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Strategy NotebookED6020 John Minnick
Submitted by: David PeaseApril 29, 2008
Graphic Organizer TypeSlide Number(s)
Organizer(s) Usage
Pyramid Notes 3 4
Classification Notes – Unit 7 5, 6 7, 8
Pre-reading Notes-Chapter 21, Sec 1 9, 10 11
Classification Notes – Chapter 21, Sec 2 12, 13 14, 15
Vocabulary Squares -Chapter 21 16, 17, 18, 19, 20 21
2-Way Venn Diagram: Direct/Indirect 22, 23 24
3-Way Venn Diagram: Path to Market 25, 26, 27 28
Four-Square Perspective 29, 30, 31, 32 33
Time-Line Notes – Movie Distribution 34, 35, 36 37, 38, 39
Inference Notes 40, 41, 42 43
Relationship 44, 45, 46 47, 48
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Notebook Notes
General Direction of Notebook• Presentation Style• Interactive
• Printout or• Computer Projection
• Ordered in sequence of importance
Rational for Presentation Style• Flexibility for changes
• Reproduction• Modification
• Retention• Paper Copy. And• Computer File Storage
• Clarity for presentation• Handwriting can be difficult to
read
Reflection:• Required an in-depth
understanding of content• Required being in sync
with book and to not diverge too far from text with my views
• Required strategic view of student learning along with immediate application task
Strategic Issues:• Student transferrable
learning skills• Student growth in
synthesizing, compare and contrast, relationships among content
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Product and Service Management
Pricing
Promotion
Place
Transactions, Selling,Channels, Transportation, Forecasting
Advertising, Displays, Events,
Market Pricing, Pricing Tiers, Events,
Market Management, Product Planning, Branding, Packaging, Labeling
THE 4 P’S OF MARKETING
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Pyramid Graphic Organizer – Usage
The Pyramid graphic organizer was designed a presentation and discussion tool.
The course text book refers to the 4 P’s of Marketing: Product, Price, Promotion,
and Place (Farese, L. S. (pgs 374-391). Marketing Essentials, Third Edition, Glencoe
McGraw-Hill, New York.) The Pyramid would be used to introduce Unit 7 –
Distribution, as the P for “Place” refers to distribution. The word “Place” has a
simple origin and students should be encouraged discover the origin. “Place”
comes from “marketplace” which can be anyplace (more play on the word) where
a commercial transaction takes place. A transaction usually, but not always, has a
physical transfer of products or services associated with it. Distribution is
concerned with the various paths for getting goods and services to the
marketplace.
The Place or Distribution is at the top of the Pyramid, and the reason for this is a
topic for class discussion. My purpose is to communicate that the marketplace is
where sellers and buyers come together, and the other 3 P’s support success in
the marketplace. In marketing, this the apex of the marketing effort. In the
marketplace, are consumers or buyers going to buy the product as designed,
priced, and promoted? In jargon, this is where the rubber meets the road.
Students may object or disagree and should be encouraged to provide other
views or positions.
Students may not be aware of it, but as consumers students have substantial
prior knowledge of distribution . In fact, they are more likely to be recipients of
new and emerging channels of distribution than the teacher. In presenting the
Pyramid this is the starting point for getting students to reflect on their own
experiences in the marketplace. Soon, they will be asked to leverage that
knowledge to envision the same thing from the seller or business perspective.
This will include using the terms to discuss and read about distribution.
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Chapter 21 Channels of Distribution
Section 21.1 Distribution ● Distribution-How It Works ● Channels in the Consumer and Industrial Markets
Section 21.2 Distribution Planning ● Understanding Distribution Planning ● Distribution Planning for Foreign Markets
Chapter 22 Physical Distribution
Chapter 23 Purchasing Chapter 24 Stock Handling and Inventory
Section 22.1 Transportation Systems and Services ● The Nature and Scope of Physical Distribution ● Types of Transportation ● Transportation Service Companies
Section 22.2 Inventory Storage ● The Storage of Goods
Name: ____________________________________
Date: ____________________
Topic: Unit 7 - Distribution
Section 23.1 The Role of the Buyer ● Planning Purchases Section 23.2 The Purchasing Function ● The Buying Process
Section 24.1 Stock Handling Process ● Stock Handling Section 24.2 Inventory Control ● Inventory Management ● Inventory systems ● The Impact of Technology on Inventory Management ● The Future of Inventory Management
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Name: ____________________________________
Date: ____________________
Topic: Unit 7 - Distribution
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Classification Notes – Unit 7- Usage
The Classification Notes organizer graphic is designed for categorizing ideas and information
into four categories, one for each chapter in Unit 7 – Distribution – (Farese, L. S. pgs 372-
426. Marketing Essentials, Third Edition, Glencoe McGraw-Hill, New York.)
This is a prereading assignment to aid students with the structure of the text material for
Distribution. It is intended to be used with the Pyramid graphic organizer which puts
distribution in context or relationship with the other main functions of marketing. Following the
Pyramid presentations, the Classification Notes organizer will brief students about the
material they will be reading.
Students are asked to write each chapter number and chapter title in Unit 7 in the top frame
of one of the four organizer boxes in the Classification Notes organizer . Chapter titles are
identified in large white text below the chapter number. In the bottom frame of each chapter
box the student will write the section or sub-chapter numbers and titles. The sections can be
identified by white text on a green background on the first page of the section. The section
title is in large blue text to the left of the section number. Indented under the section numbers
and titles, the student will write the major headings within each section. The heading titles are
printed in large red text. Some sections have 2 or 3 headings and some have only one.
This exercise will help the student in three ways: First, the chapter, section, and heading titles
have important words and reflect the flow and organization of the reading material. Second,
the headings provide insight into what the book’s author(s) deemed important. And third, the
student can gain experience in the practice of pre-reading and capturing the main headings of
content material.
The teacher can benefit by having a tool to assess student reading skills and provide
individual attention and instruction about recognizing content structure.
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Classification Notes – Usage (continued)
This exercise will help the student in three ways: First, the chapter, section,
and heading titles have important words and reflect the flow and organization
of the reading material. Second, the headings provide insight into what the
book’s author(s) deemed important. And third, the student can gain
experience in the practice of pre-reading and capturing the main headings of
content material.
The teacher can benefit by having a tool to assess student reading skills and
provide individual attention and instruction about recognizing content
structure.
Prereading Notes
Name:
Topic: Class/Subject:
Date:
Overview: Follow the steps outlined in the left margins you preread the textbook or article you must read. Write your notes and answers in the main lined area of the page
1, Write down the chapter or article title and, if provided, the author.
2. Read and list the subtitles, objectives, or other helpful information listed on the chapter front page.
3. Skip to the end and read the study questions; return to the main page and jot down any focus questions listed, or questions you think will be on the test,
4. Read the entire opening paragraph; summarize it in a few sentences.
5. Skim the entir chapter, reading all headings and subheadings. List the main headings here.
6. Read the first sentence of each paragraph in the reading selection.
7. Stop to read all figures, charts, graphs, images, or maps. Be sure to read the accompanying captions.
8. Read the entire conclusion or last paragraph. List the three main ideas in this section.
9. Read the entire chapter and take notes. Write down the question this chapter tried to answer.
1. Chapter 21, Section 21.1, Glencoe
2. What you’ll learn: The concept of a channel of distribution, what channel members are,
the different non-store retailing, how channels of distribution differ for consumer and
business-to-business products. Why it’s important. Key terms: channel of distribution,
intermediaries, wholesalers, rack jobbers, drop shippers, retailers, brick and mortar
retailers, e-tailing, agents, direct distribution, indirect distribution.
3. What is a channel of distribution? Name two types of merchant intermediaries. What type
of intermediary is a rack jobber? A drop shipper? Distinguish between brick and mortar and
online retailers. What type of distribution channel – direct or indirect – is used more
frequently for consumer products? For industrial products?
4. Distribution addresses the “place” of the four “P’s” of marketing.
A channel of distribution is a path to the market place.
5. Distribution – How It Works Channel Members, Wholesalers, Retailers, Agents, Direct
and Indirect Channels
6.
7.
8. How channels work. Channels for consumer markets. Channels for industrial markets.
9. How do goods and services reach the market place, what are the channels?
Prereading Notes
Name:
Topic: Class/Subject:
Date:
Overview: Follow the steps outlined in the left margins you preread the textbook or article you must read. Write your notes and answers in the main lined area of the page
1, Write down the chapter or article title and, if provided, the author.
2. Read and list the subtitles, objectives, or other helpful information listed on the chapter front page.
3. Skip to the end and read the study questions; return to the main page and jot down any focus questions listed, or questions you think will be on the test,
4. Read the entire opening paragraph; summarize it in a few sentences.
5. Skim the entir chapter, reading all headings and subheadings. List the main headings here.
6. Read the first sentence of each paragraph in the reading selection.
7. Stop to read all figures, charts, graphs, images, or maps. Be sure to read the accompanying captions.
8. Read the entire conclusion or last paragraph. List the three main ideas in this section.
9. Read the entire chapter and take notes. Write down the question this chapter tried to answer.
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Prereading Notes Graphic Organizer - Usage
The Prereading Notes Graphic Organizer is a tool that can be employed at the
beginning of any chapter. The example provided uses Chapter 21, Section 1.
(Farese, L. S. (pgs 374-381). Marketing Essentials, Third Edition, Glencoe
McGraw-Hill, New York.) Prereading Notes is designed to develop skimming and
scanning skills in students. This is important for two reasons. It builds student
confidence in tackling reading assignments. And, in an increasingly complex
world of education, it can help students allocate time by sorting, classifying, or
parsing important versus unimportant content.
The form is relatively self explanatory. Students may find it challenging to
rigorously skim/scan content in such a formal manner. To ease students into
using a skim/scan strategy, students can be grouped to jointly prepare a
Prereading Notes Graphic Organizer. Eventually, a teacher would want to see
each student’s responsiveness to this strategy to assess the student’s skim/scan
capabilities. While modeling the Prereading Notes may be time consuming the
first time, it will be worth the effort as the student benefits are substantial for
those students without previous skim/scan insight.
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Key Considerations When to Use Multiple Channels
Compare Costs and Controls
3 Levels of Distribution
Internet and Distribution
International Markets
● Consumer● Industrial● Nontraditional
● Who does the selling● Who dictates the terms
● Exclusive● Selective● Intensive
● Tremendous growth● Direct Distribution● Servicing
● Different environments● Cultural considerations● Money exchange
Presentation
Topic: Chapter 21 Channels of Distribution, Section 2
● Channels
● Costs/Controls
● Intensity Levels
● E-commerce
● International Markets
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Topic: Chapter 21 Channels of Distribution, Section 2
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Classification Notes Organizer Graphic – Chapter 21, Section 2
This Classification Notes organizer graphic is designed for categorizing ideas and information into six
categories for Chapter 21 in Unit 7 – Distribution – (Farese, L. S. pgs 372-426. Marketing Essentials,
Third Edition, Glencoe McGraw-Hill, New York.)
The organizer is a prereading assignment and/or teacher presentation to build student awareness of
the structure of the text material for Chapter 21, Section 2. Doing both would be preferable. The
presentation, in conjunction with the text, will demonstrate to students an effective way to use the
organizer. In addition, the redundancy of presenting and doing will reinforce the reading strategy and
improve comprehension of the content. Completing the organizer in small groups has the benefit of
students teaching students, and/or small groups could organize with each member having a
specialized responsibility.
The methodology of this organizer has a slight twist to it. In the first box students are asked to title it
“Key Considerations” in the title frame. The bottom frame of the first box will contain the major
headings of Chapter 21, Section 2. The headings are easy to identify by their large maroon colored
text. Each of these headings, in turn, become a title for one of the remaining boxes. This is a double
entry for each heading: first in box 1 and as a title on one of the subsequent boxes.
With the titles for the remaining boxes determined, students will complete the bottom frame of the
remaining boxes. The sub-headings of the headings previously determined above are listed in the
bottom frame of each box. The sub-headings are also easy to spot. They are in a blue text smaller
then the headings and have a red bullet box next to them. As bullets are frequently used in business,
this would be a good time to explain bullet points.
In business presentations, this is a common way of structuring presentations for group meetings.
Students gain a dual benefit from using the Classification Notes with Section 2 of Chapter 21. First,
they have scanned the material to and determined the headings. This is a known strategy of good
readers. And second, business presentations are frequently organized using this approach.
The teacher can use this organizer to engage students with rather dry text. The teacher can also use
this as an assessment tool for identifying students that need assistance. After using it once,
subsequent uses should require less instruction and reveal more students performing the classification
task successfully.
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Classification Notes Organizer Graphic – Chapter 21, Section 2 (continued)
With the titles for the remaining boxes determined, students will complete the
bottom frame of the remaining boxes. The sub-headings of the headings
previously determined above are listed in the bottom frame of each box. The
sub-headings are also easy to spot. They are in a blue text smaller then the
headings and have a red bullet box next to them. As bullets are frequently
used in business, this would be a good time to explain bullet points.
In business presentations, this is a common way of structuring presentations
for group meetings. Students gain a dual benefit from using the
Classification Notes with Section 2 of Chapter 21. First, they have scanned
the material to and determined the headings. This is a known strategy of
good readers. And second, business presentations are frequently organized
using this approach.
The teacher can use this organizer to engage students with rather dry text.
The teacher can also use this as an assessment tool for identifying students
that need assistance. After using it once, subsequent uses should require
less instruction and reveal more students performing the classification task
successfully.
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dis·tri·bu·tion Distribute, dispense, tribute, dole out
Distribution
from dis- (away, apart) + tribuere (to allot)
Divide or allot for money or tribute
The distribution of cigarettes in machines gave easy access to children.
chan·nel
TV Channel, Medium Channels, Passages
Channel
From Latin Via Old French chanel
groove
Cigarette makers used intermediaries as distribution channels to machine sales.
whole·sal er Resale, to retailers or other wholesalers
Wholesaler
from the phrase "by whole sale"
sold in a single lot for redistribution
Plumbing parts manufacturers use wholesalers to reach large numbers of small purchasers.
job ber Buys from manufacturers and sells it to retailers.
Jobber
Mainly British
The rack jobber services the cigarette vending machines for the shop owner.
Vocabulary Squares
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Vocabulary Squares
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Vocabulary Squares
I change the TV channel using a remote control device.
Channel
Apple uses multiple channels to distribute iPods.
Last month was I available for new dates, now I am exclusive with someone.
Exclusive
Viso TV has an exclusive arrangement with Costco to sell their televisions.
When I watch TV, I use the remote control to select the channel I want to view.
Selective
Coach purses are available in high-end department stores because Coach is selective in its channels of distribution and stores that can sell Coach purses.
The police search for the criminal was intensive.
Intensive
To reach the maximum number of customers, cell phone providers use intensive distribution.
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Vocabulary Squares
Selective Exclusive
Intensive E-commerce
Name:_____________ Date:____________
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Vocabulary Squares
Multiple Intermediary
Retailer Agent
Name:_____________ Date:____________
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Vocabulary Squares Graphic Organizer - Usage
The terminology specialized to marketing and business consists of common words used
in a specialized context. The authors of the text book (Farese, L. S.. Marketing
Essentials, Third Edition, Glencoe McGraw-Hill, New York.) offer three ways for students
to learn and understand the vocabulary of marketing: each chapter has a list of terms;
the first time a term is used, it its boldfaced; and, there is a glossary included with the
book. It is important to convey these resources to the students. In Marketing, vocabulary
is an important link to the concepts. Many concepts are encapsulated in a single word.
For example, the word “channel” carries more information than its glossary definition.
Learning marketing vocabulary is an excellent opportunity to explore how word
meanings change based on the context in which the words are used. The Vocabulary
Squares are intended to leverage student prior knowledge to expand the students’ use
of words to a new discipline. The Vocabulary Squares are provided in two formats. The
first format is the standard approach of syllables, word variations, origin notes,
definition, and sentence. The second approach is more simple. For each word, the
student is asked to write a sentence using the word as they understand or use it. For
example, “channel” could refer to TV channels or a psychic medium. The student is
required to also write a second sentence in the context of marketing. The student is
encouraged to use the resources the authors provide for assistance with vocabulary and
terms.
Because the terms are concepts or trigger concepts, it is an important aspect of learning
marketing. The teacher should make frequent use of the terms in conversation with the
students. One way to do this is by asking questions that lead students into using the
terms. Student mastery of the terms will lead to an ease of reading the text and enable
the student to use the terms verbally and in composing written material.
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.
Essential question: What is the difference between direct and indirect distribution.
Name:
_____________
Date:
____________
Who is my target market for this product or service?Who is my target audience?Who is the final User?
A Who am I selling to?
Same as A:Direct Distribution
Different from A:Indirect Distribution
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.
Name:_____________ Date:____________
Who is my target market for this product or service?Who is my target audience?Who is the final User?
A
Same as A:Direct Distribution
Different from A:Indirect Distribution
Examples
Direct Indirect
Who am I selling to?
Essential question: What is the difference between direct and indirect distribution.
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2-Way Venn Diagram Graphic Organizer - Usage
The 2-Way Venn Diagram Graphic Organizer in this application is a
compare/contrast tool to illustrate two similar but different distribution channel
strategies. After presenting the first slide with discussion, the students are asked
to complete the table in the second slide. Students can use examples from the
book or activate their own knowledge. This organizer is based on Channels of
Distribution (Farese, L. S. (pgs 374-381). Marketing Essentials, Third Edition,
Glencoe McGraw-Hill, New York.)
There is a very important content concept to be learned from this
compare/contrast, 2-way Venn diagram. Vendors do not sell their goods or
services directly to final users, especially in consumer markets. On the other
hand, sellers to business markets frequently use direct sales to final users. The
other important point is that these are rules-of-thumb, and there are many
exceptions.
This graphic organizer is a guide to support text content. The course book has
somewhat complex graphics illustrating direct and indirect distribution. It is
important for students to read the book graphics. This teacher organizer takes
advantage of the 2-way Venn clarify and simplify the concepts of direct and
indirect distribution - making the book more approachable.
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Text
WorldSelf
Complex variety of goods and services and the channels to reach stores, get on the internet, on TV, over the telephone, or through the mail..
Example of buying the same item from different channels
Channels of Distribution: Direct IndirectLevels of Distribution Exclusive Selective Intensive
What channels were in play in your job
An item that does have a clear distribution channel
Marketplace
A job you have had in the marketplace.
Essential question: How do goods and services get to the market place where a transaction with the final user can take place.
Name:_____________ Date:____________
3-Way Venn Diagram
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Text
WorldSelf
Complex variety of goods and services and the channels to reach stores, get on the internet, on TV, over the telephone, or through the mail..
Buy music online, in stores, by telephone in response to TV ad.
Channels of Distribution: Direct IndirectLevels of Distribution Exclusive Selective Intensive
I have marketed telephones directly and indirectly.
iTunes gift card at Costco
Marketplace
Marketing telephones as a profession.
Name: _____________ Date:____________
Essential question: What is the difference between direct and indirect distribution.
3-Way Venn Diagram
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Text
WorldSelf
Complex variety of goods and services and the channels to reach stores, get on the internet, on TV, over the telephone, or through the mail..
Channels of Distribution: Direct IndirectLevels of Distribution Exclusive Selective Intensive
Marketplace
.
Name:_____________ Date:____________
3-Way Venn Diagram
Essential question: What is the difference between direct and indirect distribution.
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3-Way Venn Diagram Graphic Organizer - Usage
The 3-Way Venn Diagram Graphic Organizer is a comprehension tool that
activates student prior knowledge in synergy with the text. This example is based
on Channels of Distribution (Farese, L. S. (pgs 374-381). Marketing Essentials,
Third Edition, Glencoe McGraw-Hill, New York.)
The first slide shows the 4 questions to be answered in the diagram. They are
boldfaced. The second slide contains answers from the author’s personal
experience. And, the third slide has blanks for the 4 questions for the student(s)
to respond. After showing the first slide and explaining the use of the organizer,
the teacher will demonstrate an example from the teacher’s experience. This may
have to be repeated with some student examples to further demonstrate and
model using the organizer.
This graphic organizer is a guide to help students synthesize data. Students have
to gather and organize text content, real-world content, and their personal
experience. This organizer helps students think about what they have learned.
The goal is to guide the student in internalizing conceptual content they have
learned through a self-discovery application.
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Four types of direct distribution
Name:_____________ Date:____________
Four Square Perspective
Different perspectives on types of direct distribution. Complete each of the four squares with a different type of direct distribution in each square.
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Four types of direct distribution
Name:_____________ Date:____________
Four Square Perspective
Different perspectives on types of direct distribution. Complete each of the four squares with a different type of direct distribution in each square.
Direct distribution with in-house sales force and shipping directly to the final user. Frequently used in selling large capital purchases in industrial markets.
Direct distribution through company owned or managed retail outlets. For example, Sony and Apple use their retail outlets in addition to intermediaries.
Direct distribution to consumers using alternate retailing methods, such as, TV infomercials, DMDR, and orders on the internet.
Direct distribution through agents, such as, John Hancock Life Insurance. The agent is an independent contractor with his/her own office but does not take title to goods or services.
ConsumerB2B
Consumer Consumer/B2B
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Four types of indirect distribution
Name:_____________ Date:____________
Four Square Perspective
Different perspectives on types of indirect distribution. Complete each of the four squares with a different type of indirect distribution in each square.
Manufacturer – wholesaler – retailer is typical for many consumer goods, especially drugs and health/beauty products.
Some retail merchants are big and do not use wholesalers and buy from the manufacturer, manufacturer – retailer is this model.
Many commercial products, i.e. plumbing or auto parts, service the aftermarket and rely on wholesalers to distribute to retailers. This is traditional manufacturer – wholesaler – retailer.
Brokers are in the mix. Brokers take title to goods while never taking physical possession of the goods. For example, a broker in the food commodity business gathers produce from several sources for one customer.
Consumer
B2B B2B
Consumer
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Four types of indirect distribution
Name:_____________ Date:____________
Four Square Perspective
Different perspectives on types of indirect distribution. Complete each of the four squares with a different type of indirect distribution in each square.
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Four Square Perspective Graphic Organizer - Usage
The Four Square Perspective is useful in amplifying the text on the concepts of
direct and indirect distribution. This organizer is based on Channels of
Distribution (Farese, L. S. (pgs 374-381). Marketing Essentials, Third Edition,
Glencoe McGraw-Hill, New York.)
The instructions for the Four Square Perspective included at the top of the
organizer are easy to understand. There are two versions of the Four Square
Perspective , one each for direct and indirect distribution.
Most students, through experience, can identify where and how they have made
a purchase. Few, however, have purchased from a plumbing supply retailer.
Some may have bought parts from an auto parts store serving that aftermarket.
The challenge for the teacher is to help students reverse roles and look at
purchasing in reverse and how good got into the hands of the buyer. This can be
done through questioning and filling in the Four Square Perspective on direct
distribution.
To deepen the student insight into these concepts, the teacher model has consumer and
B2B overlays for each perspective. Individually, the concepts are not especially difficult;
however, understanding how the concepts are layered on each other can add difficulty to
differentiating the concepts. Presenting and discussing this in class eases the student’s
burden in sorting and classifying content in the book..
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Movie Studio•Production•Copy Control
Movie Distributor•Orders Copies•Based on Orders
Presenters•Movie Chains•Single Movie House
Viewers•Pay for Seat•Buy Concessions
Movie Distribution
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Movie Studio•Production•Copy Control
Movie Distributor•Orders Copies•Based on Orders
Presenters•Movie Chains•Single Movie House
Viewers•Pay for Seat•Buy Concessions
Movie Distribution
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Distributor
Theaters
Network TV
Cable TV
DVD/VHS
Internet
Soundtrack CD
Posters, games, toys and other merchandising
Production•Movie Studio•Copy Control
Movie Distributor
•Orders Copies•Based on Orders
Theaters•Engagement•Pays Distributor
Viewers•Pay for Seat•Buy Concessions
Movie Distribution
Consumer
Distributors
Retailers
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The text book explains distribution channels from the perspective of brick and mortar manufacturing and the path of the goods to the marketplace through
direct and indirect channels. The text does not explore complex distribution schemes beyond the typical manufacturer-intermediary-consumer stages.
Movies, which most students are likely to have experience, are entirely dependent on distributors to reach the marketplace. The Movie Distribution Time-
Line Notes graphic organizers present flow-type charts showing the stages of distribution. The graphic organizer of movie distribution is a variation of the
Time-Line Notes from Tools for Thought by Jim Burke. While the graphic is different in appearance, it is conceptually similar in that each chevron
represents the next stage in a sequence. Some important distinctions require instructor awareness. First, these stages may appear to be a time-line;
however, this may, or may not be true, depending on the situation. Second, movies may not physically move through these stages. Of course, that leads
to the question, why have the stages? This opens the door to a discussion of business models. While goods and services and transactions are tangible,
most business concepts are not tangible and are frequently represented with charts, graphs, and models. Models allow for a common language and
picture to represent a concept, and many are circular to convey a cycle. An example is the main graphic organizer of the book itself. Models are frequently
in dispute making it difficult for the student to know what to believe. Nonetheless, they are widely used because they add value to understanding and
communication. In the case of movie distribution in this organizer, there is an interdependence of each stage with its preceding and subsequent stage not
revealed in the graphic. The instructor needs to let this reveal itself through discussion. Some forward looking students may challenge the graphic .This
depth of insight by a student is desirable and a productive consequence.
The first graphic illustrates movie distribution in a rather straight forward way to introduce the concept. It is consistent with the text in displaying a
sequential staging of production through acquisition by the consumer. The more astute student may grasp that this not at all like typical wholesaling where
the wholesaler breaks down large quantities for distribution in smaller quantities. In movie distribution, the opposite is happening. The distributor is
consolidating orders from theaters and ordering copies from the production studio that are shipped directly to the theater for an engagement period. The
theater pays the distributor. Because the distributor pays the production studio a prearranged price for each copy it never physically handles, this is very
costly to the distributor; and the distributor must have the resources to make such purchases.
A second graphic demonstrates additional options available to the movie distributor for additional sources of sales. These added options are done by the
distributor, not the movie studio, through licensing and pricing contracts. Students will be familiar and aware of these products as consumers and in
purchasing them through new and emerging channels of distribution. For example, students may have movies on their iPod players. In a marketing class,
they will be encouraged to view the same products from inside the studio or distributor. Transcending from a personal reference to mentally imaging
marketplace processes can be useful in assisting students to comprehend the text and to apply the concepts learned in the book and class.
The graphic organizer is on three slides. One slide has the chevrons empty. The second slide has the chevrons completed. And, the third slide has the
chevrons completed and another chart illustrating other options for the distributor besides sales to theaters. The slides were designed for in-class use in
mind. The slide with the empty chevrons could be passed out to students individually or small groups could work on it together. The small group approach
is recommended as it has the students gaining from the experiences and input of each other. The best feature of this organizer is that three of the answers
are almost self evident and not difficult to answer while one may be outside most students’ experiences. It offers students an opportunity to use prior
knowledge to gain a new perspective from the same experiences and knowledge. It also offers the opportunity to gain insight into a complex process
through self-learning as opposed to being lectured.
An adventuresome approach would have small teams role play different intermediaries in the distribution process and negotiate deals and transactions.
For example, DVD outlets include large retail chains and movie rental companies. One eCommerce DVD outlet might be Amazon.com who has a lot of
clout because they have many customers and provide great service.
Movie Distribution – Graphic Organizer Usage Details
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Movie Distribution – Graphic Organizer Usage Details (continued)
The first graphic illustrates movie distribution in a rather straight forward way to
introduce the concept. It is consistent with the text in displaying a sequential
staging of production through acquisition by the consumer. The more astute
student may grasp that this not at all like typical wholesaling where the
wholesaler breaks down large quantities for distribution in smaller quantities. In
movie distribution, the opposite is happening. The distributor is consolidating
orders from theaters and ordering copies from the production studio that are
shipped directly to the theater for an engagement period. The theater pays the
distributor. Because the distributor pays the production studio a prearranged
price for each copy it never physically handles, this is very costly to the
distributor; and the distributor must have the resources to make such
purchases.
A second graphic demonstrates additional options available to the movie
distributor for additional sources of sales. These added options are done by the
distributor, not the movie studio, through licensing and pricing contracts.
Students will be familiar and aware of these products as consumers and in
purchasing them through new and emerging channels of distribution. For
example, students may have movies on their iPod players. In a marketing
class, they will be encouraged to view the same products from inside the studio
or distributor. Transcending from a personal reference to mentally imaging
marketplace processes can be useful in assisting students to comprehend the
text and to apply the concepts learned in the book and class.
The graphic organizer is on three slides. One slide has the chevrons empty.
The second slide has the chevrons completed. And, the third slide has the
chevrons completed and another chart illustrating other options for the
distributor besides sales to theaters. The slides were designed for in-class use
in mind. The slide with the empty chevrons could be passed out to students
individually or small groups could work on it together. The small group approach
is recommended as it has the students gaining from the experiences and input
of each other. The best feature of this organizer is that three of the answers are
almost self evident and not difficult to answer while one may be outside most
students’ experiences. It offers students an opportunity to use prior knowledge
to gain a new perspective from the same experiences and knowledge. It also
offers the opportunity to gain insight into a complex process through self-
learning as opposed to being lectured.
An adventuresome approach would have small teams role play different
intermediaries in the distribution process and negotiate deals and transactions.
For example, DVD outlets include large retail chains and movie rental
companies. One eCommerce DVD outlet might be Amazon.com who has a lot
of clout because they have many customers and provide great service.
David Pease ED 6020 Strategy Notebook
39
Movie Distribution – Graphic Organizer Usage Details (continued)
The graphic organizer is on three slides. One slide has the chevrons empty.
The second slide has the chevrons completed. And, the third slide has the
chevrons completed and another chart illustrating other options for the
distributor besides sales to theaters. The slides were designed for in-class use
in mind. The slide with the empty chevrons could be passed out to students
individually or small groups could work on it together. The small group approach
is recommended as it has the students gaining from the experiences and input
of each other. The best feature of this organizer is that three of the answers are
almost self evident and not difficult to answer while one may be outside most
students’ experiences. It offers students an opportunity to use prior knowledge
to gain a new perspective from the same experiences and knowledge. It also
offers the opportunity to gain insight into a complex process through self-
learning as opposed to being lectured.
An adventuresome approach would have small teams role play different
intermediaries in the distribution process and negotiate deals and transactions.
For example, DVD outlets include large retail chains and movie rental
companies. One eCommerce DVD outlet might be Amazon.com who has a lot
of clout because they have many customers and provide great service.
David Pease ED 6020 Strategy Notebook
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David Pease ED 6020 Strategy Notebook
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David Pease ED 6020 Strategy Notebook
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David Pease ED 6020 Strategy Notebook
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Inference Notes - Usage
• This graphic organizer combines multiple major points from the reading content while not diverging from the text. It has a threefold instructional purpose:
– Develop “prior knowledge” for students to relate to the reading material and use reading skills to ask questions or to criticize the content
– Develop student self-discovery to transfer inference skills to other areas of learning– Assess student learning
• These Inference Notes can be applied with students in one of three ways, all three ways, or a combination:
– As an instructor presentation to talk to the concepts and words on the organizer– As a small group discussion activity– As an assignment
• This organizer is for Unit 7 – Distribution, Chapter 21, Channels of Distribution– Farese, L. S. (pgs 374-391). Marketing Essentials, Third Edition, Glencoe McGraw-
Hill, New York.• Instructions: Students are asked to supply a specific brand name of a product or service
and write it in the middle band and do this for three more products or services. In the outer band the student will identify direct or indirect distribution to identify how the product is acquired in the marketplace. Then the student will show if the product/service is targeted for consumer of business customers and the relative weight of each with “plus signs” using a total of 5 “plus signs.
– Students will need a demonstration– The instructor can speak from a completed organizer (supplied) or fill in a blank
(supplied)– The student handout has one completed and 4 blanks for the student to complete
• This organizer has the potential to help students in two ways:– Develop a comfort with the terms and concepts of channels of distribution leading to
a self-motivated approach to reading the course text– Develop a confidence in students to infer what might be going on inside a company
without being inside the company and base these inferences on factual data
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Relationship
Name:_____________ Date:____________Concept 1 Existing: Toy Retailers Concept 2 New: Pet Stores
David Pease ED 6020 Strategy Notebook
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Relationship
Name:_____________ Date:____________Concept 1 Existing: Toy Retailers Concept 2 New: Pet Stores
Fit with Merchandising Fit with Merchandising
POS Display POS Display
Entry Requirements Entry Requirements
Pricing Pricing
Distribution Channels Distribution Channels
Sales Staff Sales Staff
Packaging Packaging
Transportation Transportation
Directions: Read vignette on page 374 regarding new line of pet toys. Use this worksheet as a framework for analysis and comparison. This does not reach a conclusion.; it offers a way to look at the data. Write a short answer in each of the boxes. Where the box in the right column is different from the left column, shade the arrow.
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Relationship
Name:_____________ Date:____________Concept 1 Existing: Toy Retailers Concept 2 New: Pet Stores
Distribution Channels Distribution Channels
Toy Retailers and Wholesalers
Pet Supply Retailers and Wholesalers
Fit with Merchandising Fit with Merchandising
Partially Yes, but competitors
Entry Requirements Entry Requirements
New shelf space with existing customers
New shelf space with new custmers
POS Display POS Display
Existing no help, new merchandising displays required
Existing no help, new merchandising displays required
Pricing Pricing
Multi-tiered or step pricing used Multi-tiered or step pricing used
Packaging Packaging
Familiar with inner and outer packaging needs
New inner and outer packaging needs
Sales Staff Sales Staff
Agents Agents
Transportation Transportation
Experienced New shipping and storagerequirements
Directions: Read vignette on page 374 regarding new line of pet toys. Use this worksheet as a framework for analysis and comparison. This does not reach a conclusion.; it offers a way to look at the data. Write a short answer in each of the boxes. Where the box in the right column is different from the left column, shade the arrow.
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Relationship Graphic Organizer - Usage
The Relationship Graphic Organizer is useful in concluding Chapter 21, Channels
of Distribution. This organizer is based on a case vignette on Channels of
Distribution (Farese, L. S. (p. 374). Marketing Essentials, Third Edition, Glencoe
McGraw-Hill, New York.)
Students are to read the vignette on page 374 with the heading, “Marketing:
What It Takes” regarding a new line of pet toys. The student is asked to use this
worksheet as a framework for analysis and comparison of using existing
channels of distribution for a new product line or pursue new channels. A good
first step to completing this analysis is to have a brainstorming session about
what issues to analyze. While brainstorming has value, eventually the analysis
has to take a form that can be reviewed with superiors and decision making
groups.
The analysis in the organizer does not reach a conclusion. Its purpose is to offer
a way to look at the data. Students write a short answer in each of the boxes.
Where the box in the right column is different from the left column, shade the
arrow. The issues and answers in the boxes may change based on the
brainstorming session.
The vignette is short on data and some data may have to be inferred or implied.
For example, it does not provide a market survey of where consumers buy pet
toys. We are going to infer that pet toys are purchased in pet stores or other
outlets where consumers buy pet food and supplies. Inferences made by
students have to be reasonable and have a basis. For example, some students
may view supermarkets as the target distribution channel. (more)
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Relationship Graphic Organizer – Usage (continued)
After viewing the completed analysis, some students may conclude that a new
distribution channel requires too much change. This a good observation. Other
students may contend there is one overriding factor that will influence a
successful outcome. This is also a good observation.
This organizer will develop student communication skills from opinion based to
analysis and data-based arguments coupled with professional terminology and
presentation model.