Motivation presentation for MBA STUDENTS

Ppt

1. Consumer Motivation
CHAPTER
FOUR

2. Learning Objectives
1.To Understand the Types of Human Needs and
Motives and the Meaning of Goals.
2.To Understand the Dynamics of Motivation,
Arousal of Needs, Setting of Goals, and
Interrelationship Between Needs and Goals.
3.To Learn About Several Systems of Needs
Developed by Researchers.
4.To Understand How Human Motives Are
Studied and Measured.
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3. Basics about Human Needs,
Motives and Goals
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4. Motivation as a Psychological Force
•Motivationis the
driving force within
individuals that impels
them to action.
•Needs are the essence
of the marketing
concept. Marketers do
not create needs but
can make consumers
aware of needs.
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5. Model of the Motivation Process
Figure 4.2
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6. Types of Needs
•Innate Needs
–Physiological (or biogenic) needs that are
considered primary needs or motives
•Acquired Needs
–Learned in response to our culture or
environment. Are generally psychological and
considered secondary needs
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7. Goals
•The sought-after results of motivated behavior
•Generic goals are general categories of goals
that consumers see as a way to fulfill their
needs
•Product-specific goals are specifically branded
products or services that consumers select as
their goals
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8. How Does this Ad Appeal to
One’s Goals?
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9. It Appeals to Several Physical
Appearance-related goals.
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10. Holiday Travel Plan
•How would you plan your next coming
holiday? Or think of any plan that you had
before.
•What factors influence your decision making?
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11. The Selection of Goals
•The goals selected by an individual depend on
their:
–Personal experiences
–Physical capacity
–Prevailing cultural norms and values
–Goal’s accessibility in the physical and social
environment
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12. Discussion Questions
•What are three generic goals you have set for
yourself in the past year?
•What are three product-specific goals you have set in
the past year?
•In what situations are these two related?
•How were these goals selected? Was it personal
experiences, physical capacity, or prevailing cultural
norms and values?
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13. Rational versus Emotional Motives
•Rationalityimplies that consumers select
goals based on totally objective criteria, such
as size, weight, price, or miles per gallon
•Emotional motives imply the selection of
goals according to personal or subjective
criteria
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14. Researches
•A recent study found that emotions arising from buying or
not buying, when facing an unintended purchase, impacts
the impressions of advertising viewed subsequently-first
kind preferred happiness appeals later preferred pride
appeals.
•Providing unique emotional experiences to customers is
crucial in keeping customers of services coming back and
recommending services to others.
•Swiss and US Chocolate
•“Blissful Ignorance Effect”
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15. Discussion Questions
•What products
might be purchased
using rational and
emotional motives?
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16. Dynamics of Motivation
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17. The Dynamics of Motivation
•Needs are never fully satisfied
•New needs emerge as old needs are satisfied
•People who achieve their goals set new and
higher goals for themselves
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18. Substitute Goals
•Are used when a consumer cannot attain a
specific goal he/she anticipates will satisfy a
need
•The substitute goal will dispel tension
•Substitute goals may actually replace the
primary goal over time
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19. Frustration
•Failure to achieve a goal may result in
frustration.
•Some adapt; others adopt defense
mechanisms to protect their ego.
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20. Defense Mechanisms-Table 4.2 (excerpt)
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Construct Items
AggressionIn response to frustration, individuals may resort to aggressive behavior
in attempting to protect their self-esteem. The tennis pro
who slams his tennis racket to the ground when disappointed with
his game or the baseball player who physically intimidates an umpire
for his call are examples of such conduct. So are consumer
boycotts of companies or stores.
RationalizationPeople sometimes resolve frustration by inventing plausible reasons
for being unable to attain their goals (e.g., not having enough
time to practice) or deciding that the goal is not really worth pursuing
(e.g., how important is it to achieve a high bowling score?).
RegressionAn individual may react to a frustrating situation with childish or
immature behavior. A shopper attending a bargain sale, for example,
may fight over merchandise and even rip a garment that another
shopper will not relinquish rather than allow the other
person to have it.
WithdrawalFrustration may be resolved by simply withdrawing from the situation.
For instance, a person who has difficulty achieving officer
status in an organization may decide he can use his time more
constructively in other activities and simply quit that organization.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

21. Arousal of Motives
•Physiological arousal
•Emotional arousal
•Cognitive arousal
•Environmental arousal
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22. How Does This Ad
Arouse One’s Needs?
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23. The Ad Is Designed to Arouse One’s Yearning
for an Adventurous Vacation by Appealing to
the Sense of Touch
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24. Philosophies Concerned with
Arousal of Motives
•Behaviorist School
–Behavior is response to stimulus
–Elements of conscious thoughts are to be ignored
–Consumer does not act, but reacts
•Cognitive School
–Behavior is directed at goal achievement
–Needs and past experiences are reasoned, categorized,
and transformed into attitudes and beliefs that acts as
predispositions focused on helping the individual satisfy a
particular need
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25. Types and Systems of Needs
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26. Types and Systems of Needs
•Abraham Maslow’s hierarchy of needs
•A trio of needs
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27. Maslow’s Hierarchy of Needs
Figure 4.10
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28. Contd..
•Sufficiently generic to encompass most
individual needs
•Dissatisfaction, not satisfaction motivates
behaviour.
•Cannot be tested empirically
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29. To Which of Maslow’s
Needs Does This Ad Appeal?
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30. Both Physiological and Social Needs
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31. To Which of Maslow’s
Needs Does This Ad Appeal?
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32. Egoistic Needs
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33. To Which of Maslow’s
Needs Does This Ad Appeal?
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34. Self-Actualization
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35. •I had a heart attack a
few years ago, and I was
told by my doctors that
I really needed to step
up the amount of
exercise that I get-my
life depends on this
club.
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publishing as Prentice Hall
35Chapter Four Slide
Eg

36. •I have been cycling a
long time, and I have
become quite
accomplished at it. I
wanted to be around
other people who could
fully appreciate my skill
level.
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publishing as Prentice Hall
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Eg

37. •I heard about this club
and thought that it
would be a great way to
meet people
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37Chapter Four Slide
Contd..

38. Contd…
•I used to bike alone, but
I had too many close
calls, where a driver
didn’t see me and
almost hit me. I decided
that it would be smarter
to join a club so that I
would be cycling in a
large group and be
more visible.
Copyright 2010 Pearson Education, Inc.
publishing as Prentice Hall
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39. A Trio of Needs
•Power
–individual’s desire to control environment
•Affiliation
–need for friendship, acceptance, and belonging
•Achievement
–need for personal accomplishment
–closely related to egoistic and self-actualization
needs
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40. To Which of the Trio
of Needs Does This Ad Appeal?
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41. The Affiliation Needs Of Young,
Environmentally Concerned Adults
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42. To Which of the Trio
of Needs Does This Ad Appeal?
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43. Power And Achievement Needs
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44. Needs and Military Recruitment
Slogans
•This is the Army
•Today’s Army Wants to Join You
•Accelerate Your Life
•I Want You
•Join the People Who’ve Joined the Army
•An Army of One
•The Few, the Pound, the Marines
•Let the Journey Begin
•Be All You Can Be
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45. Most Preferred Slogans
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46. Measurement of Motives
•Researchers rely on a
combination of
techniques
•Qualitative research is
widely used
•Projective techniques are
often very successful in
identifying motives.
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47. Projective techniques
•Metaphor analysis
•Story telling
•Picture drawing
•Photo sorts
•Thematic Apperception Tests
•Word Association
•Sentence Completion
•Third-person technique
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48. Motivational Research
•Term coined in the 1950s by Dr. Ernest Dichter
•Based on premise that consumers are not
always aware of their motivations
•Identifies underlying feelings, attitudes, and
emotions
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49. All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher. Printed in the United States of America.
Copyright © 2010 Pearson Education, Inc. publishing as
Prentice Hall
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