The document summarizes two group activities carried out to practice creative communication techniques. In the first activity, the group brainstormed possible uses for jelly beans and generated a list of unconventional ideas. In the second activity, the group produced an image to convey the meaning of the slogan "it's worth the wait" by drawing a suggestive image of a chastity belt with bolt cutters. The document then analyzes how the activities demonstrated concepts like group roles, message strategies, the creative process, and effective communication. It discusses how the theories on integrated marketing communications applied to the tasks and outcomes.

1. ANTHI BALOUKESERLIS
Review of
Creative
Process
&

2. Group
Communicati
on
Introduction
Communication, is “the imparting or exchanging of information by speaking,
writing or using some other medium”. (Oxford Dictionary) However, in regards
to marketing, communication is the alpha and omega of determining success.
In our epoch, with technology enabling the ‘exchange’ of information,
marketers must pay close attention to detail in every aspect of communicating.
This involves thorough research in order to select the most suitable source to
convey the message and the most appropriate channels to make sure the receiver
‘gets the right message’.
In this review, the focus is on integrated marketing communications (IMC),
which is; the management process of integrating all marketing communications
(MC) activities across relevant audience points to achieve greater brand
cohesion. (Pickton, D & Broderick, A, 2005, p 26)
Some of the theories for successful communication will be analysed in view of
shedding light on how the various MC activities are integrated. This includes:
The marketing communications model, the hierarchy of effects model, Belbin’s
team role model and message strategies.
Two group activities were carried out; one involved generating ideas based on
an image and the other involved producing an image based on a slogan. Based

3. on the theories in this review, I will discuss how these activities were carried
out and what led to our final production.
To sum up the review, I will discuss my reflection upon what I have learnt and
how to successfully integrate MC activities so as to achieve optimal results.
STAGE 1 – COLLABORATION
The decision on who would participate in this project was rather simple. I
wanted to have a range of personalities and ages. I went to my friends’ house
(Bob and Jo) along with my daughter.
The group consisted of four members, including myself. Bob, 39 years old, is a
Market Analyst who works for the ANZ bank. Jo, 43 years old, is a Project
Manager who works for a private company in Richmond, specializing in the
commercial building industry. Georgie (my daughter), 18 years old, is a yr 12
Art student at Rosehill Secondary College and of course myself, 43 years old
who is an ex-English teacher and current student.
Thinking outside the box
The first task involved listing possible uses for a particular item. I was given a
picture of jelly beans. The group had to brainstorm ideas on what jelly beans
could be used for. This exercise took approximately 10 minutes as we felt the
need to justify our ideas at certain points during the procedure.
A picture is worth a thousand words

4. The second task involved communicating the meaning of an assigned slogan by
producing one image to capture the meaning as best as we could. I emphasised
that we were not allowed to use any letters, numbers or symbols on a keypad so
that we could focus on just a single image. The assigned slogan was ‘it’s worth
the wait’. It took us about 15 minutes before actually starting to draw an image.
STAGE 2 – COMMUNICATION ANALYSIS
Effective communication
The communication process is based on eight components:
The sender/source and the receiver/audience (major participants)
The channel/transmission device and the message (communication tools)
Encoding, decoding and feedback (functions and processes)
Noise (interfering extraneous factors)
Depending on the message, the source must be chosen carefully. The basic
source attributes are: credibility, attractiveness and power. For example, if a
message is aimed at teenagers or young adults, then an effective source would
be an attractive, young celebrity whom they (teenagers) could identify with. The
source is responsible for encoding communication. This involves translating the
message into words or images by putting information into symbolic form. For
example, using an image of balloons would convey a sense of fun, celebration
or party. In addition, the method of transmitting the communication from source
to receiver is important. For instance, it would be pointless trying to
communicate a message to teenagers via newspaper since teenagers rarely read
newspapers.
The choice of the receiver is a challenge since the process of decoding and
encoding the message must match in order for the communication to be

5. effective. The main approaches to targeting a receiver are: demographic, socio-
cultural, geographical and behavioural. For example, it would be ideal to take a
behavioural approach when marketing a fitness centre.
One of the most important processes is feedback. This involves the receiver
responding to the message being communicated. The source uses feedback to
determine the success of communication. Depending on the feedback, the
source will adjust the message so as to improve it.
Noise, in regards to communication, is any extraneous factor that interferes with
the message. For example, distortion on the radio or losing Wi-Fi signals when
viewing the web.
Semiotics, which studies the nature of meaning in all forms of communication,
is a major attribute in marketing. Semiotics plays a vital role in decoding a
massage. Consequently, when marketers produce an image to position their
product, they must consider how the receiver will interpret it. One contributing
factor to successfully conveying the meaning of a message would be to set aside
one’s Self-reference criterion (SRC). This is when one subconsciously responds
to a situation which reflects on his or her own values and beliefs. Some
messages may be offensive due to SRC and to avoid failures, cultural
differences must be taken into account. For example, an ‘ok’ sign in Australia
(formed with the thumb and forefinger) is appropriate for a tradesman to
advertise his services, however in Spain, it one of the most obscene gestures and
the meaning of the message would be totally misinterpreted. (Catoera et al.
2012)
Attitudes and Persuasion
In any type of communication, the objective is to inform, convince or persuade
the receiver. This can be achieved by using message strategies such as
cognitive, affective or conative.
The cognitive strategy uses logic to influence the receiver’s beliefs and
knowledge. This could be in a generic form – where the source does not make
any attempt to differentiate itself from competitors, pre-emptive form – where
the source makes a generic claim with an assertion of superiority, the hyperbole
– where the source makes an untestable claim based on some attribute or
benefit, the unique selling proposition – where the source distinctly
differentiates itself by making a claim based on its uniqueness and lastly, the
comparative – where the source makes a claim of superiority based on a

6. comparison to its competitors. For example, the ‘crimsafe’ ad (on the radio)
claims that if your security products are not ‘crimsafe’ then you are not
protected from criminals.
The Affective strategy invokes feelings or emotions to increase the likeability of
a product. This could be in an emotional form – where the source aims to reach
the consumer through emotions. Emotions can be positive or negative; joy,
excitement, compassion or fear, guilt, disgust and regret. For instance, a
pharmaceutical company might advertise an ointment for cold sores by
projecting an image of a hideous, inflamed sore on a person’s lip, creating a
feeling of disgust. Another form could be resonance – where the source relates
itself to life experiences. For example, most insurance companies show
instances of accidents to market their products.
The conative strategy is aimed to cause a type of action or response. It could be
an action inducing form – where the source calls the receiver to respond to its
product during or after use, or promotional support – where the source calls the
receiver to take immediate action. For example, handing out free samples of a
product in a shopping mall would call for customers to accept and try the
product or reject it.
The method of persuasion is interdependent on the message being conveyed and
the right audience. For example there would be no point in trying to persuade an
Indian to buy a meat pie since most Indians do not eat beef.
Group influences and roles
ICM involves bringing together all the marketing communications activities.
Therefore, it is fair to conclude that more than one person is involved.
According to Belbin, successful management teams depend on certain roles.
The roles are as follows:
Role Characteristics
Shaper Highly motivated, like to challenge lead and push others,
headstrong, thrive on pressure and generate action
Plant Highly creative, introverted, autonomous, react strongly to
criticism, great for innovating and solving complex problems
Co-
ordinator
Mature, trusting, confident, calm, ability to pull a group together
and delegate, spots new talent, great as team leaders
Monitor
Evaluator
Serious minded, prudent, cynical, slow deciders, critical thinkers,
take into account all factors to make judgements, good analysts
Resource Natural negotiators, great communication skills, resourceful,

7. investigator inquisitive, ready to see possibilities of anything new
Implementer Well organised, practical, reliable, hardworking, self-disciplined,
will carry out necessary task regardless of feelings
Team
worker
Perceptive, diplomatic, flexible, adaptive, good listeners, avoid
conflict, supportive, encourages contribution from team members
Completer
Finisher
Reluctant to delegate, dislike carelessness, pay attention to detail,
follow through tasks, like to be accurate and focused
Specialist Pride themselves on having technical skills and knowledge,
priorities are to maintain professional standards, very committed,
are good at making decisions involving in-depth expertise.
R Meredith Belbin, Management Teams: Why They Succeed or Fail
(Butterworth Heinemann, 2nd
ed, 2004)
In IMC, due to the nature of the task, group work is essential for success. Each
member has a certain role which contributes to the group as whole.
The creative process
Creativity involves producing something new and a ‘process’ involves steps.
Hence the creative process is simply defining the steps taken to produce
something new.
Initially, the first step in a creative process is to generate ideas. According to
Kotler (2008) some techniques used to achieve this are:
Attribute listing – where people list the major attributes of an existing product
and then modify the each attribute in search of a new product.
Forced relationships – where several objects are considered in relation to each
other.
Problem/need identification – where consumers are asked about needs,
problems and ideas.
Brainstorming – where a group is given a specific topic (related to the
problem/need) and allowed to suggest any idea, sensible or silly.
Synectics – where a group is given a broad topic (related to the problem/need)
and general ideas are generated initially then once the group has ‘run out of’
ideas the topic is more specified and more ideas are generated.
Another step in the creative process is producing a creative brief. This is
basically a statement of intentions outlining the message theme to be marketed
as well as other pertinent information. ( Clow, K & Baack, D, 2007 p 219)
A creative design is also mandatory in the creative process. There are
theoretical frameworks such as: the means-end theory, the hierarchy of effects
theory and the verbal or visual elements. In this review I will focus on the

8. hierarchy of effects; Awareness – Knowledge – Liking – Preference –
Conviction – Actual purchase. ( Clow, K & Baack, D, 2007 p 204)
All the steps in the creative process play a vital role in getting the message
across.
STAGE 3 – RESULTS
Exercise 1 – List all the possible uses for jelly beans
(The creative process)
When carrying out this activity, the techniques used for generating ideas was
attribute listing, brainstorming and synectics. (Kotler P, 2007 )I addressed the
group with a picture and said, ’we have to list all the possible uses for jelly
beans’. The immediate response was to list the uses already known such as: to
eat, lick, for art and as a reward. Then the brainstorming technique came into
effect after I suggested a possible use could be to decorate. The group started
coming with ideas that are not known to us, no one was criticising or evaluating
and we all welcomed every idea. At this stage, some of the ideas mentioned
were: for counting, to teach colours and as a weapon. After we ran out of ideas,
I mentioned that the uses did not have to make sense just be possible –
synectics. That’s when most of the ideas came flowing through.
(Group influences and roles)
Initially, the roles in the group were not defined. I was the coordinator and the
shaper. I pulled the group together and was highly motivated. Georgie was the
plant and team worker, introverted and a good listener. Jo was the monitor,
making shrewd judgements and Bob was the Completer and specialist, trying to
make sense of things and showing his professionalism. However, during the
process the roles shifted. Jo became the coordinator, the shaper and the resource
investigator. She kept the group motivated and came up with the most ideas.
(Attitudes and persuasion)
The message strategies used in exercise 1 were initially cognitive. We all listed
the possible uses for jelly beans using logic and knowledge. Then Jo used the

9. affective strategy, trying to persuade us that jelly beans can be used as toe
separators and as ear plugs. Her tone of voice and body language made us all
excited about this use that no one else thought of. In the hierarchy of effects, the
message had shifted from awareness and knowledge to liking and even
preference.
(Effective communication)
Jo and Georgie, both having studied art, were credible sources. Bob and I
trusted that the ideas they came up with were due to their knowledge in
creativity. Jo encoded the message, by moving around and showing us what she
meant. This resulted in us in decoding the message correctly and adopting the
idea.
This is the list we came up with, in alphabetical order.
Exercise 1 - Possible uses for jelly beans
Jelly beans can be used:
 As a cigarette substitute
 As a curtain
 As a decoration
 As a flavour additive
 As a fly repellent
 As a gift
 As a gravel replacement
 As a mixer for alcoholic beverages
 As a reward/incentive
 As a weapon
 As an aroma
 As beads on an abacus
 As buttons
 As earplugs
 As jewellery
 As medicine (diabetes)
 As toe separators
 As weights
 For bouncing
 To block a bleeding nose
 To count
 To eat
 To exercise mouth
 To fill in time

10.  To illustrate
 To level an uneven table
 To lick
 To lure
 To make a cocktail
 To make a collage or a picture
 To manipulate
 To teach colours
Exercise 2 – Produce an image which captures the meaning of ‘it’s worth the
wait’
(Group Influences and roles)
By the time we got to the second exercise, our roles in the team were more
defined. Jo was the Coordinator and shaper. She delegated and decided that
Georgie should draw the image and influenced the whole group on what the
final product should be. For example, we started off by suggesting a cue of
people waiting for an ice-cream. Then we went on to anything relating to a cue
of people when Jo suddenly shouted ‘a chastity belt’. I’m not sure if it’s the way
she said it or the actual idea that was convincing, but we all got very excited.
(Attitudes and persuasion)
The message strategies used in activity 2 were affective. The resonance
approach was used. The image of a chastity belt conveyed a message that we
could all relate to from past experience. Virginity, in most societies, is
considered sacred and losing it is something quite personal but worth waiting
for. We subconsciously used sex to appeal to our audience as it has a powerful
effect when used appropriately. However, as we all thought it was a bit too
serious, we added the bolt cutters. Without consciously meaning too, the
message became more memorable. Contradicting the meaning, ‘it’s worth the
wait, but it’s so good that if you can’t wait, we’ll find a way around it’.
(The creative process)
Brainstorming was the technique used in this activity. We all thought out aloud
and hoped one of our ideas would be adopted. Every idea sparked off other
ideas until we decided on the final image. In the hierarchy of effects we were
funnelled into the point of conviction. In actually designing the message, we

11. used dramatization where we presented a problem and a solution using a high
level of suspense.
(Effective communication)
The source we used to communicate the message was affective. A chastity belt
on a youthful body is something that most people can identify with. We were
most careful about what to include and omit. The semiotics we decided on
including, were: hearts to depict love, a youthful body to illustrate innocence,
bolt cutters to depict evil and of course the chastity belt to depict forbidden
temptation. We were going to include a cue of young men but thought it might
be offensive to males and the lesbian/gay audience. We also decided not to draw
a head as it would limit the message and imagination.
This is the image we produced.
Exercise 2 - An image which captures the meaning of ‘it’s worth the wait’.

12. Conclusion

13. I was fascinated at how the theories I had read in the literature linked to the
activities we carried out. Especially at how the techniques used to generate
ideas determined the message we aimed to communicate.
The importance of integrating all the marketing activities became noticeable as
the group drew upon a decision. The fact that we collaborated and completed
the task effectively was due to the maturity of the group members and collective
team work.
I have learnt that in order to succeed in IMC all aspects of marketing must be
taken into account and that they are all interdependent.
References
R Meredith Belbin, Management Teams: Why They Succeed or Fail
(Butterworth Heinemann, 2nd
ed, 2004) viewed 22 April 2014
http://www.sheffield.ac.uk/polopoly_fs/1.18832!/file/8-Horn-Team-roles-
handout.pdf
Catoera, P.R, Sullivan Mort, G, Weerawardena, J, D’Souza, C, Taghian, M,
Graham, J,L, 2012, International Marketing, 2nd
Edn, McGraw-Hill Australia
Pty Ltd, North Ryde, NSW.
https://faculty.fuqua.duke.edu/~moorman/GeneralMills/Section3/Section3Docu
ments/Synectics-Kotler.pdf
1. Neil Kotler and Philip Kotler, Museum Strategy and Marketing: Designing
Missions, Building Audiences, Generating Revenue and Resources, Jossey
Bass, 2008.