Internet Cigarette Vendors and Blocking Software



Communication Management 510

Attitudes, Values and Behavior

2 – 4:50, Tuesday, ASC231

Michael J. Cody, Ph.D.

326C Annenberg Building

Office hours, Thursday, 2 to 3:30; or by appointment

213-740-3936 (office);

310-376-8565 (home);

cody@usc.edu

Goals of this Course

The purpose of this course is to teach the theory and practice of social influence processes used in everyday life, spanning “compliance” techniques commonly used in face-to-face sales encounters through the use of dramatic serials to achieve intended goals: to inform, to change people’s attitudes, to change behavioral intentions, to change behaviors, and/or to change beliefs and norms. We will review traditional social psychological communication theories, but also review current trends: viral, consumer generated advertisements, uses of twitter and social media, and games (called “serious games”).

We begin the class with a discussion of definitions and campaigns used to change beliefs, attitudes and behaviors. We will then discuss persuasion theories (theories geared toward attitude and belief change), and what is referred to as “behavioral change” theories like Bandura’s social learning theory. We try to bridge several disciplines: Communication, Health promotion, Sociology, Psychology, Advertising/marketing, and, of course, new media.

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Students should be familiar with the uses of theory (communication, psychological or sociological) that guide various campaigns or approaches to influencing others (“humor”) and understanding how and why messages have particular effects on receivers.

I encourage each student to specialize in one area – (1) commercial products like automobiles, fast food, candies, travel, etc.; or (2) “social marketing or health campaigns.” See section below on “topic areas.”

Learning Objectives

After completing this course, students are expected to have increased proficiency in the following areas:

• Knowledge of core concepts of the central theories of persuasion (behavioral change, attitude change, normative influences) used in interdisciplinary research (advertising, communication, health, marketing, psychology, sociology);

• Understand how theories are applied in order to change beliefs, attitudes or behaviors through diverse channels (word of mouth, television, radio, print, twitter, virally, facebook);

• Understand how message strategies are used to reach and influence segments of the population, children, tweens, teens, males, females, Hispanic, Black/African American, etc.);

• Understand how to frame your own ideas for a thesis project or any individual independent research project.

Analytical Thinking

• Understand why particular messages are successful in achieving persuasive goals (altering emotions, educating consumers, changing beliefs, motivating changes in behaviors), and understanding why some messages fail;

• Analyzing the need for a new campaign to be launched, and to design messages appropriate to achieve campaign goals;

• Understand the importance of, and how to achieve brand or product positioning in the market place, and how to differentiate one brand image from another (i.e., Jack in the Box vs. Carl’s Jr; State Farm vs Geico vs Progressive, etc.).

• Understand how to differentiate a persuasive campaign from one’s rivals in order to create distinct brand awareness.

Information Literacy

• Conducting academic research using a variety of library resources, including

• (a) publications in peer-reviewed journal articles in the University libraries, including journals like the Journal of Communication, Journal of Advertising, Journal of Health Communication, Journal of Marketing, Journal of Computer Mediated Communication, etc.);

• (b) publications and commentary on case studies of “effective campaigns” or successful practices (i.e., and ;

• (c) news and commentary in relevant industry publications (Ad Age, Brand Week, etc.).

Texts and Resources

(1) The academic text:

Bettinghaus, E. P., & Cody, M. J. (1994). Persuasive communication (5th edition). Fort Worth, TX: Harcourt Brace. ISBN# 0030553520 / 978-0030553523.

DO NOT BUY THIS BOOK. I have 20 copies of this book and you may borrow one for the semester. Several of us in the Annenberg School are writing an interactive e-book using this book as the starting basis. Most standard printed “Persuasion theory” books are boring, expensive and limited because they tend to favor only one discipline (psychology, or communication, or sociology, or marketing). We will try to bridge multiple disciplines.

A set of additional text books on “persuasion theories” will be circulated when we start the class.

(2) If you are not familiar with the APA format, this simple book is helpful:

Houghton, P.M., Houghton, T.J., & Pratt, M.M. (2009). APA: The Easy Way! [Updated for APA 6th Edition]

I bought four copies of this for us.

(3) “Applications” books – how to be effective:

I have purchased 2, 3 or 4 copies of each of the following texts and you may borrow these books:

Cialdini, R. B. (2008). Influence: Science and Practice (5th edition). Boston, MA: Allyn & Bacon. ISBN# 0205609996 / 978-0205609994

Note: A copy of the 4th edition is available digitally (for free).

Books that extend “compliance” and influence into social media areas:

Beard, F.K. (2008). Humor in the Advertising Business: Theory, Practice, and Wit

Brogan, C. & Smith, J. (2010). Trust Agents: Using the web to build influence, improve reputation and earn trust.

Cakim, I.M. (2010). Implementing Word of Mouth Marketing: Online Strategies to Identify Influencers, Craft Stories, and Draw Customers

A.J. Chapman, A.J. & Foot, H. (1976). Humor and Laughter: Theory, Research and Applications Humor and Laughter: Theory, Research and Applications

Gillin, P. (2009). The new influencers. Fresno, CA: Quill Driver Books.

Gulas, C.S. & Weinberger, M.G. (2006). Humor in Advertising: A Comprehensive Analysis Humor in Advertising: A Comprehensive Analysis

Heath, C. & Heath, D. (2007). Made to Stick: Why Some Ideas Survive and Others Die.

Heath, C. & Heath, D. (2010). Switch: How to Change Things When Change Is Hard

Kabani, S.H. (2010). The zen of social media marketing.

Shirky, C. (2009). Here Comes Everybody: The Power of Organizing Without Organizations

Silverman, G. (2011). The Secrets of Word-of-Mouth Marketing: How to Trigger Exponential Sales Through Runaway Word of Mouth

Solis, B. & Kutcher, A. (2010). Engage: The Complete Guide for Brands and Businesses to Build, Cultivate, and Measure Success in the New Web

Vaynerchuk, G. (2011).The Thank You Economy.

Walker, R. (2010). Buying In: What We Buy and Who We Are

Some noteworthy websites we will visit throughout the semester:





(click on “Ad critic – the work”)













-- Some students are interested in “entertainment-education,” and should talk to me about placing health and social marketing topics in entertainment programming like ER, House, Numbers, CSI New York, and soap operas like Bold and the Beautiful. Recent publications on organ donation storylines, breast cancer, diabetes, etc., will be posted on Blackboard. This area has grown considerably in the USA in the last several years; there is also an interest in “serious games” (games that teach history, nutrition, health information).

Some favorite successful campaigns:





If you are relatively new to this area, I strongly encourage you to check out campaigns that have won “Effie” awards for “Effective campaigns,” go to:



A set of case studies on selling diamonds and fast food (commercial campaigns) and advocating healthy heart and tobacco control (the truth campaign) (health/social marketing causes) can be found on Blackboard and will be discussed early in the semester.

I also encourage you to examine the collaborations between the Ad Council, nonprofit agencies and advertising companies in creating and maintaining campaigns on health and social marketing:



Grading:

Three papers, one presentation

[No tests]

Paper 1. Campaign Paper 30% of grade

DUE: Midnight Friday October 7

Paper 2. Audience Analysis: Know and understand the audience 30% of grade

DUE: Midnight Friday November 4

Paper 3. Theory or process paper 30% of grade

DUE: Midnight Friday December 2

Oral Presentation – Student Mini-lecture 10% of grade*

Last class days --

*You present the contents of one of your papers to the class. Students usually present on paper 1 (campaigns launched and evaluated) or a combination of the papers.

You may revise each paper as often as necessary to get an “A.” Papers are graded on clarity of writing, reasonable thoroughness of the search, accuracy in writing about the content area and accuracy of summarizing research results. Note: All papers are written in APA-format, with reference page included at the end of the paper. All papers are to be submitted electronically to cody@usc.edu

NOTE: Some of you may wish to combine Papers 1 and 2 if the “campaign” and “audience” are very specifically interwoven. You still need to turn in a paper on the due date on October 7.

Topic Areas

Campaign topics

Students enrolling in this class should select an area of social influence which will serve as their “case study” for the semester. Many of you should select a “Campaign” to review. Companies and government agencies will launch a new campaign in order to increase awareness of a problem and knowledge about the issue (i.e., Autism Speaks, swine flu (H1N1, “Buzzed drinking is drunk driving”), or to change attitudes and behaviors (i.e., “Got Milk?,” “Get a Mac,” “I’m a PC,” “Raise your right hand” (selling diamonds to women), or “Priceless” (Mastercard); students commonly write about cars (Honda, etc.), food (Chic-fil-A, Jack in the Box), or beverages (Beer, generic; Beer, niche; Gatorade, Starbucks, Dunkin’ Donuts). The three papers assigned (below) are useful for those individuals writing on campaigns.

Other topics

You are enrolled in an “applied” MA level class and you may have a specific applied interest in mind. If you have a particular career plan or specific interest, you may write a different set of papers – on processes and phenomenon other than a campaign targeting the consumer through Advertisements, marketing/promotions, online communities, radio, song, or product placement and entertainment education. Students have written on “Crisis Communication” dealing with how communication scholars manage problems that surface in businesses (Toyota, Mattel and lead-covered children’s toys from China) or public personae (Tiger Woods, Charlie Sheen). Other students might be interested in “Internal Communications,” which deals with the message strategies used internal to the organization to ensure that an organization’s members are knowledgeable about a public campaign and know what is required. For example, if Honda of America spends millions on a campaign to the public that “Honda sales clerks are helpful,” Honda needs to make sure that the sales clerks and their supervisors know to be helpful (usually they are rewarded for being helpful). Finally, some students may write one or more papers on an ongoing process or change in America (or in global communications), such as the Twitterverse, viral marketing, or entertainment education – writing an overview, underlying theories, successes and failures, etc.

Also, one of your papers may be a “proposal” or a “business plan,” which we can talk about later.

Paper 1. A Campaign review

Review a particular campaign selling a particular product, creating a certain brand, or featuring a health or safety issue. Products or brands include advertising and marketing of Coke, Pepsi, fast food (Jack in the Box, McDonalds, etc.), Absolut, Milk, Honda, I-pod, Subway sandwiches, BMW, AIG, etc. Health and safety issues include 5 a day, wearing seat belts and helmets, tobacco control, safety in the sun, dieting, domestic violence, tolerance, flex your muscle, water conservation, human trafficking, AIDS, anti-Meth and anti-drug messages, etc.

A possible outline for this paper includes:

I. An introduction, statement of the problem/need for a new campaign, preview of the paper;

II. How the new campaign was conceived and researched (we call this ‘formative’ research) and elements selected—using what media, targeting what audience, how are messages designed, etc.;

III. How the campaign was launched, how it was assessed, and with what outcomes;

IV. Conclusion; what worked, what did not work, what is proposed as next step.

The paper is 10 to 14 pages in length, APA-format in 12 point New Times Roman font. The last page or section is the reference page.

Paper 2. Understanding the “Audience”

Review the literature on the audience members (or types of consumers) “targeted” in the campaign selected. Several types of campaigns, like political ones, target the general population; communication strategists almost always segment the audience in order to reach selected groups through print, television, online, etc. Women and men are targeted a bit differently if you want to sell diamonds (see the case studies I e-mailed you, and “Before class” folder on Blackboard); young males are targeted for buying fast food meat from “Jack in the Box,” “Carl’s Jr.,” “Taco Bell,” or “Del Taco;” and some of the candy commercials targeting young males (and some females) have been called “oddvertisements” (novel appeals using humor). On the other hand, daughters and mothers are targeted for HPV awareness and are encouraged to “talk” and make an informed decision about the available vaccines. Autism Awareness campaigns (largely “Autism Speaks”) focuses on young adults as the primary audience – they may have children or may soon have children; but secondary audiences are teachers, grandparents, health care providers – the goal is to detect autism early, because it is critically important to do so.

Many of you, however, will probably want to tap into “millennials” – a wonderful, and growing, area of interest (see “Ad Age’s Stat of the day,” which usually features generational based comparisons.

I do not have a proposed outline for a paper on “the audience,” it is possible for these papers to vary considerably.

Paper 3. Paper on theory or process.

Every campaign is designed with certain ideas about how to be effective in achieving a goal with a particular type of receiver. These “certain ideas” are usually based on persuasion theories or research on psychological principles. For example, when is humor (as a message strategy) effective in capturing receivers’ interest in a message, effective in making the message memorable, and effective in prompting a cognitive response? When is guilt? Fear? When and why are celebrities effective? When are “similar” others used?

Throughout much of this semester we will be reviewing how theories and research on messages influence persuasive outcomes. The campaign you reviewed in Paper 1 was undoubtedly based on a theory of influence based in psychology, communication or sociology. Often advertisers or even evaluators (testing the outcomes of campaigns) do not explicitly report what the theories that are underlying their campaigns. They may do so in a strategy report; but it is far more likely that you will have to infer the theory or principle being used. It is easy to infer that Jack in the Box uses certain forms of humor on young male receivers to sell hamburgers, that “oddvertisements” are used on young males to sell candies, and sex appeal is used to sell Axe body spray – but most women would not even find the messages amusing.

For paper 3 you may select at least one theory or communication process that discuss why it is appropriately used in the campaign and why there is a “good fit” between the theory/process and the campaign messages and strategy. Theories can include the ones we discuss in class and others you may have learned over the course of your academic and work career. These might include the theory of Social Comparisons, the ELM, social learning theory, Fishbein’s Theory of Reasoned Action, Self-Efficacy, the Diffusion of Innovations, the Health Belief Model, Stages of Change, emotional appeals (fear, warmth, empathy), etc. and search for articles investigating the operation of these theories to a campaign. For every topic we discuss in class, there are amble resources and studies you can find online (i.e. “theory of reasoned action AND water conservation,” etc.). The paper will include 10 references (at a minimum), and a possible outline is:

I. Introduction (two paragraphs, introducing topic, a few sentences about the problem, preview of paper);

II. Overview of Theory;

III. Applying Theory to the Campaign;

IV. Conclusion.

The paper is 10 to 14 pages in length, APA-format in 12 point New Times Roman font. The last page is reference page.

Schedule of Classes

Day 1 August 23

The following case studies appear in the folder “Materials Day 1” on Blackboard. These are easy to read: Case studies of Effective campaigns from topics: (a) A list of 2011 winners; (b) 2 awards given to the “Truth” (tobacco control) campaign; and (c) 3 awards given to selling Diamonds. I’ll use these as examples of effective campaigns.

Other example campaigns I will discuss on August 23:

The Healthy Heart Campaign

Axe vs. Old Spice

Carl’s Jr. vs. Jack in the Box.

Autism Speaks

Day 2 August 30

Read all of the Cialdini book, Influence.

Check out his website and sign up for Cialdini’s newsletter:



Also take the quiz on your knowledge of compliance

The compliance material is often used in public relations, Word of mouth, point-of-purchase, etc.

Day 3 September 6

Read Chapters 1, 2 and 3 in Bettinghaus and Cody.

The central theory discussed in these readings is Social Leaning theory (pages 42 -48 in Bettinghaus and Cody) or “Cognitive learning theory.” See Dr. Bandura’s lecture at the Annenberg School [see below]). The following website contains many papers and publications on Bandura’s social learning theory, available if you log on to the website using an “edu” account.



About one “page” down you can click on this link:

View Bandura lecture at the Annenberg School for Communication and see Bandura’s talk at Annenberg – with excellent examples of social modeling from soap operas.

OR:

Example of the importance of “modeling:”

Movius L, Cody M, Huang G, Berkowitz M. Motivating Television Viewers to Become

Organ Donors. Cases in Public Health Communication & Marketing. 2007 June. Available from:



Also, know examples of “Classical condition,” “instrumental learning,” “psychological reactance theory” (which parallels the “Scarcity principle” in the Cialdini book); cognitive dissonance

Day 4 September 13

Chapter 3: Know the “message learning” approach and the ELM model.

The ELM model – Central route to persuasion and peripheral route to persuasion; Multiple speakers + multiple different “strong reasons” = persuasion; Multiple strong arguments = persuasion. You may also read (freely available):

O’Keefe, Daniel J. (2008). Elaboration Likelihood Model. The International Encyclopedia of Communication. Volume IV. Malden, MA. Blackwell Publishing. Retrieved from

Petty, Richard E. & Cacioppo, John T. 1986. The Elaboration Likelihood Model of Persuasion. Advances in Experimental Social Psychology. Volume 19. Academic Press, Inc. Retrieved from

Day 5 September 20

Read: Bettinghaus and Cody, chapter 4. The focus will be on the Theory of Reasoned Action (and the Theory of Planned Behavior).

This web site also tells you everything you want to know about the theory of planned behavior:



On award winning “influencer” campaign is this one:



Creates on online community that expands one’s list of contacts (“relevant or significant others”) whose opinions are valued – influencing “subjective norms” about having a child in the navy (or military in general). The more read reads, the more one gains additional beliefs about pluses of being in the military, or learns “counterarguments” against why one would not join. It is an early success of an “influencers” online website. It won an “effie” award:



However, started to give Effie awards in the category of “influencer” campaigns.

Other examples:

Energy Conservation (Flex your muscle) – Beliefs about saving energy (blackouts, brownouts [these were common during Enron’s power years], rising energy costs, foreign oil dependency, the future of energy needs] plus “Subjective Norms” (“we Californians did it, we saved X% last year,” and the one’s on Youtube present the next generation as significant others we have let down, and we should be motivated to change our energy consumption):







Other websites on Theory of Reasoned Action/Theory of Planned Behavior:





Day 6 September 27

Read Bettinghaus and Cody, pages on “Opinion Leadership” (from Chapter 5 pages 141-142)

Diffusion of innovation; Technology Acceptance Model; and “Positive Deviance,” Social Networks, Word of mouth. [Opinion leaders, early adopters, “mavens”].

A list of updated websites and links will be distributed closer to class time. Although there have been 50 years of research on Diffusion of innovations and Opinion leaders and early adopters, newer books and pop books use the term “mavens” and “influencers.”

A summary can be viewed at:







Positive Deviance:



Tufts University is one of the leaders:



Go to multimedia for visual and excellent examples:



Day 7 October 4

Health Belief Model and “Stages of Change” model

Health Belief Model, Cultural Competence

From Wikipedia:

(Enlarge the graphic on the right….)

Video examples of “Cultural Competence” and the Health Belief Model [Standard lectures by health leaders, but these clips do a good job highlighting cultural competence to the Health Belief Model]):







The following materials are also useful on the topic of “health belief model:”



From Communication Initiation website:



A free 14 page book chapter with some interesting (relevant) examples:



The NCI page (National Cancer Institute’s page) provides this “theory in a glance” publication:

theory.pdf

Example campaigns: H1N1(Swine flu), Smoking Cessation, Healthy Heart, Stroke Awareness, and many more.

Paper 1 is due by Midnight Friday October 7

Day 8 October 11

Read chapter 5 in Bettinghaus and Cody (chapter on “Source characteristics”).

Topics: Credibility, Beauty, Celebrity, “liking” and trustworthiness (also “Trust agents” online), credibility of Yelp reviews, and “Charisma”

I will also talk about “repairing” public images; David Letterman, the CEO of Jet Blue, vs. Tiger Woods, Kobe Bryant, Mel Gibson, Charlie Sheen.

Day 9 October 18

Read chapter 8 in Bettinghaus and Cody (chapter on Messages and Appeals):

Emotions in persuasion. Vividness, novelty, Humor, “warmth” appeals, and fear appeal messages. Also: Ennobling Emotions (Pride, achievement, empathy, sympathy, “Greening,” having an impact in a larger world. Dove’s Real Beauty and Self Esteem; (Nike: “Let us play.”))

Day 10 October 25

“Receiver Variables:” Skim chapters 6 and 7 in Bettinghaus and Cody; the relatively more important topics are: Self-esteem, Intelligence, Anxiety, Need for Achievement, Self-Monitoring and the Theory of Social Comparisons (page 180 – 183)

I have not scheduled topics for these three evenings; I have not scheduled guest speakers yet.

Day 11 November 1

Day 12 November 8

Day 13 November 15

Day 22 November 22

First set of Student presentations/mini-lectures

Day 23 November 29

Second and perhaps last day of Student presentations/mini-lectures

Students requesting academic accommodations based on a disability are required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP when adequate documentation is filed. Please be sure the letter is delivered to me as early in the semester as possible. DSP is open Monday-Friday, 8:30 – 5:00. The office is in Student Union 301 and their phone number is 213-740-0776.

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