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cb: consumer behaviour
Consumer Behavior In Action 1st Edition Geoffrey Paul Lantos - Solutions
4. To learn about your own VALS2 type as well as those of your classmates and instructor.
3. To understand the nature of standardized psychographic research services and to gain experience in using the VALS2 segmentation system.
2. To create a psychographic profile for a consumer, as well as positioning and promotional strategies appealing to that buyer.
1. To comprehend the nature of psychographic (lifestyle) research and to be able to conduct your own psychographic study.
3. Discuss how marketers use consumer research to ensure that the desired brand image has been built in buyers’ minds via semantic differential attitude scales and through Freudian projective techniques. In what kinds of situations might the latter be more appropriate than the former for
2. Why have traditional standardized personality tests done a poor job predicting CB? How have consumer-relevant personality traits been more successfully applied to predicting buyer behavior?Describe some of these traits.
1. Describe the Hippocratic Temperament Survey and the Myers-Briggs Type Indicator Personality Inventory as well as the various personality types according to each. Explain how each of these personality inventories can be applied to CB.
6. To use brand image questionnaires to describe the personalities of some well-known brands.
5. To gain experience in conducting consumer research to measure both brand image and self-image using semantic differential scales and Freudian projective techniques.
4. To realize why standardized psychological personality tests are poor predictors of CB, and to recognize personality traits more directly related to buyer behavior that advertisements can appeal to.
3. To further learn about your own personality by taking some personality tests, allowing you to identify personal strengths on which to capitalize and weaknesses to try to rectify.
2. To understand the Hippocratic personality classification scheme, to discover your personality type using this taxonomy, and to apply it to brand image.
1. To become familiar with some of the major personality traits as well as several personality inventories that measure personality.
5. Outline the marketing mix elements that are most important to crafting a brand image, and explain how each can be used in brand image creation.
4. Describe the various sociocultural dimensions of brand image.
3. Explain the image congruence hypothesis.
2. What is brand image and for what types of products is it most important to product positioning?How do such products relate to the extended self?
1. What is the self and what are the two principal types of self? What is self-image, how does it relate to brand image, and which types of self-image are most relevant to brand image?
4. To conduct a critical self-assessment analyzing your personal brand image.
3. To become familiar with the sociocultural dimensions that constitute brand image, and to practice recognizing their use in ads and the use of marketing elements to create brand images.
2. To experience how marketers relate brand image to their target market’s self-image based on the ideas of the extended self and the image congruence hypothesis.
1. To understand the concept of self-image and its relevance to consumer brand marketing.
5. Describe each of the three major methodologies for motivational research, the types of situations in which each is best used, and the advantages and disadvantages of using each.
4. What are the problems inherent in survey research that can be overcome by using motivational research?
3. Cite and describe the other parts of the unconscious mind according to Freud, as well as marketing implications of each.
2. Describe each of the three elements of the Freudian motivational conflict system, how they interrelate, and marketing implications of each component.
1. What does Freud’s psychoanalytical theory suggest about the nature of human personality and motivation?
3. To become familiar with and practice using the motivational research techniques of in-depth interviews and focus group interviews, which are based on Freud’s psychoanalytical system.
2. To practice recognizing and evaluating ads using Freudian psychoanalytical components.
1. To understand the elements underlying Sigmund Freud’s psychoanalytical theory of personality and how marketers apply them.
6. Describe the major marketing strategies that are available to capitalize on opinion leadership.
5. Cite, describe, and explain the three sociological research approaches as well as the objective method for identifying OLs. What other methods besides sociological approaches can be used to identify OLs?
4. Describe the roles of gatekeepers and innovators in opinion leadership.
3. What is the difference between public OLs and private OLs? Between trickle-up and trickle-down social change? Between the one-step, two-step, and multistep flow of communication models?
2. What are OLs? Describe the different categories of OLs (purchase pals, surrogate buyers, market mavens, and innovators) and explain why OLs are important as part of the WOM communication process for new products.
1. What is WOM communication, what are its limitations from a marketing perspective, for what reasons is WOM important to marketers, and for what types of products is it most important?
5. To become familiar with, identify, and experience developing creative marketing strategies using WOM communication and OLs.
4. To learn about the different research techniques used to identify OLs in a local community and to gain practice in using one of those methodologies.
3. To understand the significance of opinion leaders (OLs) and the nature of the various information flows involving OLs.
2. To understand the types of goods and services for which WOM and opinion leaders are most influential on CB.
1. To become aware of the important role of WOM communication in new product adoption and diffusion.
6. Describe each of the five innovation characteristics that influence probability of adoption and diffusion and the marketing implications of each.
5. What are the marketing implications of the BAH and Robertson classification schemes?
4. Cite and discuss the three categories of innovations according to Robertson’s classification system regarding degree of behavioral change and perceived degree of product novelty. Which types of BAH innovations fall into each category?
3. Describe the two dimensions of product newness. Then, explain each of the six types of new products in the BAH classification scheme and how each can be described on these two dimensions.
2. What is an innovation? Why are innovations important to firms?
1. What is the relation between adoption and diffusion of innovations? Describe the diffusion process.
6. To practice analyzing products and ads in light of these new product classification systems and innovation attributes.
5. To reflect on your own purchase behavior as well as that of your peers in light of the classification schemes for new products and innovation attributes discussed in this exercise.
4. To become familiar with the characteristics of innovations that influence probability of adoption and diffusion: relative advantage, compatibility, complexity, trialability, and communicability.
3. To appreciate the relationship between the degree of innovativeness in the Booz Allen Hamilton new product classification system and Robertson’s scheme, and their implications for CB.
2. To understand how perceived product newness is influenced by the extent to which the innovation alters CB, as described by Robertson’s classification of innovations as continuous, dynamically continuous, and discontinuous.
1. To understand the relationship between perceived product newness and the likelihood of new product adoption and diffusion.
3. To have you design an ad which appeals to people who take on the family roles you do and who are in the same stage of the FLC as you are.
2. To help you recognize how advertisers attempt to influence you by appealing to your family roles and FLC stage.
1. To give you insight into how your family role structure and family life cycle (FLC) stage have influenced your and/or your family members’ buying behavior.
5. Briefly describe each of the stages in the Gilly and Enis modernized FLC model.
be accommodated in either the traditional FLC model or the Gilly and Enis modernized FLC model? What market opportunities arise from each of these trends?
4. Outline the important sociodemographic changes in family and household structures that have necessitated modifications to the Wells and Gubar traditional FLC model. How can each change
3. Briefly describe each of the stages in the Wells and Gubar traditional FLC model regarding de-mographics, needs, earnings, and spending patterns. Also, identify effective marketing strategies for appealing to typical families in each stage.
2. Describe the nature of FLC as a composite variable. What single variables make up FLC? What are the advantages of using a multi-item variable?
1. What is the family life cycle (FLC) and how do consumer marketers use it?
2. To become aware of changes in family composition and lifestyle, how they relate to the stages in both the traditional Wells and Gubar and modernized Gilly and Enis FLC models, and to see how these changes affect marketing efforts.
1. To become familiar with the stages in both a traditional and contemporary family life cycle (FLC)model; to describe the typical family in each stage in terms of demographics, needs, earnings, and spending patterns; and to identify effective marketing strategies for appealing to typical families
3. What are the target marketing and promotional implications of family decision making?
2. Describe each of the family decision-making roles, the stage in the consumer buying process that corresponds to each one, which family member(s) are most likely to assume each role, and how marketers can tap into each role.
1. In what sense is a family analogous to an organizational buying center?
3. To increase understanding of family purchase roles by considering the decision-making roles taken by you and other family members during your college-choice process.
2. To analyze how marketers portray and target multiple roles in a single ad for a family product.
1. To recognize the multiple decision-making roles that go into purchasing family and household products and how marketers appeal to each role.
5. What are the specific forms marketing expert power can take?
4. Describe two bases for referent power and the forms that ads using each can take.
3. Discuss two forms of legitimate power and their marketing uses.
2. Describe the different forms that coercive power takes and how marketers use them.
1. Describe five types of social power, the reference group influence process used, the type of behavior elicited, and the major ways marketers tap into each of them.
3. To gain experience using social power as a marketer.
2. To acquire insight into your own social groups and how they use social power to influence your behavior.
1. To understand and recognize the many sources and uses of social power in marketing.
2. Cite and explain the five characteristics of reference groups and explain how marketers can tap into them.
1. Cite and explain the three types of reference group influences, including the nature of influence, consumer objectives, perceived source characteristics, and behavior of influenced group members.Explain how marketers can tap into each type.
4. To provide perspective on the characteristics of your reference group and the influence processes it uses and how marketers capitalize on this influence.
3. To provide insight into how marketers use reference group characteristics to influence consumers.
2. To describe critical characteristics of reference groups: values, norms, roles, and socialization.
1. To observe and identify how marketers make use of the three types of reference group influences:informational, utilitarian, and value-expressive.
5. Describe the four classification criteria for social groups, the types of groups classified along these criteria, and which of these groups are most useful for marketers and how marketers use them.
4. For what types of products is reference group influence most potent?
3. Describe three general situations where reference groups influence CB.
2. What are reference groups and reference persons? What types of reference persons do marketers use?
1. What are the three key characteristics of a social group? How do social groups differ from social aggregates and social categories?
4. To investigate on your own reference groups and their influence on your CB.
3. To demonstrate how marketers can tap into the various types of reference groups in order to affect marketplace behavior.
2. To identify the different types of reference groups and their influence on CB.
1. To provide insight into how and when social groups affect buyer behavior.
4. What are the major limitations in using a multi-item index for measuring social class?
3. Describe the nature and use of multi-item indexes in general and, in particular, of Warner’s and Hollingshead’s social class indexes.
2. What are the three most commonly used single-item index variables for assessing people’s social class?In what circumstances is each most useful and for what types of products is each best employed?
1. Outline the major consumer research techniques used to measure social status.
3. To know the advantages of and to figure out the limitations and potential pitfalls in using a multiitem index to measure social class.
2. To be able to calculate an individual’s social status using both Warner’s and Hollingshead’s multiitem indexes.
1. To know and be able to explain the variables that contribute to determining an individual’s social class, why each factor is useful, and for which types of products each is most valuable.
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