Motivation and Values Chapter 4 Copyright 2008 Pearson Education Canada

4-2 Motivation and Values The forces that drive us to buy/use products… –Are usually straightforward –Can be related to wide-spread beliefs –Are emotional and create deep commitment –Are sometimes not immediately recognizable to us

Copyright 2008 Pearson Education Canada 4-3 The Motivation Process Motivation: the process that leads us to behave they way we do –Need creates tension –Tension creates drive to reduce/eliminate need –Desired end state = consumer’s goal –Products/services provide desired end state and reduce tension

Copyright 2008 Pearson Education Canada 4-4 The Motivation Process (Cont’d) Need = discrepancy between present state and ideal state –Discrepancy creates tension –Drive: the larger the discrepancy, the more urgency felt

Copyright 2008 Pearson Education Canada 4-5 Motivational Strength Degree of willingness to expend energy to reach a goal –Biological vs. learned needs –Drive Theory –Expectancy Theory

Copyright 2008 Pearson Education Canada 4-6 Motivational Direction Most goals can be reached by a number of routes… –Marketers: products/services provide best chance to attain goal Needs vs. wants –Want: particular form of consumption used to satisfy a need

Copyright 2008 Pearson Education Canada 4-7 Types of Needs Biogenic Psychogenic Utilitarian Hedonic

Copyright 2008 Pearson Education Canada 4-8 Motivational Conflicts Goal valence –Positively valued goal: approach –Negatively valued goal: avoid Deodorant and mouthwash Positive and negative motives often conflict with one another

Copyright 2008 Pearson Education Canada 4-9 Motivational Conflicts (Cont’d) Approach-Approach –Two desirable alternatives –Cognitive dissonance Approach-Avoidance –Positive and negative aspects of desired product –Guilt of desire occurs Avoidance-Avoidance –Facing a choice with two undesirable alternatives

Copyright 2008 Pearson Education Canada 4-10 Classifying Consumer Needs Murray’s 20 psychogenic needs –Thematic Apperception Technique (TAT) Specific needs and buying behaviour –Need for achievement –Need for affiliation –Need for power –Need for uniqueness

Copyright 2008 Pearson Education Canada 4-11 Levels of Needs in the Maslow Hierarchy

Copyright 2008 Pearson Education Canada 4-12 Discussion Devise separate promotional strategies for an article of clothing, each of which stresses one of the levels of Maslow’s hierarchy of needs.

Copyright 2008 Pearson Education Canada 4-13 Consumer Involvement We can get pretty attached to products… –“All in One” tattoo on consumer’s head –Lucky magazine for women Involvement: perceived relevance of an object based on one’s needs, values, and interests –The motivation to process information

Copyright 2008 Pearson Education Canada 4-14 Inertia and Flow State Inertia: consumption at the low end of involvement –We make decisions out of habit (lack of motivation) Flow state: true involvement with a product –Playfulness –Being in control –Concentration/focused attention

Copyright 2008 Pearson Education Canada 4-15 Inertia and Flow State (Cont’d) Flow state (cont’d) –Mental enjoyment of activity for its own sake –Distorted sense of time –Match between challenge at hand and one’s skills

Copyright 2008 Pearson Education Canada 4-16 Cult Products Command fierce consumer loyalty, devotion, and worship –High involvement in a brand –E.g., Apple computers, Harley-Davidson

Copyright 2008 Pearson Education Canada 4-17 Type of Involvement

Copyright 2008 Pearson Education Canada 4-18 Product Involvement Consumer’s level of interest in a product Many sales promotions attempt to increase product involvement Mass customization enhances product involvement CUSTOMIZE YOUR OWN NIKE…

Copyright 2008 Pearson Education Canada 4-19 Message-Response Involvement Consumer’s interest in processing marketing communications –Vigilante marketing TV = low involvement medium; print = high involvement Marketers experiment with novel ways to increase consumers’ involvement NABISCOWORLD.COM

Copyright 2008 Pearson Education Canada 4-20 Purchase Situation Involvement Differences that may occur when buying the same object for different contexts –Social risk is a consideration –Gift as symbol of involvement

Copyright 2008 Pearson Education Canada 4-21 Table 4-2: Scale to Measure Involvement To Me (Object to Be Judged) Is 1.important_:_:_:_:_:_:_unimportant 2.boring_:_:_:_:_:_:_interesting 3.relevant_:_:_:_:_:_:_irrelevant 4.exciting_:_:_:_:_:_:_unexciting 5.means nothing_:_:_:_:_:_:_means a lot 6.appealing_:_:_:_:_:_:_unappealing 7.fascinating_:_:_:_:_:_:_mundane 8.worthless_:_:_:_:_:_:_valuable 9.involving_:_:_:_:_:_:_uninvolving 10.not needed_:_:_:_:_:_:_needed

Copyright 2008 Pearson Education Canada 4-22 Dimensions of Involvement Involvement profile components –Personal interest in product category –Risk importance –Probability of bad purchase –Pleasure value of product category –Sign value of product category (self-concept relevance)

Copyright 2008 Pearson Education Canada 4-23 Dimensions of Involvement (Cont’d) Product class involvement may vary across cultures Involvement profile components as basis for market segmentation

Copyright 2008 Pearson Education Canada 4-24 Strategies to Increase Involvement Appeal to hedonistic needs Use novel stimuli in commercials Use prominent stimuli in commercials Include celebrity endorsers in commercials Build consumer bonds via ongoing consumer relationships

Copyright 2008 Pearson Education Canada 4-25 Consumer Values Value: a belief that some condition is preferable to its opposite –E.g., freedom is preferable to slavery; looking younger is preferable to looking older Products/services = help in attaining value-related goal We seek others that share our values/beliefs –Thus, we tend to be exposed to information that supports our beliefs

Copyright 2008 Pearson Education Canada 4-26 Core Values Every culture has its own set of values –E.g., individualism vs. collectivism Value system Enculturation vs. acculturation –Socialization agents: parents, friends, teachers –Media as agent Discussion: Core values evolve over time. What do you think are the 3–5 core values that best describe Canadians today?

Copyright 2008 Pearson Education Canada 4-27 Using Values to Explain Consumer Behaviour Rokeach Value Survey –Terminal values (e.g., comfortable life) –Instrumental values (e.g., ambitious) –Marketing researchers have not widely used this survey Consumption microcultures within larger culture

Copyright 2008 Pearson Education Canada 4-28 Using Values to Explain Consumer Behaviour (Cont’d) List of Values (LOV) –Nine consumer segments/endorsed values –Values by consumer behaviours –E.g., those who endorse sense of belonging read Reader’s Digest and TV Guide, drink and entertain more, and prefer group activities

Copyright 2008 Pearson Education Canada 4-29 Using Values to Explain Consumer Behaviour (Cont’d) Means-End Chain Model –Very specific product attributes are linked at levels of increasing abstraction to terminal values –Alternative means to attain valued end states Products = means to an end –Laddering technique Hierarchical value maps

Copyright 2008 Pearson Education Canada 4-30 Using Values to Explain Consumer Behaviour (Conc’d) Syndicated Surveys –Track changes in values via large-scale surveys (e.g., Yankelovich Monitor TM ) Materialism vs. voluntary simplifiers –“The good life”...“He Who Dies with the Most Toys, Wins” –Those with highly material values tend to be less happy –Burning Man project

Copyright 2008 Pearson Education Canada 4-31 MECCAS Gathered information used to develop an advertising strategy by identifying the following elements: –Message elements –Consumer beliefs –Executional framework –Leverage point –Driving force

Copyright 2008 Pearson Education Canada 4-32 Consumer Behaviour in the Aftermath of 9/11 Need for balance… –9/11 and consumer values Redirecting focus from luxury goods to community/family Consumer privacy vs. security

Copyright 2008 Pearson Education Canada 4-33 Discussion How do you think consumers have changed as a result of 9/11? –Are these long-term changes or will we start to revert back to our pre-2001 mindset?