TOPIC I.

PRODUCT AND DISTRIBUTION

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Douglas K. Ross Franklin University

THE CHOCOLATE CANDY BRANDING EXERCISE

I have used this exercise in classes ranging from Principles of Marketing to MBA level Marketing Management. This is a fun small group exercise that fits ill hen discussing !rands and !randing or hen discussing the marketing mix varia!les. I use this after discussing hat constitutes a good !rand name and ho the target market" packaging" etc. must !e considered. It usuall# takes approximatel# $%&$5 minutes !ut can !e accomplished in as little as '% minutes. Break the class into small groups & three or four students per group orks !est. (n an overhead or Po erPoint I have a small paragraph explaining that each group is a marketing team that orks for a compan# that has developed a ne chocolate. The chocolate is different in that it contains a large )reall# extreme* amount of caffeine. The team must+ Determine the most appropriate target market)s* Develop a !rand name for the product Develop the packaging including colors that ill !e used Determine the price Determine the distri!ution,outlets

The groups have !et een -%&'% minutes to accomplish this. Divide the !lack!oard )or give each group an overhead transparenc# and marker* and have them dra their product including the !rand name on the !oard. The# should also indicate the colors used on the package. This part of the activit# takes approximatel# 5&.% minutes. A mem!er from each group then talks a!out their !rand. /h# the# chose the target market)s* the# did 0o the came up ith the !rand name /h# the# used the colors the# did and aspects of the lettering 0o the# determined the price 0o their distri!ution fits ith their target market

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GREAT IDEAS FOR TEACHING MARKETING

After the student1s discussion I talk a!out the similarities in the !rands and the differences" such as the various target markets or the various forms the# used. 2tudents have used regular !ars" !ite si3e" various shapes )lightning !olts and coffee cups* li4uid chocolate" etc. This exercise allo s the students to !e creative and reinforces the discussion on !rands and !randing. 5ariations of this exercise can include chocolate that contains all of the dail# re4uirements of vitamins plus fi!er. 6ou can also assign half of the groups the chocolate ith caffeine and the other half the chocolate ith vitamins and fi!er.

Wanda H. Fujimoto Central Washington University

DEVELOPING A NEW BRAND NAME

A good !rand name can add greatl# to a product7s success !ut finding the !est !rand name is a difficult task. This group exercise helps students experience the process of generating !rand names. The# are asked to directl# appl# concepts used to identif# 8good9 !rand names and" in the process" en:o# the freedom of !eing creative. 2tudents are presented ith !asic !ackground information a!out desira!le !rand characteristics as ell as a compan# scenario. In smaller groups the# are asked to develop and evaluate their o n !rand name ideas and then to make a group decision. ;inall#" the# are asked to present and defend their decision. Background Information There is no exact formula for selecting a good !rand name< ho ever" some guidelines to consider in evaluating names include+ suggest something a!out the product7s 4ualities and !enefits communicate a positive image a!out the user make the :o! of promotion easier !# !eing short" eas# to pro& nounce" eas# to spell and thus eas# to recogni3e and remem!er

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!e distinctive. If it is different it ill !e more memora!le capa!le of registration and legal protection" so it cannot infringe on the rights of existing !rand names

Potential Scenarios Present the students ith one scenario. Possi!le examples include+ 6our compan# plans to introduce a premium&priced gourmet ice cream that has a cream#" old&fashioned taste. It ill !e moderatel# lo in fat and calories. 6our compan# plans to introduce a ne cand# !ar that has a la#ered com!ination of dark chocolate and hite chocolate. It ill !e competitivel# priced" lo er in calories than most other cand# !ars" and targeted primaril# to the older" mature consumers. 6our compan# plans to introduce a micro avea!le popcorn that promises !igger" fluffier popped corn ith a minimum num!er of unpopped kernels. It ill !e competitivel# priced.

Group Process Step 1: Identif# the multiple possi!le !enefits or images )of either product or users* that the compan# ma# ant to conve# via the ne !rand name. Step 2: 2elect (=E ma:or 4ualit# from the list developed in 2tep . that ill !e the !asis for !rand name development )for example" in 2cenario . 8old&fashioned9 ma# !e selected as the prime 4ualit#*. Step 3: /hat ords ma# !e used to conve# the 4ualit# selected in 2tep -> ?ist as man# ords as #ou can. @reate ne ords or ne ord com!inations. BAAI=2T(AMB Step 4: =arro the potential ords to the three 8!est.9 )@onsider the 4ualities of a 8good9 !rand name descri!ed a!ove.* Step 5: 2elect the ord)s* that the group !elieves ould !e the !est !rand name for the ne product. Be prepared to present and defend #our !rand name decision to the rest of the class.

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GREAT IDEAS FOR TEACHING MARKETING

Alice Gris old Clarke College

NEW PRODUCTS WINNERS AND LOSERS

/hen covering the chapter on ne product development" I like to use examples from an excellent collection of marketing successes and failures called+ What Were They Thinking? !# Ao!ert McMath" Thom ;or!es" Aandom 0ouse" Times Books" .CCD. It covers numerous marketing examples in the areas of+ 8me too9 marketing shock value hat7s in a name arm fu33# feelings orthless points of difference ruining #our good name product extensions packaging mistakes reinventing old products cause marketing These examples can !e used throughout marketing courses as real orld examples of things that ent rong some here along the marketing process.

Alice Gris old Clarke College

THE OREO DEBATE

This exercise can !e effectivel# used in the chapters relating to 8product9 as it deals ith issues pertaining to !rands )national vs. private*" packaging" !rand lo#alt#" and image. I come to class ith three packages of chocolate sand ich cookies E (reo" 0#drox" and a private&la!el !rand. I then ask the students hich !rand is their favorite. Invaria!l#" most of the class chooses the (reo

TOPIC I. PRODUCT AND DISTRIBUTION

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cookie. At this point" e launch into a taste test here each student selects one cookie from each package and 8!lindl#9 tastes them. Most are a!le to identif# the (reo cookie" !ut struggle to differentiate !et een the other t o. I then ask them hich is the 8original9 sand ich cookie. (reo is al a#s the ans er" hich is incorrect. The 2unshine 0#drox cookie first came on the market in .C%D" and thrived until .C.- hen =a!isco launched the remarka!l# similar (reo. Fiven =a!isco7s marketing superiorit# )distri!ution and advertising*" 0#drox never had a chance. In .CCD sales of 0#drox totaled G.H million against (reo7s G'I$ million. 0#drox" no o ned !# the Jee!ler elves" is undergoing a ma:or facelift. =e name E Jee!ler Droxies. /hat did the 0#drox name mean> It came from a mix of h#drogen and ox#gen to signif# pure ingredients" !ut consumer research studies revealed it sounded more like a cleaning fluid. Kpdated packaging Aeformulated cookie Differentiated selling point E 8the original cookie9 on7t ork" no!od# !elieves it. =ot onl# does 0#drox face a huge challenge tr#ing to catch up to (reo !ut the# face challenges from the private la!el cookies ith their improved 4ualit# and lo er price. Price comparisons ill sho the private la!el at almost half the price of (reo ith 0#drox some here in !et een. Aecentl#" (reo has dropped their price to !e more competitive. Packaging comparisons sho all three packages using the same !lue tones E so as to perhaps confuse the customer. This exemplifies the stimulus generali3ation concept in consumer !ehavior studies. 2tudents en:o# this exercise !ecause it allo s them to personall# test a favorite product" and appl# numerous marketing and consumer !ehavior concepts as ell.

Kathy !eyer Western "e #ngland College

THE PRICE OF BRAND E UITY

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GREAT IDEAS FOR TEACHING MARKETING

Use: This exercise can !e used in an Intro Marketing course to introduce the chapter on 8Product9. O !ecti"e: To introduce the value of !rand e4uit# and its price premium. #escription: At the !eginning of class" I sho students - cans of soda & one is a national !rand such as @oca @ola or Pepsi" the other a pri& vate la!el store !rand from a local grocer# chain. I then ask the students to rite do n ho much the#7d !e illing to pa# for each. =ext" I make a chart of price ranges )e.g. G%.'5 to G%.$$" G%.$5 to G%.5$" etc.* on the !oard and have each student tell me hat the#7d !e illing to pa# for !oth. /hen I7m finished" I have a chart that sho s the price distri!ution for the national !rand versus the private la!el product. Ksuall#" the students ill pa# a!out G%.-5 more for the national !rand. I use this chart to lead into a discussion of h# the# )and consumers* are illing to pa# more for the national !rand. (nce students understand the value of !rand e4uit# to !oth the consumer and the compan#" this paves the a# for a lecture on ho marketers create !rand e4uit#. $ime: .5 minutes.

Kim !cKeage University o$ !aine

TRYING "AND EVALUATING# SOMETHING NEW

This in&class pro:ect gets students to sample a ne product and appl# information the# have learned a!out ne product failures. The# also get practice constructing a multi&attri!ute utilit# model. This could !e assigned as an out&of&class group pro:ect as ell. If done in class" students must !e assigned to groups and instructed to find and tr# a ne product ell !eforehand. I usuall# assign groups of four to six students. Each group picks a product categor# )such as salt# snacks* and discuss the attri!utes the# ould use to evaluate a ne product in that categor#. Each person in the group should contri!ute to the list of attri!utes" and students must deter& mine ahead of time ho important each attri!ute is to them personall#. The# then pick a ne product and ever#one in the group tries it.

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In class" each group makes a chart listing each mem!er1s importance rating for each attri!ute as ell as that person1s evaluation of the product on each attri!ute. 2tudents multipl# importance !# rating and sum over attri!utes to get the overall evaluation. Then the# have to discuss hether ever#one liked the product. If not" hat reasons could the# determine for the differences> ;or example" as it !ecause different things ere important to different people" or ere the same things important !ut people1s perceptions ere ver# different> The# ere also asked to discuss hether the# could see an# market segments emerging in terms of different importance of attri!utes. ;inall#" the# ere asked to discuss hether the# think the product)s* ill !e successful" or fail. The# have to refer !ack to their notes on h# products fail and discuss hat reasons the# see for the product)s* to have pro!lems. The# are instructed to discuss hether the# think the marketers should do an#thing differentl#. 2tudents have a much !etter idea ho to construct a multi&attri!ute utilit# model after this exercise" and the# consider ne product intro& duction pro!lems much more !roadl# than the# do initiall#. The reactions of their group mem!ers contri!ute to this ne insight" dramati3ing the importance of group input and" !# inference" market research in the ne product marketing process.

Gregory %. &aleja Alma College

TEST MARKETING SABOTAGE

Each #ear during m# lectures on the =e Product Development Process" I spend a portion of one class period discussing the concept of Test Marketing. During this discussion" I al a#s focus on the overall !enefits associated ith Test Marketing" as ell as the characteristics of hat constitutes a good test market cit#. 0o ever" I ill also spend some time addressing the disadvantages associated ith Test Marketing. In particular" one of the disadvantages that is ver# interesting to discuss" is the idea that Test Marketing is al a#s open to the possi!ilit# of competitor sa!otage. ;or example" it is 4uite likel# that m# competitors ma# do

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GREAT IDEAS FOR TEACHING MARKETING

ever#thing in their po er to interfere ith the potential success of m# test market. In order to reinforce this idea of potential competitor sa!otage" I assign m# class the follo ing exercise. (ne of their competitors is currentl# in the process of test marketing a product in our local cit#. The student1s specific assignment is to create a variet# of strategies that their firm can implement" that ould lead their competitor to conclude that their test market as not successful. If the students assume that the competitor1s product has a good chance of !eing a commercial success" some of the t#pical strategies suggested include the follo ing+ Aeducing the price on products that ma# 4ualif# as su!stitute com& petition for the ne product" or increasing the promotional campaigns for these products" and 8Planting9 negative ne s stories a!out the ne product in the mass media. 0o ever" if the students make the assumption that the product in 4uestion is likel# to !e a failure once it is commerciali3ed" then the follo ing strateg# is often suggested+ The students ill often recommend that the emplo#ees of their compan# go out and purchase as much of the product !eing tested as possi!le" so as to give our competitor a false impression of the potential success of their product. 0ere the assumption is that the competitor ill think that the product ill !e a success !ased on the test market" and ill then introduce it to a larger market" here it ill then fail & causing the competitor to incur su!stantial losses. It is during this discussion on competitor sa!otage that as a professor" #ou reall# get to determine ho the most devious students in #our class are. After the various competitor strategies have !een anal#3ed" I then ask the students given the potential for competitor sa!otage" ho ould the# go a!out evaluating the relative success or failure of a test market that is performed !# their o n firm> 2pecificall#" ho ould the# evaluate the relative success or failure of the test market" given all of the potential strategies that ma# !e emplo#ed !# their competition" for the sole purpose of disrupting their test market>

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%%

At the conclusion of this discussion" the students have a greater a areness of the intricacies involved in corporate strateg# planning and the impact that the uncontrolla!le environment can have on the potential outcome.

'tacia Wert(Gray) University o$ Central *klahoma Gordon +. Gray) *klahoma City University

ASSESSING SERVICE

UALITY

2tudents sometimes do not understand h# service 4ualit# is difficult for consumers to assess. This exercise illustrates that ph#sical goods are generall# easier to evaluate )for 4ualit#* than services. Aecogni3ing that most product offerings are a !lend of ph#sical goods and services" each student is asked to position seven products on a scale ranging from 8.%%L ph#sical good9 to 8.%%L service.9 The exercise provided generall# looks something like this+ Break students into -&' person groups. Provide them ith the follo ing orksheet and instruct them to place the letter for each of products listed in the appropriate position on the scale.
.%%L ph#sical goodMMMM.MMMMMMMMMMMMM.MMMM.%%L service

@ N ne car O N designer :eans ( N car oil change D N dress dr# cleaning 0 N haircut T N tax preparation E N college education /hen the groups are finished" the instructor should fill in a class orksheet ith input from the groups. The class orksheet often looks something like the follo ing+
.%%L ph#sical goodMMMMMMMMMMMMMMMMMMMMM...%%L service @ O ( D 0 E T

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GREAT IDEAS FOR TEACHING MARKETING

Each group is then asked to position the same product offerings on the follo ing scale" hich addresses ho eas# it is to assess the 4ualit# of each product.
eas# to assess 4ualit#MMMMMMMMMMMMMMMMMdifficult to assess 4ualit#

/hen the groups are finished" the instructor should fill in a class orksheet ith input from the groups. The class orksheet often looks something like the follo ing+
eas# to assess 4ualit#MMMMMMMMMMMMMMMMMdifficult to assess 4ualit# @ O 0 D ( E T

During class discussion after completion of the t o exercises" the instructor ma# emphasi3e at least t o important aspects of service 4ualit# and consider the implications for marketing practitioners+ .. Assessing the 4ualit# of ph#sical goods is usuall# easier than assessing the 4ualit# of products consumers consider services. -. The 4ualit# of some services )e.g." a haircut* can !e relativel# eas# to assess hen compared to other services )e.g." tax preparation*. '. Man# ph#sical goods have a 8service9 component and man# services have a 8ph#sical goods9 component.

Randy 'tuart Kennesa 'tate University

A LESSON ON PACKAGING AND SOCIAL RESPONSIBILITY

This exercise as developed in con:unction ith a universit#& ide" communit# food drive and to reinforce the lesson on packaging. To encourage participation" it as presented as an extra credit opportunit#. 0ave the students !ring in ' cans of the same t#pe of food" )i.e." corn" peas" etc.*" one manufacturer" one private la!el,house !rand and one generic. Each can is orth 5 points. 0ave the students rite a paper ).&' pages*" comparing and contrasting the packaging strateg# of each can. The paper is orth .% points. Encourage them to address such topics as+

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%3

2i3e and pricing Kse of color /hat attracted them to each can /hat ere the strong and eak points of each la!el /hich package do the# think as the most efficient and effec& tive and h#

Due to the difficult# of finding generic merchandise in our market" the exercise as modified so that the students ho ere una!le to find generic could do the exercise ith t o manufacturers and one house !rand. 2tudents ho ere a!le to find a can of generic food earned an additional 5 points. @reative students ere encouraged to make their o n la!el and dis& cuss h# their la!el as !etter than the rest. This as also orth an addi& tional 5 points. The exercise as fun for all. It made the students take hat as learned in class and appl# it. Most importantl# much food as donated to local food !anks and the students received a lesson in social responsi!ilit#.

'heri Carder ,ake City Community College

(ROOTS) MARKETING FROM SCRATCH

Each student ill !e assigned a specific product,!usiness hich is highl# successful toda#. Aemem!er" ho ever" that ever# !ig !usiness once !egan as a single entrepreneur7s vision. 6our challenge is to research the 8root9 of this particular !usiness to discover its hum!le !eginnings and its original creator. 6ou ill present a short )ten minutes* formal !usiness presentation to the class on #our research. Although there is no ritten report re4uired" #ou must turn in a !i!liograph# of #our research )utili3e - E ' pu!lished resources (T0EA than the compan#7s e! page*. D( =(T AEADB 2peak from !rief notes. This is no time for a !oring life stor#,!iograph#

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GREAT IDEAS FOR TEACHING MARKETING

here E explain to us the reasons this person hit it !ig. Inspire usB Bring us up to date. 0o did the product,!usiness evolve from its inception until toda#> /hat is its position in the product life c#cle> /hat do #ou predict for its future> /h# has this product !een successful for such a long time> /hat are its competitive advantages> Discuss the resultant product line development hich has occurred. /hat a!out mer& gers and ac4uisitions> As a representative of this compan#" develop a '&D displa# of #our product,s. It should !e appropriate if #ou ere the Marketing manager of the compan# ho needed a displa# for an up&coming trade sho . %ompanies&Products from '(ic( )ou ma) c(oose: =ike" Fate a# -%%%" The ?imited" Black P Decker" Arm P 0ammer Baking 2oda" East& man Jodak" ?and7s End" ?illian 5ernon" @lorox" (ut!ack 2teakhouse" Domino7s Pi33a" /illiam /rigle# Or. @ompan#" Marriott International" 0olida# Inn" Ben P Oerr#7s Ice @ream" KP2" 0arle# Davidson" Ma3da" To#s QA Ks" Papa Oohn7s" M@I" 2outh est Airlines" /end#7s" T#son ;oods" T. O. Maxx" Tupper are" 0ert3 @orporation" @anon" Dollar Feneral 2tores" and M@I.

&ar-ara Ross Wooldridge +he University o$ +e.as at +yler

PACKING THE POWERFUL P* THE IMPACT PACKAGING HAS ON HOW WE (SEE) PRODUCTS A TASTE TEST EXPERIMENT
Most students in an introduction marketing course can easil# visuali3e the role packaging pla#s in protecting and facilitating the storage of pro& ducts" it is not as clear to them the po erful role packing can pla# in deter& mining ho a consumer vie s and classifies a product )the promotion aspect*. This taste test experiment is designed to graphicall# demonstrate ho packaging makes us see three ver# similar products as completel# different items.

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%5

*+ercise O"er"ie' Three products are used in this taste test+ JitJat @and# Bars" 2 eet Escapes" and Jee!ler ;udge 2ticks. The items should !e cut up into !it si3e pieces. Each product is placed in separate !ags la!eled A" B" and @. 2tudents are divided into groups of ' to 5 depending on class si3e. The groups are given taste test sheets to fill out as a team. These sheets include the follo ing items+ hich product did #ou prefer and h# did #ou prefer it" ho is the target market for the product" hat is the name of each product" hat price does each sell for )or list most the expensive to least*. (nce these are completed" the# are collected and revie ed ith the class and the identit# of the products is revealed. =ext the groups are given the ingredient lists for the three products la!eled ." -" and ' and are asked to match the product ith its ingredients. These sheets are collected and revie ed. ;inall# students are given the nutritional !reakdo n for each productRstandardi3edRso that each product7s nutritional !reakdo n is for the identical serving portion and asked to identif# hich product goes to hich nutritional !reakdo n. These are collected and revie ed and ho each team fared on the three tasks is revie ed. After the taste test is completed the results are discussed as a class. $(e ,esults /hat the students discover is that the three products are all !asicall# chocolate covered afers are vie ed ver# differentl# and sell for ver# different prices !ased on packaging. JitJat is packaged individuall# as a cand# !ar" hile fudge sticks are packaged in a group as cookies" and 2 eet Escapes are packaged as a group !ut individuall#&&a cross !et een a cookie and a cand# !ar. 2tudents tend to !e surprised at the fact that the# cannot identif# the cand# !ar" hich the# perceive as a chocolate !ar" !# its ingredients. Benefits to t(e Student The taste test allo s students to immediatel# !egin to understand the relevance of packaging in determining ho one perceives a product. It also demonstrates ho packaging interacts ith the price" promotion" and positioning of a product. Additionall#" it allo s them to appl# their o n

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GREAT IDEAS FOR TEACHING MARKETING

experience to the material presented in class lectures. This exercise has a side !enefit as it exposes students to taste tests as a form of marketing research. Most importantl# it forces students from a passive state of learning to participator# learning. A good follo &up is to ask them to tr# and find their o n examples. %onclusion This exercise depending on class si3e takes some time to create the tasting samples" !ut does not re4uire a lot of preparation time. 2tudents tend to reall# en:o# it !ecause the results surprise them. Its also a painless a# to get students to take an active part class.

'usan /. !cGorry De'ales College

NATIONAL BRANDS VERSUS PRIVATE LABELS

(ften" students have a difficult time understanding the differences !et een national !rands and private la!els. This exercise drives the point home" and simultaneousl# reinforces concepts of marketing research. If #ou teach in a computer classroom or another area here food products are prohi!ited" #ou ma# ant to consider moving #our class to another area such as a lounge" stud# area" and,or outside E eather permitting. 2tudents usuall# find this change of scene refreshing. To complete this exercise" #ou should purchase a product that can easil# !e consumed in class ithout creating a mess and,or other pro& !lems. Additionall#" #ou7ll need to purchase a product that is sold as a national !rand and a private la!el. T#picall#" I7ll purchase a chocolate chip cookie variet# for several reasons+ ).* =ot too mess#" )-* Eas# to find !oth national !rands and private la!els" and )'* Most of the students reall# en:o# the product. /hen #ou enter the classroom )or other area*" remem!er to conceal the products in a !ag )students ill recogni3e cookie !ags !# their colors" etc*. 0ave students tr# one t#pe of cookie first. Five them ample time to reall# examine and taste the cookie )#ou ill have to remind them not to

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%7

go!!le the cookies do n in haste+ examine the shape" color" consistenc#" etc*. 6ou can ask them to rite do n their thoughts,comments,o!serva& tions on a sheet of paper. 2ome students ill !egin #elling out hich cookies the# think the# are eating so remind them not to discuss their cookie preference ith their classmates. Do the same for the second cookie. After students have eaten !oth cookies" conduct a !rief surve# )students can rite their responses on the same sheet of paper* to determine hich cookie students preferred. (nce the results are in" #ou can reveal the a ard& inning cookie to the students. 2tudents are usuall# excited a!out the results. Man# cannot !elieve that e usuall# have a private la!el inner each semesterB Additionall#" #ou can ask them a!out the importance of the trademarks" the colors of the packaging" the packing itself. Talk a!out the differences !et een private la!els and national !rands. After the experiment is finished" #ou can reinforce marketing research concepts !# asking students hat t#pe of data as collected. Ask students the differences !et een primar# and secondar# research" h# ere the# asked to !e silent during the cookie tasting" the advantages and disadvan& tages of primar# and secondar# research.

!ark A. !itchell) University o$ 'outh Carolina '0artan-urg &ar-ara Hastings) University o$ 'outh Carolina '0artan-urg

A SURVEY OF REGIONAL TRAINING NEEDS

Introduction As the -.st centur# approaches" the !usiness environment ma# !e characteri3ed as keenl# competitive" glo!al in nature" technolog#&intense" and d#namic. Business 2chool educators struggle to revise and update the curricula in order to produce graduates ith the skills and a!ilities to allo them to enter the !usiness orld and contri!ute effectivel# to their organi3ations. 2ome have predicted that man# Business 2chools ill not survive !ecause man# corporations are assuming a larger role in the education of their emplo#ees. The American Assem!l# of @ollegiate 2chools of Business )no kno n as 8AA@2B E The International

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GREAT IDEAS FOR TEACHING MARKETING

Association for Management Education9* is in the forefront of efforts hich ill make Business 2chool education more responsive to the needs of the !usiness communit#. As such" there clearl# exists a need for Business 2chool educators to criticall# evaluate the needs of regional emplo#ers to ensure that the finished product of the Kniversit# )i.e." the student* possesses the skills necessar# for success. Opportunit) for ,esearc( 6our institution7s need for prospective emplo#er input can !e satisfied !# a periodic surve# of regional training needs. The focus of the stud# should !e+ ).* to identif# the relative importance that area emplo#ers place on a comprehensive list of training topics" )-* to clarif# issues pertaining to the emplo#ee training and development )e.g." timing" location" and so on*" and )'* to anticipate future training needs. The com& pleted stud# ill !e an invalua!le input to the 8curriculum team9 ithin #our Business 2chool as ell as demonstrating #our institution7s com& mitment to serving #our local marketplace. The stud# descri!ed here can !e administered in a Principles of Marketing" Industrial Marketing" Marketing Aesearch" or Marketing Management course. -et(odolog) Division into Teams. Divide the students into teams to develop a list of possi!le training topics currentl# in use !# regional emplo#ers. ;or our stud#" the training topics ere divided into seven categories+ ).* total 4ualit#" )-* guiding an organi3ation" )'* human resource management" )$* improving communications" )5* improving personal productivit#" )H* marketing" and )I* pro!lem&solving. These seven categories provided a logical starting point for team assignments. Development of the Questionnaire. /ork ith the teams to revie existing literature" trade :ournals" emplo#ee training consulting catalogs and e!sites" and other sources to identif# a list of training topics relevant to #our regional emplo#ers. =ext" have #our facult# colleagues revie the instrument for completeness. ;inall#" pretest the instrument ith a local human resource professional )sa#" a former studentB*. (ur completed 4uestionnaire contained three parts+ ).* the importance score )'" 5" or I& point scale* given to the list of training topics" )-* the past" present" and

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%$

future practices ith respect to the list of training topics" and )'* deliver# issues pertaining to emplo#ee training. Belo is an example of our 4ues& tionnaire organi3ation+
$raining .eed & $opic Implementing I2(,S2 C%%% Implementing /ork Teams Importance Score 1 2 3 . ' . ' Organi/ational Practices Past Present 0uture .ot1 2ppl1

#ata %ollection The suggested sampling frame for the stud# is human resource )0A* professionals ithin #our operating region. If possi!le" secure the cooperation of regional 0A professional association)s*. The instrument ma# !e administered at their regularl# scheduled meeting or" at least" the# should provide their mailing list for use. 2tress to possi!le participants the use of the collected information. The follo ing passage is offered for consideration+ Like your organization, we are committed to continuous improvement in all that we do. As representatives of our stakeholders, we value your input into our planning processes. The results of this study will tell us which training topics are of current or on-going importance to your organization and to what e tent. Using t(e ,esults of t(e Stud) The completed stud# ma# !e distri!uted to the follo ing groups+ ).* the student participants to illustrate current emplo#ee training prac& tices" )-* !usiness 2chool colleagues to monitor practitioner needs and possi!le curriculum revision" )'* respondents )0A professionals* to moni& tor regional trends" and )$* regional and national accrediting agencies are evidence of stakeholder input into #our institution7s curriculum revie and strategic planning processes. ;inall#" student participants are encour& aged to include participation in this pro:ect on their resumes as an example of experiential learning throughout their degree programs.

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'heri Carder ,ake City Community College

MARKETING YOURSELF DRESS FOR SUCCESS ON A SHOESTRING "FOR +'5 OR LESS#

2tudents need to learn ho to market themselves in an intervie situ& ation. Among the more important considerations is ho the# dress. (ne challenge for man# students is a limited !udget. I have developed a class pro:ect that helps students learn ho to overcome this challenge. It is des& cri!ed !elo . (n =ovem!er 5" this class ill host a st#le sho for clothing appropriate for a :o! intervie . 0ere1s #our challenge+ #ou ma# !u# )at a garage sale or consignment store*" se " !orro " supplement" or rent appropriate clothing && BKT 6(K MA6 =(T 2PE=D (5EA G-5 (= T0E E=TIAE (KT;IT. 6ou ill rite the description of #our outfit in

2tudents at ?ake @it# @ommunit# @ollege pose after their 8Dress for 2uccess for G-5 or ?ess9 st#le sho . addition to descri!ing the :o! for hich #ou are appl#ing. 6ou ill model the outfit. The st#le sho ill !e video&taped for airing on our local ca!le

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access television station. 6ou7ll prove that dressing for success is a matter of taste" not mone#. It is estimated that people form first impressions of #ou in '% seconds. It is also estimated that #ou have approximatel# four minutes in a :o! intervie to reverse a !ad first impression. /e have orked long and hard on our rTsumTs as a method of marketing our skills. 0o ever" remem!er that the rTsumT is designed to get #ou the intervie . /hat #ou do in the intervie is hat ill get #ou the :o!.

Rosa +. Cherry Williams-urg +echnical College

RETAILING, MA-OR TYPES OF RETAIL STORES

To teach the variet# of retail stores and the concepts of image and atmosphere" assign students to visit and anal#3e an example of each of the follo ing stores and rite the necessar# description of each. 2tudents generall# en:o# shopping" and this assignment is easil# accomplished over a eekend and is more graphic than :ust reading and discussing the material involved. ;or example" have students visit or recall visits to examples of the follo ing t#pes of stores. Then" name the store and descri!e it regarding the level of service" assortment" price" and location. /rite a !rief descrip& tion of the image and atmosphere that is evident. department store mass merchandiser specialt# retailer supermarket convenience store discount store off&price retailer factor# outlet holesale clu!

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super store

@lass discussion of the results ill !e livel#< ever#one has an opinion to share a!out his favorite or most disliked store.

Karin &rauns-erger) Arkansas +ech University !ichaelle Cameron) 't. #d ard1s University

THE CLASSIFICATION OF RETAIL OUTLETS

This exercise is designed to help students appl# some of the theoretical concepts concerning the classification of retail outlets. #irections Gi"en to Students This exercise relates the classification of retailers. Pick one product #ou are interested in. Before #ou go shopping for it" rite do n #our expectations in terms of ).* level of service< )-* product assortment< and )'* price in the follo ing t#pes of retail outlets+ a. Kpscale Department 2tore )Dillard7s" Bloomingdale7s" etc.* (r Kpscale 2pecialt# 2tore )0ome ;urniture on Arkansas" etc.* And !. ?o scale Department 2tore )O@ Penne#" 2ears" etc.* And c. ;ull&?ine Discounters )/al&Mart" Jmart" etc.* After #ou have ritten do n #our expectation" go shopping for the same product in all three t#pes of stores and then rite do n #our actual experiences. 0o do the# compare to #our expectations>

Karen ,. 'te art Richard 'tockton College

RETAIL STORE CLASSIFICATIONS

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I have t#picall# found it 4uite tedious to lecture on the various t#pes of retail stores. This term I decided to tr# a different approach. )I alerted the students prior to starting the retailing chapter that it as important to read the chapter prior to coming to class since e ould !e doing an in& class exercise.* I made a chart for the students for ork on during class. The chart had I headings across the top of the page+ ).* name of store< )-* o nership )chain" independent" franchise*< )'* level of service )limited,moderate,extensive*< )$* product assortment )narro , ide*< )5* depth of assortment )shallo ,deep*< )H* price )lo ,moderate,high* and )I* ma:or t#pe of store )department,specialt#,discount" . . .*. 2tudents ere told to !egin !# listing in the first column ten stores that reflect here the# shop and that are some hat different from one another. Then the# ere instructed to fill out the remainder of the ta!le. The class came up ith a variet# of stores&&some ver# familiar to all< some that ere trul# out&of&the&ordinar#. (nce in a hile the#7d come up ith something I didn7t expect like the 0ome 2hopping =et ork. That presented the opportunit# to introduce nonstore retailing. It also 4uickl# !ecame appar& ent that retailing is dominated !# chain stores. /e could also see ho some of the classification lines have !lurred over time. Also" I attached several other handouts to the chart discussed a!ove. (ne page as a floor plan for a t#pical h#permarket. The other pages consisted of the follo ing 4uestions+ .. ?ist an#thing #ou have purchased in the last fe #ears from a direct mail offer. This ould include items purchased from so& called 8:unk9 mail. -. ?ists items purchased via catalogs over the last fe #ears. '. 0ave #ou purchased an#thing on&line> If so" hat> 0ave #ou considered purchasing an#thing on&line" even if #ou didn7t follo through> If so" hat> $. /hat advantages and disadvantages do #ou associate ith !u#ing from a supercenter> 5. 0o can smaller stores attempt to compete ith superstores> H. Attached is a cop# of a floor plan for a h#permarket. 0#permarkets have !een ver# successful in Europe !ut have failed in the K.2. )=ote+ The @arrefour in the Philadelphia area closed a!out I #ears ago.* /hat is it a!out Americans7 shopping ha!its that ould help to account for this failure>

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I. /hat reasona!le explanations account for vending machine prices !eing so high> (r is this :ust marketers taking advantage of #our hunger" thirst" . . .> D. =ame a successful retail !usiness in #our area. /hat marketing strateg# has led to its success> C. /hat retail store do #ou most dislike> /hat accounts for #our negative feelings> I found that this approach took a!out the same total time as lecturing on retailing !ut the overall learning experience as more meaningful and interesting for the students.

'heri Carder ,ake City Community College

RETAILING STRATEGIES, COMPETITIVE BUSINESS ANALYSIS

/orking in groups" choose one of the follo ing !usiness areas to explore. 6ou are to make a marketing comparison !# thoroughl# dis& cussing ho these !usinesses compete on the !asis of product differen& tiation" advertising and promotion" service" pricing" location" store hours" form of o nership" marketing niche" etc. Essentiall#" hat accounts for each !usiness1s success or failure> 6ou must not reveal to the store o ners that #ou are on a class pro& :ect. The# must !elieve that #ou are alk&in customers. Although #ou ma# ask 4uestions" don7t aste the o ner7s time asking a!out store hours if the hours are posted. Ask 4uestions that an# potential customer might ask+ /hat is #our return polic#> Do #ou deliver> All team mem!ers must pa# individual visits to the store at separate times to record their o n experience. Most of #our anal#sis should !e !ased on #our personal experiences in the !usinesses. 6ou are tantamount to a 8m#ster# shopper.9
Aestaurants .. Taco Bell Frocer# 2tores .. /almart 2upercenter Apartment @omplexes .. @olum!ia Arms

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-. '. $. 5. H.

Texas Aoadhouse The /oker# Jen1s Bar!ecue Apple!ee1s @racker Barrel

-. '. $. 5. H.

2P2 Pu!lix ;oodland 2ullivan1s Meats /inn Dixie

-. '. $. 5. H.

Executive Inn 2uites ;lamingo Apartments 5erndale Apartments The 5ictoria Suail 0eights

;urniture 2tores .. -. '. $. 5. H. 0eilig Me#ers ;armers ;urniture Britannia Anti4ues Badcock Etheridge Morrell1s

;lorists .. -. '. $. 5. H. Mar#1s @arl1s ;lo er 5illa Jath#1s ;lo ers = Mor ?ittle Bit @ountr# ;lorida ;lo ers

Fift 2tores .. -. '. $. 5. H. JO7s 0allmark Andi7s Jitchen 2tore Faller# on $I Action la n P Farden Pink Magnolia ?ighthouse

Professor7s note+ I purposel# choose !usinesses opposite ends of the competitive spectrum.

hich ma# !e at the

!onica 2erry) University o$ "orth Carolina at Charlotte +homas 'tevenson) University o$ "orth Carolina at Charlotte

MARKETING CHANNEL FUNCTIONS, A LOW.TECH KINESTHETIC SIMULATION

3()4 Kndergraduate students often have onl# a slight appreciation for the functions provided !# intermediaries in marketing channels. Advertising messages that tout U e keep prices lo !# cutting out the middlemanU merel# exacer!ate the pro!lem. 3(at4 To enhance students1 appreciation of intermediar# functions" students participate in a lo &tech simulated channel. The simulation consists of t o steps+ .. Manufacturers and @onsumers conduct transactions directl#" and

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then -. A Aetailer is introduced ith the Manufacturers and Aetailer inter& acting hile the @onsumers and Aetailer interact. It is a ver# ph#sical exercise that sho s the value of intermediaries in addressing 4uantit#" assortment and spatial discrepancies. 5o'4 11 Prior to conducting t(e simulation

Make 2igns on different color cardstock for various positions" lists and products+ $ Different Manufacturers )e.g. Proctor P Fam!le" Jraft" etc.* Pallets of Products for Each Manufacturer )print .%% !rand names on each piece of cardstock and get $ pairs of scissors" one for each Manufacturer* 5 Different @onsumers 5 2hopping ?ists" one for each @onsumer. Each list should have at least . !randed item from each of the $ Manufacturers )e.g. . !ox of Tide ?aundr# Detergent" - packages of Jraft cheese" etc.*. . Aetailer $ Purchase (rders for the Aetailer" corresponding to products from each Manufacturer in sufficient 4uantit# to suppl# @onsumer demand )e.g. . case of Tide ?aundr# Detergent*. Kse products that students are reasona!l# familiar ith" such as grocer# products. 21 %onducting t(e simulation in class (!tain .' student volunteers and assign them Manufacturer )students per* and @onsumer ). student per* positions. Five Man& ufacturers signs" product pallets and scissors. Five @onsumers signs and shopping lists. 0ave the @onsumers stand on one side of the classroom hile the Manufacturers stand on the opposite side.

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Part I+ Begin the simulation !# having each @onsumer fill their shopping list !# going to each of the Manufacturers. Each Manufacturer ill have to select and provide an individual product from their pallets )make sure each Manufacturer has a pair of scissors to UselectU an individual product for @on& sumers to !u#*. Track the time that it takes to complete all the transactions )$ mfrs x 5 @onsumers N -% transactions in total*. Be prepared !ecause chaos ill ensueB If you have a large class, run multiple channels so that more students are involved. Part II (!tain $ more volunteers to !e the Aetailer and give them the Purchase (rders. Place the Aetailer in the middle of the classroom !et een the Manufacturers and @onsumers. 2tart the simulation !# first allo ing the Aetailer to o!tain the products from the Manufacturer and then let @onsumers fill their shopping lists from the Aetailer. ?og the time that it takes to complete all the transactions )C transactions in total*. It is virtuall# impossi!le for the -% transactions to take less time than the C transactionsB 2ome students ma# suggest that the C transactions take less time !ecause there as a practice round ithout the Aetailer. 6ou can rerun another round ith Uno AetailerU to sho that it is not the effect of practice.