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MARKETING COMMUNICATIONS (MC201) MEMORANDUM AND GUIDELINE OCTOBER 2011

PURPOSE OF EXAMINATION MEMORANDUM AND GUIDELINE The purpose of the paper and memorandum is to: Give students an indication of the nature, format and type of examination questions asked in the examinations; Provide students with guidelines as to how to approach the answer to questions posed in past examinations; Assist students in the revision stages of the specific module.

PLEASE NOTE: Examination questions do not always cover all aspects of the syllabus. Thus working through the past paper only is NOT regarded as sufficient preparation for the examination. Examination papers are not always structured the same way. The IMM GSM reserves the right to alter the format of its examination papers at any time without notice.

The IMM GSM examinations are set on a higher education level and the student should therefore not only illustrate an adequate understanding of theory, but must also illustrate clearly their ability to apply course concepts to the appropriate real world examples. In doing this, the students are expected to show independent critical thinking. Even though all markers assume that students will have a level of familiarity with the content of the learner guide as well as the prescribed textbook, students will be given recognition and marks for the factual and appropriate inclusion of facts, figures and insights in their answers obtained from their exploration of other valid academic sources. When answering questions the student is required to: Read each question carefully and thoroughly, in order to determine exactly what is required before attempting the answer. Allocate sufficient time to answer each question in proportion to the marks indicated on the examination paper. Number answers clearly and correctly. Provide answers in a legible handwritten format. Set out the answers in a structured format and formulate statements in full and coherent sentences. Show a level of mastery of the course content that is commensurate with the level of study at which the examination is written.

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References are to the prescribed textbook: Shimp, T.A. 2010. Integrated Marketing th Communications in Advertising and Promotion. 8 ISE. South Western College. QUESTION 1 1.1 Targeting: This question demands a more interpretive essay type of answer from a student. In essence, the question demands a well-considered and carefully formulated response in the aspects essential for the understanding of the overall integrated marketing communications concept. The case study at hand and the questions relating to it demand that the students are able to apply their knowledge of the subject matter to a real-life example by following the specific framework described in the prescribed textbook and learner guide. In the allocation of marks, it is important to evaluate the extent to which the student has grasped the implications of integrated marketing communications and how they should be applied in the formulation of a marketing communications plan. The following structure/framework should feature in the response of the student: 1.1.1 The targeting decision provides a clear-cut picture of the type of customers to whom the Sci-Bono Discovery Centre brand is most likely to appeal and who are most likely to support it. Students should use a combination of buyographic, demographic, geographic and psychographic characteristics in their approach to this section of the answer it should be evident in the answer provided that the student has the ability to use the four general characteristics and apply the theory behind each in selecting the most appropriate target audience that you would focus your marketing efforts on. For example: Most appropriate primary target market could be: o Demographics: All primary school children between the ages of 8 and 12 years o Geographics: Living in the Gauteng region o Behaviourgraphics: This target market loves to explore new things and to be aware of new innovations o Psychographics: Our target market will be people who like innovative solutions to stuff. According to the Yankelovich Mindbase segments our target market will fall in the I am Driven segment, etc. and according to the VALS categories they would fall within the innovators category who are change leaders and are the most receptive to new ideas and technologies. (Refer to Shimp 2010: Chapter 4) [100]

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1.2

Positioning:

1.2.1 Having identified the target market, the student now needs to consider how SciBono Discovery Centre should be positioned the challenge is to create a specific meaning for the brand vis--vis the positioning strategies of competing brands or products i.e. how would you position this against competitive brands such as Techno Girls or the MTN Sciencentre (soon to be the Cape Town Science Centre). Positioning refers to the brands meaning in the memories of consumers in comparison (against) to what they know and think about competitive brands. Consider positioning the Sci-Bono Discovery Centre brand as intuitive, exciting and exhilarating. The question to answer is whether this positioning statement reflects a competitive advantage vis--vis competitive brands (science centres) and will this motivate consumers to support the SciBono Discovery Centre or find alternative educational entertainment? Students should then devise a positioning statement by bringing in the theory of attributes product/non-product related positioning as well as benefits positioning functional, symbolic or experiential positioning, i.e. will you position Sci-Bono Discovery Centre based on the experience your consumers will experience by using the Sci-Bono Discovery Centre or will you position Sci-Bono Discovery Centre based on the symbolic association of being a Sci-Bono Discovery Centre supporter i.e. belonging to the Sci-Bono youth club? (Refer to Shimp 2010: Chapter 5)

1.2.2 Students should then describe the relevance of the CPM model for Sci-Bono Discover Centres positioning. This should be done based on the various stages that are affected by MarCom decisions, i.e. Stage 1 Stage 6. For example, Stage 1: Being exposed to information: The primary target audience (young schoolchildren between the ages of 8 and 12) are exposed to the Sci-Bono Discovery Centre communication messages in their schools diary. Stage 2: Paying attention: If the messages being portrayed in the communication media for Sci-Bono Discovery Centre are relevant and of interest to the primary target audience they may pay attention and be more likely to devote conscious attention to the marketing messages. These children may now see a lot more marketing messages at their school or in publications or other venues that portray the Sci-Bono Discovery Centre marketing messages. Stage 3: Comprehension of what is intended: The primary target audience will now start to understand and create meaning out of the symbols and stimuli being portrayed in the marketing messages of Sci-Bono Discovery Centre. The schoolchildren will now begin to understand what Sci-Bono Discovery Centre is about and what is on offer.

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Stage 4: Agreement with what is comprehended: This stage refers to when the school children now agree with what Sci-Bono Discovery Centre has on offer at this stage the schoolchildren will view the messages as credible, believable and decide whether these marketing messages are compatible with their values. Stage 5: Retention and search and retrieval of stored information: Both these stages involve memory factors and refer to the issues of what the Sci-Bono Discovery Centre target audience recognises and recalls about the marketing messages related to Sci-Bono Discovery Centre. (Refer to Shimp 2010: Chapter 5) 1.2.3 Students should then apply their knowledge of the five brand-related personalities to determine which of these five personalities are best portrayed by the Sci-Bono Discovery Centre brand. The intuitive, exciting and exhilarating positioning of Sci-Bono Discovery Centre could be associated with excitement a brand personality that scores high on being daring spirited, imaginative and up to date. The overall image of Sci-Bono Discovery Centre oozes imagination and innovation and is right on target with this brand personality. (Refer to Shimp, 2010, Chapter 2) 1.3 Objective setting

1.3.1 A marcom programme is created for a specified time period the student needs to decide what the time period should be for the Sci-Bono Discovery Centre marketing campaign. It would be advisable to consider looking at this as a specific campaign thus with a specific start and ending date. The student needs to identify the specific objectives that need to be accomplished for the Sci-Bono Discovery Centre campaign, e.g.: Objective 1: Within eight months from the beginning of the marketing communications campaign, research should show that the target audience has a 60% awareness of Sci-Bono Discovery Centre. Objective 2: Within six months from the beginning of the marketing communications campaign, research should show that there is a 50% uptake in membership to the Sci-Bono Discovery Centre by the targeted schools. (Refer to Shimp 2010: Chapter 6) 1.3.2 Hierarchy of marcom-effects Use Figure 6.1 in Shimp (2010) as your framework for this answer. 1. Unawareness to awareness schoolchildren have no clue what Sci-Bono Discovery Centre is about. 2. Creating an expectation the marketing messages will create an expectation with the target audience towards what Sci-Bono Discovery Centre is about and what is on offer at Sci-Bono Discovery Centre.

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3. Encouraging trial purchases this is to persuade the target audience to try out Sci-Bono Discovery Centre for the first time could be done by running a special promotion at a school a special science tour at the Sci-Bono Discovery Centre. 4. Forming beliefs schoolchildren may believe that the Sci-Bono Discovery Centre is the most awesome science centre to become more knowledgeable in terms of science and technology. 5. Forming attitudes the above-mentioned beliefs will ultimately lead to an attitude being formed about Sci-Bono Discovery Centre. 6. Reinforcing beliefs the more the target audience is exposed to subsequent marketing messages the stronger the reinforcement of their belief towards Sci-Bono Discovery Centre. 7. Reinforcing attitudes the more the target audience is exposed to subsequent marketing messages the stronger the reinforcement of their attitude towards Sci-Bono Discovery Centre. 8. Accomplishing brand loyalty as long as the Sci-Bono Discovery Centre satisfies the expectations of the target audience the more brand-loyal the target audience will become. 1.4 Effective and creative advertising messages:

1.4.1 Celebrity endorsement as a creative message approach could work extremely well with a brand like Sci-Bono Discovery Centre, especially if a celebrity is selected that is perceived as an idol in the schoolchildren 8-12 years market The various questions that need to be answered as part of this evaluation are as follows: 1. Celebrity and audience match-up will the target market positively relate to the suggested endorser? 2. Celebrity and brand match-up are the endorsers behaviour, values, appearance etc., compatible with the image desired for Sci-Bono Discovery Centre? 3. Celebrity credibility is the endorser credible in this instance? 4. Celebrity attractiveness a multifaceted approach. 5. Cost considerations how much will it cost to obtain the specific persons endorsement? 6. Working ease or difficulty factor is the persons endorsement easy to work with or not? 7. Saturation factor does this person endorse other brands? 8. The trouble factor what is the likelihood that the endorser will get into trouble after an endorser relation is established, i.e. the trouble Tiger Woods went through and the negative affect it had on his endorsements. (Refer to Shimp 2010: Chapter 9)

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1.4.2 Creative brief The students now must use the information they have selected in their previous answers to construct a creative brief to the creative team at Sci-Bonos advertising agency. (Refer to Shimp 2010: Chapter 8)
1.4.3 Students then need to explain the six alternative creative styles that play a role in the development of advertising messages through the use of practical examples of well-known advertisements to illustrate each of the different styles.

Unique Selling Proposition Creative Style Explanation with example Brand Image Creative Style Explanation with example Resonance Creative Style Explanation with example Emotional Creative Style Explanation with example Generic Creative Style Explanation with example Pre-emptive Creative Style Explanation with example 1.4.4 Selection: Brand Image Creative Style style of choice Sci-Bono Discovery Centre could use a specific theme-related campaign for its brand. (Refer to Shimp 2010: Chapter 8) 1.5 Marketing tools, media and media vehicles:

1.5.1 Marketing communication tools Determining the appropriate mixture of marketing communication tools is a complex decision that requires a combination of art and science. Tools that can be considered are numerous: Advertising, sales promotion, marketing-orientated public relations and event and case sponsorships. The student needs to determine what mixture he/she would apply based on budgetary resources, specific objectives, competitive activities as well as the specific target audience. Whatever the determining factors, the students selection of mixture of marcom tools should be continually evaluated. For example: Advertising as a marketing communications tool and then elaborate and explain why you have chosen advertising what are the functions of
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advertising, i.e. to inform consumers, to influence them, etc? It is not necessary to go into too much detail here in terms of the various advertising media and vehicles as these need to be covered in Questions 1.5.2 and 1.5.3 you do however need to explain why you have chosen advertising and you should have a clear split between traditional advertising media and Internet advertising media. Since your target market you have selected falls within the primary school children between 8 and 12 years you will be able to consider both traditional advertising (youth magazines and specialised publications, i.e. school magazines) and Internet advertising (possibly Facebook and Twitter campaign) as possible tools as both these tools will be able to reach your target audience. You could also consider the use of other advertising media, i.e. cinema advertising or sales promotions sponsoring science specific youth television programmes. You should also consider public relations and word-of-mouth as tools to use and explain why. Sponsorships can also be a great tool to consider i.e. sponsoring a national science competition targeting youth between the ages of 8 and 12 years old, i.e. national science Olympiad. (Refer to Shimp 2010: Chapters 12-19) 1.5.2 Marketing communication media and 1.5.3 Marketing communication media vehicles For each marcom tool the student must select three general media for the delivering of messages and pick two specific vehicles within each of these three media for reaching the target market. For example, with advertising as a marcom tool, students have available media categories such as online, television, radio, newspapers and magazines. In the area of sales promotions, media and vehicles can be thought of as the types of promotions selected to accomplish specific objectives during the campaign, i.e. sweepstakes, competitions, games and premiums are just some of the available options. It could be very appropriate to select couponing or sampling as options, as the product lends itself very well to handing out samples or providing coupons to prospective consumers. You may also consider special competitions or give-aways as possible options. The student should ensure that whatever media vehicles he/she has selected these must be best capable of reaching the target market and delivering Sci-Bonos positioning message. The vehicles selected under each media would delve further into the detail, i.e. if you have selected magazines as a media you then need to decide on what magazines would be most appropriate, i.e. specific youth publications are possible options. The same would then apply to radio, etc. (Refer to Shimp 2010: Chapters 11-20)

1.6

Advertising media:

1.6.1 Students should apply the principles of recency (the shelf-space model) to the Sci-Bono Discovery Centre Case Study. (Refer to Shimp 2010: Chapter 11)
IMM Graduate School of Marketing October 2011 Memorandum MC/MC201