on winning over a
much younger demographic with the hope of building loyal, lifetime customers. To reach this goal,
Toyota launched an innovative integrated marketing communications (IMC) campaign.
▪ Concept Review: Integrated marketing communications (IMC) represents the promotion P of the
marketing mix. IMC encompasses a variety of communication disciplines—advertising, personal
selling, sales promotion, public relations, direct marketing, and electronic media—used in
combination to provide clarity, consistency, and maximum communicative impact. IMC programs
regard each of the firm's marketing communications elements as part of a whole, each of which offers
a different means to connect with the target audience.
Follow-Up Activity
▪ Use this case in combination with the Ford Fiesta case in the Chapter 19 activities. Compare and
contrast the IMC efforts of the two companies. It is an interesting comparison given that they have
essentially the same target market.
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The Communication Process
▪ Activity Type: Click & Drag
▪ Learning Objectives: 17-01
▪ Difficulty: Medium
▪ Activity Summary: Students read about activities that are part of the communication process and
are asked to match them to the step of the process they represent.
Activity
▪ Introduction: Target is a discount retailer that operates nearly 1,750 stores in 49 states. Target
differentiates itself from its competitors by offering more upscale, trend-forward merchandise at low
cost. The store is planning a Back-to-School sale aimed at moms with children going back to school.
These women make the majority of their household purchases. Read about the Target sale
announcement and then assemble the communication process model as instructed.
▪ Concept Review: As the number of communication media has increased, the task of understanding
how best to reach target consumers has become far more complex. The Communication Process
model describes how communications go from the firm to the consumer and the factors that affect the
way the consumer perceives the message.
Follow-Up Activity
▪ Discuss: In the activity, Target measures store traffic to evaluate the impact of the ad campaign. What
are some of the challenges of that kind of evaluation? This is an opportunity to expand on the
discussion in the chapter of the lagged effect, and also to talk about how other changes in the
environment can sometimes make it hard to see the impact of advertising.
Frito Lay: Integrated Marketing Communications
▪ Activity Type: Video Case
▪ Learning Objectives: 17-03
▪ Difficulty: Medium
▪ Activity Summary: This case discusses IMC efforts by Frito-Lay—on behalf of Doritos—to engage
their customers. After the video ends, students are asked questions about the video and related
course concepts.
Activity
▪ Introduction: There are three elements of any IMC strategy: the consumer, the channels through
which the message is communicated, and the evaluation of the results of the communication. This
video examines one of the communication channels that Frito-Lay uses as part of its IMC strategy.
▪ Concept Review: Integrated marketing communications (IMC) encompasses a variety of
communication disciplines in combination to provide clarity, consistency, and maximum
communicative impact. Instead of consisting of separate marketing communications elements with no
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14
unified control, IMC programs regard each of the firm's marketing communications elements as a part
of a whole, each of which offers a different means to connect with the target audience. This
integration of elements provides the firm with the best means to reach the target audience, and it
enhances the value story by offering a clear and consistent message.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
▪ In class, visit the Doritos website and identify current interactive initiatives.
▪ View some past years’ “Crash the Super Bowl” ads (easy to find on YouTube). From 2009–2012,
Doritos ads created through the contest earned #1 spots in the USA Today AdMeter poll in three of
the four years.
HSN
▪ Activity Type: Video Case
▪ Learning Objectives: 17-01, 17-03, 17-05
▪ Difficulty: Medium
▪ Activity Summary: This case discusses HSN’s multichannel retailing and marketing communications
strategy. After the video ends, students are asked questions about the video and related course
concepts.
Activity
▪ Introduction: Started in 1982, HSN (Home Shopping Network) has become a $2.8 billion
multichannel retailer, using television, e-commerce, m-commerce, catalogs, and brick and mortar
stores. It has recently launched applications for all major smartphones. HSN reaches 90 million
homes, 24 hours a day, 7 days a week, 365 days a year. HSN has always been an innovator in its
use of integrated marketing communications.
▪ Concept Review: Promotion is the communication element of the 4 Ps. Marketers can use a variety
of communication disciplines. Doing so requires Integrated Marketing Communications (IMC). IMC
involves coordinating the use of these disciplines to provide message clarity, message consistency,
and maximum communication impact. Technology has expanded the channels marketers can use to
reach their target customers. Technology has also changed how an audience can interact with the
broadcast content. In this activity, you will be applying your knowledge of IMC to the specific case of
HSN.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
▪ Discuss: Suppose that HSN is trying to separately evaluate the impact of its various communication
media. How can they do this in a multichannel world? For example, someone might see a product on
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15
TV but then buy it online. (This is hard to do, and is one reason why multichannel strategies are
complex.)
Taking IMC to the Max: Pepsi Max and Modern Communications
▪ Activity Type: Case Analysis
▪ Learning Objectives: 17-01, 17-02, 17-03
▪ Difficulty: Medium
▪ Activity Summary: This case discusses innovative marketing communications efforts by PepsiCo on
behalf of Pepsi Max. Students read the case and are then asked to answer questions applying
chapter concepts to the case material.
Activity
▪ Introduction: Pepsi has developed an innovative, integrated campaign to support Pepsi Max. This
activity is important because integrated marketing communications is essential to a product’s—and a
firm’s—ability to effectively communicate value to potential customers. The goal of this exercise is to
test your understanding of integrated marketing communications by applying chapter concepts to
Pepsi’s activities.
Follow-Up Activity
Pepsi Max’s “Unbelievable” social media campaign won a 2015 Webby award for its creativity. In class,
review the campaign and evaluate it. For details, see:
http://webbyawards.com/winners/2015/online-film-video/branded-entertainment/integrated-
campaigns/pepsi-max-unbelievable-campaign/
