978-1259870538 Chapter 3 Solution Manual

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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.

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PowerPoint Presentations

A set of ADA-accessible PowerPoints is available with each chapter and covers:

▪ Chapter Learning Objectives

▪ Key examples

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:

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.

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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.

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• make available multiple attempts per assignment with options of accepting the highest score or averaging all the

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

principles of marketing topics holistically, effectively, and efficiently to your students.

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Chapter 3

Social and Mobile Marketing

Tools for Instructors

• Chapter Overview

• Brief Chapter Outline

• Learning Objectives

• Extended Chapter Outline with Teaching Tips

• PowerPoint Slides

• Quick Quiz

• Additional Resources

• Connect Application Exercises

Chapter Overview

This chapter explores how social and mobile marketing have revolutionized how companies communicate

with, listen to, and learn from their customers. Listening and analysis—or social media monitoring—is key,

enabling companies to identify salient customer input and trends.

Brief Chapter Outline

The 4E Framework for Social Media

The Wheel of Social Media Engagement

Categories of Social Media

Going Mobile and Social

How Do Firms Engage Their Customers Using Social Media?

Learning Objectives

LO 3-1 Describe the 4E framework of social media marketing.

LO 3-2 Understand the drivers of social media engagement.

LO 3-3 Understand the types of social media.

Users of social media employ them to promote themselves or their products and services. They do so

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LO 3-4 Understand various motivations for using mobile applications and how they are priced.

As mobile users increase in number and diversity, the applications developed to appeal to them are

LO 3-5 Recognize and use the components of a social media strategy.

Firms engage with customers through social and mobile media using a three-step process. First, they

Extended Chapter Outline

I. The 4E Framework for Social Media (PPT 3-4)

A. Excite the Customer (PPT 3-5)

B. Educate the Customer (PPT 3-6)

C. Experience the Product or Service (PPT 3-7)

D. Engage the Customer (PPT 3-8)

Social and Mobile Marketing 3.1: Late Night Laughs to Order recounts how Jimmy Fallon

got viewers more excited and engaged with his late-night talk show by leveraging the power

of social media. Were students aware of this campaign? If they’ve seen clips from Fallon’s

show on YouTube, does this make them more likely to watch the show on television?

✓

Progress Check: Several questions are offered for students to check their understanding of core

concepts.

1. What are the 4Es?

2. What social media elements work best for each of the 4Es?

II. The Wheel of Social Media Engagement (PPT 3-10)

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A. The Information Effect (PPT 3–11)

B. The Connected Effect (PPT 3-12)

C. The Network Effect (PPT 3-13)

D. The Dynamic Effect (PPT 3–14)

E. The Timeliness Effect (PPT 3-15)

Adding Value 3.1: For Snapchat, All Users Are Created Equal explains how social media

provides firms with unique opportunities to target and participate in dynamic conversations

with individual customers. Do students view Snapchat more favorably because it doesn’t

have sponsored or promoted posts?

✓

Progress Check: Several questions are offered for students to check their understanding of core

concepts.

1. What are the five drivers of social media engagement described in the Wheel of Social Media

Engagement?

III. Categories of Social Media (PPT 3-17)

A. Social Network Sites (PPT 3-18)

2. LinkedIn

Adding Value 3.2: Mercedes-Benz Is LinkedIn discusses how LinkedIn’s status as the

social network for professionals also makes it attractive to marketers seeking access to these

consumers. If students have both LinkedIn and Facebook pages, how do their profiles differ?

Are they connected with the same people on both sites?

1. YouTube

3. Flickr and Other Photo Sites

C. Thought-Sharing Sites (PPT 3-20)

1. Blogs

Ethical & Societal Dilemma 3.1 The Most Powerful and Appealing Target Market Might

Be…Your Mom? discusses the potential ethical concerns of Disney’s Social Media Moms

program. Ask students if they’ve read product reviews by bloggers who have been provided

with free products or services. Does knowing that the product/service was received for free

affect the legitimacy of the review?

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2. Microblogs

IV. Going Mobile and Social (PPT 3-21)

1. What are the seven types of customer motivations for using mobile apps?

2. What are the four options to price mobile apps?

3. What are some of the most popular types of mobile applications?

V. How Do Firms Engage Their Customers Using Social Media? (PPT 3-24)

A. Listen (PPT 3-25)

B. Analyze (PPT 3-26, 3-27, 3–28)

Marketing Analytics 3.1: Finding a Perfect Match: How eHarmony Leverages Users’

Data to Identify Dates—and Their Consumption Patterns discusses how eHarmony uses

its clients’ data for matchmaking and more precise target marketing. This could lead to a

discussion on privacy. Is allowing a company to use personal information for marketing

purposes an acceptable trade-off for an increased chance of “finding love”?

C. Do (3-29, 3-30)

Marketing Analytics 3.2: Measuring the Coolest Tunes: A Billboard Chart for the

Popularity of Music-Related Tweets details how Billboard is turning to Twitter to improve

and expand its ability to help brands (i.e., musicians) monitor their performance in real time.

How does this help with brand expansion?

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Quick Quiz

1 Through its Facebook page, a major restaurant chain is offering its customers a Groupon coupon for

50 percent off the purchase of a meal. In doing so, the restaurant is focusing on which aspect of the

4E framework?

a. educating

b. enlightening

c. experiencing

d. employing

e. exciting

2 To get customers excited about a social media–related offer, the offer must be:

a. innovative and substantial.

b. timely and aimed at a broad-based audience.

c. relevant and aimed at a target audience.

d. isolated and trendy.

e. general and unique.

Additional Resources

Students will be familiar with the latest software and hardware. This will generate a good deal of interest.

It is important to teach students that social media is becoming an integral component of any integrated

marketing communications strategy. The text discusses how Mercedes-Benz and Billboard are utilizing

LinkedIn and Twitter, respectively, to reach their target markets. Companies are also using bloggers and

other social media “influencers” to get the word out about products and services, as is the case with

Disney and its Social Media Moms program.

The changing role of traditional media, sales promotions, and retail, coupled with the new media of social,

mobile, and online, has led to a different way of thinking about the objectives of marketing

communications using the 4E framework. It is important that instructors stress that the framework

includes: Exciting customers with relevant offers, Educating them about the offering, helping them

Experience products, whether directly or indirectly, and giving them an opportunity to Engage with their

social network.

Ninety-seven percent of consumers access social media through their computers, 37 percent access

these media via their mobile phones, 3 percent through iPads, and 2 percent through e–readers. Students

need to understand that these numbers are constantly changing. Importantly, of the more than 100 million

people that have smartphones in the U.S., approximately half of them make purchases on these devices.

The video presented on Slide 4 in the Chapter 3 PowerPoint is a video created by EMC Dell to introduce

their employees to the concept of social media engagement. This could lead to a discussion of the video’s

effectiveness. What else should EMC tell their employees? Is this sufficient training, or should they also

have a written portion? The video can be found at https://www.youtube.com/watch?v=ah8aHIsAJfc.

Another overview of social media engagement is the video Social Media Engagement in Plain English.

This is similar to the EMC video in that it uses animation to present the concepts. The content is based on

research in the article “Social Media? Get Serious! Understanding the Functional Building Blocks of

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Social Media” in the journal Business Horizons. Seven social media building blocks are presented:

sharing, presence, conversations, identity, relationships, groups, and reputation. Are there any building

blocks students would add? Do they see any problems with this concept? The video can be found at

https://www.youtube.com/watch?v=wxcx1U7aBdA.

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.

Application Exercise

Type

Learning Objectives 03–

01

02

03

04

05

Dell: Successfully Using Social Media

Case Analysis

X

Types of Social Media

Click & Drag

X

Healthymagination: How GE is Using Social

Media

Video Case

X

Spirit Airlines: The Hate Thousand Miles

Campaign

Video Case

X

Images, Sales, Brands: How Red Bill Uses

Social Media

Case Analysis

X

Social/Mobile/Online: SBC

Video Case

X

ISeeIt Video Case: Social Media Metrics

Video Case

X

Dell: Successfully Using Social Media

▪ Activity Type: Case Analysis

▪ Learning Objectives: 03-01, 03-03, 03-05

▪ Difficulty: Hard

▪ AASCB: Analytical Thinking, Knowledge Application

▪ Activity Summary: This case discusses Dell’s social media efforts, after which students answer

questions applying chapter concepts to the case.

Activity

▪ Introduction: From its start in 1984, Michael Dell had a vision to put customer relationships at the

forefront of Dell’s business model. He used a simple mantra: “Be direct.” By the early 2000s, Dell had

changed its interaction with customers by making a major commitment to social media. Dell was one

of the first corporate social media adopters and is now a leader in the use of social media to

transform company performance. With a corporate culture that fully embraces social media

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connectivity, Dell is leveraging powerful interactions with consumers to improve products and

services, retain loyal customers, and increase revenues.

▪ Concept Review: Through social media connections, marketers and customers share information of

all forms—from their thoughts about products or images to uploaded pictures, music, and videos. The

changes in social, mobile, and online technologies have transformed how marketers communicate

Follow-Up Activity

Review Dell’s corporate social media site (http://www.dell.com/learn/us/en/uscorp1/corp-comm/dell-

social-media), and follow the links to some of the individual sites. Find examples of the 4Es in their

various activities.

Types of Social Media

▪ Activity Type: Click & Drag

▪ Learning Objectives: 03-03, 03-04

▪ Difficulty: Medium

▪ AASCB: Knowledge Application

▪ Activity Summary: In this activity, students match descriptions of social media needs to different

social media tools.

Activity

▪ Introduction: The term social media refers to content distributed through social interactions. These

media use various firms that offer services or tools to help consumers and firms build connections.

Through these connections, marketers share information of all forms with their customers and can

have customers connect and interact with each other. Since their infancy in the late 1990s, social

media have now entered the entrepreneurial era. Now, companies work to find ways to earn profits

from the ways that consumers use and enjoy social media. In the quickly changing realms of social,

mobile, and online technologies, firms have been forced to change how they communicate with their

customers. Marketers are becoming increasingly aware of the importance of using these technologies

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▪ Learning Objectives: 3-01, 3-03, 3-05

▪ Difficulty: Medium

▪ AASCB: Knowledge Application

▪ Activity Summary: In an unusual move, Spirit Airlines acknowledged that many consumers hate air

travel, both on Spirit and on other airlines, and encouraged them to “share the hate.” This video case

explores Spirit’s campaign. After the video ends, students are asked questions about the video and

related course concepts.

Activity

▪ Introduction: Spirit’s ultra-low-cost carrier pricing model isn’t for everyone, and the airline knows

that. One weakness of its strategy is that its pricing model is unfamiliar to U.S. air travelers, which can

lead to unpleasant surprises when consumers have to pay fees in addition to the basic fare. To

address this issue, Spirit created the “Hate Thousand Miles” social media campaign, awarding

customers 8,000 miles in Spirit’s frequent flyer program in return for sharing what they hate about air

travel, whether on Spirit or on other airlines.

▪ 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 small groups, have students discuss: How, besides the “State of Hate” report, could Spirit use the

collected data to grow the company?

Images, Sales, Brands: How Red Bull Uses Social Media

▪ Activity Type: Case Analysis

▪ Learning Objectives: 03-01, 03-03, 03-04, 03-05

▪ Difficulty: Medium

▪ AASCB: Analytical Thinking, Knowledge Application

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Activity

▪ Introduction: Red Bull uses social media in several ways that help to enhance its exciting, edgy

brand image. This activity is important because all marketers must be able to identify opportunities to

leverage social media effectively as part of a marketing plan.

Social/Mobile/Online: SBC

▪ Activity Type: Video Case

▪ Learning Objectives: 03-02, 03-03, 03–05

▪ Difficulty: Hard

▪ AASCB: Analytical Thinking, Knowledge Application

▪ Activity Summary: Students view a video describing SBC’s social media program, which is focused

on serving particular niches of cycling enthusiasts. Following the video, students are asked questions

applying chapter concepts to SBC’s program.

Activity

▪ Introduction: Specialized Bicycle Components, Inc. (SBC) caters to the cycling enthusiast. The

company uses social media in a variety of ways, seeking to engage riders interested in various

aspects of biking. This video explains SBC’s philosophy for social media use, and offers several

examples. This activity is important because effective use of social media is crucial in today’s world,

allowing a brand to express its image and values, and allowing interaction with customers. The goal

of this exercise is to test your understanding of social media frameworks by applying them to the SBC

examples.

▪ 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

Students may be unfamiliar with the term “microsite” used in the video. Visit SBC’s website and look at

the “Stories” section; this is what the SBC social media manager is talking about. Note how stories are

provided about various professional cyclists, along with engaging photos. Discuss the value provided by

this kind of information, which isn’t specific to SBC.

ISeeIt Video Case: Social Media Metrics

▪ Activity Type: Video Case

▪ Learning Objectives: 3-03, 3-05

▪ Difficulty: Medium

▪ AASCB: Knowledge Application

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▪ Activity Summary: This video case emphasizes the importance of using metrics to evaluate social

media offerings.

Activity

▪ Introduction: Social media represents a unique blending of technology and social interaction to

create personal value for users of these platforms. This growing medium represents a challenging

online environment that businesses can use to make meaningful connections with customers. But in

order to be effective, organizations must use the availability of analytics and performance information

to keep customers engaged. Take for instance the student organizations Green Team and Young

Explorers. As they both try to learn about students’ interests through page views, click paths and

conversation rates, the data the clubs are collecting needs to be analyzed so they can create tactics

that create value for potential club members such as Gabbie. While Green Team is very savvy in its

social media techniques, it is not as successful as the Young Explorers. Instead of focusing on the

channels used, Young Explorers uses collected data to create a campaign that engages, connects,

and keeps potential members clicking.

▪ Video: The video is presented to the student below the introductory information. The video plays

embedded on the page, after which questions are presented.