978-1337407588 Chapter 16 Solution Manual Part 3

Unlock access to all the studying documents.

View Full Document

Chapter 16: Advertising, Public Relations, and Sales Promotion

Great Ideas for Teaching Chapter 16

Gary M. Donnetty, Casper College

An Advertising Project to Stimulate Downtown Business

The following project has been successful in teaching principles, and the students seem to enjoy

it.

Assignment

You will develop an advertising campaign for a downtown business, for a specific time period

and a specific budget.

Your group will contact a business and get the time period the campaign will run and the budget,

and you must stay within the budget.

Specific Guidelines: (These must be included somewhere in the project.)

1. Establish written goals for the campaign.

2. Define the market segment your campaign will appeal to and why.

Be creative and include anything else in the campaign that you think will make the campaign

This project is your final examination, so do a complete and thorough job. The project will be

The businesses will be able to keep the project if they choose and use any or all of the project for

The project is required for you to get actual hands-on experience in developing advertising and

Chapter 16: Advertising, Public Relations, and Sales Promotion

Suggestion: Do not wait to get started on this project. It will take time to do an adequate job.

While working in groups, you will also learn something about group dynamics and some of the

problems in trying to get anything done in a group, especially a project of this size. If you as a

Information to Cooperating Business

1. Students are to develop an advertising package (campaign) for you for a period of time

chosen by you. They will need a realistic budget from which to work.

2. The students may need to get some additional information about the store regarding peak

seasons etc. and possibly even some ideas as to last year’s expenditures for the same period

of time.

In the past, grading has posed somewhat of a problem for cooperating businesses. The following

are the suggested criteria for evaluation:

POOR FAIR AVG. ABOVE

AVG.

EXCELLENT

Was the project well planned?

Were the ads and copy well

done?

Did the students use good

judgment?

Were the objectives of the

project realistic and feasible?

Your cooperation with this is appreciated by the students, the college, and more so by the

instructor. It allows me to provide the students with a learning experience that cannot be

Chapter 16: Advertising, Public Relations, and Sales Promotion

achieved in the classroom alone.

Richard M. Lei, Northern Arizona University

Developing In-Market Case Studies for Advertising Students

Team projects in the study of advertising are nothing new, but the NAU capstone course offers an

Unlike many case studies classes, the winning campaign is ultimately produced and run in the

Selecting a Sponsor

Prior to the start of the semester, the instructor solicits for sponsors. The selection of a sponsor is

a critical decision in the success of this program.

Industry contacts become critical in obtaining sponsorships, and the instructor should endeavor

to use local ad clubs, marketing organizations, internship sponsors, and alumni as recruiting

The First Two In-Market Cases at NAU

The first two projects implemented in this capstone course at NAU were sponsored by America

America West Airlines, a Phoenix-based regional air carrier, agreed to sponsor the first campaign

Chapter 16: Advertising, Public Relations, and Sales Promotion

A total of 30 seniors enrolled in the class, which was split into five competing agency teams.

Early in the semester, America West management conducted a client meeting at the university

and provided detailed marketing, advertising, and competitive information. America West

America West pledged to back the campaign with a $5,000 budget if they believed the winning

The semester was divided into a series of building block assignments, each designed to move the

The role of the instructor became that of a facilitator and consultant. At regular intervals, team

Presentation rehearsals were scheduled approximately 10 days prior to the client meeting, with

overheads, creative board mockups, and other presentation materials required. Each team was

The winning campaign was chosen largely on the strength of the marketing analysis and overall

After reviewing the presentations and leave-behind materials, America West agreed to sponsor

The Dial soap project was executed in much the same way as that for America West. In many

Chapter 16: Advertising, Public Relations, and Sales Promotion

Dial management approved use of a campaign entitled “Dialology” that was designed to improve

brand share in the western United States, which is a relatively underdeveloped area. Like

Grading Criteria

Grading this course was completed against a predetermined list of criteria that was agreed to by

the sponsor and instructor. Key elements included the following:

I. Situation Analysis 20 points

Did the team understand the market?

Did they draw reasonable conclusions?

Did they identify a key advertising problem?

II. Creative Strategy 20 points

Did strategy flow from their analysis?

Did they clearly identify a target market?

Did they identify a meaningful benefit?

Did they provide adequate support for their strategy?

III. Media Plan 20 points

Did they spend within their budget?

Did their media and market selections make sense?

Did they generate reasonable levels of reach and frequency?

IV. Creative Executions 20 points

Did executions flow from recommended strategy?

Did the creative translate between mediums?

Did it make sense—was it reasonable?

V. Presentation/Professionalism 20 points

Did the team appear well rehearsed and professional?

Did they appear confident and poised?

Chapter 16: Advertising, Public Relations, and Sales Promotion

Did they answer questions well?

Total 100 points

Score sheets with these five criteria were furnished to the sponsor and instructor and completed

after each presentation. This section was worth 60 percent of the semester grade. This could be

Student perceptions were measured by those enrolled in the course. When asked to evaluate this

By giving our students the opportunity to experience an in-market project, we bridge the

References

Christ, William G. (1990), “How Shall I Teach Thee? Let Me Count the Ways. Teaching

Metaphors.” AEJMC convention paper

England, Bill (1987) “Student Ad Agency Offers Experience, Greater Visibility.” Journalism

Educator, 42 No.1 (Spring) 36–38.

Marra, James L (1990), “A Necessary Course for the 1990s: The Student-Run Advertising

Agency.” AEJMC convention paper.

Morris, Jon and Istre, Jennifer (1988) “Students, Faculty Formed Ad Agency to Promote

AEJMC.” Journalism Educator, 40 No.3 (Fall) 22.

Schulte, Ted (1987) “Advertising Focus Emphasizes Writer as Creative Person.” Journalism

Educator, 41 Nd.4 (Winter) 49.

Stewart, Daniel K. (1986) “Upgrading Needed for Ad Education.” Journalism Educator. 40 No.4

(Winter) 20–21.

Stephen B. Castleberry, University of Minnesota—Duluth

Chapter 16: Advertising, Public Relations, and Sales Promotion

Consumer Boycotts and Possible Reactions (Some Folks Out There Just Don’t Like Us!)

On the end of the first day of class, after having introduced the marketing concept, I hand out a

list that includes firms and some products. It looks something like this:

What do these firms/products have in common?

American Express World Book

Revere Ware Dayton Hudson

Giving no hints, I challenge students to try to find out what the list has in common. At the

beginning of each class session, I poll students: “Does anyone know what the companies and

products in this list have in common?”

Needless to say, this exercise generates a great deal of interest and enthusiasm. Students guess all

sorts of things: firms listed on the New York Stock Exchange, firms that have outstanding

On the last day of class, we cover the material assigned for the day. Then I wrap up with

something like, “Well, thanks for being such good students. I wish you the best on your final

exam,” and act like I’m going to walk out of the room. The students invariably call out, “Wait,

what about that list? What does it mean?”

“Oh, are you interested in that?” I say, pretending surprise that they even remembered it. Then I

give them one final chance to solve the mystery. When they give up, I tell them. “The

1. The importance of learning all of the relevant evaluative criteria that consumers use

2. The importance of learning the relative importance of the various evaluative criteria that

Chapter 16: Advertising, Public Relations, and Sales Promotion

consumers use

Of course, you could generate lists using any type of criteria you might have (firms that you just

don’t like, firms that your wife/husband just won’t shop at, etc.). To tie the exercise directly to

the boycott issue, you can list the firms you (or someone you know) boycott.

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. They also encourage

students 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:

Chapter 16: Advertising, Public Relations, and Sales Promotion

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. There are also questions for

them to address in their replies.

Here are additional such discussion board questions developed for Chapter 16 of MKTG11. Each

is written to fit the same text cited above but could easily be rewritten and revised to fit another

text.

Series A

1. If the goal of a promotion plan is to build up the image of the company or the industry,

institutional advertising may be used. By contrast, if the advertiser wants to enhance the

sales of a specific good or service, product advertising is used.

2. Review the information on major types of advertising including the various types of

product advertising from section 16-2 of your text.

3. Then watch an hour or two of prime-time television (8:00 to 11:00 p.m. and 7:00 to 10:00

p.m. CST). Describe the various advertising commercials you saw and what type they

were.

Series B

1. An advertising appeal identifies a reason for a person to buy a product.

2. Review the various appeals that are used in advertising on in section 16-3b (including

Exhibit 16.1) of your text.

3. Then watch an hour or two of prime-time television (8:00 to 11:00 p.m. and 7:00 to 10:00

p.m. CST). Describe the various advertising commercials you saw and the appeals they

used.