CHAPTER FOUR

Consumer Motivation

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

Basics about Human Needs, Motives and Goals

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.

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 4

Model of the Motivation Process Figure 4.2

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter 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
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 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

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 7

How Does this Ad Appeal to Ones Goals?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 8

It Appeals to Several Physical Appearance-related goals.

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 9

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?

10

The Selection of Goals

The goals selected by an individual depend on their:
Personal experiences Physical capacity Prevailing cultural norms and values Goals accessibility in the physical and social environment

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 11

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?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 12

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

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 13

Discussion Questions
What products might be purchased using rational and emotional motives?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 14

Dynamics of Motivation

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

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter 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

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 17

Frustration
Failure to achieve a goal may result in frustration. Some adapt; others adopt defense mechanisms to protect their ego.

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 18

Defense Mechanisms- Table 4.2 (excerpt)

Construct
Aggression

Items
In 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.

Rationalization People 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?). Regression An 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. Frustration 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.
Chapter Four Slide 19

Withdrawal

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Arousal of Motives
Physiological arousal Emotional arousal Cognitive arousal Environmental arousal

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 20

How Does This Ad Arouse Ones Needs?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 21

The Ad Is Designed to Arouse Ones Yearning for an Adventurous Vacation by Appealing to the Sense of Touch

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter 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

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 23

Types and Systems of Needs

24

Types and Systems of Needs

Abraham Maslows hierarchy of needs

A trio of needs

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 25

Maslows Hierarchy of Needs Figure 4.10

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 26

To Which of Maslows Needs Does This Ad Appeal?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 27

Both Physiological and Social Needs

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 28

To Which of Maslows Needs Does This Ad Appeal?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 29

Egoistic Needs

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 30

To Which of Maslows Needs Does This Ad Appeal?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 31

Self-Actualization

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 32

Focus Group Discussion

I find that I learn so much from the others in the club. It is really important to me to keep learning and growing in all parts of my life-including cycling.

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 33

Focus Group Discussion

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.

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 34

Focus Group Discussion

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.

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 35

Focus Group Discussion

I heard about this club and thought that it would be a great way to meet people

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 36

Focus Group Discussion

I used to bike alone, but I had too many close calls, where a driver didnt 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 Chapter Four Slide 37

A Trio of Needs
Power
individuals desire to control environment

Affiliation
need for friendship, acceptance, and belonging

Achievement
need for personal accomplishment closely related to egoistic and self-actualization needs
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 38

To Which of the Trio of Needs Does This Ad Appeal?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 39

The Affiliation Needs Of Young, Environmentally Concerned Adults

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 40

To Which of the Trio of Needs Does This Ad Appeal?

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 41

Affiliation Need

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 42

Power And Achievement Needs

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 43

Needs and Military Recruitment Slogans

This is the Army Todays Army Wants to Join You Accelerate Your Life I Want You Join the People Whove Joined the Army An Army of One The Few, the Pound, the Marines Let the Journey Begin Be All You Can Be
44

Most Preferred Slogans

45

Measurement of Motives
Researchers rely on a combination of techniques Qualitative research is widely used Projective techniques are often very successful in identifying motives.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 46

Qualitative Measures of Motives Table 4.7 (excerpt)

METAPHOR ANALYSIS
This method, including the tool termed ZMET, was discussed in detail in Chapter 2. DuPont used this method to study womens emotions regarding pantyhose.
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

WORD ASSOCIATION In this method, respondents are presented with words, one at a time, and asked to say AND SENTENCE the first word that comes to mind. COMPLETION
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide 47

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

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter Four Slide 48

P&G with Consumer Products

What does P&G do to understand consumers needs and wants? How does P&G connect with their consumers?

49

Activision
Overview of Activision
What is the role of research in Activision? What research methods are used to understand consumers needs and wants?

50

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 Hall

Chapter Four Slide 43