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. 2Chapter Four SlideCopyright 2010 Pearson Education, Inc. publishing as Prentice Hall

3. Motivation as a Psychological Force Motivation is 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. 3Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

4. Model of the Motivation Process Figure 4.2 4Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

5. 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 5Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

6. 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 6Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

7. How Does this Ad Appeal to One’s Goals? 7Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

8. It Appeals to Several Physical Appearance-related goals. 8Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

9. 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 9Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

10. 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? 10Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

11. Motivations and Goals Positive Motivation A driving force toward some object or condition Approach Goal A positive goal toward which behavior is directed Negative Motivation A driving force away from some object or condition Avoidance Goal A negative goal from which behavior is directed away 11Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

12. Blogger’s Motivation - Table 4.1 (excerpt) 12Chapter Four Slide ConstructItems Blogging for self- expressing I use my blog to free my mind when I am moody. I express myself by writing in my blog. My blog is the place where I express what I feel. Blogging for life documenting I use my blog as my diary to document my life. By writing text and posting video/audio files, I keep a record of my life. Blogging for commenting I’m willing to comment on what other bloggers say. I’d like to respond to other blogs that I read (no matter if I know of the blogger or not). I’d like to receive people’s comments on what I post on my blog. Blogging for forum participating Blogging helps me to make more like-minded friends. In my blogroll I have friends with whom I can share things. By blogging I interact with a set of blogs that have contents similar to what I put in my blog. Blogging for information seeking Blogging helps me extract information behind events that interest me. Blogging helps me explore more information about products and/or services. To me it is convenient to search for information by blogging. Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

13. Rational versus Emotional Motives Rationality implies 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 13Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

14. Discussion Questions What products might be purchased using rational and emotional motives? What marketing strategies are effective when there are combined motives? 14Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

15. 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 15Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

16. 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 16Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

17. Frustration Failure to achieve a goal may result in frustration. Some adapt; others adopt defense mechanisms to protect their ego. 17Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

18. Defense Mechanisms- Table 4.2 (excerpt) 18Chapter Four Slide ConstructItems 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

19. Arousal of Motives Physiological arousal Emotional arousal Cognitive arousal Environmental arousal 19Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

20. How Does This Ad Arouse One’s Needs? 20 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

21. The Ad Is Designed to Arouse One’s Yearning for an Adventurous Vacation by Appealing to the Sense of Touch 21 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

22. 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 22Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

23. Types and Systems of Needs Henry Murray’s 28 psychogenic needs Abraham Maslow’s hierarchy of needs A trio of needs 23Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

24. Murray’s List of Psychogenic Needs 24Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide Needs Associated with Inanimate Objects AcquisitionConservancyOrder RetentionConstruction Needs Reflecting Ambition, Power, Accomplishment, and Prestige SuperiorityAchievementRecognitionExhibitionInfavoidance Needs Connected with Human Power DominanceDeferrence SimilanceAutonomyContrariance

25. Murray’s List of Psychogenic Needs (continued) 25Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide Sado-Masochistic Needs AggressionAbasement Needs Concerned with Affection between People Affiliation RejectionNurturanceSuccorancePlay Needs Concerned with Social Intercourse CognizanceExposition

26. Maslow’s Hierarchy of Needs Figure 4.10 26Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

27. To Which of Maslow’s Needs Does This Ad Appeal? 27 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

28. Both Physiological and Social Needs 28 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

29. To Which of Maslow’s Needs Does This Ad Appeal? 29 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

30. Egoistic Needs 30 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

31. To Which of Maslow’s Needs Does This Ad Appeal? 31 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

32. Self-Actualization 32 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

33. Discussion Questions What are three types of products related to more then one level of Maslow’s Hierarchy of Needs? For each type of product, consider two brands. How do marketers attempt to differentiate their product from the competition? 33Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

34. 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 34 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

35. To Which of the Trio of Needs Does This Ad Appeal? 35 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

36. The Affiliation Needs Of Young, Environmentally Concerned Adults 36 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

37. To Which of the Trio of Needs Does This Ad Appeal? 37 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

38. Affiliation Need 38 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

39. Power And Achievement Needs 39 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

40. Measurement of Motives Researchers rely on a combination of techniques Qualitative research is widely used Projective techniques are often very successful in identifying motives. 40Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

41. Qualitative Measures of Motives Table 4.7 (excerpt) 41Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide This method, including the tool termed ZMET, was discussed in detail in Chapter 2. DuPont used this method to study women’s emotions regarding pantyhose. METAPHOR ANALYSIS This method consists of having customers tell real-life stories regarding their use of the product under study. Kimberly-Clark used this method to develop pull-ups. STORYTELLING In this method, respondents are presented with words, one at a time, and asked to say the first word that comes to mind. WORD ASSOCIATION AND SENTENCE COMPLETION

42. 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 42Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide

43. 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 Copyright 2010 Pearson Education, Inc. publishing as Prentice HallChapter Four Slide 43