【正文】 ob” training? Experience learned from previous positions in larger firms? Or is their understanding of the operation of advertising more of a “l(fā)earn as I go” process? In piling their data, can the students identify any mon elements? Can we draw any inference from or about advertising from the data? 2. In small groups, have the students create an advertising campaign for a product/ service of their choosing, including ad copy and creative execution (mockup print ads, a “home made” television mercial for example). This campaign should contain each of the elements of the chapter material and most importantly, define the 5Ms objectives. Each group then should be evaluated by the remainder of their class members as to how effectively their campaign achieved their stated advertising objectives. Individual Assignments1. It has been suggested that over 70 percent of all buying decisions are made in the store and as a result, pointofpurchase advertising has grown in its appeal. Students should give three examples of pointofpurchase advertising that they have recently e across (ads instore, personal selling by a cosmetic counter salesperson, etc.) and ment on the effectiveness to them of this type of advertising. Did they buy the product? Did the advertising annoy them? Moreover, in the role of a marketing executive, would the student remend spending part of their advertising budget on this form of media? 2. In the Marketing Memo entitled, Print Ad Evaluation Criteria, the author lists seven questions that should be answered in the affirmative concerning the executional elements of print advertising. Selecting two print advertisements, one that the students believe meet all or most of these criteria, and one that does not meet any or most of these criteria, students should ment on what works and what does not work and why. ThinkPairShare1. This assignment should be a favorite one for the students to plete. Breaking the class up into groups, assign a different television channel (cable and network) to each group. Have the students’ record all the television mercials shown during prime time for a particular night (say for a Thursday night). After watching the mercials, students should list their favorite ones, their not so favorite ones, and the ones that annoyed them the most. Have the students share their mercials with the other class members and see if the other members share the same opinion(s). Finally, in light of the advertising objectives presented in this chapter, can the students “pick out” the message of the ad? 2. Events, experiences, and sponsorship advertising is increasing. The chapter outlines eight reasons given for sponsoring events. Students should choose an event or sponsorship (recent activity on campus, attendance by students at an event etc.) and evaluate how effective they feel the event is/was towards achieving these eight objectives. Students should also be able to ment on why they feel that the sponsorship event did not achieve some of these stated objectives. MARKETING TODAY—CLASS DISCUSSION TOPICSPlace advertising is a broadly defined category that captures many different alternative advertising forms such as billboards, public places, product placement, and pointofpurchase. One of areas of responsibility for advertisers and their agencies is to ensure that advertising does not overstep social and legal norms. Yet firms are under increasing pressure to “get the message out”. Question: Is the recent trend and proliferation of “place advertising” (including rest rooms) running the risk of being socially irresponsible? Is “place advertising” an over step in social (and perhaps legal) norms? Will advertisers whose products continually use place advertising run the risk of consumer backlash because of “visual pollution”?ENDOFCHAPTER SUPPORT MARKETING DEBATE—Has TV Advertising Lost Power? Long deemed the most successful advertising medium, television advertising has received increased criticism as being too expensive and, even worse, no longer as effective as it once was. Critics maintain that consumers tune out too many ads by zipping and zapping and that is difficult to make a strong impression. The future, claim some, is with online advertising. Supporters of TV advertising disagree, contending that the multisensory impact of TV is unsurpassed and that no other media option offers the same potential impact. Take a position: TV advertising has faded in importance versus TV advertising is still the most powerful advertising medium. Pro: Marketing managers must begin with an identified target market and the strategic direction of the brand before choosing the advertising program. The selection of TV advertising as the medium should be as a function of: the mission, money, message, media, and measurement. In addition, the marketing manager must understand where the product is in its product life cycle and how the hierarchy of effects affects his products. If these factors are known then the marketing manager can decide if informative advertising, persuasive advertising, reminder advertising, or reinforcement advertising is necessary. Television through its multisensory impact is the best medium for these advertising conditions. In addition to the product’s life cycle, the products market share and consumer base, petition and clutter, advertising frequency, and product substitutability affects decisions to use TV. Properly designed and executed TV programs can improve brand equity by vividly demonstrating product attributes and persuasively explaining consumer benefits, portraying user and usage imagery, brand personality, and other brand intangibles. Critics of TV advertising may be focusing on the “messenger” rather than on the “message.” The proliferation of TV channels, technology (VCR and TIVO), has shown that marketers must be better at what they do rather than using TV to cure poorly planned or executed marketi