BUS 312. Video presentation and report. Ad Critique. 100 points possible.

Critique is an analysis-based evaluation of the different elements that make an ad effective (or not).

Type and submit a digital copy online: via TurnItIn folder (to be provided).

Your assignment (to be done in pairs) is to find an interesting ad, but do not use those discussed in class or used
in the textbook. For a video commercial, select one that is no longer than 30 seconds to include in your video. In
the references, include a link to the video and its verbal description (how to find it on, say, YouTube – see my
FedEx example). This assignment probes your ability to analyze an ad and apply the course concepts. Please note
that it might be helpful to know the history of the ad (and something about the agency which created it). However,
it is not enough to just learn about the ad from outside sources (which should always be properly cited) – you still
have to do your work by applying the course concepts.

Presentation / Report Audience. Assume that your audience / reader (instructor) is not familiar with the context
(for example, assume that your reader does not play golf and thus is not familiar with the golf equipment, or your
reader is not a sports fan and does not know the celebrity player that you think everyone knows). Do not assume
previous knowledge - explain as much as needed.

What makes an ad choice interesting (for us, the audience):

- Creative ads (especially when they are simple)

- Local ads (from Regina, SK) – from local papers, TV, billboards, posters etc.
- Foreign country ads of familiar (global) brands – but please explain how it applies to the culture
- Ads very familiar and relevant to you (from the company you work for; from your country; or familiar because
you are a long-time fan/user of the product)
- When you are the target and were affected by the ad (it made you buy the product or share the ad with others)
- When you are not the target audience, but you try to understand it (research!) Ex. You are a male who has
normal weight, but you make a presentation on a Weight Watchers ad
- Recent ads / those currently in print or on TV, but you tell us more about them – provide background research
- “Classic” ads from the past, but you explain the context (why it worked in those years)
- “Rare” or unseen ads
- Seemingly simple ads – those with simple execution, but based on heavy research and understanding of CB
theory
- Social marketing ads (not selling products, but changing social behavior – for example, anti-smoking or anti-
violence ads)
- Ads that “miss the mark” (create an unwanted association, stir a wrong emotion, are unethical, “backfire”,
address a wrong target, contradict themselves, ignore consumer behaviour theory, etc.)

Grading Criteria (report and presentation):

an interesting ad selection, well researched, original discussion, the ad is well described, students identified the
target, the intended message (or purpose) and the tools of the ad, included a detailed evaluation of the
effectiveness, and provided suggestions for improvement or alternative implementation. The theory, research and
science behind the ad (why it worked or did not) are well explained. At least 15 terms (highlighted in text) and a
sufficient number of consumer behaviour concepts are appropriately applied. Clarity of writing, grammar,
formatting, and professionalism. The sources are properly cited and referenced.

Criteria for peer evaluations (presentation only):

quality of conducted research, clear presentation / application of course concepts, helpful PowerPoint slides,
presentation was interesting and kept my attention, the presenter was well prepared (time limit observed, good
Q&A, knowledgeable about the topic), maintained good eye contact (minimal reliance on notes).
Presentation requirements:

- Confirm the topic of your presentation ahead of time (to make sure it is appropriate for this assignment and no
two teams select the same ad). Seek suggestions from your instructor if you cannot decide between 2 or 3 ads.

- Time limit will be observed. The length of the presentation will be determined early in the semester; it will be
based on the size of the class (5 minutes in classes of 20 or more students; longer presentations are possible in
smaller classes). Rehearse your presentation to make sure you do not run out of time.

- Q & A period is required. Use short, precise, polite answers.

- For the Q&A period, prepare 1-2 slides with your ad and a brief summary of the main points.

- You are presenting to the whole class (not your instructor), so address everyone.

Presentation suggestions:

- Explain why you selected the ad. Point out if there is any personal relevance that explains your high involvement
with the message - it makes the audience pay attention.

- If it is a foreign ad, please translate all copy (text) into English. The best way to do it is before you show the
video. Translating while showing the video is distractive to the audience. You might also consider including
subtitles.

- In your PPT slides, you might select to show your ad on every page (or its elements). With videos – take screen
shots to point out to important details.

- For the video recording, consider using the same virtual background (related to the theme of your presentation).

Appearance of the slides.

If used, PowerPoint slides should look professionally prepared. Slides should be appealing and clear. Font size
should be consistent across slides and large enough for the students in back rows to see. Be careful with colours
and backgrounds, what looks good on your computer might not have enough contrast when projected on the screen
(do not use grey on grey). As a rule-of-thumb, if you are given 5 minutes, create no more than 5 content slides
(you can have more for just images). Do not overload slides with information (5 bullet points or fewer is another
good rule-of-thumb). However, if you discuss numbers – they should be included on the slides, because it is easier
to process numeric information when it is presented visually.

Appearance of the presenters (“package”) is part of the presentation (“product”).

Avoid distractions (playing with keys or change) and mannerisms. Remember that hands in pockets or thumbs in
pockets communicate lack of openness and lack of confidence. Self-touching or self-grooming might sometimes
communicate lying. The presenters should be energetic and enthusiastic. Be confident and engaging. Do not speak
too fast. Use the right volume. Point to the screen (slides) when appropriate. Reading is not an effective
presentation technique and should be kept to minimum. Prepare cards (if you have to) and refer to them
occasionally. Try to maintain eye contact with the audience at all times. Practice!!!
Here is a suggested outline (I included a simple FedEx example with the basic theories discussion – although
much more can be included! - on the next page). Use formatting (spaces, bold font, etc.) to make your work
readable and easy to grade. Please use single spaced paragraphs (like this page), Times New Roman size 11.
Length of the report without attachment: 1 – 1.5 pages (single spaced). Attach your ad (s).

1. Describe the ad and identify its target audience. Who is the communicator (marketer)? Where did
you find it or where could you find it, in which media (might be important for your evaluation; "The medium is the
message"), which media will be appropriate, given media infrastructure, limitations, and media popularity by the
specific target. Consider different types of segmentation (behavioural: new or existing consumers; demographics,
psychographics, benefits sought). Does the ad "speak" the target's language and highlight the target's values?

2. What is the intended message of the ad? You have to identify the purpose of the ad, even if the
implementation of the ad fails (it happens!) to communicate the message that the company intended. How does
this message intend to position the product in the minds of consumers?

3. Implementation or how the message is communicated? (creative execution: art and copy, a type of
advertising appeal: rational or emotional (fear) appeal, competitive etc.) Creative execution can use humour,
testimonial, animation, symbolism, fantasy, comparison, slice of life, demonstration, factual message, scientific
evidence, straight sell etc.) How does it use symbols?

4. Explanation (theory, research and science behind the ad). Use at least 15 CB terms and concepts.
What theories to use. You can use anything that we have covered so far. I am especially interested in
conditioning (classical, instrumental/operant, observational learning etc.) as most of the ads will use some form of
conditioning (behavioural learning) or cognitive learning.
Also note: Appeal (of products or ads) to all our senses. Segmentation. Targeting. Positioning. Several ways in
which contrast can be created (ex. novelty). Contrast is more likely to be noticed (draws attention). Gestalt
principles (closure, similarity, figure-ground): holistic perception, etc.

5. Your evaluation of the ad’s effectiveness. Effectiveness is measured by how well an ad achieves its
objectives. Please note that in most cases you will not know the reach (number of people who see the ad) or
frequency or increase in product sales due to the ad and you won’t be able to calculate its return on investment -
ROI. However, there are many other approaches that you can use when you talk about effectiveness:
 Is the ad… creative, unique, attention-getting, interest-stimulating, memorable, likeable?
 Is it relevant (right message at the right time)?
 Is the main message of the ad clear and presented in an interesting form?
 Is the connection of the ad to the product (brand) and benefits to consumer made clear?
 Does it seem to increase brand awareness, brand recognition, brand attitude, brand preference?
 Does it inform, persuade or remind effectively?
 Does it increase buying intentions; i.e. does it seem to make people want to try the product, continue using
it, or switch from a competitor’s product? Does it change behaviour?
 Is the positioning in the minds of consumers consistent with brand’s marketing objectives?
 Is it persuasive? Does it provide important information and explain why the target should care (central
route of persuasion, “the steak”) or does it rely on an external association or emotion (peripheral route of
persuasion, “the sizzle”)?
 Are the targeting and positioning appropriate?
 Is it in good taste? Is it ethical?

6. Suggestions. If the message intended by the marketer does NOT get through or creates a wrong
reaction, how could the ad be changed? How can the techniques be used to advertise a different product or send a
different message? Could the standardized ad be used in other countries? With other targets? Or will it require
modifications and adaptations? (Students should not be limited by these questions when giving suggestions).
BUS 312. Summer 2020. Ad Critique. 100 points possible.
Student ID 1, Student ID 2.

My example. “FedEx commercial” (NOTE: textbook pages are given for a text that was used before 2019).

Go to YouTube.com and search for “FedEx commercial fast talker” (with John Moschitta)

What is the intended message of the ad? The FedEx commercial intends to communicate the idea that FedEx is
a fast and reliable way of delivery service, and busy people and organizations can trust it.

Implementation or how the message is communicated? The FedEx commercial creatively uses the actor John
Moschitta who can speak very fast. According to Wikipedia, he has “the ability to articulate 586 words per
minute. Raised with five sisters, he often remarked that he needed to talk fast "just to get a word in edgewise." He
portrays an executive who works in a very fast paced environment and needs things done fast. The commercial
uses humour, as the lines and the speed at which they are presented are meant to be funny.

Explanation (theory behind the ad). (I highlighted the key words in italics). In the FedEx commercial a “rapid
speech delivery” is used. According to research (p. 44 of the textbook), humans are capable of perceiving
information presented at high speed. Using this technique helps marketers “squeeze in” more information in a
short period of time without losing the meaning.
This is also an example of (p. 73) instrumental conditioning – an action (using FedEx) brings a positive
outcome (fast delivery), this connection is learned through the mechanism of positive reinforcement (rewards
proper behaviour, in this case – using FedEx). The observational learning (p. 78) is at play here. Consumers get
the message by observation (that is, by watching the commercial) that the guy uses FedEx – and the positive
outcome is that things get done fast, the package is delivered to his desk when he needs it.

Your evaluation. I think the commercial works very well, and the intended message is communicated well,
without distortions: viewers associate the “rapid speech delivery” with the fast delivery of FedEx. It is unusual
and funny, and thus draws your attention; it is very noticeable even when shown among a series of other
commercials, because very few people in commercials talk that fast. Even if viewers do not look at the screen at
the moment, they would be intrigued with the fast voice and would want to watch the commercial closer (like I
was when I first saw it). The final message is delivered in a normal voice (by a different actor – to make it stand
out and be noticeable), and we learn that the company is FedEx and that they have an overnight delivery (“When it
absolutely, positively has to be there overnight”). Some viewers would not be able to follow each word in the fast
presentation, which is ok – they would still know what it is about, because the normal pace of the second voice
helps deliver the main message of the commercial. The purpose of the fast presentation is not “what” (the fast
words themselves were not crucial to the central message) but “how” (delivered fast – that was more important
than what exactly was said). The means is the message. This is a good commercial that communicates the message
well, it is funny, noticeable, and memorable.

Suggestions. The commercial works well, so I would not suggest any changes here. I especially like it that a
slower voice delivers the central message. If the same fast speed was used to say that it is FedEx, the company
information could have been lost. The creators of the commercial understand that humans are not used to fast
speech (this actor talks even faster than a person with normal auditory perception ability can decode!) The
technique can be used in other ads that intend to send a message of fast service. This technique was successfully
used (with another fast-speaking actor) by a news channel to communicate a message “more news in less time.”
The technique should not be used for advertising of many hedonic products (for example, spas, yoga classes etc.)
as fast speech is not associated with calmness and tranquillity, and a slow soothing voice would be more
appropriate.
Also, the novelty of the technique is the main explanation of why it creates attention, but if many
companies start using it, the novelty will be lost, and the commercials will fail to stand out (adaptation will happen
because of frequent exposure).

References. APA format.