I have already got the paper, but it is too short. You can write a new paper or add more pages by adding new innovation products or example to my paper. (The original paper is what I got)Please meet all requirement!Requirement: This assignment should be 2 pages long, not including any citations. In terms of format, it should be single-spaced on standard-sized paper (8.5″ x 11″) with 1″ margins on all sides.View the Youtube video below. It is a presentation by Pattie Maes, an MIT researcher in the field of Augmented Reality, who discusses how a person’s experience with their surroundings might be augmented with relevant digital information. (Note: View the initial 25 minutes before the Q & A session begins.)Sixth Sense – Pattie Maes at USI – Written AssignmentCome up with an idea for a new product that would provide relevant digital information to a person in some situation. Pattie Maespresented several examples in the video. Next, clearly explain the benefits your new product would provide to a group of consumers and how it would be better than what they currently use/do.Finally, discuss how you think the success of your new product would be influenced by each of the five characteristics of an innovation (i.e., relative advantage, compatibility, complexity, divisibility, and communicability). (Note: Review both Chapter 20 of the Kotler & Keller textbook and the grading rubric as you prepare your written assignment.)
original_paper.doc

graduate_corporate_social_responsibility_csr.pdf

write_rubric.pdf

graduate_ethics.pdf

chap20.ppt

Unformatted Attachment Preview

Running head: WRITTEN ASSIGNMENT
1
Written Assignment
Name
Institution
WRITTEN ASSIGNMENT
2
Written Assignment
The retail industry across the world is experiencing operational changes that are driven
by technological innovations that resulted in the establishment of online stores that make
shopping convenient for their consumer. The era of consumers leaving the comfort of their
homes or offices just to window shop or check the new collection of their retailers is gone. The
new one is characterized by the transfer of digital information to the consumer from a variety of
sources. This premise is the basis for the development of eSales Associate, which is a software
application that allows shoppers to search for information about their favorite products from
various retailers or stores. According to Maes (2014), today’s consumers and shoppers are
constantly searching for information through search engines while shopping online. The
statistical data showed that over 40 percent of these retail customers are eager to compare
information about products before making a purchase. Although she stated that the over 60
percent would purchase the product from the favorite retail store, there is a need for a product
that would assure them that they are getting the right value at the right price.
eSales Associate is a mobile application that provides information about a product from
three retail stores in a particular location. The interface on the smartphone of prospective or
existing consumers shows the product prices from the stores, product review, promotional offers,
and product testing. A major distinguish feature of this product is its capacity to aggregate
information from different retailers into a single user interface. The traditional practice of
download and installing the mobile app of several retailers so as to access the latest information
from them can cumbersome for less tech-savvy consumers. Also, the alternative provided by
search engines is similar since the consumer would need to check several websites to obtain the
information for making purchase decisions.
WRITTEN ASSIGNMENT
3
Kotler, Keller, Ancarani, & Costabile (2014) explained in their book on marketing
management that the adoption of an innovation by consumers is dependent on the five
characteristics of product diffusion namely: relative advantage, compatibility, complexity,
divisibility, and communicability. The relative advantage of eSales Associate is observable in its
capacity to aggregate all the information required by consumers on their favorite products into
one mobile application rather conventional system of utilizing several apps for the same purpose.
Regarding the element of compatibility, the fact that eSales Associate can run on Android,
Windows, and iOS makes it fit into the usage patterns of consumers without changing their value
system. Also, the compatibility of the desktop version of the application allows users to access
the product from all devices.
Thirdly, the chances of the adoption of eSales Associate by various categories of shopper
is further enhanced by its simplicity that makes it possible for consumers to type the name of the
preferred products into the compare section on the user-interface and retrieve the top five
information about the product. Also, the option that enables users to select the type of
information they require about the product eliminate the complexity associated with a similar
mobile application. Meanwhile, the ease of use, compatibility, and relative advantage of the
eSales Associate would create favorable product reviews that would increase its communicability
and divisibility potentials. As a conclusion, eSales Associate is the ideal product for improving
the shopping experiences of consumers without having to spend long hours in the stores trying
out products that are either too expensive or fail to meet their expectations.
WRITTEN ASSIGNMENT
4
References
Kotler, P., Keller, K. L., Ancarani, F., & Costabile, M. (2014). Marketing management 14/e.
New Delhi: Pearson.
Maes, P. (2014). Sixth sense. USI Events. Retrieved from

Graduate Corporate Social Responsibility (CSR) Rubric
Rubric ID: MSMCSR
NOTE: This rubric is for program assessment, not grading. If you will be grading the assignment, use a separate rubric. This will keep your grade for each
student as well as any comments you make to them private as we will only download results for program assessment rubrics specifically. Program
assessment rubrics must be completed and submitted in Blackboard for each student. Assessment results will be aggregated by program, location, and
delivery mode, so individual students or instructors are not identified.
Identifies the CSR
issues/dilemmas
Considers and identifies
CSR-focused stakeholders
3
Exceeds Expectations
Describes one or more CSR
issues/dilemmas in detail, to include those
beyond the obvious; identifies relevant
facts; and identifies and prioritizes
thoughtful alternatives.
Identifies and prioritizes the impacts on all
relevant CSR stakeholders, their various
perspectives; and identifies who should be
involved in the decision-making.
2
Meets Expectations
1
Below Expectations
Recognizes that there are CSR
issues/dilemmas, but only those CSR
issues/dilemmas that are obvious,
thereby, demonstrating a narrow
understanding.
Accurately identifies some key CSR
stakeholders, but demonstrates no, or
insufficient, awareness of whether, or
how, they should, or can, be involved in
the decision-making.
Identifies and applies at least one
appropriate CSR practice/framework.
Demonstrates no awareness that CSR
issues/dilemmas exists, or fails to identify
them with the necessary detail and specificity
to lead to subsequent and meaningful
analyses and decision-making.
Fails to identify relevant CSR stakeholders
and who should be involved in the decisionmaking.
Does not identify and/or explain any
appropriate decision for a course of action
from among alternative choices/options and
cannot explain a rational basis for the choice
of any action.
Does not identify any actions companies can
take
Identifies and applies
appropriate CSR
practices/ frameworks
and identifies
consequences of each
Chooses a course of
action
Identifies and applies various
practices/frameworks of CSR decisionmaking/analyses, identifies consequences,
and explains how these inform decisionmaking.
Formulates a decision; articulates a plan for
implementing that decision; and evidences
an understanding of the bases for his/her
decision.
Formulates a decision and articulates a
plan for implementing it.
Identifies CSR actions
companies can take
Identifies actions in at least two domains;
e.g., Strategy, Public Affairs, Legal,
Operations, Marketing, Accounting,
Finance
Identifies actions in at least one domain
Does not identify and/or apply any CSR
practice or framework for decision-making.
Directions for program assessment:
For student number ______
1. Read the essay/paragraphs/answers.
2. Using the program assessment rubric in Blackboard, check the box with the description that best describes the student’s contribution in
relation to expectations: exceeds=3; meets=2; below expectations=1.
3. A student’s total score will be the total of the values of the checked boxes.
4. A student earns a satisfactory score if the total value is 8 or higher.
Exceeds Expectations
Meets Expectations
Below Expectations
= 12-15 points
= 8-11 points
= 5-7 points
Graduate Written Communications Rubric
Rubric ID: GradWritten
NOTE: This rubric is for program assessment, not grading. If you will be grading the assignment, use a separate
rubric. This will keep your grade for each student as well as any comments you make to them private as we will
only download results for program assessment rubrics specifically. Program assessment rubrics must be completed
and submitted in Blackboard for each student. Assessment results will be aggregated by program, location, and
delivery mode, so individual students or instructors are not identified.
Purpose
Development
Organization
3
Exceeds Expectations
Clearly communicates
purpose
Clearly identifies and fully
develops all ideas/themes;
Includes supporting
details
Clearly and consistently
organizes ideas
2
Meets Expectations
Mostly communicates
purpose
Identifies and develops main
ideas/themes, but may lack
clarity or depth; Few
supporting details
Consistently organizes ideas,
but structure may be
formulaic or unsophisticated
For the most part, effectively
links ideas but transitions
may be unclear or ineffective
Uses vocabulary and style
that are mostly appropriate
to the audience; some words
may be used incorrectly
Transitions
Links ideas with smooth
and effective transitions
Style
Uses vocabulary and style
that appropriate to the
audience
Mechanics
Makes virtually no
grammar, punctuation, or
spelling errors
Makes few grammar,
punctuation, or spelling
errors; these are not
distracting to the reader
Quality of
Response
Reaches clear conclusions
supported with sound
reasoning or clear
response
Reaches and supports
conclusions or has a clear
response, but some detail
and/or reasoning not clear
1
Below Expectations
Fails to communicate
purpose
Fails to identify or
develop most
ideas/themes; no
supporting details
Does not organize ideas
Does not link ideas
Uses vocabulary or style
that are inappropriate to
the audience; words are
consistently used
incorrectly
Makes frequent
grammar, punctuation,
or spelling errors; these
are distracting to the
reader
Fails to reach or support
conclusions or have a
clear response
Directions for program assessment:
For student number ______
1. Read the essay/paragraphs/answers.
2. Using the program assessment rubric in Blackboard, check the box with the description that best
describes the student’s contribution in relation to expectations: exceeds=3; meets=2; below
expectations=1.
3. A student’s total score will be the total of the values of the checked boxes.
4. A student earns a satisfactory score if the total value is 10 or higher.
Exceeds Expectations = 17-21 points
Meets Expectations = 10-16 points
Below Expectations = 7-9 points
Graduate Ethics Rubric
Rubric ID: GradEthics
NOTE: This rubric is for program assessment, not grading. If you will be grading the assignment, use a separate rubric. This will keep your grade
for each student as well as any comments you make to them private as we will only download results for program assessment rubrics specifically.
Program assessment rubrics must be completed and submitted in Blackboard for each student. Assessment results will be aggregated by program,
location, and delivery mode, so individual students or instructors are not identified.
Identifies the ethical
issues/ dilemmas 1
Considers and identifies
stakeholders
1
3
Exceeds Expectations
Describes one or more ethical
issues/dilemmas in detail, to
include those beyond the
obvious; identifies relevant
facts; and identifies and
prioritizes thoughtful
alternatives.
Identifies and prioritizes the
impacts on all relevant
stakeholders, their various
perspectives; and identifies
who should be involved in the
decision-making.
2
Meets Expectations
Recognizes that there are ethical
issues/dilemmas, but only those
ethical issues/dilemmas that are
obvious, thereby demonstrating a
narrow understanding.
1
Below Expectations
Demonstrates no awareness that
ethical issues/dilemmas exists, or
fails to identify them with the
necessary detail and specificity to
lead to subsequent and meaningful
analyses and decision-making.
Accurately identifies some key
Fails to identify relevant
stakeholders, but demonstrates no, stakeholders and who should be
or insufficient, awareness of
involved in the decision-making.
whether, or how, they should, or
can, be involved in the decisionmaking.
This area reaches ethical sensitivity as well as Kohlberg’s stages of moral development as they relate to recognizing ethical issues/dilemmas.
Identifies and applies
appropriate
models/frameworks of
ethical analyses 2 and
identifies consequences
of each 3
Chooses a course of
action
Identifies and applies various
models/frameworks of ethical
decision-making/analyses,
identifies consequences, and
explains how these various
models inform decisionmaking.
Formulates a decision;
articulates a plan for
implementing that decision;
and evidences an
understanding of the bases for
his/her decision.
Directions for program assessment:
Identifies and applies at least one
appropriate model/framework.
Formulates a decision and
articulates a plan for implementing
it.
Does not identify and/or apply any
theoretical model/framework for
ethical decision-making and uses
more of an ipse dixit approach to
solving an issue, or applies one or
more models/ frameworks in
inappropriate ways.
Does not identify and/or explain
any appropriate decision for a
course of action from among
alternative choices/options and
cannot explain a rational basis for
the choice of any action.
For student number ______
1. Read the essay/paragraphs/answers.
2. Using the program assessment rubric in Blackboard, check the box with the description that best describes the student’s contribution in
relation to expectations: exceeds=3; meets=2; below expectations=1.
3. A student’s total score will be the total of the values of the checked boxes.
4. A student earns a satisfactory score if the total value is 6 or higher.
Exceeds Expectations = 10-12 points
Meets Expectations = 6-9 points
Below Expectations = 4-5 points
2
Embedded in this area is the opportunity to address and discuss the cognitive aspects of ethical decision-making, the developing disciplines of Cognitive
Psychology, Social Psychology, and other Psychology disciplines, and the contributions that they have made to understanding ethical decision-making and the
psychological impediments to ethical decision-making.
3
While not required, it is hoped that the student will also recognize the consequences of the different potential decisions on himself or herself i.e. what will
each choice do to his or her own character and integrity. These issues should be part of the classroom conversations.
Chapter
20
Managing Mass
Communications:
Advertising, Sales
Promotions, Events
and Experiences, and
Public Relations
Copyright © 2016 Pearson Education, Inc.
18-1
Learning Objectives
1.
What steps are required in developing an
advertising program?
2.
How should marketers choose advertising media
and measure their effectiveness?
3.
How should sales promotion decisions be made?
4.
What are the guidelines for effective brand-building
events and experiences?
5.
How can companies exploit the potential of public
relations?
Copyright © 2016 Pearson Education, Inc.
18-2
Developing and Managing
an Advertising Program
Copyright © 2016 Pearson Education, Inc.
18-3
Developing and Managing
an Advertising Program
• Setting the advertising objectives
• Deciding on the advertising budget
• Developing the advertising campaign
• Choosing media
• Evaluating advertising
effectiveness
Copyright © 2016 Pearson Education, Inc.
18-4
Setting the
Advertising Objectives
Informative
Persuasive
Reminder
Reinforcement
Copyright © 2016 Pearson Education, Inc.
18-5
Deciding on the Advertising Budget
✓ Stage in the product life cycle
✓ Market share and consumer base
✓ Competition and clutter
✓ Advertising frequency
✓ Product substitutability
Copyright © 2016 Pearson Education, Inc.
18-6
Deciding on the Advertising Budget
• Advertising elasticity
– Concave or S-shaped
Copyright © 2016 Pearson Education, Inc.
18-7
Developing the Advertising
Campaign
• Message generation and
evaluation
– Positioning of an ad—what
it attempts to convey about
the brand
– Creative brief
– Open
sourcing/crowdsourcing
Copyright © 2016 Pearson Education, Inc.
18-8
Developing the Advertising
Campaign
• Creative development and execution
– Advertising medium (television, print, and
radio advertising media)
Copyright © 2016 Pearson Education, Inc.
18-9
Developing the Advertising
Campaign
• Television ads
✓ Vividly demonstrates product attributes
✓ Persuasively explains consumer benefits
✓ Portrays usage imagery/brand
personality
✓ Product/brand can be overlooked
✓ Creates clutter
✓ Easy to ignore or forget ads
Copyright © 2016 Pearson Education, Inc.
18-10
Developing the Advertising
Campaign
• Print ads
✓ Provide detailed product information
✓ Flexibility in design and placement
✓ Can be fairly passive
✓ Newspapers popular for local ads
✓ In steady decline
✓ Poor reproduction quality
✓ Short shelf life
Copyright © 2016 Pearson Education, Inc.
18-11
Developing the Advertising
Campaign
• Print ad evaluation criteria
– Is the message clear at a glance?
– Is the benefit in the headline?
– Does the illustration support the headline?
– Does the first line of the copy support or
explain the headline and illustration?
– Is the ad easy to read and follow?
– Is the product easily identified?
– Is the brand or sponsor clearly identified?
Copyright © 2016 Pearson Education, Inc.
18-12
Developing the Advertising
Campaign
• Radio ads
✓ Occurs in the car and out of home
✓ Main advantage is flexibility
✓ Ads are relatively inexpensive
✓ Can be schedule to air quickly
✓ Effective when run in morning
✓ Can be extremely creative
✓ Can tap into the listener’s imagination
Copyright © 2016 Pearson Education, Inc.
18-13
Developing the Advertising
Campaign
• Legal and social issues
– Advertisers must not make false claims
– Must not use false demonstrations
– Must not create ads with the capacity to
deceive
– Must avoid bait-and-switch advertising
Copyright © 2016 Pearson Education, Inc.
18-14
Choosing Media
• Reach, frequency, and impact
Copyright © 2016 Pearson Education, Inc.
18-15
Choosing Media
• Total number of
exposures (E)
– Gross Rating Points
(GRP): E = R X F
• Weighted number of
exposures (WE)
– WE = R X F X I
Copyright © 2016 Pearson Education, Inc.
18-16
Choosing Media
• Choosing among major media types
Copyright © 2016 Pearson Education, Inc.
18-17
Choosing Media
• Place advertising options
Billboards
Public spaces
Product placement
Point of Purchase
Copyright © 2016 Pearson Education, Inc.
18-18
Choosing Media
• Evaluating alternate media
– Need to demonstrate reach/effectiveness
• Selecting specific media vehicles
– Media planner must choose most costeffective vehicles and must estimate audience
size, composition, media cost, and cost per
thousand persons reached
Copyright © 2016 Pearson Education, Inc.
18-19
Choosing Media
• Selecting media timing and allocation
Copyright © 2016 Pearson Education, Inc.
18-20
Choosing Media
• Selecting media timing and allocation
Continuity
Concentrated
Flighting
Pulsing
Copyright © 2016 Pearson Education, Inc.
18-21
Evaluating Advertising
Effectiveness
• Communication-effect research
– In-home tests, trailer tests,
theater tests, on-air tests
• Sales-effect research
– Historical approach
– Experimental data
Copyright © 2016 Pearson Education, Inc.
18-22
Sales Promotion
• A collection of incentive tools, mostly short
term, designed to stimulate quicker or greater
purchase of particular products or services by
consumers or the trade
Copyright © 2016 Pearson Education, Inc.
18-23
Sales Promotion
• Establishing objectives
– For consumers, retailers, and the sale force
Copyright © 2016 Pearson Education, Inc.
18-24
Sales Promotion
• Selecting consumer promotion tools
Copyright © 2016 Pearson Education, Inc.
18-25
Sales Promotion
• Selecting trade promotion tools
– Forward buying and diverting retailers
Copyright © 2016 Pearson Education, Inc.
18-26
Sales Promotion
• S …
Purchase answer to see full
attachment