Developing an IMC plan

 

Part 1

You will be playing the role of the marketing director for either EnviroCamp or Madison Pet Foods and targeting the consumer segment you selected earlier. You MUST use the combination of firm and segment that you have already selected. You will be developing an IMC proposal for the firm and target audience you selected. Remember that Maddie recapped some of the important things to consider when you develop an IMC plan, including objectives, segmentation, branding and integrating different parts of promotion into your strategy.

Begin by telling your client what you hope to achieve with your IMC plan – these are your objectives – be sure they are SMART. Then, select at least three of the types of media listed in the scenario exercise. You do NOT have to use the same ones you selected originally, but you do need to stay in the same budget. Here they are below.

Advertising
Personal selling
Pricing
Social media
Sales promotion
Brand image
Direct marketing
Dog bone
Public relations
Guerilla marketing

For each of the three, describe in detail what you will present to your client, including the theme of your message, which execution technique (slice of life, demonstration. etc) you will use and if you plan to use an emotional or cognitive approach to reach the consumer. For at least ONE of your media types, you must provide your client with a visual of some type, such as PowerPoint mockup of your ad or billboard, a screen shot your social media page or a storyboard.

Part 2

As the final step in your marketing plan, you will create a narrated PowerPoint presentation. Your presentation should be about 7-8 minutes long and cover all the major parts of your project.

 

Sample Solution

major disadvantage in contrast with non-disabled students. A major or a substantial disadvantage is explained in the Equality Act as one that is more than inconsequential or minor. As a result, the main objective of the duty is not to confer an inequitable advantage on disabled students, but to eliminate barriers to learning, where it is reasonable to do so. The duty imposed on an educational institution (herein after referred as EI) is anticipatory and the EI should not wait until adjustments are suggested, but to make sure, wherever possible, that adjustments or alterations to policies, procedures and practices have been made in advance to stop disabled students being at a major disadvantage. No legal defence is available for an EI for its failure to make a reasonable adjustment, and it would be regarded as discrimination under section 21 of the EA 2010.

Reasonable adjustments should be made to present academic programmes or practices that offer students with the chance to effectively demonstrate their capabilities. Adjustments should cover a broad range of elements but not restricted to adjustments to teaching and evaluation processes.

Reasonable adjustments will be directly related in consideration of the individual student and will include the student in discussion of probable courses of action. What is reasonable for an educational institution will differ on the basis of wide range of factors and will rely upon the individual circumstances. Reasonableness includes the efficacy of initiating specific steps in facilitating the student to surmount the particular disadvantage, for example, health and safety issues, the impact

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