Advertising Management Course Guide

ADVERTISING MANAGEMENT

MKT 302
FACULTY GUIDE

ASSOCIATE OF ARTS IN LIBERAL ARTS

CENTER FOR ADULT AND PROFESSIONAL STUDIES

CENTENARY COLLEGE

COURSE DESCRIPTION

This course provides an in-depth examination of advertising strategies and tactics. Study focuses
on the key managerial implications and issues involved in selecting strategies. This course is
intended to provide the practical knowledge needed in advertising management, as well as the
theories behind the practices. Advertising Management provides understanding of these issues
facing managers today and builds a foundation for making these decisions.

TABLE OF CONTENTS

PROGRAM OVERVIEW ...............................................................................................................1

STUDY GROUP GUIDELINES.....................................................................................................2

EDUCATIONAL PHILOSOPHY AND PRACTICE .....................................................................3

INTRODUCTION
Introductory Notes to Instructors .........................................................................................4
Grading Guidelines ..............................................................................................................6
Undergraduate Letter Grade Equivalencies .........................................................................9
Topics ................................................................................................................................10
Course Objectives ..............................................................................................................11
Course Assessment Methods .............................................................................................11
Course Materials ................................................................................................................12

CLASS ONE..................................................................................................................................13
Objectives ..........................................................................................................................13
Assignments.......................................................................................................................14
Activities ............................................................................................................................15

CLASS TWO .................................................................................................................................19
Objectives ..........................................................................................................................19
Assignments.......................................................................................................................20
Activities ............................................................................................................................21

CLASS THREE .............................................................................................................................24
Objectives ..........................................................................................................................24
Assignments.......................................................................................................................25
Activities ............................................................................................................................26

CLASS FOUR ...............................................................................................................................29
Objectives ..........................................................................................................................29
Assignments.......................................................................................................................30
Activities ............................................................................................................................31

CLASS FIVE .................................................................................................................................34
Objectives ..........................................................................................................................34
Assignments.......................................................................................................................35
Activities ............................................................................................................................36

TABLE OF CONTENTS

STUDY GROUP ASSESSMENT PROFILE................................................................................38

STUDY GROUP EVALUATION FORM ....................................................................................42

CHARACTERISTICS OF HIGHLY EFFECTIVE TEAMS ........................................................43

TEAM MANAGEMENT STRATEGIES .....................................................................................44

CREATING AN OPENNESS FOR COMMUNICATION...........................................................45

PROGRAM OVERVIEW

Centenary’s Center Adult and Professional Studies (CAPS) is designed to make the world of
higher education accessible to a group of individuals who otherwise might not have an
opportunity to earn a college degree. It is designed to make efficient use of the working
professional’s time, with the courses being scheduled at times and places convenient to working
adults, and a majority of the instruction occurring through guided learning assignments and
activities, both individual and group. The curriculum is structured and sequential in nature, with
specific goals, learning activities, and learning outcomes explicit in every course and in every
degree program. The students in this division enter as cohorts and are accepted for the entire
program rather than individual courses. The courses themselves offer an appropriate blend of
theory and practice, liberal arts, and career activities.

Specifically, the Associate of Arts (AA) in Liberal Arts (with Business Preparation) is a lower-
level undergraduate degree program designed for the working adult. The curriculum focuses on
skills development in the areas of communication, mathematics, economics, critical analysis, and
basic management skills.

PROGRAM GOALS AND OBJECTIVES

1. To provide the adult student who is presently in the workplace with the opportunity to
enhance his/her career through the acquisition of relevant skills and the earning of an
associate degree.

2. To provide the adult student with the necessary components of Centenary’s general
education requirements, as well as required credits to qualify for the College’s Associate
of Arts degree.

3. To provide the adult student with the educational skills and level necessary for
continuation in a baccalaureate degree program.

4. To incorporate the goals and objectives of the College’s core curriculum.

ADVERTISING MANAGEMENT FACULTY—1

STUDY GROUP GUIDELINES

All undergraduate students within the Centenary Adult and Professional Studies (CAPS)
program are required to meet with study groups for the duration of the program. Study groups
work together on guided learning assignments and activities and support one another in the
process. The study group activities ordinarily require meeting times of at least four hours
weekly. Students will schedule these sessions at a time, method, and location that is mutually
convenient and conducive to learning activities. Study groups are expected to use email, chat
sessions, teleconferences, and face-to-face meetings each week to complete guided learning
assignments and activities. Each student is expected to contribute to the completion of all study
group assignments and activities.

Study groups as a tool are enthusiastically supported by CAPS. Research indicates that study
groups are extremely beneficial in helping students achieve learning outcomes. When students
accept that they can learn from one another, a system of trust and support emerges and the
learning process becomes interactive. Study group students meet outside of the required class
time to discuss and prepare assignments and to share learning resources. Each course generally
requires a group project in the form of a written and/or oral report, usually presented to the class
for discussion and critique. Grades are awarded reflecting the group’s ability to integrate each
member’s contributions.

It is the policy of the Division of Adult and Professional Studies administrative staff not to
interfere with the make-up or operation of any study group. Working together as an effective
unit is one of the goals of the program design.

STUDY GROUP PROTOCOL

1. Members develop perspectives and goals for the group as a whole.

2. Members develop effective work plans, meeting methods and schedules, assigned roles,
and standards of performance during the first week of class. These become the
foundation for accomplishing the course objectives and goals.

3. Members select a representative to act as liaison between the group and the instructor.

4. Members effectively manage conflict within the group and resolve problems.

5. Members share the workload equally.

6. Members build consensus and share in decision making.

7. Tasks are completed on time and meet established requirements.

8. Products of the group process (oral presentations, papers, etc.) are cohesive and present
the image of a unified single project rather than a collection of individual projects.


EDUCATIONAL PHILOSOPHY AND PRACTICE

The educational philosophy and practice of Centenary College recognizes the distinction
between the younger college student and the student who has assumed the adult responsibilities
of self-determination, financial independence, and professional development. The focus of
Centenary College studies, therefore, is on two critical learning objectives. The first of these is
shared participant responsibility for self-directed learning. Professional and personal growth
require that individuals develop the skills necessary to manage their own learning. Throughout
all Centenary College programs, participants are expected to seek answers to their questions,
identify and develop resources to address their concerns, and take charge of a majority of their
own learning, specifically through guided learning assignments and activities performed outside
of class time. For this reason, the programs are designed to provide the structure and support
necessary to encourage independence and self-direction.

The second objective is development of the interpersonal skills necessary for effective
participation in groups. Traditionally, the role of the student is relatively passive. The
educational model advocated by Centenary College, thus, demands active participation by
students in their educational process and places substantial responsibility on the learner. To this
end, study groups are an integral part of the Centenary College educational model. Study groups
function as mutual support mechanisms through which students learn more efficient problem
solving from the professional expertise of peers. At Centenary College, students learn from one
another by participating in the process of inquiry and active involvement in a study group.
Rather than deriving from a single source, learning encompasses multiple life experiences.

Study groups as a tool are enthusiastically supported by Centenary College students. Surveys of
graduates indicate that study groups are extremely beneficial in helping students achieve learning
outcomes. When students accept that they can learn from one another, a system of trust and
support emerges and the learning process becomes interactive. Study groups meet outside of the
required class time to discuss and prepare guided learning assignments and to share learning
resources. They communicate regularly via email, web chats, teleconferences, and face-to-face
meetings. Each course generally requires a group project in the form of a written and/or oral
report, usually presented to the class for discussion and critique. Grades are awarded reflecting
the group’s ability to integrate each member’s contributions.

Working adults seldom have sufficient time to devote to full-time, formal education. By sharing
the learning and responsibility in a study group, more information can be disseminated in less
time and talents and experiences can be shared. Thus, more content is covered in Centenary
College courses than would be possible through an individual effort. Study group members
make a commitment to work together and assist each other in meeting course objectives and
outcomes. Through the study group process, learning is enhanced because students have the
opportunity to analyze their experiences, and compare and contrast these experiences with
theories presented in the curriculum materials. Therefore, to better serve the needs of working
adult students, the Centenary College program has developed and instituted the study group
concept.


INTRODUCTION

INTRODUCTORY NOTES TO INSTRUCTORS

⎭ The ‘arrow symbol’ is used throughout this module to indicate ‘NOTES TO
INSTRUCTOR.’ In addition, you will note that the type style is italicized. The Faculty
Guide is an exact duplicate of the Student Guide with faculty notes added immediately
following the student information. Use the italicized guide type as your guide when
determining the material you have that is not in the student guide. When referring to the
material during class, you will find it more effective to avoid page numbers and indicate
the Class, Assignment number, etc.

Due to the accelerated nature of this course, students should be reminded that study
groups are a critical component. These groups of four to six students meet once a week
outside of class for a four-hour period. From time to time, students may need to meet
with you outside of class to receive feedback on their course assignments or to ask for
guidance concerning their group process and relationships.

One of the biggest problems in academia today is grade inflation. Many students believe
if they meet the minimum requirements for a course and attend class, they should receive
an A or at least a B. However, As and Bs should be rewards for exceptional and above
average work and should be given only if merited.

While students in this program are usually well motivated and conscientious, their adult
professional status should not automatically guarantee above average grades. Students
usually will perform better if they learn early on that the instructor’s expectations are
high and will not be compromised.

During Class One, students should be given in writing explicit breakdowns and
evaluation percentages for all course requirements and assignments. In addition to
written and oral requirements, you will want to inform students in writing how tardiness
and class participation will be weighted.

Suggested evaluation percentages are as follows:

Final Exam 25%
Comprehensive Group Assignment 25%
Written Individual Assignment 25%
Participation, including weekly questions 25%


INTRODUCTION

INTRODUCTORY NOTES TO INSTRUCTORS continued

⎭ These evaluation criteria correlate to the expected goal and assessment method for the
course. You may opt to change the percentage weightings, or to change the grading
criteria for your particular class. Since the grading criteria reflect a specified goal and
assessment method, they must be replaced with alternative criteria, which also would
measure that goal and assessment method.

Your selected grading criteria must be provided to the students in writing during Class
One.

Groups should be informed whether group exercises and cases will be graded
individually or as a group. It might be an interesting exercise for Class One to have the
class decide how groups should be graded. Students should be completely clear as to the
method for grading group work by the end of Class One.


INTRODUCTION

GRADING GUIDELINES

Each instructor determines the grading and examination policy for his/her classes. This policy
includes how the instructor arrives at the semester grade for each student, the proportion of grade
given for papers, tests, hourly exams, semester examinations, and/or other requirements of the
course. The instructor must include his/her grading policy on his/her syllabus or provide a
separate written grading statement to each member of his/her class(es). The following
procedures are meant to serve as guidelines for the instructor in the determination of his/her
grading policy and the processing of grades:

1. Grade distribution in a given course is not expected to adhere rigidly to one of the normal
curves of distribution. However, it is expected that in all courses, especially in courses of
an introductory nature enrolling a large number of students, there will be an approach to a
normal curve.

2. The grade in a course should be based on as broad a variety of assignments as possible—
quizzes, hour tests, book reports, term papers, short topical reports, laboratory reports—in
other words, as broad a spectrum of activities as are in keeping with the nature of the
field. Written assignments, which require analysis and organizational ability, should be
required in every course.

3. The grade of “A” in a course reflects outstanding work and must be reserved for those
few students who truly deserve it. NOTE: While a grade of “A+” may be given for
individual assignments and/or tests, only the grade of “A” is recognized by the College
on an instructor’s final grade roster.

4. The grade of “C” in a course reflects average work in both quantity and quality. The
instructor, in determining his/her grading standards, should keep this in mind.

5. While Centenary College does not endorse one method of grading over another, one
contemporary sample for conversion of numerical grades into letter grades is as follows:

A 100–93 C 77–73
A- 92–90 C- 72–70
B+ 89–88 D+ 69–68
B 87–83 D 67–63
B- 82–80 D- 62–60
C+ 79–78 F 59 & below


INTRODUCTION

GRADING GUIDELINES continued

6. A grade given in a course is considered to be final and may not be raised by repeating the
course at Centenary or elsewhere. However, when a course in which a student has
received a grade of “F” is repeated at Centenary, both the original grade of “F” and the
grade for the repeated course will appear on the student’s transcript, but the computation
of the cumulative average will be based on the grade received for the repeated course. If
a student finds it necessary to retake a course for the third time, the first “F” will not be
calculated in the cumulative average but the second grade and the third grade will be
averaged and all grades received in the course will appear on the transcript. If a student
who repeats a course receives a “W,” the original grade of “F” will prevail. If the student
retakes the course at another institution, the original grade of “F” remains in the
cumulative average. Exceptions to this policy are internships, independent study courses,
and practicum courses.

7. Students who fail to complete all course requirements on a timely basis due to specific
circumstances or events may petition the Program Director in writing for the grade of “I.”
An “Incomplete” is not computed in the grade point average. When the course is
completed, the cumulative average will be recalculated replacing the “I” with the value
for the grade received. A grade of “I” must be completed within three weeks from
the final meeting date of the course. If an “I” is not completed within this time frame, a
permanent grade of “F” will be recorded for the course and that “F” will be calculated in
the grade point average. The student will be required to repeat the course at his or her
own expense.

8. Students should understand that evaluation in the form of grading is viewed by Centenary
College as a contractual relationship between the instructor and the student. Therefore,
although students have the right to protest, actual changes in grades are rare and are at the
option of the instructor. The Program Director will intervene only in extreme
circumstances and, even then, only as an intermediary.

If a student believes that there is a concrete reason to protest a grade for a course, the
following procedures will be followed:

a. The student should contact the Office of Student Services and request a Grade
Appeal Form.

b. The student should complete the form and return it to the Office of Student
Services within 10 days of the receipt of the protested grade. A copy of the grade
appeal will be kept on file in the Office of Student Services, and a copy will be
sent to the instructor.

c. The instructor will respond to the grade appeal through the Office of Student
Services, which will notify the student in writing of the outcome of the appeal.

INTRODUCTION

GRADING GUIDELINES continued

9. Course grades are issued to students by the Registrar’s Office. Instructors may issue
course grades to students before the official grade records are released. In light of
increasing emphasis on the confidentiality of student records, instructors are urged to take
precautions so that the individual student is protected (i.e., his/her grades are not
accidentally or otherwise revealed to other students). Faculty are advised not to post final
grades or test results on their office doors, as this may breach a student’s right of
confidentiality.

10. The instructor must give the student an opportunity to discuss course examinations or
projects in class or in individual conferences in order to determine the reason for the
grade assigned. The same practice applies to course grades. The instructor may return
course examinations to students for discussion only under supervision and he/she is to
retain such examinations in his/her office files for a minimum of one semester.

11. At the end of the course, final grades are reported to the CAPS Registrar’s Office along
with the record of each student’s absences in the course.


INTRODUCTION

UNDERGRADUATE LETTER GRADE EQUIVALENCIES

A= Student illustrates excellent performance. Has unusually sharp insight into material and
initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes
logically and clearly. Integrates ideas previously learned from this and other disciplines
and anticipates next steps in progression of ideas.

Example: “A” work is of such a nature that it could be put on reserve for all students to
review and emulate. The “A” student is, in fact, an example for others to follow.

B= Student grasps subject matter at a level considered to be good to very good. Is an active
listener and participant in class discussion. Speaks and writes well. Accomplishes more
than the minimum requirements. Work in and out of class is of high quality.

Example: “B” work indicates a high quality of performance and is given in recognition
for solid work; a “B” should be considered a high grade.

C= Student demonstrates a satisfactory comprehension of the subject matter. Accomplishes
only the minimum requirements, and displays little or no initiative. Communicates orally
and in writing at an acceptable level for a college student. Has a generally acceptable
understanding of all basic concepts.

Example: “C” work represents average work for the student in the program or class. A
student receiving a “C” has met the requirements, including deadlines, of the course.

D= Student produces a quality and quantity of work in and out of class that are below
average and barely acceptable.

Example: “D” work is passing by a slim margin but is unacceptable if repetitive in
nature.

F= Student produces a quality and quantity of work in and out of class that are unacceptable.

Example: “F” work does not qualify the student to gain credit for the course. Course
work must be repeated.


INTRODUCTION

TOPICS

1. What is Advertising Today?

2. The Evolution of Advertising

3. The Economic, Social, and Regulatory Aspects of Advertising

4. The Scope of Advertising: From Local to Global

5. Marketing and Consumer Behavior: The Foundations of Advertising

6. Market Segmentation and the Marketing Mix: Determinants of Advertising Strategy

7. Research: Gathering Information for Advertising Planning

8. Marketing and Advertising Planning: Top-Down, Bottom-Up, and IMC

9. Planning Media Strategy: Finding Links to the Market

10. Relationship Building: Direct Marketing, Personal Selling, and Sales Promotion

11. Relationship Building: Public Relations, Sponsorship, and Corporate Advertising

12. Creative Strategy and the Creative Process

13. Creative Execution: Art and Copy

14. Producing Ads for Print, Electronic, and Digital Media

15. Using Print Media

16. Using Electronic Media: Television and Radio

17. Using Digital Interactive Media and Direct Mail

18. Using Out-of-Home, Exhibitive, and Supplementary Media


INTRODUCTION

COURSE OBJECTIVES

Upon completion of this course, students will be able to:

1. Examine global issues impacting advertising and the increasingly global nature of
advertising campaigns.

2. Discuss the role of diverse cultures in selecting and targeting ad campaigns.

3. Describe the role of advertising and how an advertising agency functions.

COURSE ASSESSMENT METHODS

While completing Advertising Management, students are expected to demonstrate measurable
outcomes of course objectives by:

1. Being able to analyze advertising campaigns and understand their relationship to the
marketing strategies behind them.

2. Discussing how advertising is developed, tested, and executed.

3. Examining ethical issues in advertising and developing their own code of ethics.


INTRODUCTION

COURSE MATERIALS

The following materials are required for Advertising Management:

TEXTBOOK:

Arens, W. F. (2006). Contemporary advertising (10th ed.). New York: McGraw-Hill.

ADDITIONAL MATERIALS:

It is strongly recommended that you stay current on world business and marketing news
by reading a major newspaper or periodical. The instructor will ask for your opinion and
analysis of world events. Trade publications such as Marketing News, Ad Week, and
Advertising Age are not highly technical and, therefore, make for interesting reading.
They will enhance your understanding of marketing.

Study Group Assessment Profile

Study Group Evaluation Form


CLASS ONE

OBJECTIVES

Upon completion of this class, students will be able to:

1. Define advertising from a marketing perspective.

2. Distinguish between advertising and other forms of marketing communication.

3. Explain the role of advertising in marketing communication.

4. Discuss milestones in the evolution of advertising.

5. Explain the impact of advertising on society.


CLASS ONE

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL:

1. Read Chapters 1–4 and Epilogue.

2. Prepare questions 2, 4, 6, 9, and 10 on page 26.

3. Prepare questions 2, 4, 5, and 10 on page 52.

4. Prepare questions 1, 2, 4, and 6–10, page 95.

5. Prepare questions 1, 4, 5, 7, and 8, page 132.

STUDY GROUP:

1. Prepare Ad Lab 1-A, page 11.

2. Prepare Ad Lab 2-A, page 50, Internet Exercises.

3. Prepare Ad Lab 3-B, page 76, questions 1–3.

4. Prepare Ad Lab 4-A, page 103, questions 1 and 2.


CLASS ONE

ACTIVITIES

ONE

The instructor will provide an overview of the course and review objectives, assessment
methods, and grading criteria. The discussion will include course assignments, their role
in meeting objectives, and the expectations of the instructor and the students. Study
groups will discuss and select the comprehensive case to be analyzed and presented.

⎭ This is the time to distribute the grading criteria for the course and to determine how
groups will be graded. Students should be reminded that assignments are due when
stated in their handbook. The importance of working in the cohort group should also be
stressed. These groups were formed in the introductory class, and should have remained
intact unless someone dropped out of the program. You should take some time to verify
the status of each group.

TWO

The instructor will facilitate a class discussion of the dimensions of advertising. As a
class, students will contribute their own experiences regarding the impact of these and
other concepts on marketing.

⎭ Chapter 1 provides a broad overview and can be handled briefly. Aside from the
students’ on-the-job experience, it is important here to encourage students that their
exposure to advertising will help them provide valuable input to class discussion.

THREE

The class will discuss assigned questions from page 26.

⎭ Discussion questions focus on class objectives and provide a way for students to
synthesize these concepts.

FOUR

The class will discuss Ad Lab 1-A.


CLASS ONE

ACTIVITIES continued

FOUR continued

⎭ This exercise could be considered an icebreaker as you get to know the class. As the
exercise calls for creativity, you may want to discuss why that is a good exercise in an
Advertising Management course. Although this course does not prepare students to be
copywriters or art directors, they do need to understand how to assess a creative
campaign. It is also good for them to understand how the “creatives” put a bit of
themselves into a campaign.

The Ad Labs will be featured as group projects throughout the module as they make
students consider some critical issues in advertising.

FIVE

The instructor will discuss Chapter 2.

SIX

The class will discuss the questions from page 52.

SEVEN


⎭ Everyone should be able to relate to deceptive advertising practices. This lab clarifies
the legal issues.

EIGHT

The instructor will discuss the ethical issue of puffery if time permits.

⎭ The book states that puffery is exaggeration and that it is legal. However, it does not
state that the legal intention, according to consumer packaged goods lawyers, is that the
exaggeration should be obvious, such as “sleeping on a cloud.” The problem seems to
be that recently many companies are pushing the limits: “Advil just works better.”


CLASS ONE


EIGHT continued

⎭ Of course, there are numerous ethical issues in advertising and promotions. The Ethical
Issues segments of the book provide a good way to facilitate class discussion of these
issues.

NINE

The class will present their conclusions from Ad Lab 3-B.

⎭ The purpose here is to get students to consider the ubiquitous legal ramifications that
advertisers deal with.

TEN

The instructor will facilitate a brief discussion of Chapter 3.

ELEVEN


TWELVE

The groups will discuss Ad Lab 3-B.

THIRTEEN

The instructor will facilitate a brief discussion of Chapter 4.

FOURTEEN



CLASS ONE


FIFTEEN


SIXTEEN

The class will discuss the group assignment: a thorough analysis of an advertising
campaign (to be presented in Class Four). The Epilogue about Visa is an example of
what the instructor will require.

⎭ Group projects should include in-depth research and analysis of course topics. Sample
projects include a comprehensive study of a major advertising campaign to be presented
in Class Four. You will want to ensure that the same project is not being selected by
more than one group. Written requirements for the projects should be distributed to the
students during this class. Your requirements should ensure that students demonstrate
course knowledge and provide analysis and opinions based on analysis. Students should
be aware of the grading criteria for the projects in advance.

SEVENTEEN

The class will discuss the individual assignment of the advertising plan (due in Class
Four). Appendix B will serve as a guide.

⎭ The individual written project should be assigned (due in Class Four). In designing this
project, the goal is to assess students’ knowledge and ability to express it succinctly in
writing. A suggested assignment is an advertising plan developed by the student. The
plan could be on a business the student creates or a real business that does not currently
have a sufficient advertising plan such as a family business or other small business.
Explain that the purpose of the assignment is for students to demonstrate their ability to
apply advertising strategy and programs. Encourage students to choose a business for
which they will enjoy creating strategy. Properly documented research should be
required.


CLASS TWO

OBJECTIVES


1. Explain the pros and cons of different methods of pre- and post-testing
advertising.

2. Explain top-down and bottom-up planning in advertising.

3. Plan for new competitive threat.

4. Discuss the methods and processes of budgeting in advertising.

5. Explain how a media plan helps accomplish a company’s advertising plan.

6. Explain reach and frequency.

7. Describe and be able to calculate gross impressions, GRPs, and cost per thousand.

8. Explain the different types of advertising schedules.


CLASS TWO

ASSIGNMENTS


INDIVIDUAL:

1. Read Chapters 7–10. In Chapter 7, focus on the material toward the end of the
chapter that deals specifically with advertising research rather than marketing
research in general. (As in marketing research, as well as the topics of Chapters 5
and 6, consumer behavior and segmentation were covered in Principles of
Marketing so your knowledge of these areas will be assumed.)

2. Prepare question 10 from page 230 for discussion.

3. Prepare questions 5–10, page 264.

4. Prepare questions 1–3, 5, 6, and 8–10 (page 300) for class discussion.

5. Prepare questions 1–3 and 7–10, page 334.

6. Work toward completion of the individual written assignment (due in Class Four).
The instructor will set aside time during class to answer questions.

STUDY GROUP:

1. Prepare Ad Lab 8-A, questions 1 and 2.

2. Prepare Ethical Issues, questions 1 and 2, pages 240–241.

3. Prepare Ad Lab 8-B, questions 1 and 2.

4. Prepare Ad Lab 9-A, questions 1 and 2.

5. Prepare Ethical Issues, questions 1 and 2, pages 274–275.

6. Prepare Ad Lab 9-B, questions 1 and 2.

7. Prepare Ad Lab 10-A.

8. Work toward completion of group project.


CLASS TWO

ACTIVITIES

ONE

The instructor will facilitate a discussion of advertising research from Chapter 7.

⎭ Focus on specific methods of testing advertising and the pros and cons points of each.

TWO

The instructor will discuss the questions from Chapter 7.

THREE

The instructor will discuss Chapter 8, IMC, and planning.

⎭ After discussing planning activity in advertising, you may want to re-open the topic of the
students’ individual assignments: the advertising plan. The class may have synthesized
more questions after this week’s reading.

FOUR

The discussion will focus on the questions for Chapter 8.

FIVE

The students will present Ad Lab 8-A.

⎭ You may wish to cite more examples from Trout and Reis’ books.

SIX

The groups will present Ethical Issues from pages 240–241.

⎭ Ascertain if anyone has experience seeing ads from other countries. Since comparative
advertising is illegal in most other countries, it provides an interesting point of
comparison.


CLASS TWO


SEVEN

The groups will present Ad Lab 8-B.

⎭ This lab provides a good opportunity to point out that although economic theories predict
a relationship between advertising and sales, there is a danger in charging those
responsible for advertising with delivering sales. Of course, there are three other “Ps.”

EIGHT

The instructor will discuss planning of media strategy.

⎭ This chapter provides media tactics and terms that are probably unfamiliar to the
students, so it may take a bit longer to cover than most. Make sure students understand
how to calculate gross impressions, GRPs, BDIs, and CDIs.

NINE

The instructor will discuss questions from Chapter 9.

TEN

The students will present Ad Lab 9-A.

⎭ New examples of “Off-the-Wall Media” pop up everyday. It might be fun to have
students think about where they will find ads next.

ELEVEN

The groups will present Ethical Issues from pages 274–275.

⎭ Agency commissions continue to be a major issue in advertising.

TWELVE



CLASS TWO


THIRTEEN

The instructor will outline Chapter 10.

⎭ You may wish to focus on direct marketing and sales promotion, as the discussion of
personal selling may be rather basic for these adult learners, many of whom are likely to
have knowledge of the sales function; however some students may have had limited
exposure to professional sales people. You may want to poll the class as to their opinion
about sales people. Those exposed to retail sales such as car sales people may have
extremely negative views. Help the class to see that this is a profession of problem
solving and not pushing whatever can be sold.

FOURTEEN

The groups will present Ad Lab 10-A.

FIFTEEN

Time will be provided for questions that students may have as they prepare their
individual and their group assignments.

⎭ Allot time for class and individual questions. Students should be encouraged to be
creative in developing these assignments.


CLASS THREE

OBJECTIVES


1. Explain public relations.

2. Describe the tools that public relations professionals use.

3. Describe how event sponsorship fits into IMC.

4. Explain the role of corporate identity advertising.

5. Explain the jobs of the creative team and their importance.

6. Describe the role of the creative brief.

7. Discuss the role of artists in the advertising business.

8. Explain the advantages and disadvantages of the different types of television
commercials.


CLASS THREE

ASSIGNMENTS


INDIVIDUAL:

1. Read Chapters 11–13.

2. Prepare discussion questions 1–10 from page 365.

3. Prepare discussion questions 1, 2, and 7–9 from page 403.

4. Prepare discussion questions 1, 3, 7, and 8 from page 437.

STUDY GROUP:

1. Prepare to discuss Ethical Issues from pages 340–341 (questions 1 and 2).

2. Prepare to present Ad Lab 11-A.

3. Prepare Ad Lab 11-B.

4. Prepare Ad Lab 12-A. Rather than focusing on a specific question, find some
examples of use of color and what tone it sets.

5. Prepare Ethical Issues from pages 390–391.

6. Prepare Ad Lab 12-C.

7. Prepare Ad Lab 13-A.

8. Complete Ad Lab 13-B.


CLASS THREE

ACTIVITIES

ONE

The instructor will facilitate a discussion on relationship building.

⎭ You may wish to cut this discussion short as the following review questions do a
particularly good job of covering the chapter.

TWO

The class will discuss the questions from Chapter 11.

THREE

The class will present Ethical Issues from pages 340–341.

FOUR

The class will present Ad Lab 11-A.

⎭ These questions should stimulate thinking and discussion regarding advocacy
advertising.

At this point in the course, students should feel entirely comfortable leading
presentations. It is up to you and the class to decide whether groups take turns
presenting group assignments or all groups pitch in for each assignment.

FIVE


⎭ This is a great opportunity to expose students to the insights of advertising pioneer and
prolific author on the subject, until his death in 1999, David Ogilvy.


CLASS THREE


SIX

The instructor will lead a discussion on creating ads and commercials.

⎭ You may want to ask students why they are studying the creative side of the advertising
business as they, clearly, are not training to be creatives. The answer is in order to
understand how the creatives achieve advertising goals through their work and that they,
as managers, may stand in judgment of this work. You may decide to require a creative
execution as an ungraded part of the advertising plan. This way, students can role-play
to understand the creative team’s position better.

SEVEN

The class will discuss the questions from Chapter 12.

EIGHT

The students will discuss Ad Lab 12-A.

⎭ Remind the students how much a part of a brand color can be, e.g. Coke, Kodak, and
Marlboro.

NINE

The class will present Ethical Issues from pages 390–391.

⎭ Does sex sell? What risks are there? It should be interesting to hear the various points
of view.

TEN

Ad Lab 12-C will be presented.

⎭ Urge the students to relate these fun activities to the various creative roles.


CLASS THREE


ELEVEN

The instructor will discuss Chapter 13 on creating ads.

⎭ You may want to select your own examples of various types of ads and commercials to
demonstrate the topics of the chapter.

TWELVE

The groups will present Ad Lab 13-A.

THIRTEEN

The discussion will focus on Ad Lab 13-B.


CLASS FOUR

OBJECTIVES


1. Describe the print production process.

2. Explain how radio and television commercials are developed.

3. Explain how to save money in production.

4. Describe the special effects in television.

5. Describe the advantages and disadvantages of magazine and newspaper
advertising.

6. Explain how rates are determined for various media.

7. Discuss the various sources of media data.

8. Describe the types of digital media and know the terminology associated with
them.


CLASS FOUR

ASSIGNMENTS


INDIVIDUAL:

1. Complete the advertising plan for submission.

2. Read Chapters 14–16.

3. Prepare questions 1, 2, 7, and 8 from page 474 for discussion.

STUDY GROUP:

1. Prepare to present the group project.

2. Prepare Ad Lab 14-A. Rather than considering the questions in the book, think
about characteristics of type that is appropriate and inappropriate for a resume and
explain why. How about a bridal store ad? Hardware store ad?

3. Prepare Ad Lab 14-B.

4. Prepare Ethical Issues, page 469.

5. Prepare Ethical Issues, pages 518–519.

6. Be ready to present Ad Lab 16-A.

7. Prepare Ad Lab 16-C.


CLASS FOUR

ACTIVITIES

ONE

The instructor will collect the advertising plans.

⎭ Depending on class size, you may want to set aside a few minutes to have each student
present a very brief summary of his or her projects. As they have been working on the
projects for a while, they may enjoy hearing what other students have been working on.

TWO

The groups will present their projects.

⎭ Time constraints should be enforced to assure that there is time for all students to present
as well as cover the rest of the activities.

THREE

The instructor will present a brief overview of production.

FOUR


FIVE

The discussion will focus on Ad Lab 14-A.

⎭ Encourage students to consider how type characteristics may not be consciously noticed,
but may set a mood in advertising. Students were asked to consider a resume, which
should be an example that everyone has been responsible for designing.

SIX

The class will discuss Ad Lab 14-B.

⎭ This lab can be handled quite briefly; however, it should open students’ eyes to the
subtle, yet important differences of film versus tape.

CLASS FOUR


SEVEN

There will be a presentation of Ethical Issues from page 469.

⎭ This Ethical Issues does should cause students to think about the potential manipulation
with special effects in advertising.

EIGHT

The instructor will present Chapter 15.

⎭ The students may be a bit “burnt out” after submitting their individual project and
presenting their group project, so it works well that the chapters for Classes Four and
Five are extremely practical. You can just use examples to review the terms of the
chapters. No review questions or Ad Labs were assigned from this chapter for just this
reason.

NINE

The instructor will facilitate a discussion of Chapter 16 on using electronic media.

⎭ Again, this is a practical chapter packed with how information is used with regard to
electronic media. Examples help you get right down to business.

TEN

The instructor will present Ethical Issues from pages 518–519.

⎭ Everyone should have an opinion about advertising to this vulnerable target.

ELEVEN

The class will present Ad Lab 16-A.

⎭ Students will better understand how ad rates for television are determined.


CLASS FOUR


TWELVE

There will be a review of Ad Lab 16-C.

⎭ This Ad Lab on radio rates is analogous to Ad Lab 15-A.


CLASS FIVE

OBJECTIVES


1. Discuss the various terms in digital advertising.

2. Explain the types of direct-mail advertising.

3. Describe the pros and cons of out-of-home advertising.

4. Explain the importance of exhibitive media in a company’s promotions mix.

5. Contrast the different types of supplementary media.

6. Explain the issues faced when considering a packaging change.


CLASS FIVE

ASSIGNMENTS


INDIVIDUAL:

1. Read Chapters 17–18. The focus of Chapter 17 should be the terms on page 573.

2. Solve discussion questions 3–5, 9, and 10 from page 603.

3. Review for the exam (if assigned).

STUDY GROUP:

1. Prepare Ethical Issues, questions 1–3, from pages 590–591.

2. Review for the exam (if assigned) and discuss what points you wish to cover
again with the instructor before the exam is given. Time will be set aside for this
purpose.


CLASS FIVE

ACTIVITIES

ONE

The instructor will facilitate a discussion of digital and direct-mail advertising.

⎭ Due to time constraints, focus should be on the terms of the chapter with which students
may not be familiar. Some terms, such as “search engine” are commonplace; however,
advertising terms such as “meta ad” may be less so.

TWO

The instructor will review Chapter 18.

⎭ Although Chapter 17 covers less glamorous advertising media, plan not to give it short
shift, as it is important, especially for small budgets of smaller companies.

THREE

The instructor will present Ethical Issues from pages 590–591.

⎭ This area provides more discussion on how best to protect children. If it is not taught in
advertising and considered by practitioners, of course, more legislation will be enacted
to consider it for the profession.

FOUR

The class will review for the exam.

⎭ Use whatever format you and/or the class prefer. Let them know how long they have for
the review and be sure to stick to it so there will be time for the test.

FIVE

The study group peer and instructor evaluations will be administered.


CLASS FIVE


SIX

The exam (if assigned) will be administered.

⎭ If you decide to give an in-class exam, be very aware of the time constraints. A suggested
format is a short case study of several essay questions that allow students to demonstrate
that they have digested and retained the material of the course.


STUDY GROUP ASSESSMENT PROFILE

A basic yet important step in team building is to assess the strengths of the team. The following
factors are all essential for an effective team. Take time to review these items, and circle the
appropriate number as you rate each item. Taking the assessment serves as an excellent team-
building tool for study groups.

1. PURPOSE/GOALS

Study group members know and understand the purpose and the goals of the study group.
All have had a chance to shape the purpose and to identify their own special passion for
work to contribute to the overall goals.

7 6 5 4 3 2 1
Highly Partially Completely
Characteristic Characteristic Uncharacteristic

2. OBJECTIVES

Study group members are involved in setting, reviewing, and evaluating objectives, both
individually and for the entire study group.

7 6 5 4 3 2 1

3. TASK DESCRIPTIONS

Study group members are clear about everyone’s expected contribution to the work.
People have tasks and responsibilities that best fit their expertise, natural talents, and
interests.

7 6 5 4 3 2 1



4. DECISION MAKING

Essential, relevant information is used to make decisions. Viewpoints are discussed in a
positive way that encourages everyone to contribute ideas and concerns.

7 6 5 4 3 2 1

5. AUTONOMY/INTEGRATION

Members are clear about the degree of autonomy they have to complete assignments;
study group works well in integrating contributions of all members.

7 6 5 4 3 2 1

6. COMMUNICATION

Members communicate in advance of major group assignments and projects. Members
of the group talk freely with each other, and regularly and openly discuss issues during
meetings.

7 6 5 4 3 2 1

7. INNOVATION

Members are encouraged to use creativity and accept the challenge to experiment in order
to develop useful new ideas for solving problems.

7 6 5 4 3 2 1



8. CONFLICT

Essential differences are openly discussed and worked through for thorough
understanding and sound resolutions.

7 6 5 4 3 2 1

9. QUALITY

The study group commits to high quality standards. Members are motivated to display
both individual and team excellent performance to achieve the study group’s goals.

7 6 5 4 3 2 1

10. TEAM DEVELOPMENT

Regular reviews of the study group’s performance are conducted, based on jointly agreed
upon criteria. Study group members receive realistic reviews of strengths and
weaknesses, resulting in improvement in each member’s personal effectiveness toward
the group’s goals.

7 6 5 4 3 2 1



11. COMMITMENT

Members exhibit a strong tie to a common goal in the success of the study group. Each
study group member makes the highest level of contribution, both in quality of work and
relationships.

7 6 5 4 3 2 1

12. TEAM SPIRIT

Cohesion and study group loyalty lead to mutual assistance and shared resources when
needed. People show respect and trust to all study group members.

7 6 5 4 3 2 1

Adapted from concepts in Spectacular Teamwork (Blake, Moulton and Allen; John Wiley and
Sons; 1987).


STUDY GROUP EVALUATION FORM

NOTE: This form is to be completed by each group member in confidence. The instructor
should also maintain confidentiality.

Group Name: ___________________________________

[1] [2] [3] [4] [5] [6]
Attended Demonstrated Fulfilled
Prepared Overall
Names Planning Voluntary Responsibility
Materials Evaluation
Sessions Cooperation in Class

1.

2.

3.

4.

5.

Your Name

0 = Lowest Evaluation 5 = Highest Evaluation

1. List the names of each group participant and your name, as indicated. Be sure to evaluate
yourself.

2. Scale 0 to 5 — To what extent did each member of the group attend the study group
sessions scheduled?

3. Scale 0 to 5 — Did each group member prepare materials as assigned?

4. Scale 0 to 5 — Did each group member participate in a positive manner with other group
members?

5. Scale 0 to 5 — Did each group member participate in class with all responsibilities
fulfilled?

6. Scale 0 to 5 — How would you rate the overall evaluation contribution of each group
member?

(Completed forms should be collected by the instructor and used in student evaluations.)


CHARACTERISTICS OF HIGHLY EFFECTIVE TEAMS

1. There is a clear, shared team vision.

2. The team sees itself as fitting into a larger system.

3. Work is managed against clear, well-defined goals.

4. Priorities are understood, agreed upon, and adhered to.

5. Processes are effective and efficient.

6. There is a balance of individual autonomy and interdependence.

7. People waste little time on rumor and gossip.

8. Risk and failure are accepted and learned from.

9. Innovation and experimentation are encouraged.

10. Members collaborate and spontaneously support each other’s work.

11. Decisions are made using the most appropriate style for the issue.

12. Problems are solved by the members with a stake in the issue.

13. Team is task focused and action oriented.

14. Team relationships are based on trust and respect.

15. Individual roles and responsibilities are well understood.

16. All contributions are recognized and rewarded.

17. Team atmosphere is congenial, comfortable, and fun.

18. Power is distributed to all team members.

19. Conflicts and differences are accepted, valued, and confronted.

20. Information about work assignments is shared fully.

21. There is confidence in each other’s commitment and ability.

22. Team members support each other’s challenge to grow.

23. Team members seek timely and accurate feedback about their work.

24. People listen carefully to each other and respond appropriately.

25. Team leadership keeps the team focused, inspired, and energized.


TEAM MANAGEMENT STRATEGIES

Stage 1. Startup: Directing, Task-Focused Behavior

Setting goals Establishing timelines
Writing job descriptions Preparing an agenda
Training for skills Testing abilities
Writing action plans

Stage 2. Evolving: Coaching, Mentoring Behavior

Observing trial activities Reviewing plans
Asking questions Listening
Encouraging Explaining benefits
Solving problems Demonstrating skills
Clarifying goals

Stage 3. Learning: Encouraging, Cheerleading Behavior

Listening to solutions Encouraging problem solving
Observing successes Creating rewards
Encouraging innovations Encouraging conflicts
Promoting achievements

Stage 4. Peak Performance: Delegating, Monitoring Behavior

Delegating decisions Rewarding successes
Encouraging growth Seeing new ideas
Tracking progress Developing alliances
Facilitating differences Finding new resources


CREATING AN OPENNESS FOR COMMUNICATION

If we want other people to be open and supportive of us and of our ideas, we can take steps to
create an environment that encourages people to talk honestly. At the same time, by our
language, tone, and body language, we can create a strong atmosphere of defensiveness.

SIX BEHAVIORS THAT GENERATE DEFENSIVENESS

1. Judging: You’re wrong.

2. Superiority: I’m right and you’re not.

3. Certainty: My mind’s made up. Don’t confuse me with facts.

4. Controlling: Let me tell you how to do your job.

5. Manipulation: I’m sure you’ll see it my way.

6. Indifference: You’re not important.

SIX BEHAVIORS THAT STIMULATE OPENNESS

1. Description: I see that the bolt is loose.

2. Equality: Why don’t we sit down together?

3. Openness: Let’s exchange points of view.

4. Problem-orientation: If we shed some light on the issue, we can resolve it.

5. Positive Intent: Let’s talk it out.

6. Empathy: I’ve had the same problem and it’s tough.


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