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17-1Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Chapter Questions
• What is the role of marketing
communications?
• How do marketing communications work?
• What are the major steps in developing
effective communications?
• What is an integrated marketing
communications program?
17-2Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Setting the Communications Mix
• Type of product market
• Consumer readiness to
make a purchase
• Stage in product life cycle
• Market rank
17-3Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Effectiveness by Buyer Readiness
17-4Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Communications Objectives
Category Need
Brand Awareness
Brand Attitude
Consideration Set
Purchase Intention
17-5Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Consumer States for Two Brands
17-6Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Establish the Budget
Affordable
Percentage-of-Sales
Competitive Parity
Objective-and-Task
17-7Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Personal Communications Channels
Advocate channels
Expert channels
Social channels
17-8Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Stimulating Personal Influence Channels
• Identify influential individuals and devote extra attention to them
• Create opinion leaders
• Use community influentials in advertising
• Develop ads with high “conversation value”
• Develop WOM referral channels
• Establish an electronic forum
• Use viral marketing
17-9Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Nonpersonal Communication Channels
Media
Sales Promotion
Events and Experiences
Public Relations
17-10Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Coordinating Media to Build Brand Equity
Brand Signature
Media Interactions
Ad Retrieval
Cues
17-11Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
INVOLVEMENT
Decoding is ACTIVE
– That is, it requires EFFORT
– When can you expect people to spend effort?
• 1. When they CARE about what you’re saying
–personal relevance
This is the concept of INVOLVEMENT
The personal relevance of the product
interest, price
17-12Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
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Elaboration Likelihood Model• Petty & Caccioppo
– Two questions:• Motivation to process?• Ability to process?
– When YES to both: HIGH elaboration• Central cues
–product
– When NO: LOW elaboration• Peripheral cues -
–source or ad
17-15Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
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Alternative Response Hierarchies
High Low
Hig
hLo
w
Pro
du
ct
diff
ere
nti
ati
on
Learning Model Low Involvement Model
Dissonance/Attribution Model
LearnFeelDo
DoFeel
Learn
Learn
Do
Feel
Involvement with Topic
17-18Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Foote, Cone & Belding Grid
1InformativeThe Thinker
3Habit
FormationThe Doer
Thinking Feeling
Low
In
volv
em
en
t2
AffectiveThe Feeler
4Self-
SatisfactionThe Reactor
Hig
h
Involv
em
en
t
17-19Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Foote, Cone & Belding Grid
1InformativeThe ThinkerCar-house-furnishings-new productsModel: Learn-feel-do (economic?)
Possible implicationsTest: Recall diagnosticsMedia: Long copy format
Reflective vehiclesCreative: Specific information
Demonstration
Thinking
Hig
h
Involv
em
en
t
17-20Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
17-21Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
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Foote, Cone & Belding Grid
2AffectiveThe FeelerJewelry-cosmetics-fashion goodsModel: Feel-learn-do (psychological?)
Possible implicationsTest: Attitude change
Emotional arousalMedia: Large space
Image specialsCreative: Executional
Impact
Feeling
Hig
h
Involv
em
en
t
17-23Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
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Foote, Cone & Belding Grid
3Habit formationThe DoerFood-household itemsModel: Do-learn-feel (responsive?)
Possible implicationsTest: SalesMedia: Small space ads
10-second ID’sRadio; Point of Sale
Creative: Reminder
Thinking
Low
In
volv
em
en
t
17-26Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
1.1. SalsaSalsa
2.2. Stamp Stamp
collectingcollecting
Ads
17-27Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
Foote, Cone & Belding Grid
4Self-satisfactionThe ReactorCigarettes, liquor, candyModel: Do-feel-learn (social?)
Possible implicationsTest: SalesMedia: Billboards
NewspapersPoint of Sale
Creative: Attention
Feeling
Low
In
volv
em
en
t
17-28Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
17-29Copyright © 2006 Pearson Education CanadaCopyright © 2006 Pearson Education Canada
