COURSE OUTLINE - PROMOTIONAL STRATEGIES (MKT 307)



COURSE OUTLINE - PROMOTIONAL STRATEGIES (IBM 307)

Cal Poly, Pomona College of Business Administration

Prof. Kirkpatrick Fall 2007

Office Hours: 8:30 - 9:15 MWF and 11:45 – 12:15 MW

Bldg. #94, Room 223; Phone: (909) 869-2438; fax: (909) 869-3647

email: jkirkpatrick@csupomona.edu

web site: csupomona.edu/~jkirkpatrick

Required Text: Contemporary Advertising, 11th edition, by Arens, Weigold, and Arens[1]

Cases: Francis, Berther & Allfreed; Sunkist Growers, Inc.

_______________________________________________________________________________________________

To be

Text Homework Handed In? Date

I. Introduction

A. What Advertising Is and Is Not 9/21

B. How Advertising Works, Its History Ch. 1, 2, Append. D[2] 9/24

“Tumbleweed Southwest Grill” - video 9/26

C. Capitalism and the Myths

about Advertising Ch. 3 (pp. 54-74), article (tbho) 9/28

D. The Law and Advertising Ch. 3 (pp. 74-93) 10/1

II. Clients and Agencies Ch. 4 10/3

Case: Francis, Berther, & Allfreed…………………………………………………………. √………. 10/5

III. The Advertising Plan

A. Situational Analysis Ch. 5, 6* 10/8

B. Objectives Ch. 8 (pp. 234-258) 10/10

C. Budget Ch. 8 (pp. 258-266) 10/12

D. Message

1. Creative Strategy Ch. 12 10/15

2. Execution Ch. 13 10/17

3. Production Ch. 14 Which ad pulled best? (tbho) 10/17

Case: MasterCard “Priceless” Campaign (p.606)…………………………………………..√............. 10/19

MIDTERM EXAM: Monday, Oct. 22, 9:15 - 10:20 AM

D. Media

1. Media Strategy Ch. 9 10/24-26-29

Media problems (tbho) 10/31

2. Execution

a. Print Ch. 15 10/31

b. Electronic Ch. 16 11/2

c. Direct Marketing & the Internet Ch. 10 (pp. 304-18), Ch. 17 11/5

d. Other media Ch. 18 11/7

Case: Sunkist Growers, Inc……………………………………………………………….√............. 11/9

E. Measurement Ch. 7 (no class 11/12) 11/14

To be

Text Homework Handed In? Date

IV. Integrated Marketing Communication and the Ad Campaign

A. Personal Selling, Sales Promotion,

and Cooperative Advertising Ch. 10 (pp. 318-332) 11/16

B. Publicity and Public Relations Ch. 11 11/16

C. Local and International Advertising pp. 101-08, 130-31, 432-34 11/19

D. Corporate Image and Political

Advertising pp. 356-63 11/21

Exercises (tbho) 11/26

V. How to Evaluate an Advertisement 11/28

ADVERTISING PLANS DUE - Friday, Nov. 30

FINAL EXAM: Monday, Dec. 3, 9:10 -11:10 AM

*Note: If you have taken a buyer behavior or marketing research course, chapters 5 and 6 are not required and, consequently, may be used simply for reference and review. If you have not taken such courses, then the chapters are required.

tbho = to be handed out

_______________________________________________________________________________________________

The two exams count 30% each toward your final grade, an individual term project—the Advertising Plan—counts 25%, and the three hand-in homework assignments (for the three cases) count 5% each. Out of fairness to those who attend the exams on the assigned dates, make-ups will not be given; exams and exam dates should be considered a “death do us part” proposition. Late papers are subject to a one-third letter grade per class day penalty (i.e., an A- becomes a B+, a B+ becomes a B, etc.)--and must be handed in to get a passing grade for the course. Also, out of fairness to those who meet the deadlines, no hand-in homework assignments will be accepted after the beginning of the period on the date for which they are due. No exceptions!

The hand-in homework assignments must be typed or word processed, covering no more than one side of one sheet of paper. The first assignment (for Francis, Berther & Allfreed) must be written in the form of a “recommendation memo,” following the Ogilvy format (tbho). The second assignment (for the MasterCard “Priceless” campaign) is to write a “creative work plan” based on information given to you in the case; the format of the creative work plan is given in Exhibit 4 of the Francis, Berther case--you may want to prepare a “prospect profile” (for your own use) similar to that of Exhibit 5 in Francis, Berther before writing your creative work plan. The third assignment (for Sunkist Growers) is to write a “media work plan,” including the following components: (1) media objectives (including statements of the target audience, geographic coverage, continuity, and reach and frequency); (2) media strategy--statements of the media categories selected, along with a rationale, and statements of the specific media vehicles within the categories, along with a rationale; and (3) media execution--statements (given space limitations) of the ad units and the timing and scheduling of the ads.

To determine your final course grade I convert all of your scores and letter grades to the 4-point system and weight each as indicated above. (A = 4.000, A- = 3.667, etc. See the Cal Poly catalog for details.) For example, suppose you get the following scores and grades:

midterm 75 Ad Plan A-

final 85 Hand-ins B, B, A-

The midterm exam is a C (70 or 71 would be a C-, 78 or 79 a C+) and the final exam is a B. The two scores average to 80 or a B-. The B- is assigned a 2.667 on the 4-point system and weighted 60%. Your Advertising Plan is assigned a 3.333 and weighted 25%. And your hand-in papers are assigned a 3.000, 3.000, and 3.333, respectively, averaging 3.222, a B+, and weighted 15%. Your final course average then equals: (2.667 x .60) + (3.667 x .25) + (3.222 x .15) = 3.000 or a B (see scale below) for the course. But say you do the extra credit and do it well for an extra five-tenths of a letter grade. Now you go from 3.000 to 3.500, or a A-! I assign final grades, using the following scale based on the 4-point system:

A = 3.833 to 4.000 C = 1.833 to 2.166

A- = 3.500 to 3.832 C- = 1.500 to 1.832

B+ = 3.167 to 3.499 D+ = 1.167 to 1.499

B = 2.833 to 3.166 D = 0.833 to 1.166

B- = 2.500 to 2.832 D- = 0.500 to 0.832

C+ = 2.167 to 2.499 F = 0.000 to 0.499

To keep track of your grade progress, download the following: csupomona.edu/~jkirkpatrick/IBM307 /307GradeCalc.xls. This an Excel spreadsheet that will open in Excel. If it doesn’t, open Excel, then open the file “307GradeCalc.xls.”

Note: when turning in papers and cases, the safest place to do so is in my hands. Never tape or in any other way try to attach papers to the door of my office (they’ll disappear) or to slip them under the door (the weather strip won’t allow it!). If you can’t put the papers in my hands, then put them in the drop box outside room 105 in building 6; be sure my name is clearly marked on the paper. It will be put in my mailbox. Do NOT take assignments to the IBM department office. The administrative and student assistants are not responsible for lost papers; you are.

_______________________________________________________________________________________________

TERM PROJECT - ADVERTISING PLAN

Choose a product and write an advertising plan for it as if you were the company’s advertising manager. The product may be one that exists now, a new product, or a fictitious (but reasonably realistic) innovation. The period to be covered by the plan is January 1, 2008 to December 31, 2008 (unless your company operates on a different fiscal year). The plan must include the following components (and they must be labeled as such):

I. Situational Analysis

A. History of brand’s advertising

B. Competition’s advertising

C. Sales forecast

D. Target audience

E. External opportunities and threats

F. Internal (product/company) strengths and weaknesses

II. Marketing Objectives

III. Creative Plan

A. Advertising objectives

B. Strategy

C. Tone

D. Execution

IV. Media Plan

A. Media objectives

B. Strategy

C. Rationale

D. Execution

V. Budget

VI. Measurement

VII. Appendix

VIII. Bibliography

The Situational Analysis is a review of where your brand stands now, in the present “situation”—and requires research. Based on the conclusions you draw in the Situational Analysis, your Marketing Objectives should state what you want your marketing programs to achieve over the next year (i.e., what opportunities to take advantage of and/or what problems to solve); Marketing Objectives can cover all of the marketing mix except advertising.

In the Creative section, your advertising objectives should indicate specifically what you want your advertising to do. Your “Strategy Statement” should be no longer than one sentence (i.e., name your prospect and state what you want him or her to know, feel, do). You should, of course, elaborate on the statement, giving reasons for the strategy and stating how you arrived at the statement. Tone is the personality of the advertising. Creative Execution refers to a “nuts and bolts” description of sample ads for the campaign. It might help to review the creative work plan you prepared for the MasterCard Priceless case. Be sure to include a couple of sample ads in the Appendix.

Your media objectives should be stated in terms of reach, frequency, and continuity. Your media strategy consists of both the general media categories and the specific media vehicles within each category in which you will run your advertising. Rationale refers to the reasons why you chose those categories and vehicles. The Execution section should give a month-by-month breakdown of when the ads will run in the specific media. Don’t forget all of the components of the media work plan you completed for Sunkist Growers.

Your Budget should be determined on an “objective and task” basis and rationally justified, given the budgets of the competition and your own brand’s past budgets; be sure to indicate how the money is allocated by media, creative, production, etc. The Measurement section should indicate how you will determine the effectiveness of your advertising plan, once it is running, plus any other research you plan to perform over the coming year. The Appendix should include your sample ads and relevant research to support your conclusions and recommendations. Include references or bibliography.

In general, your Plans should be typed, double spaced, and about 10 pages. Your Situational Analysis should not exceed 20-25% of the total length (students tend to get carried away in this section). If you are writing about an existing brand, you must recommend different advertising than is now being done; the assumption is that you can do it better than whoever is now doing their advertising.

See Appendix B in the text for a more detailed Advertising Plan outline. Every company and agency uses a slightly different form, but essentially all Ad Plans are the same. Hence, use Appendix as a guideline, but use the above format for the Plans you hand in.

TEACHING METHOD

This is primarily a lecture course.

The purpose of formal education is to save you time--the time it would take you to learn marketing, finance, accounting, advertising, etc., on your own, by reading books and trying to find the right people to question. Lectures and the “3-Step Plan To In-Depth Learning” can save you that time.

The 3-Step Plan

The acquisition and retention of knowledge is not automatic. It requires concentrated effort. The 3-Step Plan To In-Depth Learning is designed to help you understand marketing principles at a level that exceeds what can be achieved through other methods.

Step 1 - Take Lecture Notes. A well-organized lecturer presents his subject in terms of essentials. The spoken word, by its nature, cannot present the detail of the written word. Hence, these “essentials” give you the necessary foundation and superstructure on which to base your subsequent learning. Lectures, in other words, emphasize and reinforce key points from your reading and add new material. Note-taking helps to integrate or blend together these key points and new material with your current knowledge. The act of note-taking, however, requires mental focus and comprehension--an active, integrating mind during the process of note-taking. This integration, in turn, leads to retention (as opposed to rote memory).

I want to emphasize the value of good note-taking. Recent educational research shows that “notes containing more ideas and more words are related to higher achievement.” In other words, take down as much as you can. This research also shows that students think the purpose of note-taking is to be brief, taking down only the key ideas they think they might otherwise forget. This is a mistake. One study showed that only 60% of the ideas the professors considered important were taken down in notes by the students. When I was a freshman, I used to stop taking notes as soon as the professor said “for example”--on the premise that I already had written down the principle and that the examples are “just” illustrations. But when it came time to study for the exam, I didn’t fully understand the principle--because I couldn’t remember the examples.

Step 2 - Read The Text. Of course. But also: a good lecturer can separate what’s important from what’s unimportant. But only the written word can give you the details that are necessary for a thorough understanding of a subject. The details of the written word are, so to speak, the brick and mortar (added to the “superstructure”) of knowledge--the meat and flesh that are added to the skeleton of the lecturer’s essentials. A hallmark of professionalism is attention to details, especially the details of the written word. (Besides, studies show that successful people--such as CEO’s, who read six times as much as as the average reader--are, indeed, heavy readers!)

Step 3 - Write Answers To Review Questions. The lecture contains material expressed in the words of the lecturer; the book contains material expressed in the words of its authors. With this step it is time for you to put the material into your own words. Two sets of essay-type review questions will be handed out during the course (one set about a week before each exam). Writing one- to two-paragraph answers to each of these questions, after thinking about the lecture notes and the book, will help tie many loose ends together and especially help you chew and digest the ideas. These answers to the review questions (assuming you have taken good lecture notes and have read the book) will also give you a solid set of study notes to use in preparation for the exams.

Conscientious practice of these three steps should give you in-depth knowledge and understanding. At the same time, it should keep rote memory to a minimum. It really depends on how you use your mind throughout the course.*

*Let me recommend a book that helped me a lot in graduate school: A Guide to Effective Study by Edwin A. Locke. This book discusses a wide range of study problems, including note-taking, coping with test-anxiety, how to study for multiple-choice exams, how to write essay exams, etc. There are other equally good study guides available in the bookstore.

Optional, Extra Credit

To earn up to one-half of a letter grade—5% added to your final course average—do the following for extra credit. Read one of these classics:

Confessions of an Advertising Man, by David Ogilvy

Ogilvy on Advertising, by David Ogilvy

Adventures of an Advertising Woman, by Jane Maas

Reality in Advertising, by Rosser Reeves

Scientific Advertising, by Claude Hopkins

Advertising Pure and Simple, by Hank Seiden

The Trouble With Advertising, by John O’Toole

Tested Advertising Methods, by John Caples

How to Advertise, by Ken Roman and Jane Maas

From Those Wonderful Folks Who Gave You Pearl Harbor: Front-Line Dispatches from the Advertising War, by Jerry Della Femina

Then, write a 4-5 page review of the book you have chosen. Your review should consist of the following: (1) a summary of the book’s content, (2) a statement of the author’s purpose and your evaluation of how well the author accomplished his or her purpose, and (3) your answer to the question, “Was the book worth doing?” Be sure to give reasons for your evaluations.

There are many other similar books in existence (i.e., advertising books written by practitioners). If you wish to review a book not listed above, just get my approval first.

---------------------------------------------------------------------------------------------------------------------------------------------

Professor Kirkpatrick received his BA degree in philosophy from the University of Denver and his MBA and PhD degrees in marketing from Baruch College of the City University of New York. He has worked as account executive for Public Relations Aids, Inc. in New York City and Smith-Hemmings-Gosden Direct Response Advertising in El Monte, CA; he has also worked as senior account executive for the Young and Rubicam Direct Marketing Group in Los Angeles. His publications have appeared in the Journal of Advertising, Marketing Theory: Philosophy of Science Perspectives, Developments in Marketing Science, Vol. IX, Managerial and Decision Economics, and The American Journal of Economics and Sociology. His book In Defense of Advertising: Arguments from Reason, Ethical Egoism, and Laissez-Faire Capitalism was published in 1994 by Quorum Books; in 1997, the work was translated into Portuguese and published in Brazil. He has just completed his second book, titled Montessori, Dewey, and Capitalism: Educational Theory for a Free Market in Education, which will be published in February 2008.

-----------------------

[1] This book is available in electronic form for $79.41 at . (Click McGraw-Hill eBooks.) You can either download or view it online (not both). THINK before hitting the “buy” button. Hard copy has its advantages.

[2] Available here: .

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download