Advertising and Sales Promotion, 1st Edition By Ken Kaser INSTRUCTOR'S SOLUTIONS MANUAL

Instructor Solutions Manual Advertising and Sales Promotion, 1e Ken Kaser.

Advertising and Sales Promotion, Net Bookmark Chapter 1, page 22 http://www.careers-in-marketing.com/adskill.htm Do you think you have what it takes to work in advertising? Though there are many different career paths in advertising, there are several key skills and talents required by anyone who hopes to succeed in the field. Access the website and read the article. Based on the article, which skill is the most important for someone working in advertising?

What three adjectives do you think best characterize a successful advertising professional?

Answer: Communication skills are the most important for someone working in advertising.

Students’ choices for adjectives that characterize advertising professionals will vary.

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Chapter 2, page 36 http://www.edmunds.com/ Online shopping sites, such as Edmunds.com, can help consumers in their decisionmaking process by (1) improving the quality of their choices and (2) reducing the effort required to make those decisions. Access Edmunds.com. Suppose you were in the market for a new car. How can the Edmunds.com site help you complete each step of the consumer decision-making process?

Answer: Students’ answers will vary but should focus on each of the five steps in the consumer decision-making process: (1) recognize the problem, (2) search for information, (3) evaluate alternatives, (4) make the purchase, and (5) evaluate the purchase.

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Chapter 3, page 79 http://www.claritas.com/MyBestSegments/Default.jsp When marketers know the demographic and psychographic characteristics of their target audience, their messages can be targeted more effectively. Marketing-information resources company Claritas provides demographic and psychographic information for any residential zip code in the United States. At My Best Segments website, click on the ZIP Code Look-Up link and enter the zip code 40472. (Use the PRIZM segmentation system.) Describe the demographic and psychographic characteristics of the people in that community.

Answer: The demographic of zip code 40472 is largely rural and low-income. Psychographic characteristics include attending church, reading hunting magazines, and driving trucks.

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Chapter 4, page 95 http://www.apple.com/ipod/ Is there a difference between a basic MP3 player and an iPod? Millions of satisfied iPod users would answer with a resounding, “Yes!” View Apple’s iPod page. How many different kinds of iPods does Apple sell? How are they different from one another? (Hint: Try the Compare iPod models link.) Which iPod would you characterize as the “basic product”? Why? If you were buying a new iPod, which would best meet your needs?

Explain.

Answer: Apple sells four different iPods: the iPod shuffle, iPod nano, iPod classic, and iPod touch.

The iPod shuffle would probably best be characterized as the “basic product” in this line; it is the least-expensive model and offers the fewest features. Students’ personal choices will vary.

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Chapter 5, page 124 http://www.steaz.com/ Small manufacturers can expand the distribution of their products by branching out from smaller, specialty stores to more mainstream retailers. Steaz is a beverage company that produces certified organic teas and energy drinks. Access Steaz’s website. In what types of stores are Steaz’s products sold? How might a wider distribution strategy benefit Steaz? How might it benefit consumers? Read about Steaz’s various products, and then determine other channels of distribution that you think might be a good fit for Steaz.

Explain your reasoning.

Answer: The company benefits because of the possibility of increased sales and greater brand awareness. Consumers benefit by having additional choices. Students’ answers regarding other potential distribution channels for this company’s products will vary.

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Chapter 6, page 169 http://www.yelp.com Have you ever asked a friend’s opinion about a product or business? Online review sites such as Yelp—one of the most popular local review directories—allow consumers to post, read, and comment on opinions about all kinds of products and services. Businesses can even respond to reviews on Yelp to create a dialog with their customers. Visit the Yelp website and read some of the reviews. Would a favorable review on Yelp influence your decision to patronize a business? Can you think of some ways businesses might use review sites to put their businesses in a positive light?

Answer: Student responses will vary. Ask students if they have ever used a review website. Have they ever posted product feedback on a website?

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Chapter 7, page 185 http://brandedcontent.adage.com/360/platform.php?id=38 Almost everyone is familiar with National Geographic Magazine. But did you know that the National Geographic Society publishes several other magazines, each targeted to a different audience? Access the website and read about the Society’s publications. Then compare and contrast the characteristics of the target audience for National Geographic Magazine and National Geographic Traveler. What are some products or services that might be appropriate for each of the magazines listed?

Answer: Students may answer that the characteristics of the target audience for National Geographic and National Geographic Traveler are similar, but National Geographic Traveler readers might have more active lifestyles. Products or services appropriate for each of the four magazines listed will vary.

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Chapter 8, page 221 http://www.sierraclub.org/sierra/mediakit/MediaKitOnline.pdf The Sierra Club is the oldest environmental organization in the United States. Access its website and read through the Sierra Club media kit (particularly the demographics and circulation information). What three adjectives best describe the typical Sierra Club member? In which types of products or services do you think Sierra Club members would be interested? Would an online advertising campaign be an effective way to reach Sierra Club members? Why or why not?

Answer: Answers will vary, but students should perceive that Sierra Club members tend to be well educated, politically and socially active, and relatively affluent. Online advertising campaigns would likely be an effective way to reach Sierra Club members, as the organization has a strong online and social media presence.

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Chapter 9, page 243 http://www.channelone.com/life/quiz_body_language/1.htm Body language is the nonverbal communication that occurs in every face-to-face encounter with another person. All of our nonverbal behaviors send strong messages.

When we communicate with another person, more than half of our message is transmitted through our body language. How good are you at recognizing and interpreting body language? Access the website and take the Body Language Quiz, making a note of your score on each question. How did you do? If possible, compare your results with a classmate. Did any particular questions stump everyone?

Answer: Students’ results will vary. If time permits, allow students to share their test results with the class.

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Chapter 10, page 285 http://www.promotionalcodes.com/ E-retailers use promotional codes (also called key codes or coupon codes) in online ads as well as print ads and direct mail. For example, an online clothing retailer might add the following message to a magazine ad: “Get 10% off when you enter the code 10off at checkout.” Examine the many promotional codes available on the website. How can a company use promotional codes to measure the effectiveness of its advertising? Why might a company use a different promotional code for the same promotional offer on another website?

Answer: When customers enter the code, the advertiser will know that they have responded to the advertisement. Using different codes on different websites can help advertisers track the best websites on which to advertise.

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Chapter 11, page 304 www.mysubwaycard.com/ContentManager/Controller.aspx?page=Home/Home

With the Subway Card Rewards Program, customers earn one point for every dollar spent on menu items at participating Subway Restaurants. Reward points can be used to get free food. Browse Subway’s site and click the FAQ link to read about the rewards program. What types of rewards are available? Why does Subway encourage customers to register their Subway Card? How does this program help Subway build brand preference and brand loyalty?

Answer: A variety of rewards is available including cookies, chips, beverages, and subs. By registering their Subway Card, customers can help protect the balance remaining on their card if it is ever lost or stolen. Additionally, once registered they are eligible to receive special promotional offers. This program helps build brand preference and loyalty by rewarding customers who make repeat purchases.

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Chapter 12, page 325 http://cgi.money.cnn.com/tools/costofliving/costofliving.html With a cost-of-living calculator, you can find out how your purchasing power would be affected if you moved to another city. In the calculator at the website, enter a current salary of $40,000, the name of your current location, and the name of a destination of your choice. What comparable salary would be required if you made the move? Enter three other destinations. Which city has the lowest cost of living?

Answer: Results will vary by location. Have students comment on how the cost of living in the various cities would affect their standard of living.

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Chapter 13, page 352 http://www.msnbc.msn.com/id/17831211/ns/health-kids_and_parenting/t/childrens-tvads-loaded-junk-food/ Many Americans are concerned about ads directed at children. Several countries severely restrict children’s advertising: Greece bans toy ads on TV between certain hours; Sweden bans all TV advertising aimed at children under 12; and Norway doesn’t allow sponsorship of any children’s programs. Access the website and read the article. What have researchers concluded about the content of children’s television ads in the United States? Would you support a ban on TV advertising aimed at children? Why or why not?

Answer: Researchers have found that marketing practices from the food and beverage industry are out of balance with recommended diets for children and contribute to an environment that puts children’s health at risk.

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Chapter 14, page 394 http://www.globalization-group.com/edge/resources/color-meanings-by-culture/ The cultural basis for color symbolism can be very powerful. Marketers who are communicating with a culture different than their own need to be aware of how different audiences view colors. Access the website and examine the international cultural meanings of various colors. Suppose you are marketing a new snack food to Latin America. What colors would be appropriate for the product packaging? What colors should be avoided? Would the colors you chose for the Latin American market also work well in India? Explain your answers.

Answer: Students’ answers will vary. Colors have different meanings in different cultures, so marketers must choose colors used in advertisements carefully.

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Chapter 15, page 417 http://www.healthyworkplacebill.org/ The problem of workplace bullying is not new. Millions of working adults say they have been bullied at some point in their working lives. Legislation called the Healthy Workplace Bill (HWB) would make bullying illegal and has been introduced in more than 20 states since 2003. Access the website to read about workplace bullying and the Healthy Workplace Bill. What are the terms of the HWB? Do you believe such a law is needed? Why or why not?

Answer: The terms of the HWB define an abusive work environment, provide an avenue for legal redress for victims, and hold employers accountable.

Chapter 1 | What Is Advertising

Name_________________________________________

Chapter 1: What Is Advertising?

Fill­in­the­Blanks 1. A(n) infomercial benefits of a product.

2.

Green marketing environment.

3. A(n) brand product, or product line.

4.

Corporate

5. The

consumer

is a lengthy paid advertisement that showcases the involves the use of advertising to support and improve the is the combination of unique qualities of a company, advertising is used to enhance a company’s reputation. is the end user of a product or service.

6. The advertiser is an advertising agency’s client that needs creative messages (advertisements) and advertising campaigns to reach target markets.

7.

8.

advertising uses rational arguments to communicate why Product consumers need a specific product.

Blogs

are websites visited by individuals with common interests.

9.

Industry trade groups are associations that are founded and funded by businesses operating in a specific industry to handle public relations activities.

10.

is a paid form of communication intended to inform, Advertising persuade, and remind an audience to take some kind of action.

True/False Questions

F

11. Advertising is the most effective way to reach consumers and create product/service awareness.

12. Businesses that use green marketing are at a disadvantage in the marketplace.

F

13. The advertiser creates the advertisement for a client.

F

14. The account planner at the advertising agency serves as the main link between the client and the advertising agency.

15. Inventions that had an impact on advertising include the printing press, radio, television, and the Internet.

16. Advertising agencies outsource projects to boutique advertising agencies.

T

T F

F

17. Social media provides new opportunities for communicating advertising messages.

18. During the 19th century, advertising became more youth-oriented.

T

19. Cable television enables advertisers to target customers with specific interests.

T

20. P. T. Barnum helped spur the growth of outdoor advertising with the use of banners to advertise his museum and traveling circus.

T

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 1 | What Is Advertising?

A. Advertising History Advertising has been around since the beginning of time. Select TWO of the following historic time periods: 3000 B.C. (Egyptian Empire); 500 B.C. (Greek Civilization); Roaring Twenties; the Great Depression; World War II; Civil Rights Movement; the 21st Century. On the lines below, identify the time periods you selected and list five major events that occurred during those time periods. Then create a print advertisement that would be appropriate for the time periods selected.

1.

Time Period Selected

Answers will vary based on the time period selected.

2.

Time Period Selected

Answers will vary based on the time period selected.

3. On a separate sheet of paper, design an advertising timeline that illustrates historic events that have had an impact on advertising. The timeline should include appropriate captions and pictures if possible.

Answers will vary. The timeline may include the following: 3000 B.C.—inscriptions on Egyptian tombs; 500 B.C.—theater advertisements engraved in stone; Colonial Americans— public message boards in town squares; 18th century—Ben Franklin and newspaper advertising;19th century—Industrial Revolution; Roaring 20s—glamorous advertising that promoted consumption during prosperous times; Great Depression—no-nonsense approach for advertising; 1950s—television ads; 1960s and 1970s—more creative and innovative advertisements; 1980s—advertisements that promoted consumption in prosperous times.

2

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Chapter 1 | What Is Advertising

Name_________________________________________

B. Using Advertising When Environmental Disasters Strike Choose a recent national environmental disaster associated with a specific company or industry (example: British Petroleum Gulf Coast oil spill) and answer the questions below. Then create a billboard advertisement for the company/industry that will help improve its image.

1. What was the environmental disaster and what company was associated with it?

Answers will vary. The British Petroleum (BP) Gulf Oil Spill is one example. It negatively affected Gulf Coast industries and tourism.

2. Did the company use an advertising campaign to overcome the negative publicity from the environmental disaster? If so, describe it.

Answers will vary. BP created advertisements to encourage people to visit the Gulf Coast. It also developed commercials to show how it was working to clean up the areas affected by the oil spill.

C. Political Advertising Conduct research about the political advertising used by a local, state, or national politician.

Then answer the following questions.

1. Who is the political candidate? Answers will vary.

2. Describe the candidate’s political advertising campaign.

Answers will vary.

3. What suggestions do you have for improving the candidate’s political advertising campaign?

Answers will vary.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

3

Chapter 1 | What Is Advertising?

D. Types of Advertisements Product, brand, and corporate advertisements are used to convey information about a product, brand, or business to the consumer. Find an example of each type of advertisement. In a short report, describe and/or display each advertisement and explain why it is an example of product, brand, or corporate advertising.

E. Advertising Agency Careers Conduct research to learn more about TWO of the following careers in an advertising agency.

On a separate sheet of paper, prepare a short job description for each position, listing five to ten job responsibilities, education requirements, salary level, and any other special job requirements.

• • • • • •

account executive account planner media planner art director copywriter creative director

• • • • •

producer executive media director group media director associate media director executive media buying director

F. Focus Groups Select one of your current favorite advertisements. Arrange to show clips of the TV commercial, copies of the print ad, or pictures of the billboard ad to a focus group consisting of five to ten classmates. Create a survey that allows focus group members to rate the advertisement based on its effectiveness. List the survey questions below.

Answers will vary. Survey questions should be open-ended to generate explanatory answers.

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Chapter 2 | Consumer Behavior

Name ________________________________________

Chapter 2: Consumer Behavior Fill‐in‐the‐Blanks 1. A(n)

want

is something that is desired but not essential for living.

2.

decision making is used for frequently purchased, low-cost Routine products that require little thought.

3.

Convenience

products are purchased regularly without much planning.

4.

Specialty

products are those that have a strong brand loyalty.

5.

Buying motives and services.

are the driving forces that cause consumers to buy products

6.

Emotional motives beliefs, or attitudes.

involve reasons to make a purchase based on feelings,

7. Purchases that are based on loyalty are driven by patronage motives

.

8. Purchases that are based on facts or logic are influenced by rational motives

.

9. An organization or group of people that an individual identifies with and admires is called a(n) reference group .

10. The advertising campaign is a series of related advertisements with a common theme or idea that focuses on a specific product, service, brand, or message.

True/False Questions F

11. Understanding customers is a relatively easy process for businesses.

T

12. According to Maslow’s Hierarchy of Needs, physiological needs such as food, sleep, water, and shelter must first be satisfied before an individual can focus on higher-level needs.

13. Scarcity means that the resources used in the production of products are limited.

T T F F T F T T

14. Products that are more expensive and purchased less frequently often require limited decision making.

15. Marketers do not have to be concerned with the level of decision making the consumer uses when making purchases.

16. Purchasing the same products and services over and over again is known as a modified purchase.

17. Consumers’ specific interests can increase the level of involvement in their buying decisions.

18. Unsought products are a top priority for consumers.

19. If consumers believe there is little difference among products or brands, they will search for the best price.

20. Advertising must be a continuous process.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 2 | Consumer Behavior

A. Consumer Decision Making Consumers must make decisions daily about purchases that meet their needs and wants.

Classify each of the following items as a need or want. (Note: If you think some items could be classified as both, indicate so.) Then list the approximate monthly cost of each item.

Item

Need or Want

$ Per Month

Food

Need

Monthly costs will vary.

Car

Need or Want

Clothing

Need or Want

Cable television

Want

Vacation

Want

Fuel for the car

Need or Want

Electricity for home/apartment

Need

B. Scarcity Scarcity means having limited resources to meet personal needs. Individuals are faced with scarcity because they do not have enough financial resources (income) to purchase everything they desire. Gas prices have risen drastically over the past year. The amount you spend on gas now accounts for a greater portion of your budget. However, you still need to get to school and work. List three alternative transportation strategies that will help you save money.

1.

Strategy #1

Answers will vary but could include walking to school, work, or both.

2.

Strategy #2

Answers will vary but could include using a bicycle for transportation.

3.

Strategy #3

Answers will vary but could include car-pooling.

6

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Chapter 2 | Consumer Behavior

Name ________________________________________

C. Advertising for Different Levels of Decision Making Different purchases require different levels of decision making. Deciding where to attend college involves extensive decision making because you will put forth much time and effort to ensure you make the right decision. When buying an unfamiliar product or brand, such as a new HD television set, you will use limited decision making by taking a moderate amount of time to comparison shop. Deciding which toothpaste to buy involves routine decision making that requires little thought. Categorize the level of decision making required for each of the following products as extensive, limited, or routine. Then describe the type of media (print, radio, TV, Internet) you would use to promote the product and the emphasis of the advertisement.

Purchase

Level of Decision Making

New home

Extensive

New automobile

Extensive

Answers will vary but could include car features, financing options, and fuel-efficiency.

Fast food meal

Routine

Answers will vary but could include value menus and quick service.

Laptop computer

Limited

Answers will vary but could include price, preloaded software, memory capacity, and so forth.

Blue jeans

Limited

Answers will vary but could include status and image.

Type of Media Examples in this column will vary but could include TV, radio, print, billboard, or Internet ads.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Emphasis of Advertisement Answers will vary but could include quality materials, value, house designs, neighborhoods, and lifestyle.

7

Chapter 2 | Consumer Behavior

D. Types of Purchases Consumer purchases can be categorized as new (the purchase of a product for the first time), modified (the purchase of a new or different brand), or repeat (the purchase of the same product or brand). Advertising strategies are different for each type of purchase. Identify a product for each purchase category and describe the advertising strategy you would use for it.

New Purchase:

Answers will vary but could include a new home.

Advertising Strategy:

Emphasize energy-efficiency, value of owning a home vs. renting, nice

community, convenient location, and so forth.

Modified Purchase:

Answers will vary but could include an automobile.

Advertising Strategy:

Emphasize fuel-efficiency, safety ratings, price, and features such as

heated seats, leather interior, GPS navigation system, and so forth.

Repeat Purchase:

Answers will vary but could include shampoo.

Advertising Strategy:

Emphasize the benefits derived from using the shampoo—healthy, shiny

hair.

E. Types of Products Products purchased by consumers can be classified as convenience, shopping, specialty, and unsought products. Define the four categories of products and explain how advertising should differ for each category. Then select a product for each category and create a print ad for it.

Convenience products are purchased regularly in convenient locations. Ads for convenience products should emphasize easy access to the product. Shopping products consist of products that consumers want to own after they meet personal needs. Ads for shopping products should emphasize product features and benefits most important to the target market. Specialty products are those that have a strong brand loyalty. Ads for specialty products should emphasize the uniqueness of the product. Unsought products are not actively sought out by consumers. Ads for unsought products should emphasize how the product can satisfy consumer needs.

8

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Chapter 3 | The Basics of Marketing

Name ________________________________________

Chapter 3: The Basics of Marketing Fill­in­the­Blanks 1. The marketing mix is the combination of four marketing elements—product, price, distribution, and promotion.

2. involves all of the processes used to identify, create, and Marketing maintain exchange relationships that satisfy individuals and organizations.

3. The marketing plan is a written description of the marketing objectives and the planned marketing strategies and activities.

4. The target market is a specific group of consumers to whom the business wants to sell its products or services.

5. A(n) niche market is a smaller market that has a unique set of needs.

6.

marketing communication is used to plan, execute, and Integrated monitor all promotional messages about a product to ensure consistency among all those messages.

7. Demographics include consumer characteristics such as age, gender, race, marital status, income, education level, and occupation.

8. Psychographics are consumer interests, attitudes, opinions, and lifestyles.

9.

Market segmentation is the process of dividing a large group of consumers into meaningful subgroups based on identifiable characteristics and needs.

10. Market share is a business’s portion of the total sales generated by all of the businesses operating in the same market.

True/False Questions T

11. Marketing has not always been viewed as an important business function.

T T

12. The marketing concept focuses on identifying and satisfying the needs of customers during the development and marketing of a product or service.

13. Price plays a major role in what will be produced and consumed.

F

14. Advertising is the only form of promotion used by businesses.

F

15. Selling involves collecting information to make marketing decisions.

T

16. Distribution involves determining the best methods and procedures to use so that customers can locate, obtain, and use a product or service.

17. When businesses choose to serve two or more markets, they will use a concentrated target market strategy.

18. Mass marketing is an attempt to appeal to a small specific group of consumers.

F F T F

19. A market segment is a subgroup of individuals within a larger market who share one or more characteristics.

20. Market potential is based on quantity of production.

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Chapter 3 | The Basics of Marketing

A. The Four P’s of Marketing The 4 P’s of Marketing are product, price, place (distribution), and promotion. Conduct research to determine the price and place (where the product is distributed) for each of the products listed below. Record this information in the table. Then recommend a promotion for each product. The first item has been completed as an example.

Product

Price

Place (Distribution)

Promotion

BMW 328i

$42,000

Dealerships throughout the country

Answers will vary. TV commercials could promote special financing.

Coca-Cola (two-liter bottle)

$0.99–$2.19

Supermarkets, convenience stores, gas stations

Answers will vary.

Newspaper ads, coupons, and local grocery flyers could promote special prices.

Skechers

$50–$100

Department stores, shoe stores

Answers will vary. TV commercials or print ads could promote the fashionable, athletic shoes.

John Deere riding lawn mower

$300–$2,000 depending on the size of the mower

John Deere dealerships, home improvement stores

Answers will vary. TV commercials could advertise the reliability of the John Deere brand.

Gallon of regular unleaded gasoline

$3 and higher depending on economic factors

Gas stations, supermarkets, convenience stores

Local newspaper

$0.50–$3.00 depending on circulation (daily, weekly, and so forth)

Supermarkets, news stands, airport shops, home delivery

Answers will vary.

Supermarkets may promote lower gas prices based on accumulation of grocery sales.

Answers will vary.

Telemarketers and radio and newspaper ads could promote subscription specials.

10

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Chapter 3 | The Basics of Marketing

Name ________________________________________

B. Marketing Functions Marketing functions are related activities that must be completed to accomplish marketing goals.

The nine marketing functions are listed in the table below. List three to four activities associated with each marketing function, as is done for the first marketing function.

Marketing Function

Activity #1

Activity #2

Activity #3

Activity #4

Market Planning

Identify target market

Develop effective target marketing strategy

Develop marketing mix

Produce a satisfying exchange relationship

Product and Service Management

Create products and services that meet the needs of customers

Gather customer input

Conduct research

Test product ideas

Distribution

Determine best methods to use to get products and services to customers

Use supply chain management to coordinate flow of products and services

Make sure product can be located and obtained by customers when needed

Determine most costefficient methods of getting products to customers

Pricing

Establish prices

Communicate value of products through prices

Establish a link between price and customer satisfaction

Promotion

Communicate information about products and services to customers Use direct personal communication to reach customers

Create advertisements and sales promotions

Use personal selling to reach customers

Garner positive publicity

Assess needs of customers

Explain how products and services satisfy customer needs

Listen to customers and offer product solutions to solve their problems

MarketingInformation Management

Collect information about the market

Manage information about the market

Make marketing decisions based on information collected

Study changes and trends in the market

Financing

Budget to ensure business has financial resources needed

Provide financial assistance to customers

Offer various forms of customer payment plans

Risk Management

Identify potential risks associated with marketing mix

Develop a risk management strategy

Prevent risk

Selling

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Reduce risk

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Chapter 3 | The Basics of Marketing

C. Market Segmentation You are interested in opening a new restaurant that offers American fare. Before doing so, you must gain a better understanding of your target market to determine the type of restaurant atmosphere that will be the most successful in your community. Online resources such as the U.S. Census Bureau, the Department of Economic Development (for most U.S. cities and states), American FactFinder, and Nielsen MyBestSegments (an online market segmentation tool) provide valuable information about demographics and psychographics for communities throughout the United States.

Conduct research to learn more about the population of your community. Record demographic and psychographic data below. Based on the data you collect, describe the restaurant you will open in your community and explain why you think this restaurant will be a success with your target market. Then create a customer profile that describes the individual who is likely to visit your restaurant (the target market).

Demographic data for your community:

Answers will vary. Demographic information may

include size of the population, ethnic mixture, income levels, education levels, home ownership rates, and number of workers per household.

Psychographic data for your community: Answers will vary. Psychographic data should describe common interests, lifestyles, and social activities of those living in the community.

The Nielsen MyBest Segments website is a useful resource for psychographic data.

Description of restaurant:

Answers will vary. The restaurant should offer a menu and prices

that are relevant to the city’s population. The restaurant may be designated as a familyfriendly restaurant, an upscale restaurant that caters to professionals or higher-income customers, or something in between.

Customer profile:

Answers will vary. A customer profile is a description of the

characteristics of those most likely to buy the business’s products and services.

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Chapter 4 | Product and Price Planning

Name ________________________________________

Chapter 4: Product and Price Planning Fill­in­the­Blanks 1. A(n) trademark grants a business the exclusive right to use a brand name, symbol, or design.

2. The product line is a group of closely related products with slight variations developed by the same business.

3. A(n) licensed brand is a well-known brand owned by one company that is sold for use by another company.

4. The product life cycle is a sequence of stages that a new product goes through during its time on the market.

5. Brand extension is a marketing strategy that allows a business to use one of its well-known brand names in a new product category.

6. Obsolescence occurs when a product is out of date, no longer wanted, or unusable.

7. Price skimming involves setting a high price to emphasize the uniqueness of a product and to recover the product development costs quickly.

8. Penetration pricing involves setting a low price for new products to gain a larger market share rapidly.

9. When the demand of a product is affected by its price, the product has . elastic demand 10. A(n) nonprice competition strategy tries to distinguish a product or service from competing products based on design, quality, and workmanship instead of price.

True/False Questions F

11. The cost of introducing a new product to the marketplace is inexpensive.

F

12. The product bundle includes all of the different products a business sells.

T T

13. An extended product can include the services or discounts that a car dealership offers with the purchase of a new automobile.

14. The product line width refers to the number of product lines a business offers.

F

15. The final stage of the product life cycle is the maturity stage.

T

16. The two main functions of a product’s package are protection and promotion.

F

17. Typically, maturity is the shortest stage in the life cycle of a product.

T

18. Intensive distribution involves selling a product at as many locations as possible during the maturity stage of the product life cycle.

19. The point at which demand and supply are equal is called the price equilibrium.

T F

20. Trade credit is made available by retailers to assist consumers in making purchases.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

13

Chapter 4 | Product and Price Planning

A. Creating a New Product Businesses and entrepreneurs are challenged to create new, exciting products while maintaining profits. When developing a new product, innovators must generate numerous ideas to meet the needs of a target market. Once a list of possibilities is generated, ideas must be screened for sales potential, profit potential, production costs, legal and safety issues, and competition.

You have the opportunity to propose a new product. Complete the table below as if you were preparing for the screening process of product development.

Concept

Description

New product idea

Answers will vary. Example: Automobile that uses water instead of gas or electricity.

Need for product

High fuel costs, need to conserve the environment

Sales potential for product

Great sales potential coinciding with a big “go green” movement

Profit potential for product

High profit potential if the automobile is priced to meet the consumers’ budgets

Production costs for product

Expensive initial cost to design and manufacture new product

Legal and safety issues associated with product

Possible backlash of using too much of a natural resource for automobiles; safety issues are minimal

Competition

No competition currently; success will attract more competitors

14

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 4 | Product and Price Planning

Name ________________________________________

B. Finding Investors for New Products Investors often play the essential role of financing newly developed products. Using your proposed new product from Activity A, describe how you will pitch the product to potential investors to convince them to invest in your new product. Include an explanation of why your product idea is innovative and has high potential for profits.

Answers will vary. Continuing with the example in Activity A, the pitch to investors should emphasize the need for alternative fuel to operate cars, the recyclable nature of water, economic advantages for the new product, and the need to make the product affordable for consumers. Investors need to realize that the high demand for this type of product will result in high returns on their investment.

C. Basic vs. Enhanced Products Basic products are the essentials that meet consumer expectations. Enhanced products may have advanced features, higher-quality materials, more desirable options, greater appeal, and usually, a higher price tag. Describe enhanced versions of the following basic products. The first item has been completed as an example.

Basic Product

Enhanced Product

Base model for a new car

Car with a sun roof, leather seats, and blue tooth technology

Economy plane ticket

Business or first-class plane ticket

Hotel room with queen-size bed

Hotel suite with a kitchen, living room, and other amenities

Laminate flooring

Ceramic tile, hard wood floors

Steak dinner at restaurant

Four-course meal that includes salad, soup, main course, and dessert

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

15

Chapter 4 | Product and Price Planning

D. Product Width and Depth Width is the number of product lines offered by a business. Depth refers to the number of products within each product line. Choose your favorite automobile dealership, clothing store, or electronics store. Define the width and depth of the product line for your chosen business.

Business:

Answers will vary. Example: Houston’s Momentum BMW Dealership

Product width:

Momentum BMW has 11 product lines: Series 1, Series 3, Series 5, Series 6,

Series 7, X3, X5, X6, Z4, M Series, and Mini Cooper.

Product depth:

The depth of Momentum BMW’s 11 product lines include the following:

Series 1—five products; Series 3—fifteen products; Series 5—seven products; Series 6—two products; Series 7—seven products; X3—two products; X5—six products; X6—three products; Z4—three products; M Series—three products; Mini Cooper—two products.

E. Product Label s Many popular products are easily recognized by the package label. Advertising involves designing a label that captures a customer’s attention but also includes information as required by law. Select a food product and answer the questions below about the design and contents of the label, paying special attention to the information required by law. Then using a separate sheet of paper, design and create a new label utilizing your suggested improvements.

Product:

Answers will vary, but could include a food item such as a can of soup.

Based on food labeling laws, what information must be included on this product’s label?

Answers will vary but include nutritional content, number of servings, ingredients, cooking directions, location where the product was manufactured, and net quantity.

How will you improve the label design?

Answers will vary but could include use of more color, print that is easier to read, and an appealing logo or image.

16

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 5 | Distribution Planning

Name ________________________________________

Chapter 5: Distribution Planning Fill­in­the­Blanks 1. When producers sell directly to final consumers, they are using a direct channel

.

2. The channel of distribution is the path on which products and services flow from the producer to the final consumer.

3. A(n) indirect channel involves intermediaries, or individuals and businesses that move a product from the producer to the consumer.

4.

Imports

are products and services purchased from another country.

5.

marketing occurs when businesses purchase products or Business-to-business services from other businesses.

6. A(n) invoice the terms of payment.

is an itemized bill for products and services that states

7. A(n) purchase order ordered.

lists the types, quantities, and prices of products

8.

is the management of business operations, such as Logistics transportation, storage, and delivery of products, along the supply chain.

9. A(n) warehouse products safely.

is a building designed to store large quantities of

10. A(n) distribution center is a large facility that offers a variety of supply chain services to help move a product to market more efficiently.

True/False Questions

F

11. Distribution involves the methods used by businesses to get their products to customers.

12. Wholesalers are businesses that sell products directly to consumers.

T

13. The simplest distribution channel involves only the producer and the consumer.

T T

14. When a direct channel of distribution is used, the producer or consumer is responsible for completing all of the marketing functions.

15. The point-of-sale (POS) system updates inventory records as each sale occurs.

F

16. Computerized systems tend to slow down the warehousing process.

T

17. Exports are products and services sold to another country.

T

18. Outsourcing occurs when the manufacturer or supplier hires a third party to perform specific supply chain management functions.

19. For rapid, inexpensive delivery of products, many businesses rely on railroads.

T

F T

20. The growth of international trade has increased the transportation of products by ship or boat.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

17

Chapter 5 | Distribution Planning

A. Transporting Products from Producers to Consumers Distribution is the process of moving products and services from the producer to the consumer.

Trace the distribution of the following products from the producer to the consumer. List some of the likely location(s) of the producer and the type(s) of transportation likely used to move the product along the supply chain to the consumer. The first item has been completed as an example.

Product

Producer Location(s)

Transportation

Ford Fusion automobile

North America, Mexico

Truck, boat, railroad

Apple iPod

Thailand, Malaysia, the Czech Republic, South Korea, Singapore, the Philippines

Airplane, truck, boat

Vizio flat-screen television

Taiwan, California

Airplane, truck, boat

Polo shirt by Ralph Lauren

Italy, the Philippines

Airplane, truck

Oil from Marathon Oil Company

Louisiana

Pipeline

Levi jeans

California and China

Airplane, truck

DiGiorno frozen pizza

California

Truck

Omaha Steaks

Nebraska

Airplane, truck

18

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 5 | Distribution Planning

Name ________________________________________

B. Providing Goods and Services to Consumers A top college football team generates 55 percent of the college community’s annual revenue during football season. The school’s stadium holds approximately 103,000 fans. Retailers in the community must try to determine the needs of football fans during the busy football season.

Using the first item as an example, list four additional products or services and explain why they would be in high demand.

Product or Service Demanded

Rationale for Product or Service

Transportation to the stadium from shopping centers

Avoid traffic jams and the fight for limited parking spaces

Restaurants within walking distance of the stadium

Food and entertainment close to the game

Clothing and other gear bearing the university’s logo

Natural product extension for the big football game

Hotels near the stadium

Out-of-town guests

Individual seats with backs to hook to the bleacher seats

Comfort and assurance that the fan has his or her allotted space

C. Kiosks One form of nontraditional distribution of products is the kiosk. It is often used to distribute information about products. Kiosks can also be used to display and sell specialty products, as is often the case with kiosks found in shopping malls. Design a kiosk to sell a unique product.

Assume the kiosk will also have a computer where customers can place orders. Answer the questions below about your kiosk. Then using a separate sheet of paper, create a sign for the kiosk and a poster to promote it.

1. What type of product would you sell at the kiosk? Answers will vary. For example, a kiosk could be used to sell batteries for graphing calculators and other electronics.

2. Where would you locate the kiosk?

Answers will vary but could include school campuses,

malls, and wi-fi cafes.

3. What forms of payment would be accepted by the kiosk?

Answers will vary but could

include cash, credit/debit card, or student ID card. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

19

Chapter 5 | Distribution Planning

D. Transporting Goods Different modes of transportation are available to move products from the producer to the consumer. When choosing different forms of transportation, factors such as those listed below must be considered. Conduct research to learn more about these factors and record your findings in the table.

Factors to Consider

Railroads

Trucks

Airplanes

Ships and Boats

Cost

Cost effective when using full carloads

Cost affected by rising fuel prices

Expensive

Inexpensive

Expensive to install and maintain

Travel time

Intermediate time commitment

Impacted by weather and road construction

Efficient

Slow

Consistent movement

Reliability

Usually dependable

Dependable but subject to weather/road conditions

Subject to air delays

Dependable but slow transportation

Reliable until a malfunction disrupts the flow

Capability

Good for transporting large cargo

Great for interstate commerce for sizable items or loads

Size and weight limitations

Good for heavy, large cargo

High capacity potential

Accessibility

Limited accessibility

Highly accessible

Intermediate accessibility depending on airport locations

Limited accessibility depending on location of ports

Limited accessibility depending on location of pipelines

Traceability

Easy to monitor

Easy to monitor

Easy to monitor

Easy to monitor

More difficult to monitor

20

Pipelines

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 6 | Promotion Planning

Name ________________________________________

Chapter 6: Promotion Planning Fill‐in‐the‐Blanks 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

involves all communications used by a business to create a Promotion favorable impression of its products or services.

The promotional mix is a combination of advertising, public relations, personal selling, and sales promotion.

Activities and events that create goodwill for a business are called public relations . is any nonpaid form of communication designed to arouse Publicity public interest about a product, service, business, or event.

A(n) press release is a written statement to inform the media about a new product or special event. is face-to-face communication between the buyer and seller Personal selling that attempts to influence the buying decision. occurs when the salesperson offers related products and Suggestion selling services that could enhance the use of the original product purchased.

The first contact the salesperson makes with the customer is the approach .

A(n) endorsement is a public expression of approval of a product or service. uses techniques to encourage consumers to buy products or Direct marketing services from a nonretail setting.

True/False Questions F

11. The components of AIDA include advertising, interest, desire, and action.

T

12. The promotional plan outlines how all of the elements of the promotional mix work together to reach the target market.

13. The effectiveness of the promotional mix can be measured by increased sales.

T

T

14. Advertising is a nonpaid form of communication intended to inform and persuade an audience to take action.

15. One advantage of advertising is the ability to make an emotional connection with the target market through the use of actors, music, images, and other production factors.

16. Publicity often goes hand-in-hand with public relations.

F

17. The greatest advantage of public relations is the lack of control.

F

18. Word-of-mouth promotion is one of the most unreliable forms of promotion.

T

19. The close is the step in the sales process when the customer decides to buy a product or service.

20. Endorsements must state factual information, and endorsers must have used the product.

F T

T

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

21

Chapter 6 | Promotion Planning

A. The AIDA Concept You are a member in a local DECA/FBLA/BPA chapter. Every spring the chapter sells flowers and plants to the community to raise money. The profits from the plant sale help fund chapter members’ attendance at the national leadership conference. Using the AIDA concept, outline a strategy for promoting the sale to help raise enough money for the conference.

Attention

Answers will vary. Display bright pictures of the flowers being offered for sale and photos of actual gardens that include the plants from last year’s sale in ads displayed throughout the community.

Interest

Answers will vary. Advertise the sale in the school/local paper, have salespeople give landscaping demonstrations during the sales event to attractively display the plants being offered for sale, and/or offer free delivery of plants to the customer.

Desire

Answers will vary. Appeal to customers’ buying motives (emotional, rational, and patronage). Encourage customers to buy plants to beautify their yard. Emphasize how the profits from their purchase will be invested in leadership development for young people.

Action

Answers will vary. Motivate customers to make a purchase by offering coupons or discounts for larger-quantity purchases.

B. Sales Promotion Due to the sluggish economy, many automobile dealerships are experiencing weak sales. A local dealership owner has contacted you to develop a sales promotion that will encourage consumers to shop for an automobile before the end of the year. Propose a sales contest aimed to increase consumer traffic during the final four months of the year.

Answers will vary. For example, the dealership could raffle off a new car. Individuals could enter the raffle after test-driving an automobile. The dealership could also offer consolation prizes, such as free car washes or oil changes. Advertisements promoting the raffle could be aired on TV or the radio.

22

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 6 | Promotion Planning

Name ________________________________________

C. Public Relations and Publicity Your school is in need of numerous repairs and updates. The cost of updating your school will be $15 million. Local citizens must pass a bond issue to approve the $15 million makeover for your school. Many of the voters in your school district are senior citizens who do not have children in school. Create a public relations campaign and generate publicity that will (1) present a favorable image of the school and (2) improve the chances for approval of the bond by the senior citizen voters. Answer the questions below to help develop your campaign. Present your ideas to the class.

1. Why is it important for students to establish a positive productive relationship with their community?

Answers will vary. Positive, productive relationships within the community will result in a supportive community and a sense of community pride. When students develop a relationship with the community, citizens will gain an understanding and appreciation for the schools in their community.

2. What are the needs of senior citizens in your community?

Answers will vary. For example, senior citizens need companionship, social and educational activities, and special services such as transportation assistance.

3. What community service projects could high school students sponsor for senior citizens that would help gain support for the school bond issue?

Answers will vary. For example, students could perform community service projects for senior citizens such as providing free landscaping or yard cleanup, hosting senior citizens at the school for a holiday choral concert, teaching senior citizens the latest technology, or sponsoring craft activities or continuing education classes.

4. How can you generate publicity to help promote the student community service projects?

Answers will vary. Students can write a press release and send it to the local media. They can also sponsor a senior citizen event at the local community center and invite the media to cover it. Students can wear t-shirts that are printed with campaign slogans, such as “vote yes on the school bond issue.”

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

23

Chapter 6 | Promotion Planning

D. The Sales Process You and a friend have decided to start a lawn mowing business in a community that has doubled in size during the past five years. After researching some local commercial lawn mowing services, you find that many companies are thriving and have increased prices due to high consumer demand. Using each step of the sales process below, explain how your startup business can compete against the established lawn mowing service companies.

Generate Sales Leads Answers will vary. Contact builders of new neighborhood housing developments; meet with the owners of plant nurseries in the community; get referrals from family and friends; hand out business cards and flyers at local nurseries and new neighborhood developments; put flyers on doors of homes located in new neighborhoods.

Preapproach Answers will vary. Conduct research on sales leads before contacting them to learn about their needs; create flyers, business cards, and a script to prepare for interactions with prospective customers.

Approach Customers Answers will vary. Contact potential new customers by phone, e-mail, a letter, or in person; introduce yourself and describe the services you offer; explain the benefits your company offers.

Overcome Objections Answers will vary. Answer any questions the prospective customers may have; restate the benefits of using your lawn service, such as convenience and highly competitive prices.

Close the Sale Answers will vary. Ask the prospective customer for the sale; ask the customer to sign a 3-, 6-, or 12-month contract; negotiate the services supplied and price as needed.

24

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 7 | Advertising Media

Name ________________________________________

Chapter 7: Advertising Media Fill­in­the­Blanks 1. The reach is the total number of people who will be exposed to an advertisement over a period of time.

2. Frequency is the number of times a person is exposed to an advertisement.

3. Channels of communication used to send a message to the target market are called . media 4.

Lead time advertisement.

is the amount of time required to produce and place an

5. The is a small, rectangular advertisement that usually appears banner ad at the top or side of a web page and contains a link to an advertiser’s site.

6. is an Internet scam in which an e-mail falsely claims to be a Phishing legitimate business or other organization in an attempt to get personal information.

7. Social media are websites where users create and share information.

8.

includes ads that appear on the interior or exterior of public Transit advertising transportation and other vehicles.

9. Product placement is a form of advertising in which a business’s product, service, or name is used in a television show, movie, video game, or other form of entertainment.

10. Mobile advertising directs messages to consumers’ Internet-enabled mobile devices such as smartphones and digital tablets.

True/False Questions F

11. Businesses cannot succeed when utilizing targeted advertising.

F

12. The average American encounters 20 minutes of television advertisements and promotions each day.

13. Radio station listeners can be segmented by demographics.

T T F F F T T T

14. Media planning is required to ensure that a business’s advertising message is carried out effectively.

15. Continuous advertising is a strategy in which advertising is heavier during certain times of the year, such as the holidays.

16. Search engine advertising is not effective for promoting a business online.

17. With cost-per-click advertising, the advertiser pays only when the website visitor takes a specifically defined action in response to an ad.

18. Cinema advertising includes ads that run before the start of movies.

19. Companies often pay for product placement on popular television shows and movies to increase brand awareness.

20. While traditional advertising is on the decline, video advertising is growing.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

25

Chapter 7 | Advertising Media

A. Transit Advertising Transit ads on airplanes, buses, trucks, and taxis can reach a large audience and have the ability to generate extra revenue for businesses and products. In today’s tough economy, school districts are looking for ways to bring in more revenue. Placing advertisements on school buses is being considered by many school districts as a way to raise money. Answer the questions below about school bus advertising.

1. Do you think that advertising should be allowed on school buses? Explain your answer.

Answers will vary. Some may think that school bus advertising should be allowed because it is a way to bring in revenue for cash-strapped school districts. Others may argue that school kids should not be exposed to advertising on the bus.

2. Why would some taxpayers be critical of advertising private businesses on school buses?

Answers will vary. Some citizens will not like the idea of private businesses advertising on transportation funded by taxpayer dollars. Taxpayers may object to some of the advertisers or advertising messages.

3. What products or businesses would you consider appropriate for school bus advertising?

Answers will vary. For example, advertisements for local family attractions such as an amusement park or a children’s museum may be appropriate for a school bus.

4. What products or businesses would you consider inappropriate for school bus advertising?

Answers will vary. Advertisements for alcohol, tobacco, and adult-oriented establishments, such as nightclubs or casinos, would not be appropriate for a school bus.

5. Name two local businesses you would recommend as an advertiser on your school buses.

Why? Select one and use a separate sheet of paper to create a sketch of an appropriate ad.

Answers will vary. Students should explain why the businesses selected would be appropriate advertisers and create an ad for one of those businesses.

26

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 7 | Advertising Media

Name ________________________________________

B. Print Advertisements Although a print ad is a good way to promote a business or event, it has to work harder than a TV ad to get the consumer’s attention. Print ads must include creative headlines and appealing visual images. Create a poster-size print ad for your state or county fair. Conduct research to find information on the items listed below. Then use the information to create the ad on a poster, using eye-catching headlines and visuals.

Location:

All answers will vary based on the state or county fair selected.

Dates:

Ticket prices:

Rides:

Attractions:

Games:

Entertainment:

Food:

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

27

Chapter 7 | Advertising Media

C. Advertising Reach When advertisers choose a form of media to use, the potential reach of the media is an important consideration. The reach is the total number of people who will be exposed to the advertisement.

As more people use the Internet to get their news, newspaper readership is declining. In turn, the reach of newspaper ads is also declining, making newspaper advertising less attractive. Because advertising revenue is important to the financial health of newspapers, they must develop strategies to help increase readership. Conduct research to learn about the reach (number of subscribers) for your local newspaper. Then develop three strategies to improve its reach.

What is the reach (number of subscribers) for your local newspaper? Has the reach been increasing or decreasing over the past five years?

Answers will vary depending on information students obtain from researching the subscribership for their local newspaper.

Strategy #1:

Answers will vary. For example, the newspaper could hand out free Sunday

newspapers. The Sunday edition of newspapers is usually the largest paper of the week with the highest readership; this would create new interest among new readers.

Strategy #2:

Answers will vary. For example, the newspaper could offer special discounted

subscription prices for new readers if they agree to subscription for a full year.

Strategy #3:

Answers will vary. For example, the newspaper could hold a contest whereby

new subscribers are eligible for prizes such as gift certificates to local restaurants and other local attractions.

28

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 8 | Effective Advertising and Sales Promotion Name __________________________________

Chapter 8: Effective Advertising and Sales Promotion Fill­in­the­Blanks 1. Synergy

is the sum of the results produced by a team.

2. An organized approach of generating a large number of ideas in a group setting is called . brainstorming 3. A(n) creative brief accomplish.

is a description of what the advertising campaign is to

4. A(n) focus group being studied.

is a small number of people recruited to discuss a topic

5. Primary market research is the process of collecting data for the first time to use in solving a specific problem.

6. The process of collecting and analyzing data previously gathered for other purposes is market research. secondary 7. A(n) sample market.

is a smaller group that is representative of the target

8. A(n) coupon on a product or service.

is a certificate that entitles the buyer to a price reduction

9. A bonus given to salespeople for selling a specific brand is

push money

.

10. A(n) deal loader is a premium given by a manufacturer to a retailer for ordering a certain quantity of a product.

True/False Questions T

11. Creativity is a key element in effective advertising campaigns.

F

12. Creative ads have an element of expectedness.

T

13. It has been shown that teams come up with better ideas than individuals do.

T

14. Advertising objectives identify the desired results of an advertising campaign.

F

15. Most businesses do not rely on marketing research to determine advertising needs.

F

16. The first step in the marketing research process is analyzing the data.

T

17. Open-ended questions allow respondents to provide their own answers.

T

18. One of the advantages of using secondary marketing research is the vast amount of information available for free online.

19. Price deals are used frequently to encourage the trial use of a new product and to convince existing customers to purchase larger quantities.

20. Sales promotions generally involve long-term, incentive-offering and interestcreating marketing activities.

T F

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

29

Chapter 8 | Effective Advertising and Sales Promotion

A. Creative Advertising Strawberry Hill is a 100-year-old nursery that has created a large customer base as a result of its high-quality plants and friendly service. However, supermarkets, pharmacies, and other national retailers are now selling plants at lower prices. Some of Strawberry Hill’s loyal customers have started shopping at the competition to save money. Strawberry Hill has hired you to develop an advertising campaign that will increase sales. Listed below are several creative styles that can be used when developing advertisements. Describe how you could use each style in an ad for Strawberry Hill. Then select one and create a magazine, radio, or TV ad.

1. Make an emotional connection with the target audience.

Answers will vary. Emotional ties may involve family, special occasions, and other important events.

2. Have an element of unexpectedness.

Answers will vary. Unusual techniques can be used to make a lasting impression.

3. Use mischief in the form of tricks, pranks, and playfully naughty behavior.

Answers will vary. A playful troublemaker or rebel used in a humorous way can be used to keep the audience interested.

4. Use concrete images to demonstrate abstract concepts.

Answers will vary. Showing pictures of landscapes or other projects completed by the nursery can be used to demonstrate “beautiful, enjoyable” lawns.

5. Use storytelling.

Answers will vary. Ads can tell the story of the nursery’s long history or of a satisfied customer.

30

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 8 | Effective Advertising and Sales Promotion Name __________________________________

B. Marketing Research Primary research involves collecting data for the first time to use in solving a specific problem.

Consumer surveys are frequently used to collect primary data. Secondary research has already been collected and can be found in government reports, on business websites, in trade journals, and in other resources. Hotel Derek is a boutique hotel located in Phoenix, Arizona, that has several other national hotel chains. It wants to increase its market share. The CEO for Hotel Derek has asked you to develop a market research plan to determine how to capture more business in the highly competitive hotel industry. Answer the questions below to help outline your market research plan.

1. How will you collect primary market research for Hotel Derek?

Answers will vary. For example, students could create a customer survey containing closed- and open-ended questions to determine what customers are looking for in a hotel.

2. Write five consumer survey questions that will help determine what customers want from Hotel Derek.

Answers will vary. Possible questions could include: (1) What is the most important amenity that the hotel should provide the customer? (2) Do you expect complimentary breakfast at your hotel? (3) How does parking impact your hotel decisions? (4) Do you travel more for business or pleasure? (5) What price do you consider to be a fair rate for a one-night stay in a good hotel room?

3. What secondary sources of information can be used to learn more about the hotel industry and tourist attractions and conferences held in Phoenix, Arizona?

Answers will vary. Possible secondary sources could include convention bureau reports, hospitality industry reports, and information obtained from state travel and tourism bureaus.

4. Name two hotel amenities that would persuade you to stay at Hotel Derek instead of a competitor’s hotel. Then using a separate sheet of paper, create a print advertisement highlighting these amenities.

Answers will vary. For example, the advertisement could highlight a state-of-the-art gym with extensive workout equipment for the active traveler.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

31

Chapter 8 | Effective Advertising and Sales Promotion

C. Sales Promotion Many companies use sales promotions as part of their marketing strategies. The purpose of a sales promotion is to give consumers an incentive to make a purchase. Fan Favorite is an energy bar that has been manufactured specifically for your local college’s football team to help raise funds for the athletic department. It will be sold in the college bookstore. Using the sales promotions listed below, devise strategies to increase sales.

1.

Coupon:

Answers will vary. Coupons for a price reduction could be distributed

through local newspapers and magazines and handed out during home football games or other campus events.

2.

Price Deal:

Answers will vary. The energy bar could be sold at a discount for a limited

time to encourage consumers to try it.

3.

Premium:

Answers will vary. A free product could be offered with the purchase of the

energy bar. For example, bumper stickers, notebooks, or other team spirit items could be given away at the time of purchase.

4.

Sampling:

Answers will vary. Free samples of the energy bar could be given out at

home football games or other school events.

5.

Contest or Sweepstakes:

Answers will vary. Consumers can send in product labels

from the energy bars as a way to register for a sweepstakes for a grand prize.

6.

POP Display:

Answers will vary. A visually appealing display rack for the energy bars

could be set up near the checkout line in the college bookstore.

32

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 9 | Communicating Effective Advertising and Promotional Messages

Name __________________________________

Chapter 9: Communicating Effective Advertising and Promotional Messages Fill‐in‐the‐Blanks 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

is the exchange of meaningful information between two Communication or more people. is the interpretation of language and symbols to uncover Decoding the meaning of a message.

The receiver’s response to the message is called feedback . is the conversion of ideas or thoughts into a message.

Encoding is the situation in which communication occurs.

Context A(n) agenda is a list of topics to be discussed at a meeting. involves communicating a message to a large, diversified Mass communication audience using mass media. attention is devoted to an advertising message that meets Voluntary consumers’ current purchasing goals.

Needs that focus on enjoyment and pleasure are hedonic needs .

A(n) unique selling proposition emphasizes a unique quality or significant consumer benefit for a product.

True/False Questions

F

11. Feedback allows a company to measure the effectiveness of its advertising and promotional messages.

12. Successful communication occurs when the receiver correctly interprets the sender’s message.

13. Persuasive advertising is used during the decline stage of a product’s life cycle.

T

14. Noise includes any distraction or interference that acts as a barrier to a message.

F

15. Skillful interpersonal communication does not require effective listening skills.

T

16. Businesses can track what is being said about their products on Twitter.

F

17. Comprehension, connection, correctness, and contagiousness are the components in the 4Cs Model of Communication.

18. Advertisers should consider how to increase consumers’ motivation, opportunity, and ability to process advertising messages.

19. Blogs are used by businesses primarily to post business-related and productrelated videos, which are often entertaining.

20. Reducing the time needed to process an advertising message increases its effectiveness.

T T

T F T

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

33

Chapter 9 | Communicating Effective Advertising and Promotional Messages

A. Communicating a Message The purpose of advertising is to communicate a meaningful message to the target market.

Advertisements inform, persuade, and remind consumers to make a purchase. Describe an advertising message that could be used for each of the products, businesses, or events listed in the table below. Then explain whether the purpose of the advertising message is to inform, persuade, or remind consumers. The first item has been completed as an example. After completing the table, select one of the products, businesses, or events and create an ad to communicate the advertising message you described. The ad may be developed for the media of your choice (for example, print, radio, television, or Internet).

Product, Business, or Event

Advertising Message

Purpose

Lexus

Luxury is important in an automobile.

Inform consumers about the luxury options on the auto and persuade consumers to buy it.

Smoke detectors

Answers will vary but could stress the importance of home safety.

Answers will vary. The message could persuade consumers to install smoke detectors and/or remind them to make sure they have working batteries.

The SCOOTER Store (motorized chairs for mobility)

Answers will vary but could focus Answers will vary. The message on mobility for individuals who could inform consumers how life cannot get around easily. could be made easier with an affordable scooter.

Gummy multivitamins for adults

Answers will vary but could discuss supplementing your health in a fun, tasty way.

State fair

Answers will vary but could focus Answers will vary. The message on affordable entertainment for could inform, persuade, and the whole family. remind consumers about family entertainment in their state.

34

Answers will vary. The message could persuade and/or remind consumers to take care of their health.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 9 | Communicating Effective Advertising and Promotional Messages

Name __________________________________

B. Internet Communication The Internet has provided a way for advertisers to communicate with consumers through blogs, Facebook, Twitter, YouTube, and other forms of social media. Businesses that advertise online must be aware of the proper way to do so. Choose one of the following forms of social media: blog, Facebook, Twitter, or YouTube. Explain why this form of communication is a good choice for advertising. Then prepare five detailed guidelines for using this form of communication.

Internet Communication Channel

Answers will vary; for example, a blog.

Why is this channel of communication good for advertising?

Answers will vary. For example, a blog is an excellent form of communication because an advertiser can reach a large number of people who have specific interests.

1. Guideline #1 Answers will vary. For example, if the business creates its own blog, it should create content that will attract people and encourage them to return to the blog.

2. Guideline #2 Answers will vary. For example, businesses should update their blog frequently. Someone should be responsible for making multiple updates every day.

3. Guideline #3 Answers will vary. For example, include an advertisement with a URL link to the business’s website to increase traffic.

4. Guideline #4 Answers will vary. For example, include keywords that pertain to the business within the blog so that the blog will come up in search engine return results.

5. Guideline #5 Answers will vary. For example, make the blog user-friendly. Encourage reader participation by asking for feedback on blog postings.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

35

Chapter 9 | Communicating Effective Advertising and Promotional Messages

C. Extemporaneous Speaking Extemporaneous presentations are made with little or no time for preparation. To prepare an effective extemporaneous presentation, the speaker should list the main points to communicate, provide an interesting example to illustrate each point, and develop an interesting conclusion.

Select one of the following three topics: Ten Tips for a Healthier Lifestyle, Creating an Effective Budget, or Succeeding at College. Consider the audience for your speech and then take 10 minutes to list the main points that you want to communicate along with interesting examples to enhance the presentation. After completing the table, list a concluding statement for your speech that will make an impact on your audience.

Target Audience: Answers will vary; for example, high school seniors preparing for college.

Presentation Topic:

Answers will vary; for example, “Succeeding at College.”

Main Points

Examples

Answers will vary; sample answers are provided.

Use a check-off list to accomplish the maximum number of tasks.

Develop a college routine and schedule Allow quality time to study

Set strict study hours and study in an environment conducive for learning.

Prioritize activities

Complete school responsibilities before social activities.

Get ample sleep

Individuals are at their peak performance when they get enough sleep.

Take notes

Taking notes during class will strengthen retention of the material that will be included on tests.

Summarize class sessions

The summary will make new topics clearer and provide a good study guide.

Monitor your progress

Keeping track of grades and classroom progress allows individuals to make changes that are necessary for improvement.

Conclusion: Answers will vary. For example, 20 to 30 percent of college freshmen drop out of school after their first year of college. A solid plan of action will increase your chances of succeeding at college.

36

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 10 | Management of Effective Advertising

Name __________________________________

Chapter 10: Management of Effective Advertising Fill­in­the­Blanks 1. A(n) situational analysis describes the environment in which a business is operating.

2. A(n) SWOT analysis is an examination of a business’s strengths, weaknesses, opportunities, and threats.

3. The creative strategy describes who the target market is, what the advertising message should be, and how the message will be communicated.

4. advertising promotes the general perception of a product rather Image than its function or purpose.

5. The process of using words to express creative ideas and concepts is copywriting .

6. A(n) is a short, memorable phrase that establishes an identity for a slogan brand.

7. The is a sketch that provides the play-by-play sequence of visual storyboard scenes and ad copy used in a television advertisement.

8. A(n) recognition test measures a lower level of brand awareness by determining whether audience members remember seeing the ad.

9. A(n) recall test measures how much the audience remembers about the advertising message.

10. A(n) resonance test measures the extent to which an advertising message strikes a chord with the target audience.

True/False Questions F

11. A business never has more than one advertising objective.

T

12. Developing the advertising plan requires research about the audience, product, and type of media to use to deliver the most effective message.

13. A common advertising objective is to persuade consumers to switch brands.

T

F

14. Return on investment (ROI) is calculated by subtracting the cost of the investment from the gain on the investment.

15. Performing a situational analysis is the least time-consuming task in the advertising planning process.

16. Advertisers must understand the psychographic characteristics of their target audience when using lifestyle advertising.

17. Humor used in advertising is not a good way to make an emotional connection.

T

18. In print advertising, the headline is used to capture the reader’s attention.

T

19. An attitude study measures consumer attitudes before and after exposure to an ad.

F

20. Tracking retail traffic is not a good strategy for determining advertising effectiveness.

F F T

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

37

Chapter 10 | Management of Effective Advertising

A. SWOT Analysis An up-and-coming sportswear company has been launched by a former executive at a competing sportswear company. The company has developed a new, lightweight running shoe that has excellent support for the avid runner and that will be sold at a competitive price of $70. You have been asked to determine how the new shoe can compete against popular brands currently on the market. Conduct a SWOT analysis by listing four of the product’s strengths, weaknesses, opportunities and threats. Then based on your SWOT analysis, recommend an advertising campaign that will help the new company compete against the leading brands.

Strengths

Weaknesses

Opportunities

Threats

Answers will vary; for example, the shoe has a low price.

Answers will vary; for example, the new brand is not widely known.

Answers will vary; for example, the aging population needs shoes with ample support.

Answers will vary; for example, there are wellestablished competitors, including Nike, Adidas, Reebok, and Skechers.

Answers will vary; for example, the shoes are lightweight.

Answers will vary; for example, the company is new and inexperienced.

Answers will vary; for example, consumers are aware of the benefits of fitness and are always seeking quality products.

Answers will vary; for example, the state of the economy could make it difficult to successfully introduce new products to the marketplace.

Answers will vary; for example, the shoe is high quality.

Answers will vary; for example, the new company will most likely have a smaller ad budget compared to established competitors.

Answers will vary; for example, the new brand could capture an untapped portion of the market.

Answers will vary; for example, global competitors from countries like China are importing lower-priced products.

Answers will vary; for example, the head of the company has competitive knowledge of his former employer and its product.

Answers will vary; for example, there is not a popular endorser for the new shoe.

Answers will vary; for example, the shoes are competitively priced against other brands.

Answers will vary; for example, material costs are rising.

Based on your SWOT analysis, describe an advertising campaign for the new athletic shoes.

Answers will vary. The advertising campaign should emphasize the company’s/product’s strengths listed in the SWOT analysis. It should also take advantage of any opportunities identified in the analysis.

38

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 10 | Management of Effective Advertising

Name __________________________________

B. Creative Formats for Advertising Advertisers select creative formats that will best convey their desired message to the target audience. For each of the creative formats listed below, describe an example of a product, service, or business that effectively uses the format in its advertising. The first example has been completed for you.

Creative Format

Example

Slice-of-life

Frosted Mini-Wheats cereal is promoted as a staple part of breakfast by showing kids eating the cereal to help them stay more alert during the school day.

Lifestyle

Answers will vary. For example, State Farm Life Insurance ads depict images of “life stages” that people can relate to—buying a car, buying a home, getting married, etc.

Testimonial

Answers will vary. For example, Jenny Craig uses celebrities to provide testimonials about its weight loss program.

Humorous

Answers will vary. For example, Kia uses rapping, dancing hamsters to promote its vehicles.

Image

Answers will vary. For example, CoverGirl uses celebrities to promote the brand. Consumers who want to project the same image as their favorite celebrities are motivated to buy the products.

Scientific

Answers will vary. For example, Lipitor, a cholesterol-reducing medication, states scientific facts in its advertisements to instill trust among consumers.

Product demonstration

Answers will vary. For example, George Foreman promotes and demonstrates his grills in many different infomercials.

Musical

Answers will vary. For example, Apple uses upbeat, catchy tunes to advertise its iPod.

Comparison

Answers will vary. For example, commercials for Bounty paper towels often demonstrate how Bounty holds up better than “other” leading brands.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

39

Chapter 10 | Management of Effective Advertising

C. Designing a Magazine Advertisement Copywriting and art strategies are important components of the advertising plan. Design a fullpage, color advertisement for a popular automobile to appear in Sports Illustrated magazine.

Describe the elements listed below to help you plan your ad. Then using a separate sheet of paper, incorporate these elements along with an illustration in your ad.

Automobile:

All answers will vary based on the automobile selected.

Slogan:

Headline:

Subhead:

Body copy:

D. Evaluating Advertisements Evaluating the effectiveness of an advertisement is crucial. A recall test is one of many evaluation tools. It measures how much the audience remembers about the advertising message.

Select one of your favorite commercials that is currently airing on TV. Write five questions to test your audience’s memory of the brand’s attributes promoted in the ad.

All answers will vary based on the commercial selected. However, questions should focus on the product’s or service’s features and benefits, which are typically the selling points.

40

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 11 | Consumer-Oriented Advertising and Sales Promotion

Name _________________________________

Chapter 11: Consumer-Oriented Advertising and Sales Promotion Fill-in-the-Blanks 1. A(n) stereotype is a generalization about the “typical” characteristics of a specific group of individuals.

2. A(n) sponsorship is a company’s support of an issue, cause, or event that is consistent with company objectives.

3. Consumer-oriented advertising is created from the customer’s perspective to make the message more appropriate and significant for customers.

4. A(n) tie-in promotion is a joint promotion of two or more products or services.

5. A collection of names, addresses, and behavioral information gathered from individual customers is a(n) marketing database .

6.

is a direct marketing program aimed at customers who already Cross-selling purchase other products from the company.

7.

is the process of selling products through representatives who Direct retailing work door-to-door or at home sales parties.

8. Branding is a marketing strategy used to build brand recognition.

9.

Brand image

is the consumer’s impression of a brand.

10. The process of creating a unique image or identity for a brand to distinguish it from competing brands is positioning .

True/False Questions T

11. Businesses that focus on consumer needs are rewarded with higher sales.

F

12. Consumer-oriented advertising uses one approach to deliver a message.

T

13. Many of today’s advertisements are based on emotional connections.

T

14. Public relations is an effective way to reach out to consumers.

F

15. Premiums are refunds of money offered for the purchase of specific products.

T

16. The rewards received from sales promotions can be immediate or delayed.

T

17. Reaching high levels of brand awareness is the goal of every company.

F

18. Brand equity is the value that the consumer realizes from purchasing a product with a recognizable name.

19. Viral branding attempts to reach target customers by creating a “buzz” about a brand through online word-of-mouth advertising.

20. Positioning involves changing consumers’ perceptions about a brand.

T F

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

41

Chapter 11 | Consumer-Oriented Advertising and Sales Promotion

A. The Voice of the Youth in Advertising List three products or businesses that successfully use the voice of the youth in their advertisements. Describe how the ads use the voice of the youth and then rate them on how well the product or business utilizes this consumer-oriented advertising approach. Use the scale of one to five to rate the advertisements, with five being the most effective. After completing the table, develop your own ad that uses the voice of the youth by answering the questions below.

Product or Business

Description

Advertisement Rating

Answers will vary but could include Verizon.

Young children operate a lemonade stand while using Verizon for business operations.

Answers will vary but should include a rating of one to five.

Answers will vary but could include E-Trade.

Talking baby discusses investing, making it appear that investing with E-Trade is so easy that even a baby can do it.

Answers will vary but should include a rating of one to five.

Answers will vary but could include Volkswagen.

A young boy dressed in a Darth Vader costume tries to use “The Force” to start the VW Passat.

Answers will vary but should include a rating of one to five.

1. What product or business do you think could benefit from an ad that uses the voice of the youth as its focus? Why? Answers will vary, but students must consider a product or business for which youthfulness will resonate well with the target market.

2. What media format would you use—print, radio, TV, or the Internet? Why? Answers will vary, but students should consider the medium that would be best at reaching the target market.

3. Describe the theme of your advertisement. Using this theme, create the advertisement and share it with the class.

Answers will vary, but students should use the theme to create their ad.

42

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 11 | Consumer-Oriented Advertising and Sales Promotion

Name _________________________________

B. Branding Successful branding can result in many positive outcomes for a product or business. Branding can create name recognition and emotional attachment, increase sales of new products introduced under an existing brand name, and enable companies with strong brands to charge higher prices. In the table below, describe a popular brand of the listed product or business. Then describe the brand image you associate with each brand.

Product/Business Type

Popular Brand

Brand Image

Fast food restaurant

Answers will vary; for example, McDonald’s.

Answers will vary. McDonald’s projects an image of having fun with family and friends while eating good food.

Athletic shoes

Answers will vary; for example, Nike.

Answers will vary. Nike is associated with the can-do attitude of serious athletes.

Potato chips

Answers will vary; for example, Lay’s.

Answers will vary. Lay’s is known as the classic potato chip that tastes great.

Soup

Answers will vary; for example, Campbell’s.

Answers will vary. Campbell’s soup is associated with comfort food and/or healthy food.

Department store

Answers will vary; for example, Macy’s.

Answers will vary. Macy’s is known for its celebrity connections.

Insurance company

Answers will vary; for example, Geico.

Answers will vary. Geico is known as the low-cost insurance that can save you money in 15 minutes or less.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

43

Chapter 11 | Consumer-Oriented Advertising and Sales Promotion

C. Choosing Consumer-Oriented Sales Promotions Consumer-oriented sales promotions include short-term purchase-building sales promotions and long-term brand-building sales promotions. For each of the following business scenarios, select which type of consumer-oriented sales promotion would work best. Then describe a sample promotion and explain why it will be successful. The first example has been completed for you.

Business Scenario

Type of Promotion

Promotion Example

Explanation

A department store wants to clear out endof-season clothing.

Purchase-building sales promotion

Mark items down 50 percent and offer an additional 15 percent off for one weekend.

Deep discounts will attract buyers and increase sales.

A university restaurant wants to boost sales during the slow summer months.

Purchase-building sales Answers will vary. promotion Offer daily summer specials when students show their student IDs.

Answers will vary.

Students have tight budgets, and they enjoy special prices for food.

A local ice cream store wants to be the consumer’s first choice among other competing neighborhood stores.

Brand-building sales promotion

Answers will vary.

Sponsor a contest that asks consumers to create new flavors of ice cream.

Answers will vary.

Consumers like the chance of winning, and they will feel connected to the brand if their flavor is selected.

A pizza restaurant wants to capture 20 percent of the market share.

Brand-building sales promotion

Answers will vary.

Offer catering for special events and hand out free samples.

Answers will vary.

Catering and free samples will increase visibility and brand awareness.

A food concession stand at the College World Series wants to sell more snacks.

Purchase-building sales Answers will vary. Use promotion a mascot to hand out coupons on popular snack foods before and during the games.

Answers will vary. The captive audience will be persuaded to visit the concession stand.

A gym shoe manufacturer wants to increase its appeal with teenagers.

Brand-building sales promotion

Answers will vary.

Celebrity endorsers can raise brand awareness and create loyalty among teens who admire the celebrities.

44

Answers will vary.

Create print ads and TV commercials showing popular celebrities wearing the gym shoes.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 12 | The Economics of Advertising

Name_______________________________________

Chapter 12: The Economics of Advertising Fill-in-the-Blanks 1. The cost of living is the average cost of the basic necessities of life such as housing, food, clothing, utilities, health care, and other miscellaneous expenses.

2. Inflation is an increase in the general level of prices for products and services and a decrease in purchasing power.

3. A(n) recession downturn.

is a period of time when the economy experiences a

4. Gross domestic product (GDP) is the total dollar value of all products and services produced by a country within a certain time period.

5.

is a company’s portion (percentage) of overall advertising in a Share of voice specific product category.

6. A(n) market response model examines the number of sales generated in relation to the dollar amount spent on advertising.

7. The balance sheet summarizes a company’s assets, liabilities, and owner’s equity (net worth) on a specific date.

Purchasing power and services it can buy.

is the value of a dollar as measured by the amount of products

9. A(n) income statement profit.

reports a company’s revenue, expenses, and net loss or

8.

10. The incentive-based system bases an advertising agency’s fee on the achievement of agreed-upon performance objectives.

True/False Questions T

11. One of the most influential factors on consumers’ buying behavior is their income.

T

12. Consumers that have high discretionary income can consider buying products and services that meet their wants rather than their needs.

13. Advertising helps grow the gross domestic product.

T

F

14. A resurgence in consumer spending is not necessary for a country to overcome an economic slump.

15. Advertising does not add value to products and services.

F

16. The income statement includes a company’s assets, liabilities, and net worth.

T

17. Advertising budgets are important for small and large businesses.

F

18. When new products are introduced to the market, they require little advertising.

T

19. The target market, media selections, geography, product life cycle, and advertising agency fees are all items that affect the advertising budget.

20. Advertising spending should result in brand awareness.

F

T

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

45

Chapter 12 | The Economics of Advertising

A. Advertising and Sponsorship Advertising and sponsorship play an essential role in the funding of events in your community.

Without this funding, many of the sporting, cultural, and other events would not be possible.

Advertisers and sponsors differ depending on the type of event. They select events that are popular with their target markets as a way of connecting with them.

Conduct research about a local sporting, cultural, or other community event that interests you.

Learn about the advertisers or sponsors that are part of the event. Then answer the questions below.

1. What is the name of event?

Answers will vary based on the event selected.

2. List three advertisers or sponsors that are taking part in the event and explain why each would want to participate in this event? Specify the target market for each one.

Advertiser/Sponsor #1: Answers will vary.

Advertiser/Sponsor #2: Answers will vary.

Advertiser/Sponsor #3: Answers will vary.

3. Name two additional businesses (products) you think would be appropriate sponsors or advertisers of the event you selected and explain why.

Answers will vary, but students should make a connection between the sponsor or advertiser and its target market.

46

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 12 | The Economics of Advertising

Name_______________________________________

B. Financial Planning for Advertising Financial planning is essential for the success of an advertising campaign. There are many kinds of reports that companies use to organize and communicate financial information. Two of the most important reports are the balance sheet and the income statement. Decide whether the following business activities would be recorded in the company’s balance sheet or income statement. Then classify it as an asset, a liability, an expense, or revenue. The first entry has been completed for you as an example.

Business Activity

Financial Report and Classification

Cost to produce a television commercial

Income Statement—expense

Inventory of merchandise that a business has on hand to sell to customers

Balance Sheet—asset

Amount of money the company owes the advertising agency for the new advertising campaign

Balance Sheet—liability

Company sales for the year

Income Statement—revenue

Amount paid to the local newspaper for running a company advertisement

Income Statement—expense

Cost to hire voice talent for a radio advertisement

Income Statement—expense

Company vehicle that incorporates transit advertising

Balance Sheet—asset

Cost of a 30-second television commercial

Income Statement—expense

Amount owed to the company by one of its customers who purchased an advertised product on credit

Balance Sheet—asset

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

47

Chapter 12 | The Economics of Advertising

C. Media Costs A theater company in your city wants to run a print advertisement promoting an upcoming production. Conduct research to determine the cost to run a promotional ad in a community newspaper, in a local magazine, and on a billboard. Record the costs below. Then make a recommendation based on your research.

Newspaper Costs:

All answers will vary depending on geographic location.

Magazine Costs:

Billboard Costs:

What form of media do you think the theater company should consider if it has a tight budget but still wants to reach a large audience? Explain your answer.

D. Measuring Brand Awareness Feedback cards are one way for restaurants to measure brand awareness. Select one of your favorite restaurants. Develop a feedback card that would help determine customers’ perceptions of the restaurant. The questions should also help the restaurant learn more about its target market. List five questions you would recommend for the feedback card.

Question #1:

Answers will vary. What do you like about this restaurant?

Question #2: Answers will vary. What do you dislike about this restaurant?

Question #3: Answers will vary. Do you choose restaurants based on promotions?

Question #4: Answers will vary. What changes would you like to see made at this restaurant?

Question #5: Answers will vary. Would you recommend this restaurant to your friends and family? Why or why not?

48

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 13 | Legal and Ethical Issues Affecting Advertising

Name ____________________________

Chapter 13: Legal and Ethical Issues Affecting Advertising Fill­in­the­Blanks 1. The Federal Trade Commission (FTC) regulates unfair methods of competition and unfair or deceptive acts that may affect competition.

2. If a company’s advertising is deceptive, the FTC may issue a cease-and-desist order, requiring the company to discontinue the ad.

3.

Self-regulation

is the advertising industry’s attempt to regulate its actions.

4. The Food and Drug Administration (FDA) ensures that food, cosmetics, and medical devices are safe and effective.

5. involves the organized effort of consumers to influence Consumerism business practices.

6. A(n) boycott is an organized effort to avoid purchasing goods and services from a particular company.

7. Change agents are people who bring about meaningful changes that add value to their lives and others’ lives.

8. Ethics are moral principles that guide the actions and behaviors of a person or group.

9. Puffery is an exaggeration used to sell products.

10. A(n) disclaimer

is a statement that outlines the limitations of a product.

True/False Questions F

11. The Lanham Act is commonly known as the Advertising Act.

T

12. In the early days of advertising, businesses could get away with saying pretty much anything in their advertisements.

13. The Fair Packaging and Labeling Act requires product labels to disclose ingredients, contents, quantities, weights, and the manufacturer of the product.

14. The U.S. Postal Service does not regulate direct mail advertising.

T F F T

15. Print and television advertising have the same policies and standards regarding the acceptance and rejection of ads.

16. The attorney general is the state’s chief law enforcement officer.

T

17. The American Association of Advertising Agencies monitors industrywide advertising practices.

18. Ethical advertising can be difficult to determine because it often comes down to an individual’s personal judgment.

19. Product placements are considered another form of subliminal advertising.

F

20. Advertising is not allowed to use fear or guilt to sell products to consumers.

T T

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 13 | Legal and Ethical Issues Affecting Advertising

A. Food Labels The Nutrition Labeling and Education Act of 1990 required that food manufacturers place labels on their products disclosing the amount of specified nutrients in foods, including calories, fat, salt, and others. The nutrients listed on labels can be confusing if you don’t know what they are.

Some of the common nutrients found on food labels are listed below. Conduct research to define each one. Then describe how one or more of these nutrients can be used in an advertisement to promote a food product. Based on your description, create an ad on a separate sheet of paper.

Nutrient

Description

Calories

A measure of the amount of energy that foods contain

Saturated Fat

A fat mostly from animal sources that is solid at room temperature and that is known to clog arteries

Trans Fat

A man-made fat that is partially hydrogenated and that increases bad cholesterol

Monounsaturated Fat

A fat, such as olive oil, that is liquid at room temperature and that is known to reduce bad cholesterol

Cholesterol

A fatty substance that has no calories and provides no energy but that can build up in blood vessels and cause heart disease

Sodium

Commonly known as salt, this mineral helps regulate the body’s fluid balance

Dietary Fiber

A group of complex carbohydrates that are not a source of energy for human beings but are essential to moving food through the digestive system

Calcium

An essential mineral important for forming and maintaining bones and teeth

Carbohydrates

A source of energy for the body consisting of simple carbs (sugars) and complex carbs (dietary fiber)—complex carbs are a better source of nutrients

How could use one or more of these nutrients in an advertisement for a food product?

Answers will vary. Students should describe an ad that promotes the health benefits of one or more of the nutrients listed in the chart above.

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Chapter 13 | Legal and Ethical Issues Affecting Advertising

Name ____________________________

B. Consumerism The organized effort of consumers to influence business practices is known as consumerism.

Consumer groups try to influence the government to pass laws that protect consumers from unfair or deceptive business practices. Conduct research to learn more about consumerism.

Answer the questions below. Use this information to write a one-page report on the rise of consumerism in the United States.

1. What is the history of consumerism? When did it get its start?

Answers will vary. Consumerism as a grass-roots movement really began in the early 1900s. It grew during the Depression of the 1930s and then exploded into a major national movement in the 1960s.

2. Who are some influential people or organizations in the consumer movement?

Answers will vary. Most likely, students will mention Ralph Nader who began exposing the dangers of automobiles produced in the United States in the mid-1960s. The Consumers Union tests products and reports the results in Consumer Reports. There are many other consumer protection organizations.

3. What business practices have changed as a result of consumerism? How has it benefited consumers?

Answers will vary. Many laws have been passed as the result of the consumer movement.

These laws require business practices such as honest advertising, product warranties, and improved safety standards.

4. How has the consumer movement affected the advertising industry?

Answers will vary. Truth-in-advertising laws require businesses to provide honest and accurate information to help consumers evaluate the products they purchase.

5. How can consumers get involved?

Answers will vary. Consumers can take an active role in protecting their own interests by joining and supporting consumer protection organizations.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 13 | Legal and Ethical Issues Affecting Advertising

C. Government Regulation Agencies For each of the following government agencies, describe its purpose. Then provide an example of an advertisement that would be in violation of the regulations imposed by each agency. The first entry has been completed as an example.

Government Agency

Purpose

Advertising Violation

Federal Trade Commission (FTC)

It regulates advertising and competition to protect consumers against unfair, deceptive, or fraudulent practices in the marketplace.

An advertisement that makes unsubstantiated claims about the healing powers of a dietary supplement may be considered deceptive and, thus, in violation of FTC regulations.

Federal Communications Commission (FCC)

It monitors and regulates interstate and international communications by radio, television, wire, satellite, and cable.

Answers will vary but could include a radio, TV, or Internet advertisement that is considered indecent or in poor taste; violates copyrights; or uses slanderous, false, or misleading statements.

Food and Drug Administration (FDA)

It ensures that food, cosmetics, drugs, and medical devices are safe and effective.

Answers will vary but could include advertisements that make false claims about product ingredients or exaggerated claims about weight loss without using disclaimers.

U.S. Postal Service (USPS)

It regulates direct mail advertising and investigates mail fraud scams.

Answers will vary but could include direct mail advertisements that promote freeprize schemes, pyramid schemes, and investment fraud schemes.

The Alcohol and Tobacco Tax and Trade Bureau (TTB)

It regulates a broad range of provisions to ensure that alcohol products are created, labeled, and advertised in accordance with federal laws and regulations.

Answers will vary but could include an advertisement for an alcoholic beverage that promotes unsubstantiated health benefits.

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Chapter 14 | Advertising in a Multicultural Market

Name __________________________________

Chapter 14: Advertising in a Multicultural Market Fill­in­the­Blanks 1.

is the integration of different societies, cultures, and Globalization economies from around the world.

2. A country’s transportation, communication, and utility systems are known as its . infrastructure 3.

occurs when a company sells an exported product for a much Dumping lower price than the price charged in the home market of the exporter.

4. The tendency to view and value things based on one’s own cultural beliefs is called . ethnocentrism 5. In advertising, diversity shows Americans of different races visual and ethnicities interacting in various venues while consuming the advertised product.

6. is the process by which members of one cultural group adopt Acculturation the beliefs and behaviors of another group.

7. communicators convey information in a concise, direct, and Explicit structured manner.

8. communicators convey information that is vague or has an Implicit implied meaning.

9. communication is any method of conveying a message Nonverbal without words.

10. An interpreter who converts a message from one language to another language is called a(n) . translator

True/False Questions F

11. Globalization diminishes economic choices.

F

12. Collectivism exists when cultures are more self-centered and emphasize individual goals.

13. Culture is the shared attitudes and behaviors of a specific social group.

T

T

14. Citizens in developing countries have higher purchasing power and greater demand for products and services.

15. The enormous growth of ethnic populations in the United States reduces the number of marketing opportunities for businesses.

16. Ethnic audiences respond more favorably to culturally targeted advertisements.

F

17. Nonverbal communication is not an important factor to consider for advertising.

T

18. Eye contact and personal space are part of nonverbal communication.

T

19. When doing business globally, advertising campaigns often need to be translated.

F

20. Globalization lowers the standard of living in many countries.

F F

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 14 | Advertising in a Multicultural Market

A. Understanding Cultures Culture is influenced by customs, language, religion, beliefs, and values. Marketers must understand the aspects of a culture so that advertisements communicate a company’s message with sensitivity and accuracy. Advertising that is acceptable in one part of the world may be unacceptable in another part of the world. Conduct research to learn about two cultures that interest you. Describe each of the cultural elements listed below.

Culture #1

Answers will vary based on culture selected; for example, the Japanese culture.

Cultural Element

Description

Customs

Meaningful customs include gift giving, bowing instead of shaking hands, and taking off shoes before entering a Japanese household.

Language

Japanese

Religion

Shinto, Buddhism, and others

Family Concept

Respecting the elderly and placing an emphasis on family and personal relationships are important.

Other Cultural Traits

The Japanese culture encourages interdependence and teamwork.

Culture #2

Answers will vary based on culture selected; for example, the Indian culture.

Cultural Element

Description

Customs

Men shake hands with men, women shake hands with women, but there is no hand shaking between men and women.

Language

Hindi, Bengali, and others

Religion

Hinduism, Islam, Sikhism, Christianity, Buddhism, and others

Family Concept

There is a hierarchy system and extended family is very important.

Other Cultural Traits

Religion, education, and social class influence personal greetings.

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Chapter 14 | Advertising in a Multicultural Market

Name __________________________________

B. Cross­Cultural Advertising Think about one of your favorite television advertisements. Describe the features that make the advertisement appealing to the American culture. Then using the cultures you researched in Activity A, determine whether the advertisement would have the same appeal in those cultures.

Explain why or why not. Describe the adjustments that would have to be made to the advertisement to make a connection with the selected cultures. Be sure to consider both verbal and nonverbal communication aspects of the advertisement.

Description of the U.S. advertisement: Answers will vary. For example, Susie’s Lemonade Verizon commercial shows young kids operating a successful business with the help of the latest technology offered by Verizon. The commercial shows both men and women working closely together. An explicit communication style is used in the commercial to explain how Verizon technology makes business operations easier. The commercial uses imagery and humor by showing children in charge of the adults.

Americans appreciate the entrepreneurial spirit of the youngsters.

Description of adjustments to advertisement for Culture #1: Answers will vary. For example, since the Japanese culture places high importance on respecting elders, the Japanese may find the commercial to be offensive because of the role reversal of children and adults. The “bossy” tone of the children would need to be toned down.

Because eye contact and finger pointing is considered disrespectful in the Japanese culture, it would be essential to modify this behavior. The communication would need to be more implicit.

Using Japanese actors would make a better connection with the target audience.

Description of adjustments to advertisement for Culture #2: Answers will vary. For example, like the Japanese culture, the Indian culture places a high importance on respecting elders. Thus, Indians also may find the commercial to be offensive because of the role reversal of children and adults. Also, the role of men and women in the commercial would need to conform to the culture mindset. Using Indian actors would make a better connection with the target audience.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 14 | Advertising in a Multicultural Market

C. Symbolism in Advertising Colors, numbers, symbols, and images used in advertising often have a big impact on the target audience. For example, some of these elements may be considered lucky and powerful, while others have very negative connotations. Conduct research to determine the significance of various colors, numbers, symbols, images, and other superstitions in the American culture.

Record what you learn below. List both positive and negative connotations. Then explain how you could incorporate one or more of these elements into an advertisement.

Colors:

Answers will vary. For example, red is associated with love and Christmas; green is

associated with environmental awareness; black is associated with mourning.

Numbers:

Answers will vary. For example, most Americans view the number 7 to be lucky,

while the number 13 is unlucky.

Symbols/Images:

Answers will vary. are

considered lucky symbols. The black cat is a sign of bad luck.

Other superstitions:

Answers will vary. For example, throwing coins into a fountain makes

wishes come true; finding a penny face up is lucky but unlucky if found face down; walking under a ladder is unlucky; opening an umbrella inside is unlucky.

How you can incorporate one or more of these elements in an ad for a product or service?

Answers will vary. For example, Valentine’s Day ads often use the color red. Jewelry ads could use red as the background color to represent love. Humorous ads could use the numbers 7 and 13 or other superstitions as a way to distinguish between someone who is lucky because he/she uses a certain product or service and someone who is unlucky because he/she doesn’t. A company that is sponsoring a sweepstakes could use a four leaf clover image in its ads.

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Chapter 15 | Planning Your Future in Advertising

Name ____________________________________

Chapter 15: Planning Your Future in Advertising Fill­in­the­Blanks 1. Time management is the act of budgeting time to increase efficiency and productivity.

2. Soft skills are a cluster of personal qualities, habits, attitudes, and social graces that enhance a person’s job performance.

3. A(n) multifaceted her specific position.

employee has more skills than those required for his or

4. The act of treating one person less favorably than another person based upon race, color, religion, gender, or national origin is discrimination .

5.

Harassment

is unwelcome verbal or physical conduct.

6.

refers to repeated, unreasonable actions of an individual (or a Workplace bullying group) directed toward an employee (or a group of employees) for the purpose of intimidating, degrading, humiliating, or undermining the employee.

7. Leadership is the ability to motivate and direct a group of people to achieve a common goal.

8. Empowering means giving others substantial responsibility and the freedom to make their own decisions.

9. An individual who acts as a role model is called a(n)

mentor

.

10. A hands-on learning experience related to career goals is a(n) internship

.

True/False Questions T

11. Advertising careers are stressful because of multiple projects and deadlines.

T

12. Delegating tasks is one way to improve your time management skills.

T

13. Technical skills including reading, writing, and computer skills are hard skills.

F

14. Today’s high-tech advertising industry has diminished the value of people skills.

F

15. Most employers prefer it when employees wait to be told what to do rather than take action on their own.

16. A collection of projects, work experiences, awards, a resume, and other items applicants present to prospective employers is known as an informational portfolio.

17. Advertising and public relations careers require strong speaking skills.

F

T F T T

18. A functional team brings members from various departments together to solve problems or complete tasks.

19. The first impression you make at work is a lasting impression.

20. Professional networks include individuals who are willing to assist you with career development.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 15 | Planning Your Future in Advertising

A. Advertising and Public Relations Careers Advertising and public relations (PR) careers are exciting choices for many individuals. Conduct research to determine the skills and traits needed to have a successful career in advertising and public relations. List important skills and traits below and then describe how your personal attributes correspond with each one. After completing the table, select a skill you would like to improve and explain ways to do so.

Advertising/PR Career Skill/Trait

Personal Attributes Related to Skill/Trait

Answers will vary but could include the skills/traits listed here as examples.

Creativity

Answers will vary.

Innovativeness

Answers will vary.

Communication skills

Answers will vary.

Interpersonal skills

Answers will vary.

Technology skills

Answers will vary.

Problem-solving skills

Answers will vary.

Presentation skills

Answers will vary.

Time management skills

Answers will vary.

What skill would you like to improve? How can you do so?

Answers will vary, but students

must list the skill(s) they wish to improve and provide a plan of action to follow.

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Chapter 15 | Planning Your Future in Advertising

Name ____________________________________

B. Employer Expectations When you begin your advertising career, your employer will have certain expectations. It is important to be aware of and meet these expectations. By doing so, you can become a valuable asset to your employer and earn the respect of your coworkers. Common employer expectations are listed in the table below. For each one, provide an example of a work scenario in which an employee demonstrates that trait.

Be dependable

Answers will vary. Students may describe an employee who has good attendance, is punctual to meetings, turns in work on time, follows directions, and so forth.

Be honest and trustworthy

Answers will vary. Students may describe an employee who is truthful with customers, clients, coworkers, and supervisors; admits to his/her mistakes without making excuses or blaming others; follows company policies; and is trustworthy with the company’s money.

Have a good attitude

Answers will vary. Students may describe an employee who tends to be optimistic, enthusiastic, and friendly; is pleasant to be around; shows respect for others; accepts change more openly; listens to opposing viewpoints; and accepts responsibility for mistakes.

Take initiative

Answers will vary. Students may describe an employee who takes action without being asked to do so, looks for more efficient ways of performing tasks, comes up with new ideas that benefit the company, finds solutions to problems, takes on leadership roles, applies his/her skills to a variety of tasks, and is willing to learn new skills.

Work well with others

Answers will vary. Students may describe an employee who relates and works well with a diverse group of people, works cooperatively on teams, and supports coworkers to help get the job done.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 15 | Planning Your Future in Advertising

C. Preparing for an Internship Internships are common in the advertising field. Getting the right internship can put you on the right career track. So it is important to be ready when internship opportunities become available.

Answer the following questions to help you better prepare for an advertising internship.

1. Networking is an essential tool for people already in the workforce as well as for those exploring careers and seeking internships. List and describe three examples of how you can begin to establish valuable contacts for future internships or job openings.

Answers will vary. Students can reach out to family, friends, and teachers and ask for suggestions. They can establish contacts through social networking sites such as LinkedIn and Facebook.

2. To prepare for an advertising internship interview, reflect on the skills and traits needed in the advertising field. Describe personal experiences and characteristics that will make you stand out from other applicants.

Answers will vary. Students can discuss various student organizations in which they are involved, such as FBLA, DECA, or BPA. They can also explain how their experience from part-time jobs relates to the work required at the internship.

3. When you get the opportunity to interview for an internship position, you should prepare in advance by learning about the company. By doing so, you can ask questions that reflect your interest in the company as well as indicate how you can be of value to the company. Write five questions to ask the interviewer when applying for an advertising internship.

Question #1: Answers will vary. Students could ask if they would have the opportunity to put their technology or design skills to work on the company’s well-respected ad campaigns.

Question #2: Answers will vary. Students could ask whether the company uses mentors to provide training in specific areas of the business that interest them.

Question #3: Answers will vary. Students could ask about the company’s policy on individual vs. team projects, explaining that they work well in both environments.

Question #4: Answers will vary. Students could state the company’s mission and ask about the company’s vision for the future.

Question #5: Answers will vary. Students could ask about the company’s incentive program for offering money-saving or timesaving ideas.

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ADVERTISING & SALES PROMOTION PROJECTS

FBLA Emerging Business Issues Event

Name_________________________________________

FBLA Emerging Business Issues Event Purpose This event provides participants with an opportunity to develop and demonstrate skills in researching and presenting an emerging business issue. The event is based on team rather than individual participation. Teams may consist of two to three members. In addition to learning research skills, team participants develop speaking ability and poise from oral presentations.

Overview • Team members will draw to determine whether they will present an affirmative or negative argument.

• Each team’s presentation must be the result of its own independent work. Facts and working data may be secured from any source.

• Teams must prepare presentations. All members of the team must participate in the advance research of the topic.

• Teams will have five minutes to finalize their preparations.

• Teams will be permitted to bring prepared notes to the preparation and presentation area. In addition, two 4” by 6” blank note cards will also be provided for each team member and may be used during the preparation and performance of the presentation. Information may be written on both sides of the note cards. Note cards will not be collected.

• No reference materials, visual aids, or electronic devices may be brought to or used during the preparation or performance.

• Teams will have five minutes to present the case. All team members must participate in the presentation.

• Teams should introduce themselves, describe the situation, make their recommendations, and summarize their case.

• The timekeeper will stand at four minutes and again at five minutes. When the presentation is finished, the time used will be recorded, noting a deduction of five points for any presentation over five minutes.

• Following each presentation, judges will conduct a three-minute question-answer period.

Performance Competencies • Give arguments that are persuasive and relevant to the topic.

• Demonstrate the ability to make a businesslike presentation.

• Demonstrate the ability to work as a team.

• Demonstrate good decision-making and problem-solving skills.

• Provide a logical and systematic explanation.

(NOTE: Visit the FBLA website at www.fbla.org for more details about this event.)

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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FBLA Emerging Business Issues Event

Topic The U.S. government’s $15 trillion debt is growing every day. Weak economic conditions have resulted in unemployment rates of approximately 9 percent. All of these factors have resulted in low consumer confidence. Should the federal government collect more revenue to help pay off the country’s debt by raising taxes on all businesses earning more than $1 million annually? Be prepared to argue the affirmative, that yes, the tax rates for businesses earning more than $1 million annually should be raised to help tackle the national debt and help improve the economy; or be prepared to argue the negative, that no, the federal tax rates for businesses earning more than $1 million annually should not be raised to tackle the national debt and help improve the economy.

Directions: Conduct research to determine the positive and negative consequences associated with raising the federal tax rate for businesses earning more than $1 million annually. Based on your research, prepare for your presentation by supplying supporting arguments for and against tax increases. Then answer the questions on the following pages to help prepare for the judge’s questions.

List five supporting arguments for a tax increase.

Answers will vary but could include the following: 1. Decreases the national deficit 2. Provides more money for government programs 3. Increases the amount of money available for the country’s infrastructure 4. Allows the government to make more purchases, which in turn stimulates the economy 5. Creates image of national financial stability in global marketplace

List five supporting arguments against a tax increase.

Answers will vary but could include the following: 1. Discourages new businesses 2. Increases unemployment 3. Increases business uncertainty 4. Creates an unfriendly business environment 5. Reduces amount of money available for payroll and other business operations

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FBLA Emerging Business Issues Event

Name_________________________________________

Questions to Consider 1. How does the tax rate on businesses in the United States compare to the tax rate on businesses in other countries? Provide three examples.

Answers will vary. The tax rate on businesses is higher in the United States than other countries. Examples will vary.

2. Why might U.S. businesses consider locating their operations in other countries if the federal tax rates are increased?

Answers will vary. The top priority for any business is to make a profit. Increased federal tax rates cut into profits, leading businesses to locate to other countries where the tax rates are lower.

3. Why is it more attractive for politicians to raise taxes on businesses than on individuals?

Answers will vary. Individuals elect politicians, and they are strongly against higher income taxes.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

65

FBLA Emerging Business Issues Event

4. How could the increased business taxes have an impact on individuals?

Answers will vary. Increased business taxes could result in less money available for businesses to pay employees. The number of unemployed individuals may increase because the businesses are spending more of their money on federal taxes. Businesses may begin cutting corners by using less expensive building materials, meaning customers get lower-quality products.

5. Why should businesses be concerned about the growing national debt?

Answers will vary. Growing national debt makes it more difficult to conduct business internationally. The growing national debt could result in higher interest rates, which have a direct impact on businesses. A large national debt is generally associated with a weak economy, meaning consumers are less likely to make purchases.

6. Do you think politicians will experience any backlash if they increase the federal tax rate for businesses? If so, describe the possible backlash.

Answers will vary. Politicians count heavily on political contributions from businesses.

Businesses may stop making contributions if the politicians increase the federal tax rate.

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FBLA Marketing Event

Name_________________________________________

FBLA Marketing Event Purpose Marketing involves the distribution of products and services to the consumer. Participants of this event are challenged to present their knowledge of the basic principles of marketing.

Overview As part of this event, an interactive case study will be given concerning a marketing problem.

Each team (consisting of two to three members) will present a solution to the problem. Teams should demonstrate critical-thinking and problem-solving skills, describe the case study and explain recommendations, demonstrate good communication skills, explain strengths and weaknesses of the proposed solution, and effectively answer questions. (NOTE: Visit the FBLA website at www.fbla.org for more details about this event.)

Performance Guidelines • Twenty minutes before the performance, the team will receive the case study.

• Two 4” by 6” note cards will be provided and may be used during the preparation and performance of the event. Information may be written on both sides of the note cards. Note cards will be collected following the presentation.

• No reference materials, visual aids, or electronic devices may be brought to or used during the preparation or performance.

• Teams have seven minutes to interact with a panel of judges and present the solution to the case. The judges will play the role of the second party in the presentation and refer to the case for specifics. This is a role-play event.

Performance Competencies Demonstrate the ability to make a businesslike presentation.

Demonstrate an understanding of the case and explain recommendations.

Demonstrate good decision-making and problem-solving skills.

Display self-confidence through knowledge of content and articulation of ideas.

Demonstrate the ability to work as a team.

• • • • •

Case Study You are the president of Nature’s Harvest, a major food-processing company that sells products throughout the world. Your company is proud of achieving a successful sales record while maintaining the highest ethical standards. One of your sales representatives (judge) has just informed you that a $25 million deal with a company in Brazil is possible. However, as is sometimes common with international business, the Brazilian company expects to be paid a bribe in return for its business. The bribe would cost $800,000, meaning your company would still make a $24.2 million profit.

You must now make an important decision related to profits and ethics. You have scheduled a meeting with the sales representative in his/her office to discuss a strategy for acquiring the Brazilian company as a customer. You must keep in mind the foundation of your company (highquality products and high standards and ethics). © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

67

FBLA Marketing Event Directions: After reviewing the case study on the previous page, develop a solution to the problem on note cards. To prepare for the judges, answer the questions below.

1. What are business ethics?

Answers will vary but should indicate that business ethics are moral principles concerning acceptable and unacceptable behavior by businesspeople. Businesspeople are supposed to maintain a high sense of integrity and conduct business honestly and fairly.

2. Because we live in a global economy, can businesses relax their ethics to maintain a fair advantage in the marketplace? Explain your answer.

Answers will vary. Businesses have the responsibility to maintain consistent business ethics even when it may be more profitable to break the rules or ignore ethics.

3. What precedent will be set if Nature’s Harvest meets the bribery demands of Brazil?

Answers will vary. Once a company breaks its code of business ethics, it sends a message that its business standards are unimportant when profits are at stake. The company loses credibility.

4. What competitive risks exist if Nature’s Harvest bypasses the business in Brazil?

Answers will vary. Nature’s Harvest may lose its competitive edge in the international marketplace. However, if it offers a unique product that is in high demand worldwide, it can regain its competitive advantage and will have the upper hand in business dealings.

5. How do business ethics in other countries put U.S. businesses at a disadvantage?

Answers will vary. Unfortunately, companies with lax or no business ethics may capture more international business, but their credibility in the marketplace and with the public may suffer, which could hurt business in the long run.

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© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

DECA Public Relations Project Event

Name_________________________________________

DECA Public Relations Project Event Purpose The purpose of the Public Relations Project is to provide participants with the opportunity to demonstrate the skills needed in planning, organizing, implementing, and evaluating a single public relations campaign. The campaign may focus on any topic or subject of interest to the participants. An evaluation of the campaign’s planning, organization, and implementation must be included in the report. The Public Relations Project provides an opportunity for participants to do the following: • • • •

develop and/or identify a theme for a public relations campaign plan and organize a public relations campaign in their local community implement a public relations campaign evaluate the planning and implementation process

Procedures • The project consists of two parts: the written document and an oral presentation. The written document will account for 60 points, and the oral presentation will account for the remaining 40 of the total 100 points.

• One to three team members may participate in the oral presentation. All team members must present the project to the judges. Each team member must respond to questions.

• The body of the written entry must be limited to 30 numbered pages, including the appendix, but excluding the title page and the table of contents.

• The team members will bring all visual aids to the event briefing. Only approved visual aids may be used during the presentation.

• The oral presentation may be a maximum of 15 minutes in length. The first 10 minutes will include an explanation and description of the project followed by 5 minutes for the judge’s questions.

• The judge will evaluate the presentation, focusing on the effectiveness of public speaking and presentation skills and how well the participants respond to questions that the judge may ask during the 5 minutes following the presentation.

(NOTE: Visit the DECA website at www.deca.org for more details about this event. A sample DECA Public Relations Project also can be found at this website.)

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Public Relations Project Event

Skills Assessed The participants will demonstrate the skills needed to address the components of the project as described in the outline below as well as learn/understand the importance of the following: •

communication skills—the ability to exchange information and ideas with others through writing, speaking, reading, or listening analytical skills—the ability to derive facts from data, findings from facts, conclusions from findings, and recommendations from conclusions critical thinking/problem-solving skills production skills—the ability to take a concept from an idea and make it real teamwork—the ability to plan, organize, and conduct a group project the ability to evaluate group presentations priorities/time management—the ability to determine priorities and manage time commitments and deadlines economic skills

• • • • • • •

Overview The following outline must be used for the Public Relations Project: I. EXECUTIVE SUMMARY (one-page description of the project) II. CAMPAIGN THEME OR FOCUS A. Statement and description of the issue to be addressed B. Rationale for selecting the issue C. Description of the target population (community, school, etc.)

III. LOCAL MEDIA AND OTHER PROMOTIONAL POSSIBILITIES A. Local print and broadcast media available B. Other possible promotional activities C. Media mix and rationale for media and other promotional activities IV. CAMPAIGN ORGANIZATION AND IMPLEMENTATION A. Organizational chart, member involvement, and job description B. Description of the campaign and documentation C. Estimated impact on the target population V. EVALUATION AND RECOMMENDATIONS A. Evaluation of the process B. Recommendations for future campaigns VI. BIBLIOGRAPHY VII. APPENDIX (optional)

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DECA Public Relations Project Event

Name_________________________________________

Assignment 1: Executive Summary Directions: The executive summary is a description of the public relations project. It should summarize the project, the rationale behind the project, the project’s objectives, the target market, implementation procedures, and the positive outcomes of the project.

In the table below, state the focus of your public relations project and supply information for the other items. Use the information to compose Part I (Executive Summary) of your public relations project. (HINT: Although the executive summary is the first part of your public relations project, it should be written after the other parts have been completed because it is a restatement of the most important points made in the other parts of the project.)

Focus of project

Answers will vary. Students must decide upon a cause they would like to support through a public relations project.

Objective(s) for this project

Answers will vary. Students should explain the purpose of their public relations project. The objectives should be measurable so that students can track their progress.

Target market

Answers will vary. Students should describe the audience to be reached by their public relations project.

Implementation procedures

Answers will vary. Students should list the steps they will follow to carry out their public relations project.

Positive outcomes

Answers will vary. Students should describe the expected outcomes of sponsoring the public relations project.

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Assignment 2: Campaign Theme or Focus Directions: Your public relations project should increase awareness and spark appropriate action. Some examples of campaign themes include awareness walks for cancer, diabetes, and heart disease. The public relations project may be used to raise awareness about important topics such as the negative impact of drinking and driving. It may also be used to bring a community together after a natural disaster such as a hurricane or tornado. It may involve a clean-up effort after a storm or the collection of food and clothing for individuals who have been left homeless.

Making the holidays happier for a specific family that has experienced an economic setback could also be the focus.

Answer the questions below and then compose Part II (Campaign Theme or Focus) of your public relations project.

1. What issue will your public relations project address?

Answers will vary depending on the cause the student has selected.

2. Why is this an important issue in your community?

Answers will vary. Students should explain how the cause selected has affected the community.

3. Who is the target population (recipients) for this public relations project?

Answers will vary. Students should be specific about the target audience they are trying to serve.

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DECA Public Relations Project Event

Name_________________________________________

Assignment 3: Local Media and Other Promotional Possibilities Directions: After you have determined your public relations campaign theme or focus, you must determine the best forms of media and promotion to use to execute your project successfully.

Because you will be working with limited financial resources, you must develop creative strategies to cover media and promotional expenses. For example, local businesses may want to sponsor a worthwhile public relations project that will have a positive impact on the community.

Types of media to consider for the public relations project include print (newspapers, local magazines, flyers), radio, billboards, and posters.

Complete the table below to record information about three types of media you will use. Then continue this assignment on the next page.

Type of Media

Benefits of Media

Answers will vary. Students should describe the different forms of media they think will work best to convey their message about their public relations project/event.

Answers will vary. Students should consider the benefits of each form of media, such as reach and frequency.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Strategy to Cover the Media Costs Answers will vary. Students should plan ways to cover the costs of the media, such as asking a local business to help out financially and co-sponsor the public relations event.

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DECA Public Relations Project Event

Assignment 3 (Continued) Public relations projects often are kicked off with promotional activities such as picnics, celebrations, and other special events. Promotional activities may include collecting canned goods for the food bank, organizing a 5K run, or participating in a community service project that raises funds for the public relations project. In the following table, list the promotional activities that you will incorporate in your public relations project. Explain the rationale (purpose) of each activity.

After listing the media and promotional activities, use this information to prepare Part III (Local Media and Other Promotional Possibilities) of your public relations project.

Promotional Activity

Rationale for Promotional Activity

Answers will vary. Suggest that students consider promotional activities used by other successful public relations campaigns. Students should select activities that will be effective in carrying out their PR campaigns. They should keep their target audience in mind when selecting the activities.

Answers will vary. Students should explain why they selected the promotional activity and why they think it will be successful.

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DECA Public Relations Project Event

Name_________________________________________

Assignment 4: Campaign Organization and Implementation Directions: Public relations projects cannot be successful without dedicated people to carry out the plans. Leaders must outline the tasks to be completed and assign these tasks to specific people based on their interests and skills.

Use the table below to outline the tasks required for your public relations project. Describe what the task entails. Then include the name of the person responsible for completing each task. This information can be used to create an organizational chart. Continue this assignment on the next page.

Task

Task Description

Answers will vary. Students should list the many tasks involved in completing the public relations project.

Answers will vary. Students should describe what needs to be done to carry out the task.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Person Responsible for Completing the Task Answers will vary. Students should list the team member who will be responsible for completing each task.

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DECA Public Relations Project Event

Assignment 4 (Continued) When implementing the public relations project, you must consider the impact it will have on the target population. (HINT: See the target population you selected in Assignment 2.) In other words, how will the target population benefit from your public relations project? Answer the questions below to describe the positive effect your project will have on the target population.

Based on the information collected in this assignment, prepare Part IV (Campaign Organization and Implementation) of your public relations project.

1. What is the desired/projected impact of the public relations project on the target population?

Answers will vary. Students should describe the effect of the public relations project on the target audience. What changes can the target audience expect?

2. What short-term benefits to the target population can be expected as a result of the public relations project?

Answers will vary. Students should describe the immediate benefits the target population will derive from the public relations project.

3. What long-term benefits to the target population can be expected as a result of the public relations project?

Answers will vary. Students should describe the long-term benefits the target population will derive from the public relations project. Students should be encouraged to think long term. It is important that the benefits extend well into the future.

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DECA Public Relations Project Event

Name_________________________________________

Assignment 5: Evaluation and Recommendations Directions: After your public relations project has been implemented, you should evaluate it to determine what went well and where improvements could be made for greater success in the future. Complete the following tables to describe aspects of the project that were highly successful and aspects that could be improved. Use this information to compose Part V (Evaluation and Recommendations) of your public relations project.

Successful Task/Aspect

Why did this work well?

Answers will vary. Students should describe aspects of the public relations project that they believe resulted in a positive outcome.

Answers will vary. Students must evaluate why certain aspects worked better than others did.

How did certain tasks contribute to the success of the overall project?

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Public Relations Project Event

Assignment 5 (Continued) How could this be improved? (Provide recommendations for future projects.)

Task/Aspect that Needs Improvement Answers will vary. Students should describe aspects of the public relations project that caused problems or were difficult to carry out.

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Answers will vary. Students should evaluate why certain aspects didn’t go smoothly and what changes could be made to improve these aspects in future public relations projects.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

DECA Professional Selling Event

Name_________________________________________

DECA Professional Selling Event Purpose The Professional Selling Event provides participants with an opportunity to demonstrate skills needed for a career in sales. Participants will organize and deliver a sales presentation for one or more products and/or services.

Products/Services and Target Customer Descriptions Products, services, and target market customers (prospects) will be identified. The participant will research the company and/or industry he/she represents and the product(s)/service(s) to be presented. The participant will also research the business and/or industry to which the product/service will be presented. Then the participant will present the product(s)/service(s) to meet the needs of the customer (prospect).

Procedure • The Professional Selling Event is for individual participants only.

• The participant will organize appropriate information and present and defend a sales presentation to a potential buyer/client.

• Only approved visual aids may be used during the presentation.

• The oral presentation may be a maximum of 20 minutes in length. The first 15 minutes will include a sales presentation and will be followed by 5 minutes for the judge’s questions.

• The judge will evaluate the presentation, focusing on the effectiveness of public speaking and presentation skills and how well the participant responds to questions that the judge may ask during the 5 minutes following the presentation.

Skills Assessed The participant will demonstrate skills needed to address the components of the project as well as learn/understand the importance of the following: • • • • • •

communication skills—the ability to exchange information and ideas with others through writing, speaking, reading, or listening analytical skills—the ability to derive facts from data, findings from facts, conclusions from findings, and recommendations from conclusions critical thinking/problem-solving skills production skills—the ability to take a concept from an idea and make it real priorities/time management—the ability to determine priorities and manage time commitments how to apply selling principles and techniques to the business environment

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DECA Professional Selling Event

Presentation Guidelines • The objective for the sales presentation is for the participant to assume the role of a salesperson making a presentation to a potential buyer (judge).

• The participant will make a 20-minute sales presentation to the judge worth 100 points.

• The participant will spend not more than 15 minutes setting up visual aids and delivering the sales presentation. The participant may bring presentation notes to use during the sales presentation.

• The judge will spend the remaining 5 minutes questioning the participant.

• Visual aids that are appropriate for an actual sales presentation may be used. Only visual aids that can be easily carried to the presentation by the participant will be permitted, and the participant must set up the visuals. Appropriate visual aids include the following: o not more than three standard-sized posters not to exceed 22 ½ inches by 30 ½ inches each (all poster attachments must fit within the poster dimensions) o one standard-sized presentation display board not to exceed 36 ½ inches by 48 ½ inches o desktop flip chart presentation easel 12 inches by 10 inches (dimensions of the page) o one personal laptop computer with its own battery power pack (electrical power will NOT be supplied) o one handheld-digital organizer o sound, as long as the volume is kept at a conversational level •

Materials appropriate for the situation may be handed to or left with the judge.

(NOTE: Visit the DECA website at www.deca.org for more details about this event.)

Selling Situation You are a sales representative for a video gaming console company. The target customer is a major hotel chain that caters to families. It wants to equip its 20,000 rooms in the United States with the latest gaming console technology, such as Xbox, Wii, or PlayStation. The hotel wants to provide entertainment products and services that make it a favorite spot among out-of-town guests. Ten business representatives from the hotel’s corporate headquarters are interested in hearing the most cost-effective entertainment upgrade for the hotel. The hotel representatives want high-quality, leading-edge gaming technology at reasonable prices.

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DECA Professional Selling Event

Name_________________________________________

Assignment 1: Product/Service Features and Benefits Directions: Salespeople must be very familiar with the products and services they are selling.

They should fully understand and be able to communicate the features and benefits of the product and/or service. Select a gaming console and conduct research to learn about its features and benefits. Then answer the questions below to help prepare for your sales presentation.

1. What features are offered by the gaming console you have selected?

Answers will vary based on the gaming console selected. Features may include the ability to pause the game and to download movies. It may use Blu-ray technology, have theaterquality audio, and have a huge storage capacity. It may also offer interactive and 3D gaming.

2. What are the benefits of this gaming console when compared to others?

Answers will vary. Benefits could include having the largest selection of gesturecontrolled games and family friendly games. Games are less expensive than competitors’ games. The console has been selected as the favorite in surveys.

3. What accessories are available for use with the gaming console?

Answers will vary. Accessories could include charging stations, sports pack adapters for controllers, keyboards, and exercise packs.

4. Why would you recommend this gaming console for use in the hotel industry?

Answers will vary but should be based on the features and benefits.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Professional Selling Event

Assignment 2: Target Market Directions: Successful sales representatives have a clear understanding of their target market. As the sales representative for a video gaming console company, your target market is the hotel previously described. Help clearly define your target market by answering the questions below.

1. Describe the characteristics of the target market.

Answers will vary. Students can describe the type of hotel, the clientele it serves, the amenities it offers, and other aspects that provide a profile of the hotel.

2. What are the wants and needs of the target market?

Answers will vary. Students may focus on the target market’s (hotel’s) objectives and how they relate to its wants and needs.

3. Why does the target market need your product and/or service? (How will it benefit the target market?)

Answers will vary. Students must be able to make a strong argument that convinces the target market (hotel) it needs the product or service because of the many benefits it offers.

4. What concerns/questions might your target market have about your product and/or service?

Answers will vary. Students should consider any questions or objections the target market (hotel) might have about the product or service. By considering these in advance, students will be prepared to address them during the sales presentation.

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DECA Professional Selling Event

Name_________________________________________

Assignment 3: The Sales Process Directions: Now that you are more familiar with your target market and more knowledgeable about your product and/or service, it’s time to develop your sales presentation. The steps in the sales process are listed below and on the next page. Describe how you will handle each step. List important points you will make throughout the presentation. Your goal is to persuade the hotel representatives that your product and/or service will satisfy their needs.

1.

Approach:

Answers will vary. Students should indicate how they will begin their sales

presentation, which includes introducing themselves and their product and/or service.

2.

Determine Customer Needs:

Answers will vary. Students may list questions they will

ask the hotel representatives to help clarify their wants and needs.

3.

Present the Product:

Answers will vary. Students should describe the product/service

features and benefits they will present. They may also indicate whether they will demonstrate the product and, if so, provide details about the demonstration.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Professional Selling Event

4.

Overcome Objections:

Answers will vary. Students should state how they will handle

the customer’s questions about or objections to the product and/or service. They may state what additional information they will supply to address any concerns.

5.

Close the Sale:

Answers will vary. Students may stress they will look for signs that

indicate the customer is ready to buy the product and/or service. To deal with customers that are hesitant, students may need to repeat the product/service benefits. A negotiation (trade-off) may be required to close the sale. If so, students should indicate what tradeoffs they are willing to make.

6.

Suggestion Selling:

Answers will vary. After closing the sale, students may recommend

the purchase of additional products/services, such as gaming console accessories, that would enhance the use of the product/service purchased.

7.

Follow Up:

Answers will vary. Students should indicate how they plan to follow up

with the customer after the sale is closed. This step is important to ensure the customer’s satisfaction with the product/service and to build loyal customer relationships. Students need to determine whether the customer experienced any problems and whether he or she has any additional needs.

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DECA Creative Marketing Project Event

Name_________________________________________

DECA Creative Marketing Project Event Purpose The DECA Creative Marketing Project challenges participants to become actively involved in the marketing activities of their community. Students have the opportunity to learn from experienced executives and develop leadership skills by working with entrepreneurs in the community. The Creative Marketing Project is designed to encourage participants to recognize marketing as a force for the economic and social well being of the community.

The purpose of the project is to improve the marketing activities of an individual company, a group of companies (such as retailers operating in a shopping mall), an organization, a club, or the business community. Some examples of objectives for this project include the following: • • • • • • •

finding new markets for local products promoting the community’s resources increasing the trading area of facilities increasing sales increasing employment providing better shopping facilities solving problems or challenges affecting the marketing process

Procedure This project consists of two major parts: the written document (not to exceed 30 pages) and the oral presentation. The oral presentation (given by one to three members) may be a maximum of 15 minutes in length. The first 10 minutes will include an explanation and description of the project followed by 5 minutes for the judge’s questions. The judge will evaluate the presentation for effectiveness of public speaking and presentation skills.

Presentation Guidelines Participants may use the following items during the oral presentation: • • • • • •

No more than three standard-sized posters not to exceed 22 ½ inches by 30 ½ inches each.

(Participants may use both sides of the posters, but all attachments must fit within the poster dimensions.)

One standard-sized presentation display board not to exceed 36 ½ inches by 48 ½ inches.

One desktop flip chart presentation easel 12 inches by 10 inches (dimensions of the page).

One personal laptop computer.

One hand-held digital organizer.

Sound, as long as the volume is kept at a conversational level.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Creative Marketing Project Event

Only visual aids that can be easily carried to the presentation by the participants will be permitted. No setup time will be allowed. Participants must furnish their own materials and equipment. No electrical power will be supplied. Materials appropriate to the situation may be handed to or left with the judges in all competitive events. Items of monetary value may be handed to but may not be left with the judges. Items such as flyers, brochures, pamphlets, and business cards may be handed to or left with the judges.

Overview The outline for the Creative Marketing Project is as follows: I. EXECUTIVE SUMMARY (one-page description of the project) II. INTRODUCTION A. Statement of problem B. Significance of the problem studied C. Background information, description of the business, community situation, or whatever is necessary to understand the value of the project III. PROCEDURES AND RESEARCH METHODS USED A. Description of secondary (library) research conducted: books, articles, and other sources on market research; local descriptive data; etc.

B. Description of primary research conducted C. Description of involvement of participants and businesspeople in the project IV. FINDINGS AND CONCLUSIONS A. Presentation of findings, data to support findings B. Presentation of conclusions, rationale to support conclusions V. RECOMMENDATIONS A. Recommendations resulting from the study B. Projected outcomes from implementing the recommendations C. Plan for implementing the recommendations D. Evidence that the project has been presented to the appropriate business and/or government officials who would benefit from the study VI. BIBLIOGRAPHY VII. APPENDIX (optional) (NOTE: Visit the DECA website at www.deca.org for more details about this event. A sample DECA Creative Marketing Project also can be found at this website.)

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DECA Creative Marketing Project Event

Name_________________________________________

Assignment 1: Executive Summary Directions: The executive summary is a one-page description or summary of the creative marketing project that succinctly describes the topics listed in the table below. (A sample executive summary is provided on the next page.) Decide upon a creative marketing project that you will implement to benefit your community. Then complete the table below to help you compose Part I (Executive Summary) of your creative marketing project. (HINT: Although the executive summary is the first part of your creative marketing project, it should be written after the other parts have been completed because it is a restatement of the most important points made in the other parts of the project.)

Item

Content for the Executive Summary

Description of your community

Answers will vary. Recommend that students complete the executive summary after they have completed the other parts. Then they can include the most important points made in the other parts in their executive summary.

Marketing challenges faced by your community

Procedures and research methods used

Findings and conclusions from your research

Recommendations

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DECA Creative Marketing Project Event

Assignment 1 (Continued) Sample Executive Summary Downtown South Sioux City, like many other small downtowns across America, is struggling to compete against large box stores. The goal of our project is to creatively market our downtown’s uniqueness and strengths. South Sioux City, Nebraska, is located in the northeast corner of Nebraska and borders Sioux City, Iowa. The population for the two cities is 95,000 residents. South Sioux City accounts for approximately 12,000 of the residents. South Sioux City has taken great pride in its vibrant historic downtown consisting of 48 businesses. A new Super Walmart has located less than a mile from South Sioux City’s downtown, which poses a serious threat because it offers products and services for a much lower price than those sold at the downtown businesses. Economic development and revitalization of downtown South Sioux City are necessary for the community to renew itself and grow. The decline of the downtown area is contributing to the loss of small businesses, jobs, and quality of life.

Procedures and Research Methods Used Using both primary and secondary research, we were able to gather information necessary for our project. We worked closely with the South Sioux City Chamber of Commerce to collect much of the secondary research for our project. Our main source of primary data was a survey that we distributed to local residents. The survey was distributed at local community events and made available on the South Sioux City website. We received 425 complete surveys from local community members. The survey asked questions regarding demographic and psychographic information.

Findings and Conclusions The 425 completed surveys provided valuable information about downtown customers and other community members. Using data from the 425 completed surveys, we made the following conclusions: •

20% of those surveyed shop downtown 2-3 times a week

•

48% of downtown shoppers are influenced by customer service

•

85% of those surveyed were aware of the major downtown summer, fall, spring, and winter festivals

•

90% of those surveyed had already visited the new Super Walmart

•

60% of those surveyed are likely to attend downtown community events/festivals

Recommendations We recommend that the downtown businesses utilize the four season festivals to increase customer traffic. The businesses can work collectively to promote the downtown as a whole. The suggested theme for the campaign is “Experience Exceptional Customer Service: Shop Downtown South Sioux City.”

Based on our research, we recommend that the Chamber of Commerce use social networking methods to stay in touch with residents. We highly recommend that downtown businesses continue to host celebrations and incorporate special promotional activities during the downtown events. To increase customer loyalty downtown, we recommend the “South Sioux City Downtown” card that would reward customers with $20 bonus bucks to use in downtown South Sioux City. The bonus bucks would be earned after individuals spend a total of $100 in downtown businesses. We recommend that the downtown merchants offer unique incentives and personalized events that large box stores like Walmart cannot offer. The new marketing campaign will run during the months of April, June, October, and December.

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DECA Creative Marketing Project Event

Name_________________________________________

Assignment 2: Introduction Directions: Conduct research to learn more about your community and the marketing challenges it faces. In the following table, state the problem (challenge) or opportunity faced by your community and explain the significance of the problem or opportunity that you have identified.

Also, include background information about the community, businesses, population, or whatever else is necessary to communicate the value of your creative marketing project. Using the information in the table, compose Part II (Introduction) of your project.

Concept

Description

Statement of the problem or opportunity

Answers will vary. For the Introduction, students should state the problem or opportunity facing the community and explain why it is significant (i.e., how does it impact the community). In addition, students should supply background information about the community as requested.

Significance of the problem or opportunity studied

Background information about your community •

description of the community

•

community situation

•

residents

•

SWOT analysis for the community

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DECA Creative Marketing Project Event

Assignment 3: Procedures and Research Methods Directions: Primary research and secondary research are two good ways to gather information for your creative marketing project. Secondary research already exists and can be found in many resources available in the library, on the Internet, and from the U.S. Census Bureau and other government agencies. Primary research is collected for the first time specifically for the purpose of the project. Surveys are frequently used to gather information from residents before undertaking an important project in the community.

Complete the following table by listing the types of primary and secondary research you will use as well as the participants involved in the research process. Then compose Part III (Procedures and Research Methods Used) of your creative marketing project.

Type of Research

Procedure/Resource

Primary Research

Answers will vary. This activity will help students plan out the research process. They must incorporate primary research and secondary research strategies. In addition, they must decide who will be involved in the research process—members of their team, businesspeople, community members, and so forth.

Participants

Secondary Research

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DECA Creative Marketing Project Event

Name_________________________________________

Assignment 4: Findings and Conclusions Directions: After conducting primary and secondary research, you are ready to list your findings. In addition, you must draw conclusions from your findings. Complete the following tables and use the information to compose Part IV (Findings and Conclusions) of your creative marketing project.

Primary Research Findings Answers will vary. After conducting research, students must derive facts from data, findings from facts, and conclusions from findings.

Conclusions

Secondary Research Findings Answers will vary. After conducting research, students must derive facts from data, findings from facts, and conclusions from findings.

Conclusions

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DECA Creative Marketing Project Event

Assignment 5: Recommendations Directions: Based on all of your research, you must make recommendations on how the community can improve its marketing strategies. You must also describe the plan for implementing your recommendations and predict the projected outcome of doing so. Complete the following table and use the information to compose Part V (Recommendations) of your creative marketing project. (NOTE: You must be able to provide evidence that you presented your recommendations to those in the community who will benefit from your study.)

Recommendation Answers will vary. Students must be able to make recommendations and projected outcomes based on their research.

Plan to Implement the Recommendation

Projected Outcome from Implementing the Recommendation

Assignment 6: Bibliography and Appendix Directions: Part VI of your project is the bibliography. It should list all resources used for your project. Compile the bibliography on a separate sheet of paper. Be sure to use the proper format for bibliography entries.

Part VII of your project is the appendix, which is optional. If you decide to add an appendix, it should include any documents and support materials used for this project, such as any exhibits appropriate to the written document but not important enough to include in the body. These might include sample questionnaires used, letters sent and received, general background data, minutes of meetings, and so forth. On a separate sheet of paper, list items that you could include in your appendix.

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DECA Marketing Communications Team Decision Making Event

Name_________________________________________

DECA Marketing Communications Team Decision Making Event Purpose The Marketing Communications Team Decision Making Event provides participants (teams consisting of two students) with the opportunity to analyze one or a combination of elements essential to the effective operation of a business in the marketing industry. The business situation to be analyzed will be presented as a case study.

Skills Assessed • communication skills—the ability to exchange information and ideas with others through writing, speaking, reading, or listening • analytical skills—the ability to derive facts from data, findings from facts, conclusions from findings, and recommendations from conclusions • critical thinking/problem-solving skills • production skills—the ability to take a concept from an idea and make it real • teamwork—the ability to be an effective member of a productive group • priorities/time management—the ability to determine priorities and manage time commitments Procedures • Each team must be composed of two members.

• Team members will be given a decision-making case study situation involving marketing communication.

• A list of seven performance indicators specific to the scenario is included in the participants’ instructions. These are distinct tasks the participants must accomplish during the role-play.

The judge will evaluate the participants’ role-play performance on these tasks and on several follow-up questions.

• Each team will have 30 minutes to study the situation and organize its analysis using a team decision-making format. During the preparation period, team members may consult only with one another about the situation. Participants may use notes taken during the preparation time while making the presentation.

• Teams will meet with the judge for a 15-minute interview. The team will spend not more than 10 minutes at the beginning of the interview describing the team’s analysis of the situation given. Both members of the team must participate in the presentation. The judge will spend the remaining 5 minutes questioning the participants. Each participant must respond to at least one question asked by the judge.

• Participants may not bring printed reference materials or audio or visual aids to the competitive event.

• Materials appropriate for the situation may be handed to or left with the judge.

(NOTE: Visit the DECA website at www.deca.org for more details about this event.)

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Marketing Communications Team Decision Making Event

Performance Indicators • Demonstrate connections between company actions and results.

• Describe marketing functions and related activities.

• Identify types of public relations activities.

• Discuss internal and external audiences for public relations activities.

• Explain the role of situation analysis in the marketing planning process.

• Explain the nature of corporate branding.

• Explain communication channels used in public relations activities.

Case Study You are the vice president for a major national retail superstore (Super Brand). Sales for the retail giant are in the billions annually. The CEO for Super Brand (judge) has called a meeting to hear your plan for this year’s Super Brand charity and public relations event.

Your position requires you to select, organize, and successfully manage a national charity event that supports a special cause while providing positive public relations for the retailer. Frequently, the event involves both the retailer and its customers. Sometimes the retailer will give a percentage of sales or match contributions given by customers to the specified charity. Last year the retailer raised $30 million for tornado victims in the United States.

The CEO wants to know which charity you have chosen and why. He or she also wants to hear about the planned event to kick off and publicize the campaign for the chosen charity. You must present a sample press release, which will be sent to all major newspapers across the United States, that will inform the public about the retailer’s support of the special cause and the positive impact it will have on local communities. You will meet the CEO in his/her office to explain your chosen charity, the public relations event to kick off the charitable cause, and forms of publicity to successfully raise awareness and funds.

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DECA Marketing Communications Team Decision Making Event

Name_________________________________________

Assignment 1: Performance Indicators Directions: After reading the case study, you must analyze the situation and tackle the issues presented. In doing so, you must accomplish seven performance indicators. Indicate how you will accomplish the performance indicators listed in the table below.

Performance Indicator

How will you accomplish this performance indicator in your presentation?

Demonstrate connections between company actions and results.

Answers will vary. Students should explain how company actions that have a positive impact on the community will result in favorable public relations for the company.

Describe marketing functions and related activities.

Answers will vary. Examples of activities should be provided for marketing functions, including marketing-information management, financing, pricing, promotion, product/service management, distribution, selling, and market planning.

Identify types of public relations activities.

Answers will vary. Public relations activities may include fundraising for special causes and lending support to individuals in need after natural disasters such as hurricanes and earthquakes.

Discuss internal and external audiences for public relations activities.

Answers will vary. Internal audiences are the people directly affected by the company’s actions. External audiences include people who hear about the public relations activity. The external audience gains a favorable impression of the company.

Explain the role of situation analysis in the marketing planning process.

Answers will vary. A situational analysis examines the environment in which a business is operating. Reviewing a company’s products and target market can help the company select a public relations project that is a good fit.

Explain the nature of corporate branding.

Answers will vary. Corporate branding is the image that the company has established in the marketplace. A company that is known for giving back to the community has a positive corporate brand.

Explain communication channels Answers will vary. Communication channels include the used in public relations activities. methods used to get the public relations message to the intended audiences.

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Assignment 2: Planning the Event and Publicity Directions: You have been asked to plan a kick-off event to publicize the charitable cause selected by the retailer (Super Brand). Answer the questions below to help plan the event and the surrounding publicity.

1. What national charity or special cause have you chosen for Super Brand to support? Why? Answers will vary. For example, the charity could be the American Red Cross or the American Heart Association. The charity or special cause should be a good fit with the company’s image and product or services.

2. How will Super Brand support the special cause or charity?

Answers will vary. Super Brand may donate money and/or other resources. Super Brand could also run a promotion that rewards customers for contributing to the special charity or cause.

3. What is the best way to kick off Super Brand’s involvement in the special cause?

Answers will vary. Super Brand could kick off the event with a special sale or with celebrity appearances at its stores.

4. How will you publicize the event and increase awareness to raise funds for the cause?

Answers will vary. The event could be advertised in newspapers, on billboards, in TV commercials, or in e-mails directed at the target market.

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DECA Marketing Communications Team Decision Making Event

Name_________________________________________

Assignment 3: The Press Release Directions: You have been asked to prepare a press release to send to all of the major newspapers across the United States that will inform the public about Super Brand’s support of a special cause or charity. Read about the information that should be included in a press release, as described below. Then write your own press release on a separate sheet of paper.

Headline (Title of Press Release) The summary paragraph for the press release is like the executive summary for a business proposal or advertising campaign. This paragraph should not repeat the headline, but it should give the reader a reason to continue reading the rest of the press release.

City, State, Date – The first paragraph, referred to as the lead, contains the most important information. This paragraph should grab the reader’s attention. You should not assume that the reader has read the headline or summary paragraph; the lead should stand on its own.

A press release, like a news story, keeps sentences and paragraphs short, about three or four lines per paragraph. The first paragraphs should cover the who, what, when, where, why, and how questions.

The rest of the news release expands the information provided in the lead paragraph. It includes quotes from key organizers, customers, or business leaders. It contains more details about the special public relations event.

The last paragraph of the news release should restate and summarize the key points.

Finish the press release with a short paragraph containing background information about the company followed by the contact person's name and phone number, as shown below. Instead of including an e-mail address, direct readers to the company’s website.

Contact: Name Super Brand Telephone Number http://www.SuperBrand.com

Students’ press releases should capture the attention of the intended target audience. The press release should announce the event, explain a company’s or individual’s involvement in the PR project, and highlight the positive results expected as a result of the project.

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DECA Marketing Communications Team Decision Making Event

Assignment 4: Questions to Consider Directions: At the end of your presentation, Super Brand’s CEO (judge) will pose questions to determine your understanding of the case study presented or to clarify points you made during your presentation. Help prepare for this part of the event by answering the questions below.

1. How does your selected charity and public relations project affect individuals throughout the United States as well as in your own community?

Answers will vary. The project raises funds, awareness, and support for a special charity or cause.

2. What types of communication will be the most effective to make consumers aware of Super Brand’s commitment to the special cause it selected?

Answers will vary. Forms of communication may include the newspaper, TV, e-mail blasts, or a direct mailing to the target market.

3. What type of in-store promotion can be held at the same time Super Brand kicks off its charity/public relations project to increase consumer awareness?

Answers will vary. The in-store promotions may include special sales prices for customers who make a contribution to the special cause. Super Brand may also have a local radio or television station broadcast from the stores to promote the event. The radio or television station could hand out special prizes to those making contributions.

4. Why is it important for large, successful national companies to give back to communities by supporting special causes and charities?

Answers will vary. Consumers respect and support businesses that play an active role in their communities.

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FBLA Business Presentation Event

Name_________________________________________

FBLA Business Presentation Event Purpose Using technology to support a presentation can significantly enhance a business leader’s effectiveness. This event challenges participants to demonstrate their ability to deliver an effective business presentation for a pre-selected topic using multimedia technology. An individual or team of two or three members may participate in this event. (NOTE: Visit the FBLA website at www.fbla.org for more details about this event.)

Performance Guidelines • The participant(s) must use a presentation software program as an aid in delivering the business presentation.

• The individual or team must provide the computer for the presentation.

• Five minutes will be allowed to set up and remove equipment or presentation items.

• The individual or team has seven minutes to deliver the presentation. All team members must actively participate in the presentation.

• Visual aids and samples specifically related to the project may be used in the presentation; however, no items may be left with the judges or audience.

• Following each presentation, judges will conduct a three-minute question-answer period.

Performance Competencies • Answer questions effectively.

• Demonstrate the ability to make a businesslike presentation.

• Describe project development and implementation.

• Demonstrate good verbal communication skills.

• Provide a logical and systematic explanation.

Topic An increasing number of business travelers are looking for ways to mix business with leisure and family fun. By doing so, business travelers often can reduce family vacation costs. When business travelers’ expenses are paid by their employers, family members can take advantage of a “free” hotel room and rental car.

You take care of all business travel arrangements for Telecommute Corporation. Many of the company’s 2,000 employees are required to travel up to 24 times throughout the year. Because the company has always stressed the importance of family, it approves of family members traveling with employees on business trips and staying in hotels paid for by the company.

However, employees are responsible for keeping business expenses separated from family vacation expenses.

The CEO for Telecommute Corporation has asked you to devise a strategy that combines business travel and family vacations as a fringe benefit to employees. You must determine what extra perks the company is willing to offer family members who travel with company employees. You must also explain an efficient accounting system employees can use to track business expenses and family vacation expenses separately. Prepare an electronic presentation to explain your recommended strategies. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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FBLA Business Presentation Event

Directions: After reviewing the topic on the previous page, develop a presentation that outlines a strategy to (1) combine business travel and family vacations as an employee fringe benefit and (2) track business expenses and vacation expenses separately. To prepare for your interaction with the judge(s), answer the following questions.

1. Why is it a good idea to combine business travel with family travel as a fringe benefit?

Answers will vary. Business executives appreciate having the opportunity to spend more time with family during their business travels. A company that mixes business and family travel earns a family-friendly reputation.

2. What other services or perks can be offered to make the business trip/family vacation more enticing?

Answers will vary. Other perks could include having the employees pay only a percentage of the cost of the room when their family travels with them. The company could offer families vacation activity packages for special prices.

3. How can combining business trips and family vacations benefit both the employee and the company?

Answers will vary. The company benefits by having more highly motivated employees, who look forward to business trips with their families. Employees can enjoy time with their families during business travel.

4. What is the most efficient way for employees to track business expenses and keep them separate from vacation expenses incurred on the same trip?

Answers will vary. A computer program can be designed to help employees track and record expenses. Codes can be applied to business and vacation expenses to help separate them.

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DECA Advertising Campaign Event

Name_________________________________________

DECA Advertising Campaign Event Purpose The Advertising Campaign Event provides an opportunity for the participants (teams consisting of up to three students) to prepare an advertising campaign of any length for a real product, service, company, or business and to present the campaign to a prospective client/advertiser. The participants will also indicate an appropriate budget and select the media for their advertising campaign.

Overview The DECA Advertising Campaign Event consists of 11 parts, as shown below. This DECA event also appears in your textbook at the end of Chapter 10. So any work you have completed for the event in the textbook can be used here. The assignments provided here will help you further enhance the advertising campaign, if you have already started it. If not, the assignments will help you build an advertising campaign from the ground up.

I. EXECUTIVE SUMMARY (one-page description of the campaign) II. DESCRIPTIONS A. Description of the product, service, company, or business selected B. Description of the client/advertiser III. OBJECTIVE(S) OF THE CAMPAIGN IV. IDENTIFICATION OF THE TARGET MARKET A. Primary markets B. Secondary markets V. LIST OF ADVERTISING MEDIA SELECTION NECESSARY FOR THE CAMPAIGN VI. BUDGET (detailed projections of actual cost) VII. SCHEDULES OF ALL ADVERTISING PLANNED VIII. SCHEDULES OF ALL SALES PROMOTION ACTIVITY(IES) PLANNED IX. STATEMENT OF BENEFITS TO THE CLIENT/ADVERTISER X. BIBLIOGRAPHY XI. APPENDIX (optional) (NOTE: Refer to the DECA website at www.deca.org for more details about this event. A sample DECA Advertising Campaign Event also can be found at this website.)

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DECA Advertising Campaign Event

Assignment 1: Executive Summary Directions: The executive summary is a one-page summary of the advertising campaign that succinctly describes the topics listed in the table below. (A sample executive summary is provided on the next page.) Select a company for your advertising campaign proposal, and then complete the table below for the company you selected. Use this information to compose Part I (Executive Summary) of your advertising campaign. (HINT: Although the executive summary is the first part of your advertising campaign, it should be written after the other parts have been completed because it is a restatement of the most important points made in the other parts of the project.)

Item

Content for the Executive Summary

Name and description of the business (client/advertiser)

Answers will vary. Students can select a local or national company that interests them.

Obstacles (at least three obstacles, such as the competition, economy, or budget)

Answers will vary. Students should consider the challenges faced by the company selected.

Objectives (at least three objectives)

Answers will vary. Students should give three examples of goals (objectives) the company wants to accomplish with its advertising campaign.

Target market

Answers will vary. Students should provide a profile of the most likely customers for the company.

Advertising media selected

Answers will vary. Students should describe different forms of media that the company could use to convey its advertising message.

Budget (total dollar amount and percentage for different categories of advertising)

Answers will vary. Students can conduct research to determine the average advertising costs for a company in the industry they selected.

Benefits to the business (client/advertiser)

Answers will vary. Students should explain how the advertising campaign will benefit the company. For example, will it increase brand awareness, create product preference, or increase sales?

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DECA Advertising Campaign Event

Name_________________________________________

Assignment 1 (Continued) Sample Executive Summary Art F/X is a full-service, one-stop apparel screen-printing and embroidery company. Art F/X can design, develop, scan, prep, digitize, and produce the final product without the customer leaving his or her office or home. Art F/X wants to increase the presence of its college merchandise at major university campuses across the country. Prices charged for merchandise produced by Art F/X are generally more reasonable than comparable merchandise produced by nationally recognized manufacturers of sporting goods. Art F/X is dedicated to providing clients with the highest-quality, screen-printed and embroidered products. This means having a highly trained and knowledgeable staff, using the latest equipment, and staying on top of the latest industry and fashion trends. Graphics can be reproduced on almost any item using today’s technology. Over the years, sales at Art F/X have increased dramatically because the Art F/X philosophy is based upon great designs, quality production, excellent customer service, unlimited choices of designs and garments, and quick turnaround times. Art F/X faces the challenge of developing an advertising campaign to outperform the competition.

Obstacles The market is cluttered with producers of collegiate merchandise. Many of the nationally recognized companies use mass production to supply merchandise to bookstores and specialty shops located on campuses throughout the country. Since Art F/X has limited finances, the advertising campaign’s budget will be limited to $12,500.

Objectives •

Increase merchandise sales at university bookstores and specialty shops by 20 percent.

•

Create an effective national advertising campaign for Art F/X.

•

Make retailers aware of the specialty products and quick turnaround times for orders offered by Art F/X. Because Art F/X has the licensing rights to the logos and names of 60 major universities, the company is equipped to meet merchandise needs for bookstores and specialty shops located on campuses throughout the country.

Target Market This campaign’s primary market is university bookstores that sell collegiate specialty goods, ranging from shirts and caps to flags and home décor.

Advertising Media Selection Print

Media Description Develop advertisements for major university sports publications.

Online

Create a website that has greater national presence and showcases merchandise on Facebook and YouTube.

Guerilla Advertising (Flyers)

Supply flyers to university organizations and bookstores to advertise customized merchandise.

Budget The total budget for this campaign is $12,500. The percentage break down of this budget is as follows: print advertising–80 percent; guerilla advertising–12 percent; online advertising–8 percent.

Benefits to Art F/X With this advertising campaign, Art F/X will target the primary market (university bookstores and specialty stores) as well as other sporting goods stores through the use of the print, Internet, and other advertising media. Three important benefits that this advertising campaign will provide Art F/X include the following: • • •

expansion of brand awareness throughout the country increased customized sales in an expanded market increased overall sales of 20 percent or $640,000

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Advertising Campaign Event

Assignment 2: Description of the Business and Its Product or Service Directions: You must understand a business and its products before developing an advertising campaign that will reach the goals set by the company. The Internet is one good source for information about a business, the mission of the business, and the products or services that the business sells.

Conduct research to learn more about the business that you have selected for your advertising campaign project. Complete the following table and use the information to compose Part II (Descriptions) of your advertising campaign.

Business Facts

Description

Location/years in business

Answers will vary based on the business selected. Students can locate much of this information on the business’s website.

Business’s objectives or mission

Business’s products and/or services

Business’s achievements

Biggest competitors

Current advertising campaign

Reason for new advertising campaign

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DECA Advertising Campaign Event

Name_________________________________________

Assignment 3: Objectives of the Campaign Description: The objectives for the advertising campaign are the goals or desired results to be achieved after the campaign is implemented. Objectives may include such things as increasing sales, increasing the size of the target market, or increasing product awareness. Most advertising campaigns have three to five measurable objectives. List the objectives (goals) that you will include in Part III (Objectives of the Campaign) of your advertising campaign.

Objectives/Goals for My Proposed Advertising Campaign Answers will vary. Students may list the goals noted above or others such as communicate product benefits; encourage trial purchases; create, change, or reinforce consumers’ attitudes about a brand; or attain brand loyalty. Goals should be measurable, meaning they state specific results that can be tracked.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Advertising Campaign Event

Assignment 4: Identification of the Target Market Directions: Designing an effective advertising campaign requires an understanding of the target market. Primary target markets consist of consumers or other businesses that need your client’s product or service. Secondary markets are smaller markets that also have an interest in your client’s products or services. As an example, the primary target market for Art F/X includes university bookstore managers because the objective is to sell more customized merchandise representing universities. A secondary target market includes sporting goods store managers because their businesses also sell collegiate merchandise.

Complete the tables that follow by gathering details about your primary and secondary target markets. Then compose Part IV (Identification of the Target Market) of your advertising campaign.

Primary Target Market: Characteristic

Details about the Primary Target Market

Location(s) of the primary target market

Answers will vary. The advertising campaign must reach and resonate with consumers who are most likely to purchase the business’s products (primary target market). Students should conduct research to learn about the characteristics of the target market as well as the best ways to reach them.

Reasons why the primary target market needs your product or service (product/service benefits)

Primary target market characteristics

Best strategy for communicating with the primary target market

Size of the primary target market

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DECA Advertising Campaign Event

Name_________________________________________

Assignment 4 (Continued) Secondary Target Market(s):

Characteristic

Details about the Secondary Target Market(s)

Location(s) of the secondary target market(s)

Answers will vary. Many businesses have secondary target markets, which are other people or businesses that may use a company’s products or services. Sometimes the secondary target markets use the company’s product in a different way or for a different purpose. It is important to learn about the characteristics of the secondary markets so that their needs can be addressed in the advertising campaign.

Reasons why the secondary target market(s) needs your product or service

Secondary target market characteristics

Best strategy for communicating with the secondary target market(s)

Size of the secondary target market(s)

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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DECA Advertising Campaign Event

Assignment 5: Advertising Media Selection Directions: Types of advertising include, but are not limited to, those listed in the table below.

When developing an advertising campaign, you must determine which forms of media will provide the most desired impact for the amount of money spent. The types of media used for advertising campaigns are highly influenced by the budget, which is covered in the next assignment. Conduct research and list the advantages and disadvantages of each type of media listed below. Use the information recorded to compose Part V (List of Advertising Media Selection Necessary for the Campaign).

Advertising Media

Advantages

Disadvantages

Television

Answers will vary. Students should consider the media’s reach, frequency, lead time, and cost.

Cable television

Radio

Internet

Newspaper

Magazine

Billboard

Direct mail

Mobile communication

Other

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DECA Advertising Campaign Event

Name_________________________________________

Assignment 6: Budget Directions: The advertising budget is based on the cost of the selected media and the duration of the advertising campaign. Conduct research to determine how much money the business you selected typically budgets for an advertising campaign. (Note: As an alternative, you can research the average amount spent on advertising by businesses in your client’s industry.) After you determine the dollar amount to be spent on advertising, use the table below to split the amount among the media you have selected. Include a description of the type of media coverage you will get (for example, a 30-second radio ad, a full-page color print ad, and so forth). Use the information gathered below to compose Part VI (Budget) of your advertising campaign.

Amount budgeted for the advertising campaign: How was the advertising budget determined? research to determine industry averages.

Advertising Media Selected Answers will vary based on the results of Assignment 5.

Cost Answers will vary.

Students can find average advertising costs online.

$ Answers will vary.

Answers will vary. Students may conduct

Description of the Media Coverage Answers will vary. Students should describe the type of media coverage their money will buy.

For example, a black-and-white newspaper ad or a color ad.

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DECA Advertising Campaign Event

Assignment 7: Schedules of All Advertising Planned Directions: Advertising campaigns must include a calendar of events indicating the best times to incorporate advertising throughout the year to stimulate sales. Because most advertising budgets are limited, they easily can be spent on five or six advertisements run throughout the year.

Successful advertising plans require an understanding of the busy/slow business cycles for the business so that ads can be coordinated with these cycles. Also, the objective(s) of the advertising campaign must be considered when scheduling advertisements.

Using the questions below, interview the person who owns/manages the business you have selected for this project to determine the busiest and slowest business cycles during the year. As an alternative, conduct research about the industry to determine typical busy and slow times.

On the next page, complete the table to outline the advertisements you have planned for the business. Provide the date the advertisements will run. Also, describe the purpose of each advertisement—how will it help meet the advertising objective(s)? Use the information to compose Part VII (Schedules of All Advertising Planned) of your advertising campaign.

Name of Business

Answers will vary.

Person Interviewed Answers will vary. Students may also conduct research online.

1. When are the busiest times during the year for your business?

Answers will vary. Businesses that are seasonal, such as lawn care companies, will experience a surge in business during certain months of the year. Even retailers are busier during certain times of the year, such as at the start of the school year and at Christmas.

2. When are the slowest times during the year for your business?

Answers will vary. Again, seasonal businesses will experience a downturn in business at certain times of the year. Other businesses may not experience a drastic downturn in business, but still will be slower at certain times.

3. Based on the company’s business cycle and the objectives you outlined in Assignment 3, when are the six best times to implement the advertising campaign?

Answers will vary. Advertising campaigns may be run during busy times of the year to reach out to target customers who may be unaware of the business. Or they may be run during slow times of the year to help generate sales.

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DECA Advertising Campaign Event

Name_________________________________________

Assignment 7 (Continued) Description of Advertisement

Date

Purpose of Advertisement

Answers will vary. Students should describe the type of advertisement, such as a print ad, radio ad, Internet ad, or television ad.

Answers will vary. Ads should coordinate with business cycles and advertising objectives.

Answers will vary. Students should describe the purpose of the ad by explaining how it will meet advertising objectives.

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DECA Advertising Campaign Event

Assignment 8: Schedules of all Sales Promotion Activities Planned Directions: Sales promotions are used to increase customer traffic and sales. Examples of sales promotions include price discounts, coupons, rebates, giveaways, contests, sweepstakes, product displays, free product samples, and loyalty marketing programs. Sales promotion activities go hand-in-hand with the advertising scheduled throughout the year.

Complete the table to describe the sales promotion events you have planned for the business.

Include the dates of the sales promotion events and explain the purpose (objective) of the sales promotions. Use the information to compose Part VIII (Schedules of All Sales Promotion Activities Planned) of your advertising campaign.

Description of Sales Promotion

Date

Purpose of Sales Promotion

Answers will vary. Types of sales promotions include price discounts, coupons, rebates, giveaways, contests, sweepstakes, product displays, and loyalty marketing programs.

Answers will vary, but may coordinate with the advertising schedule.

Answers will vary. Students should explain how the sales promotions will help increase customer traffic and sales.

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DECA Advertising Campaign Event

Name_________________________________________

Assignment 9: Statement of Benefits to the Client/Advertiser Directions: The business (client/advertiser) you selected for this project must understand the value of your advertising plan. You should be able to provide 5 to 10 benefits that the business will receive by incorporating your advertising campaign. List the benefits below and then compile Part IX (Statement of Benefits to the Client/Advertiser) of your advertising campaign.

1. Answers will vary. Students should list benefits the client will experience, such as increases in sales, customer traffic, or product awareness. The student should recognize that the business will not invest in the advertising campaign if it doesn’t receive a return on investment.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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DECA Advertising Campaign Event

Assignment 10: Bibliography Directions: Advertising campaigns should be supported with facts and opinions uncovered through primary and secondary research. Sources of information used to produce the advertising campaign should be listed in the bibliography. A client is more likely to be persuaded by an advertising campaign built on factual statistics. List the resources you will include in your bibliography.

Answers will vary. Students should recognize the importance of backing up information with reliable, credible resources. Credit must be assigned to the sources used in creating the proposed advertising campaign.

Assignment 11: Appendix Including an appendix as part of your advertising campaign is optional. If included, it should contain any documents and support materials used in preparing the advertising campaign, such as sample questionnaires used, letters sent and received, general background data, exhibits, tables, notes from meetings, and so forth. List items that you could include in your appendix.

Answers will vary. Students should recognize the importance of supporting documents.

Providing them as part of the advertising campaign presentation allows the client to see the information on which the advertising campaign was built.

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BPA Prepared Speech Event

Name_________________________________________

BPA Prepared Speech Event Purpose The BPA Prepared Speech Event gives participants the opportunity to demonstrate communication skills in securing, arranging, organizing, and presenting information orally.

Participants must present their knowledge of a topic related to business, entrepreneurship, or Business Professionals of America (BPA). Participants must supply an easel (optional), props (optional), two word-processed copies of the speech outline, and works cited.

Competencies • Demonstrate effective communication skills.

• Demonstrate skills in developing a speech using the three basic elements (introduction, body, and conclusion).

• Utilize nonverbal gestures as needed.

• Apply speaking techniques using appropriate tempo and pitch.

• Secure facts and data from multiple sources, emphasizing research skills.

Procedure Each participant must select a topic related to business, entrepreneurship, or BPA and develop an oral presentation of no less than five and no more than seven minutes. The length of time allowed for setup will be no more than one minute. Facts and working data may be secured from any source. This event emphasizes a scholarly approach in securing information and places emphasis on content and research. Each participant’s speech, however, must be the result of his/her own efforts. Speech and works cited must be prepared using the format provided in the Style & Reference Manual referenced by BPA on its website. Participants will be disqualified for violations of the Copyright and Fair Use Guidelines. Participants may use notes or note cards, a flip chart, posters, and/or props. No electric/electronic equipment may be used during the presentation.

(NOTE: Visit the BPA website at www.bpa.org for more details about this event.)

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BPA Prepared Speech Event

Assignment 1: Select a Topic Directions: Preparing a successful speech requires selecting a relevant business topic that is current and interesting. You may choose a business, entrepreneurship, or BPA topic for this speech. Make a list of three possible topics and list the pros and cons for selecting each topic.

Then select one topic for your speech and list resources you can use to prepare your speech.

Speech Topic

Pros

Cons

Topics selected by students will vary, but they should select one for which multiple resources are available.

What resources can you use for this topic?

Answers will vary. Students may use resources

from the library or Internet or conduct interviews with others.

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BPA Prepared Speech Event

Name_________________________________________

Assignment 2: Prepare a Speech Outline Directions: Before preparing a speech, it is helpful to create an outline. An outline is a way to organize your material logically and clearly. By using an outline, you can determine where you need to add or revise information. There are three main parts to a speech—the introduction, body, and conclusion—as described below. After reading the descriptions, create your outline in the table below and on the next page.

The Introduction to the speech should capture the audience’s attention. Successful presenters use quotes, statistics, and captivating stories in their introduction. Visual aids, including charts, photos, cartoons, and posters, are good attention-getters.

The Body of the speech should include information, facts, and research that support the main ideas stated in the introduction. You also can include examples and visuals that may help explain the main points.

The Conclusion of the speech should summarize your main ideas and reemphasize the information you really want the audience to remember. If appropriate, it should also state what action you want the audience to take.

Speech Outline Part of the Speech

Outline Content

Introduction

Answers will vary. Students should specify how they will start the speech (i.e., by posing a question, reciting a famous quote, telling a humorous story, discussing current events, etc.) to capture the audience’s attention. They should also describe the purpose of the speech.

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BPA Prepared Speech Event

Assignment 2 (Continued) Part of the Speech

Outline Content

Body

Answers will vary. Students should outline the important points they want to make during the speech. They should also describe any examples or visuals they want to include to help support the points they are making.

Conclusion

Answers will vary. Students should restate the main idea or points made and their importance.

If the purpose of the speech is to get the audience to take some kind of action, students should specify the desired action.

Assignment 3: Prepare the Speech Using the outline created in Assignment 2, compose the speech on a separate sheet of paper.

Make sure to elaborate on the information included in your outline. The content of the speech must be interesting and have a smooth flow.

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BPA Interview Skills Event

Name_________________________________________

BPA Interview Skills Event Purpose The BPA Interview Skills Event requires participants to prepare a resume and cover letter for a marketing internship position at a nationally recognized marketing firm. Students are also required to fill out an application form for the position. (NOTE: Visit the BPA website at www.bpa.org for more details about this event.)

Assignment 1: Create a Resume Directions: Review the resume template on the next page to become familiar with the information that should be included on your resume. Then record the information for each section of the resume in the table below. Use the information in the table to prepare your resume on a separate sheet of paper.

Section of the Resume

Your Information

Contact Information

Answers will vary. Each section of the resume should include information as described in the template on the next page. Students may want to search for sample resumes online.

Objective

Career highlights/qualifications

Experience

Education

Skills

References

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BPA Interview Skills Event

Assignment 1 (Continued) Resume Template Contact Information The first section of your resume should include information on how the employer can contact you.

First and Last Name Street Address City, State, Zip Phone (Cell/Home) E-mail Address Objective (optional) What do you want to do? If you include this section, it should be a sentence or two about your employment goals. An objective that is customized for a specific job opening will describe why you are the perfect candidate for the job, which can help your resume stand out from the competition.

Career Highlights/Qualifications (optional) A customized section of your resume that lists key achievements, skills, traits, and experience relevant to the position for which you are applying can serve dual purposes. It highlights your relevant experience and lets the prospective employer know that you have taken the time to create a resume that shows how you are qualified for the job.

Experience This section of your resume includes your work history. List the companies you worked for, dates of employment, the positions you held, and a bulleted list of responsibilities and achievements.

Company #1 City, State Dates Worked Job Title Responsibilities/Achievements Company #2 City, State Dates Worked Job Title Responsibilities/Achievements Education In the education section of your resume, list the high school you attended, the date you graduated (or expect to graduate), and any special awards and honors you earned.

Skills Include skills related to the position/career field for which you are applying (for example, computer skills, language skills, and so forth).

References (available upon request) There is no need to include references on your resume. Bring a separate list of references to give to employers upon request.

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BPA Interview Skills Event

Name_________________________________________

Assignment 2: Prepare a Cover Letter Directions: A cover letter is a document sent with your resume to provide additional information on your skills and experience. Effective cover letters explain the reasons for your interest in the specific organization and identify your most relevant skills or experiences. A sample cover letter is provided on page 123.

Assume you are applying for the internship position described below. Answer the questions that follow to help you outline the information you would include in a cover letter for this position.

Then use the information in the table to compose your cover letter on a separate sheet of paper.

Job Description: Summer advertising internship position for a business/marketing student who has demonstrated academic, leadership, and time management skills as well as creativity.

Advertising agency provides housing and pays a salary. Apply to Mr. Tom Smith, Three Diamond Advertising Agency, 1500 Broadway, New York, NY 10456.

Paragraph 1 1. Why are you writing?

Answers will vary but should state the position about which the student is writing.

2. How did you learn about the position?

Answers will vary. Students may have learned about the position in the newspaper, online, through the school’s guidance counselor, or in some other way.

3. What basic information about yourself do you want to provide?

Answers will vary. Students may want to include basic information such as their current employment status (for example, a recent graduate or someone who is considering a career change).

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Assignment 2 (Continued) Paragraph 2 4. Why are you interested in the position?

Answers will vary. Students should give a specific reason for their interest in the company and the open position.

5. What do you know about the employer or position?

Answers will vary. Students often can learn about the employer or position online.

6. What are your qualifications (relevant to the position)?

Answers will vary. Students should point out their key qualifications that make them the right fit for the position.

7. What items (if any) are you enclosing?

Answers will vary. Typically, students will enclose a resume, but they may include other items, such as a sample of their work, if requested by the employer. A job application may also be included.

Paragraph 3 8. What action do you want the employer to take?

Answers will vary. Students should request an interview and state how the employer can contact them.

9. How will you follow up with the employer?

Answers will vary. Students may send a follow-up letter or call or e-mail the interviewer.

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BPA Interview Skills Event

Name_________________________________________

Assignment 2 (Continued)

Sample Cover Letter Return Address Date Mr./Ms./Dr. First Name and Last Name Title Name of Organization Street or P.O. Box Address City, State Zip Code Dear Mr./Ms./Dr. Last Name 1st paragraph: State why you are writing, how you learned of the organization or position, and basic information about yourself.

2nd paragraph: Tell why you are interested in the employer or type of work the employer does. (Simply stating that you are interested does not tell why and can sound like a form letter.) Demonstrate that you know enough about the employer or position to relate your background to the employer or position.

Mention specific qualifications that make you a good fit for the employer’s needs. (Focus on what you can do for the employer, not what the employer can do for you.) This is an opportunity to explain in more detail relevant items on your resume. Refer to the fact that your resume is enclosed. Mention other enclosures if such are required to apply for the position.

3rd paragraph: Indicate that you would like the opportunity to interview for the position or to talk with the employer to learn more about job opportunities or hiring plans. State what you will do to follow up, such as call the employer within two weeks. If you will be in the employer’s area, indicate when and offer to schedule a visit. State that you would be glad to provide the employer with any additional information needed. Thank the employer for her/his consideration.

Sincerely handwritten signature Your name [If e-mail is used to deliver the cover letter, your full contact information appears here, below your printed name (instead of at the top, as for a printed letter), and there is no handwritten signature.]

Enclosure(s) (refers to resume, etc.)

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BPA Interview Skills Event

Assignment 3: Complete a Job Application Directions: Complete the job application below for the advertising internship position.

Job Application Three Diamond Advertising Agency

1500 Broadway

New York, NY 10456

Name All answers will vary.

Address City

State

Telephone Number

Zip Code Cell Phone Number

What is the highest level of education that you have completed?

Work Experience: List all employers from the most to least current.

Employer

Supervisor

Contact Telephone Number for the Employer Why did you leave this job?

Employer

Supervisor

Contact Telephone Number for the Employer Why did you leave this job?

List professional skills that you bring to the advertising internship position.

Describe your availability for the advertising internship position.

List three references, your relationship, and their telephone numbers.

Reference

Relationship

Telephone #

Reference

Relationship

Telephone #

Reference

Relationship

Telephone #

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FBLA Business Plan Event

Name_________________________________________

FBLA Business Plan Event Purpose Business plans are required to evaluate, organize, and sell a new business concept. A welldeveloped business plan is a component of a successful business startup. Participants of this event are challenged to relay an understanding of the process required to develop and implement a new business venture.

Overview An individual or team of two or three members may participate in this event. The event consists of two parts: a pre-judged report and a performance component. Participants are required to complete both parts. The pre-judged report should be developed based on a proposed business venture or current business operation.

Report Guidelines • Reports must not exceed 30 pages. (The title page, divider pages, and appendices are optional and must be included in the page count.)

• Pages must be numbered and cannot be laminated or bound in sheet protectors.

• The table of contents should include page numbers.

• No items may be attached to any page in the report.

• Report covers must be cover stock, index stock, or card stock and include both a front and back cover. Report covers are not counted against the page limit. Covers may not be in plastic binders, be laminated, or have a plastic sheet overlaying the printed cover. No decals or labels may be attached to the front cover. The front cover should contain the name of the student(s), name of the school, state, name of the event and school year.

Report Content (Business Plan) The business plan should include the following information: I. EXECUTIVE SUMMARY • Provides a brief synopsis of the key points and strengths included in the plan • Convinces the reader to read the rest of the report II. COMPANY DESCRIPTION • Includes basic details about the business • Provides an overview of the business, its location, and its legal structure and organization III. INDUSTRY ANALYSIS • Provides an analysis of the larger industry to which the business will belong • Analyzes key trends and players in the industry • Demonstrates an understanding and awareness of external business conditions IV. TARGET MARKET • Provides a brief overview of the nature and accessibility of the target market

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V. COMPETITIVE ANALYSIS • Includes an honest and complete analysis of the business’s competition • Demonstrates an understanding of the business’s relative strengths and weaknesses VI. MARKETING PLAN AND SALES STRATEGY • Demonstrates how the business’s product or service will be marketed and sold • Includes both strategic and tactical elements of the marketing and sales approach VII. OPERATIONS • Provides an overview of the way the business will operate on a day-to-day basis • Includes production processes, physical facility reviews, use of technology, and processes followed to ensure delivery of products or services VIII. MANAGEMENT AND ORGANIZATION • Describes the key participants in the new business venture • Identifies the human resources the business can draw upon either as part of the management team, employee pool, consultants, directors, or advisers and the role each will play in the business’s development • Discusses compensation and incentives and details decision-making processes IX. LONG-TERM DEVELOPMENT • Gives a clear vision for where the business will be in three, five, or more years • Demonstrates an honest and complete evaluation of the business’s potential for success and failure • Identifies priorities for directing future business activities X. FINANCIALS • Indicates the accounting methodology to be used by the business • Discusses any assumptions made in projecting future financial results • Presents projections honestly and conservatively XI. APPENDIX (Optional) • Includes copies of key supporting documents such as certifications, licenses, tax requirements, and codes • Other examples of documents include letters of intent or advance contracts, product technical descriptions and/or illustrations, and endorsements Report Competencies • Arrange report logically and in proper business style.

• Demonstrate good written communication skills.

• Discuss project development and implementation.

• Explain process of preparing the business plan, obstacles, and lessons learned.

• Provide information on market, analysis, organization, and development of business.

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FBLA Business Plan Event

Name_________________________________________

Performance Guidelines • Five minutes will be allowed to set up and remove equipment and presentation items.

• Visual aids and samples related to the project may be used; however, no items may be left with the judges or audience.

• The individual or team members must perform all aspects of the presentation (e.g., speaking, setup, operating audiovisual equipment).

• Individuals or team members are expected to actively participate in the performance.

• Individuals or teams will have seven minutes to describe the project and the results obtained.

• A timekeeper will stand at six minutes and again at seven minutes. When the presentation is finished, the timekeeper will record the time used, noting a deduction of five points for any time over seven minutes.

• Following each presentation, judges will conduct a three-minute question-answer period.

Performance Competencies • Answer questions effectively.

• Demonstrate the ability to make a businesslike presentation.

• Demonstrate the ability to work as a team.

• Demonstrate good verbal communication skills.

• Describe project development and implementation.

• Provide a logical and systematic explanation.

(NOTE: Visit the FBLA website at www.fbla.org for more details about this event.)

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FBLA Business Plan Event

Assignment 1: Executive Summary Directions: The executive summary provides a brief synopsis of the key points and strengths outlined in the business plan. A sample executive summary is provided below.

Select a company for your business plan proposal and then complete the table on the next page for the company you selected. Use this information to compose the executive summary.

(HINT: Although the executive summary is the first part of your business plan, it should be written after the other parts have been completed because it is a restatement of the most important points made in the other parts of the business plan.)

Sample Executive Summary Valentino’s is a successful Italian restaurant that first opened in Lincoln, Nebraska, in 1957. Valentino's success began with Val and Zena Weiler’s family recipes that were passed on to the new owners when the business changed hands in 1971. However, there's more than recipes to this story. High-quality food, reasonable prices, immaculately clean and comfortable surroundings, and genuinely friendly service are also keys to Valentino’s success. Valentino’s written corporate creed is "community service is as important as the quality of the food," making Valentino's popular among its patrons.

Valentino’s has shipped pizza to every corner of the continental United States; to university alumni gatherings in Washington D.C.; to hungry, nostalgic, ex-collegians in Arizona who want a delectable Christmas present; as well as to Alaska and Japan.

Valentino's success is a reflection of its owners and employees and their commitment to excellence. The restaurant’s staff constantly strives to continue a successful tradition.

Today, Valentino's is ready to expand by opening a restaurant in a new location.

As the owners of Valentino’s restaurant, we plan to open another location in a college community with a population of 100,000 people. We will apply our skill set developed over the past 40 years to ensure the success of the new Valentino’s location. We have the resources, experience, and marketing tools needed to open and operate another restaurant. Valentino’s has a track record of satisfying its target market—college communities. Valentino’s offers products and services at a price that is affordable to its target market.

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FBLA Business Plan Event

Name_________________________________________

Assignment 1 (Continued) Name of Company Item

Content for the Executive Summary

Description of the business and service

Answers will vary. Recommend that students complete the executive summary after they have completed the other parts of the business plan. The executive summary should describe the business, goals for the business, product or service offered by the business, and the target market. The executive summary should explain why the business will be successful.

Objectives

Target market

Research that backs the business plan

Reasons why the business will be successful

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Assignment 2: Company Description/Industry Analysis Directions: A company description should be provided in the business plan. This section of the business plan provides an overview of the business, its location, and its legal structure and organization. An industry analysis should also be included in the business plan. This section analyzes the industry to which the business belongs, including key trends and players in the industry, and demonstrates an understanding and awareness of external business conditions.

Complete the following chart and then compose the Company Description and the Industry Analysis sections of your business plan.

Company/Industry Analysis Products and/or services produced by the business

Description Answers will vary. Students should explain why their product or service is unique and/or better than the products/services offered by competitors.

Location of the business

Answers will vary. The business location should be convenient for the target market.

Legal form of ownership and rationale

Answers will vary. The legal form of business ownership (sole proprietorship, partnership, corporation) should be explained.

Industry trends for the business

Answers will vary. The business plan should indicate students’ understanding of their chosen industry.

Key players in the industry

Answers will vary. Students should communicate an understanding of the key players in the industry.

External business conditions that could affect the business

Answers will vary. Students should describe outside factors such as the economy or competitors that would affect their business.

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FBLA Business Plan Event

Name_________________________________________

Assignment 3: Target Market Directions: The business plan should provide a brief overview of the nature and accessibility of the consumers who are most likely to purchase the business’s goods and/or services. Describe the characteristics of the target market for your business by answering the following questions.

After doing so, compose the Target Market section of your business plan.

1. Are the target customers male, female, or both? Answers will vary. Gender makes a difference regarding products and services offered by the student’s business.

2. How old are the target market customers?

Answers will vary. Different age groups have

different product and service demands.

3. Where do they live? (Is geography a limiting factor for any reason?)

Answers will vary.

Consumers in different geographic locations have different wants and needs.

4. What are their occupations?

Answers will vary. Occupations are related to the amount of

income the target market has available to spend. Also, occupations can be a reflection of consumers’ interests and lifestyles.

5. How much money do they earn? (Can they afford the product or service?)

Answers will

vary. Students must determine if the target market can afford the goods and services offered by their business.

6. What are their psychographic characteristics? (What are their interests, attitudes, opinions, and lifestyles?)

Answers will vary. Students should consider whether members of the target

market have a lifestyle or interests that would lead to the purchase of their product or service.

7. How will the product or service satisfy the target market’s needs or wants? What benefits does the product or service offer the target market?

Answers will vary. Students need to

explain how the benefits of their product or service will meet the needs or wants of the target market.

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FBLA Business Plan Event

Assignment 4: Competitive Analysis Directions: The business plan should include an honest and complete analysis of the business’s competition and demonstrate an understanding of the business’s strengths and weaknesses.

Compile the information below and then use it to compose the Competitive Analysis section of your business plan.

Who are the main competitors? Answers will vary.

SWOT Analysis for Your Business Business Characteristic

Describe in Detail

Strengths

Answers will vary. A SWOT Analysis is a good decision-making tool.

Students must determine their business’s strengths, weaknesses, opportunities, and threats.

One strength could be the business’s exceptional customer service track record.

Weaknesses

Answers will vary. For example, one weakness could be a business’s need for capital to fund an expansion.

Opportunities

Answers will vary. For example, one opportunity could be strong consumer demand for the business’s product by multiple target markets.

Threats

Answers will vary. For example, one threat could be a new competitor.

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FBLA Business Plan Event

Name_________________________________________

Assignment 5: Marketing Plan and Sales Strategy Directions: A marketing plan and sales strategy are developed to reach the target market. The marketing plan should outline the appropriate marketing mix for the business’s product or service. The sales strategy, which will be used to sell the product or service, must also be described in detail. Complete the following tables and then use the information to compose the Marketing Plan and Sales Strategy section of your business plan.

Marketing Plan for Your Business Marketing Mix Elements

Description

Product

Answers will vary. Students must be able to identify a marketing mix that will satisfy their target market.

Price

Distribution (Place)

Promotion

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FBLA Business Plan Event

Assignment 5 (Continued) Sales Strategy for Your Business Steps in the Sales Process

Describe Your Plan of Action

Preapproach

Answers will vary. Once students determine their target market, they need to develop a strategy to sell the product. Students should address each of the steps in the sales process, beginning with the preapproach and ending with the follow-up.

Approach

Determine customer needs

Present the product

Overcome objections

Close the sale

Follow up

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FBLA Business Plan Event

Name_________________________________________

Assignment 6: Operations, Management, and Organization Directions: The Operations section of the business plan provides an overview of the way the business will operate on a day-to-day basis. This section includes a description of production processes, facilities, technology usage, and distribution and delivery processes for products or services.

The Management and Organization section of the business plan describes the key participants in the new business venture. It identifies the human resources the business can draw upon, including the management team, employee pool, consultants, directors, and advisers, and describes their roles. This section discusses compensation and incentives. It also details the decision-making process used by the business for problem solving.

Complete the tables and answer the questions that follow. Use the information to compose the Operations and the Management and Organization sections of your business plan.

Operations Item

Description

Production process

Answers will vary. Students must address various elements of operation, including the production process, the facility, technology usage, and the distribution process, to ensure the business will run smoothly and profitably.

Facility

Technology usage

Distribution/delivery processes for products or services

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FBLA Business Plan Event

Assignment 6 (Continued) Management and Organization Key Participants

Participants’ Roles

Management team

Answers will vary. Students should outline their management and staffing plans for the business because leadership and teamwork are crucial for success.

Employees

Consultants

Directors and advisers

1. Describe the decision-making process you will use for problem solving in your business.

Answers will vary. Students should discuss the stages of decision making: identify the problem, search for information, list and evaluate alternatives, select an alternative and put the decision into action, and evaluate the results.

2. What compensation method(s) will you use for your employees? Will you offer incentives?

Answers will vary. Students may offer hourly wages or a salary. Or they may offer a base salary and commission based upon sales, which gives employees greater incentive to perform.

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FBLA Business Plan Event

Name_________________________________________

Assignment 7: Long-Term Development Directions: The Long-Term Development section of the business plan gives a clear vision of where your business will be in three, five, or more years. This section of the business plan demonstrates an honest and complete evaluation of the business’s potential for success and failure. It identifies priorities for directing future business activities, which involves setting realistic future goals for the business. Complete the following table and then compose the LongTerm Development section of your business plan.

Goal Category

Goals

Action Plan for Accomplishing Goals

Short-term goals (to be accomplished in one year or less)

Answers will vary. Students should set goals to provide the business with direction over the short-term, medium term (intermediate), and long-term. Goals should be realistic and measurable.

Answers will vary. Key players must be identified and plans of action outlined to make sure business goals are reached.

Intermediate goals (to be accomplished in two to five years)

Long-term goals (to be accomplished in five years or more)

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Assignment 8: Financials Directions: The business plan must indicate the accounting methodology to be used by the business and discuss any assumptions made in projecting future financial results. All financial amounts must be presented honestly and conservatively. To learn more about realistic financial figures for your business, you can do an online search for projected startup costs and financial statements for businesses in the same industry you have chosen.

Startup costs are those costs associated with beginning a business, including the costs of renting or buying a facility, equipping the business, and purchasing inventory. Sample startup costs are listed below. Record the projected startup costs for your business. (Note: Your business may not have all of the startup costs listed.) Also, list the sources of capital for your business, such as loans from family members, friends, investors, banks, and so forth.

The two most common financial documents for businesses are the balance sheet (showing assets and liabilities) and income statement (showing income, expenses, and net profit/loss). (See examples of a balance sheet and income statement in Chapter 12 of your textbook.) On the next page, complete the tables to help you create a projected balance sheet and income statement. Use all of the financial information gathered to compose the Financials section of your business plan.

Projected Startup Costs: Building Rent payment Loan payment Equipment: Computer Scanner Printer Cash register Other Supplies Furniture and Fixtures: Desk Chair Lights Other Delivery vehicle Inventory Materials needed to make the products sold to customers Materials needed to provide service to customers Legal fees Miscellaneous costs Total Startup Costs

$

$

Sources of capital for startup costs: Answers will vary based upon the type of business selected.

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FBLA Business Plan Event

Name_________________________________________

Assignment 8 (Continued) Balance Sheet (Assets – Liabilities = Owner’s Equity) Assets

$ Value

Liabilities

$ Value

Answers will vary.

Income Statement (Revenue – Expenses = Net Profit or Net Loss) Projected Revenue (Sources) Answers will vary.

$ Value

Projected Expenses

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$ Value

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FBLA Business Plan Event

Assignment 9: Appendix Directions: Including an appendix as part of your business plan is optional. If included it should contain copies of key supporting documents such as certifications, licenses, tax requirements, and codes. Other examples of documents include letters of intent or advance contracts, product technical descriptions and/or illustrations, endorsements, and so forth. List the items that you could include in an appendix to your business plan.

Items included in an appendix will vary. They should include documents that will support the main parts of the business plan and could include the following: tax returns of the business owner over the past three years, owner’s personal financial statement, copies of lease or purchase agreements, owner’s resume, letters of recommendation, copies of sales contracts already negotiated, and so forth.

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Lesson Plans

1

Advertising and Sales Promotion

Chapter 1

Teacher: ______________________ Week of: ______________________ M T W Th F

What Is Advertising

Introduction • Chapter Overview, p. 2 • Impact Advertising, p. 3 Chapter 1 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 1 • PowerPoint Slides, Chapter 1 ExamView® CD • Test Bank for Chapter 1 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 1 • Simulation Activities, Chapter 1 • Video Assessment, Chapter 1 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 1 • Glossary • Flashcards, Chapter 1 • Net Bookmark, Chapter 1

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 1.1

Teacher: ______________________ Week of: ______________________ M T W Th F

History of Advertising

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain how advertising has changed to meet the needs of changing times.

• Describe inventions that have impacted advertising.

Focus on Advertising • Sears Roebuck Catalog, p. 4 Teach • The Changing Times in Advertising, pp. 4–7 • Inventions Impacting Advertising, pp. 7–10 Cooperative Learning Activities • Teamwork, p. 10 Apply, Review, and Assess • Checkpoint, pp. 7, 10 • Think About It, p. 10 • Make Academic Connections, p. 10

Annotated Instructor’s Edition Teaching Strategies • Tactile Learners, p. 5 • Hearing Impaired Students, p. 7 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 7, 10 • Reteach, p. 10 • Enrich, p. 10 • Close, p. 10

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 1.2

Teacher: ______________________ Week of: ______________________ M T W Th F

Influences on Advertising

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe environmental influences on advertising.

• Describe social and political influences on advertising.

• Describe consumer influences on advertising.

Focus on Advertising • Capturing Political Votes in the Digital Age, p. 11 Teach • Environmental Influences, pp. 11–14 • Social and Political Influences, pp. 14–15 • Consumer Influences, pp. 16–18 Cooperative Learning Activities • Teamwork, p. 18 Special Features • Spotlight on Success, p. 17 Apply, Review, and Assess • Checkpoint, pp. 14, 15, 18 • Think About It, p. 18 • Make Academic Connections, p. 18

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 12 • Visual Learners, p. 13 • Gifted Students, p. 14 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 14, 15, 17 • Reteach, p. 18 • Enrich, p. 18 • Close, p. 18

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 1.3

Teacher: ______________________ Week of: ______________________ M T W Th F

The Advertising Industry and Careers

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain how the advertising industry works.

• Describe the participants (careers) in the advertising industry.

Focus on Advertising • Using Creativity to Get the Job, p. 19 Teach • How the Advertising Industry Works, pp. 19–21 • Participants in the Advertising Industry, pp. 21–24 Cooperative Learning Activities • Teamwork, p. 24 Special Features • Cool Fact, p. 21 • Net Bookmark, p. 22 Apply, Review, and Assess • Checkpoint, pp. 21, 24 • Think About It, p. 24 • Make Academic Connections, p. 24

Annotated Instructor’s Edition Teaching Strategies • Print Learners, p. 20 • Attention Deficit Disorder (ADD) Students, p. 21 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 21, 24 • Reteach, p. 24 • Enrich, p. 24 • Close, p. 24

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 1

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 1 • PowerPoint Slides, Chapter 1 ExamView® CD • Test Bank for Chapter 1 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 1 • Simulation Activities, Chapter 1 • Video Assessment, Chapter 1 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 1 • Glossary • Flashcards, Chapter 1 • Net Bookmark, Chapter 1

Apply and Review • Chapter Summary, p. 26 • Vocabulary Builder, p. 27 • Test Your Knowledge, pp. 27–28 • Apply What You Learned, p. 28 • Make Academic Connections, pp. 28–29 Special Features • What Would You Do?, p. 29 • Reality Check, p. 30 Projects • Sharpen Your 21st Century Skills, p. 25 • Winning Edge—FBLA Emerging Business Issues Event, p. 31

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 26 • Reteach, p. 26 • Enrich, p. 26 • Close, p. 29 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 2

Teacher: ______________________ Week of: ______________________ M T W Th F

Consumer Behavior

Introduction • Chapter Overview, p. 32 • Impact Advertising, p. 33 Chapter 2 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 2 • PowerPoint Slides, Chapter 2 ExamView® CD • Test Bank for Chapter 2 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 2 • Simulation Activities, Chapter 2 • Video Assessment, Chapter 2 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 2 • Glossary • Flashcards, Chapter 2 • Net Bookmark, Chapter 2

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 2.1

Teacher: ______________________ Week of: ______________________ M T W Th F

The Consumer Is in Charge

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Recognize the importance of understanding the customer’s wants and needs.

• Identify the five-step consumer decision-making process.

Focus on Advertising • Staying Connected with Apps, p. 34 Teach • Understanding the Customer, pp. 34–35 • So Many Different Decisions, pp. 36–38 Cooperative Learning Activities • Teamwork, p. 38 Special Features • Net Bookmark, p. 36 Apply, Review, and Assess • Checkpoint, pp. 35, 38 • Think About It, p. 38 • Make Academic Connections, p. 38

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 37 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 35, 38 • Reteach, p. 38 • Enrich, p. 38 • Close, p. 38

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 2.2

Teacher: ______________________ Week of: ______________________ M T W Th F

Consumer Purchase Classifications

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Distinguish between types of consumer purchases and recognize the level of •

consumer involvement in buying decisions.

Describe different types of consumer products.

Focus on Advertising • From iPod to iWatch, p. 39 Teach • The Buying Decision, pp. 39–42 • Types of Products, pp. 42–45 Cooperative Learning Activities • Teamwork, p. 45 Special Features • Cool Fact, p. 43 • Spotlight on Success, p. 44 Apply, Review, and Assess • Checkpoint, pp. 42, 45 • Think About It, p. 45 • Make Academic Connections, p. 45

Annotated Instructor’s Edition Teaching Strategies • Gifted Students, p. 39 • Print Learners, p. 42 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 42, 45 • Reteach, p. 45 • Enrich, p. 45 • Close, p. 45

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 2.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Influences on Consumer Behavior

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Discuss consumer buying motives.

• Describe individual, social, and marketing influences on consumer behavior.

Focus on Advertising • Supermarkets Go Hi-Tech, p. 46 Teach • Buying Motives, pp. 46–48 • Factors Influencing Consumer Buying Decisions, pp. 48–52 Cooperative Learning Activities • Teamwork, p. 52 Apply, Review, and Assess • Checkpoint, pp. 48, 52 • Think About It, p. 52 • Make Academic Connections, p. 52

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 50 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 48, 52 • Reteach, p. 52 • Enrich, p. 52 • Close, p. 52

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 2

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 2 • PowerPoint Slides, Chapter 2 ExamView® CD • Test Bank for Chapter 2 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 2 • Simulation Activities, Chapter 2 • Video Assessment, Chapter 2 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 2 • Glossary • Flashcards, Chapter 2 • Net Bookmark, Chapter 2

Apply and Review • Chapter Summary, p. 54 • Vocabulary Builder, p. 55 • Test Your Knowledge, pp. 55–56 • Apply What You Learned, p. 56 • Make Academic Connections, pp. 56–57 Special Features • What Would You Do?, p. 57 • Reality Check, p. 58 Projects • Sharpen Your 21st Century Skills, p. 53 • Winning Edge—DECA Fashion Merchandising Promotion Plan, p. 59

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 54 • Reteach, p. 54 • Enrich, p. 54 • Close, p. 57 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 3

Teacher: ______________________ Week of: ______________________ M T W Th F

The Basics of Marketing

Introduction • Chapter Overview, p. 60 • Impact Advertising, p. 61 Chapter 3 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 3 • PowerPoint Slides, Chapter 3 ExamView® CD • Test Bank for Chapter 3 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 3 • Simulation Activities, Chapter 3 • Video Assessment, Chapter 3 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 3 • Glossary • Flashcards, Chapter 3 • Net Bookmark, Chapter 3

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 3.1

Teacher: ______________________ Week of: ______________________ M T W Th F

The Marketing Concept

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the marketing concept.

• Define the functions of marketing.

Focus on Advertising • The Super Bowl Advertising Bonanza, p. 62 Teach • What Is Marketing?, pp. 62–65 • Marketing Functions, pp. 66–68 Cooperative Learning Activities • Teamwork, p. 68 Special Features • Cool Fact, p. 67 Apply, Review, and Assess • Checkpoint, pp. 65, 68 • Think About It, p. 68 • Make Academic Connections, p. 68

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 64 • Visual Learners, p. 65 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 65, 68 • Reteach, p. 68 • Enrich, p. 68 • Close, p. 68

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 3.2

Teacher: ______________________ Week of: ______________________ M T W Th F

The Target Market

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Define target market.

• Explain the process for selecting target markets.

Focus on Advertising • Kia Targets Young Drivers, p. 69 Teach • What Is a Target Market?, pp. 69–72 • Selecting a Target Market, pp. 72–75 Cooperative Learning Activities • Teamwork, p. 75 Special Features • Spotlight on Success, p. 73 Apply, Review, and Assess • Checkpoint, pp. 72, 75 • Think About It, p. 75 • Make Academic Connections, p. 75

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 70 • Gifted Students, p. 73 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 72, 74 • Reteach, p. 75 • Enrich, p. 75 • Close, p. 75

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 3.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Market Segmentation

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Differentiate between market segmentation and mass marketing.

• Describe market segmentation categories.

• Explain how to select market segments that have market potential.

Focus on Advertising • Humor Reaches the Mass Market, p. 76 Teach • Market Segmentation vs. Mass Marketing, pp. 76–78 • Customer Profile: Types of Segmentation, pp. 78–80 • Selection of Market Segments, pp. 80–82 Cooperative Learning Activities • Teamwork, p. 82 Special Features • Net Bookmark, p. 79 Apply, Review, and Assess • Checkpoint, pp. 78, 80, 82 • Think About It, p. 82 • Make Academic Connections, p. 82

Annotated Instructor’s Edition Teaching Strategies • Attention Deficit Disorder (ADD) Students, p. 81 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 78, 80, 82 • Reteach, p. 82 • Enrich, p. 82 • Close, p. 82

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 3

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 3 • PowerPoint Slides, Chapter 3 ExamView® CD • Test Bank for Chapter 3 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 3 • Simulation Activities, Chapter 3 • Video Assessment, Chapter 3 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 3 • Glossary • Flashcards, Chapter 3 • Net Bookmark, Chapter 3

Apply and Review • Chapter Summary, p. 84 • Vocabulary Builder, p. 85 • Test Your Knowledge, pp. 85–86 • Apply What You Learned, p. 86 • Make Academic Connections, pp. 86–87 Special Features • What Would You Do?, p. 87 • Reality Check, p. 88 Projects • Sharpen Your 21st Century Skills, p. 83 • Winning Edge—DECA Buying and Merchandising Team Event, p. 89

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 84 • Reteach, p. 84 • Enrich, p. 84 • Close, p. 87 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 4

Teacher: ______________________ Week of: ______________________ M T W Th F

Product and Price Planning

Introduction • Chapter Overview, p. 90 • Impact Advertising, p. 91 Chapter 4 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 4 • PowerPoint Slides, Chapter 4 ExamView® CD • Test Bank for Chapter 4 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 4 • Simulation Activities, Chapter 4 • Video Assessment, Chapter 4 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 4 • Glossary • Flashcards, Chapter 4 • Net Bookmark, Chapter 4

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 4.1

Teacher: ______________________ Week of: ______________________ M T W Th F

Product Development

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Identify the stages of new product development.

• Explain the various levels of products and the components that make up the product mix.

Focus on Advertising • Getting Product Ideas from Customers, p. 92 Teach • It Starts with a Product, pp. 92–95 • Product Mix, pp. 95–98 Cooperative Learning Activities • Teamwork, p. 98 Special Features • Net Bookmark, p. 95 Apply, Review, and Assess • Checkpoint, pp. 95, 98 • Think About It, p. 98 • Make Academic Connections, p. 98

Annotated Instructor’s Edition Teaching Strategies • Print Learners, p. 93 • Visual Learners, p. 95 • Kinesthetic Learners, p. 95 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 95, 98 • Reteach, p. 98 • Enrich, p. 98 • Close, p. 98

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 4.2

Teacher: ______________________ Week of: ______________________ M T W Th F

Product Life Cycle

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the stages of the product life cycle.

• Describe real-world applications of the product life cycle.

Focus on Advertising • Shifting to Online Advertising Strategies, p. 99 Teach • The Stages of a Product, pp. 99–103 • Real Strategies Using the Product Life Cycle, pp. 103–106 Cooperative Learning Activities • Teamwork, p. 106 Special Features • Cool Fact, p. 101 • Spotlight on Success, p. 105 Apply, Review, and Assess • Checkpoint, pp. 103, 106 • Think About It, p. 106 • Make Academic Connections, p. 106

Annotated Instructor’s Edition Teaching Strategies • Gifted Students, p. 100 • Visual Learners, p. 103 • Attention Deficit Disorder (ADD) Students, p. 104 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 103, 106 • Reteach, p. 106 • Enrich, p. 106 • Close, p. 106

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 4.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Price Planning

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Discuss pricing objectives used by businesses when setting prices.

• Compare and contrast pricing strategies.

Focus on Advertising • Competing on Price, p. 107 Teach • Pricing Objectives, pp. 107–109 • Pricing Strategies, pp. 109–112 Cooperative Learning Activities • Teamwork, p. 112 Apply, Review, and Assess • Checkpoint, pp. 109, 112 • Think About It, p. 112 • Make Academic Connections, p. 112

Annotated Instructor’s Edition Teaching Strategies • Limited English Proficiency (LEP) Students, p. 109 • Tactile Learners, p. 109 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 109, 111 • Reteach, p. 112 • Enrich, p. 112 • Close, p. 112

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 4

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 4 • PowerPoint Slides, Chapter 4 ExamView® CD • Test Bank for Chapter 4 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 4 • Simulation Activities, Chapter 4 • Video Assessment, Chapter 4 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 4 • Glossary • Flashcards, Chapter 4 • Net Bookmark, Chapter 4

Apply and Review • Chapter Summary, p. 114 • Vocabulary Builder, p. 115 • Test Your Knowledge, pp. 115–116 • Apply What You Learned, p. 116 • Make Academic Connections, pp. 116–117 Special Features • What Would You Do?, p. 117 • Reality Check, p. 118 Projects • Sharpen Your 21st Century Skills, p. 113 • Winning Edge—FBLA Impromptu Speaking Event, p. 119

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 114 • Reteach, p. 114 • Enrich, p. 114 • Close, p. 117 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 5

Teacher: ______________________ Week of: ______________________ M T W Th F

Distribution Planning

Introduction • Chapter Overview, p. 120 • Impact Advertising, p. 121 Chapter 5 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 5 • PowerPoint Slides, Chapter 5 ExamView® CD • Test Bank for Chapter 5 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 5 • Simulation Activities, Chapter 5 • Video Assessment, Chapter 5 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 5 • Glossary • Flashcards, Chapter 5 • Net Bookmark, Chapter 5

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 5.1

Teacher: ______________________ Week of: ______________________ M T W Th F

Channel of Distribution

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the functions of the channel of distribution and channel members.

• Identify various distribution channel options.

Focus on Advertising • Costco’s Low-Profile Advertising Strategy, p. 122 Teach • The Function of Distribution Channels, pp. 122–125 • Channel Options, pp. 125–127 Cooperative Learning Activities • Teamwork, p. 127 Special Features • Net Bookmark, p. 124 Apply, Review, and Assess • Checkpoint, pp. 125, 127 • Think About It, p. 127 • Make Academic Connections, p. 127

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 126 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 125, 127 • Reteach, p. 127 • Enrich, p. 127 • Close, p. 127

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 5.2

Teacher: ______________________ Week of: ______________________ M T W Th F

Supply Chain Management

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe the processes involved in supply chain management.

• Identify factors that can influence supply chain decisions.

Focus on Advertising • McDonald’s Takes Advertising on the Road, p. 128 Teach • Supply Chain Activities, pp. 128–132 • Supply Chain Management Considerations, pp. 132–134 Cooperative Learning Activities • Teamwork, p. 134 Special Features • Spotlight on Success, p. 133 Apply, Review, and Assess • Checkpoint, pp. 132, 134 • Think About It, p. 134 • Make Academic Connections, p. 134

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 129 • Visual Learners, p. 131 • Limited English Proficiency (LEP) Students, p. 132 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 132, 134 • Reteach, p. 134 • Enrich, p. 134 • Close, p. 134

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 5.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Distribution Logistics

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Define logistics and explain its role in distribution.

• Explain the importance of product storage, handling, and packaging in the distribution process.

Focus on Advertising • UPS and Logistics, p. 135 Teach • Moving the Product, pp. 135–138 • Product Storage, Handling, and Packaging, pp. 138–140 Cooperative Learning Activities • Teamwork, p. 140 Special Features • Cool Fact, p. 139 Apply, Review, and Assess • Checkpoint, pp. 138, 140 • Think About It, p. 140 • Make Academic Connections, p. 140

Annotated Instructor’s Edition Teaching Strategies • Auditory Learners, p. 136 • Cooperative Learning, p. 136 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 138, 140 • Reteach, p. 140 • Enrich, p. 140 • Close, p. 140

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 5

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 5 • PowerPoint Slides, Chapter 5 ExamView® CD • Test Bank for Chapter 5 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 5 • Simulation Activities, Chapter 5 • Video Assessment, Chapter 5 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 5 • Glossary • Flashcards, Chapter 5 • Net Bookmark, Chapter 5

Apply and Review • Chapter Summary, p. 142 • Vocabulary Builder, p. 143 • Test Your Knowledge, pp. 143–144 • Apply What You Learned, p. 144 • Make Academic Connections, pp. 144–145 Special Features • What Would You Do?, p. 145 • Reality Check, p. 146 Projects • Sharpen Your 21st Century Skills, p. 141 • Winning Edge—DECA Business Services Marketing Series Event, p. 147

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 142 • Reteach, p. 142 • Enrich, p. 142 • Close, p. 145 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 6

Teacher: ______________________ Week of: ______________________ M T W Th F

Promotion Planning

Introduction • Chapter Overview, p. 148 • Impact Advertising, p. 149 Chapter 6 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 6 • PowerPoint Slides, Chapter 6 ExamView® CD • Test Bank for Chapter 6 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 6 • Simulation Activities, Chapter 6 • Video Assessment, Chapter 6 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 6 • Glossary • Flashcards, Chapter 6 • Net Bookmark, Chapter 6

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 6.1

Teacher: ______________________ Week of: ______________________ M T W Th F

Promotion

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Define promotional mix and explain its importance.

• Identify the steps in developing the promotional plan.

Focus on Advertising • Promotion Sells Products, p. 150 Teach • The Promotional Mix, pp. 150–152 • The Promotional Plan, pp. 152–154 Cooperative Learning Activities • Teamwork, p. 154 Apply, Review, and Assess • Checkpoint, pp. 152, 154 • Think About It, p. 154 • Make Academic Connections, p. 154

Annotated Instructor’s Edition Teaching Strategies • Tactile Learners, p. 153 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 152, 153 • Reteach, p. 154 • Enrich, p. 154 • Close, p. 154

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 6.2

Teacher: ______________________ Week of: ______________________ M T W Th F

Advertising and Public Relations

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Discuss the advantages and disadvantages of advertising.

• Explain the need for public relations.

Focus on Advertising • Careers in Public Relations, p. 155 Teach • Advertising for Results, pp. 155–157 • Public Relations and Publicity, pp. 157–159 Cooperative Learning Activities • Teamwork, p. 159 Apply, Review, and Assess • Checkpoint, pp. 157, 159 • Think About It, p. 159 • Make Academic Connections, p. 159

Annotated Instructor’s Edition Teaching Strategies • Gifted Students, p. 156 • Attention Deficit Disorder (ADD) Students, p. 157 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 157, 158 • Reteach, p. 159 • Enrich, p. 159 • Close, p. 159

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 6.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Personal Selling and Sales Promotion

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the steps involved in the sales process.

• Describe reasons why sales promotion is needed.

Focus on Advertising • Coupons Are Serious Business, p. 160 Teach • Making the Sale, pp. 160–164 • Sales Promotions, pp. 164–166 Cooperative Learning Activities • Teamwork, p. 166 Special Features • Spotlight on Success, p. 163 Apply, Review, and Assess • Checkpoint, pp. 164, 166 • Think About It, p. 166 • Make Academic Connections, p. 166

Annotated Instructor’s Edition Teaching Strategies • Passive Learners, p. 160 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 164, 166 • Reteach, p. 166 • Enrich, p. 166 • Close, p. 166

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Lesson 6.4

Teacher: ______________________ Week of: ______________________ M T W Th F

Other Types of Promotion

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe other types of promotion that businesses use.

• Explain the purpose of visual merchandising.

Focus on Advertising • Product Placement, p. 167 Teach • Promotional Tools, pp. 167–170 • Visual Merchandising, pp. 170–172 Cooperative Learning Activities • Teamwork, p. 172 Special Features • Cool Fact, p. 169 • Net Bookmark, p. 169 Apply, Review, and Assess • Checkpoint, pp. 170, 172 • Think About It, p. 172 • Make Academic Connections, p. 172

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, pp. 167, 170 • Tactile Learners, p. 171 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 170, 172 • Reteach, p. 172 • Enrich, p. 172 • Close, p. 172

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

6

Advertising and Sales Promotion

Chapter 6

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 6 • PowerPoint Slides, Chapter 6 ExamView® CD • Test Bank for Chapter 6 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 6 • Simulation Activities, Chapter 6 • Video Assessment, Chapter 6 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 6 • Glossary • Flashcards, Chapter 6 • Net Bookmark, Chapter 6

Apply and Review • Chapter Summary, p. 174 • Vocabulary Builder, p. 175 • Test Your Knowledge, pp. 175–176 • Apply What You Learned, p. 176 • Make Academic Connections, pp. 177 Special Features • What Would You Do?, p. 177 • Reality Check, p. 178 Projects • Sharpen Your 21st Century Skills, p. 173 • Winning Edge—BPA Presentation Management Team Event, p. 179

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 174 • Reteach, p. 174 • Enrich, p. 174 • Close, p. 177 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 7

Teacher: ______________________ Week of: ______________________ M T W Th F

Advertising Media

Introduction • Chapter Overview, p. 180 • Impact Advertising, p. 181 Chapter 7 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 7 • PowerPoint Slides, Chapter 7 ExamView® CD • Test Bank for Chapter 7 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 7 • Simulation Activities, Chapter 7 • Video Assessment, Chapter 7 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 7 • Glossary • Flashcards, Chapter 7 • Net Bookmark, Chapter 7

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 7.1

Teacher: ______________________ Week of: ______________________ M T W Th F

Traditional Advertising Media

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe traditional types of advertising media.

• Identify advertising media selection criteria.

Focus on Advertising • Catchy Jingles, p. 182 Teach • Types of Advertising Media, pp. 182–186 • Media Selection Criteria, pp. 186–189 Cooperative Learning Activities • Teamwork, p. 189 Special Features • Net Bookmark, p. 185 Apply, Review, and Assess • Checkpoint, pp. 186, 189 • Think About It, p. 189 • Make Academic Connections, p. 189

Annotated Instructor’s Edition Teaching Strategies • Print and Visual Learners, p. 186 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 186, 189 • Reteach, p. 189 • Enrich, p. 189 • Close, p. 189

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 7.2

Teacher: ______________________ Week of: ______________________ M T W Th F

The Internet and Advertising

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe various types of Internet advertising.

• Explain what factors businesses should consider when using Internet advertising.

Focus on Advertising • myYearbook.com, p. 190 Teach • The Internet’s Role in Advertising, pp. 190–195 • Online Advertising Considerations, pp. 195–197 Cooperative Learning Activities • Teamwork, p. 197 Special Features • Cool Fact, p. 193 • Spotlight on Success, p. 196 Apply, Review, and Assess • Checkpoint, pp. 195, 197 • Think About It, p. 197 • Make Academic Connections, p. 197

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 191 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 195, 197 • Reteach, p. 197 • Enrich, p. 197 • Close, p. 197

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 7.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Alternative Forms of Advertising Media

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Recognize alternative forms of advertising media outlets.

• Describe the latest advertising media trends.

Focus on Advertising • The Advertising Industry Goes to School, p. 198 Teach • Other Advertising Outlets, pp. 198–200 • Latest Advertising Media Trends, pp. 201–202 Cooperative Learning Activities • Teamwork, p. 202 Apply, Review, and Assess • Checkpoint, pp. 200, 202 • Think About It, p. 202 • Make Academic Connections, p. 202

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 200 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 200, 202 • Reteach, p. 202 • Enrich, p. 202 • Close, p. 202

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 7

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 7 • PowerPoint Slides, Chapter 7 ExamView® CD • Test Bank for Chapter 7 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 7 • Simulation Activities, Chapter 7 • Video Assessment, Chapter 7 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 7 • Glossary • Flashcards, Chapter 7 • Net Bookmark, Chapter 7

Apply and Review • Chapter Summary, p. 204 • Vocabulary Builder, p. 205 • Test Your Knowledge, pp. 205–206 • Apply What You Learned, pp. 206–207 • Make Academic Connections, p. 207 Special Features • What Would You Do?, p. 207 • Reality Check, p. 208 Projects • Sharpen Your 21st Century Skills, p. 203 • Winning Edge—DECA Internet Marketing Plan Event, p. 209

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 204 • Reteach, p. 204 • Enrich, p. 204 • Close, p. 207 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 8

Teacher: ______________________ Week of: ______________________ M T W Th F

Effective Advertising and Sales Promotion

Introduction • Chapter Overview, p. 210 • Impact Advertising, p. 211 Chapter 8 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 8 • PowerPoint Slides, Chapter 8 ExamView® CD • Test Bank for Chapter 8 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 8 • Simulation Activities, Chapter 8 • Video Assessment, Chapter 8 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 8 • Glossary • Flashcards, Chapter 8 • Net Bookmark, Chapter 8

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 8.1

Teacher: ______________________ Week of: ______________________ M T W Th F

Developing an Effective Advertising Campaign

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the need for creativity in advertising.

• Describe the desired results of an advertising campaign.

Focus on Advertising • Advertising Themes, p. 212 Teach • The Need for Creativity in Advertising, pp. 212–214 • Determine the Desired Results of an Advertising Campaign, pp. 214–216 Cooperative Learning Activities • Teamwork, p. 216 Special Features • Spotlight on Success, p. 215 Apply, Review, and Assess • Checkpoint, pp. 214, 216 • Think About It, p. 216 • Make Academic Connections, p. 216

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 213 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 214, 216 • Reteach, p. 216 • Enrich, p. 216 • Close, p. 216

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 8.2

Teacher: ______________________ Week of: ______________________ M T W Th F

Marketing Research for Advertising

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the marketing research process.

• Describe the benefits and limitations of marketing research.

Focus on Advertising • Spreading the Word Online, p. 217 Teach • What Is Marketing Research?, pp. 217–222 • Benefits and Limitations of Marketing Research, pp. 222–224 Cooperative Learning Activities • Teamwork, p. 224 Special Features • Net Bookmark, p. 221 Apply, Review, and Assess • Checkpoint, pp. 222, 224 • Think About It, p. 224 • Make Academic Connections, p. 224

Annotated Instructor’s Edition Teaching Strategies • Tactile Learners, p. 219 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 222, 223 • Reteach, p. 224 • Enrich, p. 224 • Close, p. 224

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 8.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Developing an Effective Sales Promotion Strategy

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Identify consumer sales promotions.

• Identify trade sales promotions.

Focus on Advertising • Government-Sponsored Promotions?, p. 225 Teach • Consumer Sales Promotion, pp. 225–229 • Trade Sales Promotions, pp. 229–230 Cooperative Learning Activities • Teamwork, p. 230 Special Features • Cool Fact, p. 226 Apply, Review, and Assess • Checkpoint, pp. 229, 230 • Think About It, p. 230 • Make Academic Connections, p. 230

Annotated Instructor’s Edition Teaching Strategies • Passive Learners, p. 225 • Kinesthetic Learners, p. 227 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 229, 230 • Reteach, p. 230 • Enrich, p. 230 • Close, p. 230

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 8

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 8 • PowerPoint Slides, Chapter 8 ExamView® CD • Test Bank for Chapter 8 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 8 • Simulation Activities, Chapter 8 • Video Assessment, Chapter 8 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 8 • Glossary • Flashcards, Chapter 8 • Net Bookmark, Chapter 8

Apply and Review • Chapter Summary, p. 232 • Vocabulary Builder, p. 233 • Test Your Knowledge, pp. 233–234 • Apply What You Learned, p. 234 • Make Academic Connections, p. 235 Special Features • What Would You Do?, p. 235 • Reality Check, p. 236 Projects • Sharpen Your 21st Century Skills, p. 231 • Winning Edge—FBLA Marketing Event, p. 237

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 232 • Reteach, p. 232 • Enrich, p. 232 • Close, p. 235 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 9

Teacher: ______________________ Week of: ______________________ M T W Th F

Communicating Effective Advertising and Promotional Messages

Introduction • Chapter Overview, p. 238 • Impact Advertising, p. 239 Chapter 9 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 9 • PowerPoint Slides, Chapter 9 ExamView® CD • Test Bank for Chapter 9 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 9 • Simulation Activities, Chapter 9 • Video Assessment, Chapter 9 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 9 • Glossary • Flashcards, Chapter 9 • Net Bookmark, Chapter 9

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

2

Advertising and Sales Promotion

Lesson 9.1

Teacher: ______________________ Week of: ______________________ M T W Th F

Role of Communication

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the components of the communication process.

• Explain the purposes of advertising and promotional communication.

Focus on Advertising • Advertising Language Blunders, p. 240 Teach • The Communication Process, pp. 240–243 • Purposes of Advertising and Promotional Communication, pp. 243–245 Cooperative Learning Activities • Teamwork, p. 245 Special Features • Net Bookmark, p. 243 Apply, Review, and Assess • Checkpoint, pp. 243, 245 • Think About It, p. 245 • Make Academic Connections, p. 245

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 242 • Gifted Students, p. 244 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 243, 245 • Reteach, p. 245 • Enrich, p. 245 • Close, p. 245

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

3

Advertising and Sales Promotion

Lesson 9.2

Teacher: ______________________ Week of: ______________________ M T W Th F

Types of Communication

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain why interpersonal communication is an important part of advertising and •

promotion.

Describe other types of communication used by businesses.

Focus on Advertising • Mass Communication That Works, p. 246 Teach • Interpersonal Communication, pp. 246–250 • Mass Communication and Internet Communication, pp. 250–252 Cooperative Learning Activities • Teamwork, p. 252 Special Features • Cool Fact, p. 247 • Spotlight on Success, p. 249 Apply, Review, and Assess • Checkpoint, pp. 250, 252 • Think About It, p. 252 • Make Academic Connections, p. 252

Annotated Instructor’s Edition Teaching Strategies • Auditory Learners, p. 247 • Kinesthetic Learners, p. 249 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 250, 252 • Reteach, p. 252 • Enrich, p. 252 • Close, p. 252

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

4

Advertising and Sales Promotion

Lesson 9.3

Teacher: ______________________ Week of: ______________________ M T W Th F

Effective Advertising and Promotional Messages

Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the four Cs of communication.

• Describe how to create effective advertising messages.

Focus on Advertising • The Power of Advertising Slogans, p. 253 Teach • The Advertising and Promotional Message, pp. 253–255 • Advertising That Makes an Impact, pp. 255–258 Cooperative Learning Activities • Teamwork, p. 258 Apply, Review, and Assess • Checkpoint, pp. 255, 258 • Think About It, p. 258 • Make Academic Connections, p. 258

Annotated Instructor’s Edition Teaching Strategies • Attention Deficit Disorder (ADD) Students, p. 253 • Kinesthetic Learners, p. 255 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 255, 258 • Reteach, p. 258 • Enrich, p. 258 • Close, p. 258

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 9

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 9 • PowerPoint Slides, Chapter 9 ExamView® CD • Test Bank for Chapter 9 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 9 • Simulation Activities, Chapter 9 • Video Assessment, Chapter 9 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 9 • Glossary • Flashcards, Chapter 9 • Net Bookmark, Chapter 9

Apply and Review • Chapter Summary, p. 260 • Vocabulary Builder, p. 261 • Test Your Knowledge, pp. 261–262 • Apply What You Learned, p. 262 • Make Academic Connections, p. 263 Special Features • What Would You Do?, p. 263 • Reality Check, p. 264 Projects • Sharpen Your 21st Century Skills, p. 259 • Winning Edge—BPA Small Business Management Team Event, p. 265

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 260 • Reteach, p. 260 • Enrich, p. 260 • Close, p. 263 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 10

Teacher: ______________________ Week of: ______________________ M T W Th F

Management of Effective Advertising

Introduction • Chapter Overview, p. 266 • Impact Advertising, p. 267 Chapter 10 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 10 • PowerPoint Slides, Chapter 10 ExamView® CD • Test Bank for Chapter 10 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 10 • Simulation Activities, Chapter 10 • Video Assessment, Chapter 10 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 10 • Glossary • Flashcards, Chapter 10 • Net Bookmark, Chapter 10

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

2

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 10.1 The Advertising Plan Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Identify the steps in creating an advertising plan.

• Recognize the various types of analyses that should be performed when creating an advertising plan.

Focus on Advertising • Breaking through the Ad Clutter, p. 268 Teach • What Is the Advertising Plan?, pp. 268–271 • Advertising Plan Analyses, pp. 271–274 Cooperative Learning Activities • Teamwork, p. 274 Apply, Review, and Assess • Checkpoint, pp. 271, 274 • Think About It, p. 274 • Make Academic Connections, p. 274

Annotated Instructor’s Edition Teaching Strategies • Gifted Students, p. 271 • Visual Learners, p. 272 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 271, 274 • Reteach, p. 274 • Enrich, p. 274 • Close, p. 274

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

3

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 10.2 Creation of the Advertisement Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe different advertising creative formats.

• Identify processes involved in the copywriting, art, and production stages of advertising.

Focus on Advertising • Using Multiple Creative Strategies, p. 275 Teach • Select a Creative Format, pp. 275–278 • Determine Copywriting, Art, and Production Strategies, pp. 279–281 Cooperative Learning Activities • Teamwork, p. 281 Special Features • Spotlight on Success, p. 278 Apply, Review, and Assess • Checkpoint, pp. 278, 281 • Think About It, p. 281 • Make Academic Connections, p. 281

Annotated Instructor’s Edition Teaching Strategies • Passive Learners, p. 277 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 278, 281 • Reteach, p. 281 • Enrich, p. 281 • Close, p. 281

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

4

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 10.3 Analysis and Evaluation of Advertising Messages Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe various methods used to evaluate advertising effectiveness.

• Identify simple approaches to use in determining advertising effectiveness.

Focus on Advertising • Advertising Ineffectiveness, p. 282 Teach • Evaluate Advertising Effectiveness, pp. 282–285 • Other Strategies to Determine Advertising Effectiveness, pp. 285–286 Cooperative Learning Activities • Teamwork, p. 286 Special Features • Cool Fact, p. 283 • Net Bookmark, p. 285 Apply, Review, and Assess • Checkpoint, pp. 285, 286 • Think About It, p. 286 • Make Academic Connections, p. 286

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 284 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 285, 286 • Reteach, p. 286 • Enrich, p. 286 • Close, p. 286

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 10

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 10 • PowerPoint Slides, Chapter 10 ExamView® CD • Test Bank for Chapter 10 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 10 • Simulation Activities, Chapter 10 • Video Assessment, Chapter 10 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 10 • Glossary • Flashcards, Chapter 10 • Net Bookmark, Chapter 10

Apply and Review • Chapter Summary, p. 288 • Vocabulary Builder, p. 289 • Test Your Knowledge, pp. 289–290 • Apply What You Learned, p. 290 • Make Academic Connections, p. 291 Special Features • What Would You Do?, p. 291 • Reality Check, p. 292 Projects • Sharpen Your 21st Century Skills, p. 287 • Winning Edge—DECA Advertising Campaign Event, p. 293

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 288 • Reteach, p. 288 • Enrich, p. 288 • Close, p. 291 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 11

Teacher: ______________________ Week of: ______________________ M T W Th F

Consumer-Oriented Advertising and Sales Promotion

Introduction • Chapter Overview, p. 294 • Impact Advertising, p. 295 Chapter 11 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 11 • PowerPoint Slides, Chapter 11 ExamView® CD • Test Bank for Chapter 11 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 11 • Simulation Activities, Chapter 11 • Video Assessment, Chapter 11 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 11 • Glossary • Flashcards, Chapter 11 • Net Bookmark, Chapter 11

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

2

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 11.1 Consumer-Oriented Advertising Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Define consumer-oriented advertising and explain how it is used.

• Describe how sponsorships can be used to make a connection with consumers.

Focus on Advertising • Chrysler Ads Help It Make a Comeback, p. 296 Teach • Advertising That Speaks to Consumers, pp. 296–299 • Public Relations and Sponsorships, pp. 300–301 Cooperative Learning Activities • Teamwork, p. 301 Apply, Review, and Assess • Checkpoint, pp. 299, 301 • Think About It, p. 301 • Make Academic Connections, p. 301

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 299 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 299, 301 • Reteach, p. 301 • Enrich, p. 301 • Close, p. 301

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

3

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 11.2 Consumer-Oriented Sales Promotions Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the purpose of consumer-oriented sales promotions.

• Describe how direct marketing is used to reach consumers.

Focus on Advertising • Online Sweepstakes Attract New Customers, p. 302 Teach • Sales Promotions and the Customer, pp. 302–305 • Direct Marketing, pp. 306–308 Cooperative Learning Activities • Teamwork, p. 308 Special Features • Net Bookmark, p. 304 • Spotlight on Success, p. 307 Apply, Review, and Assess • Checkpoint, pp. 305, 308 • Think About It, p. 308 • Make Academic Connections, p. 308

Annotated Instructor’s Edition Teaching Strategies • Cooperative Learning, p. 304 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 305, 308 • Reteach, p. 308 • Enrich, p. 308 • Close, p. 308

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

4

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 11.3 Branding and Positioning Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain why branding is important to the success of a business.

• Describe product positioning strategies.

Focus on Advertising • Genericizing Brand Names, p. 309 Teach • The Branding Process, pp. 309–312 • Product Positioning Strategies, pp. 312–314 Cooperative Learning Activities • Teamwork, p. 314 Special Features • Cool Fact, p. 312 Apply, Review, and Assess • Checkpoint, pp. 312, 314 • Think About It, p. 314 • Make Academic Connections, p. 314

Annotated Instructor’s Edition Teaching Strategies • Auditory Learners, p. 309 • Passive Learners, p. 311 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 312, 314 • Reteach, p. 314 • Enrich, p. 314 • Close, p. 314

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 11

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 11 • PowerPoint Slides, Chapter 11 ExamView® CD • Test Bank for Chapter 11 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 11 • Simulation Activities, Chapter 11 • Video Assessment, Chapter 11 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 11 • Glossary • Flashcards, Chapter 11 • Net Bookmark, Chapter 11

Apply and Review • Chapter Summary, p. 316 • Vocabulary Builder, p. 317 • Test Your Knowledge, pp. 317–318 • Apply What You Learned, pp. 318–319 • Make Academic Connections, p. 319 Special Features • What Would You Do?, p. 319 • Reality Check, p. 320 Projects • Sharpen Your 21st Century Skills, p. 315 • Winning Edge—FBLA Job Interview Event, p. 321

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 316 • Reteach, p. 316 • Enrich, p. 316 • Close, p. 319 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 12

Teacher: ______________________ Week of: ______________________ M T W Th F

The Economics of Advertising

Introduction • Chapter Overview, p. 322 • Impact Advertising, p. 323 Chapter 12 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 12 • PowerPoint Slides, Chapter 12 ExamView® CD • Test Bank for Chapter 12 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 12 • Simulation Activities, Chapter 12 • Video Assessment, Chapter 12 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 12 • Glossary • Flashcards, Chapter 12 • Net Bookmark, Chapter 12

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

2

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 12.1 Advertising and the Economy Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Identify economic factors that affect advertising.

• Describe how advertising stimulates the economy.

Focus on Advertising • Fighting the Recession by Going Global, p. 324 Teach • The Economic Environment, pp. 324–327 • Advertising Stimulates the Economy, pp. 327–328 Cooperative Learning Activities • Teamwork, p. 328 Special Features • Net Bookmark, p. 325 Apply, Review, and Assess • Checkpoint, pp. 327, 328 • Think About It, p. 328 • Make Academic Connections, p. 328

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 327 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 327, 328 • Reteach, p. 328 • Enrich, p. 328 • Close, p. 328

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

3

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 12.2 Financial Planning for Advertising Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain strategies used for setting the advertising budget.

• Describe the financial reports a business can use for planning and operating the company.

Focus on Advertising • Macy’s Attempts to Gain Market Share, p. 329 Teach • Setting the Budget, pp. 329–332 • The Accounting of It All, pp. 332–334 Cooperative Learning Activities • Teamwork, p. 334 Special Features • Cool Fact, p. 330 Apply, Review, and Assess • Checkpoint, pp. 332, 334 • Think About It, p. 334 • Make Academic Connections, p. 334

Annotated Instructor’s Edition Teaching Strategies • Tactile Learners, p. 332 • Passive Learners, p. 333 • Kinesthetic Learners, p. 333 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 332, 334 • Reteach, p. 334 • Enrich, p. 334 • Close, p. 334

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

4

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 12.3 Factors Affecting the Advertising Budget Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe factors that affect the advertising budget.

• Determine whether advertising spending generates brand awareness.

Focus on Advertising • Low Prices, Every Day, p. 335 Teach • Budgeting Considerations, pp. 335–338 • The Advertising Costs of Brand Awareness, pp. 338–340 Cooperative Learning Activities • Teamwork, p. 340 Special Features • Spotlight on Success, p. 337 Apply, Review, and Assess • Checkpoint, pp. 338, 340 • Think About It, p. 340 • Make Academic Connections, p. 340

Annotated Instructor’s Edition Teaching Strategies • Gifted Students, p. 336 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 338, 340 • Reteach, p. 340 • Enrich, p. 340 • Close, p. 340

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 12

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 12 • PowerPoint Slides, Chapter 12 ExamView® CD • Test Bank for Chapter 12 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 12 • Simulation Activities, Chapter 12 • Video Assessment, Chapter 12 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 12 • Glossary • Flashcards, Chapter 12 • Net Bookmark, Chapter 12

Apply and Review • Chapter Summary, p. 342 • Vocabulary Builder, p. 343 • Test Your Knowledge, pp. 343–344 • Apply What You Learned, p. 344 • Make Academic Connections, p. 345 Special Features • What Would You Do?, p. 345 • Reality Check, p. 346 Projects • Sharpen Your 21st Century Skills, p. 341 • Winning Edge—BPA Prepared Speech Event, p. 347

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 342 • Reteach, p. 342 • Enrich, p. 342 • Close, p. 345 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 13

Teacher: ______________________ Week of: ______________________ M T W Th F

Legal and Ethical Issues Affecting Advertising

Introduction • Chapter Overview, p. 348 • Impact Advertising, p. 349 Chapter 13 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 13 • PowerPoint Slides, Chapter 13 ExamView® CD • Test Bank for Chapter 13 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 13 • Simulation Activities, Chapter 13 • Video Assessment, Chapter 13 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 13 • Glossary • Flashcards, Chapter 13 • Net Bookmark, Chapter 13

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

2

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 13.1 Government Regulation Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the need for government regulation of advertising and the role of the Federal •

Trade Commission.

Describe the purpose of other government regulatory agencies.

Focus on Advertising • A Wristband with Special Powers?, p. 350 Teach • Legal Factors Affecting Advertising, pp. 350–353 • Other Government Regulatory Agencies, pp. 353–356 Cooperative Learning Activities • Teamwork, p. 356 Special Features • Net Bookmark, p. 352 • Spotlight on Success, p. 355 Apply, Review, and Assess • Checkpoint, pp. 353, 356 • Think About It, p. 356 • Make Academic Connections, p. 356

Annotated Instructor’s Edition Teaching Strategies • Visual Learners, p. 350 • Tactile Learners, p. 351 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 353, 356 • Reteach, p. 356 • Enrich, p. 356 • Close, p. 356

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

3

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 13.2 Self-Regulation Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Explain the concept of self-regulation and identify how it is applied in the advertising •

industry.

Recognize how consumers can regulate business practices.

Focus on Advertising • Toyota Pulls Its Ads, p. 357 Teach • Advertising Industry Accountability, pp. 357–360 • Consumer Awareness, pp. 360–361 Cooperative Learning Activities • Teamwork, p. 361 Special Features • Cool Fact, p. 358 Apply, Review, and Assess • Checkpoint, pp. 360, 361 • Think About It, p. 361 • Make Academic Connections, p. 361

Annotated Instructor’s Edition Teaching Strategies • Kinesthetic Learners, p. 360 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 360, 361 • Reteach, p. 361 • Enrich, p. 361 • Close, p. 361

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

4

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 13.3 Ethics in Advertising Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Identify the ethical aspects of advertising.

• Explain how the FTC assures truth in advertising.

Focus on Advertising • Promoting Products with a Social Mission, p. 362 Teach • The Ethical Aspects of Advertising, pp. 362–366 • Truth in Advertising, pp. 367–368 Cooperative Learning Activities • Teamwork, p. 368 Apply, Review, and Assess • Checkpoint, pp. 366, 368 • Think About It, p. 368 • Make Academic Connections, p. 368

Annotated Instructor’s Edition Teaching Strategies • Passive Learners, p. 363 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 366, 368 • Reteach, p. 368 • Enrich, p. 368 • Close, p. 368

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 13

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 13 • PowerPoint Slides, Chapter 13 ExamView® CD • Test Bank for Chapter 13 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 13 • Simulation Activities, Chapter 13 • Video Assessment, Chapter 13 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 13 • Glossary • Flashcards, Chapter 13 • Net Bookmark, Chapter 13

Apply and Review • Chapter Summary, p. 370 • Vocabulary Builder, p. 371 • Test Your Knowledge, pp. 371–372 • Apply What You Learned, pp. 372–373 • Make Academic Connections, p. 373 Special Features • What Would You Do?, p. 373 • Reality Check, p. 374 Projects • Sharpen Your 21st Century Skills, p. 369 • Winning Edge—FBLA Business Ethics Event, p. 375

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 370 • Reteach, p. 370 • Enrich, p. 370 • Close, p. 373 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 14

Teacher: ______________________ Week of: ______________________ M T W Th F

Advertising in a Multicultural Market

Introduction • Chapter Overview, p. 376 • Impact Advertising, p. 377 Chapter 14 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 14 • PowerPoint Slides, Chapter 14 ExamView® CD • Test Bank for Chapter 14 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 14 • Simulation Activities, Chapter 14 • Video Assessment, Chapter 14 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 14 • Glossary • Flashcards, Chapter 14 • Net Bookmark, Chapter 14

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

2

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 14.1 A Global Vision Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Recognize factors that have an impact on global marketing.

• Describe global marketing challenges facing marketers.

Focus on Advertising • A Global or Localized Advertising Strategy, p. 378 Teach • Global Marketing, pp. 378–382 • Global Marketing Challenges, pp. 382–384 Cooperative Learning Activities • Teamwork, p. 384 Special Features • Spotlight on Success, p. 381 Apply, Review, and Assess • Checkpoint, pp. 382, 384 • Think About It, p. 384 • Make Academic Connections, p. 384

Annotated Instructor’s Edition Teaching Strategies • Gifted Students, p. 383 • Kinesthetic Learners, p. 383 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 382, 384 • Reteach, p. 384 • Enrich, p. 384 • Close, p. 384

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

3

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 14.2 Diversity and Advertising Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe the impact of diversity on advertising.

• Identify characteristics of growing ethnic markets.

Focus on Advertising • Targeting Smaller Ethnic Groups, p. 385 Teach • Cultural Diversity, pp. 385–387 • Understanding Ethnic Markets, pp. 387–390 Cooperative Learning Activities • Teamwork, p. 390 Apply, Review, and Assess • Checkpoint, pp. 387, 390 • Think About It, p. 390 • Make Academic Connections, p. 390

Annotated Instructor’s Edition Teaching Strategies • Passive Learners, p. 387 • Cooperative Learning, p. 387 • Visual Learners, p. 387 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 387, 390 • Reteach, p. 390 • Enrich, p. 390 • Close, p. 390

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

4

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 14.3 Cross-Cultural Communication Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Recognize how verbal and nonverbal communication differ in other cultures.

• Explain the importance of the translation process in global marketing.

Focus on Advertising • Bilingual Advertising, p. 391 Teach • Communicating Globally, pp. 391–394 • Advertising in Another Language, pp. 394–396 Cooperative Learning Activities • Teamwork, p. 396 Special Features • Cool Fact, p. 392 • Net Bookmark, p. 394 Apply, Review, and Assess • Checkpoint, pp. 394, 396 • Think About It, p. 396 • Make Academic Connections, p. 396

Annotated Instructor’s Edition Teaching Strategies • Limited English Proficiency (LEP) Students, p. 391 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 394, 396 • Reteach, p. 396 • Enrich, p. 396 • Close, p. 396

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 14

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 14 • PowerPoint Slides, Chapter 14 ExamView® CD • Test Bank for Chapter 14 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 14 • Simulation Activities, Chapter 14 • Video Assessment, Chapter 14 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 14 • Glossary • Flashcards, Chapter 14 • Net Bookmark, Chapter 14

Apply and Review • Chapter Summary, p. 398 • Vocabulary Builder, p. 399 • Test Your Knowledge, pp. 399–400 • Apply What You Learned, pp. 400–401 • Make Academic Connections, p. 401 Special Features • What Would You Do?, p. 401 • Reality Check, p. 402 Projects • Sharpen Your 21st Century Skills, p. 397 • Winning Edge—DECA Retail Merchandising Series Event, p. 403

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 398 • Reteach, p. 398 • Enrich, p. 398 • Close, p. 401 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

1

Advertising and Sales Promotion

Chapter 15

Teacher: ______________________ Week of: ______________________ M T W Th F

Planning Your Future in Advertising

Introduction • Chapter Overview, p. 404 • Impact Advertising, p. 405 Chapter 15 Teaching Resources Instructor’s Resource CD • Activities and Projects, Instructor’s Edition, Chapter 15 • PowerPoint Slides, Chapter 15 ExamView® CD • Test Bank for Chapter 15 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 15 • Simulation Activities, Chapter 15 • Video Assessment, Chapter 15 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 15 • Glossary • Flashcards, Chapter 15 • Net Bookmark, Chapter 15

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

2

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 15.1 A Career in Advertising Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Determine if a career in advertising is for you.

• Identify the skill set needed for a successful advertising career.

Focus on Advertising • Reaching Consumers with Tryvertising, p. 406 Teach • Why Choose an Advertising Career?, pp. 406–408 • Skills for Success, pp. 408–412 Cooperative Learning Activities • Teamwork, p. 412 Special Features • Spotlight on Success, p. 411 Apply, Review, and Assess • Checkpoint, pp. 408, 412 • Think About It, p. 412 • Make Academic Connections, p. 412

Annotated Instructor’s Edition Teaching Strategies • Passive Learners, p. 408 • Print Learners, p. 410 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 408, 412 • Reteach, p. 412 • Enrich, p. 412 • Close, p. 412

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

3

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 15.2 The Workplace Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Describe employer expectations for employees.

• Identify employees’ rights in the workplace.

Focus on Advertising • Selling Employer Expectations, p. 413 Teach • Employer’s Expectations, pp. 413–416 • Employees’ Rights, pp. 416–418 Cooperative Learning Activities • Teamwork, p. 418 Special Features • Net Bookmark, p. 417 Apply, Review, and Assess • Checkpoint, pp. 416, 418 • Think About It, p. 418 • Make Academic Connections, p. 418

Annotated Instructor’s Edition Teaching Strategies • Gifted Students, p. 414 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, p. 416, 418 • Reteach, p. 418 • Enrich, p. 418 • Close, p. 418

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

Advertising and Sales Promotion

4

Teacher: ______________________ Week of: ______________________ M T W Th F

Lesson 15.3 Leadership, Career Development, and Team Building Teaching Resources • Activities and Projects • PowerPoint Slides Goals • Identify leadership qualities and leadership tasks.

• Describe career development techniques.

• Explain the importance of teams and describe how they function.

Focus on Advertising • Beginning a Career in Advertising, p. 419 Teach • What Is Leadership, pp. 419–421 • Career Development, pp. 421–424 • Working on Teams, pp. 424–426 Cooperative Learning Activities • Teamwork, p. 426 Special Features • Cool Fact, p. 420 Apply, Review, and Assess • Checkpoint, pp. 421, 424, 426 • Think About It, p. 426 • Make Academic Connections, p. 426

Annotated Instructor’s Edition Teaching Strategies • Print Learners, p. 419 • Kinesthetic Learners, p. 423 Apply, Review, and Assess • Ongoing Assessment—Checkpoint Answer, pp. 421, 424, 426 • Reteach, p. 426 • Enrich, p. 426 • Close, p. 426 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lesson Plans

5

Advertising and Sales Promotion

Chapter 15

Teacher: ______________________ Week of: ______________________ M T W Th F

Review and Assessment

Teaching Resources Instructor’s Resource CD • Activities and Projects, Chapter 15 • PowerPoint Slides, Chapter 15 ExamView® CD • Test Bank for Chapter 15 CourseMate • Interactive eBook • Interactive Quizzes, Chapter 15 • Simulation Activities, Chapter 15 • Video Assessment, Chapter 15 www.cengage.com/school/advertising • Crossword Puzzle, Chapter 15 • Glossary • Flashcards, Chapter 15 • Net Bookmark, Chapter 15

Apply and Review • Chapter Summary, p. 428 • Vocabulary Builder, p. 429 • Test Your Knowledge, pp. 429–430 • Apply What You Learned, p. 430 • Make Academic Connections, pp. 430–431 Special Features • What Would You Do?, p. 431 • Reality Check, p. 432 Projects • Sharpen Your 21st Century Skills, p. 427 • Winning Edge—BPA Human Resource Management Event, p. 433

Annotated Instructor’s Edition Apply, Review, and Assess • Assess, p. 428 • Reteach, p. 428 • Enrich, p. 428 • Close, p. 431 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.