Marketing_Management_14th_Edition-min

DESIGNING AND MANAGING INTEGRATED MARKETING COMMUNICATIONS | CHAPTER 17 481
Models
|Fig. 17.2|
Stages
AIDA
Model a
Hierarchy-of-Effects
Model b
Innovation-Adoption
Model c
Communications
Model d
Response Hierarchy
Models
Cognitive
Stage
Attention
Awareness
Knowledge
Awareness
Exposure
Reception
Cognitive response
Sources: a E. K. Strong, The Psychology of Selling
(New York: McGraw-Hill, 1925), p. 9; b Robert J.
Lavidge and Gary A. Steiner, “A Model for Predictive
Measurements of Advertising Effectiveness,” Journal
of Marketing (October 1961), p. 61; c Everett M.
Rogers, Diffusion of Innovation (New York: Free
Press, 1962), pp. 79–86; d various sources.
Interest
Liking
Interest
Attitude
Affective
Stage
Preference
Desire
Conviction
Evaluation
Intention
Behavior
Stage
Action
Purchase
Trial
Adoption
Behavior
computer. A third sequence,“learn-do-feel,” is relevant when the audience has low involvement and
perceives little differentiation, such as with salt or batteries. By choosing the right sequence, the
marketer can do a better job of planning communications. 12
Let’s assume the buyer has high involvement with the product category and perceives high
differentiation within it. We will illustrate the hierarchy-of-effects model (the second column of
Figure 17.2) in the context of a marketing communications campaign for a small Iowa college
named Pottsville:
• Awareness. If most of the target audience is unaware of the object, the communicator’s task is
to build awareness. Suppose Pottsville seeks applicants from Nebraska but has no name recognition
there, although 30,000 Nebraska high school juniors and seniors could be interested in
it. The college might set the objective of making 70 percent of these students aware of its name
within one year.
• Knowledge. The target audience might have brand awareness but not know much more.
Pottsville may want its target audience to know it is a private four-year college with excellent
programs in English, foreign languages, and history. It needs to learn how many people in the
target audience have little, some, or much knowledge about Pottsville. If knowledge is weak,
Pottsville may select brand knowledge as its communications objective.
• Liking. Given target members know the brand, how do they feel about it? If the audience
looks unfavorably on Pottsville College, the communicator needs to find out why. In the case
of real problems, Pottsville will need to fix these and then communicate its renewed quality.
Good public relations calls for “good deeds followed by good words.”
• Preference. The target audience might like the product but not prefer it to others. The
communicator must then try to build consumer preference by comparing quality, value,
performance, and other features to those of likely competitors.
• Conviction. A target audience might prefer a particular product but not develop a conviction
about buying it. The communicator’s job is to build conviction and intent to apply among students
interested in Pottsville College.
• Purchase. Finally, some members of the target audience might have conviction but not quite
get around to making the purchase. The communicator must lead these consumers to take the
final step, perhaps by offering the product at a low price, offering a premium, or letting them
try it out. Pottsville might invite selected high school students to visit the campus and attend
some classes, or it might offer partial scholarships to deserving students.