3. Think of an everyday object of your own. What are its likely connotations? For example, a dog in a car might signal
a family vehicle, but a dog also connotes loyalty, “man’s best friend,” and dependability. What images and
associations are likely with your item? Make a list of as many as you can.
4. Now use your object and list of associations to create an image for another product. Think of the likely connotations
your object will have for a certain target market and how such connotations can support a brand image. For
example, if your everyday object is a candle, you might choose lingerie for your product, based on a candle’s
romantic connotations.
Purpose: To introduce students to the concept of semiotics and its role in promotion. An understanding of semiotics
allows students to not only identify objects, etc., (the denotative meaning), but also to grasp the utility of images and
associations (the connotative meaning) in promotion. By manipulating connotations of objects in ads, for example,
images for products may be created, changed, and reinforced. Semiotics thus provides a powerful tool for brand
management, but a difficult concept to communicate.
Setting It Up: This application requires an initial set-up before a two-part exercise. In total, the entire application should
take around 75 minutes, but it can be tailored to specific course needs. Although the class does the work together, this
application is an individual project.
This exercise was inspired by the following Great Idea in Teaching Marketing:
David M. Blanchette
Rhode Island College
APPLYING SEMIOTICS IN PROMOTION
Communicating concepts that utilize creativity can be quite challenging due to the abstract and intuitive natures of the
task. This is especially true in disciplines such as promotion, where creativity is paramount.
One important creative concept in promotion is that of semiotics, the study of meaning and the analysis of meaning–
producing events. An understanding of semiotics allows students to not only identify objects (the denotative meaning),
but also to grasp the utility of images and associations (the connotative meaning) in promotion. By manipulating
connotations of objects in ads, for example, images for products may be created, changed, and reinforced. Semiotics thus
provides a powerful tool for brand management, but a difficult concept to communicate.
A possible mechanism for helping students to understand the meaning and utility of semiotics for promotion is a two-part
experiential exercise that encourages the creative application of these important concepts.
An initial explanation of memory structures, schematic associations, neural nets, schema activation theory, and so on,
may be quite useful in describing the basis for mental images and associations. An elaboration of denotation and
connotation processes may then follow. (Some may prefer to forward these concepts within an information-processing
framework.)
Following the discussion of semiotic concepts, the two-part experiential exercise may be presented to facilitate
understanding and encourage application of these concepts.
In part one, objects are presented to the class. The objective is to first identify the object, then give personal images and
associations elicited by the object, and finally to speculate what consumer segments would likely have richer, more
meaningful images and associations. For example, a 45 rpm record may be displayed and is generally easily identified by
students. Students then spontaneously volunteer images and associations (e.g., Happy Days TV show, disco, turntable,
Elvis, etc.). Particularly interesting images may be called on to be elaborated, and are often quite interesting and even
amusing. These spontaneous associations illustrate how individualistic such connotations can be, and that sometimes
there may be several students that have shared connotations about an object. Lastly, students speculate about what the
connotations of other groups may be (e.g., people in their 40s and 50s). This helps students to see objects from the
perspective of others (especially if members of those groups are in the class), and leads to a discussion of connotations
and segmentation (i.e., for which segments might these connotations be qualitatively and quantitatively different and
richer?).
Chapter 15 ♦ Marketing Communications 13
The objects used for part one of the exercise may be gathered from around the house and should ideally represent a wide
variety of objects. For example, ten objects for discussion might include a baseball card, a depression glass juicer, a
CD/DVD, an animal statue, a boomerang, a piece of modern sculpture, a matchbook, a seashell, a horseshoe, and a
tissue.
As a bridge between parts one and two, an advertisement may be displayed in which objects in the ad help to create and
reinforce an image for the product being sold. For example, a dog in a car ad may initially appear to support the idea that
this is a family car, or even that the car is like one of the family. Yet upon further investigation of what the connotations
of what a dog are, students may see that images and associations such as man’s best friend, loyalty, and so forth, are
actually creating images for the brand—that is, that this car will never let you down.
Students are now ready for part two of the exercise, in which they can apply semiotic concepts. The class may be split
into groups, which each randomly selects an object (e.g., a chess piece, a penny, a golf ball, an egg, a rubber band, etc.).
The task is to devise a way to use that object to help create an image for another product. For example, if a group selects
a candle, that group needs to discern what the likely connotations of a candle will be for some target segment, and how
such connotations may create and support brand images for what they consider an appropriate product. (For example, the
group may select lingerie as the product and elaborate the imagery that a lingerie ad that includes a candle’s romantic
connotations may have.)
An interesting wrinkle in part two of the exercise is to offer a prize (such as complimentary copies of Advertising Age or
candy) to the winners (as selected by the instructor and/or the class) of part two of the creative exercise.
The initial presentation and two-part exercise is designed to last about 75 minutes, but can easily be tailored to varying
lengths.
ETHICS EXERCISE
Integrated Marketing Solutions is a consumer-products marketing services firm. Currently, the firm is handling the
launch of a new book for one of its publishing clients. The campaign includes advance review copies for key book
reviewers, “Coming Soon” posters for booksellers, an author book-signing tour, and several television interviews.
Everything has been produced and scheduled for release next week. Today, Jane Kershaw, the account executive, has
learned that although the book received numerous favorable reviews, the review quoted on all of the promotional
materials is fabricated.
1. What should Jane do?
First, Jane should alert the publishing company, her client, that the quote is fabricated and recommend that the
2. What does the AMA Code of Ethics say about accuracy in promotional materials? Go to
http://www.marketingpower.com and review the code. Then write a brief paragraph on what the AMA Code
of Ethics contains that relates to this issue.
The AMA Code of Ethics is very clear on this issue. One of the responsibilities of the marketer as relates to
Chapter 15 ♦ Marketing Communications 15
VIDEO ASSIGNMENT: Pepe’s Pizzeria
Pepe’s Pizzeria is a popular restaurant located in Connecticut. The CEO discusses the thought process behind their
marketing strategy, how promotions work for Pepe’s and the general location strategy that comes into play when opening
new locations.
1. Pepe’s now has seven locations and is considered a Connecticut staple. At what stage in the product life cycle is
Pepe’s Pizzeria?
a. Introduction Stage
b. Growth Stage
c. Maturity Stage
d. Decline Stage
2. What type of media would this video be classified as for Pepe’s?
a. Earned
b. Owned Media
c. Paid Media
d. Informative Media
3. In the communication process, what are the protesters doing to Pepe’s?
a. Decoding a message
b. Choosing a message channel
c. Sending feedback.
d. Creating noise for other’s Pepe’s customers.
4. Telling people where the Pepe’s locations are and what the Pepe’s brand is about fulfills which goal of promotion?
a. Informing
b. Persuading
c. Reminding
d. Connecting
5. Giving away free pizza generates what kind of marketing buzz?
a. Selling
b. Publicity.
c. Noise
d. Traditional
6. Social media, such as Facebook and Twitter, satisfy which goal of promotion?
a. Informing
b. Persuading
c. Reminding
d. Connecting
CAS E A SSSIGNM ENT: Coo r s Lig ht
Brewing companies face a changing, challenging market. Large brewers like AB InBev, MillerCoors, and Heineken still
hold the majority of market share around the world, but their sales are beginning to slip due to competition from wine,
hard liquor, and consumers’ rapidly growing preference for artisanal craft beers. Even in this declining market, there is
one exception—MillerCoors’ Coors Light. This beer recently overtook Bud Light as the second-best selling beer in the
U.S., and is the only top ten selling beer to post consistent growth in the past decade. This has contributed to sustained
success for MillerCoors, which has seen revenues climb 4.3 percent in the past year to $2.2 billion.
What is the secret to the success of Coors Light? It’s not a change in the product, since the beer tastes the same and
has been manufactured the same way as it has for decades. The success of Coors Light can be wrapped up in one word:
cold. It’s the core message of the promotional campaign surrounding Coors Light; that it is the coldest, most refreshing
beer in the market. According to CEO Andrew England, “We literally said, ‘Okay, we’re going to do nothing but focus
around cold.’”
On one level, MillerCoors’ focus on cold is a bit silly, since any beer of any brand will only be as cold as the
refrigerator in which it’s stored. Yet, the campaign has worked, as evidenced by the growing sales of Coors Light.
According to Tom Pirko, president of the consulting firm Bevmark, the irrationality of the promotion is what makes it
such a great marketing strategy. “What they have is this Pavlovian thing, where an image goes deep into your psyche,”
he says. “It’s emotional, not intellectual.”
Nicholas Kusnetz, “MillerCoors Took Taste Out Of The Equation And Made Cold Unique,” Fast Company, September
12, 2012, www.fastcompany.com/3000877/millercoors-took-taste-out-equation-and-made-cold-unique (Accessed March
26, 2013).
TRUE/FALSE
1. Coors Light’s claim as the coldest beer on the market represents a competitive advantage.
Chapter 15 ♦ Marketing Communications 17
2. A Budweiser commercial placed right after a Coors Light commercial on a major television network is an example of
noise that interferes with Coors’ message.
3. Most people already know about Coors Light—the company’s “cold” campaign serves primarily to keep the brand in
peoples’ minds. The primary task that the campaign performs, then, is to inform.
4. Coors Light’s “cold” campaign could be described as good publicity for the company.
5. Because Coors Light is in the maturity stage of its life cycle, competition with other brewers is fierce and the company
relies heavily on persuasive and reminder advertising.
1. Which of the following does not represent a competitive advantage for Coors?
a.
Coors matches the advertising budgets of its largest competitors.
b.
Coors Light costs, on average, 10 percent less than its competitors do.
c.
Coors uses the freshest hops in its products, resulting in longer shelf lives.
d.
Coors’ customer service centers are all located in the United States, whereas those of competitors have
been offshored.
e.
All of these are competitive advantages.
2. After seeing a Coors Light commercial, Mike turned to his friend and said, “That commercial was terrible—what does
coldness have to do with how it tastes?” Which element of the communication process is best exemplified by this
statement?
a.
Sending.
b.
Encoding.
c.
Receiving.
d.
Decoding.
e.
Feedback.
3. Suppose that Coors wants to facilitate conversations with customers, allowing them to provide direct feedback about the
“cold” campaign. Which the promotional mix elements would be the most effective and efficient way to do so?
a.
Advertising.
b.
Public relations.
c.
Sales promotion.
d.
Personal selling.
e.
Social media.
4. Based on CEO Andrew England’s quote, “We literally said, ‘Okay, we’re going to do nothing but focus around cold,’”
one could assume that Coors is adopting:
a.
The integrated marketing communications model.
b.
A push strategy.
c.
A successful promotional strategy.
d.
The AIDA concept.
e.
A focus on earned media.
5. Which of the following factors likely affects Coors’ promotional mix for Coors Light?
a.
The brand’s annual marketing budget.
b.
Coors’ target market.
c.
The company’s decision to focus on a pull strategy.
d.
Coors Light’s status as a consumer product.
e.
All of these.
Chapter 15 ♦ Marketing Communications 19
GREAT IDEAS FOR TEACHING CHAPTER 15
James S. Cleveland, Sage College of Albany
DISCUSSION BOARD TOPICS TO ENCOURAGE PARTICIPATION
Discussion board questions provided to students to encourage them to engage in thinking and writing about the content
of the Principles of Marketing course usually take the form of a provocative statement to which students are asked to
respond. An example of this would be “All PR is good PR.”
Discussion topics such as this one are abstract and often require that the instructor provide an initial reply to show
students what is expected of them in their own replies. For students with limited work experience, this approach may be
quite appropriate. For adult students with extensive experience as employees and consumers, however, the abstract
nature of such topics can be frustrating.
I have developed, therefore, a series of discussion board questions to use with experienced, adult students. These
questions are designed to encourage them to use their experiences as employees and consumers as doorways to better
understand the course material, and to make their own responses more interesting to themselves and to the other students
in the class who will read and comment on them.
Each question has three parts:
1. First, there is a sentence or two from the students’ textbook introducing the topic. By using the text author’s own
words, students are enabled to locate relevant material in the text more easily, the text content is reinforced, and
confusion resulting from use of variant terms or expressions is minimized.
2. Second, there is a reference to text pages the students should review before proceeding. Since the goal of the
exercise is for students to apply the course content to their own experiences, reviewing the content first is important.
3. Third, there is a request for the students to think about or remember some specific situation in their experience to
which they can apply the text material, and a question or questions for them to address in their replies.
Here are additional such discussion board questions developed for Chapter 15 of MKTG10. Each is written to fit the
same text cited above but could easily be rewritten and revised to fit another text.
Series A
1. Integrated marketing communications is the careful coordination of all promotional messages—traditional
advertising, direct marketing, interactive, public relations, sales promotion, personal selling, event marketing, and
other communications—for a product or service to assure the consistency of messages at every contact point where
a company meets the consumer.
2. Review the information about IMC and the promotional mix from section 15-6 and 15-7 of your text.
3. Then think about a product you have considered buying lately or one you recently bought. What elements of the
promotional mix were used for this product? Where they integrated? How or how not?
Gary M. Donnelly, Casper College
MARKETING COMMUNICATION PROCESS
20 Chapter 15 ♦ Marketing Communications
The following is an activity I use in my promotions class:
Select one advertisement from a magazine and one advertisement from a newspaper and evaluate their effectiveness
using the marketing communication process.
1. Identify the source.
2. How effectively and what methods were used in encoding the message?
3. What is the message and is it effectively stated? Is it a one sided, two sided, comparative message, etc.?
4. What is the medium and how effective do you feel the magazine or newspaper would be in getting the message
across?
5. How would the audience translate the message sent by the source and would all readers get the same meaning?
6. Who is the audience (target market)? Could there be other audiences other than the intended target market?
7. What form of feedback does the source expect to get from its audience? Does the advertisement do an effective job
of communicating the type of feedback they want to the audience?
8. Were there any hints of noise that might interfere with the communication process at any stage?
9. Overall, how effective or ineffective will these advertisements be, and why or why not? How would you improve
the companies’ communication processes to make the advertisements more effective?
Nancy M. Can, Community College of Philadelphia
MARKETING IN THE NEWS:
TRUTHFUL OR BIASED REPORTING?
Newspapers carry many articles concerning marketing, ranging from new product introductions to product liability cases.
Sometimes the reporting is factual and neutral; other times it is slanted toward the company, consumers, plaintiff,
government agencies, and so forth.
Early in the term, assign students the task of collecting twelve marketing-related articles from three different local,
regional or national newspapers. Make and distribute forms (to be attached to each article) in which the student 1)
summarizes the article, 2) checks off whether the reporting in the article is neutral, pro-company, pro-consumer, pro-
plaintiff, or pro–other non-company entity (specify), 3) checks off whether the article is Associated Press (AP) or other
national wire service, newspaper’s own reporting, newspaper’s own editorial, or other (specified) type of article. Then
the student should look for trends in biased reporting in various newspapers.
In class, have students who reviewed the same article check to see if they perceived the same slant in the article as their
classmates. In closing the class session, have the class try to discover patterns of biased reporting, editorial writing and
selection of wire service articles in various newspapers.
Students tend to enjoy this project, as it keeps them current on marketing issues, critical and analytical in their reading of
newspaper articles and interacting with their classmates.
Chapter 15 ♦ Marketing Communications 21
Michelle DeMoss, Stetson University
ARE YOU A PROMOTIONAL MESSAGE?
Promotional messages are ubiquitous, surrounding us through television, mail, computers, sporting events, paper coffee
cups, restaurant menus, and even public restroom stalls. These messages have become so commonplace that many people
are numb to them, no longer aware of the significant exposure to this communication.
Why is there so much emphasis on promotion in today’s marketplace? Savvy marketers know that simply presenting a
brand in promotional messages on a large number of occasions may make an individual’s attitude toward the brand more
positive. So, repeating an advertisement or brand name could increase liking and subsequent purchase of the brand
without changing a person’s knowledge of that brand.
This exercise encourages students to experience the effects of promotions in their daily lives by becoming still and
observing the different types of promotional activities occurring around them. Specifically, students are asked to:
1. Write down all of the possible mediums in which they are exposed to promotional messages for one week.
Make sure to have a class discussion concerning the possible mediums such as promotional messages
embedded in television programs, video games, and on clothing before assigning this exercise.
2. Count the number of promotional messages that they are exposed to for one day.
3. Assess whether they had the ability to choose to avoid each message.
4. Write down what, if any, impact these experiences have had on their perceptions and attitudes during this week.
Discussion should center around any shift in students’ perspective concerning the impact of promotions on their own
lives. One of the more intriguing discussions that takes place in my course is whether there should be limits on
promotional messages in terms of their placement, frequency, and content. Students may find it interesting that other
countries place restrictions on promotions concerning these issues.