Introduction to Principles of Marketing · Web viewa. Define the following terms: channel...

DISCLAIMER STATEMENT

Contributions of many individuals and from many written resources have collectively made this curriculum guide possible. The major authors, however, do not claim or guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This guide was developed with federal CARL D. PERKINS Career and Technical Education ACT of 2006 funds.

Career and Technical EducationNorth Carolina Department of Public Instruction6361 Mail Service Center Raleigh, NC 27699-6361

The materials in this guide were adapted from the course guide “Marketing Principles” from the MBA Research and Curriculum Center. Materials may be

reproduced for use in NC Public Schools only.

FOREWORD

This curriculum framework guide, Marketing, was adapted to assist teachers in preparing

students to meet the North Carolina State Board of Education’s Guiding Mission “that every

public school student will graduate from high school, globally competitive for work and

postsecondary education and prepared for life in the 21st century.” The course is rigorous and

relevant, is based on state and national content standards, and engages technology to teach

today’s generation of students. Related business and industry partners have endorsed this

course as one that helps to prepare students for high-skill, high-wage, and/or high-demand

occupational opportunities. This curriculum framework guide was adapted from the course titled

Marketing Principles produced by the MBA Research & Curriculum Center, which is a non-profit

(501(c)3) consortium of state education departments.

In this course students develop an understanding of the processes involved from the creation to

the consumption of products/services. Students develop an understanding and skills in the

areas of distribution, marketing-information management, market planning, pricing,

product/service management, promotion, and selling. Students develop an understanding of

marketing functions applications and impact on business operations. Mathematics and social

studies are reinforced. Work-based learning strategies appropriate include cooperative

education, entrepreneurship, internship, mentorship, school-based enterprise, service learning,

and job shadowing. Apprenticeship is not available for this course. DECA (an association for

Marketing Education students) competitive events, community service, and leadership activities

provide the opportunity to apply essential standards and workplace readiness skills through

authentic experiences.

This course content will enhance the core academic areas of reading, writing, and mathematics.

It includes materials and performance assessments that are aligned to the course content.

Formative assessments provide continuous feedback to measure student learning throughout

the course. A companion classroom assessment bank — aligned, valid, and reliable — is

available and provides summative assessments for each essential standard.

We trust these significant efforts will guide North Carolina’s teachers in their mission to prepare globally competitive students for a successful, 21st-century life.

ACKNOWLEDGEMENTS

Many Marketing and Entrepreneurship Educators and business and industry leaders have given a great deal of time and energy to the development of the blueprint and content/teaching outline for this course. Without the collaboration of knowledgeable and committed professionals, it would not be possible to provide current curriculum materials necessary for effective instruction in Marketing and Entrepreneurship Education program. The continual advancement of technology and constant changes in the technology industry make collaboration an essential part of the process of preparing young people to become competent members of the workforce.

The following teachers participated in and collaborated during the Piloting of this course:

Pilot TeachersCandace Cashwell-Nash Central High School

Tony Davis-Sun Valley High SchoolJulie Fox-W.A. Hough High School

Claudia Jenkins-Southern Nash High SchoolRuth Wilson-Philips-Charles D. Owen High School

Karen Raliski-Mount Tabor High SchoolAmy Singletary-North Henderson High School

Project DirectorDelores P. Ali, Consultant, Marketing and Entrepreneurship Education

State Staff for Marketing and Entrepreneurship EducationDelores P. Ali, Consultant, Marketing and Entrepreneurship Education

Pam O’Brien-DECA State AdviserAtkins “Trey” Michael-Curriculum Specialist, CTE

Carol Short-Curriculum Section Chief, CTEJo Anne Honeycutt-Director, CTE

Marketing and Entrepreneurship EducationCareer and Technical Education

North Carolina Department of Public Instruction6358 Mail Services Center, Raleigh, NC 27699-6358

Table of Contents

Marketing

Marketing Curriculum Guide Cover State Board of Education (SBE) ListDisclaimer StatementForewordAcknowledgementsTable of ContentsCourse Description................................................................................................. iAdapted CTE Course Blueprint..............................................................................iiPost-assessment Specifications...........................................................................viEquipment Lists and DPI Facilities Guidelines.....................................................viiProgram Area Professional Learning Community (PLC) Moodle...………………viiiFormative Assessment......................................................................................... ixInternet Policy.......................................................................................................xiGoing Green: A Guide to Using CTE Curriculum for

Environment Sustainability........................................................................xiiOverview of Career and Technical Student Organizations (CTSO)....................xiiiOverview of CTSO-Program Area Specific......................................................... ivxIntegrating CTSO Competitive Events in Classroom Instruction.........................xvi

MBA Research Curriculum Framework Guide is divided into six sections:Introduction to CourseCourse Philosophy and GoalsCourse Descriptions and Learning OutcomesCourse OutlinePlanning Guide SheetsUsing Project-Based Learning and ProjectsAppendices

COURSE DESCRIPTION

6621 Marketing

Recommended Maximum Enrollment: 30 Hours of Instruction: 135 (block) 150 (regular)Prerequisite: None

In this course, students develop an understanding of the processes involved from the creation to the consumption of products/services. Students develop an understanding and skills in the areas of distribution, marketing-information management, market planning, pricing, product/service management, promotion, and selling. Students develop an understanding of marketing functions applications and impact on business operations. Mathematics and social studies are reinforced. Work-based learning strategies appropriate include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

The Marketing and Marketing Management courses can help prepare students for credentials:Assessment of Skills and Knowledge (A*S*K) http://www.askinstitute.org/Professional Certification http://www.nrffoundation.com

Career and Technical Education (CTE)Adapted CTE Course Blueprint

ofEssential Standards and Indicators

Marketing and Entrepreneurship Education

6621 MarketingPublic Schools of North Carolina

State Board of Education Department of Public InstructionAcademic Services and Instructional SupportDivision of Career and Technical Education

Delores P. Ali, Project Director

Raleigh, North CarolinaSummer 2011, Version 2

Contact [email protected] for more information.

Pilot TeachersCandace Cashwell-Nash Central High School

Tony Davis-Sun Valley High SchoolJulie Fox-W.A. Hough High School

Claudia Jenkins-Southern Nash High SchoolRuth Wilson-Philips-Charles D. Owen High School

Karen Raliski-Mount Tabor High SchoolAmy Singletary-North Henderson High School

This Adapted CTE Course Blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Adapted CTE Course Blueprint of Essential Standards

Essential standards are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student’s career, in other courses, and translate to the next level of education or world of work.

The essential standards use Revised Bloom’s Taxonomy (RBT) category verbs (remember, understand, apply, analyze, evaluate, create) that reflect the overall intended cognitive outcome of the indicators. Each essential standard and indicator reflects the intended level of learning through two dimensions; The Knowledge Dimension is represented with letters A-C, and the Cognitive Process Dimension by numbers 1-6.

This document will help teachers plan for curriculum delivery for the course, prepare daily lesson plans, and construct valid formative, benchmark, and summative assessments. Assessment for this course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its indicators. Curriculum provider is MBA Research & Curriculum Center.

For additional information about this blueprint, contact the Division of Career and Technical Education, North Carolina Department of Public Instruction, 6361 Mail Service Center, Raleigh, North Carolina 27699-6361.

Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Addison Wesley Longman, Inc., New York, 2001.

Interpretation of Columns on the NCDPI Adapted CTE Course BlueprintNo. 1 2 3 4

Heading Essential Std # Unit Titles, Essential Standards, and Indicators Course Weight RBT

DesignationColumn

informationUnique course identifier and essential standard number.

Statements of unit titles, essential standards per unit, and specific indicators per essential standard. If applicable, includes % for each indicator.

In addition, included are the assessment references used by 3rd party MBA Research and Curriculum Center, The assessment references identify core or supplemental content.

Shows the relative importance of each unit and essential standard. Course weight is used to help determine the percentage of total class time to be spent on each essential standard.

Classification of outcome behavior in essential standards and indicators in Dimensions according to the Revised Bloom’s Taxonomy.

Cognitive Process Dimension: 1 Remember2 Understand3 Apply4 Analyze5 Evaluate6 Create

Knowledge Dimension: A Factual KnowledgeB Conceptual KnowledgeC Procedural Knowledge

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship, responsibility, and proficiencies related to workplace needs.

6621 Marketing Summer 2011, Version 2 iii

Adapted CTE Course Blueprint Essential Standards for6621 MARKETING

(Hours of instruction: 135-180)

Essential Std # Units, Essential Standards, and Indicators(The Learner will be able to:)

CourseWeight

RBTDesignation

Total Course Weight 100%A BUSINESS OF MARKETING, CAREERS IN MARKETING, FOUNDATION OF MARKET

PLANNING, CUSTOMER RELATIONS, AND SELLING40%

1.00 Understand marketing, career opportunities, market planning, and foundation of marketing-information management.

15% B2

1.01Understand marketing’s role and functions in business to facilitate economic exchanges with customers. (MK:001), (MK:002)

1.02Understand career opportunities in marketing to make career decisions. (PD:024)1.03Read to acquire meaning from written material and to apply the information to a task.

(CO:057) (SUPPLEMENTAL)1.04Employ marketing-information to develop a marketing plan. (MP:001), (MP:003)1.05Acquire foundational knowledge of marketing-information management to understand

its nature and scope. (IM:012), (IM:184)1.06Write internal and external business correspondence to convey and obtain information

effectively. (CO:133) (SUPPLEMENTAL)

4%

3%0%

4%4%

0%

2.00 Understand selling, customer relations and product management. 25% B22.01 Acquire a foundational knowledge of selling to understand its nature and scope.

(SE:017), (SE:076)2.02 Foster positive relationships with customers to enhance company image. (CR:004),

(CR:005), (CR:019), (CR:006) (SUPPLEMENTAL)2.03 Acquire a foundational knowledge of selling to understand its nature and scope.

(SE:932)2.04 Foster positive relationships with customers to enhance company image. (CR:007)

(SUPPLEMENTAL)2.05 Resolve conflicts with/for customers to encourage repeat business. (CR:009),

(CR:010) (SUPPLEMENTAL)2.06 Apply quality assurances to enhance product/service offerings. (PM:019), (PM:020)2.07 Reinforce company’s image to exhibit the company’s brand promise. (CR:001),

(CR:002)2.08 Acquire product knowledge to communicate product benefits and to ensure

appropriateness of product for the customer. (SE:062), (SE:109)2.09 Understand sales processes and techniques to enhance customer relationships and

to increase the likelihood of making sales. (SE:048) 2.10 Employ sales processes and techniques to enhance customer relationships and to

increase the likelihood of making sales. (SE:110), (SE: 111), (SE:114) (SUPPLEMENTAL)

2.11 Process the sale to complete the exchange. (SE:116)2.12 Process the sale to complete the exchange. (SE:009), (SE:835) (SUPPLEMENTAL)

4%

0%

3%

0%

0%

4%4%

4%

3%

0%

3%

0%

6621 Marketing Summer 2011, Version 2 iv

B PRODUCT/SERVICE MANAGEMENT, PRICING, CHANNEL MANAGEMENT, PROMOTION, MARKETING-INFORMATION MANAGEMENT, AND SELLING

60%

3.00 Understand product/service management, pricing and channel management. 29% B23.01 Acquire a foundational knowledge of product/service management to understand its

nature and scope. (PM:001), (PM:024), (PM:039), (PM:040)3.02 Apply quality assurances to enhance product/service offerings. (PM:017)

(SUPPLEMENTAL)3.03 Employ product-mix strategies to meet customer expectations. (PM:003)3.04 Position products/services to acquire desired business image. (PM:042), (PM:021)3.05 Position company to acquire desired business image. (PM:206) (SUPPLEMENTAL)3.06 Develop a foundational knowledge of pricing to understand its role in marketing.

(PI:001), (PI:015), (PI:016), (PI:017), (PI:002)3.07 Acquire a foundational knowledge of channel management to understand its role in

marketing. (CM:001), (CM:002), (CM:003), (CM:004) 3.08 Acquire a foundational knowledge of channel management to understand its role in

marketing. (CM:005), (CM:006) (SUPPLEMENTAL)3.09 Write internal and external business correspondence to convey and obtain

information effectively. (CO:039) (SUPPLEMENTAL)

7%0%3%

4%0%

9%

6%

0%

0%

4.00 Understand promotion, marketing-information management, and selling 31% B24.01 Acquire a foundational knowledge of promotion to understand its nature and scope.

(PR:001), (PR:002), (PR:003), (PR:099), (PR:100), (PR:101) 4.02 Understand promotional channels used to communicate with targeted audiences.

(PR:007)4.03 Understand promotional channels used to communicate with targeted audiences.

(PR:247), (PR:089) (SUPPLEMENTAL)4.04 Understand promotional channels used to communicate with targeted audiences.

(PR:249), (PR:250)4.05 Write internal and external business correspondence to convey and obtain

information effectively. (CO:040) (SUPPLEMENTAL)4.06 Acquire foundational knowledge of marketing-information management to understand

its nature and scope. (IM:001) 4.07 Acquire foundational knowledge of marketing-information management to understand

its nature and scope. (IM:025) (SUPPLEMENTAL)4.08 Acquire foundational knowledge of marketing-information management to understand

its nature and scope (IM:183)4.09 Acquire foundational knowledge of marketing-information management to understand

its nature and scope (IM:419) (SUPPLEMENTAL)4.10 Understand marketing-research activities to show command of their nature and

scope. (IM:010), (IM:282) (SUPPLEMENTAL)4.11 Understand marketing-research design considerations to evaluate their

appropriateness for the research problem/issue. (IM:284), (IM:281), (IM:285) (SUPPLEMENTAL)

4.12 Understand data-collection methods to evaluate their appropriateness for the research problem/issue. (IM:289)

4.13 Understand data-collection methods to evaluate their appropriateness for the research problem/issue. (IM:418), (IM:286)

4.14 Acquire a foundational knowledge of selling to understand its nature and scope. (SE:828) (SUPPLEMENTAL)

4.15 Acquire a foundational knowledge of selling to understand its nature and scope. (SE:106)

4.16 Acquire a foundational knowledge of selling to understand its nature and scope. (SE:107), (SE:108) (SUPPLEMENTAL)

10%

3%

0%

3%

0%

3%

0%

3%

0%

0%

0%

3%

3%

0%

3%

0%

POST-ASSESSMENT SPECIFICATIONS


The post-assessment will be administered through the Elements Instructional Management System using a third party assessment provided by the MBA Research and Curriculum Center. The post-assessment will be a 100-item multiple choice test. The post-assessment will assess students’ knowledge and skills of the content at the essential standard level as specified on the adapted blueprint.

Background Information on Essential StandardsEssential standards are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student’s career, in other courses, and translate to the next level of education or world of work.

Assessment for courses developed using the adapted CTE course blueprint is written at the level of the essential standard using one RBT category verb (remember, understand, apply, analyze, evaluate) that reflects the intended outcome of the sum of its indicators. For example, the indicators copied from an industry credential for an essential standard may use an immeasurable verb or may use a verb that is misaligned with the true intent of the indicator. Those verbs would still be used, since they are derived from the credential, but the assessment items would not necessarily reflect the definition of that verb. However, NC CTE will review the items and ensure alignment cognitively at the essential standard level.

EQUIPMENT LIST, TECHNICAL REQUIREMENTS, and FACILITIES GUIDELINES


Access the equipment list, technical requirements, and facilities guidelines using the following links:

Equipment listhttp://ctpnc.org/cte/equipment/

Technical requirementshttp://bit.ly/KwN1Lv

Facilities guidelineshttp://www.schoolclearinghouse.org

COURSE PROFESSIONAL LEARNING COMMUNITY (PLC) MOODLE


http://ctpnc.org/cte/equipment/

http://www.schoolclearinghouse.org/

http://bit.ly/KwN1Lv

Please join the Marketing and Entrepreneurship Education Moodle PLC by following these steps:

1. Obtain the Enrollment Key supplied by your local CTE Director or Administrator or from the Program Area Consultant. Program Area Consultants may be reached by email at: [email protected] .

2. Create a LearnNC account by going to this website: http://accounts.learnnc.org Click on Create an Account (if you have used Moodle in the past, you can

use your existing username and password). You pick your own username and password. Enter your email address so that your username and password can be

emailed to you.

3. Join the Moodle Class by going to Moodle's website: http://moodle.learnnc.org Login using your username and password. In the upper left corner, click on All Courses. Click on DPI under the PLC tab. Click on the course PLC key. Enter the Enrollment Key supplied by your local CTE Director or

Administrator or from the Program Area Consultant. The Program Area Consultant may be reached by email at: [email protected]

Click on Enroll me in this Course

Teachers are encouraged to share ideas and activities in the course PLC and to participate in the discussion forums provided for each essential standard.

FORMATIVE ASSESSMENT


mailto:[email protected]

http://moodle.learnnc.org/

http://accounts.learnnc.org/

mailto:[email protected]

Frequently Asked QuestionsFormative Assessment and North Carolina’s Formative Assessment Learning

Community’s Online Network (NC FALCON)

1. What is formative assessment?Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes (CCSSO FAST SCASS, 2006).

2. What is the primary purpose of the formative assessment process?The primary purpose of the formative assessment process is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.

3. How does formative assessment fit into North Carolina’s next generation assessment system?

North Carolina’s next generation, comprehensive, balanced assessment system includes formative assessment, interim/benchmark assessments, and summative assessments that are aligned to state standards. Formative assessment is an essential component of this system because it forms the foundation of teaching and learning. In contrast to summative assessment, formative assessment is more focused on collaboration in the classroom and identifying learning gaps that can be addressed before end-of-year assessments. Formative assessment should occur in the classroom more often than any other assessment.

4. Are there “formative tests”?The definition that North Carolina has adopted defines formative assessment as a process. With this in mind, there is no such thing as a “formative test.” Formative assessment is regarded as an ongoing process rather than a particular kind of test.

5. What formative assessment strategies can be implemented during classroom instruction?

There are a number of formative assessment strategies that can be implemented during classroom instruction. These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction. See the Collecting and Documenting Evidence professional development module on North Carolina’s Formative Assessment Learning Community’s Online Network (NC FALCON) for additional information on formative assessment strategies.

6. What resources are available to educators that will provide them with a basic understanding of formative assessment and illustrate the role it may play in a comprehensive, balanced assessment system?

The online professional development series modules located on NC FALCON are intended to serve as a primer for teachers wishing to learn more about how formative assessment can impact their instruction and help their students achieve targeted learning goals.

7. What professional development modules are available to educators on NC FALCON?


http://center.ncsu.edu/falcon/



There are currently five different formative assessment modules in the online professional development series located on NC FALCON. The following is a list and description of the modules:

Importance of Formative Assessment––An introduction to formative assessment and its role in North Carolina’s 21st century balanced assessment system.

Learning Targets and Criteria for Success––An exercise in writing clear learning targets and defining criteria for success to help students answer the question, Where am I going?

Collecting and Documenting Evidence––An exercise in collecting and documenting evidence of learning to help students answer the question, Where am I now?

Analyzing Evidence and Descriptive Feedback––An exercise in analyzing evidence and providing descriptive feedback to help students answer the question, How do I close the gap?

Administrator’s Role in Formative Assessment––An exploration of the administrator’s role in formative assessment, as outlined by the North Carolina Standards for School Executives, and its implementation in the school or district.

8. How much time does it take to complete the modules?The modules and the activities contained within each module have been created so that the series can be completed in approximately seven hours. Approximately forty-five minutes to one hour of computer time is needed for each module. The modules are self-paced; therefore, individual participants control the pace and location of their learning.

9. Is it better to complete the modules individually or with a school or district learning team?

The modules have been designed so that they can be used by individual educators working independently or with a school or district learning team. The NCDPI recommends participants work collaboratively in learning teams. Working together, teachers may assist one another as they complete the modules and practice their formative assessment skills.

10. Is CEU credit available for participants who complete any or all of the NC FALCON modules?

At the completion of each module, participants will be able to print a certificate of completion which includes a recommendation for renewal credit or continuing education units (CEUs). Final awarding of CEUs must be approved by the local education agency (LEA). The LEA determines the content area and the number of CEUs granted.

11. How do educators access the modules on NC FALCON?NC FALCON is located at http://center.ncsu.edu/falcon/. For more information about login and password access, please visit the website or contact your LEA/school test coordinator.

INTERNET POLICY



Career and Technical Education curricula and 21st Century Skills require students to use many technologies, including the Internet. Each school should have an Internet use policy, and all students should sign the school Internet policy prior to beginning any class that uses such technologies. Students who violate the school’s Internet policy must be held accountable for his/her actions and face appropriate consequences deemed necessary by the school in accordance with the school’s policies.

Teachers must use extreme caution when assigning Internet activities to students. Teachers must preview sites, which can change daily, prior to ANY activity. If the teacher determines a website used in an activity is inappropriate, or students are not mature enough to behave properly and according to the school’s Internet policy, the teacher should make alternate arrangements for completing the activity.


Many of the Instructional Support Materials (ISMs) are developed to help students organize and use the unpacked content relative to the designated Revised Bloom’s Taxonomy (RBT) verb. These are designed to help students study and retain relevant information.

Ideally, each ISM would be duplicated and handed to students in class. Realistically, teachers may have to find alternative approaches for implementing the ISMs in the classroom.

Teachers may have to “show” what each ISM looks like and rely on students drawing each in either a journal or on paper that is accumulated in a notebook.

Consider these alternative approaches for using the Instructional Support Materials in the classroom:

Draw the ISM on the board. Duplicate the ISM and hand out one per group and collect at the end of class for

use in another. To add longevity, consider laminating or using sleeve protectors for each ISM.

Laminate and have students use dry-erase marker pens if they need to write on the ISM. An alternative would be to place the ISM in a sleeve protector and have the students use dry-erase marker pens.

Prepare a transparency of the ISM and show it on an overhead projector. Display the file in electronic form (PowerPoint or Word) through a digital

projector. Display the file in electronic form on an interactive whiteboard. Display the file in electronic form via a document camera and digital projector. Deliver the file electronically via an internal network, Blackboard, Moodle, or

secure website. This would provide added benefit to homebound and absent students needing to make up work.

Other helpful conservation hints… Always use both sides of the paper!! If a student needs to redo an assignment, whenever possible, have the student

use a different color pen or pencil and work on the same paper.

We hope these ideas will help conserve paper and other valuable resources!


GOING GREEN: A GUIDE TO USING CTE CURRICULUM FOR ENVIRONMENTAL SUSTAINABILITY

OVERVIEW OF CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO)

IntroductionCareer and Technical Student Organizations provide the opportunity for students to connect to business and industry professionals and career options. Additionally, CTSOs motivate students to higher level academic achievement and build interpersonal and employability skills. CTSOs are co-curricular, meaning they complement the state curricula in the classroom and incorporate realistic educational experiences not available through classroom instruction alone. Teachers must coordinate with local CTE directors to enhance the delivery of state curricula through CTSO activities. Through this coordinated effort, teachers improve student achievement on state and national Career and Technical Education (CTE) accountability measures. The Carl D. Perkins Career and Technical Education Act of 2006 allows CTE directors to fund certain CTSO activities as identified in the 2009 NC CTE Fiscal and Policy Guide. What are CTSOs? The three components of a quality Career and Technical Education program include classroom instruction, workforce readiness and on-the-job training, and Career and Technical Student Organizations. CTSOs have been a part of Career and Technical Education since the passage of the Smith-Hughes Act of 1917. CTSOs are found in middle and high schools and post-secondary institutions throughout the nation and around the world. It is important to realize that CTSOs are not just “clubs”, but instructional tools that work best when integrated into the curricula. CTSOs:

Support and enhance related school-based and work-based learning,

Provide students with skills and knowledge to succeed in the new global economy,

Provide career exploration and competence,

Provide students with the opportunity to experience competition related to classroom instruction,

Encourage students to experience community service projects, and

Provide and enhance the development of leadership skills in students.

Carl D. Perkins Career and Technical Education Act of 2006 Defined“The Carl D. Perkins Career and Technical Education Act of 2006 (Public Law 109-270) is the vehicle through which federal support is distributed to states, local school districts, and postsecondary institutions to develop more fully the academic and technical skills of secondary and postsecondary students who elect to enroll in career and technical educations programs.” (Source: CTSO Guide to accessing Federal Perkins Funds, 2008)

What are the benefits of CTSOs? Develop meaningful business partnerships

Develop school and community leaders

Enable students to achieve high academic and occupational standards

Enhance student self-esteem and self-confidence

Help students to integrate contextual and academic learning

Link school-based learning to the real world of work and family

Motivate youth to become better students and productive citizens


Mission StatementThe mission of NC DECA is to enhance the co-curricular education of students who have an interest in marketing, management, and entrepreneurship. DECA seeks to help students develop skills and competence for entrepreneurial, finance, hospitality, management, and marketing careers, build self-esteem, experience leadership, and participate in community service. DECA is committed to the advocacy and the growth of business and education partnerships.

What is NC DECA?North Carolina DECA is the premiere student marketing association. NC DECA is a Career and Technical Student Organization that serves students who are either currently enrolled or have successfully completed at least one Marketing Education course. NC DECA is affiliated with the national organization, DECA, Inc. DECA chapters operate in over 4,000 high schools across the U.S., Puerto Rico, Guam and territories, Mexico, Germany and Canada, with over 180,000 members.

DECA programs are co-curricular, meaning programs complement nationally recognized curriculum standards in the classroom and incorporate real-world educational experiences not available through classroom instruction alone.

The high school division of DECA, Inc. is recognized and endorsed by all 50 State Departments of Education and the U.S. Department of Education.

The principles guiding DECA programs are curriculum related career skills, workplace experiences, community service and the development of business leadership capabilities.

DECA as an Integral P art of the Marketing Education Program The three major components of a Marketing Education program include: Marketing curriculum Work-based learning experiences DECA activities

DECA is co-curricular and its activities can be used as teaching tools or to reinforce skills. Integrating DECA into the Marketing Education curriculum can be achieved successfully in many ways for meaningful learning experiences.

DECA Student Membership Benefits DECA supports students define college and career goals and emphasizes the relevance of

academic studies. DECA promotes free enterprise and entrepreneurship and connects the importance of lifelong

learning with success. DECA directly serves Marketing Education students. DECA develops leadership skills by offering extensive training opportunities. DECA offers state, national, and international recognition through competition in 38 occupational

areas. DECA, Inc. awards more than $250,000 in scholarships each year. DECA’s student membership is a reflection of the nation’s student population.

DECA Benefits from Business and Industry Participation A 60-member National Advisory Board provides financial resources and active personnel support. Thousands of business leaders support local DECA chapters as employers, guest speakers,

competitive event judges, and sponsors. Business leaders serve on local advisory committees. Business involvement aids local, state, and international members.

Competitive Events


DECA offers a comprehensive program of competitive events based on the occupational goals of its student membership and on the activities of chapters in high schools and postsecondary institutions. Competitive events offered by DECA Inc. are replicated at the state or provincial association level as well as at the chapter level.

Purposes of DECA Competitive Events Contribute to the development of skills necessary for careers in marketing, management, and

entrepreneurship Evaluate student achievement of the skills through careful measurement devices (performance

indicators) Provide opportunities for student and team recognition Provide constructive avenues for individual or team expression, initiative, and creativity Motivate students to assume responsibility for self-improvement and self-discipline Provide a vehicle for students to demonstrate (via performance indicators) their acquired skills

through individual or team activities Assist students in acquiring a realistic self-concept through individual or team activities Help students participate in an environment of cooperation and competition Provide visibility for the educational goals and objectives of Marketing Education

DECA WebsitesThe North Carolina DECA website: www.ncdeca.org The National DECA website: www.deca.org

Links to Specific R esources http://www.deca.org/membershipprocessing.html

This walks you through the online membership submission process and provides needed background information.

http://www.deca.org/pdf/FAQs.pdf This provides answers to common registration questions.

http://www.deca.org/celisting.html Complete, up-to-date event guidelines. This includes a list of all of the competitive events and the guidelines for undertaking them. Sample exams (Only 10 questions for a representative sample of the exam. The actual exams

have 100 questions.) Sample role-plays for each role-play event. Abbreviated versions of winning written event manuals.

http://www.schoolbasedenterprises.org Certification, best practices and help for school-based businesses to provide students real-world

experience. www.deca.org/q&a.html

Down-to-earth answers for down-to-earth questions. http://www.deca.org/advcornerresources.html http://www.deca.org/pdf/calendar.pdf

Click on a topic to go to that page of calendar material. http://www.deca.org/pdf/DECAChapterManagement.pdf

Provides basic background information for most aspects of running a chapter.


http://www.deca.org/advcornerresources.html

http://www.deca.org/

http://www.ncdeca.org/

INTEGRATING CTSO COMPETITIVE EVENTS IN CLASSROOM INSTRUCTION

Co-curricular methodology of integrating curriculum and CTSO competitive events increases opportunities for student achievement. DECA, the CTSO for Marketing Education students, the comprehensive competitive events framework is aligned with the course adapted blueprint indicators and curriculum framework guide performance elements and performance indicators.

Teachers may facilitate competitive events with their students in the co-curricular classroom. For example, if a student is planning to compete in the Principles of Business Management and Administration (PBM) event, the teacher and student may want to become familiar with the guidelines, performance elements (adapted blueprint indicators), and performance indicators for the PBM event.

Competitive event guidelines and performance indicators (performance elements listed within selected event document), sample exams, and sample events are available at http://www.deca.org/competitions/highschool/ . A document titled Connecting DECA’s Competitive Events to Curriculum that entails the comprehensive competitive events framework and curricular structure is available at http://www.deca.org/_docs/college-career-ready-attachments/EventstoCurriculum.pdfs .

6621 Marketing Summer 2011, Version 2 xvi

http://www.deca.org/_docs/college-career-ready-attachments/EventstoCurriculum.pdfs

http://www.deca.org/_docs/college-career-ready-attachments/EventstoCurriculum.pdfs

http://www.deca.org/competitions/highschool/

MarketingMBA Research and Curriculum Center:

Marketing Principles

A curriculum development project developed and produced by

the MBA Research and Curriculum Center

©2012

Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

Table of Contents

Section Page

1 — Introduction to Marketing Principles...........................................................1—01 Description of Marketing Principles...................................................................1—02Premises of the Curriculum...............................................................................1—02Business Administration Curriculum..................................................................1—03Business Administration Core............................................................................1—03Cluster Core......................................................................................................1—03Pathways...........................................................................................................1—03Specialties.........................................................................................................1—03Curricular Organization......................................................................................1—04Knowledge and Skill Statements.......................................................................1—04Marketing Core..................................................................................................1—04Performance Elements......................................................................................1—05Performance Indicators......................................................................................1—06Curriculum Planning Levels...............................................................................1—07Curriculum Frameworks.....................................................................................1—07

2 — Course Philosophy, Purpose, and Goals...................................................2—01 Philosophy.........................................................................................................2—02Student Organization.........................................................................................2—02Purpose.............................................................................................................2—02Goals.................................................................................................................2—02

3 — Course Description and Learning Outcomes.............................................3—01 Course .....................................................................................................3—02Credit..............................................................................................3—02Suggested Grade Level.......................................................................3—02Prerequisites.....................................................................................3—02Admission Requirements.....................................................................3—02Student Characteristics.......................................................................3—02Description.......................................................................................3—02Instructional Strategies........................................................................3—02Standards of Completion.....................................................................3—02Learning Outcomes............................................................................3—03

4 — Course Outline ...........................................................................................4—01Introduction.......................................................................................4—02Student Ability Level...........................................................................4—02Instructional Time...............................................................................4—02Career-Technical Student Organization..................................................4—02Course Outline..................................................................................4—03

Table of Contents (cont’d)

Section Page

5 —Planning Guide Sheets...............................................................................5—01

6 — Using Project-Based Learning and Projects ..............................................6—01Overview .........................................................................................6—02Resources........................................................................................6—02Introduction to Projects........................................................................6—08Project 1: Don’t Be Such an Oxymoron...................................................6—09Project 2: Tick Tock, Tech Talk.............................................................6—26Project 3: Mascot Mystery....................................................................6—31

Appendix A: SCANS Competencies and Skills..............................................A—01

Appendix B: 21st Century Skills.......................................................................B—01

Appendix C: Sample Semester Exams for Marketing Principles.....................C—01


Introduction to Marketing Principles

Section 1

Section 1 Introduction to Marketing Principles Page 1-2

Description of Marketing Principles

“Marketing” is defined and used differently by individuals and organizations. Some use it to mean exclusively “advertising/promotion,” while others focus on its research aspect. Others include a mix of activities that address product, place, price, and promotion considerations.

The American Marketing Association redefined marketing in 2004 to mean “an organizational function and a set of processes for creating, communicating, and delivering value to customers and for managing customer relationships in ways that benefit the organization and its stakeholders.” At the end of 2007, the American Marketing Association updated its marketing definition to “the activity, set of institutions, and processes for creating, communicating, delivering, and exchanging offerings that have value for customers, clients, partners, and society at large.”

The United Kingdom’s Chartered Marketing Institute, the largest marketing organization in the world in terms of membership, defines marketing as the “management process of anticipating, identifying and satisfying customer requirements profitably.” These definitions indicate that marketing is a process that involves a variety of activities focused on customers and profitable execution of those activities, including, but not limited to, marketing research, promotion, pricing, product/service management, channel management, and selling.

Marketing, therefore, is a multi-faceted, critical business function that is under-girded by such social sciences as economics, psychology, and sociology. Its successful performance depends on the application of mathematics and English principles, the use of scientific problem solving, and the application of technology to marketing situations and problems.

The pace at which marketing activities are changing has accelerated due to environmental shifts taking place in the business world: downsizing, outsourcing, off-shoring, mergers, global competition, world markets, and technological innovations. These changes impact the skills, attitudes, and abilities needed for success in today’s workplace. Effective Marketing Education provides those skills.

To that end, the Marketing Principles course has been developed to introduce students to marketing functions and their application and impact on business operations.

Premises of the Curriculum

The Marketing Principles curriculum should:

Encourage students to think critically about the business worldStress the integration of and articulation with academics such as language arts, mathematics, and social studiesProvide a foundation to support advanced study in businessEnable students to acquire broad understandings of and skills in marketingEnable students to understand and use technology to perform classroom activitiesStress the importance of interpersonal skills in diverse societies



Foster a realistic understanding of the business environment in which marketing activities are performedFoster an understanding and appreciation of business ethicsUtilize a variety of types of interactions with the business community

Business Administration Curriculum

Business Administration Core

Cluster Core

Pathways

Specialties

The business administration curricular structure consists of four tiers of specificity: Business Administration Core, Cluster Core, Pathways, and Specialties. The content of the broad-based Business Administration Core is fundamental to an understanding of business and can be viewed as co-requisites and as prerequisites for the Marketing Principles course.

The content of the Business Administration Core should be mastered in order for cluster-specific content to have relevance to student learning. There are 13 Business Administration instructional areas: Business Law, Communications, Customer Relations, Economics, Emotional Intelligence, Entrepreneurship, Financial Analysis, Human-Resources Management, Information Management, Marketing, Operations, Professional Development, and Strategic Management.

The Cluster Core tier represents the skills and knowledge that were identified as common across the Pathways in a cluster. For example, the Finance Cluster Core is composed of seven instructional areas: Compliance, Customer Relations, Financial Analysis, Financial-Information Management, Product/Service Management, Professional Development, and Risk Management.

The Pathways tier addresses the content of a variety of broad-based occupational opportunities within a cluster. In the Finance Cluster, for example, the skills and knowledge that are common across jobs in banking services appear in the Banking Services Pathway.

The fourth tier, Specialties, focuses on specific job opportunities that are tied to a pathway. The job opportunities identified in the Specialties require knowledge and skills unique to a product or service. In Marketing, for example, Specialties for the Professional Selling Pathway include pharmaceutical sales, advertising sales, heavy-equipment sales, and medical-equipment sales.

Thus, the business administration curriculum can be viewed as a continuum that begins in the primary grades with career awareness and exploration and continues through postsecondary education with the emphasis becoming more specialized to the learner’s individual interest in business administration. The graph depicting the relationship among the four tiers is shown in Figure 1.



Figure 1. Relationship of TiersCurricular Organization

Knowledge and Skill Statements

Within each tier, the curricular content has been organized into Knowledge and Skill Statements, Performance Elements, and Performance Indicators. The Knowledge and Skill Statements are broad-based content standards. They identify what students should know and be able to do as a result of instruction in any of the business-related clusters. These statements encapsulate the overarching intent/purpose of a work function. The Knowledge and Skill Statements identified for the Business Administration Core are:

Business Law: Understands business’s responsibility to know, abide by, and enforce laws and regulations that affect business operations and transactionsCommunication Skills: Understands the concepts, strategies, and systems used to obtain and convey ideas and informationCustomer Relations: Understands the techniques and strategies used to foster positive, ongoing relationships with customersEconomics: Understands the economic principles and concepts fundamental to business operationsEmotional Intelligence: Understands techniques, strategies, and systems used to foster self-understanding and enhance relationships with othersEntrepreneurship: Understands the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or ventureFinancial Analysis: Understands tools, strategies, and systems used to maintain, monitor, control, and plan the use of financial resourcesHuman Resource Management: Understands the tools, techniques, and systems that businesses use to plan, staff, lead, and organize human resourcesInformation Management: Understands tools, strategies, and systems needed to access, process, maintain, evaluate, and disseminate information to assist business decision-making



Marketing: Understands the tools, techniques, and systems that businesses use to create exchanges and satisfy organizational objectivesOperations: Understands the processes and systems implemented to monitor, plan, and control the day-to-day activities required for continued business functioningProfessional Development: Understands concepts, tools, and strategies used to explore, obtain, and develop in a business careerStrategic Management: Understands tools, techniques, and systems that affect a business’s ability to plan, control, and organize an organization/department

Marketing Core

The second tier of specificity represented those skills and knowledge that were identified as common across the five marketing pathways. The instructional areas addressed in this tier include Channel Management, Marketing-Information Management, Market Planning, Pricing, Product/Service Management, Promotion, and Selling. The Knowledge and Skill Statements identified for the Marketing Core are:

Channel Management: Understands the concepts and processes needed to identify, select, monitor, and evaluate sales channelsMarketing-Information Management: Understands the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business decisionsMarket Planning: Understands the concepts and strategies utilized to determine and target marketing strategies to a select audiencePricing: Understands concepts and strategies utilized in determining and adjusting prices to maximize return and meet customers’ perceptions of valueProduct/Service Management: Understands the concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunitiesPromotion: Understands the concepts and strategies needed to communicate information about products, services, images, and/or ideas to achieve a desired outcomeSelling: Understands the concepts and actions needed to determine client needs and wants and respond through planned, personalized communication that influences purchase decisions and enhances future business opportunities

Performance Elements

Each Knowledge and Skill Statement is composed of multiple Performance Elements. These statements are broad-based work or cognitive performances that aid in defining the Knowledge and Skill Statements. The Performance Elements addressed in this course are:

Communication SkillsRead to acquire meaning from written material and to apply the information to a task.Write internal and external business correspondence to convey and obtain information effectively.Customer RelationsFoster positive relationships with customers to enhance company image.Resolve conflicts with/for customers to encourage repeat business.



Reinforce company’s image to exhibit the company’s brand promise.MarketingUnderstand marketing’s role and function in business to facilitate economic exchanges with customers.Professional DevelopmentUnderstand career opportunities in marketing to make career decisions.Channel ManagementAcquire foundational knowledge of channel management to understand its role in marketing.Marketing-Information ManagementAcquire foundational knowledge of marketing-information management to understand its nature and scope.Understand marketing-research activities to show command of their nature and scope.Understand marketing-research design considerations to evaluate their appropriateness for the research problem/issue.Understand data-collection methods to evaluate their appropriateness for the research problem/issue.Interpret marketing information to test hypotheses and/or to resolve issues.Market PlanningDevelop marketing strategies to guide marketing tactics.Select target market appropriate for product/business to obtain the best return on marketing investment (ROMI).PricingDevelop a foundational knowledge of pricing to understand its role in marketing.Product/Service ManagementAcquire a foundational knowledge of product/service management to understand its nature and scope.Apply quality assurances to enhance product/service offerings.Employ product-mix strategies to meet customer expectations.Position products/services to acquire desired business image.PromotionAcquire a foundational knowledge of promotion to understand its nature and scope.Understand promotional channels used to communicate with targeted audiences.SellingAcquire a foundational knowledge of selling to understand its nature and scope.Acquire product knowledge to communicate product benefits and to ensure appropriateness of product for the customer.Understand sales processes and techniques to enhance customer relationships and to increase the likelihood of making sales.Employ sales processes and techniques to enhance customer relationships and to increase the likelihood of making sales.Process the sale to complete the exchange.

Performance Indicators

Performance Elements are defined through Performance Indicators that are specific work-based actions—either knowledge or skills. They specify what an individual worker must know or be able to do to achieve the Performance Elements. For example, the Performance Indicators for Market Planning’s Performance Element—Employ marketing-information to develop a marketing plan—are:



Explain the concept of marketing strategies (MP:001, MP LAP 2) (CS)

Identify considerations in implementing global marketing strategies (MP:002) (MN)

Explain the concept of market and market identification (MP:003, MP LAP 3) (CS)

Identify market segments (MP:004) (MN)Select target market (MP:005) (MN)Explain the nature of marketing planning (MP:006) (SP)Explain the nature of marketing plans (MP:007) (SP)Explain the role of situational analysis in the marketing planning

process (MP:008) (SP)Conduct market analysis (market size, area, potential, etc.)

(MP:009) (MN)Conduct SWOT analysis for use in the marketing planning process

(MP:010) (MN)Assess global trends and opportunities (MP:011) (MN)Conduct competitive analysis (MP:012) (MN)Explain the nature of sales forecasts (MP:013, IM LAP 3) (SP) Forecast sales for marketing plan (MP:014) (MN)Set marketing goals and objectives (MP:015) (MN)Select marketing metrics (MP:016) (MN)Set marketing budget (MP:017) (MN)Develop marketing plan (MP:018) (MN)



Curriculum Planning Levels

Each performance indicator is assigned to one of six curriculum-planning levels that represent a continuum of instruction ranging from simple to complex. The levels can serve as building blocks for curriculum development in that students should know and be able to perform the performance indicators at one level before tackling more complex skills and knowledge at the next level. The levels can also be used as the basis for developing an unduplicated sequence of instruction for articulation between high school and postsecondary business courses. In these cases, instructors can agree as to how far along the continuum students will advance in high school so that postsecondary instructors can initiate instruction at that point in the continuum. This will enable students to focus on new, more advanced subject matter rather than on content previously mastered. The curriculum-planning level for each performance indicator is referenced on the planning guide sheets found in Section 5. The six curriculum-planning levels are described as follows:

Prerequisite (PQ)

Content develops employability and job-survival skills and concepts, including work ethics, personal appearance, and general business behavior.

Career-Sustaining (CS)

Content develops skills and knowledge needed for continued employment in or study of business based on the application of basic academics and business skills.

Specialist(SP)

Content provides in-depth, solid understanding and skill development in all business functions.

Supervisor(SU)

Content provides the same in-depth, solid understanding and skill development in all business functions as in the specialist curriculum, and in addition, incorporates content that addresses the supervision of people.

Manager (MN) Content develops strategic decision-making skills in all business functions needed to manage a business or department within an organization.

Owner (ON) Content develops strategic decision-making skills in all aspects of business that are needed to own and operate a business.

Curriculum Frameworks

In general, a framework is a skeleton structure that supports or encloses some-thing. In education, frameworks are used to support and enclose the curriculum of a discipline by defining the discipline’s main elements, thereby providing a big picture overview of the discipline’s curriculum. They can act as gatekeepers by helping educators and curriculum developers make decisions about what should be addressed or eliminated from consideration in a curriculum. Once educators have determined what content should be addressed, they can use the scaffolding that frameworks provide as a basis around which curricular content is developed, organized, and implemented. Its visual presentation, or schematic, can serve as a communications tool to share with those interested in a discipline. It quickly communicates the main topics or areas of instruction that will be addressed.



In the Marketing Principles course, four of the 13 Business Administration Core’s Knowledge and Skills Statements and all six of the Marketing Core’s Knowledge and Skill Statements are addressed. The title of each Knowledge and Skill Statement in the entire Business Administration Core and the Marketing Core are depicted in the schematic in Figure 2. The schematic also shows that the study of marketing integrates academic concepts from Language Arts, Mathematics, Social Sciences, and Social Studies. The successful application of these academic skills is imperative for obtaining a marketing career and advancing in business.

Figure 2: Schematic of Curriculum Framework for the Business Administration Core and Marketing Core


Course Philosophy, Purpose, and Goals

Section 2

Section 2 Course Philosophy, Purpose, and Goals Page 2-2

Philosophy Marketing Principles should introduce students to the dynamic processes and activities involved in marketing. The course should provide core content applicable to all aspects of marketing so that students acquire a deep understanding of all marketing activities.

A primary contributor to course success should be the use of and involvement with the local business community. Putting the activities and projects in the context of the local community should make them real to students, thereby creating student interest in the course.

To complete the activities and projects, students should use technological business tools. Tools will be recommended; however, the instructor should modify the activity or project so that the most current, available technology can be used. In addition, this course should integrate academic skills such as writing, reading, communication, and research.

Student Organization

A business-oriented student organization should be an integral part of the Marketing Principles course. Through membership in a student organization, students should develop respect for education that contributes to competence in the application of marketing knowledge and skills. In addition, membership should promote leadership development and an understanding of the responsibilities of citizens in a private-enterprise system.

Purpose The purpose of the Marketing Principles course is to enable students to acquire a realistic understanding of marketing processes and activities. The course is designed to introduce students to all marketing activities so that they can begin to identify and focus on those activities of interest. Students will investigate marketing functions, analyze ethical and legal issues associated with each marketing function, recognize how technology is used in marketing, acquire in-depth knowledge of marketing-information, product/service management, and selling.

Goals The broad goals of the Marketing Principles course are to accomplish the following:

Reinforce academic skills in such areas as communication, reading, and writing

Encourage creative thought, problem solving, and decision making

Enable students to understand and appreciate marketing and its application in business

Stimulate student interest in marketing careers

Increase student awareness of the increasingly complex business world

Assist students in developing appropriate attitudes about marketing

Encourage the use of technology in classroom projects

Assist students with enhancing their teamwork skills

Stimulate reflection on processes, performance, and outcomes


Course Description and Learning Outcomes

Section 3

Section 3 Course Description and Learning OutcomesPage 3-2

Course Marketing Principles

Credit One unit

SuggestedGrade Level

11

Prerequisites There are no prerequisites for enrollment in the Marketing Principles course.

AdmissionRequirements

Admission to the course should be open to all students who are interested in pursuing a career in marketing. Students with special needs should be admitted to the course after an individual educational plan (IEP) has been prepared. The course instructor should have input into the prescription process.

StudentCharacteristics

Students in Marketing Principles should represent a cross section of the student body in terms of gender, race, handicap, and academic ability. Students are 16- to 17-years old and have an interest in pursuing a career in marketing.

Description This course develops student understanding and skills in such areas as channel management, marketing-information management, market planning, pricing, product/service management, promotion, and selling. Through the use of three projects, students acquire an understanding and appreciation of marketing activities. Current technology will be used to acquire information and to complete the projects. Throughout the course, students are presented problem-solving situations for which they must apply academic and critical-thinking skills. Formal reflection is an on-going component of the course.

InstructionalStrategies

To encourage immediate excitement about a future in marketing, Marketing Principles utilizes project-based learning for optional content delivery for some aspects of the course. During these projects, students work individually and in teams to conduct primary and secondary research to obtain the necessary knowledge required to complete the projects. Information about using project-based learning as an instructional method is found in Section 6.

A variety of additional strategies should be utilized to deliver instruction effectively. Examples of these instructional strategies include, but are not limited to, small- and large-group activities, discussions, brainstorming, oral and written reports, online research, and community/school interactions.

Use of instructional aids such as presentation software programs/transparencies, handouts, videotapes/DVDs, Internet access, CD-ROMs, and guest speakers is recommended.

Standards ofCompletion

Instructors should use formative and summative tests to evaluate student progress. Rubrics are provided to evaluate specified aspects of projects and appear in Section 6. Objective tests should be used for quizzes and end-of-year testing.

Remedial activities should be planned and provided for students who do not meet the mastery level designated by the instructor. Successful completion of Marketing Principles requires mastery of all learning outcomes identified in the course outline.

6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


Unit COMMUNICATION SKILLS

Performance Element

Read to acquire meaning from written material and to apply the information to a task.


Analyze company resources to ascertain policies and procedures (CO:057) (CS) (SUPPLEMENTAL)

Performance Element

Write internal and external business correspondence to convey and obtain information effectively.


Write business letters (CO:133) (CS) (SUPPLEMENTAL)Write information messages (CO:039) (CS) (SUPPLEMENTAL)Write inquiries (CO:040) (CS) (SUPPLEMENTAL)

Unit CUSTOMER RELATIONS

Performance Element

Foster positive relationships with customers to enhance company image.

PerformanceIndicators

Demonstrate a customer-service mindset (CR:004) (CS) (SUPPLEMENTAL)Reinforce service orientation through communication (CR:005) (CS)

(SUPPLEMENTAL)Respond to customer inquiries (CO:006) (CS)Adapt communication to the cultural and social differences among clients (CR:019)

(CS) (SUPPLEMENTAL)Interpret business policies to customers/clients (CR:007) (CS) (SUPPLEMENTAL)

Performance Element

Resolve conflicts with/for customers to encourage repeat business.


Handle difficult customers (CR:009, CR LAP 3) (CS) (SUPPLEMENTAL)Handle customer/client complaints (CR:010) (SUPPLEMENTAL)

Performance Element

Reinforce company’s image to exhibit the company’s brand promise.


Identify company’s brand promise (CR:001) (CS)Determine ways of reinforcing the company’s image through employee

performance (CR:002) (CS)

Unit MARKETING

Performance Element

Understand marketing’s role and function in business to facilitate economic exchanges with customers.


Explain marketing and its importance in a global economy (MK:001, MK LAP 4) (CS)—Review

Describe marketing functions and related activities (MK:002, MK LAP 1) (CS)



Unit PROFESSIONAL DEVELOPMENT

Performance Element

Understand career opportunities in marketing to make career decisions.


Explain employment opportunities in marketing (PD:024) (CS)

Unit CHANNEL MANAGEMENT

Performance Element

Acquire foundational knowledge of channel management to understand its role in marketing.


Explain the nature and scope of channel management (CM:001, CM LAP 2) (CS)Explain the relationship between customer service and channel management

(CM:002) (CS)Explain the nature of channels of distribution (CM:003, CM LAP 1) (CS)Describe the use of technology in the channel management function (CM:004)

(CS)Explain legal considerations in channel management (CM:005) (SP)

(SUPPLEMENTAL)Describe ethical considerations in channel management (CM:006) (SP)

(SUPPLEMENTAL)

Unit MARKETING-INFORMATION MANAGEMENT

Performance Element

Acquire foundational knowledge of marketing-information management to understand its nature and scope.


Describe the need for marketing data (IM:012, IM LAP 12) (CS)Identify data monitored for marketing decision making (IM:184, IM LAP 11) (SP)Explain the nature and scope of the marketing information management function

(IM:001, IM LAP 2) (SP)Explain the role of ethics in marketing-information management (IM:025) (SP)

(SUPPLEMENTAL)Describe the use of technology in the marketing-information management function

(IM:183) (SP)Describe the regulation of marketing-information management (IM:419) (SP)

(SUPPLEMENTAL)

Performance Element

Understand marketing-research activities to show command of their nature and scope.


Explain the nature of marketing research (IM:010, IM LAP 5) (SP) (SUPPLEMENTAL)

Discuss the nature of marketing research problems/issues (IM:282, IM LAP 13) (SP) (SUPPLEMENTAL)



Unit MARKETING-INFORMATION MANAGEMENT (cont’d)

Performance Element

Understand marketing-research design considerations to evaluate their appropriateness for the research problem/issue.


Describe methods used to design marketing research studies (i.e., descriptive, exploratory, and causal) (IM:284, IM LAP 14) (SP) (SUPPLEMENTAL)

Describe options businesses use to obtain marketing-research data (i.e., primary and secondary research) (IM:281, IM LAP 15) (SP) (SUPPLEMENTAL)

Discuss the nature of sampling plans (i.e., who, how many, how chosen) (IM:285) (SP) (SUPPLEMENTAL)

Performance Element

Understand data-collection methods to evaluate their appropriateness for the research problem/issue.


Describe data-collection methods (e.g., observations, mail, telephone, Internet, discussion groups, interviews, scanners) (IM:289) (SP)

Explain characteristics of effective data-collection instruments (IM:418) (SP)Describe types of scales (including rating scales such as Likert scales, semantic

differential scales, behavior intention scales; and ranking scales such as paired comparison, forced choice, and comparative scale) (IM:286)

Unit MARKET PLANNING

Performance Element

Employ marketing-information to develop a marketing plan.


Explain the concept of marketing strategies (MP:001, MP LAP 2) (CS)Explain the concept of market and market identification (MP:003, MP LAP 3) (CS)

Unit PRICING

Performance Element

Develop a foundational knowledge of pricing to understand its role in marketing.


Explain the nature and scope of the pricing function (PI:001, PI LAP 2) (SP)Describe the role of business ethics in pricing (PI:015) (SP)Explain the use of technology in the pricing function (PI:016) (SP)Explain legal considerations for pricing (PI:017) (SP)Explain factors affecting pricing decisions (PI:002, PI LAP 3) (SP)



Unit PRODUCT/SERVICE MANAGEMENT

Performance Element

Acquire a foundational knowledge of product/service management to understand its nature and scope.


Explain the nature and scope of the product/service management function (PM:001, PM LAP 17) (SP)

Identify the impact of product life cycles on marketing decisions (PM:024) (SP)Describe the use of technology in the product/service management function

(PM:039) (SP)Explain business ethics in product/service management (PM:040) (SP)

Performance Element

Apply quality assurances to enhance product/service offerings.


Describe the uses of grades and standards in marketing (PM:019, PM LAP 8) (CS)Explain warranties and guarantees (PM:020, PM LAP 4) (CS)Identify consumer protection provisions of appropriate agencies (PM:017) (SP)

(SUPPLEMENTAL)Performance Element

Employ product-mix strategies to meet customer expectations.


Explain the concept of product mix (PM:003, PM LAP 3) (SP)

Performance Element

Position products/services to acquire desired business image.


Describe factors used by marketers to position products/services (PM:042) (SP)Explain the nature of product/service branding (PM:021, PM LAP 6) (SP)

Performance Element

Position company to acquire desired business image.


Explain the nature of corporate branding (PM:206) (SP) (SUPPLEMENTAL)

Unit PROMOTION

Performance Element

Acquire a foundational knowledge of promotion to understand its nature and scope.


Explain the role of promotion as a marketing function (PR:001, PR LAP 2) (CS)Explain the types of promotion (PR:002, PR LAP 4) (CS)Identify the elements of the promotional mix (PR:003, PR LAP 1) (SP)Describe the use of business ethics in promotion (PR:099) (SP)Describe the use of technology in the promotion function (PR:100) (SP)Describe the regulation of promotion (PR:101) (SP)



Unit PROMOTION (cont’d)

PerformanceElement

Understand promotional channels used to communicate with targeted audiences.

Performance Indicator

Explain types of advertising media (PR:007, PR LAP 3) (SP)Describe word of mouth channels used to communicate with targeted audiences

(PR:247) (SP) (SUPPLEMENTAL)Explain the nature of direct marketing channels (PR:089) (SP) (SUPPLEMENTAL)Identify communications channels used in sales promotion (PR:249) (SP)Explain communications channels used in public-relations activities (PR:250) (SP)

Unit SELLING

Performance Element

Acquire a foundational knowledge of selling to understand its nature and scope.


Explain the nature and scope of the selling function (SE:017, SE LAP 117) (CS)Explain the role of customer service as a component of selling relationships

(SE:076, SE LAP 130) (CS)Explain key factors in building a clientele (SE:828, SE LAP 115) (SP)

(SUPPLEMENTAL)Explain company selling policies (SE:932) (CS)Explain business ethics in selling (SE:106, SE LAP 129) (SP)Describe the use of technology in the selling function (SE:107) (SP)

(SUPPLEMENTAL)Describe the nature of selling regulations (SE:108) (SP) (SUPPLEMENTAL)

Performance Element

Acquire product knowledge to communicate product benefits and to ensure appropriateness of product for the customer.


Acquire product information for use in selling (SE:062) (CS)Analyze product information to identify product features and benefits

(SE:109, SE LAP 113)

Performance Element

Understand sales processes and techniques to enhance customer relationships and to increase the likelihood of making sales.


Explain the selling process (SE:048, SE LAP 126) (CS)Establish relationship with client/customer (SE:110) (CS) (SUPPLEMENTAL)Determine customer/client needs (SE:111) (CS) (SUPPLEMENTAL)Recommend specific product (SE:114, SE LAP 111) (CS) (SUPPLEMENTAL)

Performance Element

Process the sale to complete the exchange.


Calculate miscellaneous charges (SE:116) (CS)Process special orders (SE:009) (CS) (SUPPLEMENTAL)Process telephone orders (SE:835) (CS) (SUPPLEMENTAL)





Introduction To aid with instructional planning, a listing of supporting objectives for each of the performance indicators is provided. The performance indicators are sequenced by instructional area and are not intended to provide instructional sequence for the course. That information is found in Section 4 of the course guide.

Instructional Area

COMMUNICATIONS: Understands the concepts, strategies, and systems used to obtain and convey ideas and information

PerformanceIndicator and Objectives

Analyze company resources to ascertain policies and procedures (CO:057) (SUPPLEMENTAL)

a. Distinguish between policies and procedures.b. Discuss the need for company policies and procedures.c. Describe the impact of ineffective policies and procedures.d. Explain the importance of understanding company policies and procedures.e. Identify company resources that can be accessed for policies and procedures.f. Demonstrate how to analyze company resources to ascertain policies and

procedures.


Write business letters (CO:133) (SUPPLEMENTAL)a. Identify types of business letters.b. Describe the components of an effective business letter. c. Explain the guidelines for business-letter writing.d. Write a business letter.


Write informational messages (CO:039) (SUPPLEMENTAL)a. Define the term informational messages.b. Identify examples of informational messages used by businesses.c. Explain the purposes of informational messages.d. Demonstrate procedures for writing informational messages.


Write inquiries (CO:040) (SUPPLEMENTAL)a. Define the term inquiries.b. Identify occasions when inquiries are written by businesses.c. Describe the importance of writing inquiries.d. Demonstrate procedures for writing inquiries.

Instructional Area

CUSTOMER RELATIONS: Understands the techniques and strategies used to foster positive, ongoing relationships with customers


Demonstrate a customer-service mindset (CR:004) (SUPPLEMENTAL)a. Identify beliefs held by employees who have a customer-service mindset.b. Describe the importance of exhibiting a customer-service mindset.c. Identify occasions when marketing employees can exhibit a customer-service

mindset.d. Describe guidelines for exhibiting a customer-service mindset.e. Demonstrate a customer-service mindset.



Instructional Area (cont’d)



Reinforce service orientation through communication (CR:005) (SUPPLEMENTAL)

a. Define the term service orientation.b. Explain the relationship between communication and service.c. Identify ways in which employees in business and marketing can demonstrate

a service orientation.d. Demonstrate procedures for reinforcing a service orientation through

communication.


Respond to customer inquiries (CR:006) (SUPPLEMENTAL)a. Explain the nature of customer inquiries.b. Identify the types of customer inquiries.c. Discuss the importance of possessing knowledge of the company (e.g.,

policies, history, capabilities, etc.).d. Discuss the importance of possessing adequate product knowledge.e. Describe guidelines for handling customer inquiries.f. Demonstrate use of proper procedure for solving a customer inquiry in a

marketing situation.


Adapt communication to the cultural and social differences among clients (CR:019) (SUPPLEMENTAL)

a. Discuss the purpose of adapting communication to a client’s cultural or social community.

b. Explain the importance of context in communication.c. Discuss reasons for adapting communication to the cultural or social

differences among clients.d. Explain skills associated with adapting communication (e.g., empathy, risk

taking, problem solving, etc.).e. Describe ways to adapt communication to the cultural or social environment

of clients.f. Demonstrate how to adapt communication to the cultural or social differences

among clients.


Interpret business policies to customers/clients (CR:007) (SUPPLEMENTAL)a. Define the term business policy.b. Identify characteristics of effective business policies.c. Describe reasons for having business policies.d. Explain types of business policies that affect customers.e. Discuss the role of employees in interpreting business policies.f. Explain when business policies should be interpreted.g. Explain guidelines for interpreting business policies to customers.h. Demonstrate procedures for interpreting business policies to customers.



InstructionalArea (cont’d)



Handle difficult customers (CR:009, CR LAP 3) (SUPPLEMENTAL)a. Define the following terms: disagreeable customer, domineering/ superior

customers, dishonest customers.b. Identify types of difficult customers.c. Describe categories of disagreeable customers.d. Discuss categories of domineering/superior customers.e. Describe ways in which customers are dishonest.f. Identify situations in which customers become difficult.g. Explain reasons for handling difficult customers.h. Describe general guidelines for handling difficult customers.i. Explain specific guidelines for handling types of difficult customers.j. Demonstrate procedures for handling difficult customers.


Handle customer/client complaints (CR:010) (SUPPLEMENTAL)a. Define the term complaint.b. Identify the costs associated with customer complaints.c. Identify reasons for customer complaints.d. Describe the benefits of customer complaints.e. Explain the importance of appropriately handling customer complaints.f. Explain procedures for handling customer complaints.g. Demonstrate procedures for handling customer complaints.


Identify company’s brand promise (CR:001)a. Define the terms touch points, brand, and brand promise.b. Explain the importance of a company’s brand promise.c. Describe factors impacting a company’s brand promise.d. Demonstrate how to identify a company’s brand promise.


Determine ways of reinforcing the company’s image through employee performance (CR:002)

a. Discuss types of company images.b. Describe factors that affect a company’s image.c. Explain the importance of reinforcing the company’s image.d. Describe ways that employees can reinforce the company’s image through

their performance.e. Demonstrate how to determine ways to reinforce the company’s image

through employee performance.



Instructional Area

MARKETING: Understands the tools, techniques, and systems that businesses use to create exchanges and satisfy organizational objectives


Explain marketing and its importance in a global economy (MK:001, MK LAP 4)--REVIEW

a. Define the following terms: marketing and marketing concept.b. Identify marketing activities.c. Categorize items that are marketed.d. Explain where marketing occurs.e. Explain the elements of the marketing concept.f. Explain the role of marketing in a private enterprise system.g. Describe ways in which consumers and businesses would be affected if

marketing did not exist.h. Explain how marketing benefits our society.


Describe marketing functions and related activities (MK:002, MK LAP 1)a. Define the following terms: channel management, marketing-information

management, pricing, product/service management, promotion, and selling.b. Explain the purposes of each marketing function.c. Describe the importance of each marketing function to marketing.d. Explain the interrelationships among marketing functions.

Instructional Area

PROFESSIONAL DEVELOPMENT: Understands concepts, tools, and strategies used to explore, obtain, and develop in a business career


Explain employment opportunities in marketing (PD:024)a. Identify types of businesses that offer careers in marketing.b. Contrast marketing careers with careers in medicine.c. Explain why jobs in marketing provide career potential.d. Describe the following marketing careers:

(1) Marketing research(2) Advertising(3) Product management(4) Channel management(5) Sales(6) Retailing(7) Service marketing(8) Customer service(9) Public relations

e. Describe well-recognized traits and skills needed for success in marketing careers.



Instructional Area

CHANNEL MANAGEMENT: Understands the concepts and processes needed to identify, select, monitor, and evaluate sales channels


Explain the nature and scope of channel management (CM:001, CM LAP 2) a. Define the following terms: channel, channel intensity, channel length,

distribution patterns, exclusive distribution, selective distribution, and intensive distribution.

b. Explain how channel members add value.c. Discuss channel functions (e.g., information, promotion, contact, matching,

negotiation, physical distribution, financing, and risk taking).d. Explain key channel tasks (e.g., marketing, packaging, financing, storage,

delivery, merchandising, and personal selling).e. Describe when a channel will be most effective.f. Distinguish between horizontal and vertical conflict.g. Describe channel management decisions (i.e., selecting channel members,

managing and motivating channel members, and evaluating channel members).

h. Explain channel design decisions (i.e., analyzing customer needs, setting channel objectives, identifying major alternatives—types of intermediaries, number of intermediaries, responsibilities of intermediaries).

i. Discuss the relationship between the product being distributed and the pattern of distribution it uses.


Explain the nature of channels of distribution (CM:003) a. Define the following terms: channels of distribution, producer, ultimate

consumer, industrial user, middlemen, intermediaries, retailers, wholesalers, agents, direct channels, and indirect channels.

b. Identify types of channel members/intermediaries/middlemen.c. Explain the importance of middlemen in the channel of distribution.d. Describe types of channels for consumer goods and services.e. Describe types of channels for industrial goods and services.


Describe the use of technology in the channel management function (CM:004)

a. Identify ways that the use of technology impacts the channel management function.

b. Explain specific applications of technology in channel management.c. Discuss ways that the use of technology in channel management impacts

relationships with channel members.d. Explain ways that the use of technology in channel management facilitates

global trade.e. Describe benefits associated with the use of technology in channel

management.f. Explain barriers to the use of technology in channel management.




CHANNEL MANAGEMENT: Understands the concepts and processes needed to identify, select, monitor, and evaluate sales channels


Explain legal considerations in channel management (CM:005) (SUPPLEMENTAL)

a. Define the following terms: exclusive dealing, tying agreements, full-line forcing, and closed territories.

b. Describe illegal channel management activities.c. Identify laws that govern channel management activities.d. Explain the impact of regulation on channel management activities.


Describe ethical considerations in channel management (CM:006) (SUPPLEMENTAL)

a. Define the following terms: exploitation, coercion, gray market, and slotting allowance.

b. Discuss reasons that marketers should not manipulate the availability of a product for the purpose of exploitation.

c. Describe ethical issues associated with serving markets with low profit potential.

d. Explain when ethical issues can arise in a distribution channel.e. Explain the ethical implications of the gray market on U.S. businesses.f. Describe how communication relates to channel management ethics.

Instructional Area

MARKETING-INFORMATION MANAGEMENT: Understands the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business decisions


Describe the need for marketing data (IM:012, IM LAP 12) a. Define the following terms: facts, estimates, predictions, relationships, and

marketing information.b. Identify types of information used in marketing decision-making.c. Identify types of marketing information useful to marketers.d. Describe ways that marketers use marketing information.e. Explain the impact of marketing information on marketers.


Identify data monitored for marketing decision making (IM:184, IM LAP 11)a. Define the following terms: request and complaint reports, lost sales reports,

call reports, and activity reports.b. Explain information contained in sales and expense reports that is monitored

for marketing decision-making.c. Describe information in reports provided by salespeople that is monitored for

use in marketing decision-making.d. Discuss information about customers that is monitored for marketing decision-

making.e. Explain information about competitors that is monitored for marketing

decision-making.f. Demonstrate procedures for identifying information to monitor for marketing

decision-making.






Explain the nature and scope of the marketing information management function (IM:001, IM LAP 2)

a. Define the following terms: marketing information, marketing-information management system, and marketing research.

b. Describe the need of marketing information.c. Classify types of marketing information as primary or secondary.d. Describe the types of information marketers should obtain.e. Categorize internal sources of marketing information.f. Discuss external sources of marketing information.g. Explain why marketers should collect information.h. Describe the characteristics of useful marketing information.i. Describe reasons that marketers need to gather accurate information.j. Explain the functions of a marketing-information management system.k. Contrast marketing research with a marketing-information system.l. Describe the use of a marketing-information system.m. Explain the benefits of a marketing-information management system.n. Discuss the requirements of a marketing-information management system.o. Explain the role of marketing-information management in marketing.p. Describe limitations of marketing-information management systems.


Explain the role of ethics in marketing-information management (IM:025) (SUPPLEMENTAL)

a. Describe the importance of credibility and objectivity in marketing-information management.

b. Explain why the integrity of the marketing information must be protected.c. Explain types of ethical conflicts in marketing-information management.d. Discuss ethical issues associated with obtaining information about

competitors.e. Describe ethical issues created by the use of technology in data collection.


Describe the use of technology in the marketing-information management function (IM:183)

a. Identify ways that the use of technology impacts the marketing-information management function.

b. Describe how the use of the Internet for marketing-information management tracks and monitors customer website activities.

PerformanceIndicator and Objectives (cont’d)

c. Discuss how customer-to-business communications on the Internet can be used in marketing-information management (e.g., email reminders, popup notices, online focus groups, etc.)

d. Explain how the Internet provides services for conducting research (e.g., search engines, tools for online surveys, database access, blogs, etc.)

e. Discuss marketers’ use of virtual realties and simulations in marketing-information management.

f. Describe how the use of Global Positioning Systems (GPS) can facilitate marketing-information management.

g. Explain the use of data analysis software in marketing-information management.








Describe the regulation of marketing-information management (IM:419) (SUPPLEMENTAL)a. Define the following terms: self-regulation, SUGGING, FRUGGING, privacyb. Explain the role of self-regulation for marketing researchers.c. Discuss privacy concerns associated with the collection, storage, mining, and

use of data.d. Describe the legalities associated with the collection of marketing data from

children.e. Discuss legal issues associated with the collection and sharing of health-care

data.f. Explain legal issues associated with the protection of information held by

financial institutions.g. Discuss why marketing researchers are excluded from governance under the

CAN-SPAM Act.h. Explain how marketing researchers are protected from SUGGING and

FRUGGING.i. Describe legal issues associated with callbacks.j. Discuss legal issues associated with the use of automatic dialers when

collecting data.k. Ascertain the current status of privacy/data security legislation.l. Discuss reasons that marketing researchers must consider state, federal, and

international laws when collecting data.


Explain the nature of marketing research (IM:010, IM LAP 5) (SUPPLEMENTAL)a. Define the following terms: marketing research, secondary research, primary

research, personal interview, mail interview, telephone interview, questionnaire, and focus group.

b. Identify characteristics of effective marketing research.c. Describe the importance of marketing research.d. Explain how marketing research is carried out.e. Explain the uses of marketing research.f. Describe shortcomings of marketing research.g. Describe types of marketing research objectives.h. Describe the contents of a research plan or design.i. Classify types of marketing research data.j. Distinguish between internal and external sources of data.k. Describe types of data collection methods.l. Explain how data can be analyzed.m. Describe steps in the marketing research process.






Discuss the nature of marketing research problems/issues (IM:282, IM LAP 13) (SUPPLEMENTAL)

a. Define the term marketing research problem, decision problem, variables, unit of analysis, research objectives.

b. Explain the importance of determining the actual marketing research problem/issue.

c. Discuss the need to determine the “real” issue/problem rather than its symptoms.

d. Describe the steps involved in determining the marketing research problem/issue (e.g., clarifying and identifying the information needs, redefining the decision problem as a research problem, and setting research objectives.

e. Discuss activities involved in identifying the information needs (e.g., determining the purpose of the research, understanding the complete problem, identifying measurable symptoms, determining the unit of analysis, and determining relevant variables).

f. Explain why researchers need to adjust the decision problem into a research problem.

g. Describe the purposes of setting marketing research objectives.h. Explain the relationship between the research problem/issue and the

marketing research objectives.i. Discuss how determining the marketing research problem/issue aids in

determining whether to conduct the study.j. Describe situations in which conducting a marketing research study would be

inappropriate.


Describe methods used to design marketing research studies (i.e., descriptive, exploratory, and causal) (IM:284, IM LAP 14) (SUPPLEMENTAL)

a. Define the following terms: research design, descriptive design, exploratory design, causal design.

b. Describe general purposes of marketing research (e.g., explain, predict, monitor, discover, test hypotheses).

c. Explain the relationship between the research design and the purpose of the research.

d. Discuss the purposes of using descriptive research.e. Explain the purposes of using exploratory research.f. Distinguish between descriptive and exploratory research.g. Describe the purposes of using causal research.






Describe options businesses use to obtain marketing-research data (i.e., primary and secondary research, quantitative and qualitative research) (IM:281, IM LAP 15) (SUPPLEMENTAL)

a. Distinguish between primary and secondary marketing research.b. Describe occasions for using primary sources of marketing research data.c. Discuss primary sources of marketing research data.d. Describe advantages/disadvantages of primary marketing research.e. Explain types of primary research (i.e., quantitative and qualitative).f. Explain occasions for using secondary sources of marketing research data.g. Describe secondary sources of marketing research data (i.e., internal and

external).h. Describe advantages/disadvantages with using internal sources of secondary

data.i. Explain reasons that businesses need to analyze external data.j. Explain advantages/disadvantages of secondary marketing research.k. Discuss reasons for outsourcing marketing research activities.


Discuss the nature of sampling plans (i.e., who, how many, how chosen) (IM:285) (SUPPLEMENTAL)

a. Define the terms population, sample, probability sampling, non-probability sampling, and sampling plan.

b. Discuss the advantages of using a sample to represent the population.c. Explain when it is appropriate to use a sample of the population.d. Distinguish between probability and non-probability sample designs.e. Explain types of non-probability sample designs.f. Describe types of probability sample designs.g. Explain types of sampling bias/errors.h. Discuss the purpose of sampling plans.i. Explain the components of a sampling plan.






Describe data-collection methods (e.g., observations, mail, telephone, Internet, discussion groups, interviews, diaries scanners) (IM:289)

a. Explain reasons for having a variety of data-collection methods.b. Describe forms of quantitative data collection (e.g., surveys, tracking,

experiments).c. Describe forms of qualitative data collection (e.g., personal interviews, focus

groups, observational research).d. Explain limitations associated with qualitative research.e Explain advantages/disadvantages with using observational techniques to

collect marketing data.f Describe advantages/disadvantages associated with using mail techniques to

collect marketing data.g Discuss advantages/disadvantages associated with using telephone data-

collection methods.h Describe ways to use the Internet to collect data.i. Explain advantages/disadvantages associated with using the Internet as a

data-collection method.j Describe advantages/disadvantages of using discussion groups to collect

data.k. Discuss advantages/disadvantages associated with using interviews to collect

data.l. Explain advantages/disadvantages associated with using scanners to collect

data.


Explain characteristics of effective data-collection instruments (IM:418)a. Explain why data-collection instruments must be carefully designed and

administered.b. Discuss challenges in developing effective data-collection instruments (e.g.,

cultural differences between researcher and source, resources required for the study, intangible nature of some types of information, difficulty accessing some sources of information).

PerformanceIndicator and Objectives (cont’d)

c. Explain elements of surveys (i.e., a statement to respondents about how information will be used and why it is valuable; clear instructions, including for any skip patterns; appealing format; logical sequence of questions; consideration of how answers to previous items might affect later items).

d. Describe qualities of a good survey item (e.g., clear questions, single focus for each question, neutral questions, balanced questions, appropriate language for the intended respondent, appropriately broad or narrow in scope).

e. Explain how to ensure the quality of observations.f. Discuss considerations for collecting data online.g. Describe considerations in using a pre-existing data collection instrument.






Describe types of scales (including rating scales such as Likert scales, semantic differential scales, behavior intention scales; and ranking scales such as paired comparison, forced choice, and comparative scale) (IM:286)

a. Explain the use of scaling in marketing research.b. Distinguish between rating and ranking scales.c. Distinguish between nominal data and ordinal scales.d. Discuss when ordinal scales are used.e. Describe characteristics of interval rating scales.f. Distinguish between interval and ratio scales.g. Distinguish between continuous and itemized rating scales.h. Discuss types of itemized rating scales (e.g., Likert, semantic differential,

Stapel’s Scale, and multi dimensional scaling).i. Explain advantages/disadvantages of the types of itemized rating scales.j. Explain types of ranking scales (i.e., paired comparison, forced choice, and

comparative scale).

Instructional Area

MARKET PLANNING: Understands the concepts and strategies utilized to determine and target marketing strategies to a select audience


Explain the concept of marketing strategies (MP:001, MP LAP 2) a. Define the following terms: marketing mix, product, place, promotion, price,

goals, strategies, and tactics.b. Identify the components of the marketing mix.c. Describe the importance of each of the components of the marketing mix.d. Explain the relationship of goals, strategies, and tactics.e. Describe the importance of marketing strategies.f. Explain the factors that may cause marketing strategies to change.g. Explain the importance of strategies in the marketing mix.


Explain the concept of market and market identification (MP:003, MP LAP 3) a. Define the following terms: market, target market, mass marketing, marketing

segments, market segmentation, demographic segmentation, geographic segmentation, psychographic segmentation, and behavioral segmentation.

b. Explain the importance of target markets to businesses.c. Describe advantages and disadvantages of mass marketing.d. Describe advantages and disadvantages of using market segments.e. Explain why the use of market segments is increasing.

f. Describe demographic characteristics that are analyzed by marketers.g. Explain the value of geographic segmentation.h. Discuss the value of psychographic segmentation.i. Describe types of behavioral segmentation.



Instructional Area

PRICING: Understands concepts and strategies utilized in determining and adjusting prices to maximize return and meet customers’ perceptions of value


Explain the nature and scope of the pricing function (PI:001, PI LAP 2)a. Describe the characteristics of effective pricing.b. Explain what is being priced when prices are set for products.c. List factors that affect a product's price.d. Describe how pricing affects product decisions.e. Explain how pricing affects place (distribution) decisions.f. Describe how pricing affects promotion decisions.g. Explain pricing objectives.


Describe the role of business ethics in pricing (PI:015) a. Define the following terms: price fixing, predatory pricing.b. Identify ethical considerations in setting prices.c. Explain ethical concerns associated with the use of complex prices that are

confusing to consumers.d. Explain how pricing tactics can relate to social responsibility.


Explain the use of technology in the pricing function (PI:016) a. Identify ways that the use of technology impacts the pricing function.b. Explain specific applications of technology in pricing.c. Describe benefits of automating the pricing process.d. Discuss risks associated with automating the pricing process.e. Explain how automating pricing facilitates targeted pricing


Explain legal considerations for pricing (PI:017) a. Define the following terms: bait-and-switch advertising, deceptive pricing,

dumping, loss-leader pricing, predatory pricing, price discrimination, and price fixing.

b. Describe laws affecting pricing.c. Explain positive effects of pricing laws.d. Discuss negative effects of pricing laws.e. Explain the impact of anti-dumping laws on consumers.


Explain factors affecting pricing decisions (PI:002, PI LAP 3)a. Define the term selling price.b. Distinguish between price and selling price.c. Describe the importance of selling price.d. Identify factors affecting selling price.e. Explain how consumers can affect selling price.f. Describe how government affects selling price.g. Discuss how competition can affect selling price.h. Explain how the nature of a business can affect selling price.i. Identify pricing objectives.j. Explain how pricing objectives affect selling price.



Instructional Area

PRODUCT/SERVICE MANAGEMENT: Understands the concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities


Explain the nature and scope of the product/service management function (PM:001, PM LAP 17)

a. Define the term product/service management.b. Explain who is responsible for managing products/services.c. Describe the benefits of product/service managing.d. Describe the phases of product/service managing.e. Describe factors affecting product/service managing.f. Explain the role product/service management plays in marketing.


Identify the impact of product life cycles on marketing decisions (PM:024) a. Define the following terms: product life cycle, introduction, growth, maturity,

decline, pricing decisions, promotion decisions, place decisions, and product decisions.

b. Identify stages of the product life cycle.c. Describe the characteristics of each stage of the product life cycle.d. Discuss the impact of each stage of the product life cycle on marketing

decision-making.e. Explain how a company can extend a product's life cycle.


Describe the use of technology in the product/service management function (PM:039)

a. Identify ways that the use of technology impacts the product/service management function.

b. Explain specific applications of technology in product/service management.c. Describe how technology is used to manage the product life cycle.d. Discuss how technology is used in market testing.e. Explain how technology is used in product labeling and packaging.


Explain business ethics in product/service management (PM:040)a. Describe ethical considerations in product packaging.b. Explain how planned obsolescence is an ethical issue for businesses.c. Explain ethical issues associated with product labeling.d. Discuss ethical issues associated with changing a product’s quality.e. Describe ethical issues associated with failing to inform customers about

product risks.


Describe the uses of grades and standards in marketing (PM:019, PM LAP 8) a. Define the terms grades and standards.b. Explain the interrelationship of grades and standards.c. Describe what businesses do with products that fail to meet the lowest

standards.d. Explain reasons for using grades and standards.e. Describe ways that grades and standards aid the buying and selling process.f. Explain the importance of grades and standards in global trade.g. Identify groups that develop grades and standards.h. Describe types of standards.i. Identify examples of graded products.






Explain warranties and guarantees (PM:020, PM LAP 4)a. Define the following terms: warranty, express warranty, implied warranty, full

warranty, limited warranty, and guarantee.b. Identify the provisions of a full warranty.c. Distinguish between warranties and guarantees.d. Identify the characteristics of an effective guarantee.e. Describe the purposes of warranties and guarantees.f. Explain the benefits of warranties and guarantees.g. Describe government regulation of warranties and guarantees.


Identify consumer protection provisions of appropriate agencies (PM:017) (SUPPLEMENTAL)

a. Describe forms of consumer protection associated with product/service management.

b. Describe the need for consumer protection in product/service management.c. Discuss the role of governmental agencies in protecting consumers. d. Explain laws that protect consumers.e. Explain how consumer protection affects businesses.f. Describe expenses that can be incurred by businesses as a result of

consumer protection.

Instructional Area

Explain the concept of product mix (PM:003, PM LAP 3)a. Define the following terms: product mix, product item, product line, width,

depth, consistency, expansion, contraction, alteration, trading up, trading down, and positioning.

b. Identify ways in which product lines can be organized.c. Describe product mix dimensions.d. Identify reasons that a business would offer a narrow product mix.e. Identify reasons that a business would offer a broad product mix.f. Identify reasons that a business would offer a deep product mix.g. Identify reasons that a business would offer a shallow product mix. h. Explain the importance of a business’s product mix.i. Describe advantages of expansion product-mix strategies.j. Describe disadvantages of expansion product-mix strategies.k. Describe advantages of contraction product-mix strategies.l. Describe disadvantages of contraction product-mix strategies.m. Describe advantages of alteration product-mix strategies.n. Describe disadvantages of alteration product-mix strategies.o. Describe advantages of trading up product-mix strategies.p. Describe disadvantages of trading up product-mix strategies.q. Describe advantages of trading down product-mix strategies.r. Describe disadvantages of trading down product-mix strategies.s. Describe advantages of positioning product-mix strategies.t. Describe disadvantages of positioning product-mix strategies.






Describe factors used by marketers to position products/services (PM:042)a. Define the following terms: competitive advantage and positioning.b. Describe the purpose of positioning.c. Explain the relationship between the target market and positioning.d. Discuss the relationship between the competition and positioning.e. Describe types of positioning strategies (e.g., product attributes, benefits,

usage occasions, users, competitive, product classes). f. Discuss how marketing mix elements can be differentiated to position

products/businesses.


Explain the nature of product/service branding (PM:021, PM LAP 6)a. Define the following terms: brand, brand name, brand symbol, trade

character, brand recognition, brand preference, brand insistence, product brands, generic brand, national brand, private/distributor brand, brand strategies, family branding, individual branding, brand extensions, brand licensing, and co-branding.

b. List the characteristics of a good brand name.c. Explain levels of brand loyalty.d. Identify types of brand strategies.e. Describe considerations for international branding.f. Explain the impact of the Internet on branding.g. Discuss employees’ role in branding.

Explain the nature of corporate branding (PM:206) (SUPPLEMENTAL)a. Define the following terms: brand identity, values, brand cues, brand

personality, touch points, brand promise, and corporate brands.b. Describe the elements that make up a brand’s identity.c. Explain the use of values in brand development.d. Discuss the significance of a brand’s personality.e. Describe the use of brand touch points.f. Distinguish between corporate and distributor brands.

Instructional Area

PROMOTION: Understands the concepts and strategies needed to communicate information about products, services, images, and/or ideas to achieve a desired outcome


Explain the role of promotion as a marketing function (PR:001, PR LAP 2)a. Define the term promotion.b. List users of promotion.c. Describe the benefits of using promotion.d. Describe the costs associated with the use of promotion.e. Describe types of promotional objectives.f. Discuss the relationship of promotion and marketing.






Explain the types of promotion (PR:002, PR LAP 4)a. Define the following terms: product promotion, primary product promotion,

secondary product promotion, institutional promotion, public service, public relations, and patronage.

b. Identify types of product promotion.c. Describe the uses of product promotion.d. Identify types of institutional promotion.e. Describe uses of institutional promotion.f. Discuss the advantages of promotional activities.g. Discuss the disadvantages of promotional activities.


Identify the elements of the promotional mix (PR:003, PR LAP 1)a. Define the following terms: promotional mix, advertising, personal selling,

publicity and sales promotion.b. Identify the elements of the promotional mix.c. Categorize examples of promotions according to the elements of the

promotional mix.d. Describe the importance of the promotional mix.e. Identify factors affecting the promotional mix.f. Describe how the product being sold affects the promotional mix.g. Explain how the product's market affects the promotional mix.h. Discuss how the distribution system affects the promotional mix.i. Explain how the product's company affects the promotional mix.


Describe the use of business ethics in promotion (PR:099)a. Explain ethical issues associated with fear-based advertising.b. Discuss sexism/stereotyping in advertising.c. Explain ethical issues associated with promotion to children.d. Discuss ethical issues associated with sales promotion sweepstakes,

samples, rebates, and premiums.e. Explain the use of stealth marketing.f. Discuss ethical issues associated with use of customer information obtained

on the Internet.g. Describe ways that businesses use socially responsible promotions.






Describe the use of technology in the promotion function (PR:100) a. Explain how the use of technology in promotion has changed the way

marketers communicate with customers.b. Identify ways that the use of technology positively impacts the promotion

function.c. Discuss ways that the use of technology negatively impacts the promotion

function.d. Describe ways that businesses use the Internet as a promotional tool.e. Describe how technology has enhanced opportunities to contact customers

with promotional messages.f. Discuss ways that technology has facilitated the use of sales promotions.g. Explain specific applications of technology in promotion.


Describe the regulation of promotion (PR:101)a. Explain the need for truthfulness in promotional messages and claims.b. Discuss how the use of misleading or inaccurate statements in promotion is

regulated.c. Explain laws that protect customers from unwanted promotions.d. Discuss laws that protect children from promotional messages. e. Explain the regulation of telemarketing. f. Discuss the regulation of data privacy. g. Describe actions that can be taken by the Federal Trade Commission to

correct misleading advertising.h. Discuss reasons for the regulation of products used in advertising.i. Explain how the legality of products used in advertising can vary from country

to country.


Explain types of advertising media (PR:007, PR LAP 3) a. Define the term advertising media.b. Categorize advertising media.c. Identify types of publications.d. Describe factors on which newspapers vary.e. Categorize types of magazines.f. Describe the two categories of broadcast media.g. Categorize purchase options for television advertising.h. Discuss the difference between local and network advertising.i. Describe types of direct-mail advertising.j. Explain types of Web advertising.k. Identify types of out-of-home media.l. Describe specialty advertising.m. Discuss the use of directory advertising.n Explain the use of movie theater advertising.o. Describe the use of product placement for advertising.p. Discuss the use of telemarketing for advertising.q. Explain the use of videotapes, DVDs, and CD-ROM advertising.r. Explain trends that are affecting advertising media.






Describe word of mouth channels used to communicate with targeted audiences (PR:247) (SUPPLEMENTAL)

a. Define the term word of mouth marketing, buzz marketing, viral marketing, community marketing, grassroots marketing, evangelist marketing, product seeding, influencer marketing, cause marketing, conversation creation, brand blogging, referral programs, social networks.

b. Discuss the need for honesty and transparency in word of mouth marketing.c. Explain the philosophy of word of mouth marketing.d. Describe types of word of mouth marketing.e. Distinguish between organic and amplified word of mouth marketing.f. Discuss techniques businesses can use to foster organic word of mouth

marketing.g. Explain techniques businesses can use to foster amplified word of mouth

marketing.


Explain the nature of direct marketing channels (PR:089) (SUPPLEMENTAL)a. Define the term direct marketing.b. Identify communication channels used for direct marketing.c. Describe advantages/disadvantages associated with direct marketing.d. Explain how the Internet has changed businesses’ ability to communicate

directly with customers.e. Describe the importance of databases to direct marketing.


Identify communications channels used in sales promotion (PR:249) a. Define the following terms: free-standing insert (FSI), coupons, rebates, push

money, point-of-sale displays, trade allowances, dealer loaders, contests, sweepstakes, games, loyalty programs, demonstrations, personal appearances, advertising-support programs, co-op advertising, trade-in promotions, samples, premiums, free products, promotional products, trade shows, push strategies, pull strategies.

b. Discuss differences between advertising and sales promotion.c. Explain reasons that businesses use sales promotions.d. Describe types of consumer sales promotions.e. Discuss types of trade sales promotions.f. Explain types of business-to-business sales promotions.g. Describe types of point-of-purchase (POP) displays that are used for sales

promotion.h. Compare the similarities and differences between coupons and rebates.i. Distinguish between push and pull sales promotion strategies.j. Explain how contests, sweepstakes, and games differ.k. Describe trends in sales promotions.






Explain communications channels used in public-relations activities (PR:250)

a. Define the following terms: press kits, audio/video releases, matte release, website press room, special events, sponsorships, community relations, philanthropy, crisis management.

b. Explain the role of public relations in business.c. Discuss advantages/disadvantages associated with public relations.d. Describe the main tools used in public relations to communicate with targeted

audiences (i.e., media relations, media tours, newsletters, special events, speaking engagements, sponsorships, employee relations, and community relations and philanthropy).

e. Explain tools used to communicate public relations messages to the media (i.e., press kits, audio/video releases, matte releases, website press room).

f. Discuss reasons that public relations specialists monitor markets.g. Describe the purpose of crisis management in public relations.h. Explain trends in public relations.i. Describe the use of blogs for public relations activities.j. Discuss the use of web forums in public relations activities.k. Explain how RSS feeds can be used for public relations activities.l. Describe the use of podcasting for public relations activities.m. Explain how search engine optimization (SEO) can be used for public

relations activities.

Instructional Area

SELLING: Understands the concepts and actions needed to determine client needs and wants and respond through planned, personalized communication that influences purchase decisions and enhances future business opportunities


Explain the nature and scope of the selling function (SE:017, SE LAP 117)a. Define the term selling.b. Identify individuals, groups, or agencies that sell.c. Explain reasons that customers buy goods and services.d. Identify types of items that are sold.e. Explain where selling occurs.f. Describe how products are sold.g. Describe the role of selling in a market economy.h. Explain personal characteristics of salespeople that are essential to selling.






Explain the role of customer service as a component of selling relationships (SE:076, SE LAP 130)

a. Distinguish between customer service as a process and customer service as a function.

b. Describe how businesses can use customer service to beat their competition.c. Discuss factors that influence customer expectations of customer service.d. Explain how customer service facilitates sales relationships.e. Identify pre-sales opportunities for providing customer service that can

facilitate sales relationships.f. Identify post-sales opportunities when customer service can be provided to

facilitate sales relationships.g. Discuss actions a salesperson can take to make the most of her/his customer

service activities.


Explain key factors in building a clientele (SE:828, SE LAP 115) (SUPPLEMENTAL)

a. Identify company benefits of building a clientele.b. Identify salesperson benefits from building a clientele.c. Cite examples of costs that can be incurred by businesses for failing to build a

clientele.d. Identify attitudes of salespeople that help to build a clientele.e. Describe ways that salespeople exhibit a service attitude.f. Describe the activities of salespeople that can help to build a clientele.


Explain company selling policies (SE:932)a. Define the following terms: selling policies, selling-activity policies, terms-of-

sale policies and service policies.b. Identify types of selling-activity policies.c. Identify types of terms-of-sale policies.d. Identify types of service policies.e. Explain the importance of selling policies.f. Describe the characteristics of selling policies.g. Explain why selling policies are needed.h. Describe external factors that affect selling policies.i. Describe internal factors that affect selling policies.j. Describe regulatory factors that affect selling policies.k. Explain problems encountered with the use of selling policies.


Explain business ethics in selling (SE:106, SE LAP 129)a. Explain the importance of business ethics in selling.b. Describe ethical concerns of salespeople that deal with the company.c. Explain ethical concerns of salespeople that deal with coworkers.d. Explain ethical concerns of salespeople that deal with customers/clients.e. Describe ethical concerns of salespeople that deal with the competition.f. Describe ethical concerns of employers in dealing with salespeople.






Describe the use of technology in the selling function (SE:107) (SUPPLEMENTAL)

a. Describe capabilities that the use of technology provides salespeople.b. Explain how technology impacts a salesperson’s planning skills.c. Describe how technology can impact a salesperson’s targeting skills.d. Discuss how technology can impact a salesperson’s presentation skills.e. Explain how technology can impact a salesperson’s ability to adapt or tailor a

sales presentation to a particular customer.f. Explain the use of Customer Relationship Management (CRM) software in

selling.g. Discuss the use of tablet PCs in selling.h. Explain the use of web-based visits between customers and sales staff.i. Describe the use of the Internet in sales administration activities.


Describe the nature of selling regulations (SE:108) (SUPPLEMENTAL)a. Identify reasons that sales activities are regulated.b. Describe unfair or deceptive sales practices that are regulated.c. Explain state and federal regulations that affect sales activities.


Acquire product information for use in selling (SE:062)a. Identify sources of product information that provide information for use in

selling.b. Identify types of product information that can be useful in selling.c. Cite occasions when product information can be used in sales presentations.d. Describe guidelines to follow when acquiring product information.e. Demonstrate procedures for acquiring product information for use in selling.


Analyze product information to identify product features and benefits (SE:109, SE LAP 113)

a. Define the following terms: feature, benefit, obvious benefits, unique benefits, hidden benefits, feature-benefit selling, and feature-benefit chart.

b. Identify sources of feature/benefit information.c. Identify an example of an obvious or apparent benefit.d. Identify an example of a unique or exclusive benefit.e. Identify an example of a hidden benefit.f. Describe how to prepare a feature-benefit chart for a product.g. Prepare a feature-benefit chart for a product.






Explain the selling process (SE:048, SE LAP 126)a. Identify the components of the selling process.b. Describe the importance of establishing relationships with customers.c. Describe ways to discover customer needs.d. Describe the components of prescribing solutions to customer needs.e. Explain the importance of reaching closure in sales situations.f. Describe aspects of reaching closure in sales situations.g. Describe the importance of reaffirming the buyer-seller relationship.h. Describe ways to reaffirm the buyer-seller relationship.i. Explain similarities/differences in the ways businesses implement the selling

process.j. Explain the importance of using a selling process.




Establish relationship with client/customer (SE:110) (SUPPLEMENTAL)a. Describe the importance of establishing relationships with customers/clients

during the initial contact with them.b. Explain techniques for establishing relationships with customers/clients during

the initial contact with them.c. Identify factors affecting the choice of techniques to use in establishing

relationships with customers/clients during initial contact.d. Describe characteristics of effective sales openings.e. Explain procedures for establishing relationships with customers/clients

during initial contacts.f. Demonstrate how to establish relationships with customers/clients during the

initial contact with them.

Determine customer/client needs (SE:111) (SUPPLEMENTAL)a. Define the following terms: open-ended questions, assumptive questions, and

interpretive questions.b. Identify examples of the types of questions used in sales situations.c. Explain the importance of questioning in selling.d. Explain the timing of questions in selling.e. Describe the relationship of customer type to questioning style.f. Explain guidelines for questioning customers.g. Question customers to obtain information that will help to satisfy their needs.

Recommend specific product (SE:114, SE LAP 111) a. Define the following terms: product substitution, trading-up, and trading down.b. Explain the importance of meeting customers’ needs when recommending

specific products.c. Explain guidelines for using buying motives when recommending specific

products.d. Identify occasions when product substitution should be used.e. Explain guidelines for recommending a specific product to customers.f. Demonstrate procedures for recommending specific products to customers.






Calculate miscellaneous charges (SE:116)a. Identify types of charges/discounts associated with purchases.b. Explain how charges and discounts affect the price of purchases.c. Read a tax table to determine the amount of tax on purchases.d. Calculate tax on purchases.e. Read shipping/delivery tables to determine the amount of shipping/delivery

charges.f. Read an alterations chart to determine alterations fees.g. Explain how the use of technology can speed up calculations of charges and

discounts.h. Explain the impact of incorrectly calculating charges/discounts.i. Manually calculate miscellaneous charges on purchases.j. Manually calculate discounts.k. Calculate flat-rate charges and discounts.


Process special orders (SE:009) (SUPPLEMENTAL)a. Define special order.b. Explain how acceptance of special orders affects retailers.c. Explain criteria for accepting special orders.d. Identify paperwork required to process special orders.e. Explain the need to obtain specific information when processing special

orders.f. Explain how selling skills can be used in relation to special orders.g. Explain procedures for handling special orders.h. Demonstrate procedures for processing special orders.


Process telephone orders (SE:835) (SUPPLEMENTAL)a. Describe the nature of telephone orders in selling.b. Discuss the importance of speaking slowly and clearly when processing

telephone orders.c. Explain the need for accuracy when processing telephone orders in selling.d. Discuss procedures for processing telephone orders.e. Demonstrate how to process a telephone order.


Course Outline

Section 4

Section 4 Course Outline Page 4-2

Introduction An outline is provided to identify a recommended instructional sequence/schedule for Marketing Principles. The outline identifies the week in which a learning outcome should be taught and an abbreviated version of the performance indicators, or learning outcomes. Immediately following the performance indicator, page numbers are referenced for the planning guide sheets in Section 5 that provide detailed information about each performance indicator.

Since the best curriculum is one that has been designed for a specific situation, instructors should examine local considerations when making final curricular decisions. These considerations involve such factors as:

Student AbilityLevel

Marketing Principles was developed with the assumption that students enrolled in the course are average in ability and motivation. If an individual or a class does not meet that assumption, the instructor should modify the curriculum by addressing fewer learning outcomes at a slower pace than that recommended or by adding more general business outcomes to increase the pace.

Instructional Time

The amount of instructional time devoted to each performance indicator will vary. The amount of time should be increased or decreased based on the overall ability level of students and the complexity of the performance indicator, or learning outcome. For example, less time might be spent on prerequisite performance indicators and more time on specialist-level indicators.

Career-Technical Student Organization

Use of a co-curricular student organization may affect the sequence of instruction presented in the course outline. The instructor should carefully examine the make-up of competitive events to ensure proper alignment with course content. In DECA, for example, written tests are used at each level of competition, with the tests progressing from general, core content to more industry-specific knowledge as students progress from district/regional, to state, to national events.



Week BlueprintIndicators


1 1.01

1.01

Course Orientation [i.e., classroom expectations/procedures, major course outcomes, and student organization]

Review of marketing and its importance (MK:001) [p. 5-3]

Marketing Functions (MK:002) [p. 5-5]

2

1.01

1.02

1.03

Marketing Functions (MK:002) [p. 5-5] (cont’d)Employment Opportunities in Marketing (PD:024) [p. 5-7]Analysis of Company Resources (CO:057) [p. 5-9] (SUPPLEMENTAL)

31.04

1.04

Marketing Strategies (MP:001) [p. 5-11]

Market Identification (MP:003) [p. 5-13]

4

1.05

1.05

1.06

Need for Marketing Data (IM:012) [p. 5-15]

Data Monitored for Marketing Decision-making (IM:184) [p. 5-17]

Writing Business Letters (CO:133) [p. 5-19] (SUPPLEMENTAL)

52.01

2.01

Nature and Scope of Selling (SE:017) [p. 5-21]Role of Customer Service in

Selling (SE:076) [p. 5-23]

6

2.02

2.02

2.02

Customer-service Mindset (CR:004) [p. 5-25] (SUPPLEMENTAL)Service

Orientation Through Communication (CR:005) [p. 5-27] (SUPPLEMENTAL)

Adapting Communication to Social/Cultural Differences of Clients (CR:019) [p. 5-29 (SUPPLEMENTAL)

7

2.02

2.03

2.04

Customer Inquiries (CR:006) [p. 5-31] (SUPPLEMENTAL)

Company Selling Policies (SE:932) [p. 5-33]

Interpreting Business Policies (CR:007) [p. 5-35] (SUPPLEMENTAL)

8

2.05

2.05

2.06

Handling Difficult Customers (CR:009) [p. 5-36] (SUPPLEMENTAL)

Handling Customer Complaints (CR:010) [p. 5-38] (SUPPLEMENTAL)

Grades and Standards (PM:019) [p. 5-40]

9

2.06

2.07

2.07

Warranties and Guarantees (PM:020) [p. 5-42]

Brand Promise (CR:001) [p. 5-44] Reinforcing Company Image (CR:002) [p. 5-46]

10

2.08

2.08

2.09

Acquiring Product Information (SE:062) [p. 5-48]

Analyzing Product Information for Features and Benefits (SE:109) [p. 5-50]

Selling Process (SE:048) [p. 5-52]

11

2.10

2.10

2.10

Establishing Customer Relationship (SE:110) [p. 5-54] (SUPPLEMENTAL)

Determining Customer Needs (SE:111) [p. 5-56] (SUPPLEMENTAL)

Recommending Specific Product (SE:114) [p. 5-58] (SUPPLEMENTAL)



WeekBlueprint

Indicators


12

2.11

2.12

2.12

Calculating Miscellaneous Charges (SE:116) [p. 5-60]

Processing Special Orders (SE:009) [p. 5-62] (SUPPLEMENTAL)

Processing Telephone Orders (SE:835) [p. 5-64] (SUPPLEMENTAL)

13 3.013.01

Nature and Scope of Product/Service Management (PM:001) [p. 5-66]

Product Life Cycles (PM:024) [p. 5-68]

143.01

3.01

3.01

Product Life Cycles (PM:024) [p. 5-68] (cont’d)

Technology in Product/Service Management (PM:039) [p. 5-70]

Ethics in Product/Service Management (PM:040) [p. 5-72]

15 3.02

3.03

Consumer Protection (PM:017) [p. 5-74] (SUPPLEMENTAL)

Product Mix (PM:003) [p. 5-76]

163.04

3.04

3.05

Factors Used to Position Products (PM:042) [p. 5-78]Product Branding (PM:021) [p. 5-80]

Corporate Branding (PM:206) [p. 5-83] (SUPPLEMENTAL)

17 3.06

3.06

Nature and Scope of Pricing (PI:001) [p. 5-85]

Ethics in Pricing (PI:015) [p. 5-87]

183.06

3.06

3.06

Technology in Pricing (PI:016) [p. 5-89]Legal Considerations in Pricing (PI:017) [p. 5-91]

Factors Affecting Pricing Decisions (PI:002) [p. 5-93]

19 3.07

3.07

Nature and Scope of Channel Management (CM:001) [p. 5-95]

Customer Service and Channel Management (CM:002) [p. 5-97]

20 3.07

3.07

Channels of Distribution (CM:003) [p. 5-99]

Technology in Channel Management (CM:004) [p. 5-101]

21

3.083.08

3.09

Legal Considerations in Channel Management (CM:005) [p. 5-103] (SUPPLEMENTAL)Ethical Considerations in Channel Management (CM:006) [p. 5-105] (SUPPLEMENTAL)Writing Informational Messages (CO:039) [p. 5-107] (SUPPLEMENTAL)

224.014.01

Role of Promotion (PR:001) [p. 5-109]

Types of Promotion (PR:002) [p. 5-111]

234.014.01

Promotional Mix (PR:003) [p. 5-113]

Ethics in Promotion (PR:099) [p. 5-115]

244.014.01

Technology in Promotion (PR:100) [p. 5-117]Regulation of Promotion (PR:101) [p. 5-119]



Week Blueprint

Indicators


25 4.02

4.03

Types of Advertising Media (PR:007) [p. 5-121]Word of Mouth Channels (PR:247) [p. 5-123] (SUPPLEMENTAL)

264.034.04

Direct Marketing Channels (PR:089) [p. 5-125] (SUPPLEMENTAL)

Sales Promotion Channels (PR:249) [p. 5-127]

27 4.04

4.05

Public-relations Channels (PR:250) [p. 5-129]

Writing Inquiries (CO:040) [p. 5-131] (SUPPLEMENTAL)

284.06

4.07

Nature and Scope of Marketing-information Management (IM:001) [p. 5-133]

Ethics in Marketing-Information Management (IM:025) [p. 5-135] (SUPPLEMENTAL)

294.08

4.09

Technology in Marketing-Information Management (IM:183) [p. 5-137]

Regulation of Marketing-Information Management (IM:419) [p. 5-139] (SUPPLEMENTAL)

304.10

4.10

Nature of Marketing Research (IM:010) [p. 5-141] (SUPPLEMENTAL)

Nature of Marketing Research Problems/Issues (IM:282) [p. 5-144] (SUPPLEMENTAL)

314.11

4.11

Marketing Research Design Methods (IM:284) [p. 5-146] (SUPPLEMENTAL)

Options for Obtaining Marketing-research Data (IM:281) [p. 5-148] (SUPPLEMENTAL)

32 4.11

4.12

Nature of Sampling Plans (IM:285) [p. 5-150] (SUPPLEMENTAL)

Data-collection Methods (IM:289) [p. 5-152]

344.134.134.14

Characteristics of Effective Data-collection Instruments (IM:418) [p. 5-154]Types of Rating Scales (IM:286) [p. 5-156]Factors in Building a Clientele (SE:828) [p. 5-158] (SUPPLEMENTAL)

354.154.16

Ethics in Selling (SE:106) [p. 5-160]Technology in Selling (SE:107) [p. 5-162] (SUPPLEMENTAL)

36

4.16 Selling Regulations (SE:108) [p. 5-164] (SUPPLEMENTAL)Course Evaluation


Planning Guide Sheets

Section 5

Section 5 Planning Guide Sheets Page 5-2

Overview The following planning guide sheets were developed for each of the performance indicators in the Marketing Principles course guide. Each guide sheet identifies a Knowledge and Skill Statement (standard), a Performance Element (topic), a Performance Indicator, a Curriculum Planning Level, SCANS crosswalk, 21st Century Skills crosswalk, Objectives, a Sample Activity, and a listing of resources. The LAPs and presentation software packages identified in the resource listing can be purchased separately from MBAResearch to support instruction.

SampleActivities

A sample activity is provided for each performance indicator. These activities can be used to reinforce concepts, practice skills, extend knowledge, and/or assess student performance. Considerations made in developing the activities are as follows:

The activities should promote critical thinking, decision-making, and teamwork.

A variety of activities should be developed to appeal to different learning and teaching styles and to maintain student interest.

The activities should reflect the intent of the performance indicators; e.g., concept-oriented activities should be developed for concept-oriented performance indicators.

The activities should enable students to integrate and apply academic content.

The activities should encourage the use of technology.

The activities should be viewed as examples that can be used for instructional assistance. They should not be considered mandatory or all inclusive.

The activities should be developed from the student’s point of view; i.e., the activities are for a student to complete, rather than instructional directions for a teacher to implement.



Knowledge/Skill Statement

Understands the tools, techniques, and systems that businesses use to create exchanges and satisfy organizational objectives

PerformanceElement



Explain marketing and its importance in a global economy (MK:001, MK LAP 4)

Level Career-sustaining

SCANS Information 5; Interpersonal 11; Systems 15; Thinking Skills 12; PersonalQualities 15

21st Century Skills

Global Awareness 1; Critical Thinking and Problem Solving Skills 1, 3

Objectives a. Define the following terms: marketing and marketing concept.b. Identify marketing activities.c. Categorize items that are marketed.d. Explain where marketing occurs.e. Explain the elements of the marketing concept.f. Explain the role of marketing in a private enterprise system.g. Describe ways in which consumers and businesses would be affected if

marketing did not exist.h. Explain how marketing benefits our society.

Sample Activity

Identify ways in which local businesses apply the marketing concept domestically and abroad, and determine how this affects the businesses’ customers. Write an article depicting your findings, and compete with classmates to have the best paper selected for publication in the school/local paper.

Keep a journal for one day to identify how marketing affects your life. Start the journal the moment that you wake up. When finished, underline areas that are impacted by global marketing. Discuss your journal entries with the class.

Locate an article about global marketing in the newspaper or on the Internet. Summarize the article, and present it to the class.

Develop a list of ways that a school-based enterprise or a local business could apply the marketing concept. Write a one-page report of your recommendations and provide a rationale for those recommendations. Submit the paper to your teacher for feedback.

Resources LAP MBAResearch and Curriculum Center. (2011). Have it your way (Marketing)

[LAP: MK-004]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2011). Have it your way (Marketing):

Instructor copy [LAP: MK-004]. Columbus, OH: Author.



Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 5-10). Mason, OH: South-Western Cengage Learning.

Brown, B.J. & Clow, J.E. (2006). Introduction to business (pp. 196-205). Woodland Hills, CA: Glencoe/McGraw-Hill.

Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 4-11, 16-25]. Mason, OH: Thomson/South-Western.

Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp.17-22, 46-48]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [pp. 236-238]. Mason, OH: South-Western Cengage Learning.

Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 3-24]. New York: McGraw-Hill/Irwin.

Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 4-19, 116). Woodland Hills, CA: Glencoe/McGraw-Hill.

Grewal, D. & Levy, M. (2008). Marketing (pp. 4-7, 12-14, 20-26). New York:McGraw-Hill Irwin.

Ivancevich, J. M., & Duening, T. N. (2007). Business principles, guidelines, and practices (2nd ed.) [pp. 374-376]. Mason, OH: Thomson.

Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003) Essentials of marketing (3rd ed.) [pp. 6, 9-14, 18-20]. Mason, OH: South-Western.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 4-27]. New York: McGraw-Hill/Irwin.

Workbooks/ Manuals

Burrow, J.L. (2003). Marketing: Business 2000 (pp. 4-18). Mason, OH: South-Western/Thomson Learning.

Software/ Online

American Marketing Association (2008, January 14). Definition of marketing. Retrieved May 2, 2011, from http://www.marketingpower.com/AboutAMA/Documents/American%20Marketing%20Association%20Releases%20New%20Definition%20for%20Marketing.pdf

Bell, A. (2008, April 12). Are you a marketing octopus or a marketing worm? Retrieved May 2, 2011, from http://www.andrebell.com/blog/are-you-a-marketing-octopus-or-a-marketing-worm

Business Owner’s Toolkit. (1995-2011). Overview: The marketing challenge. Retrieved May 2, 2011, from http://www.toolkit.cch.com/text/P03_1000.asp

Lake, L. (2011). Marketing basics for the small business. Retrieved May 2, 2011 from http://marketing.about.com/cs/sbmarketing/l/aa060103a.htm

MBAResearch and Curriculum Center. (2011). Have it your way (Marketing) [LAP: MK-004: Presentation Software]. Columbus, OH: Author.

Magos, A. (1995-2011). Ask Alice about marketing 101. Retrieved May 2, 2011, from http://www.toolkit.cch.com/advice/mark101.asp

NetMBA. (2002-2010). The marketing concept. Retrieved May 2, 2011, from http://www.netmba.com/marketing/concept/

Tutor2u.net. (n.d.). Free marketing study resources. Retrieved May 2, 2011, from http://www.tutor2u.net/marketing/default.html

WiseGeek.com. (2003-2011). What is marketing? Retrieved May 2, 2011, from http://www.wisegeek.com/what-is-marketing.htm


http://www.wisegeek.com/what-is-marketing.htm

http://www.tutor2u.net/marketing/default.html

http://www.netmba.com/marketing/concept/

http://www.toolkit.cch.com/advice/mark101.asp

http://marketing.about.com/cs/sbmarketing/l/aa060103a.htm

http://www.toolkit.cch.com/text/P03_1000.asp

http://www.andrebell.com/blog/are-you-a-marketing-octopus-or-a-marketing-worm

http://www.andrebell.com/blog/are-you-a-marketing-octopus-or-a-marketing-worm

http://www.marketingpower.com/AboutAMA/Documents/American%20Marketing%20Association%20Releases%20New%20Definition%20for%20Marketing.pdf





Understands the tools, techniques, and systems that businesses use to create exchanges and satisfy organizational objectives

PerformanceElement



Describe marketing functions and related activities (MK:002, MK LAP 1)


SCANS Information 5; Systems 15; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3

Objectives a. Define the following terms: channel management, marketing-information management, pricing, product/service management, promotion, and selling.

b. Explain the purposes of each marketing function.c. Describe the importance of each marketing function to marketing.d. Explain the interrelationships among marketing functions.

Sample Activity

Make a list of all of the goods and services that you have used in the past 24 hours, and respond to the following questions:a. How did you come to use these goods/services?b. How did you find out about these goods/services?c. Where did you obtain these goods/services?d. How much did these goods/services cost?

Resources LAP Marketing Education Resource Center. (2006). Work the big six (Marketing

functions) [LAP: MK-001]. Columbus, OH: Author.Marketing Education Resource Center. (2006). Work the big six (Marketing

functions): Instructor copy [LAP: MK-001]. Columbus, OH: Author.


Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 6-8, 473]. Mason, OH: Thomson/South-Western.

Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 46-48]. Tinley Park, IL: Goodheart-Willcox Company, Inc.


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 4-7). Woodland Hills, CA: Glencoe/McGraw-Hill.

Ivancevich, J. M., & Duening, T. N. (2007). Business principles, guidelines, and practices (2nd ed.) [p. 371]. Mason, OH: Thomson.

Workbooks/ Manuals

Burrow, J.L. (2003). Marketing: Business 2000 (pp. 5-6, 35-36, 88-89, 110, 117, 132-133, 140-144). Mason, OH: South-Western/Thomson Learning.



Software/ Online

Business Technology Curriculum. (n.d.). International marketing. Retrieved May 2, 2011, from http://www.educ.uidaho.edu/bustech/International_Business/Advance/marketing.htm

KnowThis.com. (1998-2011). Distribution decisions. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/distribution-decisions.htm

KnowThis.com. (1998-2011). Managing products. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/managing-products.htm

KnowThis.com. (1998-2011). Marketing research. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/marketing-research.htm

KnowThis.com. (1998-2011). Personal selling. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/personal-selling.htm

KnowThis.com. (1998-2011). Pricing decisions. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/pricing-decisions.htm

KnowThis.com. (1998-2011). Promotion decisions. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions.htm

Mccormack, R. W. (2011). Functions of marketing - market and marketing philosophies. Retrieved May 2, 2011, from http://ezinearticles.com/?Functions- of- Marketing- - - Market- and- Marketing- - Philosophies&id=3681188

Marketing basics. (n.d.). Retrieved May 2, 2011, from www.mjsd.k12.wi.us/mhs/depts/business/teachers/bruechert/documents/MarketingBasics1.ppt

Marketing Education Resource Center. (2006). Work the big six (Marketing functions) [LAP: MK-001: Presentation Software]. Columbus, OH: Author.


http://www.mjsd.k12.wi.us/mhs/depts/business/teachers/bruechert/documents/MarketingBasics1.ppt

http://www.mjsd.k12.wi.us/mhs/depts/business/teachers/bruechert/documents/MarketingBasics1.ppt

http://ezinearticles.com/?Functions-of-Marketing---Market-and-Marketing-Philosophies&id=3681188



http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions.htm

http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions.htm

http://www.knowthis.com/tutorials/principles-of-marketing/pricing-decisions.htm


http://www.knowthis.com/tutorials/principles-of-marketing/personal-selling.htm

http://www.knowthis.com/tutorials/principles-of-marketing/personal-selling.htm

http://www.knowthis.com/tutorials/principles-of-marketing/marketing-research.htm


http://www.knowthis.com/tutorials/principles-of-marketing/managing-products.htm


http://www.knowthis.com/tutorials/principles-of-marketing/distribution-decisions.htm

http://www.knowthis.com/tutorials/principles-of-marketing/distribution-decisions.htm

http://www.educ.uidaho.edu/bustech/International_Business/Advance/marketing.htm

http://www.educ.uidaho.edu/bustech/International_Business/Advance/marketing.htm



Understands concepts, tools, and strategies used to explore, obtain, and develop in a business career

PerformanceElement

Understand career opportunities in marketing to make career decisions.


Explain employment opportunities in marketing (PD:024)


SCANS Information 5; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12; Personal Qualities 13, 16

21st Century Skills

Financial, Economic, Business and Entrepreneurial Literacy 1, Critical Thinking and Problem Solving 1, Communication and Collaboration 1, Information Literacy 1

Objectives a. Identify types of businesses that offer careers in marketing.b. Contrast marketing careers with careers in medicine.c. Explain why jobs in marketing provide career potential.d. Describe the following marketing careers:

(1) Marketing research(2) Advertising(3) Product management(4) Distribution/Warehousing(5) Sales(6) Retailing(7) Service marketing(8) Customer service(9) Public relations

e. Describe well-recognized traits and skills needed for success in marketing careers.

Sample Activity

Select a marketing occupation of interest, and collect information about it from as many resources as possible. Obtain the following pieces of information:a. Marketing occupationb. Duties and responsibilitiesc. Educational requirementsd. Recommended coursese. Employment outlookf. Salary rangeg. Schools offering trainingh. Perquisites (Perks)i. Lifestyle associated with the occupationj. Geographic availability of jobsk. Personal traits neededl. Work environmentm. Example of a positive/negative work experiencen. Pictures of people in the occupationo. List of sources of career informationCreate a notebook from the collected information. Present the information to



the class.Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp xlix - liv).

Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 4-8]. Mason, OH: Thomson/South-

Western.Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp.

20, 42, 68, 90, 118, 142, 172, 192, 212, 230, 250, 272, 288, 308, 328, 352, 376, 394, 416, 434, 476, 496, 516, 5387, 560, 582, 604, 624, 648, 668, 688, 712, 732,797-799). Woodland Hills, CA: Glencoe/McGraw-Hill.

Kelly-Plate, J. & Volz-Patton, R. (2004). Exploring careers (4th ed.) [p. 313]. Woodland Hills, CA: McGraw-Hill/Glencoe.

Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003) Essentials of marketing (3rd ed.) [pp. 18-20]. Mason, OH: South-Western.

Software/ Online

CareerOverview.com. (2011). Marketing careers, jobs, and training information. Retrieved May 16, 2011, from http://www.careeroverview.com/marketing-careers.html

Careers-in-Marketing.com. (1997-2011). Careers in marketing. Retrieved May 16, 2011, from http://www.careers-in-marketing.com/

Lake, L. (2011). Exploring careers and jobs in marketing. Retrieved May 16, 2011, from http://marketing.about.com/od/exploremarketingcareers/l/aa052103a.htm

Northern Illinois University. (2011). Marketing careers. Retrieved May 16, 2011, from http://www.cob.niu.edu/mktg/careers.asp

University of Southern California Marshall School of Business. (2001-2011). Marketing career paths and descriptions. Retrieved May 16, 2011, from http://www.marshall.usc.edu/marketing/resources/resources-overview.htm


http://www.marshall.usc.edu/marketing/resources/resources-overview.htm

http://www.cob.niu.edu/mktg/careers.asp

http://marketing.about.com/od/exploremarketingcareers/l/aa052103a.htm

http://www.careers-in-marketing.com/

http://www.careeroverview.com/marketing-careers.html



Understands the concepts, strategies, and systems used to obtain and convey ideas and information

PerformanceElement

Read to acquire meaning from written material and to apply the information to a task.


Analyze company resources to ascertain policies and procedures (CO:057) (SUPPLEMENTAL)


SCANS Information 5; Systems 15; Basic Skills 1

21st Century Skills

Critical Thinking and Problem Solving 1; Communication and Collaboration 1

Objectives a. Distinguish between policies and procedures.b. Discuss the need for company policies and procedures.c. Describe the impact of ineffective policies and procedures.d. Explain the importance of understanding company policies and

procedures.e. Identify company resources that can be accessed for policies and

procedures.f. Demonstrate how to analyze company resources to ascertain policies and

procedures.

SampleActivity

Obtain samples of a business’s materials (e.g., handbook, employee policies, departmental policies/procedures) from your teacher or place of employment. Participate in a small-group activity to compare company policies/procedures with those of your team members. As a group, record the policies and procedures the group would want employees to follow in its own business.

Resources Textbooks Daft, R.L., & Marcic, D. (2009). Understanding management: Instructor’s

edition (6th ed.) [p.139]. Mason, OH: South-Western Cengage Learning.DuBrin, A. (2009). Essentials of management: Instructor’s edition (8th ed.) [pp.

135-139]. Mason, OH: South-Western Cengage Learning.Evenson, R. (2007). Award-winning customer service (pp. 106-107). New

York: AMACOM.Lesikar, R.V. & Flatley, M.E. (2005). Basic business communication: Skills for

empowering the Internet generation (10th ed.) [pp. 98-99]. New York: McGraw-Hill/Irwin.

Lussier, R.N. (2003). Management fundamentals: Concepts, applications, skill development (2nd ed.) [p. 129]. Mason, OH: Thomson/South-Western.

Williams, C.R. (2009). Management (5th ed.) [pp. 168, 290, 487]. Mason, OH: Cengage Learning.

Software/ Online

Amico, S. (n.d.) Employer policies & procedures. Retrieved May 26, 2011, from http://smallbusiness.chron.com/employer-policies-procedures-2704.html

Bartridge, T. (2005, March 9). Why are policies and procedures so important? 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

http://smallbusiness.chron.com/employer-policies-procedures-2704.html

http://smallbusiness.chron.com/employer-policies-procedures-2704.html


Retrieved May 17, 2011, from http://www.ameinfo.com/55422.html

Business Plan Hut. (2009). Types of business policies. Retrieved May 26, 2011, from http://www.businessplanhut.com/types-business-policies

Fox, T. (2011). Policies and procedures with customer focus. Retrieved May 17, 2011, from http://ezinearticles.com/?Policies-And-Procedures-With-Customer-Focus&id=1099245

Bizmanualz.com. ( 1999-2011). What’s the difference between policies and procedures? Retrieved May 26, 2011, from http://www.bizmanualz.com/information/2005/04/26/what%E2%80%99s-the-difference-between-policies-and-procedures.html

Safety 1st. (n.d.). Policies and procedures. Retrieved May 17, 2011, from http://www.angelfire.com/on3/safety1st/pol.html


http://www.angelfire.com/on3/safety1st/pol.html

http://www.bizmanualz.com/information/2005/04/26/what%E2%80%99s-the-difference-between-policies-and-procedures.html

http://www.bizmanualz.com/information/2005/04/26/what%E2%80%99s-the-difference-between-policies-and-procedures.html

http://ezinearticles.com/?Policies-And-Procedures-With-Customer-Focus&id=1099245


http://www.businessplanhut.com/types-business-policies

http://www.ameinfo.com/55422.html



Understands the concepts and strategies utilized to determine and target marketing strategies to a select audience

PerformanceElement



Explain the concept of marketing strategies (MP:001, MP LAP 2)


SCANS Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 8-9, 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication & Collaboration 1

Objectives a. Define the following terms: marketing mix, product, place, promotion, price, goals, strategies, and tactics.

b. Identify the components of the marketing mix.c. Describe the importance of each of the components of the marketing mix.d. Explain the relationship of goals, strategies, and tactics.e. Describe the importance of marketing strategies.f. Explain the factors that may cause marketing strategies to change.g. Explain the importance of strategies in the marketing mix.

Sample Activity

Imagine that you are the marketing manager for your school’s play or other school activity. Identify strategies that you would use to market the play/activity. Explain why you would use them, and summarize your plan in a brief presentation for the play/activity directors.

Resources LAP MBAResearch and Curriculum Center. (2011). Pick the mix (Marketing

strategies) [LAP: MP-002]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2011). Pick the mix (Marketing

strategies): Instructor copy [LAP: MP-002]. Columbus, OH: Author.

Textbooks Allen, K.R. & Meyer, E.C. (2006). Entrepreneurship and small business management (pp. 207-215). Woodland Hills, CA: McGraw-Hill/Glencoe.

Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 37-49). Mason, OH: South-Western Cengage Learning.

Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 19-20, 94-97, 220-231]. Mason, OH: Thomson/South-Western.

Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 20-25, 61, 183-185, 250-251, 317-318, 328-329, 414-415, 469]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [p. 239]. Mason, OH: South-Western Cengage Learning.


Farese, L.S.; Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 16-19). Woodland Hills, CA: Glencoe/McGraw-Hill.

Grewal, D. & Levy, M. (2008). Marketing (pp. 7-12, 38-41). New York: McGraw-Hill/Irwin.6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [pp. 16-18]. Mason, OH: South-Western.

Longenecker, J.G., Moore, C.W., Petty, J.W., & Palich, L.E. (2006). Small business management: An entrepreneurial emphasis (13th ed.) [pp. 61-62, 142]. Mason, OH: Thomson South-Western.

Mason, OH: Thomson/South-Western.Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing:

Marketing strategy planning approach (16th ed.) [pp. 32-40]. New York: McGraw-Hill/Irwin.

Workbooks/ Manuals


Software/ Online

Exforsys. (2011, January 4). The importance of marketing. Retrieved May 4, 2011, from http://www.exforsys.com/career-center/marketing-management/importance-of-marketing.html

Free World Academy. (2005). FW15—marketing mix. Retrieved May 4, 2011, from http://www.freeworldacademy.com/newbizzadviser/fw15.htm

Harris, B., Jr. (2000-2011). “Strategies, missions and goals…oh my!” The importance of getting your planning terminology right. Retrieved May 2, 2011, from http://www.marketingprofs.com/3/harris3.asp?sp=1#split

Kyle, B. (2001-2011). 7 ways to improve profit through both long- and short-term strategies. Retrieved May 2, 2011, from http://www.websitemarketingplan.com/small_business/marketingmix.htm

MBAResearch and Curriculum Center. (2011). Pick the mix (Marketing strategies) [LAP: MP-002: Presentation Software]. Columbus, OH: Author.

Marketing mix. (2002-2007). Retrieved May 2, 2011, from http://university-essays.tripod.com/marketing_mix.html

Marketing Teacher. (2000-2011). Marketing mix. Retrieved May 2, 2011, from http://marketingteacher.com/Lessons/lesson_marketing_mix.htm

Osterberg, L. (2007). Change your small business marketing strategy even if it’s working. Retrieved May 2, 2011, from http://www.sideroad.com/Small_Business_Marketing/small-business-marketing-strategy.html

QuickMBA. (1999-2010). The marketing mix. Retrieved May 2, 2011, from http://www.quickmba.com/marketing/mix/


http://www.quickmba.com/marketing/mix/

http://www.sideroad.com/Small_Business_Marketing/small-business-marketing-strategy.html

http://www.sideroad.com/Small_Business_Marketing/small-business-marketing-strategy.html

http://marketingteacher.com/Lessons/lesson_marketing_mix.htm

http://university-essays.tripod.com/marketing_mix.html

http://university-essays.tripod.com/marketing_mix.html

http://www.websitemarketingplan.com/small_business/marketingmix.htm

http://www.marketingprofs.com/3/harris3.asp?sp=1#split

http://www.exforsys.com/career-center/marketing-management/importance-of-marketing.html

http://www.exforsys.com/career-center/marketing-management/importance-of-marketing.html



Understands the concepts and strategies utilized to determine and target marketing strategies to a select audience

PerformanceElement



Explain the concept of market and market identification (MP:003, MP LAP 3)


SCANS Information 5-8; Interpersonal 14; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 8-9, 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication & Collaboration 1

Objectives a. Define the following terms: market, target market, mass marketing, marketing segments, market segmentation, demographic segmentation, geographic segmentation, psychographic segmentation, and behavioral segmentation.

b. Explain the importance of target markets to businesses.c. Describe advantages and disadvantages of mass marketing.d. Describe advantages and disadvantages of using market segments.e. Explain why the use of market segments is increasing.f. Describe demographic characteristics that are analyzed by marketers.g. Explain the value of geographic segmentation.h. Discuss the value of psychographic segmentation.i. Describe types of behavioral segmentation.

Sample Activity

Create a phrase or description that you would use to promote a new skin cream to the following markets:a. Female athletesb. Physiciansc. Men over 40d. Teenage girlse. Women in other global regions (e.g., Asia, Europe, Latin America, etc.)

Select a national company, and search online to determine its target market. Identify five things the business does to appeal to that market. Record your findings, and discuss them with a classmate, identifying additional things the business could do to attract its target market.

Resources LAP MBAResearch and Curriculum Center. (2012). Have we met? (Market

identification) [LAP: MP-003]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2012). Have we met? (Market

identification): Instructor copy [LAP: MP-003]. Columbus, OH: Author.

Textbooks Allen, K.R. & Meyer, E.C. (2006). Entrepreneurship and small business management (pp. 118, 125). Woodland Hills, CA: McGraw-Hill/Glencoe.

Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 47-48. 287-295, 300). Mason, OH: South-Western Cengage Learning.6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®



Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 183-184, 185, 193-202]. Tinley Park, IL: Goodheart-Willcox Company, Inc.


Farese, L.S.; Kimbrell, G. & Woloszyk, C.A. (2009). Marketing essentials (pp. 12-17, 37-41, 741, 743). Woodland Hills, CA: Glencoe/McGraw-Hill.

Grewal, D. & Levy, M. (2008). Marketing (pp. 36-37, 209-222). New York: McGraw-Hill/Irwin.

Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [pp. 158-161, 163-166, 182-196]. Mason, OH: South-Western.

Longenecker, J.G., Moore, C.W., Petty, J.W., & Palich, L.E. (2006). Small business management: An entrepreneurial emphasis (13th ed.) [pp.151-154]. Mason, OH: Thomson South-Western.


Workbooks/ Manuals

Bangs, D.H., Jr. (2002). The market planning guide (6th ed.) [p. 18]. Marketing Education Resource Center (Distributor).


Software/ Online

KnowThis.com. (1998-2011). Targeting markets. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/targeting-markets.htm

Lake, L. (2011). Marketing basics for the small business. Retrieved May 2, 2011, from http://marketing.about.com/od/marketingbasics/a/smmktgbasics.htm

Lancaster, G. (n.d.). Customers and marketing. Retrieved May 4, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=30%3Asegmentation-targeting-and-positioning&catid=2%3Amarketing-lectures&Itemid=1

Lancaster, G. (n.d.). Segmentation, targeting, and positioning. Retrieved May 4, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=30%3Asegmentation-targeting-and-positioning&catid=2%3Amarketing-lectures&Itemid=1

MBAResearch and Curriculum Center. (2012). Have we met? (Market identification) [LAP: MP-003: Presentation Software]. Columbus, OH: Author.

Peppers, D. & Rogers, M. (2010). Mass marketing reaches for customer value. Retrieved May 2, 2011, from http://www.1to1media.com/printview.aspx?ItemID=29127#a1

Tutor2U. (n.d.). Market segmentation—Targeting strategies. Retrieved May 2, 2011, from http://www.tutor2u.net/business/marketing/segmentation-targeting-strategies.html

Tutor2U. (n.d.). Market segmentation—Why segment markets? Retrieved May 2, 2011, from http://www.tutor2u.net/business/marketing/segmentation_why.asp

Knowledge/ Understands the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business


http://www.tutor2u.net/business/marketing/segmentation_why.asp

http://www.tutor2u.net/business/marketing/segmentation-targeting-strategies.html

http://www.tutor2u.net/business/marketing/segmentation-targeting-strategies.html

http://www.1to1media.com/printview.aspx?ItemID=29127#a1

http://www.1to1media.com/printview.aspx?ItemID=29127#a1

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=30%3Asegmentation-targeting-and-positioning&catid=2%3Amarketing-lectures&Itemid=1






http://marketing.about.com/od/marketingbasics/a/smmktgbasics.htm

http://www.knowthis.com/tutorials/principles-of-marketing/targeting-markets.htm

http://www.knowthis.com/tutorials/principles-of-marketing/targeting-markets.htm


Skill Statement

decisions

PerformanceElement



Describe the need for marketing data (IM:012, IM LAP 12)


SCANS Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 9, 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication

Objectives a. Define the following terms: facts, estimates, predictions, relationships, and marketing information.

b. Identify types of information used in marketing decision-making.c. Identify types of marketing information useful to marketers.d. Describe ways that marketers use marketing information.e. Explain the impact of marketing information on marketers.

Sample Activity

Identify a current problem in marketing. Ask another student to describe types of marketing information that could be obtained to resolve the problem. Ask the class to react to the recommendations.

Resources LAPs MBAResearch and Curriculum Center. (2011). Data do it (Need for marketing

data) [LAP: IM-012]. Columbus, OH: Author. MBAResearch and Curriculum Center. (2011). Data do it (Need for marketing

data): Instructor copy [LAP: IM-012]. Columbus, OH: Author.

Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp. 32-35, 59-60, 94-96]. Hoboken, NJ: John Wiley & Sons, Inc.

Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 250-251, 254, 266-267). Mason, OH: South-Western Cengage Learning.

Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 116-123]. Mason, OH: Thomson/South-Western.

Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp.46-47, 242, 244-245]. Tinley Park, IL: Goodheart-Willcox Company, Inc.


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 6, 592-603). Woodland Hills, CA: Glencoe/McGraw-Hill.



Zikmund, W.G., & Babin, B. (2010). Essentials of marketing research (4th ed.) [pp. 35-36]. Mason, OH: South-Western Cengage Learning.

Workbooks/ Burrow, J.L. (2003). Marketing: Business 2000 (pp. 22-23, 39-40). Mason, OH:



Manuals South-Western/Thomson Learning.

Software/ Online

ARDictionary. (2004-2010). Estimate. Retrieved May 3, 2011, from http://ardictionary.com/Estimate

Jacobs, P. (2006, April 26). Predicting your company’s future. Retrieved May 3, 2011, from http://www.microsoft.com/ireland/midsizebusiness/businessvalue/predictfuture.mspx

Lancaster, G. (n.d.). Marketing research. Retrieved May 3, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=22:marketing-research&catid=2:marketing-lectures

MBAResearch and Curriculum Center. (2011). Data do it (Need for marketing data) [LAP: IM-012: Presentation Software]. Columbus, OH: Author.

Tutor2u.net. (n.d.). Market research—uses. Retrieved May 3, 2011, from http://tutor2u.net/business/marketing/research_uses.asp

What is a fact? (n.d.). Retrieved May 3, 2011, from http://www.chisagolakes.k12.mn.us/schools/middle_school/msmediacenterfactopinion.htm


http://www.chisagolakes.k12.mn.us/schools/middle_school/msmediacenterfactopinion.htm

http://www.chisagolakes.k12.mn.us/schools/middle_school/msmediacenterfactopinion.htm

http://tutor2u.net/business/marketing/research_uses.asp

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=22:marketing-research&catid=2:marketing-lectures



http://www.microsoft.com/ireland/midsizebusiness/businessvalue/predictfuture.mspx

http://www.microsoft.com/ireland/midsizebusiness/businessvalue/predictfuture.mspx

http://ardictionary.com/Estimate



Understands the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business decisions

PerformanceElement



Identify data monitored for marketing decision making (IM:184, IM LAP 11)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication 1; Information Literacy 1

Objectives a. Define the following terms: request and complaint reports, lost sales reports, call reports, and activity reports.

b. Explain information contained in sales and expense reports that is monitored for marketing decision-making.

c. Describe information in reports provided by salespeople that is monitored for use in marketing decision-making.

d. Discuss information about customers that is monitored for marketing decision-making.

e. Explain information about competitors that is monitored for marketing decision-making.

f. Demonstrate procedures for identifying information to monitor for marketing decision-making.

Sample Activity

Talk with a businessperson about how her/his company monitors competitors’ activities. Find out what activities are monitored and what techniques are used to monitor them. Discuss how web sites are being used to monitor competitors. Write a one-page report of your findings.

Resources LAPs MBAResearch and Curriculum Center. (2011). Data diving (Identifying

information monitored for marketing decision making) [LAP: IM-011]. Columbus, OH: Author.

MBAResearch and Curriculum Center. (2011). Data diving (Identifying information monitored for marketing decision making): Instructor copy [LAP: IM-011]. Columbus, OH: Author.

Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp. 112-113]. Hoboken, NJ: John Wiley & Sons, Inc.

Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 252). Mason, OH: South-Western Cengage Learning.

Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 304, 598-600].Boston: McGraw-Hill/Irwin.

Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (p. 594). Woodland Hills, CA: Glencoe/McGraw-Hill.

Grewal, D. & Levy, M. (2008). Marketing (pp. 242-250). New York: McGraw-Hill/Irwin.



Hair, J.F., Anderson, R.E., Mehta, R., & Babin, B.J. (2009). Sales management: Building customer relationships and partnerships (pp. 391-399). Boston: Houghton Mifflin Company.

Hair, J.F.; Wolfinbarger, M.; Ortinau, D.J.; & Bush, R.P. (2008). Essentials of marketing research (pp. 64-65). New York, McGraw-Hill Irwin.

Johnston, M.W., & Marshall, G.W. (2009). Sales force management (9th ed.) [pp. 164-167, 171-172, 444-446]. New York: McGraw-Hill Irwin.

Manning, G.L., Reece, B.L., & Ahearne, M. (2010). Selling today: Creating customer value (11th ed.) [pp. 197, 335, 359-362]. Upper Saddle River, NJ: Prentice Hall.

Software/ Online

Aware. (1995 - 2011). Competitor analysis—A brief guide. Retrieved May 3, 2011, from http://www.marketing-intelligence.co.uk/resources/competitor-analysis.htm

Business Owner’s Toolkit. (1995-2011). Internal secondary market research. Retrieved May 3, 2011, from http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P03_3020

MBAResearch and Curriculum Center. (2011). Data diving (Identifying information monitored for marketing decision making) [LAP: IM-011: Presentation Software]. Columbus, OH: Author. (Available Early 2011).

MMC Learning. (1996-2009). Market research. Retrieved May 3, 2011, from http://www.multimediamarketing.com/mkc/marketresearch/

Moran, R. (2009, December 5). Market research trends for 2010. Retrieved May 3, 2011, from http://www.pollster.com/blogs/market_research_trends_for_201.php

WannaLearn.com. (2003, July 10). Marketing tutorial: Marketing research. Retrieved May 3, 2011, from http://www.wannalearn.com/Business_and_Careers/Marketing/Marketing_Tutorial/marketing-research.html


http://www.wannalearn.com/Business_and_Careers/Marketing/Marketing_Tutorial/marketing-research.html

http://www.wannalearn.com/Business_and_Careers/Marketing/Marketing_Tutorial/marketing-research.html

http://www.pollster.com/blogs/market_research_trends_for_201.php

http://www.multimediamarketing.com/mkc/marketresearch/

http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P03_3020

http://www.marketing-intelligence.co.uk/resources/competitor-analysis.htm

http://www.marketing-intelligence.co.uk/resources/competitor-analysis.htm




PerformanceElement



Write business letters (CO:133) (SUPPLEMENTAL)


SCANS Information 5-8; Systems 15; Basic Skills 1-2; Thinking Skills 12

21st Century Skills

Communication and Collaboration 1

Objectives a. Identify types of business letters.b. Describe the components of an effective business letter. c. Explain the guidelines for business-letter writing.d. Write a business letter.

SampleActivity

Write a business letter, and transmit it as an e-mail attachment to your teacher. The letter should describe a target market you have identified for a good, service, or idea that you intend to market to or should explain the nature of a business that you are interested in owning.

Resources Textbooks Bovée, C. L., & Thill, J.V. (2008). Business communication today (9th ed.) [pp.

98, 169, 180, 219-220, 231-232, 234-235, 272-274,277, 472, 605-607, A-1 – A-16]. Upper Saddle River, NJ: Pearson Prentice Hall.

Clark, B.; Sobel, J.; & Basteria, C.G. (2010). Marketing dynamics (2nd ed.) (pp. 676-679). Tinley Park, IL: Goodheart-Willcox.


Gorman, T. (2005). The complete idiot’s guide to business letters and memos (2nd ed.) [pp. 15-26]. Indianapolis: Alpha Books/Penguin Group.

Kimball, C. & Van Gelder, J. (2007). Ultimate book of business letters (pp. 1-17). Madison, WI: Entrepreneur Press.

Lesikar, R.V. & Flatley, M.E. (2005). Basic business communication: Skills for empowering the Internet generation (10th ed.) [pp. 94-95, 554-572]. New York: McGraw-Hill/Irwin.

Locker, K.O., & Kaczmarek, S.K. (2007). Business Communication: Building critical skills (3rd ed.) [pp. 129-137]. New York: McGraw-Hill/Irwin.

Souter, N. (2007). Persuasive writing: How to make words work for you (pp. 111-127). New York: Sterling.

Software/ Online

Business-letters.com. (2011). How to write an effective business letter. Retrieved May 17, 2011, from http://www.business-letters.com/business-letters.htm

Connor, P. (1993-2011). Guides to writing business letters. Retrieved May 17, 2011, from http://writing.colostate.edu/guides/documents/business_writing/business_l


http://writing.colostate.edu/guides/documents/business_writing/business_letter/

http://www.business-letters.com/business-letters.htm

http://www.business-letters.com/business-letters.htm


etter/EnglishClub.com. (1997-2011). Business Letters in English. Retrieved May 17,

2011, from http://www.englishclub.com/business-english/business-letters.htm

Fawcett, S. (2009). Business letters: Do you really know what they are? Retrieved May 17, 2011, from http://www.marketingsource.com/articles/view/3939

Trawick, L. (1995-2011). Writing the basic business letter. Retrieved May 17, 2011, from http://owl.english.purdue.edu/owl/resource/653/01/

The Writing Center, University of North Carolina at Chapel Hill. (1998-2007). Business Letters. Retrieved May 17, 2011, from http://www.unc.edu/depts/wcweb/handouts/business.html


http://www.unc.edu/depts/wcweb/handouts/business.html

http://owl.english.purdue.edu/owl/resource/653/01/

http://www.marketingsource.com/articles/view/3939

http://www.englishclub.com/business-english/business-letters.htm

http://www.englishclub.com/business-english/business-letters.htm

http://writing.colostate.edu/guides/documents/business_writing/business_letter/



Understands the concepts and actions needed to determine client needs and wants and respond through planned, personalized communication that influences purchase decisions and enhances future business opportunities

PerformanceElement



Explain the nature and scope of the selling function (SE:017, SE LAP 117)


SCANS Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Financial, Economic, Business and Entrepreneurial Literacy 2; Critical Thinking and Problem Solving Skills 1; Communication and Collaboration 1

Objectives a. Define the term selling.b. Identify individuals, groups, or agencies that sell.c. Explain reasons that customers buy goods and services.d. Identify types of items that are sold.e. Explain where selling occurs.f. Describe how products are sold.g. Describe the role of selling in a market economy.h. Explain personal characteristics of salespeople that are essential to

selling.

Sample Activity

Write a brief paper about how selling affects economic decision making in society. Submit the paper to your teacher for review.

Resources LAP Marketing Education Resource Center. (2007). Sell away (The nature

and scope of selling) [LAP: SE-117]. Columbus, OH: Author.Marketing Education Resource Center. (2007). Sell away (The nature

and scope of selling): Instructor copy [LAP: SE-117]. Columbus, OH: Author.






Farese, L.S., Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 260-264). Woodland Hills, CA: Glencoe/McGraw-Hill.

Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 1-2, 8-9, 26-28]. Mason, OH: South-Western Cengage Learning.



Workbooks/ Manuals


Greene, C.L. (2003). Selling: Business 2000 (pp. 4-7, 9-12). Mason, OH: South-Western/Thomson Learning.

Software/ Online

Dolak, D. (1999-2010). Sales and personal selling. Retrieved May 2, 2011, from http://www.davedolak.com/psell.htm

Jensen, D. (n.d.). Retail vs wholesale. Retrieved May 4, 2011, from http://www.jenetek.com/Papers/Retail%20vs%20Wholesale.pdf

Mansfield Sales Partners. (2011, March 7). B2b vs b2c sales, similarities and differences. Retrieved May 4, 2011, from http://www.mansfieldsp.com/mansfield-sales-blog/bid/50959/B2B-vs-B2C-Sales-Similarities-and-Differences

Marketing Education Resource Center. (2007). Sell away (The nature and scope of selling) [LAP: SE-117: Presentation Software]. Columbus, OH: Author.

McCall, K.L. (2011). Top five traits you gotta have to sell. Retrieved May 2, 2011, from http://sbinformation.about.com/cs/sales/a/uutraits.htm

Stowe, T. (2007). A simple sales strategy: Define what selling is! Retrieved May 2, 2011, from http://www.salesconversation.com/issue5.html

ZeroMillion.com (2002-2009). 3. How to understand your customers. Retrieved May 2, 2011, from http://www.zeromillion.com/business/sales-marketing/understanding-customers.html


http://www.zeromillion.com/business/sales-marketing/understanding-customers.html

http://www.zeromillion.com/business/sales-marketing/understanding-customers.html

http://www.salesconversation.com/issue5.html

http://sbinformation.about.com/cs/sales/a/uutraits.htm

http://www.mansfieldsp.com/mansfield-sales-blog/bid/50959/B2B-vs-B2C-Sales-Similarities-and-Differences

http://www.mansfieldsp.com/mansfield-sales-blog/bid/50959/B2B-vs-B2C-Sales-Similarities-and-Differences

http://www.jenetek.com/Papers/Retail%20vs%20Wholesale.pdf

http://www.davedolak.com/psell.htm




PerformanceElement



Explain the role of customer service as a component of selling relationships (SE:076, SE LAP 130)


SCANS Information 5-8; Interpersonal 11; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1

Objectives a. Distinguish between customer service as a process and customer service as a function.

b. Describe how businesses can use customer service to beat their competition.

c. Discuss factors that influence customer expectations of customer service.

d. Explain how customer service facilitates sales relationships.e. Identify pre-sales opportunities for providing customer service that

can facilitate sales relationships.f. Identify post-sales opportunities when customer service can be

provided to facilitate sales relationships.g. Discuss actions a salesperson can take to make the most of her/his

customer service activities.

Sample Activity

Analyze the role of customer service in a business's sales training program to determine how the business emphasizes customer service as a component of selling. Write a synopsis of the findings.

Resources LAP Marketing Education Resource Center. (2007). Go beyond the sale

(Customer service in selling) [LAP: SE-130]. Columbus, OH: Author.Marketing Education Resource Center. (2007). Go beyond the sale

(Customer service in selling): Instructor copy [LAP: SE-130]. Columbus, OH: Author.

Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 434, 577). Mason, OH: South-Western Cengage Learning.




Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


(pp. 320-327). Woodland Hills, CA: Glencoe/McGraw-Hill.Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams,

M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 42, 240-252]. Mason, OH: South-Western Cengage Learning.


Workbooks/ Manuals


Software/ Online

Alessandra, T. (n.d.). After-sale follow through: A juggling act that pays off. Retrieved May 4, 2011, from http://getmotivation.com/articlelib/articles/talessandra_sales_followup.htm

BusinessTown.com. (2001-2003). Customer-focused selling. Retrieved May 3, 2011, from http://www.businesstown.com/sales/face-customer.asp

Hoagland-Smith, L. (n.d.). Increase sales to your business by consistent excellent customer service. Retrieved May 3, 2011, from http://www.evancarmichael.com/Business-Coach/137/Increase-Sales-to-Your-Business-By-Consistent-Excellent-Customer-Service.html

Marketing Education Resource Center. (2007). Go beyond the sale (Customer service in selling) [LAP: SE-130: Presentation Software]. Columbus, OH: Author.

Ward, S. (2011). 4 ways to provide customer service that outshines your competitor. Retrieved May 3, 2011, from http://sbinfocanada.about.com/cs/marketing/a/shinycustserv.htm


http://sbinfocanada.about.com/cs/marketing/a/shinycustserv.htm

http://www.evancarmichael.com/Business-Coach/137/Increase-Sales-to-Your-Business-By-Consistent-Excellent-Customer-Service.html



http://www.businesstown.com/sales/face-customer.asp

http://www.businesstown.com/sales/face-customer.asp

http://getmotivation.com/articlelib/articles/talessandra_sales_followup.htm

http://getmotivation.com/articlelib/articles/talessandra_sales_followup.htm



Understands the techniques and strategies used to foster positive, ongoing relationships with customers

PerformanceElement



Demonstrate a customer-service mindset (CR:004) (SUPPLEMENTAL)


SCANS Interpersonal 11,14; Systems 15; Basic Skills 5-6; Thinking Skills 12; Personal Qualities 14-15,17

21st Century Skills

Critical Thinking and Problem Solving 1

Objectives a. Identify beliefs held by employees who have a customer-service mindset.b. Describe the importance of exhibiting a customer-service mindset.c. Identify occasions when marketing employees can exhibit a customer-

service mindset.d. Describe guidelines for exhibiting a customer-service mindset.e. Demonstrate a customer-service mindset.

Sample Activity

Select an employee whom you can observe to identify that person’s efforts in exhibiting a customer-service mindset. Record your observations, and share them with a small group of classmates. As a group, create a list of the five most unique ways that employees exhibited a customer-service mindset.

Resources Textbooks Anderson, R.E. & Dubinsky, A.J. (2004). Personal selling: Achieving customer

satisfaction and loyalty (pp. 238-246). Boston: Houghton Mifflin Company.Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p.168, 319,

459). Mason, OH: South-Western Cengage Learning.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s

edition (2nd ed.) [pp. 620-627]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Evenson, R. (2007). Award-winning customer service (pp. 108-111, 208-209, 221). New York: AMACOM.


Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [p. 240-252]. Mason, OH: South-Western Cengage Learning.

Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [pp. 37, 527]. Boston: McGraw-Hill/Irwin.

Software/ Online

Art of customer service. Retrieved May 17, 2011, from http://www.dummies.com/WileyCDA/DummiesArticle/Mastering-the-Art-of-Customer-Service.id-5548.html


http://www.dummies.com/WileyCDA/DummiesArticle/Mastering-the-Art-of-Customer-Service.id-5548.html

http://www.dummies.com/WileyCDA/DummiesArticle/Mastering-the-Art-of-Customer-Service.id-5548.html


Fast Company. (2007, February 22). Customer service is a mindset. Retrieved May 26, 2011, from http://www.fastcompany.com/blog/fast-company-staff/fast-company-blog/customer-service-mindset-0

Kelly, J. (2011, May 13). Today’s customer service requires new mindset, new technology. Retrieved May 26, 2011, from http://wikibon.org/blog/today%E2%80%99s-customer-service-requires-new-mindset-new-technology/

KnowThis.com. (1998-2011). Customer service and marketing—Managing customers. Retrieved May 17, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/managing-customers/customer-service-and-marketing.htm

Miller, A. (1999-2011). Customer service tips and techniques. Retrieved May 17, 2011, from http://www.businessknowhow.com/marketing/cstips.htm

Mindtools.com. (1996-2011). Customer service mindset. Retrieved May 26, 2011, from http://www.mindtools.com/pages/article/newCDV_77.htm

Smikle, J.L. (2002, September). Creating the service mindset: Where does it start? Retrieved May 17, 2011, from http://www.thinkhdi.com/hdi2003/downloads/CreatetheServiceMindset.pdf


http://www.thinkhdi.com/hdi2003/downloads/CreatetheServiceMindset.pdf

http://www.mindtools.com/pages/article/newCDV_77.htm

http://www.businessknowhow.com/marketing/cstips.htm

http://www.knowthis.com/tutorials/principles-of-marketing/managing-customers/customer-service-and-marketing.htm

http://www.knowthis.com/tutorials/principles-of-marketing/managing-customers/customer-service-and-marketing.htm

http://wikibon.org/blog/today%E2%80%99s-customer-service-requires-new-mindset-new-technology/

http://wikibon.org/blog/today%E2%80%99s-customer-service-requires-new-mindset-new-technology/

http://www.fastcompany.com/blog/fast-company-staff/fast-company-blog/customer-service-mindset-0

http://www.fastcompany.com/blog/fast-company-staff/fast-company-blog/customer-service-mindset-0




PerformanceElement



Reinforce service orientation through communication (CR:005) (SUPPLEMENTAL)


SCANS Information 5; Interpersonal 11; Systems 15; Basic Skills 1-2,5-6; Thinking Skills 12; Personal Qualities 15

21st Century Skills


Objectives a. Define the term service orientation.b. Explain the relationship between communication and service.c. Identify ways in which employees in business and marketing can

demonstrate a service orientation.d. Demonstrate procedures for reinforcing a service orientation through

communication.

Sample Activity

Select a job in marketing, and write five ways or statements that an employee in that role could reinforce a service orientation through communication.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p.168, 319,

459). Mason, OH: South-Western Cengage Learning.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s


Evenson, R. (2007). Award-winning customer service (pp. 108-111, 208-209, 221). New York: AMACOM.



Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 30, 240-252]. Mason, OH: South-Western Cengage Learning.

Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [pp. 37, 527]. Boston: McGraw-Hill/Irwin.

Software/ Online

AICPA. (2006, September 19). Customer service tips—cultivatiing a service orientation. Retrieved May 26, 2011, from http://www.aicpa.org/Career/Marketing/Pages/ClientService4.aspx

Pedersen, J. (2011). Communication and customer service. Retrieved May 17, 2011, from http://www.enotalone.com/article/2540.html


http://www.enotalone.com/article/2540.html

http://www.aicpa.org/Career/Marketing/Pages/ClientService4.aspx


Pham, L. (2010, July 23). Customer service orientation. Retrieved May 26, 2011, from http://www.suite101.com/content/customer-service-orientation-a265132

Ross, G. (2008, February 17). Three communication tips to help maintain customer loyalty. Retrieved May 17, 2011, from http://www.allbusiness.com/technology/software-services-applications-internet-social/6789119-1.html

Service orientation. (n.d.). Retrieved May 17, 2011, from http://www.uncg.edu/hrs/serorien.htm


http://www.uncg.edu/hrs/serorien.htm

http://www.allbusiness.com/technology/software-services-applications-internet-social/6789119-1.html

http://www.allbusiness.com/technology/software-services-applications-internet-social/6789119-1.html

http://www.suite101.com/content/customer-service-orientation-a265132

http://www.suite101.com/content/customer-service-orientation-a265132




PerformanceElement



Adapt communication to the cultural and social differences among clients (CR:019) (SUPPLEMENTAL)


SCANS Interpersonal 11, 14; Systems 15; Basic Skills 5-6; Thinking Skills 12; Personal Qualities 15, 17

21st Century Skills

Global Awareness 2; Communication and Collaboration 1, 3

Objectives a. Discuss the purpose of adapting communication to a client’s cultural or social community.

b. Explain the importance of context in communication.c. Discuss reasons for adapting communication to the cultural or social

differences among clients.d. Explain skills associated with adapting communication (e.g., empathy, risk

taking, problem solving, etc.).e. Describe ways to adapt communication to the cultural or social

environment of clients.f. Demonstrate how to adapt communication to the cultural or social

differences among clients.

Sample Activity

Participate with a team member to develop a skit showing how you would adapt your communication to the cultural/social differences among clients. Explain the situation to the class. Present the skit to classmates, while they identify and record how you adapted communication to the situation. At the end of the skit, ask classmates to explain what they observed and how they could improve communication.

Resources Textbooks Beebe, S.A.; Beebe, S.J.; & Redmond, M.V. (2008). Interpersonal

communication: Relating to others (5th ed.) [pp. 88-120]. Boston: Pearson/A and B.


Bovée, C. L., & Thill, J.V. (2008). Business communication today (9th ed.) [pp. 68-83]. Upper Saddle River, NJ: Pearson Prentice Hall.

Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [p. 177]. Tinley Park, IL: Goodheart-Willcox Company, Inc.


Lesikar, R.V. & Flatley, M.E. (2005). Basic business communication: Skills for empowering the Internet generation (10th ed.) [pp. 452-467]. New York: McGraw-Hill/Irwin.

Locker, K.O., & Kaczmarek, S.K. (2007). Business Communication: Building



critical skills (3rd ed.) [pp. 40-50]. New York: McGraw-Hill/Irwin.Morrison, T. & Conaway, W.A. (2006). Kiss, bow, or shake hands: The

bestselling guide to doing business in more than 60 countries. Avon, MA: Adams Media.

Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [pp. 108, 172-173, 377]. Boston: McGraw-Hill/Irwin.

Software/ Online

Advanced cross cultural communication. (2008, Winter). Retrieved May 17, 2011, from http://www.sba.pdx.edu/faculty/amlei/alaccess/576/Class8.pdf

Brown, S. (2009, May 14). Understanding cultural differences in business. Retrieved May 26, 2011, from http://www.suite101.com/content/understanding-cultural-differences-in-business-a117469

Cultural differences and international business communication. (n.d.). Retrieved May 17, 2011, from http://www.content4reprint.com/business/communication/cultural-differences-and-international-business-communication.htm

Hurley, L. (2009, March 8). The importance of understanding cultural differences in business. Retrieved May 26, 2011, from http://www.helium.com/items/657179-the-importance-of-understanding-cultural-differences-in-business

Ngomsi, E. (2003-2009). Bridging cultures in the business workplace. Retrieved May 17, 2011, from http://www.yan-koloba.com/articles.html

Wilson, B. (n.d.). Cross-cultural communications in business. Retrieved May 17, 2011, from http://faculty.business.utsa.edu/bjwilson/Cross-Cultural%20Comm%20in%20Business.ppt


http://faculty.business.utsa.edu/bjwilson/Cross-Cultural%20Comm%20in%20Business.ppt

http://faculty.business.utsa.edu/bjwilson/Cross-Cultural%20Comm%20in%20Business.ppt

http://www.yan-koloba.com/articles.html

http://www.helium.com/items/657179-the-importance-of-understanding-cultural-differences-in-business

http://www.helium.com/items/657179-the-importance-of-understanding-cultural-differences-in-business

http://www.content4reprint.com/business/communication/cultural-differences-and-international-business-communication.htm

http://www.content4reprint.com/business/communication/cultural-differences-and-international-business-communication.htm

http://www.suite101.com/content/understanding-cultural-differences-in-business-a117469

http://www.suite101.com/content/understanding-cultural-differences-in-business-a117469

http://www.sba.pdx.edu/faculty/amlei/alaccess/576/Class8.pdf




PerformanceElement



Respond to customer inquiries (CR:006) (SUPPLEMENTAL)


SCANS Interpersonal 11, 14; Systems 15; Basic Skills 5-6; Thinking Skills 12; Personal Qualities 15, 17

21st Century Skills


Objectives a. Explain the nature of customer inquiries.b. Identify the types of customer inquiries.c. Discuss the importance of possessing knowledge of the company (e.g.,

policies, history, capabilities, etc.).d. Discuss the importance of possessing adequate product knowledge.e. Describe guidelines for handling customer inquiries.f. Demonstrate use of proper procedure for solving a customer inquiry in a

marketing situation.

Sample Activity

Observe your teacher’s demonstration of the guidelines for handling customer inquiries. Using a performance checklist, evaluate the teacher’s demonstration. Discuss your ratings with the class.

Resources Textbooks Beebe, S.A.; Beebe, S.J.; & Redmond, M.V. (2008). Interpersonal

communication: Relating to others (5th ed.) [pp. 154-155]. Boston: Pearson/A and B.

Bovée, C. L., & Thill, J.V. (2008). Business communication today (9th ed.) [pp. 22-23, 223-226, 266-271, 604-605, 607]. Upper Saddle River, NJ: Pearson Prentice Hall.


Evenson, R. (2007). Award-winning customer service (pp. 8-9). New York: AMACOM.


Software/ Online

Anton Systems. (2011). Customer inquiry management. Retrieved May 26, 2011, from http://www.antonsystems.com/solutions-customer-service-customer-inquiries/

BNET. (2007, May 2). Dealing with customer inquiries. Retrieved May 26, 2011, from http://www.bnet.com/article/dealing-with-customer-inquiries/64264


http://www.bnet.com/article/dealing-with-customer-inquiries/64264

http://www.antonsystems.com/solutions-customer-service-customer-inquiries/

http://www.antonsystems.com/solutions-customer-service-customer-inquiries/


English, T. (2011, January 13). How tow handle customer inquires and complaints. Retrieved May 26, 2011, from http://www.ehow.com/how_7775711_handle-customer-inquiries-complaints.html

Hicks, T. (2010, December 29). Benefits of keeping good records on customer service inquiries. Retrieved May 26, 2011, from http://www.gzyn.com/cmp/contentReadingActions.do?method=readArticle&id=9781&edition=1&title=Benefits+of+Keeping+Good+Records+on+Customer+Service+Inquiries%0D%0A

Online Business Advisor. (2006). Respond to customer inquiries and complaints promptly. Retrieved May 17, 2011, from http://www.onlinebusadv.com/index.php?PAGE=161


http://www.onlinebusadv.com/index.php?PAGE=161

http://www.gzyn.com/cmp/contentReadingActions.do?method=readArticle&id=9781&edition=1&title=Benefits+of+Keeping+Good+Records+on+Customer+Service+Inquiries%0D%0A



http://www.ehow.com/how_7775711_handle-customer-inquiries-complaints.html

http://www.ehow.com/how_7775711_handle-customer-inquiries-complaints.html




Performance Element



Explain company selling policies (SE:932)



21st Century Skills


Objectives a. Define the following terms: selling policies, selling-activity policies, terms-of-sale policies and service policies.

b. Identify types of selling-activity policies.c. Identify types of terms-of-sale policies.d. Identify types of service policies.e. Explain the importance of selling policies.f. Describe the characteristics of selling policies.g. Explain why selling policies are needed.h. Describe external factors that affect selling policies.i. Describe internal factors that affect selling policies.j. Describe regulatory factors that affect selling policies.k. Explain problems encountered with the use of selling policies.

SampleActivity

Determine the selling policies followed by two direct competitors. Discuss the similarities and differences between their policies.


satisfaction and loyalty (pp. 306-310, 325-326, 420-423). Boston: Houghton Mifflin Company.

Farese, L. S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 270, 350-351, 555-556). Woodland Hills, CA: Glencoe/McGraw-Hill.

Futrell, C. M. (2006) Fundamentals of selling: Customers for life through service (9th ed.) [p. 184]. New York: McGraw-Hill/Irwin.

Gitman, L. J., & McDaniel, C. (2008). The future of business: The essentials (3rd

ed.) [pp. 540-541]. Mason, OH: Thomson/South-Western.Grewal, D. & Levy, M. (2008). Marketing (p. 526). New York: McGraw-Hill/Irwin.Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R.

(2008). Professional selling: A trust-based approach (4th ed.) [pp. 41-42]. Mason, OH: South-Western Cengage Learning.

Levy, M., & Weitz, B. A. (2007). Retailing management (6th ed.) [pp. 251-252, 262]. Boston: McGraw-Hill/Irwin.

Manning, G.L., Reece, B.L., & Ahearne, M. (2010). Selling today: Creating customer value (11th ed.) [pp. 100-101]. Upper Saddle River, NJ: Prentice Hall.



Software/ Online

Bahls, S.C. & Bails, J.E. (2010). In a fix: How to set competitive prices without being accused of price-fixing. Retrieved May 3, 2011, from http://findarticles.com/p/articles/mi_m0DTI/is_5_28/ai_62710684

Consumer and environmental law. (n.d.). Retrieved May 3, 2011, from http://www.shsu.edu/~klett/ch%2044%20new.htm

Dell. (2011). Dell’s online policies. Retrieved May 3, 2011, from http://www.dell.com/content/topics/global.aspx/policy/en/policy?c=us&l=en&s=gen&~section=012

eBay. (1995-2011). Selling practices policy. Retrieved May 3, 2011, from http://pages.ebay.ie/help/policies/selling-practices.html

Fasanella, K. (2006, May 19). Selling clothes to stores. Retrieved May 3, 2011, from http://www.fashion-incubator.com/archive/selling_clothes_to_stores/

Grimes, K.D. (2007, April 6). Door-to-door sales. Retrieved May 3, 2011, from http://www.yoursolutions.net/mlm_articles/mlm_article_31.inc.php

International Chamber of Commerce. (2007). ICC international code of direct selling. Retrieved May 3, 2011, from http://www.iccwbo.org/uploadedFiles/ICC/policy/marketing/pages/534%20Direct%20selling%20code%202007%20edition.pdf


http://www.iccwbo.org/uploadedFiles/ICC/policy/marketing/pages/534%20Direct%20selling%20code%202007%20edition.pdf

http://www.iccwbo.org/uploadedFiles/ICC/policy/marketing/pages/534%20Direct%20selling%20code%202007%20edition.pdf

http://www.yoursolutions.net/mlm_articles/mlm_article_31.inc.php

http://www.fashion-incubator.com/archive/selling_clothes_to_stores/

http://pages.ebay.ie/help/policies/selling-practices.html

http://www.dell.com/content/topics/global.aspx/policy/en/policy?c=us&l=en&s=gen&~section=012

http://www.dell.com/content/topics/global.aspx/policy/en/policy?c=us&l=en&s=gen&~section=012

http://www.shsu.edu/~klett/ch%2044%20new.htm

http://findarticles.com/p/articles/mi_m0DTI/is_5_28/ai_62710684




PerformanceElement



Interpret business policies to customers/clients (CR:007) (SUPPLEMENTAL)


SCANS Information 7; Interpersonal 11,14; Systems 15; Basic Skills 1-2,5-6; Thinking Skills 8,12; Personal Qualities 14-15,17

21st Century Skills


Objectives a. Define the term business policy.b. Identify characteristics of effective business policies.c. Describe reasons for having business policies.d. Explain types of business policies that affect customers.e. Discuss the role of employees in interpreting business policies.f. Explain when business policies should be interpreted.g. Explain guidelines for interpreting business policies to customers.h. Demonstrate procedures for interpreting business policies to customers.

Sample Activity

Keep a record of the policies that have to be interpreted for customers at a school-based or work-based enterprise. Discuss the findings with the class.

Resources Textbooks Bovée, C.L., Thill, J.V., & Schatzman, B.E. (2004). Business communication

essentials (p. 271). Upper Saddle River, NJ: Pearson Education.Evenson, R. (2007). Award-winning customer service (pp. 106-107). New

York: AMACOM.Gorman, T. (2005). The complete idiot’s guide to business letters and memos

(2nd ed.) [pp. 201-203]. Indianapolis: Alpha Books/Penguin Group.Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R.

(2008). Professional selling: A trust-based approach (4th ed.) [pp. 41-42]. Mason, OH: South-Western Cengage Learning.

Software/ Online

Bartridge, T. (2005, March 9). Why are policies and procedures so important? Retrieved May 17, 2011, from http://www.ameinfo.com/55422.html

Council of Better Business Bureau, Inc. (2003). Sample privacy notice. Retrieved April 28, 2008, from http://www.bbbonline.org/reliability/privacy/

Customer Expressions Corporation. (1999-2011). How to create a refund and exchange policy? Retrieved May 27, 2011, from http://www.customerexpressions.com/cex/cexweb.nsf/(GetPages)/dc2a6eb176d042bb8525701200521182

Fox, T. (2011). Policies and procedures with customer focus. Retrieved May 17, 2011, from http://ezinearticles.com/?Policies-And-Procedures-With-Customer-Focus&id=1099245




http://www.customerexpressions.com/cex/cexweb.nsf/(GetPages)/dc2a6eb176d042bb8525701200521182

http://www.customerexpressions.com/cex/cexweb.nsf/(GetPages)/dc2a6eb176d042bb8525701200521182

http://www.bbbonline.org/reliability/privacy/





PerformanceElement



Handle difficult customers (CR:009, CR LAP 3) (SUPPLEMENTAL)


SCANS Information 7; Interpersonal 11,14; Systems 15; Basic Skills 5-6; Thinking Skills 9,12; Personal Qualities 14-15,17

21st Century Skills

Communication and Collaboration 1,3

Objectives a. Define the following terms: disagreeable customer, domineering/ superior customers, dishonest customers.

b. Identify types of difficult customers.c. Describe categories of disagreeable customers.d. Discuss categories of domineering/superior customers.e. Describe ways in which customers are dishonest.f. Identify situations in which customers become difficult.g. Explain reasons for handling difficult customers.h. Describe general guidelines for handling difficult customers.i. Explain specific guidelines for handling types of difficult customers.j. Demonstrate procedures for handling difficult customers.

Sample Activity

Write a description of a situation you have encountered involving a difficult customer in marketing. Give the description to the instructor who will select three of the most representative examples written by the class.

Resources LAP MBAResearch and Curriculum Center. (2010). Making mad glad (Handling

difficult customers) [LAP: CR-003]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2010). Making mad glad (Handling

difficult customers): Instructor copy [LAP: CR-003]. Columbus, OH: Author.

Textbooks Anderson, R.E. & Dubinsky, A.J. (2004). Personal selling: Achieving customer satisfaction and loyalty (pp. 244-248). Boston: Houghton Mifflin Company.

Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 168). Mason, OH: South-Western Cengage Learning.



Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 245-248]. Mason, OH: South-Western Cengage Learning.



McCalla, P. (2005). Retailing (p. 272). Woodland Hills CA: Glencoe/McGraw-Hill.

Software/ Online

Abrams, R. (2005, June 2). Dealing with difficult customers. Retrieved May 17, 2011, from http://www.rhondaonline.com/content/hmrArticles_view.asp?sect=column&did=460

Business-Software.com. (2011). Customer service tactics to handle difficult customers. Retrieved May 17, 2011, from http://www.business-software.com/crm/customer-service-tactics-to-handle-difficult-customers.php

eHow Business Editor. (1999-2011). How to handle difficult clients. Retrieved May 17, 2011, from http://www.ehow.com/how_15404_handle-difficult-clients.html

James, N. (2011). Handling difficult customers—Eight strategies. Retrieved May 17, 2011, from http://ezinearticles.com/?Handling-Difficult-Customers---8-Strategies&id=20132

Marketing Education Resource Center. (2006). Making mad glad (Handling difficult customers) [LAP: EI-001: Presentation Software]. Columbus, OH: Author.


http://ezinearticles.com/?Handling-Difficult-Customers---8-Strategies&id=20132

http://ezinearticles.com/?Handling-Difficult-Customers---8-Strategies&id=20132

http://www.ehow.com/how_15404_handle-difficult-clients.html

http://www.ehow.com/how_15404_handle-difficult-clients.html

http://www.business-software.com/crm/customer-service-tactics-to-handle-difficult-customers.php



http://www.rhondaonline.com/content/hmrArticles_view.asp?sect=column&did=460

http://www.rhondaonline.com/content/hmrArticles_view.asp?sect=column&did=460




PerformanceElement



Handle customer/client complaints (CR:010) (SUPPLEMENTAL)


SCANS Information 7; Interpersonal 11, 14; Systems 15; Basic Skills 5-6; Thinking Skills 9, 12; Personal Qualities 14-15, 17

21st Century Skills

Critical Thinking and Problem Solving 1, Communication and Collaboration 1

Objectives a. Define the term complaint.b. Identify the costs associated with customer complaints.c. Identify reasons for customer complaints.d. Describe the benefits of customer complaints.e. Explain the importance of appropriately handling customer complaints.f. Explain procedures for handling customer complaints.g. Demonstrate procedures for handling customer complaints.

Sample Activity

Talk to a supervisor or manager of a local business to find out the nature of frequently voiced complaints. Determine how the business responds to the complaints. Report the findings to the class.


satisfaction and loyalty (pp. 249-250). Boston: Houghton Mifflin Company.Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 168).

Mason, OH: South-Western Cengage Learning.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s




Workbooks/ Manuals

Greene, C.L. (2003). Selling: Business 2000 (p.150). Mason, OH: South-Western/Thomson Learning.

Software/ Online

Buttle, F. (2008, March 11). Your customer complaints could be costing you more than you realize. Retrieved May 17, 2011, from http://www.customerthink.com/article/your_customer_complaints_costing_more


http://www.customerthink.com/article/your_customer_complaints_costing_more

http://www.customerthink.com/article/your_customer_complaints_costing_more


Customer Expressions. (1999-2011). Handling consumer complaints: Best practice guides to consumer complaints handling. Retrieved May 17, 2011, from http://www.customerexpressions.com/cex/cexweb.nsf/(GetPages)/2FEE295CD6D0BB1B85256FE900568660

Kurtus, R. (2007, June 6). Dealing with customer complaints. Retrieved May 17, 2011, from http://www.school-for-champions.com/tqm/complaints.htm

Marvell, C. (2003). Complaint handling is easy—Just make it memorable. Retrieved May 17, 2011, from http://customerservicezone.com/cgi-bin/links/jump.cgi?ID=5775

Rand, S. (2005, July 15). Customer complaints: How to handle them and keep customers happy. Retrieved May 17, 2011, from http://www.associatedcontent.com/article/5111/customer_complaints_how_to_handle_them.html

Reeher, T. (n.d.). Handling customer complaints. Retrieved May 17, 2011, from http://www.dhhs.state.nc.us/cstf/intranet/article_complaints.pdf


http://www.dhhs.state.nc.us/cstf/intranet/article_complaints.pdf

http://www.associatedcontent.com/article/5111/customer_complaints_how_to_handle_them.html

http://www.associatedcontent.com/article/5111/customer_complaints_how_to_handle_them.html

http://customerservicezone.com/cgi-bin/links/jump.cgi?ID=5775

http://www.school-for-champions.com/tqm/complaints.htm

http://www.customerexpressions.com/cex/cexweb.nsf/(GetPages)/2FEE295CD6D0BB1B85256FE900568660

http://www.customerexpressions.com/cex/cexweb.nsf/(GetPages)/2FEE295CD6D0BB1B85256FE900568660



Understands the concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities

PerformanceElement



Describe the uses of grades and standards in marketing (PM:019, PM LAP 8)

Level Career-Sustaining


21st Century Skills


Objectives a. Define the terms grades and standards.b. Explain the interrelationship of grades and standards.c. Describe what businesses do with products that fail to meet the

lowest standards.d. Explain reasons for using grades and standards.e. Describe ways that grades and standards aid the buying and selling

process.f. Explain the importance of grades and standards in global trade.g. Identify groups that develop grades and standards.h. Describe types of standards.i. Identify examples of graded products.

Sample Activity

Participate in a scavenger hunt to find and collect as many grades and standards for goods and services as possible. For each, identify its purpose and the agency responsible (if applicable). Display and discuss your collection.

Resources LAP MBAResearch and Curriculum Center. (2011). Raise the bar (Grades and

standards) [LAP: PM-008]. Columbus, OH: Author. MBAResearch and Curriculum Center. (2011). Raise the bar (Grades and

standards): Instructor copy [LAP: PM-008]. Columbus, OH: Author.

Textbooks Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 256-257]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 58].Boston: McGraw-Hill/Irwin.

Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (p. 666). Woodland Hills, CA: Glencoe/McGraw-Hill.

Hoffman, K.D., & Bateson, J. (2006). Services marketing: Concepts, strategies, & cases (3rd ed.) [pp. 335-338]. Mason, OH: Thomson South-Western.

Lovelock, C., Wirtz, J., & Chew, P. (2009). Essentials of services marketing (pp. 369-374). Singapore: Prentice Hall.



Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [pp. 10, 246-247]. Boston: McGraw-Hill/Irwin.

Software/ Online

ASTM International. (n.d.). Handbook of standardization. Retrieved May 4, 2011, from http://www.astm.org/NEWS/handbook02/index.html

Hearst Communications (2011). About the GHRI and the seal. Retrieved May 2, 2011, from http://www.goodhousekeeping.com/product-testing/history/

MBAResearch and Curriculum Center. (2011). Raise the bar (Grades and standards) [LAP: PM-008: Presentation Software]. Columbus, OH: Author.

Toolcritic.com (2011). How we grade products. Retrieved May 2, 2011, from http://www.toolcritic.com/grades.html

United States Consumer Product Safety Commission. (n.d.). Find CPSC product safety standards or guidance. Retrieved May 2, 2011, from http://www.cpsc.gov/cgi-bin/regs.aspx

United States Department of Agriculture, Agricultural Marketing Service. (2011, January 28). Grading, certification, and verification. Retrieved May 2, 2011, from http://www.ams.usda.gov/AMSv1.0/ams.fetchTemplateData.do?template=TemplateG&navID=GradingCertificationandVerfication&leftNav=GradingCertificationandVerfication&page=Standards&description=Standards&acct=AMSPW


http://www.ams.usda.gov/AMSv1.0/ams.fetchTemplateData.do?template=TemplateG&navID=GradingCertificationandVerfication&leftNav=GradingCertificationandVerfication&page=Standards&description=Standards&acct=AMSPW



http://www.cpsc.gov/cgi-bin/regs.aspx

http://www.toolcritic.com/grades.html

http://www.goodhousekeeping.com/product-testing/history/

http://www.goodhousekeeping.com/product-testing/history/

http://www.astm.org/NEWS/handbook02/index.html




PerformanceElement



Explain warranties and guarantees (PM:020, PM LAP 4)



21st Century Skills


Objectives a. Define the following terms: warranty, express warranty, implied warranty, full warranty, limited warranty, and guarantee.

b. Identify the provisions of a full warranty.c. Distinguish between warranties and guarantees.d. Identify the characteristics of an effective guarantee.e. Describe the purposes of warranties and guarantees.f. Explain the benefits of warranties and guarantees.g. Describe government regulation of warranties and guarantees.

Sample Activity

Find and read a product warranty, and answer the following questions:a. Is the warranty full or limited?b. If a manufacturer defect is found, how is the purchaser protected?c. What is the procedure for obtaining repairs?d. What disclaimers are cited?e. Does the warranty expire? If so, when?

Resources LAPs MBAResearch and Curriculum Center. (2012). Promises, promises

(Warranties and guarantees) [LAP: PM-004]. Columbus, OH: Author.

MBAResearch and Curriculum Center. (2012). Promises, promises (Warranties and guarantees): Instructor copy [LAP: PM-004]. Columbus, OH: Author.

Textbooks Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 95, 226, 266]. Mason, OH: Thomson/South-Western.


Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 584, 590-593]. Boston: McGraw-Hill/Irwin.

Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 674-678). Woodland Hills, CA: Glencoe.


Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


Marketing: A marketing strategy planning approach (16th ed.) [pp. 257-258]. Burr Ridge, IL: McGraw-Hill/Irwin.

Software/ Online

Difference Between (2011). Difference between guarantee and warranty. Retrieved May 4, 2011, from http://www.differencebetween.net/business/difference-between-guarantee-and-warranty/

Federal Trade Commission. (2006, December). A businessperson’s guide to federal warranty law. Retrieved May 2, 2011, from http://www.ftc.gov/bcp/edu/pubs/business/adv/bus01.shtm

Federal Trade Commission. (2011). Consumer law: Warranty FAQ. Retrieved May 2, 2011, from http://consumer-law.lawyers.com/warranty-law/Consumer-Law-Warranty-FAQ.html

Gustke, C. (2011). Guide to offering guarantees and warranties. Retrieved May 2, 2011, from http://www.business.com/guides/offering-guarantees-and-warranties-172/

MBAResearch and Curriculum Center. (2011). Warranties and guarantees [LAP: PM-008: Presentation Software]. Columbus, OH: Author. (Available Late Summer 2011).

Stone, D. (n.d.). Guarantees. Retrieved May 2, 2011, from http://www.davidstonelawyer.co.nz/legalbrochures/guarantees.pdf


http://www.davidstonelawyer.co.nz/legalbrochures/guarantees.pdf

http://www.business.com/guides/offering-guarantees-and-warranties-172/

http://www.business.com/guides/offering-guarantees-and-warranties-172/

http://consumer-law.lawyers.com/warranty-law/Consumer-Law-Warranty-FAQ.html

http://consumer-law.lawyers.com/warranty-law/Consumer-Law-Warranty-FAQ.html

http://www.ftc.gov/bcp/edu/pubs/business/adv/bus01.shtm

http://www.differencebetween.net/business/difference-between-guarantee-and-warranty/

http://www.differencebetween.net/business/difference-between-guarantee-and-warranty/




PerformanceElement

Reinforce company’s image to exhibit the company’s brand promise


Identify company’s brand promise (CR:001)


SCANS Information 5-7; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 7, 10, 12

21st Century Skills


Objectives a. Define the terms touch points, brand, and brand promise.b. Explain the importance of a company’s brand promise.c. Describe factors impacting a company’s brand promise.d. Demonstrate how to identify a company’s brand promise.

Sample Activity

Select a local business to identify its brand promise. Record the brand promise, and write a rationale for your findings. Participate in a small-group activity to share your findings and rationale.

Resources Textbooks Chiaravalle, B. & Schenck, B.F. (2007). Branding for dummies (pp. 96-98).

Indianapolis: Wiley Publishing, Inc.Grewal, D. & Levy, M. (2008). Marketing (pp. 271-272, 274-285). New York:

McGraw-Hill/Irwin.Kotler, P. & Keller, K.L. (2006). Marketing management (12th ed.) [pp. 274-

278]. Upper Saddle River, NJ: Prentice-Hall.O’Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated

brand promotion (5th ed.) [pp. 21-24, 212-213]. Mason, OH: South-Western Cengage Learning.

Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [p. 249]. Boston: McGraw-Hill/Irwin.

Software/ Online

Adamson, A. (2010, April 30). CMOs: Make a connection between brand promise and purpose. Retrieved May 27, 2011, from http://www.forbes.com/2010/04/30/iceland-cisco-aflac-basf-branding-ellen-page-cmo-network-allen-adamson.html

Asacker, T., VanAuken, B. & Daye, D. (2008, February 6). The language of branding: “Brand promise”. Retrieved May 17, 2011, from http://www.brandingstrategyinsider.com/2008/02/the-language-of.html

George, R. (2003, September 16). Tapping into brand touchpoints. Retrieved May 17, 2011, from http://www.marketingprofs.com/3/george2.asp

Krueger, J.R. (2007, March 1). Brand promise: Providing the “second wow”. Retrieved May 17, 2011, from http://www.jckonline.com/article/CA6429130.html


http://www.jckonline.com/article/CA6429130.html

http://www.marketingprofs.com/3/george2.asp

http://www.brandingstrategyinsider.com/2008/02/the-language-of.html

http://www.forbes.com/2010/04/30/iceland-cisco-aflac-basf-branding-ellen-page-cmo-network-allen-adamson.html

http://www.forbes.com/2010/04/30/iceland-cisco-aflac-basf-branding-ellen-page-cmo-network-allen-adamson.html


Smith, G. (2004, September 28). A brand is the sum of all touchpoints. Retrieved May 17, 2011, from http://www.marketingprofs.com/4/smith1.asp

Thakare, M. (2009, August 13). What is brand promise? Retrieved May 27, 2011, from http://communications.webalue.com/2009/08/13/what-is-brand-promise/


http://communications.webalue.com/2009/08/13/what-is-brand-promise/

http://communications.webalue.com/2009/08/13/what-is-brand-promise/

http://www.marketingprofs.com/4/smith1.asp




PerformanceElement

Reinforce company’s image to exhibit the company’s brand promise.


Determine ways of reinforcing the company’s image through employee performance (CR:002)


SCANS Information 5, 7; Systems 15; Basic Skills 2, 5-6; Thinking Skills 8-9, 12, 13, 15, 17

21st Century Skills

Critical Thinking and Problem Solving 1, 3

Objectives a. Discuss types of company images.b. Describe factors that affect a company’s image.c. Explain the importance of reinforcing the company’s image.d. Describe ways that employees can reinforce the company’s image

through their performance.e. Demonstrate how to determine ways to reinforce the company’s image

through employee performance.

Sample Activity

Use the local business and its brand promise previously identified to determine ways that the company’s employees reinforce the business’s image through their performance. Record your findings and suggest additional ways for employees to reinforce the company’s image.

Resources Textbooks Clow, K.E, & Baack, D. (2010). Integrated advertising, promotion, and

marketing communications (4th ed.) [pp. 360-367]. Upper Saddle River, NJ: Prentice Hall.

Evenson, R. (2007). Award-winning customer service (pp. 14-15, 70-71, 114-115). New York: AMACOM.

Kotler, P., & Armstrong, G. (2008). Principles of marketing (12th ed.) [p. 206, 434]. Upper Saddle River, NJ: Prentice-Hall.

Kotler, P. & Keller, K.L. (2006). Marketing management (12th ed.) [pp. 320-322]. Upper Saddle River, NJ: Prentice-Hall.

O’Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand promotion (5th ed.) [pp. 399, 409-410]. Mason, OH: South-Western Cengage Learning.

Performance Research Associates. (2007). Delivering knock your socks off service (4th ed.) [pp. 3-7]. New York: AMACOM.

Zeithaml, V.A., Bitner, M.J., & Gremler, D.D. (2009). Services marketing: Integrating customer focus across the firm (5th ed.) [pp. 492-508]. New York: McGraw-Hill Irwin.

Software/ Online

Devarajan, R. (2003). Image is everything. Retrieved May 12, 2011, from http://www.blonnet.com/2003/05/28/stories/2003052800180900.htm


http://www.blonnet.com/2003/05/28/stories/2003052800180900.htm


Encyclopedia of Business (2nd ed.). (2011). Corporate identity. Retrieved May 12, 2011, from http://www.referenceforbusiness.com/encyclopedia/Con-Cos/Corporate-Identity.html#IMPORTANCE_OF_CORPORATE_IMAGE

Hromadka, E. (2011). Brand awareness: Tips on building your company’s image. Retrieved May 12, 2011,, from http://www.allbusiness.com/north-america/united-states-indiana/1194553-1.html

Jena, C. (Feb. 26, 2007. Linking employees to organisational brand. Retrieved May 12, 2011, from http://www.aspiresys.com/newsevents/webpages/ExpressComputer/Linking_employees.htm

Marken Communications. (2011). Corporate image, we all have one, but few work to protect, project it. Retrieved May 12, 2011, from http://www.markencom.com/docs/03mar13.htm

Robles, L. (2008, October 14). Employee image essential aspect of growing your business. Retrieved May 12, 2011, from http://utahpulse.com/featured_article/employee-image-essential-aspect-growing-your-business


http://utahpulse.com/featured_article/employee-image-essential-aspect-growing-your-business

http://utahpulse.com/featured_article/employee-image-essential-aspect-growing-your-business

http://www.markencom.com/docs/03mar13.htm

http://www.aspiresys.com/newsevents/webpages/ExpressComputer/Linking_employees.htm

http://www.aspiresys.com/newsevents/webpages/ExpressComputer/Linking_employees.htm

http://www.allbusiness.com/north-america/united-states-indiana/1194553-1.html

http://www.allbusiness.com/north-america/united-states-indiana/1194553-1.html

http://www.referenceforbusiness.com/encyclopedia/Con-Cos/Corporate-Identity.html#IMPORTANCE_OF_CORPORATE_IMAGE

http://www.referenceforbusiness.com/encyclopedia/Con-Cos/Corporate-Identity.html#IMPORTANCE_OF_CORPORATE_IMAGE




Performance Element



Acquire product information for use in selling (SE:062)



21st Century Skills

Information Literacy 1, 2; ICT Literacy 1, 2

Objectives a. Identify sources of product information that provide information for use in selling.

b. Identify types of product information that can be useful in selling.c. Cite occasions when product information can be used in sales

presentations.d. Describe guidelines to follow when acquiring product information.e. Demonstrate procedures for acquiring product information for use in

selling.

SampleActivity

Examine product information accompanying five products sold by local businesses. Record the sources and the types of product information accompanying the products, and explain how the information can be used in sales situations.


satisfaction and loyalty (pp. 311-314). Boston: Houghton Mifflin Company.Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 575, 578-

579). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 465-467]. Mason, OH:

Thomson/South-Western.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s


Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp. 266, 268). Woodland Hills, CA: Glencoe/McGraw-Hill.

Futrell, C.M. (2006). Fundamentals of selling: Customers for life through service (9th ed.) [pp. 114-116, 184-185]. New York: McGraw-Hill/Irwin.

Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 42, 44, 72, 195-196]. Mason, OH: South-Western Cengage Learning.

Manning, G.L., Reece, B.L., & Ahearne, M. (2010). Selling today: Creating customer value (11th ed.) [pp. 28-131]. Upper Saddle River, NJ: Prentice Hall.




Workbooks/ Manuals

Greene, C.L. (2003). Selling: Business 2000 (pp. 10, 54-56, 131). Mason, OH: South-Western/Thomson Learning.

Software/ Online

Bradley. S. V. (2011). The importance of top notch sales training. Retrieved May 3, 2011, from http://www.dealix.com/corporate/shownews.aspx?pressID=505

Deane, S. (2011). The importance of sales training on a daily basis. Retrieved May 3, 2011, from http://ezinearticles.com/?The-Importance-Of-Sales-Training-On-A-Daily-Basis&id=945400

Vanover, T. (2011). Product knowledge—A true story that supports its importance. Retrieved May 3, 2011, from http://ezinearticles.com/index.php?Product-Knowledge---A-True-Story-that-Supports-Its-Importance&id=1102494

Waters, S. (2011). Benefits of product knowledge. Retrieved May 3, 2011, from http://retail.about.com/od/marketingsalespromotion/qt/product_knowldg.htm


http://retail.about.com/od/marketingsalespromotion/qt/product_knowldg.htm

http://retail.about.com/od/marketingsalespromotion/qt/product_knowldg.htm

http://ezinearticles.com/index.php?Product-Knowledge---A-True-Story-that-Supports-Its-Importance&id=1102494

http://ezinearticles.com/index.php?Product-Knowledge---A-True-Story-that-Supports-Its-Importance&id=1102494

http://ezinearticles.com/?The-Importance-Of-Sales-Training-On-A-Daily-Basis&id=945400

http://ezinearticles.com/?The-Importance-Of-Sales-Training-On-A-Daily-Basis&id=945400

http://www.dealix.com/corporate/shownews.aspx?pressID=505

http://www.dealix.com/corporate/shownews.aspx?pressID=505


Knowledge/ Skill Statement


Performance Element



Analyze product information to identify product features and benefits (SE:109, SE LAP 113)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving 1, 5; ICT Literacy 1

Objectives a. Define the following terms: feature, benefit, obvious benefits, unique benefits, hidden benefits, feature-benefit selling, and feature-benefit chart.

b. Identify sources of feature/benefit information.c. Identify an example of an obvious or apparent benefit.d. Identify an example of a unique or exclusive benefit.e. Identify an example of a hidden benefit.f. Describe how to prepare a feature-benefit chart for a product.g. Prepare a feature-benefit chart for a product.

SampleActivity

Create a feature-benefit chart for a product of interest to you. Review the chart with a classmate, and discuss how the information could be used in a sales situation.

Resources LAP Marketing Education Resource Center. (2007). Find features, boost benefits

(Feature-benefit selling) [LAP: SE-113]. Columbus, OH: Author.Marketing Education Resource Center. (2007). Find features, boost benefits

(Feature-benefit selling): Instructor copy [LAP: SE-113]. Columbus, OH: Author.


Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 261-263). Woodland Hills, CA: Glencoe/McGraw-Hill.

Futrell, C.M. (2006). Fundamentals of selling: Customers for life through service (9th ed.) [pp. 317-318]. New York: McGraw-Hill/Irwin.

Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 172, 185-187]. Mason, OH: South-Western Cengage Learning.

Kotler, P. & Keller, K.L. (2006). Marketing management (12th ed.) [pp. 256. 376]. Upper Saddle River, NJ: Prentice-Hall.

Manning, G.L.; Reece, B.L.; & Ahearne, M. (2010). Selling today: Creating customer value (11th ed.) [pp. 130-133]. Upper Saddle River, NJ: Prentice Hall.



Workbooks/ Manuals


Software/ Online

Brown, L. (2008, July 7). Sales 101: Features vs benefits. Retrieved May 27, 2011, from http://biznik.com/articles/sales-101-features-vs-benefits

Chance, J. (2007, January 22). Are you selling features or benefits? Retrieved May 27, 2011, from http://ezinearticles.com/?Are-You-Selling-Features-or-Benefits?&id=426582

KnowThis.com. (1998-2011). Consumable product features. Retrieved May 17, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/product-decisions/consumable-product-features.htm

Marketing Education Resource Center. (2007). Find features, boost benefits (Feature-benefit selling) [LAP: SE-113: Presentation Software]. Columbus, OH: Author.

Spitfire. (2002). Features and benefits chart. Retrieved May 17, 2011, from http://www.spitfire.us/training6.htm

The Negotiation Institute. (n.d.). Selling benefits & selling value: Demonstrating the value of your product. Retrieved May 27, 2011, from http://www.negotiation.com/value.html

The Person to See. (n.d.). Features tell, Benefits sell. Retrieved May 27, 2011, from http://www.thepersontosee.com/tpts/2007/03/features_tell_b.html

The State of Queensland. (2011). Why product feature and benefit lists help sell products. Retrieved May 27, 2011, from http://skills.business.qld.gov.au/planning/614.htm


http://skills.business.qld.gov.au/planning/614.htm

http://www.thepersontosee.com/tpts/2007/03/features_tell_b.html

http://www.negotiation.com/value.html

http://www.spitfire.us/training6.htm

http://www.knowthis.com/tutorials/principles-of-marketing/product-decisions/consumable-product-features.htm

http://www.knowthis.com/tutorials/principles-of-marketing/product-decisions/consumable-product-features.htm

http://ezinearticles.com/?Are-You-Selling-Features-or-Benefits?&id=426582

http://ezinearticles.com/?Are-You-Selling-Features-or-Benefits?&id=426582

http://biznik.com/articles/sales-101-features-vs-benefits




Performance Element

Understand sales processes and techniques to enhance customer relationships and to increase the likelihood of making sales.


Explain the selling process (SE:048, SE LAP 126)



21st Century Skills

Critical Thinking & Problem Solving 1

Objectives a. Identify the components of the selling process.b. Describe the importance of establishing relationships with customers.c. Describe ways to discover customer needs.d. Describe the components of prescribing solutions to customer needs.e. Explain the importance of reaching closure in sales situations.f. Describe aspects of reaching closure in sales situations.g. Describe the importance of reaffirming the buyer-seller relationship.h. Describe ways to reaffirm the buyer-seller relationship.i. Explain similarities/differences in the ways businesses implement the

selling process.j. Explain the importance of using a selling process.

SampleActivity

Observe a sales presentation in which the salesperson used a selling process. Given a list of the components of the selling process, identify what was said or took place during the presentation that constituted each phase of the selling process. Discuss the responses with the class.

Resources LAPS MBAResearch and Curriculum Center. (2012). Set your sales (Selling process)

[LAP: SE-126]. Columbus, OH: Author. (Available Late Summer 2011).MBAResearch and Curriculum Center. (2012). Set your sales (Selling process):

Instructor copy [LAP: SE-126]. Columbus, OH: Author. (Available Late Summer 2011).




Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 508-510]. Burr Ridge, IL: McGraw-Hill/Irwin.

Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009) Marketing essentials (pp. 278-287, 294-307, 314-319). Woodland Hills, CA: Glencoe.



Grewal, D. & Levy, M. (2008). Marketing (p. 518). New York: McGraw-Hill/Irwin.

Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [p. 12-15, 66]. Mason, OH: South-Western Cengage Learning.



Software/ Online

Franz, C. (n.d.). Dr. Seuss’s 3-step selling process. Retrieved May 4, 2011, from http://www.statssheet.com/articles/article43052.html

KnowThis.com. (1998-2011). Activities in the selling process. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/the-selling-process/1.htm

KnowThis.com (1998-2011). Principles of Marketing—The Selling Process. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/the-selling-process.htm

Lancaster, G. (n.d.). Selling and sales management. Retrieved May 3, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=29:sales&catid=2:marketing-lectures

Marketing Teacher. (2000-2011). Lesson—Personal selling. Retrieved May 3, 2011, from http://marketingteacher.com/Lessons/lesson_personal_selling.htm

Matthews, P. (n.d.). The selling process: Steps to success. Retrieved May 3, 2011, from http://www.sbdc.uga.edu/pdfs/matthews04.pdf

MBAResearch and Curriculum Center. (2012). Set your sales (Selling process) [LAP: SE-126: Presentation Software]. Columbus, OH: Author. (Available Late Summer 2011).


http://www.sbdc.uga.edu/pdfs/matthews04.pdf

http://marketingteacher.com/Lessons/lesson_personal_selling.htm

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=29:sales&catid=2:marketing-lectures



http://www.knowthis.com/tutorials/principles-of-marketing/the-selling-process.htm

http://www.knowthis.com/tutorials/principles-of-marketing/the-selling-process.htm

http://www.knowthis.com/tutorials/principles-of-marketing/the-selling-process/1.htm

http://www.knowthis.com/tutorials/principles-of-marketing/the-selling-process/1.htm

http://www.statssheet.com/articles/article43052.html




PerformanceElement

Employ sales processes and techniques to enhance customer relationships and to increase the likelihood of making sales.


Establish relationship with client/customer (SE:110) (SUPPLEMENTAL)


SCANS Information 5-8; Interpersonal 11; Systems 15; Basic Skills 1-2,5-6; Thinking Skills 7,12; Personal Qualities 15

21st Century Skills

Communication and Collaboration 1; Social and Cross-cultural Skills 1

Objectives a. Describe the importance of establishing relationships with customers/clients during the initial contact with them.

b. Explain techniques for establishing relationships with customers/clients during the initial contact with them.

c. Identify factors affecting the choice of techniques to use in establishing relationships with customers/clients during initial contact.

d. Describe characteristics of effective sales openings.e. Explain procedures for establishing relationships with customers/clients

during initial contacts.f. Demonstrate how to establish relationships with customers/clients during

the initial contact with them.

SampleActivity

Given situations in which a salesperson is about to open the sales presentation, write two openings that could be used for each situation. Discuss the responses with the class.


satisfaction and loyalty (pp. 115-125). Boston: Houghton Mifflin Company.Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 574-575).



Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp. 279-282). Woodland Hills, CA: Glencoe/McGraw-Hill.





Software/ Online

Brooks, M. (2008, April 1). The five best sales openings. Retrieved May 27, 2011, from http://www.eyesonsales.com/content/article/the_5_best_sales_call_openings/

Galper, A. (2000-2010). How to build great relationships through cold calling. Retrieved May 17, 2011, from http://www.hooverwebdesign.com/articles/cold-calling-tips.html

Initial contact. (n.d.). Retrieved May 17, 2011, from http://media.techtarget.com/searchCRM/downloads/CyberSelling_Chapter_VII.pdf

Parinello, T. (2011). Crafting an opening sales statement. Retrieved May 17, 2011, from http://www.entrepreneur.com/sales/presentations/article78614.html

Silverstein, R. (2007, July 25). How do I build customer rapport? Retrieved May 17, 2011, from http://www.entrepreneur.com/sales/salescolumnistraysilverstein/article182144.html


http://www.entrepreneur.com/sales/salescolumnistraysilverstein/article182144.html

http://www.entrepreneur.com/sales/salescolumnistraysilverstein/article182144.html

http://www.entrepreneur.com/sales/presentations/article78614.html

http://media.techtarget.com/searchCRM/downloads/CyberSelling_Chapter_VII.pdf

http://media.techtarget.com/searchCRM/downloads/CyberSelling_Chapter_VII.pdf

http://www.hooverwebdesign.com/articles/cold-calling-tips.html

http://www.eyesonsales.com/content/article/the_5_best_sales_call_openings/

http://www.eyesonsales.com/content/article/the_5_best_sales_call_openings/




Performance Element



Determine customer/client needs (SE:111) (SUPPLEMENTAL)


SCANS Information 5-8; Interpersonal 11; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 7, 12; Personal Qualities 15

21st Century Skills

Critical Thinking and Problem Solving 4, Communication and Collaboration 1, Information Literacy 1, Social and Cross-cultural Skills 3

Objectives a. Define the following terms: open-ended questions, assumptive questions, and interpretive questions.

b. Identify examples of the types of questions used in sales situations.c. Explain the importance of questioning in selling.d. Explain the timing of questions in selling.e. Describe the relationship of customer type to questioning style.f. Explain guidelines for questioning customers.g. Question customers to obtain information that will help to satisfy their

needs.

SampleActivity

Create a list of five products that you sell, and write three questions that could be asked customers to determine their needs. Discuss the responses with the class.


satisfaction and loyalty (pp. 336-344). Boston: Houghton Mifflin Company.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s


Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 285-287, 305). Woodland Hills, CA: Glencoe/McGraw-Hill.


Ingram, T.N.; LaForge, R.W.; Avila, R.A.; Schwepker, C.H., Jr.; & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 107-116, 221-222]. Mason, OH: Thomson/South-Western.

Workbooks/ Manuals

Greene, C.L. (2003). Selling: Business 2000 (pp. 78-80). Mason, OH: South-Western/Thomson Learning.

Software/ Online

Brooks, M. (2006, November 21). Inside sales tip—how to use assumptive questions. Retrieved May 27, 2011, from http://ezinearticles.com/?Inside-Sales-Tips---How-to-Use-Assumptive-Questions&id=365722

Daly, D. (2010, January 16). A questioning model for sales. Retrieved May 27,


http://ezinearticles.com/?Inside-Sales-Tips---How-to-Use-Assumptive-Questions&id=365722

http://ezinearticles.com/?Inside-Sales-Tips---How-to-Use-Assumptive-Questions&id=365722


2011, from http://sales20network.com/blog/?p=414 Graham, J.R. (2011). How to improve sales productivity: Asking questions

makes the sale. Retrieved May 17, 2011, from http://www.edwardlowe.org/index.elf?page=sserc&storyid=7520&function=story

James, G. (2007, August 9). How to uncover customer needs. Retrieved May 17, 2011, from http://blogs.bnet.com/salesmachine/?p=98

JustSell.com. (1998-2011). Top 30 open-ended questions. Retrieved May 17, 2011, from http://www.justsell.com/salestools/openendedquestions.aspx

Rudin, A. (2007, November 26). The right sales questions will get the right answers. Retrieved May 17, 2011, from http://www.customerthink.com/article/right_sales_question_get_right_answers

Terrone, P. (2007, January). The four types of questions when dealing with customers. Retrieved May 27, 2011, from http://e-articles.info/e/a/title/The-four-types-of-questions-when-dealing-with-customers/


http://e-articles.info/e/a/title/The-four-types-of-questions-when-dealing-with-customers/

http://e-articles.info/e/a/title/The-four-types-of-questions-when-dealing-with-customers/

http://www.customerthink.com/article/right_sales_question_get_right_answers

http://www.customerthink.com/article/right_sales_question_get_right_answers

http://www.justsell.com/salestools/openendedquestions.aspx

http://blogs.bnet.com/salesmachine/?p=98

http://www.edwardlowe.org/index.elf?page=sserc&storyid=7520&function=story

http://www.edwardlowe.org/index.elf?page=sserc&storyid=7520&function=story

http://sales20network.com/blog/?p=414




Performance Element



Recommend specific product (SE:114, SE LAP 111) (SUPPLEMENTAL)


SCANS Information 5-7; Interpersonal 11; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 7, 12; Personal Qualities 15

21st Century Skills


Objectives a. Define the following terms: product substitution, trading-up, and trading down.

b. Explain the importance of meeting customers’ needs when recommending specific products.

c. Explain guidelines for using buying motives when recommending specific products.

d. Identify occasions when product substitution should be used.e. Explain guidelines for recommending a specific product to customers.f. Demonstrate procedures for recommending specific products to

customers.

SampleActivity

Develop a role-play situation in which product substitutions are suggested for products with which you are familiar. Implement the role-play situation.

Resources LAP MBAResearch and Curriculum Center. (2012). Recommend specific product

[LAP: SE-111]. Columbus, OH: Author. (Available Spring 2012)MBAResearch and Curriculum Center. (2012). Recommend specific product:

Instructor copy [LAP: SE-111]. Columbus, OH: Author. (Available Spring 2012)


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials [p. 305]. Woodland Hills, CA: Glencoe.



Ingram, T.N.; LaForge, R.W.; Avila, R.A.; Schwepker, C.H., Jr.; & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 172, 185]. Mason, OH: Thomson/South-Western.

Workbooks/ Manuals

Greene, C.L. (2003). Selling: Business 2000 (pp. 48-50, 80-81, 149). Mason, OH: South-Western/Thomson Learning.



Software/ Online

Boyette, M. (2010, April 23). Upselling techniques that close new sales with old prospects. Retrieved May 27, 2011, from http://rapidlearninginstitute.com/top-sales-dog/upselling-techniques-close-new-sales-old-prospects/

Chitwood, R.E. (2004). A buying motive feature-benefit matrix helps determine a buyer’s “hot buttons”. Retrieved May 17, 2011, from http://www.maxsacks.com/tstimes/tstimes34.html#feature

MBAResearch and Curriculum Center. (2012). Recommend specific product [LAP: SE-111: Presentation Software]. Columbus, OH: Author. (Available Spring 2012)

West Cork Enterprise Board. (n.d.). Growing your sales. Retrieved May 17, 2011, from http://www.wceb.ie/download/1/growing%20your%20sales.doc


http://www.wceb.ie/download/1/growing%20your%20sales.doc

http://www.maxsacks.com/tstimes/tstimes34.html#feature

http://rapidlearninginstitute.com/top-sales-dog/upselling-techniques-close-new-sales-old-prospects/

http://rapidlearninginstitute.com/top-sales-dog/upselling-techniques-close-new-sales-old-prospects/




Performance Element



Calculate miscellaneous charges (SE:116)


SCANS Information 5, 7-8; Systems 15; Basic Skills 1-3, 5-6; Thinking Skills 12

21st Century Skills


Objectives a. Identify types of charges/discounts associated with purchases.b. Explain how charges and discounts affect the price of purchases.c. Read a tax table to determine the amount of tax on purchases.d. Calculate tax on purchases.e. Read shipping/delivery tables to determine the amount of shipping/delivery

charges.f. Read an alterations chart to determine alterations fees.g. Explain how the use of technology can speed up calculations of charges

and discounts.h. Explain the impact of incorrectly calculating charges/discounts.i. Manually calculate miscellaneous charges on purchases.j. Manually calculate discounts.k. Calculate flat-rate charges and discounts.

SampleActivity

Determine the types of special charges and discounts that are frequently calculated at your place of employment. Discuss your findings with the class.

Resources Textbooks Brechner, R. (2009). Contemporary mathematics for business and consumers:

Annotated instructor’s edition (5th ed.) [pp. 225-234, 239-241, 650-652]. Mason, OH: South-Western Cengage Learning.


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 335-341, 343, 574-581). Woodland Hills, CA: Glencoe.

Hanson, M. (2010). Business math (17th ed.) [pp. 240, 425-431]. Mason, OH: South-Western Cengage Learning.

Software/ Online

ForYouForHome. (n.d.). Shipping rates/delivery. Retrieved May 17, 2011, from http://www.foryouforhome.com/GiftCerficatesWrapping.html

Lesson 42: Purchase and sales discounts, purchase and sales allowances. (n.d.). Retrieved May 27, 2011, from http://www.newlearner.com/courses/hts/baf3m/term3_class01b.htm

Mathematics How-to Library. (n.d.). Discount. Retrieved May 27, 2011, from http://www.teacherschoice.com.au/Maths_Library/Money/discount.htm


http://www.teacherschoice.com.au/Maths_Library/Money/discount.htm

http://www.newlearner.com/courses/hts/baf3m/term3_class01b.htm

http://www.foryouforhome.com/GiftCerficatesWrapping.html


NGP Printing Professionals. (n.d.). 6.5% Ohio retail sales tax chart. Retrieved May 27, 2010, from http://www.ngpco.com/pdf/salestax.pdf

Ralph Lauren. (2008). Customer assistance: Clothing alteration pricing schedule. Retrieved May 17, 2011, from http://www.ralphlauren.com/helpdesk/index.jsp?display=shopping&subdisplay=product

Yahoo Small Business. (2011). Creating a flat rate shipping rule. Retrieved May 17, 2011, from http://help.yahoo.com/l/us/yahoo/smallbusiness/store/manage/ordersettings/ordersettings-22.html


http://help.yahoo.com/l/us/yahoo/smallbusiness/store/manage/ordersettings/ordersettings-22.html

http://help.yahoo.com/l/us/yahoo/smallbusiness/store/manage/ordersettings/ordersettings-22.html

http://www.ralphlauren.com/helpdesk/index.jsp?display=shopping&subdisplay=product

http://www.ralphlauren.com/helpdesk/index.jsp?display=shopping&subdisplay=product

http://www.ngpco.com/pdf/salestax.pdf




Performance Element



Process special orders (SE:009) (SUPPLEMENTAL)


SCANS Information 5-8; Interpersonal 11; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 7-9, 12; Personal Qualities 15

21st Century Skills


Objectives a. Define special order.b. Explain how acceptance of special orders affects retailers.c. Explain criteria for accepting special orders.d. Identify paperwork required to process special orders.e. Explain the need to obtain specific information when processing special

orders.f. Explain how selling skills can be used in relation to special orders.g. Explain procedures for handling special orders.h. Demonstrate procedures for processing special orders.

SampleActivity

Visit a local retailer to determine the following about special orders:a. Types of special orders handled by the storeb. Importance of processing special ordersc. Procedures used in processing special ordersd. Forms used in processing special ordersDiscuss the findings with the class.

Resources Textbooks Berman, B., & Evans, J.R. (2004). Retail management: A strategic approach

(9th ed.) [pp. 357, 371]. Upper Saddle River, NJ: Prentice Hall. Cash, R. P., Thomas, C., Wingate, J. W., & Friedlander, J. S. (2006).

Management of retail buying (p. 208). Hoboken, NJ: John Wiley & Sons.Evenson, R. (2007). Award-winning customer service (pp. 54-57). New York:

AMACOM.

Software/ Online

Cooley, A. (2008). Special orders simplified. Retrieved May 17, 2011, from http://www.nurseryretailer.com/Article_Archives/article_detail.asp?Key=1199

Hilti.com (2009-2010). Hilti special order products. Retrieved May 27, 2011, from http://www.us.hilti.com/holus/page/module/home/browse_main.jsf?lang=en&nodeId=-114823

Hotel-Towel.com. (n.d.). Custom orders: How to place a special order. Retrieved May 27, 2011, from http://www.hotel-towel.com/custom.html

Pet Product News. (2008). Tip of the day: Tips from award winning retailers. 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

http://www.hotel-towel.com/custom.html

http://www.us.hilti.com/holus/page/module/home/browse_main.jsf?lang=en&nodeId=-114823

http://www.us.hilti.com/holus/page/module/home/browse_main.jsf?lang=en&nodeId=-114823

http://www.nurseryretailer.com/Article_Archives/article_detail.asp?Key=1199

http://www.nurseryretailer.com/Article_Archives/article_detail.asp?Key=1199


Retrieved May 17, 2011, from http://www.marketingmypetbusiness.com/2008/01/tip-of-day-tips-from-award-winning.html


http://www.marketingmypetbusiness.com/2008/01/tip-of-day-tips-from-award-winning.html

http://www.marketingmypetbusiness.com/2008/01/tip-of-day-tips-from-award-winning.html




Performance Element



Process telephone orders (SE:835) (SUPPLEMENTAL)


SCANS Information 5-8; Interpersonal 11; Systems 15; Basic Skills 1-3, 5-6; Thinking Skills 12; Personal Qualities 15, 17

21st Century Skills


Objectives a. Describe the nature of telephone orders in selling.b. Discuss the importance of speaking slowly and clearly when processing

telephone orders.c. Explain the need for accuracy when processing telephone orders in

selling.d. Discuss procedures for processing telephone orders.e. Demonstrate how to process a telephone order.

SampleActivity

Participate in a small-group activity composed of three students. As a group, determine and record the actions that are important to take when processing incoming telephone orders. Convert the actions into a “Yes/No” checklist that can be used to evaluate someone’s processing of telephone orders. Identify three incoming-call scenarios, and choose one scenario to role-play. Rotate through the roles of salesperson, customer, and evaluator. After all scenarios are presented, discuss the strengths and areas needing improvement.


satisfaction and loyalty (pp. 47-48). Boston: Houghton Mifflin Company.Evenson, R. (2007). Award-winning customer service (pp. 54-57). New York:

AMACOM.Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R.

(2008). Professional selling: A trust-based approach (4th ed.) [p. 27]. Mason, OH: South-Western Cengage Learning.

Kotler, P. & Keller, K.L. (2006). Marketing management (12th ed.) [p. 611]. Upper Saddle River, NJ: Prentice-Hall.

Ogden, J.R. & Ogden, D.T. (2005). Retailing: Integrated retail management (p. 428). Boston: Houghton Mifflin Company.

Performance Research Associates. (2007). Delivering knock your socks off service (4th ed.) [pp. 78-86]. New York: AMACOM.

Software/ Online

Docstoc. (n.d.). Telephone sales order form template. Retrieved May 27, 2011, from http://www.officearrow.com/sales-marketing/telephone-sales-order-oaiur-4797/preview.html


http://www.officearrow.com/sales-marketing/telephone-sales-order-oaiur-4797/preview.html

http://www.officearrow.com/sales-marketing/telephone-sales-order-oaiur-4797/preview.html


Egelhoff, T. (2004). How to sell on the phone. Retrieved May 17, 2011, from http://smalltownmarketing.com/phone.html

Griffin, L. (2011, March 29). Retail businesses take advantage of mobile phone orders. Retrieved May 27, 2011, from http://coachjaynine.com/blog/?p=740

Lee, A. (2011, March 17). How to take orders by phone. Retrieved May 27, 1011, from http://www.ehow.com/how_8074074_orders-phone.html


http://www.ehow.com/how_8074074_orders-phone.html

http://coachjaynine.com/blog/?p=740

http://coachjaynine.com/blog/?p=740

http://smalltownmarketing.com/phone.html




PerformanceElement



Explain the nature and scope of the product/service management function (PM:001; PM LAP 17)

Level Specialist

SCANS Resources 3; Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication 1

Objectives a. Define the term product/service management.b. Explain who is responsible for managing products/services.c. Describe the benefits of product/service managing.d. Describe the phases of product/service managing.e. Describe factors affecting product/service managing.f. Explain the role product/service management plays in marketing.

Sample Activity

Participate on a product team to identify a consumer product that your team’s company wants to put on the market in two years. The team should determine what the product is, why it is needed, who could use it, and what steps the team will take in product planning. Team members should propose product-related services that need to be considered for the product and other products the company might add to this product’s line. Appoint a group representative to present the team’s recommendations to the class.

Resources LAPs MBAResearch and Curriculum Center. (2009). Rapping up products

(Nature of product/service management) [LAP: PM-017]. Columbus, OH: Author.

MBAResearch and Curriculum Center. (2009). Rapping up products (Nature of product/service management): Instructor copy [LAP: PM-017]. Columbus, OH: Author.

Textbooks Allen, K.R. & Meyer, E.C. (2006). Entrepreneurship and small business management (pp. 207-209, 218-220). Woodland Hills, CA: McGraw-Hill/Glencoe.


Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 6-7, 94-97, 473, 498, 625]. Mason, OH: Thomson/South-Western.

Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 47, 302]. Tinley Park, IL: Goodheart-Willcox Company, Inc.


Marketing Principles Course GuideCopyright 2012, MBA Research and Curriculum Center®


Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [pp. 262-267, 283-285, 578-579 ]. Boston: McGraw-Hill/Irwin.

Soloman, M. R., Marshall, G. W., & Stuart, E. W. (2008). Marketing: Real people, real choices (5th ed.) [pp. 271-303]. Upper Saddle River, NJ: Pearson Prentice Hall.

Workbooks/ Manuals

Burrow, J.L. (2003). Marketing: Business 2000 (pp. 5, 62-63). Mason, OH: South-Western/Thomson Learning.

Software/ Online

Haines, S. (2004, July 28). Product management and project management: Two functions, two vital roles. Retrieved May 2, 2011,from http://www.aipmm.com/html/newsletter/archives/000034.php

KnowThis.com. (1998-2011). Managing products. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/managing-products.htm

Lancaster, G. (n.d.). Products and services. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=26:product&catid=2:marketing-lectures

MBAResearch and Curriculum Center. (2009). Rapping up products (Nature of product/service management) [LAP: PM-017: Presentation Software]. Columbus, OH: Author.

McNamara, C. (n.d.). Product and service management (recurring activities to manage a product or service). Retrieved May 2, 2011, from http://www.managementhelp.org/prod_mng/prod_mng.htm

Sequent Learning Networks. (2010). Product manager’s resource guide for organizations pursuing product management excellence. Retrieved May 2, 2011, from http://www.sequentlearning.com/articles.php

Sequent Learning Networks. (2010). Product management life cycle model. Retrieved May 2, 2011, from http://www.sequentlearning.com/templates.php


http://www.sequentlearning.com/templates.php

http://www.sequentlearning.com/articles.php

http://www.managementhelp.org/prod_mng/prod_mng.htm

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=26:%0Bproduct&catid=2:marketing-lectures





http://www.aipmm.com/html/newsletter/archives/000034.php




PerformanceElement



Identify the impact of product life cycles on marketing decisions (PM:024)

Level Specialist

SCANS Resources 3; Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication 1; Flexibility and Adaptability 2

Objectives a. Define the following terms: product life cycle, introduction, growth, maturity, decline, pricing decisions, promotion decisions, place decisions, and product decisions.

b. Identify stages of the product life cycle.c. Describe the characteristics of each stage of the product life cycle.d. Discuss the impact of each stage of the product life cycle on

marketing decision-making.e. Explain how a company can extend a product's life cycle.

Sample Activity

Participate in a class discussion to select a product to sell at school, sell the product, and observe its product life cycle. Write a summary of your observations depicting each phase.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 363-

369). Mason, OH: South-Western Cengage Learning. Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 229-231]. Mason, OH:

Thomson/South-Western.Clark, B.; Sobel, J.; & Basteria, C.G. (2010). Marketing dynamics:

Teacher’s edition (2nd ed.) [pp. 303-308]. Tinley Park, IL: Goodheart-Willcox.


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 549-551, 642-647). Woodland Hills, CA: Glencoe/McGraw-Hill.


Katz, J. & Green, R. (2011). Entrepreneurial small business (3rd ed.) [pp. 283-287]. New York: McGraw-Hill Irwin ADD

Kuratko, D.F. (2009). Entrepreneurship: Theory, process, practice (8th ed.) [p. 303]. Mason, OH: Thomson South-Western.





Workbooks/ Manuals


Software/ Online

The Irish Times Business 2000. (2005/2006). Extending the product life cycle through repositioning. Retrieved June 1, 2011, from http://www.business2000.ie/images/pdfs/pdf_9th/cadbury_9th_ed.pdf

KnowThis.com. (1998-2011). Planning with the product life cycle. Retrieved June 1, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/marketing-planning-and-strategy/5.htm

KnowThis.com. (1998-2008). Product decisions. Retrieved June 1, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/product-decisions.htm

Lancaster, G. (n.d.). Product. Retrieved June 1, 2011, from http://www.marketingmasters.co.uk/geoff/

Marketing Teacher. (2000-2011). The product life cycle (PLC). Retrieved June 1, 2011, from http://marketingteacher.com/Lessons/lesson_plc.htm

NetMBA. (2002-2010). The product life cycle. Retrieved June 1, 2011, from http://www.netmba.com/marketing/product/lifecycle/

QuickMBA. (1999-2010). Product life cycle. Retrieved June 1, 2011, from http://www.quickmba.com/marketing/product/lifecycle/

12Manage. (2011). Product life cycle (Levitt). Retrieved June 1, 2011, from http://www.12manage.com/methods_product_life_cycle.html


http://www.12manage.com/methods_product_life_cycle.html

http://www.quickmba.com/marketing/product/lifecycle/

http://www.netmba.com/marketing/product/lifecycle/

http://marketingteacher.com/Lessons/lesson_plc.htm

http://www.marketingmasters.co.uk/geoff/

http://www.knowthis.com/tutorials/principles-of-marketing/product-decisions.htm

http://www.knowthis.com/tutorials/principles-of-marketing/product-decisions.htm

http://www.knowthis.com/tutorials/principles-of-marketing/marketing-planning-and-strategy/5.htm

http://www.knowthis.com/tutorials/principles-of-marketing/marketing-planning-and-strategy/5.htm

http://www.business2000.ie/images/pdfs/pdf_9th/cadbury_9th_ed.pdf




PerformanceElement



Describe the use of technology in the product/service management function (PM:039)

Level Specialist

SCANS Information 5-8; Systems 15; Technology 18; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication and Collaboration 1; ICT Literacy 1

Objectives a. Identify ways that the use of technology impacts the product/service management function.

b. Explain specific applications of technology in product/service management.

c. Describe how technology is used to manage the product life cycle.d. Discuss how technology is used in market testing.e. Explain how technology is used in product labeling and packaging.

Sample Activity

Read two articles in Brandweek to identify examples of technology used in bringing and keeping products on the market. Report your findings to the class.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp.

281-284, 391, 397, 399). Mason, OH: South-Western Cengage Learning.

Burrow, J.L. (2006). Marketing (2nd ed.) [p. 281]. Mason, OH: Thomson/South-Western.


Grewal, D. & Levy, M. (2008). Marketing (pp. 313, 345-346). New York: McGraw-Hill/Irwin.

Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [pp. 281, 295]. Mason, OH: South-Western.


Software/ Online

Ameri, F. & Dutta, D. (2005). Product lifecycle management: Closing the knowledge loops. Retrieved May 17, 2011, from http://www.cadanda.com/V2No5_01.pdf

Business Wire. (2003, February 20). Product service management market will near $2 billion by 2008 per ARC Advisory Group’s new market research survey. Retrieved May 17, 2011, from 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

http://www.cadanda.com/V2No5_01.pdf


http://findarticles.com/p/articles/mi_m0EIN/is_2003_Feb_20/ai_97886512

Cimalore, C. (2007, January). Defining enterprise resource planning and product lifecycle management: Creating a collaborative environment for success. Retrieved May 17, 2011, from http://www.dmreview.com/dmdirect/20070119/1073513-1.html

GlobalSpec. (1999-2011). Packaging and labeling equipment. Retrieved May 17, 2011, from http://packaging-equipment.globalspec.com/ProductFinder/Material_Handling_Packaging_Equipment/Packaging_Labeling

IdeaTestLab.com. (2007). Complete internet market testing. Retrieved May 17, 2011, from http://ideatestlab.com/

Montes de Oca, W. (2007, May 23). Online market testing that can save you time and money. Retrieved May 17, 2011, from http://www.earlytorise.com/2007/05/23/online-market-testing-that-can-save-you-time-and-money.html

Siemans. (n.d.). White paper: Six critical factors for PML deployment. Retrieved May 27, 2011, from http://www.plm.automation.siemens.com/en_us/Images/17543_tcm1023-83344.pdf


http://www.plm.automation.siemens.com/en_us/Images/17543_tcm1023-83344.pdf

http://www.plm.automation.siemens.com/en_us/Images/17543_tcm1023-83344.pdf

http://www.earlytorise.com/2007/05/23/online-market-testing-that-can-save-you-time-and-money.html

http://www.earlytorise.com/2007/05/23/online-market-testing-that-can-save-you-time-and-money.html

http://ideatestlab.com/

http://packaging-equipment.globalspec.com/ProductFinder/Material_Handling_Packaging_Equipment/Packaging_Labeling

http://packaging-equipment.globalspec.com/ProductFinder/Material_Handling_Packaging_Equipment/Packaging_Labeling

http://www.dmreview.com/dmdirect/20070119/1073513-1.html






PerformanceElement



Explain business ethics in product/service management (PM:040)

Level Specialist

SCANS Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12; Personal Qualities 17

21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication and Collaboration 1; Information Literacy 2

Objectives a. Describe ethical considerations in product packaging.b. Explain how planned obsolescence is an ethical issue for

businesses.c. Explain ethical issues associated with product labeling.d. Discuss ethical issues associated with changing a product’s quality.e. Describe ethical issues associated with failing to inform customers

about product risks.

Sample Activity

Tell students to imagine that the development of a new product will result in a huge profit for a business; however, its production will result in hazardous wastes. Arrange for students to conduct a class debate about whether a company should move forward with product development. Implement the debate, and debrief following the activity.

Resources Textbooks Boone, L.E. & Kurtz, D.L. (2009). Contemporary marketing 2009 [pp. 86,

98, 157, 390]. Mason, OH: Thomson/South-Western.Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 96, 258, 270]. Mason, OH:

Thomson/South-Western.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics:

Teacher’s edition (2nd ed.) [pp. 257, 284]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 248-252, 273, 275-276]. New York: McGraw-Hill/Irwin.


Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 256, 276]. New York: McGraw-Hill/Irwin.

Software/ Online

BBC News. (2003, April 7). Patients warned over net drugs. Retrieved May 17, 2011, from http://news.bbc.co.uk/2/hi/health/2924785.stm

Clark, A. (2007, April 24). A review of “Made to break: Technology and obsolescence in America.” Retrieved May 17, 2011, from 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

http://news.bbc.co.uk/2/hi/health/2924785.stm


http://www.thewip.net/contributors/2007/04/review_made_to_break_technolog.html

Encyclopedia of Business and Finance. (2001-2011). Fair Packaging and Labeling Act of 1966. Retrieved May 17, 2011, from http://www.bookrags.com/Fair_Packaging_and_Labeling_Act#br_1

French, J. (2006, April 11). Planned obsolescence: Aesthetic over functional. Retrieved May 27, 2011, from http://www.slideshare.net/Annie05/planned-obsolescence-aesthetic-over-functional-presentation-707861

McMinn, D.(n.d.). Planned obsolescence: The ultimate economic inefficiency. Retrieved May 27, 2011, from http://www.davidmcminn.com/ngc/pages/obsol.htm

Thorton, L.F. (2010, June 30). Planned obsolescence: Is it ethical? no. can we still have the newest gadgets? yes!. Retrieved May 27, 2011, from http://leadingincontext.com/2010/06/30/planned-obsolescence-is-it-ethical-no-can-we-still-have-the-newest-gadgets-yes/

Upshaw, L. (n.d.). The trouble with food: Ethics and integrity in food marketing. Retrieved May 17, 2011, from http://www.brandbuilding.com/articles_food.php


http://www.brandbuilding.com/articles_food.php

http://leadingincontext.com/2010/06/30/planned-obsolescence-is-it-ethical-no-can-we-still-have-the-newest-gadgets-yes/



http://www.davidmcminn.com/ngc/pages/obsol.htm

http://www.slideshare.net/Annie05/planned-obsolescence-aesthetic-over-functional-presentation-707861

http://www.slideshare.net/Annie05/planned-obsolescence-aesthetic-over-functional-presentation-707861

http://www.bookrags.com/Fair_Packaging_and_Labeling_Act#br_1






PerformanceElement



Identify consumer protection provisions of appropriate agencies (PM:017) (SUPPLEMENTAL)

Level Specialist


21st Century Skills

Information Literacy 2

Objectives a. Describe forms of consumer protection associated with product/service management.

b. Describe the need for consumer protection in product/service management.

c. Discuss the role of governmental agencies in protecting consumers.

d. Explain laws that protect consumers.e. Explain how consumer protection affects businesses.f. Describe expenses that can be incurred by businesses as a result

of consumer protection.

Sample Activity

Use the Internet to locate information about a recent case involving the Consumer Product Safety Commission (CPSC). Record the following information:a. Name of companyb. Nature of product safety issuec. Outcome of casePresent your findings to the class.

Resources Textbooks Boone, L.E. & Kurtz, D.L. (2009). Contemporary marketing 2009 [pp. 82-

85, 651]. Mason, OH: Thomson/South-Western.Clark, B.; Sobel, J.; & Basteria, C.G. (2010). Marketing dynamics:

Teacher’s edition (2nd ed.) (pp. 67-69, 400). Tinley Park, IL: Goodheart-Willcox.

Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 666-667, 678-68). Woodland Hills, CA: Glencoe.

Grewal, D. & Levy, M. (2008). Marketing (pp. 107, 292-294). New York: McGraw-Hill/Irwin.

Kotler, P. & Keller, K.L. (2006). Marketing management (12th ed.) [pp. 394-395]. Upper Saddle River, NJ: Prentice-Hall.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 105-108, 279]. New York: McGraw-Hill/Irwin.6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


Software/ Online

Brady, J.G. & Waller, S.W. (2011). Consumer protection in the United States: An overview. Retrieved May 17, 2011, from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1000226#PaperDownload

Federal Trade Commission. (2007, December 20). Business information. Retrieved May 17, 2011, from http://www.ftc.gov/bcp/business.shtm

Nolo. (2011). Consumer protection laws and your business. Retrieved May 27, 2011 from http://www.nolo.com/legal-encyclopedia/consumer-protection-laws-business-29641.html

The Social Studies Help Center. (2001-2011). Government protection of the consumer. Retrieved May 17, 2011, from http://www.socialstudieshelp.com/Economic_Govt_Protections.htm

United States Consumer Product Safety Commission. (n.d.). Find CPSC product safety standards or guidance. Retrieved May 17, 2011, from http://www.cpsc.gov/cgi-bin/regs.aspx

U.S. Food and Drug Administration. (2010, June). Food allergies: What you need to know. Retrieved May 27, 2011, from http://www.fda.gov/downloads/Food/ResourcesForYou/Consumers/UCM220117.pdf

USA.gov. (n.d.). Consumer guides and protection. Retrieved May 17, 2011, from http://www.usa.gov/Citizen/Topics/Consumer_Safety.shtml


http://www.usa.gov/Citizen/Topics/Consumer_Safety.shtml

http://www.fda.gov/downloads/Food/ResourcesForYou/Consumers/UCM220117.pdf

http://www.fda.gov/downloads/Food/ResourcesForYou/Consumers/UCM220117.pdf

http://www.cpsc.gov/cgi-bin/regs.aspx

http://www.socialstudieshelp.com/Economic_Govt_Protections.htm

http://www.nolo.com/legal-encyclopedia/consumer-protection-laws-business-29641.html

http://www.nolo.com/legal-encyclopedia/consumer-protection-laws-business-29641.html

http://www.ftc.gov/bcp/business.shtm

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1000226#PaperDownload





PerformanceElement

Employ product-mix strategies to meet customer expectations.


Explain the concept of product mix (PM:003, PM LAP 3)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication and Collaboration 1

Objectives a. Define the following terms: product mix, product item, product line, width, depth, consistency, expansion, contraction, alteration, trading up, trading down, and positioning.

b. Identify ways in which product lines can be organized.c. Describe product mix dimensions.d. Identify reasons that a business would offer a narrow product mix.e. Identify reasons that a business would offer a broad product mix.f. Identify reasons that a business would offer a deep product mix.g. Identify reasons that a business would offer a shallow product mix.h. Explain the importance of a business’s product mix.i. Describe advantages of expansion product-mix strategies.j. Describe disadvantages of expansion product-mix strategies.k. Describe advantages of contraction product-mix strategies.l. Describe disadvantages of contraction product-mix strategies.m. Describe advantages of alteration product-mix strategies.n. Describe disadvantages of alteration product-mix strategies.o. Describe advantages of trading up product-mix strategies.p. Describe disadvantages of trading up product-mix strategies.q. Describe advantages of trading down product-mix strategies.r. Describe disadvantages of trading down product-mix strategies.s. Describe advantages of positioning product-mix strategies.t. Describe disadvantages of positioning product-mix strategies.

Sample Activity

Access a company’s web site to identify its product lines; for each product line, identify product items. Company web sites can be accessed through Hoover’s Online at http://www.hoovers.com/ and Infospace at http://www.infospace.com/bizweb.htm. Print the information obtained, and write a one-page report about the company’s product mix and its advantages and disadvantages for the company.

Resources LAPs Marketing Education Resource Center. (2009). Mix & match (Nature of

the product mix) [LAP: PM-003]. Columbus, OH: Author.Marketing Education Resource Center. (2009). Mix & match (Nature of

the product mix): Instructor copy [LAP: PM-003]. Columbus, OH: Author.6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

http://www.infospace.com/bizweb.htm

http://www.hoovers.com/




Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 302-303, 308-310]. Tinley Park, IL: Goodheart-Willcox Company, Inc.


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials(pp. 635-641). Woodland Hills, CA: Glencoe/McGraw-Hill.


Soloman, M. R., Marshall, G. W., & Stuart, E. W. (2008). Marketing: Real people, real choices (5th ed.) [pp. 273-278]. Upper Saddle River, NJ: Pearson Prentice Hall.


Longenecker, J.G., Moore, C.W., Petty, J.W., & Palich, L.E. (2006). Small business management: An entrepreneurial emphasis (13th ed.) [pp. 318-320]. Mason, OH: Thomson South-Western.

Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [pp. 240-241]. Boston: McGraw-Hill/Irwin.

Software/ Online

Galler, L. (2011). Analyze the product mix just like a bowl of nuts. Retrieved May 2, 2011, from http://ezinearticles.com/?Analyze-the-Product-Mix-Just-Like-a-Bowl-of-Nuts&id=197887

How Stuff Works. (1999-2011). Positioning. Retrieved May 2, 2011, from http://money.howstuffworks.com/marketing-plan21.htm

Marketing Education Resource Center. (2009). Mix & match (Nature of the product mix) [LAP: PM-003: Presentation Software]. Columbus, OH: Author.

QuickMBA. (1999-2010). Product positioning. Retrieved May 2, 2011, from http://www.quickmba.com/marketing/ries-trout/positioning/

Tutor2u. (n.d.). Marketing presentation: Product mix. Retrieved May 2, 2011, from http://www.tutor2u.net/business/presentations/marketing/productmix/default.html

Washington University in St. Louis. (2010). Right mix in product line increases profits for the firm. Retrieved May 2, 2011, from http://news-info.wustl.edu/tips/page/normal/176.html


http://news-info.wustl.edu/tips/page/normal/176.html

http://www.tutor2u.net/business/presentations/marketing/productmix/default.html

http://www.tutor2u.net/business/presentations/marketing/productmix/default.html

http://www.quickmba.com/marketing/ries-trout/positioning/

http://money.howstuffworks.com/marketing-plan21.htm

http://ezinearticles.com/?Analyze-the-Product-Mix-Just-Like-a-Bowl-of-Nuts&id=197887

http://ezinearticles.com/?Analyze-the-Product-Mix-Just-Like-a-Bowl-of-Nuts&id=197887




PerformanceElement

Position products/services to acquire desired business image.


Describe factors used by marketers to position products/services (PM:042)

Level Specialist


21st Century Skills


Objectives a. Define the following terms: competitive advantage and positioning.b. Describe the purpose of positioning.c. Explain the relationship between the target market and positioning.d. Discuss the relationship between the competition and positioning.e. Describe types of positioning strategies (e.g., product attributes,

benefits, usage occasions, users, competitive, product classes). f. Discuss how marketing mix elements can be differentiated to

position products/businesses.

Sample Activity

Select two automobile manufacturers: one offers luxury cars, the other offers economy cars. Identify factors that the two companies use to position the cars. Participate in a small-group activity to discuss your responses.

Resources Textbooks Allen, K.R. & Meyer, E.C. (2006). Entrepreneurship and small business

management (pp. 126, 209). Woodland Hills, CA: McGraw-Hill/Glencoe.

Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 43, 392-393). Mason, OH: South-Western Cengage Learning.


Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 268-269, 281, 491-492]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 157-159, 235-236]. New York: McGraw-Hill/Irwin


Kazanjian, K. (2007). Exceeding customer expectations (pp. 27-56). New York: Doubleday.


Longenecker, J.G., Moore, C.W., Petty, J.W., & Palich, L.E. (2006). Small business management: An entrepreneurial emphasis (13th



ed.) [pp. 50-51, 308]. Mason, OH: Thomson South-Western.

McKain, S. (2005). What customers really want: How to bridge the gap between what your organizations and what your clients crave. Nashville: Thomas Nelson.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 48, 54, 81-84]. New York: McGraw-Hill/Irwin.

Software/ Online

Jantsch, J. (1999-2010). These simple strategies for positioning your small business are a must. Retrieved May 2, 2011, from http://www.ducttapemarketing.com/strategies_for_positioning.htm

KnowThis.com. (1998-2011). Product positioning. Retrieved May 2, 2011, from http://www.knowthis.com/principles-of-marketing-tutorials/targeting-markets/product-positioning/

Levis, D. (1997-2011). Product positioning—4 differentiation tips. Retrieved May 2, 2011, from http://www.davetalks.com/articles/syndicated/product-positioning-differentiation-tips.htm

Markgraf, B. (n.d.). Lesson 2: Positioning your product or service. Retrieved May 2, 2011, from http://www.suite101.com/lesson.cfm/16709/294

MindTools. (1996-2011). The marketing mix and 4 Ps: Understanding how to position your market offering. Retrieved May 2, 2011, from http://www.mindtools.com/pages/article/newSTR_94.htm

Ortyn, A. (2005). Market position, positioning, and profitability! Retrieved May 2, 2011, from http://www.rusmart.com/MANTEC-bgs/source/Market_Position_Article_Oct_2006.pdf

Pellow, B. (2003-2010). Differentiate yourself. Retrieved May 2, 2011, from http://digitaloutput.net/content/ContentCT.asp?P=792

QuickMBA (1999-2010). Positioning. Retrieved May 2, 2011, from http://www.quickmba.com/marketing/ries-trout/positioning/

Tutor2u. (n.d.). Strategy—Competitive advantage. Retrieved May 2, 2011, from http://www.tutor2u.net/business/strategy/competitive_advantage.htm


http://www.tutor2u.net/business/strategy/competitive_advantage.htm

http://www.quickmba.com/marketing/ries-trout/positioning/

http://digitaloutput.net/content/ContentCT.asp?P=792

http://www.rusmart.com/MANTEC-bgs/source/Market_Position_Article_Oct_2006.pdf

http://www.rusmart.com/MANTEC-bgs/source/Market_Position_Article_Oct_2006.pdf

http://www.mindtools.com/pages/article/newSTR_94.htm

http://www.suite101.com/lesson.cfm/16709/294

http://www.davetalks.com/articles/syndicated/product-positioning-differentiation-tips.htm

http://www.davetalks.com/articles/syndicated/product-positioning-differentiation-tips.htm

http://www.knowthis.com/principles-of-marketing-tutorials/targeting-markets/product-positioning/

http://www.knowthis.com/principles-of-marketing-tutorials/targeting-markets/product-positioning/

http://www.ducttapemarketing.com/strategies_for_positioning.htm




PerformanceElement

Position product/service to acquire desired business image.


Explain the nature of product/service branding (PM:021, PM LAP 6)

Level Specialist


21st Century Skills


Objectives a. Define the following terms: brand, brand name, brand symbol, trade character, brand recognition, brand preference, brand insistence, product brands, generic brand, national brand, private/distributor brand, brand strategies, family branding, individual branding, brand extensions, brand licensing, and co-branding.

b. List the characteristics of a good brand name.c. Explain levels of brand loyalty.d. Identify types of brand strategies.e. Describe considerations for international branding.f. Explain the impact of the Internet on branding.g. Discuss employees’ role in branding.

Sample Activity

Select a brand name and identify the characteristics that make it an effective brand name. Then, determine the brand’s stage of brand loyalty: recognition, preference, or insistence. Obtain materials from your instructor to prepare visuals featuring symbols, names, and characters associated with the product/service’s brand identity. Discuss the visual with a classmate.

Resources LAP Marketing Education Resource Center. (2009). It’s a brand, brand, brand

world! (Nature of product/service branding) [LAP: PM-006]. Columbus, OH: Author.

Marketing Education Resource Center. (2009). It’s a brand, brand, brand world! (Nature of product/service branding): Instructor copy [LAP: PM-006]. Columbus, OH: Author.

Textbooks Allen, K.R. & Meyer, E.C. (2006). Entrepreneurship and small business management (p. 208). Woodland Hills, CA: McGraw-Hill/Glencoe.



Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 262-272]. Tinley Park, IL: Goodheart-



Willcox Company, Inc.Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.)

[p. 377]. Mason, OH: South-Western Cengage Learning.Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.)

[pp. 258-272]. New York: McGraw-Hill/Irwin.Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials

(pp. 654-659). Woodland Hills, CA: Glencoe/McGraw-Hill.Grewal, D. & Levy, M. (2008). Marketing (pp. 274-276, 281-290, 290-

292). New York: McGraw-Hill/Irwin.Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of

marketing (3rd ed.) [pp. 272-278]. Mason, OH: South-Western. Longenecker, J.G., Moore, C.W., Petty, J.W., & Palich, L.E. (2006). Small

business management: An entrepreneurial emphasis (13th ed.) [pp. 314-316]. Mason, OH: Thomson South-Western.


Workbooks/ Manuals

Burrow, J.L. (2003). Marketing: Business 2000 (p. 65). Mason, OH: South-Western/Thomson Learning.

Software/ Online

Brighter Naming. (2011). Top 10 characteristics of a good name. Retrieved May 2, 2011, from http://www.brighternaming.com/Top_10_Naming_Factors.html

Charland, B. (1996-2011). The role of employees in brand definition and promotion. Retrieved May 2, 2011, from http://www.ameinfo.com/16901.html

Greenwood, T. (2011). The importance of brand strategy. Retrieved May 2, 2011, from http://ezinearticles.com/?The-Importance-of-Brand-Strategy&id=764211

KnowThis.com. (1998-2011). Advantages of brands. Retrieved May 2, 2011, from http://www.knowthis.com/principles-of-marketing-tutorials/product-decisions/advantages-of-brands/

KnowThis.com. (1998-2011). Approaches to Branding. Retrieved May 2, 2011, from http://www.knowthis.com/principles-of-marketing-tutorials/managing-products/approaches-to-branding/

Lancaster, G. (n.d.). International marketing. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=19:international-marketing&catid=2:marketing-lectures

Marketing Education Resource Center. (2009). It’s a brand, brand, brand world! (Nature of product/service branding) [LAP: PM-006: Presentation Software]. Columbus, OH: Author.

Sales Creators. (1997-2007). Branding the company. Retrieved May 2, 2011, http://www.salescreators.com/Section1/branding.html

Segal, B. (2011). Designing a brand strategy—How to get recognized and stay recognized in a noisy world. Retrieved May 2, 2011, from http://ezinearticles.com/?Designing-a-Brand-Strategy---How-to-Get-Recognized-and-Stay-Recognized-in-a-Noisy-World&id=785619

www.studyMARKETING.org. (n.d.). Brand loyalty. Retrieved May 2, 2011, from http://www.studymarketing.org/articles/Brand_Management/Brand_Loyalty.html


http://www.studymarketing.org/articles/Brand_Management/Brand_Loyalty.html

http://www.studymarketing.org/articles/Brand_Management/Brand_Loyalty.html

http://ezinearticles.com/?Designing-a-Brand-Strategy---How-to-Get-Recognized-and-Stay-Recognized-in-a-Noisy-World&id=785619

http://ezinearticles.com/?Designing-a-Brand-Strategy---How-to-Get-Recognized-and-Stay-Recognized-in-a-Noisy-World&id=785619

http://www.salescreators.com/Section1/branding.html

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=19:international-marketing&catid=2:marketing-lectures



http://www.knowthis.com/principles-of-marketing-tutorials/managing-products/approaches-to-branding/

http://www.knowthis.com/principles-of-marketing-tutorials/managing-products/approaches-to-branding/

http://www.knowthis.com/principles-of-marketing-tutorials/product-decisions/advantages-of-brands/

http://www.knowthis.com/principles-of-marketing-tutorials/product-decisions/advantages-of-brands/

http://ezinearticles.com/?The-Importance-of-Brand-Strategy&id=764211

http://ezinearticles.com/?The-Importance-of-Brand-Strategy&id=764211


http://www.brighternaming.com/Top_10_Naming_Factors.html


www.studyMARKETING.org. (n.d.). Types of brand extension. Retrieved May 2, 2011, from http://www.studymarketing.org/articles/Brand_Management/Types_of_Brand_Extension.html


http://www.studymarketing.org/articles/Brand_Management/Types_of_Brand_Extension.html

http://www.studymarketing.org/articles/Brand_Management/Types_of_Brand_Extension.html




PerformanceElement

Position company to acquire desired business image.


Explain the nature of corporate branding (PM:206) (SUPPLEMENTAL)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication and Collaboration 1

Objectives a. Define the following terms: brand identity, values, brand cues, brand personality, touch points, brand promise, and corporate brands.

b. Describe the elements that make up a brand’s identity.c. Explain the use of values in brand development.d. Discuss the significance of a brand’s personality.e. Describe the use of brand touch points.f. Distinguish between corporate and distributor brands.

Sample Activity

Using the visual developed for the previous activity, add to the visual by featuring its brand values, brand personality, and touch points. Discuss the visual with a classmate.


383). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 270-271, 428]. Mason, OH:


Teacher’s edition (2nd ed.) [pp. 266-267]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [pp. 245, 377]. Mason, OH: South-Western Cengage Learning.



Kazanjian, K. (2007). Exceeding customer expectations (pp. 195-218). New York: Doubleday.


Workbooks/ Manuals

Burrow, J.L. (2003). Marketing: Business 2000 (p. 65). Mason, OH: South-Western/Thomson Learning.



Software/ Online

Bloise, J.D. (2011). Successful brand development. Retrieved May 2, 2011, from http://www.powerhomebiz.com/vol102/brand.htm

Dorreststeijn, T. (n.d.). Creating a brand personality. Retrieved May 2, 2011, from http://visual-branding.com/eight-outlines/creating-a-brand-personality/

George, R. (2000-2011). Tapping into brand touchpoints. Retrieved May 2, 2011, from http://www.marketingprofs.com/3/george2.asp

Glatstein, S. (2011). 5 steps to brand building: Touchpoints are key to building a strong brand. Retrieved May 2, 2011, from http://sbinfocanada.about.com/od/marketing/a/brandbuildingsg.htm

Jones, J. (2011). Build a brand identity—5 key elements. Retrieved May 2, 2011, from http://ezinearticles.com/?Build-a-Brand-Identity---5-Key-Elements&id=704234

MBAResearch and Curriculum Center. (2009). Build your corporate brand . . . before someone builds it for you (Corporate branding) [LAP: PM-010: Presentation software]. Columbus, OH: Author.

Salerno, J. (2011). Corporate branding—Recipe for a successful business. Retrieved May 2, 2011, from http://ezinearticles.com/?Corporate-Branding---Recipe-For-A-Successful-Business&id=836060


http://ezinearticles.com/?Corporate-Branding---Recipe-For-A-Successful-Business&id=836060



http://ezinearticles.com/?Build-a-Brand-Identity---5-Key-Elements&id=704234

http://ezinearticles.com/?Build-a-Brand-Identity---5-Key-Elements&id=704234

http://sbinfocanada.about.com/od/marketing/a/brandbuildingsg.htm

http://www.marketingprofs.com/3/george2.asp

http://visual-branding.com/eight-outlines/creating-a-brand-personality/

http://visual-branding.com/eight-outlines/creating-a-brand-personality/

http://www.powerhomebiz.com/vol102/brand.htm



Understands concepts and strategies utilized in determining and adjusting prices to maximize return and meet customers’ perceptions of value

PerformanceElement



Explain the nature and scope of the pricing function (PI:001, PI LAP 2)

Level Specialist


21st Century Skills


Objectives a. Describe the characteristics of effective pricing.b. Explain what is being priced when prices are set for products.c. List factors that affect a product's price.d. Describe how pricing affects product decisions.e. Explain how pricing affects place (distribution) decisions.f. Describe how pricing affects promotion decisions.g. Explain pricing objectives.

Sample Activity

Prepare a brief presentation about the goals of pricing. Target the presentation to a group of elementary or middle-school students who are involved in a service-learning project. Deliver the presentation.

Resources LAP Marketing Education Resource Center. (2008). The price is right (Nature

of pricing) [LAP: PI-002]. Columbus, OH: Author.Marketing Education Resource Center. (2008). The price is right (Nature

of pricing): Instructor copy [LAP: PI-002]. Columbus, OH: Author.

Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 605-613, 624-625). Mason, OH: South-Western Cengage Learning.

Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 96-97, 180, 378-379, 392-394]. Mason, OH: Thomson/South-Western.


Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [pp. 25-26, 238, 250-251]. Mason, OH: South-Western Cengage Learning.




Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003) Essentials of



marketing (3rd ed.) [pp. 501-507, 507-509]. Mason, OH: South-Western.




Workbooks/ Manuals


Software/ Online

Abeysingha, R. (2009, June 13). Factors influencing the pricing decision. Retrieved May 2, 2011, from http://www.articlealley.com/article_934039_15.html

GCSE Business Studies for CCEA. (n.d.). Introduction to the marketing mix—Pricing. Retrieved May 2, 2011, from http://www.hoddersamplepages.co.uk/pdfs/cceabus6.pdf

KnowThis.com (1998-2011). External factors: Competitive and other products. Retrieved May 2, 2011, from http://www.knowthis.com/principles-of-marketing-tutorials/pricing-decisions/external-factors-competitive-and-related-products/

KnowThis.com. (1998-2011). Importance of price. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/pricing-decisions/3.htm

KnowThis.com. (1998-2011). Pricing decisions. Retrieved May 2, 2011, from http://www.knowthis.com/principles-of-marketing-tutorials/pricing-decisions/

Lancaster, G. (n.d.). Pricing. Received May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=25:pricing&catid=2:marketing-lectures

Marketing Education Resource Center. (2008). The price is right (Nature of pricing) [LAP: PI-002: Presentation Software]. Columbus, OH: Author.

Marketing Teacher. (2000-2011). Pricing strategies. Retrieved May 2, 2011, from http://marketingteacher.com/Lessons/lesson_pricing.htm

NetMBA. (2002-2010). Pricing strategy. Retrieved May 2, 2011, from http://www.netmba.com/marketing/pricing/


http://www.netmba.com/marketing/pricing/

http://marketingteacher.com/Lessons/lesson_pricing.htm

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=25:%0Bpricing&catid=2:marketing-lectures



http://www.knowthis.com/principles-of-marketing-tutorials/pricing-decisions/

http://www.knowthis.com/principles-of-marketing-tutorials/pricing-decisions/

http://www.knowthis.com/tutorials/principles-of-marketing/pricing-decisions/3.htm


http://www.knowthis.com/principles-of-marketing-tutorials%0B/pricing-decisions/external-factors-competitive-and-related-products/

http://www.knowthis.com/principles-of-marketing-tutorials%0B/pricing-decisions/external-factors-competitive-and-related-products/

http://www.hoddersamplepages.co.uk/pdfs/cceabus6.pdf

http://www.articlealley.com/article_934039_15.html




PerformanceElement



Describe the role of business ethics in pricing (PI:015)

Level Specialist

SCANS Information 5-8; Systems 15; Basic Skills 1-3, 5-6; Thinking Skills 8-9, 12; Personal Qualities 17

21st Century Skills


Objectives a. Define the following terms: price fixing, predatory pricing.b. Identify ethical considerations in setting prices.c. Explain ethical concerns associated with the use of complex prices

that are confusing to consumers.d. Explain how pricing tactics can relate to social responsibility.

Sample Activity

Participate in a class debate about the ethics of pricing a product as high as possible due to high demand. Examples to consider are oil prices and popular cars.


100). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 382-385]. Mason, OH:



Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 351, 355-356, 360-361]. New York: McGraw-Hill/Irwin.


Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 478-481, 503, 506, 510]. New York: McGraw-Hill/Irwin.

Software/ Online

Capozzi, C. (2011, January 11). Ethics & strategy. Retrieved May 27, 2011, from http://www.ehow.com/info_7751895_ethics-strategy.html

Curry, T. (2006, April 26). What is ‘price gouging’ and can it be stopped? Retrieved May 27, 2011, from http://www.msnbc.msn.com/id/12498071/ns/politics-tom_curry/t/what-price-gouging-can-it-be-stopped/

Ethical Pricing. (n.d.). Pricing and ethics. Retrieved May 17, 2011, from http://www.ethicalpricing.info/home.htm


http://www.ethicalpricing.info/home.htm

http://www.msnbc.msn.com/id/12498071/ns/politics-tom_curry/t/what-price-gouging-can-it-be-stopped/

http://www.msnbc.msn.com/id/12498071/ns/politics-tom_curry/t/what-price-gouging-can-it-be-stopped/

http://www.ehow.com/info_7751895_ethics-strategy.html


Maxi-Pedia.com. (2011). Predatory pricing. Retrieved May 27, 2011, from http://www.maxi-pedia.com/predatory+pricing

Smith, S.E. & Wallace, O. (n.d.). What is price fixing? Retrieved May 27, 2011, from http://www.wisegeek.com/what-is-price-fixing.htm


http://www.wisegeek.com/what-is-price-fixing.htm

http://www.maxi-pedia.com/predatory+pricing




PerformanceElement



Explain the use of technology in the pricing function (PI:016)

Level Specialist

SCANS Information 5-8; Systems 15; Technology 18; Basic Skills 1-2,5-6; Thinking Skills 8-9,12

21st Century Skills


Objectives a. Identify ways that the use of technology impacts the pricing function.b. Explain specific applications of technology in pricing.c. Describe benefits of automating the pricing process.d. Discuss risks associated with automating the pricing process.e. Explain how automating pricing facilitates targeted pricing.

Sample Activity

Listen to a businessperson discuss the use of technology in pricing. Record responses to the following questions:a. What technology is used in setting prices?b. What technology is used in marking prices on products?c. How has the use of technology in pricing changed in the past 10 years?d. How has the use of technology affected the pricing process?


management (p. 233). Woodland Hills, CA: McGraw-Hill/Glencoe.Boone, L.E. & Kurtz, D.L. (2009). Contemporary marketing 2009 [p. 625].

Mason, OH: Thomson/South-Western.Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials

(pp. 558-559). Woodland Hills, CA: Glencoe/McGraw-Hill.McCalla, P. (2005). Retailing (pp. 11, 30, 202, 261). Woodland Hills CA:

Glencoe/McGraw-Hill.Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic

marketing: Marketing strategy planning approach (16th ed.) [pp. 223-224, 350-351, 483, 513]. New York: McGraw-Hill/Irwin.

Software/ Online

Bhaskar, R. & Krishnamurthi, M. (2004, March). Pricing strategy—A technology perspective. Retrieved May 27, 2010, from http://www.allbusiness.com/sales/300324-1.html

O’Reilly, T.J. (n.d.). The role of technology in pricing strategies. Retrieved May 17, 2011, from http://members.pricingsociety.com/articles/The-Role-of-Technology-in-Pricing-Strategies.pdf

Oricchio, R. (2007, February 1). Software to help you set your prices. Retrieved May 17, 2011, from 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

http://members.pricingsociety.com/articles/The-Role-of-Technology-in-Pricing-Strategies.pdf

http://members.pricingsociety.com/articles/The-Role-of-Technology-in-Pricing-Strategies.pdf

http://www.allbusiness.com/sales/300324-1.html


http://technology.inc.com/2007/02/01/software-to-help-you-set-prices/

Signal Demand, Inc. (2008). Case study: Transforming the pricing function. Retrieved May 27, 2011, from http://www.signaldemand.com/resources/documents/signaldemand-price-management.pdf


http://www.signaldemand.com/resources/documents/signaldemand-price-management.pdf

http://www.signaldemand.com/resources/documents/signaldemand-price-management.pdf

http://technology.inc.com/2007/02/01/software-to-help-you-set-prices/




PerformanceElement



Explain legal considerations for pricing (PI:017)

Level Specialist

SCANS Information 7; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 8, 12

21st Century Skills


Objectives a. Define the following terms: bait-and-switch advertising, deceptive pricing, dumping, loss-leader pricing, predatory pricing, price discrimination, and price fixing.

b. Describe laws affecting pricing.c. Explain positive effects of pricing laws.d. Discuss negative effects of pricing laws.e. Explain the impact of anti-dumping laws on consumers.

Sample Activity

Search the Internet to find an article about a company recently accused of pricing violations. Write a summary of the article, identifying the company, what it was accused of doing, and what the outcome of the case has been. Present the summary to the class, asking students to identify the law that had been violated.


management (pp. 232-233). Woodland Hills, CA: McGraw-Hill/Glencoe.

Boone, L.E. & Kurtz, D.L. (2009). Contemporary marketing 2009 [625p.]. Mason, OH: Thomson/South-Western.

Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 45, 382-383]. Mason, OH: Thomson/South-Western.


Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 355-356, 360-361]. New York: McGraw-Hill/Irwin.

Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp.139-140, 536-537). Woodland Hills, CA: Glencoe/McGraw-Hill.



Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic



marketing: Marketing strategy planning approach (16th ed.) [pp. 478-481]. New York: McGraw-Hill/Irwin.

Software/ Online

Bizhelp. (2009). The loss leader. Retrieved May 17, 2011, from http://www.bizhelp24.com/marketing/the-loss-leader-3.html

Ellis-Christensen, T. (n.d.). What is a bait and switch? Retrieved May 17, 2011, from http://www.wisegeek.com/what-is-a-bait-and-switch.htm

Ellis-Christensen, T. & Wallace, O. (n.d.). What is price discrimination? Retrieved May 27, 2011, from http://www.wisegeek.com/what-is-price-discrimination.htm

FindLaw for Small Business. (2011). Consumer protection laws. Retrieved May 17, 2011, from http://smallbusiness.findlaw.com/business-laws-regulations/business-laws-all/consumer-protection-laws-overview(1).html

KnowThis.com. (1998-2011). Government regulation. Retrieved May 17, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/pricing-decisions/11.htm

McGee, R.W. (2002, February). Anti-dumping laws. Retrieved May 17, 2011, from http://www.fff.org/freedom/fd0202f.asp

Maxi-Pedia.com. (2011). Predatory pricing. Retrieved May 27, 2011, from http://www.maxi-pedia.com/predatory+pricing

U.S. Department of Justice. (n.d.) Price fixing, bid rigging, and market allocation schemes: What they are and what to look for. Retrieved May 27, 2011, from http://www.justice.gov/atr/public/guidelines/211578.htm


http://www.justice.gov/atr/public/guidelines/211578.htm

http://www.maxi-pedia.com/predatory+pricing

http://www.fff.org/freedom/fd0202f.asp



http://smallbusiness.findlaw.com/business-laws-regulations/business-laws-all/consumer-protection-laws-overview(1).html

http://smallbusiness.findlaw.com/business-laws-regulations/business-laws-all/consumer-protection-laws-overview(1).html

http://www.wisegeek.com/what-is-price-discrimination.htm

http://www.wisegeek.com/what-is-price-discrimination.htm

http://www.wisegeek.com/what-is-a-bait-and-switch.htm

http://www.bizhelp24.com/marketing/the-loss-leader-3.html




PerformanceElement



Explain factors affecting pricing decisions (PI:002, PI LAP 3)

Level Specialist


21st Century Skills


Objectives a. Define the term selling price.b. Distinguish between price and selling price.c. Describe the importance of selling price.d. Identify factors affecting selling price.e. Explain how consumers can affect selling price.f. Describe how government affects selling price.g. Discuss how competition can affect selling price.h. Explain how the nature of a business can affect selling price.i. Identify pricing objectives.j. Explain how pricing objectives affect selling price.

Sample Activity

Given a list of 10 grocery items that can be found in grocery stores, convenience stores, warehouse clubs, etc., determine the price of each product at the locations specified by your teacher. Discuss reasons for the differences in prices at the various locations.

Imagine that you are starting a business. Identify factors that would affect your business’s pricing decisions. Record these factors, and discuss them with a classmate.

Resources LAP MBAResearch and Curriculum Center. (2011). Make cents (Factors

affecting pricing decisions) [LAP: PI-003]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2011). Make cents (Factors

affecting pricing decisions): Instructor copy [LAP: PI-003]. Columbus, OH: Author.

Textbooks Allen, K.R. & Meyer, E.C. (2006). Entrepreneurship and small business management (pp. 230-235). Woodland Hills, CA: McGraw-Hill/Glencoe.


Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 378, 380-383, 386-389]. Mason, OH: Thomson/South-Western.




Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [p. 251]. Mason, OH: South-Western Cengage Learning.

Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 321-327, 336-340, 346-351]. New York: McGraw-Hill/Irwin.

Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials

(pp. 531-536, 544-556). Woodland Hills, CA: Glencoe/McGraw-Hill.Grewal, D. & Levy, M. (2008). Marketing (pp. 375-376). New York:

McGraw-Hill/Irwin.Kuratko, D.F. & Hodgetts, R.M. (2001). Entrepreneurship: A

contemporary approach (5th ed.) [pp. 243-244]. Mason, OH: South-Western/Thomson Learning.




Workbooks/ Manuals


Software/ Online

Business Resource Software, Inc. (1994-2011). Issues affecting price. Retrieved May 2, 2011, from http://www.businessplans.org/Pricing.html

Hofstrand, D. (2010, March). Setting your price. Retrieved May 2, 2011, from http://www.extension.iastate.edu/agdm/wholefarm/html/c5-17.html

KnowThis.com. (1998-2011). Pricing decisions. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/pricing-decisions.htm

Lancaster, G. (n.d.). Pricing. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=25:pricing&catid=2:marketing-lectures

MBAResearch and Curriculum Center. (2011). Make Cents (Factors affecting pricing decisions) [LAP: PI-003: Presentation Software]. Columbus, OH: Author.

Slideshare.net (2011). Pricing products: Pricing considerations and approaches. Retrieved May 2, 2011, from http://www.slideshare.net/mehmetcihangir/pricing-products-pricing-considerations-and-approaches-presentation-765073

Witiger.com (2001, May). Pricing objectives. Retrieved May 2, 2011, from http://www.witiger.com/marketing/pricingobjectives.htm


http://www.witiger.com/marketing/pricingobjectives.htm

http://www.slideshare.net/mehmetcihangir/pricing-products-pricing-considerations-and-approaches-presentation-765073

http://www.slideshare.net/mehmetcihangir/pricing-products-pricing-considerations-and-approaches-presentation-765073

http://www.da-group.co.uk/index.php?option=com_content&view%0B=article&id=25:pricing&catid=2:marketing-lectures

http://www.da-group.co.uk/index.php?option=com_content&view%0B=article&id=25:pricing&catid=2:marketing-lectures



http://www.extension.iastate.edu/agdm/wholefarm/html/c5-17.html

http://www.extension.iastate.edu/agdm/wholefarm/html/c5-17.html

http://www.businessplans.org/Pricing.html



Understands the concepts and processes needed to identify, select, monitor, and evaluate sales channels

PerformanceElement



Explain the nature and scope of channel management (CM:001; CM LAP 2)


SCANS Information 5; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills


Objectives a. Define the following terms: channel, channel intensity, channel length, distribution patterns, exclusive distribution, selective distribution, and intensive distribution.

b. Explain how channel members add value.c. Discuss channel functions (e.g., information, promotion, contact, matching,

negotiation, physical distribution, financing, and risk taking).d. Explain key channel tasks (e.g., marketing, packaging, financing, storage,

delivery, merchandising, and personal selling).e. Describe when a channel will be most effective.f. Distinguish between horizontal and vertical conflict.g. Describe channel management decisions (i.e., selecting channel

members, managing and motivating channel members, and evaluating channel members).

h. Explain channel design decisions (i.e., analyzing customer needs, setting channel objectives, identifying major alternatives—types of intermediaries, number of intermediaries, responsibilities of intermediaries).

i. Discuss the relationship between the product being distributed and the pattern of distribution it uses.

Sample Activity

Identify examples of channel-management activities that take place at local businesses. Discuss similarities and differences across types of businesses and industries.

Resources LAP MBAResearch and Curriculum Center. (2009). Chart your channels (Channel

management) [LAP: CM-002]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2009). Chart your channels (Channel

management): Instructor copy [LAP: CM-002]. Columbus, OH: Author.



Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [pp. 237, 250, 252-254]. Mason, OH: South-Western Cengage Learning.

Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


[pp. 43-44, 377-401]. New York: McGraw-Hill/Irwin.Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp.

444-456). Woodland Hills, CA: Glencoe/McGraw-Hill.Grewal, D. & Levy, M. (2008). Marketing (pp. 411-415). New York: McGraw-Hill

Irwin.Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003) Essentials of marketing

(3rd ed.) [pp. 322-325]. Mason, OH: South-Western. Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing:


Workbooks/ Manuals


Software/ Online

Armstrong, Kotler & da Silva. (2011). Marketing channels and supply chain management. Retrieved May 2, 2011, from http://www.slideshare.net/kkjjkevin03/9/

Direct and channel marketing and distribution. (n.d.). Retrieved May 2, 2011, from http://www.jpec.org/handouts/jpec122.pdf

Georgetown University—McDonough School of Business. (n.d.). Distribution strategy. Retrieved May 2, 2011, from http://faculty.msb.edu/homak/HomaHelpSite/WebHelp/Distribution_Strategy.htm

Go-To-Market Strategies. (2001-2011). What is channel management anyway? Retrieved May 2, 2011, from http://www.gtms-inc.com/tip_WhatIsChannelMgt.htm

MBAResearch and Curriculum Center. (2009). Chart your channels (Channel management) [LAP: CM-002: Presentation Software]. Columbus, OH: Author.

Tutor2u. (n.d.). Distribution—Channel strategy. Retrieved May 2, 2011, from http://www.tutor2u.net/business/marketing/distribution_channel_strategy.asp

Tutor2u. (n.d.). Distribution—Types of distribution intermediary. Retrieved May 2, 2011, from http://www.tutor2u.net/business/marketing/distribution_intermediaries.asp


http://www.tutor2u.net/business/marketing/distribution_intermediaries.asp

http://www.tutor2u.net/business/marketing/distribution_channel_strategy.asp

http://www.tutor2u.net/business/marketing/distribution_channel_strategy.asp

http://www.gtms-inc.com/tip_WhatIsChannelMgt.htm

http://faculty.msb.edu/homak/HomaHelpSite/WebHelp/Distribution_Strategy.htm

http://faculty.msb.edu/homak/HomaHelpSite/WebHelp/Distribution_Strategy.htm

http://www.jpec.org/handouts/jpec122.pdf

http://www.slideshare.net/kkjjkevin03/9/




PerformanceElement



Explain the relationship between customer service and channel management (CM:002)


SCANS Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 9, 12; Personal Qualities 13, 17

21st Century Skills


Objectives a. Explain how customer service facilitates order processing.b. Identify actions that customer service can take to facilitate order

processing.c. Describe the role of customer service in following up on orders.

Sample Activity

Interview two people who have had experiences getting late delivery of products or have received the wrong products. Compare how the companies that shipped the products handled the situations. Find out the roles that customer service played in the situations. Share the information with a small group of students in your class.

Resources Textbooks Allen, K.R., & Meyer, E.C. (2006). Entrepreneurship and small business

management (pp. 279-281). New York: Glencoe/McGraw-Hill.Coyle, J.J.; Bardi, E.J.; & Langley, C.J., Jr. (2003). The management of

business logistics: A supply chain perspective (7th ed.) [pp. 92-103]. Mason, OH: Thomson/South-Western.

Evenson, R. (2007). Award-winning customer service (pp. 12-13). New York: AMACOM.


Lawrence, F.B.; Jennings, D.F.; & Reynolds, B.E. (2003). eDistribution (pp. 218-224). Mason, OH: Thomson/South-Western.

Monczka, R.M., Handfield, R.B., Giunipero, L.C., & Patterson, J.L. (2009). Purchasing and supply chain management (4th ed.) [pp. 16-17, 613-617, 720, 721]. South-Western Cengage Learning.

Rosenbloom, B. (2004). Marketing channels: A management view (7th ed.) [pp. 391-392, 394-395]. Mason, OH: South-Western.



Software/ Online

Baker, M.( 2006, March 15). The importance of customer follow up. Retrieved Many 27, 2011, from http://www.marketingwithmiles.com/the-importance-of-customer-follow-up/

eHow Business Editor. (1999-2011). How to create a customer order process workflow diagram. Retrieved May 17, 2011, from http://www.ehow.com/how_2145497_create-customer-order-process-workflow.html?ref=fuel&utm_source=yahoo&utm_medium=ssp&utm_campaign=yssp_art

Lowery, S. (1997-2011). Customer service—Following up with your customers. Retrieved May 17, 2011, from http://www.web-source.net/followup.htm

Small Business CRM. (2011). How to serve your customers with channel management. Retrieved May 27, 2011, from http://www.businesscrm.net/customer-service/how-to-serve-your-customers-with-channel-management.html


http://www.businesscrm.net/customer-service/how-to-serve-your-customers-with-channel-management.html

http://www.businesscrm.net/customer-service/how-to-serve-your-customers-with-channel-management.html

http://www.web-source.net/followup.htm

http://www.ehow.com/how_2145497_create-customer-order-process-workflow.html?ref=fuel&utm_source=yahoo&utm_medium=ssp&utm_campaign=yssp_art



http://www.marketingwithmiles.com/the-importance-of-customer-follow-up/

http://www.marketingwithmiles.com/the-importance-of-customer-follow-up/




PerformanceElement



Explain the nature of channels of distribution (CM:003, CM LAP 1)



21st Century Skills


Objectives a. Define the following terms: channels of distribution, producer, ultimate consumer, industrial user, middlemen, intermediaries, retailers, wholesalers, agents, direct channels, and indirect channels.

b. Identify types of channel members/intermediaries/middlemen.c. Explain the importance of middlemen in the channel of distribution.d. Describe types of channels for consumer goods and services.e. Describe types of channels for industrial goods and services.

Sample Activity

Select a product of interest, and chart its distribution from the point of production to the final consumer/user. Explain your chart to the class.

Resources LAP MBAResearch and Curriculum Center. (2009). Channel it (Channels of

distribution) [LAP: CM-001]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2009). Channel it (Channels of

distribution): Instructor copy [LAP: CM-001]. Columbus, OH: Author.



Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [p. 322-327, 336, 345]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [pp. 106-107, 252-253]. Mason, OH: South-Western Cengage Learning.







Workbooks/ Manuals


Software/ Online

Chopra, S. (n.d.). Lesson 18: Channels of distribution. Retrieved May 4, 2011, from http://web.du.ac.in/course/material/ug/ba/esb/Lesson_18.pdf

Lancaster, G, (n.d.). Channels of distribution. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=17:marketing-channels&catid=2:marketing-lectures

Marketing Teacher. (2000-2011). Place, distribution, channel, or intermediary. Retrieved May 2, 2011, from http://marketingteacher.com/Lessons/lesson_place.htm

MBAResearch and Curriculum Center. (2009). Channel it (Channels of distribution) [LAP: CM-001: Presentation Software]. Columbus, OH: Author.

Olson, J. (2011). Types of wholesale distribution and sales channels. Retrieved May 2, 2011, from http://ezinearticles.com/?Types-Of-Wholesale-Distribution-And-Sales-Channels&id=704341

University of Delaware. (n.d.). Chapter 15: Class notes. Retrieved May 2, 2011, from http://www.udel.edu/alex/chapt15.html


http://www.udel.edu/alex/chapt15.html

http://ezinearticles.com/?Types-Of-Wholesale-Distribution-And-Sales-Channels&id=704341

http://ezinearticles.com/?Types-Of-Wholesale-Distribution-And-Sales-Channels&id=704341

http://marketingteacher.com/Lessons/lesson_place.htm

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=17:marketing-channels&catid=2:marketing-lectures



http://web.du.ac.in/course/material/ug/ba/esb/Lesson_18.pdf




PerformanceElement



Describe the use of technology in the channel management function (CM:004)


SCANS Information 5-8; Systems 15; Technology 18; Basic Skills 1-2,5-6; Thinking Skills 12

21st Century Skills

Global Awareness 1; Financial, Economic, Business and Entrepreneurial Literacy 2; Critical Thinking and Problem Solving Skills 1, 3; Communication 1

Objectives a. Identify ways that the use of technology impacts the channel management function.

b. Explain specific applications of technology in channel management.c. Discuss ways that the use of technology in channel management impacts

relationships with channel members.d. Explain ways that the use of technology in channel management

facilitates global trade.e. Describe benefits associated with the use of technology in channel

management.f. Explain barriers to the use of technology in channel management.

Sample Activity

Visit a local business or email a business partner to discuss how the use of technology has impacted channel management at that business. Determine the types of technology the business uses and how their use has benefited the business. Report the findings to the class.

Resources Textbooks Allen, K.R., & Meyer, E.C. (2006). Entrepreneurship and small business

management (pp. 212-213). New York: Glencoe/McGraw-Hill.Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 431-432).



Coyle, J.J.; Bardi, E.J.; & Langley, C.J., Jr. (2003). The management of business logistics: A supply chain perspective (7th ed.) [pp. 463-474]. Mason, OH: Thomson/South-Western.

Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009) Marketing essentials: Teacher wraparound edition (pp. 447, 460, 474). Woodland Hills, CA: Glencoe/McGraw-Hill.


Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003) Essentials of marketing (3rd ed.) [pp. 340-341, 342]. Mason, OH: South-Western.

Lawrence, F.B.; Jennings, D.F.; & Reynolds, B.E. (2003). eDistribution (pp. 76,



85-99, 136, 206-216). Mason, OH: Thomson/South-Western.Monczka, R.M., Handfield, R.B., Giunipero, L.C., & Patterson, J.L. (2009).

Purchasing and supply chain management (4th ed.) [pp. 143, 667-701, 754-756]. South-Western Cengage Learning.

Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A marketing strategy planning approach (16th ed.) [pp. 303, 214-315, 321-323, 332]. Boston: McGraw-Hill/Irwin.

Rosenbloom, B. (2004). Marketing channels: A management view (7th ed.) [pp. 754-756]. Mason, OH: South-Western.

Software/ Online

Distribution Software. (n.d.). Distribution technology—On demand. Retrieved May 17, 2011, from http://www.distributionsoftwarereview.com/key-DTechnology-On-Demand.htm

eCommerce Program. (2007). eBusiness—Information. Retrieved May 17, 2011, from http://www.ecommerceprogram.com/ecommerce/Ebusiness-Info.asp

LXE. (n.d.). RFID technology for warehouse and distribution operations. Retrieved May 17, 2011, from http://www.logisticsit.com/absolutenm/articlefiles/90-0156%20RFID.pdf

Piasecki, D. (2011). Warehouse management systems (WMS). Retrieved May 17, 2011, from http://www.inventoryops.com/warehouse_management_systems.htm

Wailgum, T. (1994-2011). ABC: An introduction to CRM. Retrieved May 17, 2011, from http://www.cio.com/article/40295

Wailgum, T. (2008, April 17). ABC: An introduction to ERP. Retrieved May 17, 2011, from http://www.cio.com/article/40323


http://www.cio.com/article/40323

http://www.cio.com/article/40295

http://www.inventoryops.com/warehouse_management_systems.htm

http://www.logisticsit.com/absolutenm/articlefiles/90-0156%20RFID.pdf

http://www.ecommerceprogram.com/ecommerce/Ebusiness-Info.asp

http://www.ecommerceprogram.com/ecommerce/Ebusiness-Info.asp

http://www.distributionsoftwarereview.com/key-DTechnology-On-Demand.htm

http://www.distributionsoftwarereview.com/key-DTechnology-On-Demand.htm




PerformanceElement



Explain legal considerations in channel management (CM:005) (SUPPLEMENTAL)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3

Objectives a. Define the following terms: exclusive dealing, tying agreements, full-line forcing, and closed territories.

b. Describe illegal channel management activities.c. Identify laws that govern channel management activities.d. Explain the impact of regulation on channel management activities.

Sample Activity

Participate in a group activity to identify the federal and state laws that govern channel management of a product of interest to the group. Search the Internet to locate examples of violations to each of those regulations. Present the group’s findings to the class.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 424-425).


edition (2nd ed.) [p. 68]. Tinley Park, IL: Goodheart-Willcox Company, Inc. Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp.

456-457). Woodland Hills, CA: Glencoe/McGraw-Hill.Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.)

[pp. 401-403]. New York: McGraw-Hill/Irwin.Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003) Essentials of marketing

(3rd ed.) [pp. 343]. Mason, OH: South-Western. Monczka, R.M., Handfield, R.B., Giunipero, L.C., & Patterson, J.L. (2009).

Purchasing and supply chain management (4th ed.) [pp. 565-566]. South-Western Cengage Learning.


Software/ Online

Answers.com. (2011). Clayton Antitrust Act. Retrieved May 17, 2011, from http://www.answers.com/topic/clayton-antitrust-act

Bunn, P. (2011). Robinson-Patman Act (1936). Retrieved May 17, 2011, from http://www.answers.com/topic/robinson-patman-act-1936?cat=biz-fin

Chapter 15: Managing marketing channels and wholesaling. (n.d.). Retrieved May 17, 2011, from


http://www.answers.com/topic/robinson-patman-act-1936?cat=biz-fin

http://www.answers.com/topic/clayton-antitrust-act


http://www-rohan.sdsu.edu/~renglish/370/notes/chapt15/

Federal Trade Commission. (2010). Promoting competition, protecting consumers: A plain English guide to antitrust laws. Retrieved May 17, 2011, from http://www.ftc.gov/bc/compguide/index.shtm

Johnson, A. (1995-2011). Tying agreements: Illegal tying is one of the most common antitrust claims. Retrieved May 17, 2011, from http://www.aurorawdc.com/arj_cics_tying_arrangements.htm

The Linux Information Project. (2004, June 17). The Sherman Antitrust Act. Retrieved May 17, 2011, from http://www.linfo.org/sherman.html


http://www.linfo.org/sherman.html

http://www.aurorawdc.com/arj_cics_tying_arrangements.htm

http://www.ftc.gov/bc/compguide/index.shtm

http://www-rohan.sdsu.edu/~renglish/370/notes/chapt15/




PerformanceElement



Describe ethical considerations in channel management (CM:006) (SUPPLEMENTAL)

Level Specialist

SCANS Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 9,12; Personal Qualities 17

21st Century Skills

Financial, Economic, Business and Entrepreneurial Literacy 2; Critical Thinking and Problem Solving Skills 1, 3; Communication 1; Ethics 3, 4

Objectives a. Define the following terms: exploitation, coercion, gray market, and slotting allowance.

b. Discuss reasons that marketers should not manipulate the availability of a product for the purpose of exploitation.

c. Describe ethical issues associated with serving markets with low profit potential.

d. Explain when ethical issues can arise in a distribution channel.e. Explain the ethical implications of the gray market on U.S. businesses.f. Describe how communication relates to channel management ethics.

Sample Activity

Talk with a business partner about questionable practices that s/he has encountered in channel management. Examples might relate to manipulation of the availability of products, use of coercion, and exertion of undue influence over a channel member’s decision about carrying a product. Write a summary of your findings, and present them to the class. As a group, draw conclusions about the nature of ethics in channel management and the frequency with which unethical practices occur.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 95, 98-99,

424, 427). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [p. 47]. Mason, OH: Thomson/South-

Western.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s

edition (2nd ed.) [p. 346]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 70-71, 383]. New York: McGraw-Hill/Irwin.


Monczka, R.M., Handfield, R.B., Giunipero, L.C., & Patterson, J.L. (2009). Purchasing and supply chain management (4th ed.) [pp. 568-573]. South-Western Cengage Learning.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 308-309, 471-472].



New York: McGraw-Hill/Irwin. Software/ Online

Anderson, S. (2006, February 10). Coercion. Retrieved May 17, 2011, from http://plato.stanford.edu/entries/coercion/#WroCoe

Bergen, M. (2006, May 19-20). Branding between the lines: Protecting your brand and managing gray markets. Retrieved May 17, 2011, from http://www.csom.umn.edu/Assets/75892.pdf

Beshouri, C.P. (2006, November). A grassroots approach to emerging-market consumers. Retrieved May 17, 2011, from http://www.mckinseyquarterly.com/article_page.aspx?ar=1866&L2=21&L3=34&srid=17&gp=0

Exploitation. (2002). Retrieved May 17, 2011, from http://bovination.com/cbs/exploitation.jsp

Kessler, M. (2006, December 10). Bargain sounds too good? Stay away. Retrieved May 17, 2011, from http://www.usatoday.com/tech/products/2006-12-10-gray-market-stories_x.htm

Sudhir, K. & Rao, V.R. (2005, August). Are slotting allowances efficiency-enhancing or anti-competitive? Retrieved May 27, 2011, from http://faculty.som.yale.edu/ksudhir/papers/Slot-JMR-4round-Final.pdf


http://faculty.som.yale.edu/ksudhir/papers/Slot-JMR-4round-Final.pdf

http://www.usatoday.com/tech/products/2006-12-10-gray-market-stories_x.htm

http://www.usatoday.com/tech/products/2006-12-10-gray-market-stories_x.htm

http://bovination.com/cbs/exploitation.jsp

http://www.mckinseyquarterly.com/article_page.aspx?ar=1866&L2=21&L3=34&srid=17&gp=0

http://www.mckinseyquarterly.com/article_page.aspx?ar=1866&L2=21&L3=34&srid=17&gp=0

http://www.csom.umn.edu/Assets/75892.pdf

http://plato.stanford.edu/entries/coercion/#WroCoe




PerformanceElement



Write informational messages (CO:039) (SUPPLEMENTAL)



21st Century Skills


Objectives a. Define the term informational messages.b. Identify examples of informational messages used by businesses.c. Explain the purposes of informational messages.d. Demonstrate procedures for writing informational messages.

SampleActivity

Write a letter to the school or local newspaper to inform the paper of the student organization’s latest activities.

Resources Textbooks Bovée, C. L., & Thill, J.V. (2008). Business communication today (9th ed.) [p.

230-233]. Upper Saddle River, NJ: Pearson Prentice Hall.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s

edition (2nd ed.) [p. 679]. Tinley Park, IL: Goodheart-Willcox Company, Inc.



Kimball, C. & Van Gelder, J. (2007). Ultimate book of business letters (pp. 71-114, 119, 122, 127-133, 137-141, 143-165). Madison, WI: Entrepreneur Press.

Locker, K.O., & Kaczmarek, S.K. (2007). Business Communication: Building critical skills (3rd ed.) [pp. 6, 11]. New York: McGraw-Hill/Irwin.


Souter, N. (2007). Persuasive writing: How to make words work for you (pp. 89-99). New York: Sterling.

Software/ Online

DePaul University. (n.d.). Informative and positive messages: Writing in the professions. Retrieved May 10, 2011, from http://condor.depaul.edu/~hgraves/eng494/positivemessages/frame.htm

Edmontech. (2011, March 7). Business communication: Business trends and message types. Retrieved May 24, 2011, from http://www.edmontonnaoshweek.com/communications/business-communication-business-trends-and-message-types.html


http://www.edmontonnaoshweek.com/communications/business-communication-business-trends-and-message-types.html

http://www.edmontonnaoshweek.com/communications/business-communication-business-trends-and-message-types.html

http://condor.depaul.edu/~hgraves/eng494/positivemessages/frame.htm


eHow.com (1999-2011).How to write a business announcement. Retrieved May 10, 2011, from http://www.ehow.com/how_4884479_write-business-announcement.html

Guffey, M.E. (2006). Chapter 5: Preparing to write business messages. Retrieved May 10, 2011, from www.calstatela.edu/faculty/pthomas/BUS305/ Chapter5 67.ppt

Mind Tools. (1995-2011). Writing skills: Getting your message across clearly. Retrieved May 10, 2011, from http://www.mindtools.com/CommSkll/WritingSkills.htm

National Institute of Justice. (2007, December 6). Creating a public service announcement. Retrieved May 10, 2011, from http://www.ojp.usdoj.gov/nij/topics/courts/restorative-justice/marketing-media/psa.htm

Rudick, M., & O’Flahavan, L. (2007).Six tips for writing concisely. Retrieved May 10, 2011, from http://www.hodu.com/concise.shtml


http://www.hodu.com/concise.shtml

http://www.ojp.usdoj.gov/nij/topics/courts/restorative-justice/marketing-media/psa.htm

http://www.ojp.usdoj.gov/nij/topics/courts/restorative-justice/marketing-media/psa.htm

http://www.mindtools.com/CommSkll/WritingSkills.htm

http://www.calstatela.edu/faculty/pthomas/BUS305/Chapter567.ppt

http://www.ehow.com/how_4884479_write-business-announcement.html

http://www.ehow.com/how_4884479_write-business-announcement.html



Understands the concepts and strategies needed to communicate information about products, services, images, and/or ideas to achieve a desired outcome

PerformanceElement



Explain the role of promotion as a marketing function (PR:001, PR LAP 2)



21st Century Skills


Objectives a. Define the term promotion.b. List users of promotion.c. Describe the benefits of using promotion.d. Describe the costs associated with the use of promotion.e. Describe types of promotional objectives.f. Discuss the relationship of promotion and marketing.

Sample Activity

Participate in an activity in which the class has been divided into three groups and assigned to one of the following promotional objectives: to inform, to persuade, to remind. Focus on the group’s promotional objective, locating and/or identifying promotional messages targeted at accomplishing the group’s objective. Identify at least four promotional messages for the objective. Present the findings to the class.

Resources LAP Marketing Education Resource Center. (2010). Razzle dazzle

(Promotion) [LAP: PR-002]. Columbus, OH: Author.

Marketing Education Resource Center. (2010). Razzle dazzle (Promotion): Instructor copy [LAP: PR-002]. Columbus, OH: Author.


Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 7, 20, 404-406, 473, 499]. Mason, OH: Thomson/South-Western.


Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [pp. 237-238, 255-259]. Mason, OH: South-Western Cengage Learning.






Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 368-375, 390-391]. New York: McGraw-Hill/Irwin.

Workbooks/ Manuals


Software/ Online

Hofstrand, D. (2005, January). Promoting your business. Retrieved May 2, 2011, from http://www.extension.iastate.edu/AgDM/wholefarm/html/c5-43.html

KnowThis.com. (1998-2011). Cost effectiveness. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions/15.htm

KnowThis.com. (1998-2011). Objectives of marketing promotions. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions/3.htm

KnowThis.com. (1998-2011). Types of promotion objectives. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions/4.htm

KnowThis.com. (1998-2011). What is promotion? Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions/1.htm

Lancaster, G. (n.d.). Above- and below-the-line promotion. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=18:the-communication-mix&catid=2:marketing-lectures

Marketing Education Resource Center. (2010). Razzle dazzle (Nature of Promotion) [LAP: PR-002: Presentation Software]. Columbus, OH: Author.

Sands, M. (n.d.). What’s the difference between marketing and promotion. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=15&Itemid=3


http://www.da-group.co.uk/index.php?option=com_content&view=article&id=15&Itemid=3

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=15&Itemid=3

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=18:the-communication-mix&catid=2:marketing-lectures



http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions/1.htm








http://www.extension.iastate.edu/AgDM/wholefarm/html/c5-43.html




PerformanceElement



Explain the types of promotion (PR:002, PR LAP 4)



21st Century Skills


Objectives a. Define the following terms: product promotion, primary product promotion, secondary product promotion, institutional promotion, public service, public relations, and patronage.

b. Identify types of product promotion.c. Describe the uses of product promotion.d. Identify types of institutional promotion.e. Describe uses of institutional promotion.f. Discuss the advantages of promotional activities.g. Discuss the disadvantages of promotional activities.

Sample Activity

Locate examples of institutional and product promotions in magazines, in newspapers, or on the Internet. Affix the promotions to paper, and label each by its type of promotion. Obtain feedback from a classmate.

Create a list of different examples of institutional and product promotions that you could use to promote a business you would be interested in opening. Participate in a small-group discussion to examine your ideas, and add to/ subtract from the list based on input from your group members. Create a multi-column table using a spreadsheet software program in which you create the following headings:a. Institutional/Productb. Promotion Ideac. Purposed. Advantages/Disadvantages (of Promotion Idea)Complete the table, and submit it to your instructor.

Resources LAP Marketing Education Resource Center. (2007). Know your options (Types

of promotion) [LAP: PR-004]. Columbus, OH: Author.Marketing Education Resource Center. (2007). Know your options (Types

of promotion): Instructor copy [LAP: PR-004]. Columbus, OH: Author.

Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 496-498, 501, 527). Mason, OH: South-Western Cengage Learning.

Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 410-415]. Mason, OH: 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


Thomson/South-Western.Clark, B.; Sobel, J.; & Basteria, C.G. (2010). Marketing dynamics:

Teacher’s edition (2nd ed.) [pp. 473, 502-503]. Tinley Park, IL: Goodheart-Willcox.

Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 476-477, 525]. New York: McGraw-Hill/Irwin.



Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [pp. 440-442]. Mason, OH: South-Western. .

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 369-371, 429]. New York: McGraw-Hill/Irwin.

Software/ Online

Crystal, G., & Foster, N. (2011, April 4). What is public relations? Retrieved May 4, 2011, from http://www.wisegeek.com/what-is-public-relations.htm

Edward Lowe Foundation. (1992-2008). How to establish a promotional mix. Retrieved May 4, 2011, from http://www.esmalloffice.com/SBR_template.cfm?docNumber=PL12_3600.htm


Lancaster, G. (n.d.). Communication mix: Above- and below-the-line promotion. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=18:the-communication-mix&catid=2:marketing-lectures

Lister, J., & Harris, B. (n.d.). What is institutional advertising? Retrieved May 4, 2011, from http://www.wisegeek.com/what-is-institutional-advertising.htm

Marketing Education Resource Center. (2007). Know your options (Types of promotion) [LAP: PR-004: Presentation Software]. Columbus, OH: Author.


http://www.wisegeek.com/what-is-institutional-advertising.htm

http://www.wisegeek.com/what-is-institutional-advertising.htm





http://www.esmalloffice.com/SBR_template.cfm?docNumber=PL12_3600.htm

http://www.esmalloffice.com/SBR_template.cfm?docNumber=PL12_3600.htm

http://www.wisegeek.com/what-is-public-relations.htm





PerformanceElement



Identify the elements of the promotional mix (PR:003, PR LAP 1)

Level Specialist


21st Century Skills


Objectives a. Define the following terms: promotional mix, advertising, personal selling, publicity and sales promotion.

b. Identify the elements of the promotional mix.c. Categorize examples of promotions according to the elements of

the promotional mix.d. Describe the importance of the promotional mix.e. Identify factors affecting the promotional mix.f. Describe how the product being sold affects the promotional mix.g. Explain how the product's market affects the promotional mix.h. Discuss how the distribution system affects the promotional mix.i. Explain how the product's company affects the promotional mix.

Sample Activity

Identify two businesses similar to one that you might be interested in starting. Determine their promotional mix; examine their similarities and differences. Based on your assessment, identify the promotional mix that would be effective for your business. Write a rationale for your selection, identifying the promotional mix and explaining how it is similar to and/or different than that of the two businesses. Submit the rationale to your teacher.

Resources LAP MBAResearch and Curriculum Center. (2011). Spread the word (Nature of

the promotional mix) [LAP: PR-001]. Columbus, OH: Author.MBAResearch and Curriculum Center. (2011). Spread the word (Nature of

the promotional mix): Instructor copy [LAP: PR-001]. Columbus, OH: Author.

Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 498-503, 509-512). Mason, OH: South-Western Cengage Learning.



Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 476-477, 483-488]. New York: McGraw-Hill/Irwin.6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®



Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [pp. 411-413, 424-428]. Mason, OH: South-Western.

Longenecker, J.G., Moore, C.W., Petty, J.W., & Palich, L.E. (2006). Small business management: An entrepreneurial emphasis (13th ed.) [p. 354]. Mason, OH: Thomson South-Western.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 37-38, 368-371, 374-375]. New York: McGraw-Hill/Irwin.

Zikmund, W.G. & d’Amico, M. (2001). Marketing: Creating and keeping customers in an e-commerce world (7th ed.) [pp. 456-457]. Cincinnati: South-Western College Publishing/Thomson Learning.

Workbooks/ Manuals


Software/ Online

Bovey, C. (2011). Marketing mix—top 4 promotion mix tactics. Retrieved May 2, 2011, from http://ezinearticles.com/?Marketing-Mix---Top-4-Promotion-Mix-Tactics&id=1398510

Dolak, D. (1999-2010). The marketing communications or promotional mix. Retrieved May 2, 2011, from http://www.davedolak.com/promix.htm

Edward Lowe Foundation. (2011). How to establish a promotional mix. Retrieved May 4, 2011, from http://edwardlowe.org/index.elf?page=sserc&function=story&storyid=8816


KnowThis.com. (1998-2011). Types of promotion—Promotion mix. Retrieved May 2, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/promotion-decisions/16.htm

Lancaster, G. (n.d.). Communication mix: Above- and below-the-line promotion. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=18:the-communication-mix&catid=2:marketing-lectures

Marketing Teacher. (2000-2011). Promotion. Retrieved May 2, 2011, from http://marketingteacher.com/Lessons/lesson_promotion.htm

MBAResearch and Curriculum Center. (2011). Spread the word (Nature of the promotional mix) [LAP: PR-001: Presentation Software]. Columbus, OH: Author.


http://marketingteacher.com/Lessons/lesson_promotion.htm







http://edwardlowe.org/index.elf?page=sserc&function=story&storyid=8816

http://edwardlowe.org/index.elf?page=sserc&function=story&storyid=8816

http://www.davedolak.com/promix.htm

http://ezinearticles.com/?Marketing-Mix---Top-4-Promotion-Mix-Tactics&id=1398510

http://ezinearticles.com/?Marketing-Mix---Top-4-Promotion-Mix-Tactics&id=1398510




PerformanceElement



Describe the use of business ethics in promotion (PR:099)

Level Specialist


21st Century Skills


Objectives a. Explain ethical issues associated with fear-based advertising.b. Discuss sexism/stereotyping in advertising.c. Explain ethical issues associated with promotion to children.d. Discuss ethical issues associated with sales promotion

sweepstakes, samples, rebates, and premiums.e. Explain the use of stealth marketing.f. Discuss ethical issues associated with use of customer information

obtained on the Internet.g. Describe ways that businesses use socially responsible promotions.

Sample Activity

Watch television advertisements, and identify five deceptive techniques you see. Discuss your observations with the class, identifying the product being advertised and what you consider deceptive.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 99,

535-536, 552-553). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 47-49, 433-434]. Mason, OH:


Teacher’s edition (2nd ed.) [pp. 525-526]. Tinley Park, IL: Goodheart-Willcox Company, Inc..

Clow, K.E, & Baack, D. (2010). Integrated advertising, promotion, and marketing communications (4th ed.) [pp. 393-397]. Upper Saddle River, NJ: Prentice Hall.


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 16, 133, 138-139 383, 425). Woodland Hills, CA: Glencoe/McGraw-Hill.


O’Guinn, T.C., Allen, C.T. & Semenik, R.J. (2009). Advertising and integrated brand promotion (5th ed.) [pp. 123-126]. Mason, OH: Thomson/South-Western.



Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing: Marketing strategy planning approach (16th ed.) [pp. 377-378, 432, 444-445]. New York: McGraw-Hill/Irwin.

Wells, W., Burnett, J. & Moriarty, S. (2003). Advertising principles and practice (6th ed.) [pp. 32-43]. Upper Saddle River, NJ: Prentice Hall.

Software/ Online

American Marketing Association. (2003, October 15-16). AMA code of ethics. Retrieved May 19, 2011, from http://www.helleniccomserve.com/marketingcodeofethics.html

Anderson, N. (2006, December 13). FTC says stealth marketing unethical. Retrieved May 27, 2011, from http://arstechnica.com/gaming/news/2006/12/8413.ars

Blair, J.D., Stephenson, J.D., Hill, K.L., & Green, J.S. (2006, January-July). Ethics in advertising: Sex sells, but should it? Retrieved May 19, 2011, from http://findarticles.com/p/articles/mi_m1TOS/is_1-2_9/ai_n25009596

Direct Marketing Association. (2009, January). Do the right thing. Retrieved May 19, 2011, from http://www.the-dma.org/guidelines/dotherightthing.pdf

Witherspoon, J. (1999-2005). The demise and removal of the Aunt Jemima icon. Retrieved May 19, 2011, from http://www.petitiononline.com/aj461153/petition.html


http://www.petitiononline.com/aj461153/petition.html

http://www.the-dma.org/guidelines/dotherightthing.pdf

http://findarticles.com/p/articles/mi_m1TOS/is_1-2_9/ai_n25009596

http://findarticles.com/p/articles/mi_m1TOS/is_1-2_9/ai_n25009596

http://arstechnica.com/gaming/news/2006/12/8413.ars

http://www.helleniccomserve.com/marketingcodeofethics.html




PerformanceElement



Describe the use of technology in the promotion function (PR:100)

Level Specialist

SCANS Information 5-8; Systems 15; Technology 18-19; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication and Collaboration 1; ICT Literacy 1

Objectives a. Explain how the use of technology in promotion has changed the way marketers communicate with customers.

b. Identify ways that the use of technology positively impacts the promotion function.

c. Discuss ways that the use of technology negatively impacts the promotion function.

d. Describe ways that businesses use the Internet as a promotional tool.

e. Describe how technology has enhanced opportunities to contact customers with promotional messages.

f. Discuss ways that technology has facilitated the use of sales promotions.

g. Explain specific applications of technology in promotion.

Sample Activity

Conduct research on how the Internet is changing the way businesses promote their products. Write a one-page paper on the topic, and submit it to your teacher.


130, 505-509, 537-541, 543-544). Mason, OH: South-Western Cengage Learning.


Clow, K.E, & Baack, D. (2010). Integrated advertising, promotion, and marketing communications (4th ed.) [pp. 251-264, 397]. Upper Saddle River, NJ: Prentice Hall.

Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp. 206-207, 406-407). Woodland Hills, CA: Glencoe/McGraw-Hill.

O’Guinn, T.C., Allen, C.T. & Semenik, R.J. (2009). Advertising and integrated brand promotion (5th ed.) [pp. 97-105, 413, 453, 526-548, 554]. Mason, OH: Thomson/South-Western.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic



Marketing: A marketing strategy planning approach (16th ed.) [pp. 435-438]. Burr Ridge, IL: McGraw-Hill/Irwin.

Software/ Online

KnowThis.com. (1998-2011). Trends: Electronic delivery, tracking. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/18.htm

KnowThis.com. (1998-2011). Trends: Internet communication, clutter. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/19.htm

Miller, R. (n.d.). The Internet: Exceptional promotional tools. Retrieved May 19, 2011, from http://www.dynamicwebpromotions.com/information/internetwebsites.html

Novak, D. (2003, December). White paper on Internet search engine optimization. Retrieved May 19, 2011, from http://spireproject.com/white.htm

Web Marketing. (2007, August 26). 10 reasons marketing strategy should include the Internet. Retrieved May 27, 2011, from http://webmarketingtoday.blogspot.com/2006/08/10-reasons-marketing-strategy-should.html


http://webmarketingtoday.blogspot.com/2006/08/10-reasons-marketing-strategy-should.html

http://webmarketingtoday.blogspot.com/2006/08/10-reasons-marketing-strategy-should.html

http://spireproject.com/white.htm

http://www.dynamicwebpromotions.com/information/internetwebsites.html

http://www.dynamicwebpromotions.com/information/internetwebsites.html

http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/19.htm







PerformanceElement



Describe the regulation of promotion (PR:101)

Level Specialist

SCANS Information 5-8; Systems 15; Basic Skills 1-2,5-6; Thinking Skills 12; Personal Qualities 17

21st Century Skills


Objectives a. Explain the need for truthfulness in promotional messages and claims.

b. Discuss how the use of misleading or inaccurate statements in promotion is regulated.

c. Explain laws that protect customers from unwanted promotions.d. Discuss laws that protect children from promotional messages. e. Explain the regulation of telemarketing. f. Discuss the regulation of data privacy. g. Describe actions that can be taken by the Federal Trade

Commission to correct misleading advertising.h. Discuss reasons for the regulation of products used in advertising.i. Explain how the legality of products used in advertising can vary

from country to country.

Sample Activity

Access the United States’ Federal Trade Commission web site at http://www.ftc.gov, and use its search engine to link to articles/transcripts related to advertising. Select an article that discusses the actions the Federal Trade Commission has taken to ensure fair advertising practices by a business/industry, and write a one-page summary of your findings. Submit your summary to the teacher.


83, 552-553). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 433-434]. Mason, OH:


Teacher’s edition (2nd ed.) [pp. 69, 523-525]. Tinley Park, IL: Goodheart-Willcox Company, Inc.



Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp.129-130, 666-667). Woodland Hills, CA: Glencoe/McGraw-Hill.




O’Guinn, T.C., Allen, C.T. & Semenik, R.J. (2009). Advertising and integrated brand promotion (5th ed.) [pp. 126-145]. Mason, OH: Thomson/South-Western.


Wells, W., Burnett, J. & Moriarty, S. (2003). Advertising principles and practice (6th ed.) [pp. 34-57]. Upper Saddle River, NJ: Prentice Hall.

Workbooks/ Manuals


Software/ Online

Advertising Educational Foundation. (2000-2011). Industry regulations. Retrieved May 19, 2011, from http://www.aef.com/on_campus/classroom/speaker_pres/data/3006

Fawkner, K. (2005-2006). Not just 6 lines, 65 characters. Retrieved May 19, 2011, from http://www.ahbbo.com/adsftc.html

Federal Trade Commission. (2007, November 28). Bureau of Consumer Protection—Division of Advertising Practices. Retrieved May 19, 2011, from http://www.ftc.gov/bcp/bcpap.shtm

Gajda, M. (n.d.). Federal regulation of advertising in the context of constitutional freedom of speech in the United States. Retrieved May 19, 2011, from http://www.newschool.edu/tcds/malgorza.htm

Lewczak, J. (2007, July 1). Legal issues before going global. Retrieved May 19, 2011, from http://promomagazine.com/legal/marketing_going_global_3/

Lewczak, J., Fitzpatrick, A., & Smith, M. (2008). Advertising, marketing, and promotions law year in review. Retrieved May 19, 2011, from http://www.metrocorpcounsel.com/current.php?artType=view&artMonth=December&artYear=2007&EntryNo=7565


http://www.metrocorpcounsel.com/current.php?artType=view&artMonth%0B=December&artYear=2007&EntryNo=7565



http://promomagazine.com/legal/marketing_going_global_3/

http://www.newschool.edu/tcds/malgorza.htm

http://www.ftc.gov/bcp/bcpap.shtm

http://www.ahbbo.com/adsftc.html

http://www.aef.com/on_campus/classroom/speaker_pres/data/3006




PerformanceElement



Explain types of advertising media (PR:007, PR LAP 3)

Level Specialist

SCANS Information 5-8; Systems 15; Basic Skills 1-2,5-6; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication and Collaboration 1; Media Literacy 1

Objectives a. Define the term advertising media.b. Categorize advertising media. c. Identify types of publications.d. Describe factors on which newspapers vary.e. Categorize types of magazines.f. Describe the two categories of broadcast media.g. Categorize purchase options for television advertising.h. Discuss the difference between local and network advertising.i. Describe types of direct-mail advertising.j. Explain types of Web advertising.k. Identify types of out-of-home media.l. Describe specialty advertising.m. Discuss the use of directory advertising.n Explain the use of movie theater advertising.o. Describe the use of product placement for advertising.p. Discuss the use of telemarketing for advertising.q. Explain the use of videotapes, DVDs, and CD-ROM advertising.r. Explain trends that are affecting advertising media.

Sample Activity

Create a list of print and broadcast media available in your area. Determine how often they are published/broadcast, who their target audiences are, and what type(s) of businesses could benefit from using each medium. Collect examples of their advertisements.

Resources LAP Marketing Education Resource Center. (2009). Ad-quipping your

business (Types of promotional media) [LAP: PR-003]. Columbus, OH: Author.

Marketing Education Resource Center. (2009). Ad-quipping your business (Types of promotional media): Instructor copy [LAP: PR-003]. Columbus, OH: Author.

Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 539-543, 559). Mason, OH: South-Western Cengage Learning.

Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 438, 440-441]. Mason, OH: Thomson/South-Western.





Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009) Marketing essentials (3rd ed.) [pp. 401-408]. Woodland Hills, CA: Glencoe.


Software/ Online

Business Owner’s Toolkit. (1995-2011). Advertising media. Retrieved May 3, 2011, from http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P03_7031

Encyclopedia of Small Business. (2011). Advertising media—Audio. Retrieved May 3, 2011, from http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Audio.html

Encyclopedia of Small Business. (2011). Advertising media—Informercials. Retrieved May 3, 2011, from http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Infomercials.html

Encyclopedia of Small Business. (2011). Advertising media—Print. Retrieved May 3, 2011, from http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Print.html

Encyclopedia of Small Business. (2011). Advertising media—Video. Retrieved May 3, 2011, from http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Video.html

eNotes.com. (2011). Advertising. Retrieved May 3, 2011, from http://www.enotes.com/business-finance-encyclopedia/advertising

KnowThis.com. (1998-2011). Trends: Changing media choices. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/advertising/10.htm

Marketing Education Resource Center. (2009). Ad-quipping your business (Types of promotional media) [LAP: PR-003: Presentation Software]. Columbus, OH: Author.

Petrecca, L. (2011). Product placement—You can’t escape it. Retrieved May 3, 2011, from http://www.usatoday.com/money/advertising/2006-10-10-ad-nauseum-usat_x.htm


http://www.usatoday.com/money/advertising/2006-10-10-ad-nauseum-usat_x.htm

http://www.usatoday.com/money/advertising/2006-10-10-ad-nauseum-usat_x.htm

http://www.knowthis.com/tutorials/principles-of-marketing/advertising/10.htm

http://www.knowthis.com/tutorials/principles-of-marketing/advertising/10.htm

http://www.enotes.com/business-finance-encyclopedia/advertising

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Video.html

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Video.html

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Print.html

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Print.html

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Infomercials.html

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Infomercials.html

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Audio.html

http://www.referenceforbusiness.com/small/A-Bo/Advertising-Media-Audio.html






PerformanceElement



Describe word of mouth channels used to communicate with targeted audiences (PR:247) (SUPPLEMENTAL)

Level Specialist


21st Century Skills


Objectives a. Define the term word of mouth marketing, buzz marketing, viral marketing, community marketing, grassroots marketing, evangelist marketing, product seeding, influencer marketing, cause marketing, conversation creation, brand blogging, referral programs, social networks.

b. Discuss the need for honesty and transparency in word of mouth marketing.

c. Explain the philosophy of word of mouth marketing.d. Describe types of word of mouth marketing.e. Distinguish between organic and amplified word of mouth marketing.f. Discuss techniques businesses can use to foster organic word of

mouth marketing.g. Explain techniques businesses can use to foster amplified word of

mouth marketing.

Sample Activity

Select a business or product, and develop a plan for how you could creatively create buzz about the business or product. Share your plan with a classmate, and discuss similarities/differences between your plan and that of your classmate. Identify the top three buzz techniques the two of you created. Share your ideas with the class.


161, 323, 502). Mason, OH: South-Western Cengage Learning.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics:

Teacher’s edition (2nd ed.) [pp.210, 492-493]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Clow, K.E, & Baack, D. (2010). Integrated advertising, promotion, and marketing communications (4th ed.) [pp. 270-274, 289]. Upper Saddle River, NJ: Prentice Hall.

Lane, W.R., King, K.W., & Russell, J.T. (2005). Kleppner’s advertising procedure (16th ed.) [pp. 714-716]. Upper Saddle River, NJ: Pearson/Prentice Hall.

O’Guinn, T.C.; Allen, C.T.; & Semenik , R.J. (2009). Advertising and integrated brand promotion (5th ed.) [pp. 7, 11, 48, 534, 552, 662-666]. Mason, OH: Thomson/South-Western.




Software/ Online

Guldimann, M. (2008, March 3). How marketers can start speaking with – not to – customers. Retrieved May 19, 2011, from http://www.adotas.com/2008/03/how-to-marketers-can-start-speaking-with-%E2%80%93-not-to-%E2%80%93-customers/

Marketing Minefield. (2007). Word of mouth marketing. Retrieved May 19, 2011, from http://www.marketingminefield.co.uk/unusual-ideas/word-of-mouth-marketing.html

Sernovitz, A. (2006). The word of mouth marketing manifesto. Retrieved May 2, 2008, from http://www.wordofmouthbook.com/docs/WOM_Sernovitz_Manifesto.pdf

Shin, A. (2006, December 12). FTC moves to unmask word-of-mouth marketing. Retrieved May 19, 2011, from http://www.washingtonpost.com/wp-dyn/content/article/2006/12/11/AR2006121101389.html

Word of Mouth Marketing Association. (2006, February 1). An introduction to word of mouth marketing. Retrieved May 27, 2011, from http://womma.org/wom101/

Word of Mouth Marketing Association. (2009). The WOMMA code of ethics. Retrieved May 27, 2011, from http://womma.org/ethics/code/


http://womma.org/ethics/code/

http://womma.org/wom101/

http://www.washingtonpost.com/wp-dyn/content/article/2006/12/11/AR2006121101389.html

http://www.washingtonpost.com/wp-dyn/content/article/2006/12/11/AR2006121101389.html

http://www.wordofmouthbook.com/docs/WOM_Sernovitz_Manifesto.pdf

http://www.wordofmouthbook.com/docs/WOM_Sernovitz_Manifesto.pdf

http://www.marketingminefield.co.uk/unusual-ideas/word-of-mouth-marketing.html

http://www.marketingminefield.co.uk/unusual-ideas/word-of-mouth-marketing.html

http://www.adotas.com/2008/03/how-to-marketers-can-start-speaking-with-%E2%80%93-not-to-%E2%80%93-customers/

http://www.adotas.com/2008/03/how-to-marketers-can-start-speaking-with-%E2%80%93-not-to-%E2%80%93-customers/




PerformanceElement



Explain the nature of direct marketing channels (PR:089) (SUPPLEMENTAL)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication and Collaboration 1; ICT Literacy

Objectives a. Define the term direct marketing.b. Identify communication channels used for direct marketing.c. Describe advantages/disadvantages associated with direct

marketing.d. Explain how the Internet has changed businesses’ ability to

communicate directly with customers.e. Describe the importance of databases to direct marketing.

Sample Activity

Collect samples of direct marketing delivered to your home or e-mail address. Share your samples with a team composed of two or three other classmates. Determine what conclusions the team can make about the use of direct marketing channels—e.g., types of products promoted, forms of direct marketing used, effectiveness of direct marketing techniques, etc.


475, 505-509). Mason, OH: South-Western Cengage Learning.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics:

Teacher’s edition (2nd ed.) [p. 504]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

Clow, K.E, & Baack, D. (2010). Integrated advertising, promotion, and marketing communications (4th ed.) [pp. 312-316, 318,357]. Upper Saddle River, NJ: Prentice Hall.

Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp. 363-364, 403-405). Woodland Hills, CA: Glencoe/McGraw-Hill.

Grewal, D. & Levy, M. (2008). Marketing (p. 473). New York: McGraw-Hill Irwin.

O’Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand promotion (5th ed.) [pp. 110-111, 138-141, 623-645]. Mason, OH: South-Western Cengage Learning.




Software/ Online

Lake, L. (n.d.). Mobile marketing—getting a grasp on the basics. Retrieved May 27, 2011, from http://marketing.about.com/od/marketingmethods/a/Mobile-Marketing-Basics-For-the-Small-Business.htm

Marketing Teacher. (2000-2011). Direct marketing. Retrieved May 19, 2011, from http://marketingteacher.com/Lessons/lesson_direct_marketing.htm

Melissa Data. (n.d.). Research on direct marketing database. Retrieved May 19, 2011, from http://www.melissadata.com/articles/research-on-direct-marketing-database.htm

Pollick, M. (2003-2011). What is direct marketing? Retrieved May 19, 2011, from http://www.wisegeek.com/what-is-direct-marketing.htm

Thomsonlocal.com. (n.d.). Great marketing ‘uses a range of channels.’ Retrieved May 27, 2011, from http://directmarketing.thomsonlocal.com/Win/Why-Use-Direct-Marketing/Great-marketing-uses-a-range-of-channels/

Thomsonlocal.com. (n.d.). Why use direct marketing? Retrieved May 27, 2011, from http://directmarketing.thomsonlocal.com/Win/Why-Use-Direct-Marketing/


http://directmarketing.thomsonlocal.com/Win/Why-Use-Direct-Marketing/

http://directmarketing.thomsonlocal.com/Win/Why-Use-Direct-Marketing/

http://directmarketing.thomsonlocal.com/Win/Why-Use-Direct-Marketing/Great-marketing-uses-a-range-of-channels/

http://directmarketing.thomsonlocal.com/Win/Why-Use-Direct-Marketing/Great-marketing-uses-a-range-of-channels/

http://www.wisegeek.com/what-is-direct-marketing.htm

http://www.melissadata.com/articles/research-on-direct-marketing-database.htm

http://www.melissadata.com/articles/research-on-direct-marketing-database.htm

http://marketingteacher.com/Lessons/lesson_direct_marketing.htm

http://marketing.about.com/od/marketingmethods/a/Mobile-Marketing-Basics-For-the-Small-Business.htm

http://marketing.about.com/od/marketingmethods/a/Mobile-Marketing-Basics-For-the-Small-Business.htm




PerformanceElement



Identify communications channels used in sales promotion (PR:249)

Level Specialist


21st Century Skills


Objectives a. Define the following terms: free-standing insert (FSI), coupons, rebates, push money, point-of-sale displays, trade allowances, dealer loaders, contests, sweepstakes, games, loyalty programs, demonstrations, personal appearances, advertising-support programs, co-op advertising, trade-in promotions, samples, premiums, free products, promotional products, trade shows, push strategies, pull strategies.

b. Discuss differences between advertising and sales promotion.c. Explain reasons that businesses use sales promotions.d. Describe types of consumer sales promotions.e. Discuss types of trade sales promotions.f. Explain types of business-to-business sales promotions.g. Describe types of point-of-purchase (POP) displays that are used for

sales promotion.h. Compare the similarities and differences between coupons and

rebates.i. Distinguish between push and pull sales promotion strategies.j. Explain how contests, sweepstakes, and games differ.k. Describe trends in sales promotions.

Sample Activity

Visit a brick or a click consumer business to determine the types of sales promotions being used. Record your findings. Do the same for a trade business, and record your findings. Share your findings with a group of two or three classmates. Create a poster of the team’s sales promotion findings. Show the poster to the class, and discuss the team’s findings.


501, 512-513, 586-590). Mason, OH: South-Western Cengage Learning.


Clow, K.E, & Baack, D. (2010). Integrated advertising, promotion, and marketing communications (4th ed.) [pp. 284-286, 289, 324-349]. Upper Saddle River, NJ: Prentice Hall.




Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009) Marketing essentials (pp. 365, 369-375). Woodland Hills, CA: Glencoe.



O’Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand promotion (5th ed.) [pp. 562-584]. Mason, OH: South-Western Cengage Learning.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic Marketing: A marketing strategy planning approach (16th ed.) [pp. 445-450]. Burr Ridge, IL: McGraw-Hill/Irwin.

Software/ Online

Business Owner’s Toolkit. (1995-2011). Coupons and rebates. Retrieved May 19, 2011, from http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P03_7016

Dolak, D. (1999-2010). Sales promotion. Retrieved May 19, 2011, from http://www.davedolak.com/promo.htm

KnowThis.com (1998-2011). Business-to-business sales promotions. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/16.htm

KnowThis.com (1998-2011). Consumer sales promotion. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/4.htm

KnowThis.com (1998-2011). Contests and sweepstakes. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/10.htm

KnowThis.com (1998-2011). POP displays and advertising support. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/13.htm

KnowThis.com (1998-2011). Trade sales promotions. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/12.htm

KnowThis.com (1998-2011). Trends in sales promotion. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/17.htm

KnowThis.com (1998-2011). What is sales promotion? Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/sales-promotion/1.htm
















http://www.davedolak.com/promo.htm






PerformanceElement



Explain communications channels used in public-relations activities (PR:250)

Level Specialist


21st Century Skills


Objectives a. Define the following terms: press kits, audio/video releases, matte release, website press room, special events, sponsorships, community relations, philanthropy, crisis management.

b. Explain the role of public relations in business.c. Discuss advantages/disadvantages associated with public relations.d. Describe the main tools used in public relations to communicate with

targeted audiences (i.e., media relations, media tours, newsletters, special events, speaking engagements, sponsorships, employee relations, and community relations and philanthropy).

e. Explain tools used to communicate public relations messages to the media (i.e., press kits, audio/video releases, matte releases, website press room).

f. Discuss reasons that public relations specialists monitor markets.g. Describe the purpose of crisis management in public relations.h. Explain trends in public relations.i. Describe the use of blogs for public relations activities.j. Discuss the use of web forums in public relations activities.k. Explain how RSS feeds can be used for public relations activities.l. Describe the use of podcasting for public relations activities.m. Explain how search engine optimization (SEO) can be used for

public relations activities.

Sample Activity

Develop a listing of the public-relations activities your school could use to develop a positive relationship with the local business community. Write a rationale for your choice of public-relations activities. Share your ideas with a team of two or three students, have the team select the best ideas, and present those ideas to the class and to a panel of experts. Ask the experts to select the best ideas to be implemented during the school year.

Select a company of interest, and access its website. Download press releases and/or press kits. Write a brief summary of what you learned about the company’s public-relations activities. Present your summary to the class.




517, 546-547). Mason, OH: South-Western Cengage Learning.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics:

Teacher’s edition (2nd ed.) [pp. 73, 479-480]. Tinley Park, IL: Goodheart-Willcox Company, Inc.






O’Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand promotion (5th ed.) [pp. 650-662]. Mason, OH: South-Western Cengage Learning.


Software/ Online

Crystal, G. (2003-2011). What is public relations? Retrieved May 19, 2011, from http://www.wisegeek.com/what-is-public-relations.htm

KnowThis.com. (1998-2011). Advantages of P.R. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/public-relations/2.htm

KnowThis.com. (1998-2011). Disadvantages of P.R. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/public-relations/3.htm

KnowThis.com. (1998-2011). Public relations. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/public-relations.htm

KnowThis.com. (1998-2011). Public relations tools. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/public-relations/5.htm

KnowThis.com. (1998-2011). PR trends: Blogs. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/public-relations/12.htm

KnowThis.com. (1998-2011). Trends: RSS, podcasting. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/public-relations/13.htm

KnowThis.com. (1998-2011). Trends: SEO. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/public-relations/14.htm

Marketing Teacher. (2000-2011). Public relations. Retrieved May 19, 2011, from http://marketingteacher.com/Lessons/lesson_public_relations.htm


http://marketingteacher.com/Lessons/lesson_public_relations.htm

http://www.knowthis.com/tutorials/principles-of-marketing/public-relations/14.htm








http://www.knowthis.com/tutorials/principles-of-marketing/public-relations.htm

http://www.knowthis.com/tutorials/principles-of-marketing/public-relations.htm









PerformanceElement



Write inquiries (CO:040) (SUPPLEMENTAL)



21st Century Skills


Objectives a. Define the term inquiries.b. Identify occasions when inquiries are written by businesses.c. Describe the importance of writing inquiries.d. Demonstrate procedures for writing inquiries.

SampleActivity

Write an inquiry to obtain membership information in a professional organization of interest to you.

Resources Textbooks Bovée, C. L., & Thill, J. V. (2008). Business communication today (9th ed.)

[pp. 483, 604-605]. Upper Saddle River, NJ: Pearson Prentice Hall.Gorman, T. (2005). The complete idiot’s guide to business letters and memos

(2nd ed.) [pp. 158-164]. Indianapolis: Alpha Books/Penguin Group.Hyden, J. S., Jordan, A. K., Steinauer, M. H., & Jones, M. J. (2006).

Communicating for success (3rd ed.) [pp. 286, 316-317]. Mason, OH: Thomson South-Western.

Kimball, C. & Van Gelder, J. (2007). Ultimate book of business letters (pp. 33-68, 115-117, 120-121, 142). Madison, WI: Entrepreneur Press.


Locker, K.O. (2006). Business and administrative communication (7th ed.) [pp. 218-221]. New York: McGraw-Hill.

Software/ Online

Beare, K. (2011). Business letter writing: Inquiries—Asking for information. Retrieved April 11, 2011, from http://esl.about.com/library/writing/blwrite_make_enquire.htm

Foundation Center. (2010). Frequently asked questions: What should be included in a letter of inquiry/intent? Retrieved April 11, 2011, from http://foundationcenter.org/getstarted/faqs/html/letter.html

Fritz, J. (2011). How to make your letter of inquiry a winner. Retrieved April 11, 2011, from http://nonprofit.about.com/od/fundraising/a/LOI.htm

McMurrey, D.A. (n.d.). Chapter 1: Business correspondence—Inquiry letters. Retrieved April 11, 2011, from http://www.gel.ulaval.ca/~poussart/gel64324/McMurrey/texte/inquire.htm


http://www.gel.ulaval.ca/~poussart/gel64324/McMurrey/texte/inquire.htm

http://nonprofit.about.com/od/fundraising/a/LOI.htm

http://foundationcenter.org/getstarted/faqs/html/letter.html

http://esl.about.com/library/writing/blwrite_make_enquire.htm


WriteExpress. (1996-2011). Inquiry letters. Retrieved April 11, 2011, from http://www.writeexpress.com/inquiry.htm


http://www.writeexpress.com/inquiry.htm




PerformanceElement



Explain the nature and scope of the marketing information management function (IM:001, IM LAP 2)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1, 3; Communication 1; Information Literacy 1, 2; Media Literacy 1

Objectives a. Define the following terms: marketing information, marketing-information management system, and marketing research.

b. Describe the need of marketing information.c. Classify types of marketing information as primary or secondary.d. Describe the types of information marketers should obtain.e. Categorize internal sources of marketing information.f. Discuss external sources of marketing information.g. Explain why marketers should collect information.h. Describe the characteristics of useful marketing information.i. Describe reasons that marketers need to gather accurate information.j. Explain the functions of a marketing-information management system.k. Contrast marketing research with a marketing-information system.l. Describe the use of a marketing-information system.m. Explain the benefits of a marketing-information management system.n. Discuss the requirements of a marketing-information management

system.o. Explain the role of marketing-information management in marketing.p. Describe limitations of marketing-information management systems.

Sample Activity

Listen to a guest speaker discuss her/his company’s marketing-information management system, its components, and how the components work together. Write a synopsis of the presentation.

Resources LAP MBAResearch and Curriculum Center. (2010). Get the facts straight (Marketing-

information management) [LAP: IM-002]. Columbus, OH: Author. MBAResearch and Curriculum Center. (2010). Get the facts straight (Marketing-

information management): Instructor copy [LAP: IM-002]. Columbus, OH: Author.

Textbooks Burrow, J.L. (2006). Marketing (2nd ed.) [pp. 7-8, 119-127]. Mason, OH: Thomson/South-Western.


Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [pp.



238-239, 243-245]. Mason, OH: South-Western Cengage Learning.Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.)

[pp. 170-181]. New York: McGraw-Hill/Irwin.Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp.

594-595, 612-617). Woodland Hills, CA: Glencoe/McGraw-Hill.Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing:


Workbooks/ Manuals

Burrow, J.L. (2003). Marketing: Business 2000 (pp. 6, 22-23, 101-102). Mason, OH: South-Western/Thomson Learning.

Software/ Online

Abraham, M. (2001-2004). You do have a sales and marketing database? Retrieved May 2, 2011, from http://www.sticky-marketing.net/articles/sm-dbases.htm

Crawford, I.M. (n.d.). Chapter 9: Marketing information systems. Retrieved May 2, 2011, from http://www.fao.org/docrep/W3241E/w3241e0a.htm#chapter%209:%20marketing%20information%20systems

Lancaster, G. (n.d.). Marketing information systems and forecasting. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=23%3Amarketing-is-and-forecasting&catid=2%3Amarketing-lectures&Itemid=3

Lancaster, G. (n.d.). Marketing research. Retrieved May 2, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=22%3Amarketing-research&catid=2%3Amarketing-lectures&Itemid=1

Management-Hub.com. (2005-2011). Concept and components of a marketing information system. Retrieved May 2, 2011, from http://www.management-hub.com/marketing-information-management-system.html

MBAResearch and Curriculum Center. (2010). Get the facts straight (Marketing-information management) [LAP: IM-002: Presentation Software]. Columbus, OH: Author.

McNamera, C. (n.d.). Some major sources of market research information. Retrieved May 2, 2011, http://managementhelp.org/mrktng/mk_rsrch/sources.htm


http://managementhelp.org/mrktng/mk_rsrch/sources.htm

http://www.management-hub.com/marketing-information-management-system.html

http://www.management-hub.com/marketing-information-management-system.html

http://www.da-group.co.uk/index.php?option=com_content&view=article&id=22%3Amarketing-research&catid=2%3Amarketing-lectures&Itemid=1



http://www.da-group.co.uk/index.php?option=com_content&view=article&id=23%3Amarketing-is-and-forecasting&catid=2%3Amarketing-lectures&Itemid=3



http://www.fao.org/docrep/W3241E/w3241e0a.htm#chapter%209:%20marketing%20information%20systems

http://www.fao.org/docrep/W3241E/w3241e0a.htm#chapter%209:%20marketing%20information%20systems

http://www.sticky-marketing.net/articles/sm-dbases.htm

http://www.sticky-marketing.net/articles/sm-dbases.htm




PerformanceElement



Explain the role of ethics in marketing-information management (IM:025) (SUPPLEMENTAL)

Level Specialist

SCANS Information 5-8; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 9, 12; Personal Qualities 17

21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication 1; Information Literacy 2; Media Literacy 3

Objectives a. Describe the importance of credibility and objectivity in marketing-information management.

b. Explain why the integrity of the marketing information must be protected.c. Explain types of ethical conflicts in marketing-information management.d. Discuss ethical issues associated with obtaining information about

competitors.e. Describe ethical issues created by the use of technology in data

collection.

Sample Activity

Given a series of marketing-information management case studies, determine the ethical violations involved in collecting, analyzing, and using data. Discuss your responses with the class.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 97-98,

125). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [p. 123]. Mason, OH: Thomson/South-

Western.Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.)

[pp. 191-192]. New York: McGraw-Hill/Irwin.Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp.

139, 594). Woodland Hills, CA: Glencoe/McGraw-Hill.Grewal, D. & Levy, M. (2008). Marketing (pp. 244-245). New York: McGraw-

Hill/Irwin.Leedy, P.D. & Ormrod, J.E. (2005). Practical research: Planning & design (8th

ed.) [pp. 101-104]. Upper Saddle River, NJ: Prentice Hall.Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic marketing:


Software/ Online

Connon, D.A. (2010). The ethics of database marketing. Retrieved May 19, 2011, from http://findarticles.com/p/articles/mi_qa3937/is_200205/ai_n9031641

Cyber Ethics. (2007). Surveillance: Cookies. Retrieved May 27, 2011, from http://www.tc.umn.edu/~ptace002/cyberethics/cookies.html


http://www.tc.umn.edu/~ptace002/cyberethics/cookies.html

http://findarticles.com/p/articles/mi_qa3937/is_200205/ai_n9031641


Fodness, D. (2005, January 4). The ethics of marketing research: Can I? Should I? Would I? (n.d.). Retrieved May 19, 2011, from http://www.marketingprofs.com/5/fodness1.asp

Forbes Research PTE LTD. (2002). Marketing research: Competitive edge in an information age. Retrieved May 19, 2011, from http://www.forbes.com.sg/reference.htm

Howard, K. (2005). Marketing credibility—The difference. Retrieved May 19, 2011, from http://www.abipr.com/thought_leadership_reg_marketing_credibility.php

Slideshare. (n.d.). Information ethics: Chapter 4. Retrieved May 27, 2011, from http://www.slideshare.net/mgraham213/information-ethics-2106985

Tanner, J. & Raymond, M.A. (n.d.). Ethics, laws, and customer empowerment. Retrieved May 27, 2011, from http://www.flatworldknowledge.com/pub/1.0/principles-marketing/401766#web-0


http://www.flatworldknowledge.com/pub/1.0/principles-marketing/401766#web-0

http://www.flatworldknowledge.com/pub/1.0/principles-marketing/401766#web-0

http://www.slideshare.net/mgraham213/information-ethics-2106985

http://www.abipr.com/thought_leadership_reg_marketing_credibility.php

http://www.forbes.com.sg/reference.htm

http://www.marketingprofs.com/5/fodness1.asp




PerformanceElement



Describe the use of technology in the marketing-information management function (IM:183)

Level Specialist

SCANS Information 5-8; Systems 15; Technology 18; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication 1; ICT Literacy 1, 2

Objectives a. Identify ways that the use of technology impacts the marketing-information management function.

b. Describe how the use of the Internet for marketing-information management tracks and monitors customer website activities.

c. Discuss how customer-to-business communications on the Internet can be used in marketing-information management (e.g., email reminders, popup notices, online focus groups, etc.)

d. Explain how the Internet provides services for conducting research (e.g., search engines, tools for online surveys, database access, blogs, etc.)

e. Discuss marketers’ use of virtual realties and simulations in marketing-information management.

f. Describe how the use of Global Positioning Systems (GPS) can facilitate marketing-information management.

g. Explain the use of data analysis software in marketing-information management.

Sample Activity

Prepare a list of ways that your company can use the Internet to assist with the marketing-information management function. Share the list with a classmate.

Resources Textbooks Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 20-21,

255-256, 262-263). Mason, OH: South-Western Cengage Learning.Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research

(7th ed.) [pp. 21-27, 170, 213-218]. Mason, OH: South-Western Cengage Learning.


Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp. 594-595, 602). Woodland Hills, CA: Glencoe/McGraw-Hill.


Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [pp. 214, 240-243]. Mason, OH: South-Western.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic Marketing: A marketing strategy planning approach (16th ed.) [pp. 80-81, 209-213]. Burr Ridge, IL: McGraw-Hill/Irwin.



Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 30-34, 41]. Mason, OH: South-Western Cengage Learning.

Software/ Online

Bulkeley, W.M. (2005, June 23). Marketers scan blogs for brand insights. Retrieved May 19, 2011, from http://online.wsj.com/public/article/SB111948406207267049-QIY04xo_fhhh9HisD5AYE1NP_3Q_20060622.html

eHow Business Editor. (1999-2011). How to conduct market research online. Retrieved May 19, 2011, from http://www.ehow.com/how_16595_conduct-market-research.html

KnowThis.com. (1998-2011). Other technologies. Retrieved May 19, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/marketing-research/trends-other-technologies-and-affordable-research.htm

MaCorr Research (2003-2011). Online focus groups. Retrieved May 27, 2011, from http://www.macorr.com/online_focus_groups.htm

Morris, M. (2008, April 21). Putting customers in charge of your communications. Retrieved May 19, 2011, from http://www.e-consultancy.com/news-blog/365473/putting-customers-in-charge-of-your-communications.html

Social Research Foundation. (2006-2007). SRF pioneers virtual research panel. Retrieved May 19, 2011, from http://socialresearchfoundation.org/

Reistma, R. (2009, December 28). Trends that will shape market research in 2010. Retrieved May 27, 2011, from http://blogs.forrester.com/market_research/2009/12/trends-that-will-shape-market-research-in-2010.html


http://blogs.forrester.com/market_research/2009/12/trends-that-will-shape-market-research-in-2010.html

http://blogs.forrester.com/market_research/2009/12/trends-that-will-shape-market-research-in-2010.html

http://socialresearchfoundation.org/

http://www.e-consultancy.com/news-blog/365473/putting-customers-in-charge-of-your-communications.html



http://www.macorr.com/online_focus_groups.htm

http://www.knowthis.com/tutorials/principles-of-marketing/marketing-research/trends-other-technologies-and-affordable-research.htm

http://www.knowthis.com/tutorials/principles-of-marketing/marketing-research/trends-other-technologies-and-affordable-research.htm

http://www.ehow.com/how_16595_conduct-market-research.html

http://online.wsj.com/public/article/SB111948406207267049-QIY04xo_fhhh9HisD5AYE1NP_3Q_20060622.html

http://online.wsj.com/public/article/SB111948406207267049-QIY04xo_fhhh9HisD5AYE1NP_3Q_20060622.html




PerformanceElement



Describe the regulation of marketing-information management (IM:419) (SUPPLEMENTAL)

Level Specialist

SCANS Information 5-7; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 11, 12; Personal Qualities 17

21st Century Skills

Civic Literacy 1; Information Literacy 2; Media Literacy 3

Objectives a. Define the following terms: self-regulation, SUGGING, FRUGGING, privacy

b. Explain the role of self-regulation for marketing researchers.c. Discuss privacy concerns associated with the collection, storage, mining,

and use of data.d. Describe the legalities associated with the collection of marketing data

from children.e. Discuss legal issues associated with the collection and sharing of health-

care data.f. Explain legal issues associated with the protection of information held by

financial institutions.g. Discuss why marketing researchers are excluded from governance under

the CAN-SPAM Act.h. Explain how marketing researchers are protected from SUGGING and

FRUGGING.i. Describe legal issues associated with callbacks.j. Discuss legal issues associated with the use of automatic dialers when

collecting data.k. Ascertain the current status of privacy/data security legislation.l. Discuss reasons that marketing researchers must consider state, federal,

and international laws when collecting data.

Sample Activity

Search the Internet to locate information about current regulations impacting marketing-information management or marketing research. (Good sources to search include the Marketing Research Association and the Council of American Survey Research Organizations [CASRO].) Divide a page into two columns—the one on the left labeled “Findings”; the other column labeled “Implications.” For each piece of regulation (both self-regulation and government regulation), determine how the regulation will impact your data collection, storage, and use. Submit the completed document to your teacher.

Conduct an Internet search to determine your state’s laws governing the collection, storage, and use of marketing data. Record your findings, and discuss them with a classmate.






management (p. 299). Woodland Hills, CA: Glencoe/McGraw-Hill.Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 83-85

124-125, 260). Mason, OH: South-Western Cengage Learning.Etzel, M.J.; Walker, B.J.; & Stanton, W.J. (2007). Marketing (14th ed.)

[pp. 191-192]. New York: McGraw-Hill/Irwin.Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (p.

210, 281). Woodland Hills, CA: Glencoe/McGraw-Hill.Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A

marketing strategy planning approach (16th ed.) [p. 379]. Boston: McGraw-Hill/Irwin.

Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 89-95]. Mason, OH: South-Western Cengage Learning.

Software/ Online

CASRO. (2004, September). “Fruggers” join “suggers” in FTC regulations. Retrieved May 19, 2011, from http://www.casro.org/pdfs/Research%20&%20Regulation%20September%202004.pdf

Federal Trade Commission. (2007, February). Implementing the children’s online privacy protection act. Retrieved May 19, 2011, from http://www.ftc.gov/reports/coppa/07COPPA_Report_to_Congress.pdf

Fienberg, H. (n.d.). Individual privacy: How laws impact researchers, whether the laws apply or not. Retrieved May 19, 2011, from http://www.fcsm.gov/07papers/Fienberg.IV-B.pdf

Rubinstein, I.S., Lee, R.D., & Schwartz, P.M. (2008, February 19). Data mining and Internet profiling: Emerging regulatory and technological approaches. Retrieved May 19, 2011, from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1116728#PaperDownload

SubscriberMail. (2009). The great CAN-SPAM freak out. Retrieved May 19, 2011, from http://www.optinnews.com/spam_freak_out.html

Wei, D.L.T. (2006). Regulating access to databases through antitrust law: A missing perspective in the database debate. Retrieved May 19, 2011, from http://stlr.stanford.edu/pdf/lim-antitrust.pdf


http://stlr.stanford.edu/pdf/lim-antitrust.pdf

http://www.optinnews.com/spam_freak_out.html



http://www.fcsm.gov/07papers/Fienberg.IV-B.pdf

http://www.ftc.gov/reports/coppa/07COPPA_Report_to_Congress.pdf

http://www.casro.org/pdfs/Research%20&%20Regulation%20September%202004.pdf

http://www.casro.org/pdfs/Research%20&%20Regulation%20September%202004.pdf




PerformanceElement



Explain the nature of marketing research (IM:010, IM LAP 5) (SUPPLEMENTAL)

Level Specialist


21st Century Skills


Objectives a. Define the following terms: marketing research, secondary research, primary research, personal interview, mail interview, telephone interview, questionnaire, and focus group.

b. Identify characteristics of effective marketing research.c. Describe the importance of marketing research.d. Explain how marketing research is carried out.e. Explain the uses of marketing research.f. Describe shortcomings of marketing research.g. Describe types of marketing research objectives.h. Describe the contents of a research plan or design.i. Classify types of marketing research data.j. Distinguish between internal and external sources of data.k. Describe types of data collection methods.l. Explain how data can be analyzed.m. Describe steps in the marketing research process.

Sample Activity

Determine the types of marketing-research activities that an assigned local business conducts. Discuss your findings with the class. Contrast the marketing-research activities of large businesses with those of small businesses. Write a synopsis of your findings.

Resources LAP MBAResearch and Curriculum Center. (2010). Seek and Find (Nature of

marketing research) [LAP: IM-005]. Columbus, OH: Author. MBAResearch and Curriculum Center. (2010). Seek and Find (Nature of

marketing research): Instructor copy [LAP: IM-005]. Columbus, OH: Author.

Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp.48-66, 78--84, 110-131]. Hoboken, NJ: John Wiley & Sons, Inc.






Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research (7th ed.) [pp. 7, 37-42, 56-70, 83-91, 143-150]. Mason, OH: South-Western Cengage Learning.




Hair, J.F.; Wolfinbarger, M.; Ortinau, D.J.; & Bush, R.P. (2008). Essentials of marketing research (pp. 4, 34-36, 62-65). New York, McGraw-Hill Irwin.

Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [p. 215]. Mason, OH: South-Western.


Zikmund, W.G., & Babin, B. (2010). Essentials of marketing research (4th ed.) [pp. 5-6, 102-110, 133-144]. Mason, OH: South-Western Cengage Learning.

Workbooks/ Manuals


Software/ Online

Kaden, R.J. (2011). The case for marketing research. Retrieved May 3, 2011, from http://www.marketingprofs.com/5/kaden3.asp?sp=1#split

Kaden, R.J. (2000-2011). Discovering needs, wishes, wants, desires: The marketing research challenge. Retrieved May 3, 2011, from http://www.marketingprofs.com/6/kaden4.asp?sp=1#split

KnowThis.com. (1998-2011). Marketing research. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/marketing-research.htm

KnowThis.com. (1998-2011). Finding secondary research. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/finding-secondary-research.htm

Lancaster, G. (n.d.). Marketing research. Retrieved May 3, 2011, from http://www.da-group.co.uk/index.php?option=com_content&view=article&id=22:marketing-research&catid=2:marketing-lectures

Marketing Teacher. (2000-2011). Introduction to marketing research. Retrieved May 3, 2011, from http://marketingteacher.com/Lessons/lesson_marketing_research.htm

Marketing Teacher. (2000-2011). Primary marketing research. Retrieved May 3, 2011, from http://marketingteacher.com/Lessons/lesson_marketing_research_primary.htm

Marketing Teacher. (2000-2011). Secondary marketing research. Retrieved May 3, 2011, from http://marketingteacher.com/Lessons/lesson_marketing_research_secondary.htm

MBAResearch and Curriculum Center. (2010). Seek and find (Nature of marketing research) [LAP: IM-005: Presentation Software]. Columbus, OH: Author.

McNamara, C. (n.d.). Market research. Retrieved May 3, 2011, from http://www.managementhelp.org/mrktng/mk_rsrch/mk_rsrch.htm


http://www.managementhelp.org/mrktng/mk_rsrch/mk_rsrch.htm

http://marketingteacher.com/Lessons/lesson_marketing_research_secondary.htm

http://marketingteacher.com/Lessons/lesson_marketing_research_secondary.htm

http://marketingteacher.com/Lessons/lesson_marketing_research_primary.htm

http://marketingteacher.com/Lessons/lesson_marketing_research_primary.htm

http://marketingteacher.com/Lessons/lesson_marketing_research.htm




http://www.knowthis.com/tutorials/principles-of-marketing/finding-secondary-research.htm

http://www.knowthis.com/tutorials/principles-of-marketing/finding-secondary-research.htm



http://www.marketingprofs.com/6/kaden4.asp?sp=1#split

http://www.marketingprofs.com/5/kaden3.asp?sp=1#split


QuickMBA. (1999-2010). Marketing research. Retrieved May 3, 2011, from http://www.quickmba.com/marketing/research/


http://www.quickmba.com/marketing/research/




PerformanceElement



Discuss the nature of marketing research problems/issues (IM:282, IM LAP 13) (SUPPLEMENTAL)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving 1,2; Communication and Collaboration 1

Objectives a. Define the term marketing research problem, decision problem, variables, unit of analysis, research objectives.

b. Explain the importance of determining the actual marketing research problem/issue.

c. Discuss the need to determine the “real” issue/problem rather than its symptoms.

d. Describe the steps involved in determining the marketing research problem/issue (e.g., clarifying and identifying the information needs, redefining the decision problem as a research problem, and setting research objectives.

e. Discuss activities involved in identifying the information needs (e.g., determining the purpose of the research, understanding the complete problem, identifying measurable symptoms, determining the unit of analysis, and determining relevant variables).

f. Explain why researchers need to adjust the decision problem into a research problem.

g. Describe the purposes of setting marketing research objectives.h. Explain the relationship between the research problem/issue and the

marketing research objectives.i. Discuss how determining the marketing research problem/issue aids in

determining whether to conduct the study.j. Describe situations in which conducting a marketing research study would

be inappropriate.

Sample Activity

Access the Social Science Research Network site for the Harvard Business School Marketing Unit at http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640. Select a marketing-research paper of interest and download it from the Social Science Research Network. Read the study to determine the nature of the research problem/issue. Work with a classmate to determine the problem/issue, unit of analysis, and variables. Determine whether the research problem/issue aligns with the research objectives. Share your findings with the class. Save the research study for future use.


http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640



Resources LAP MBAResearch and Curriculum Center. (2011). What’s the problem? (Nature of

marketing research problems/issues) [LAP: IM-013]. Columbus, OH: Author.

MBAResearch and Curriculum Center. (2011). What’s the problem? (Nature of marketing research problems/issues): Instructor copy [LAP: IM-013].

Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp. 50-60, 95]. Hoboken, NJ: John Wiley & Sons, Inc.


Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research (7th ed.) [pp. 37, 58-66, 70-71]. Mason, OH: South-Western Cengage Learning.

Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 179-180].Boston: McGraw-Hill/Irwin.



Zikmund, W.G., & Babin, B. (2010). Essentials of marketing research (4th ed.) [pp. 51-52, 55, 125]. Mason, OH: South-Western Cengage Learning.

Software/ Online

Hollander, T. (2008, February 24). Fatal flaw in online survey design: Poorly defined objectives. Retrieved May 3, 2011, from http://toddhollander.com/blog/online-surveys-the-importance-of-defining-objectives/

KnowThis.com (1998-2011). Identify what is to be learned. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/identify-what-is-to-be-learned.htm

Kumar, R. (2011). Defining the problem and determining research objectives. Retrieved May 3, 2011, from http://www.slideshare.net/anna.rohit/defining-the-problem-and-determining-research-objectives

MBAResearch and Curriculum Center. (2011). Nature of marketing research problems/issues [LAP: IM-013: Presentation Software]. Columbus, OH: Author. (Available Spring 2011).

Polaris Marketing Research (2001-2011). Marketing research steps: Identifying the problem. Retrieved May 3, 2011, from http://www.polarismr.com/education/step1_identifyproblem.html

University of Alabama in Huntsville College of Administrative Science. (n.d.). Problem formulation. Retrieved May 3, 2011, from http://cas.uah.edu/wrenb/mkt343/Problem.ppt


http://cas.uah.edu/wrenb/mkt343/Problem.ppt

http://www.polarismr.com/education/step1_identifyproblem.html

http://www.slideshare.net/anna.rohit/defining-the-problem-and-determining-research-objectives

http://www.slideshare.net/anna.rohit/defining-the-problem-and-determining-research-objectives

http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/identify-what-is-to-be-learned.htm

http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/identify-what-is-to-be-learned.htm

http://toddhollander.com/blog/online-surveys-the-importance-of-defining-objectives/

http://toddhollander.com/blog/online-surveys-the-importance-of-defining-objectives/




PerformanceElement



Describe methods used to design marketing research studies (i.e., descriptive, exploratory, and causal) (IM:284, IM LAP 14) (SUPPLEMENTAL)

Level Specialist


21st Century Skills


Objectives a. Define the following terms: research design, descriptive design, exploratory design, causal design.

b. Describe general purposes of marketing research (e.g., explain, predict, monitor, discover, test hypotheses).

c. Explain the relationship between the research design and the purpose of the research.

d. Discuss the purposes of using descriptive research.e. Explain the purposes of using exploratory research.f. Distinguish between descriptive and exploratory research.g. Describe the purposes of using causal research.

Sample Activity

Access the Social Science Research Network site for the Harvard Business School Marketing Unit at http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640. Select a marketing research paper of interest, and download it from the Social Science Research Network. Read the paper to determine the general purpose of the study (i.e., explain, predict, monitor, discover or test hypotheses). Determine whether the research design is descriptive, exploratory, or causal. Determine whether the research design is appropriate for the purpose of the research. Record your findings, and write a summary of the research paper. Submit your paper to your teacher for feedback. Save the research study for future use.

Resources LAP MBAResearch and Curriculum Center. (2012). Methods for designing marketing

research studies—Temporary title [LAP: IM-014]. Columbus, OH: Author. (Available Spring 2012)

MBAResearch and Curriculum Center. (2012). Methods for designing marketing research studies—Temporary title: Instructor copy [LAP: IM-014]. (Available Spring 2012)

Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp. 78-81, 345-351]. Hoboken, NJ: John Wiley & Sons, Inc.


Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®




(7th ed.) [pp. 81,107-110, 116-120,]. Mason, OH: South-Western Cengage Learning.

Hair, J.F.; Wolfinbarger, M.; Ortinau, D.J.; & Bush, R.P. (2008). Essentials of marketing research (pp. 32-33, 50-54,104-105). New York, McGraw-Hill Irwin.

Zikmund, W.G., & Babin, B. (2010). Essentials of marketing research (4th ed.) [p. 44-50, 53, 55-58]. Mason, OH: South-Western Cengage Learning.

Software/ Online

DJS Research Ltd. (2005-2011). What is causal research? Retrieved May 3, 2011, from http://www.marketresearchworld.net/index.php?option=com_content&task=view&id=799&Itemid=64

DJS Research Ltd. (2005-2011). What is descriptive research? Retrieved May 3, 2011, from http://www.marketresearchworld.net/index.php?option=com_content&task=view&id=800&Itemid=64

DJS Research Ltd. (2005-2011). What is exploratory research? Retrieved May 3, 2011, from http://www.marketresearchworld.net/index.php?option=com_content&task=view&id=798

KnowThis.com. (1998-2011). Descriptive research. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/descriptive-research.htm

KnowThis.com. (1998-2011). Exploratory, causal research. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/exploratory-and-causal-research.htm

KnowThis.com. (1998-2011). Step 1: Identify the research purpose. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/identify-the-research-purpose.htm

MBAResearch and Curriculum Center. (2012). Methods for designing marketing research studies—Temporary title [LAP: IM-014: Presentation Software]. Columbus, OH: Author. (Available Spring 2012).

Picciano, A.G. (n.d.). EDSTATS primer: Session 6—Descriptive research. Retrieved May 3, 2011, from http://www.hunter.cuny.edu/edu/apiccian/edstat06.html

Tyman Space Online Course Notes. (2005, June 21). Marketing research. Retrieved May 3, 2011, from http://www.sykronix.com/tsoc/courses/prin/pr_res.htm


http://www.sykronix.com/tsoc/courses/prin/pr_res.htm

http://www.hunter.cuny.edu/edu/apiccian/edstat06.html

http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/identify-the-research-purpose.htm



http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/exploratory-and-causal-research.htm

http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/exploratory-and-causal-research.htm

http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/descriptive-research.htm

http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/descriptive-research.htm

http://www.marketresearchworld.net/index.php?option=com_content&task=view&id=798

http://www.marketresearchworld.net/index.php?option=com_content&task=view&id=798

http://www.marketresearchworld.net/index.php?option=com_content&task=view&id=800&Itemid=64







PerformanceElement



Describe options businesses use to obtain marketing-research data (i.e., primary and secondary research, quantitative and qualitative research) (IM:281, IM LAP 15) (SUPPLEMENTAL)

Level Specialist


21st Century Skills


Objectives a. Distinguish between primary and secondary marketing research.b. Describe occasions for using primary sources of marketing research data.c. Discuss primary sources of marketing research data.d. Describe advantages/disadvantages of primary marketing research.e. Explain types of primary research (i.e., quantitative and qualitative).f. Explain occasions for using secondary sources of marketing research

data.g. Describe secondary sources of marketing research data (i.e., internal and

external).h. Describe advantages/disadvantages with using internal sources of

secondary data.i. Explain reasons that businesses need to analyze external data.j. Explain advantages/disadvantages of secondary marketing research.k. Discuss reasons for outsourcing marketing research activities.

Sample Activity

Using the marketing research paper obtained from the Social Science Research Network at http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640, analyze the paper to determine whether the author conducted primary or secondary research and from what resources the author obtained data—internal or external and primary or secondary. Discuss your findings with a group of two or three other classmates.

Resources LAP MBAResearch and Curriculum Center. (2012). Ways to obtain marketing

research data—Temporary title [LAP: IM-015]. Columbus, OH: Author. (Available Spring 2012)

MBAResearch and Curriculum Center. (2012). Ways to obtain marketing research data—Temporary title: Instructor copy [LAP: IM-015]. (Available Spring 2012)

Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp. 84, 124-131, 188-217]. Hoboken, NJ: John Wiley & Sons, Inc.







Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research (7th ed.) [pp. 38-39, 143-146, 149, 177-178, 186]. Mason, OH: South-Western Cengage Learning.

Churchill, G.A., Jr.; & Iacobucci, D. (2002). Marketing research: Methodological foundations) (8th ed.) [pp. 196-239, 243-270]. Fort Worth: Harcourt College Publishers.



Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 596-597, 612-614). Woodland Hills, CA: Glencoe.



Leedy, P.D. & Ormrod, J.E. (2005). Practical research: Planning & design (8th ed.) [pp. 89-90]. Upper Saddle River, NJ: Prentice Hall.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic Marketing: A marketing strategy planning approach (16th ed.) [pp. 215-218, 219-226]. Burr Ridge, IL: McGraw-Hill/Irwin.

Software/ Online

AllBusiness. (1999-2011). Secondary vs. primary market research. Retrieved May 3, 2011, from http://www.allbusiness.com/marketing/market-research/1310-1.html

Business Owner’s Toolkit. (1995-2011). Secondary market research. Retrieved May 3, 2011, from http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P03_3010

Canada Business. (2011, March 9). Primary market research techniques. Retrieved May 3, 2011, from http://www.canadabusiness.ca/servlet/ContentServer?cid=1086261094706&pagename=CBSC_YT%2Fdisplay&lang=en&c=GuideInfoGuide

Entrepreneur.com. (2011). Primary market research. Retrieved May 3, 2011, from http://www.entrepreneur.com/encyclopedia/term/82400.html

MBAResearch and Curriculum Center. (2012). Ways to obtain marketing research data—Temporary title [LAP: IM-015: Presentation Software]. Columbus, OH: Author. (Available Spring 2012).

McCullough, D. (n.d.). Quantitative vs. qualitative marketing research. Retrieved May 3, 2011, from http://www.macroinc.com/html/art/s_qua.html

Tutor2u. (n.d.). Market research—Secondary research. Retrieved May 3, 2011, from http://tutor2u.net/business/marketing/research-secondary.html


http://tutor2u.net/business/marketing/research-secondary.html

http://www.macroinc.com/html/art/s_qua.html

http://www.entrepreneur.com/encyclopedia/term/82400.html

http://www.canadabusiness.ca/servlet/ContentServer?cid=1086261094706&pagename=CBSC_YT%2Fdisplay&lang=en&c=GuideInfoGuide




http://www.allbusiness.com/marketing/market-research/1310-1.html

http://www.allbusiness.com/marketing/market-research/1310-1.html




PerformanceElement



Discuss the nature of sampling plans (i.e., who, how many, how chosen) (IM:285) (SUPPLEMENTAL)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving 1, 2; Communication and Collaboration 1

Objectives a. Define the terms population, sample, probability sampling, non-probability sampling, and sampling plan.

b. Discuss the advantages of using a sample to represent the population.c. Explain when it is appropriate to use a sample of the population.d. Distinguish between probability and non-probability sample designs.e. Explain types of non-probability sample designs.f. Describe types of probability sample designs.g. Explain types of sampling bias/errors.h. Discuss the purpose of sampling plans.i. Explain the components of a sampling plan.

Sample Activity

Use the marketing-research study previously downloaded from the Social Science Research Network at http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640 to explore the study’s sampling plan. Determine whether a probability or non-probability sample was used; the type of sample design used; and the steps the research took to overcome sampling bias/error. Record your findings, and submit them to your teacher. Save the research study for future use.

Resources Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp.

386-398, 411-422]. Hoboken, NJ: John Wiley & Sons, Inc.Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 257-258).

Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [p. 130]. Mason, OH: Thomson/South-

Western.Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research

(7th ed.) [pp. 39, 326-328, 330, 334-343, 363-364, 375-384]. Mason, OH: South-Western Cengage Learning.



Kemp, S.M. & Kemp, S. (2004). Business statistics demystified: A self-teaching guide (pp. 36-41). New York: McGraw-Hill.








Pyrczak, F. (2006). Making sense of statistics (4th ed.) [pp. 11-15]. Glendale, CA: Pyrczak Publishing.

Zikmund, W.G., & Babin, B. (2010). Essentials of marketing research (4th ed.) [pp. 58-59, 301-321]. Mason, OH: South-Western Cengage Learning.

Software/Online

Bineham, G. (2006, March). Sampling in research. Retrieved May 3, 2011, from http://www.thh.nhs.uk/documents/_Departments/Research/InfoSheets/16_sampling_research.pdf

Castillo, J. (2008-2011). Sampling error in research. Retrieved May 3, 2011, from http://www.experiment-resources.com/sampling-error.html

McIntosh, J. (2008, February 26). Probability sampling techniques. Retrieved May 3, 2011, from http://scientificresearchmethods.suite101.com/article.cfm/probability_sampling_techniques

Mugo, F.W. (n.d.). Sampling in research. Retrieved May 3, 2011, from http://www.socialresearchmethods.net/tutorial/Mugo/tutorial.htm

Thomson Gale. (2011). Marketing research. Retrieved May 3, 2011, from http://www.referenceforbusiness.com/management/Mar-No/Marketing-Research.html

Trochim, W.M.K. (2006, October 20). Nonprobability sampling. Retrieved May 3, 2011, from http://www.socialresearchmethods.net/kb/sampnon.php

Trochim, W.M.K. (2006, October 20). Probability sampling. Retrieved May 3, 2011, from http://www.socialresearchmethods.net/kb/sampprob.php

Wadsworth Cengage Learning. (2005). Sampling methods: Research methods workshops. Retrieved May 3, 2011, from http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/res_methd/sampling/sampling_01.html


http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/res_methd/sampling/sampling_01.html

http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/res_methd/sampling/sampling_01.html

http://www.socialresearchmethods.net/kb/sampprob.php

http://www.socialresearchmethods.net/kb/sampnon.php

http://www.referenceforbusiness.com/management/Mar-No/Marketing-Research.html

http://www.referenceforbusiness.com/management/Mar-No/Marketing-Research.html

http://www.socialresearchmethods.net/tutorial/Mugo/tutorial.htm

http://scientificresearchmethods.suite101.com/article.cfm/probability_sampling_techniques

http://scientificresearchmethods.suite101.com/article.cfm/probability_sampling_techniques

http://www.experiment-resources.com/sampling-error.html

http://www.thh.nhs.uk/documents/_Departments/Research/InfoSheets/16_sampling_research.pdf

http://www.thh.nhs.uk/documents/_Departments/Research/InfoSheets/16_sampling_research.pdf




PerformanceElement



Describe data-collection methods (e.g., observations, mail, telephone, Internet, discussion groups, interviews, diaries, scanners) (IM:289)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1; Information Literacy 1

Objectives a. Explain reasons for having a variety of data-collection methods.b. Describe forms of quantitative data collection (e.g., surveys, tracking,

experiments).c. Describe forms of qualitative data collection (e.g., personal interviews,

focus groups, observational research).d. Explain limitations associated with qualitative research.e Explain advantages/disadvantages with using observational techniques to

collect marketing data.f Describe advantages/disadvantages associated with using mail

techniques to collect marketing data.g Discuss advantages/disadvantages associated with using telephone data-

collection methods.h Describe ways to use the Internet to collect data.i. Explain advantages/disadvantages associated with using the Internet as a

data-collection method.j Describe advantages/disadvantages of using discussion groups to collect

data.k. Discuss advantages/disadvantages associated with using interviews to

collect data.l. Explain advantages/disadvantages associated with using scanners to

collect data.

Sample Activity

Using the marketing research paper obtained from the Social Science Research Network at http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640, determine what method(s) the author used to collect the data. Identify the advantages/disadvantages associated with that data-collection method. Determine additional ways the author could have collected the data. Discuss your ideas with a classmate.




Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®




(7th ed.) [pp. 137-150]. Mason, OH: South-Western Cengage Learning.Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s

edition (2nd ed.) [p. 237-241]. Tinley Park, IL: Goodheart-Willcox Company, Inc.


Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (3rd ed.) [pp. 614-616]. Woodland Hills, CA: Glencoe.


Hair, J.F.; Wolfinbarger, M.; Ortinau, D.J.; & Bush, R.P. (2008). Essentials of marketing research (pp. 60-73, 84-96). New York, McGraw-Hill Irwin.

Kemp, S.M. & Kemp, S. (2004). Business statistics demystified: A self-teaching guide (pp. 116-117). New York: McGraw-Hill.

Lamb, C.W., Jr.; Hair, J.F., Jr.; & McDaniel C. (2003). Essentials of marketing (3rd ed.) [pp. 228-236, 237-239]. Mason, OH: South-Western.



Zikmund, W.G., & Babin, B. (2010). Essentials of marketing research (4th ed.) [pp. 102-119, 133-142]. Mason, OH: South-Western Cengage Learning.

Software/ Online

InSites. (2007, May). Tips on qualitative and quantitative data collect methods. Retrieved May 3, 2011, from http://www.insites.org/CLIP_v1_site/downloads/PDFs/TipsQualQuanMthds.4B.8-07.pdf

KnowThis.com. (1998-2011). Types of qualitative data collection. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/qualitative-data-collection-types.htm

KnowThis.com. (1998-2011). Types of quantitative data collection. Retrieved May 3, 2011, from http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/quantitative-data-collection-types.htm

Otlacan, O. (2011) Overview on qualitative data collection techniques in international marketing research. Retrieved May 3, 2011, from http://ezinearticles.com/?Overview- on- Qualitative- Data- Collection- - Techniques- in- International- Marketing- Research&id=26285

SurveyBounty (2011). 23 advantages of online surveys. Retrieved May 3, 2011, from http://www.surveybounty.com/articles/surveyadvantages.html


http://www.surveybounty.com/articles/surveyadvantages.html

http://ezinearticles.com/?Overview-on-Qualitative-Data-Collection-Techniques-in-International-Marketing-Research&id=26285

http://ezinearticles.com/?Overview-on-Qualitative-Data-Collection-Techniques-in-International-Marketing-Research&id=26285

http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/quantitative-data-collection-types.htm



http://www.knowthis.com/tutorials/principles-of-marketing/planning-for-market-research/qualitative-data-collection-types.htm



http://www.insites.org/CLIP_v1_site/downloads/PDFs/TipsQualQuanMthds.4B.8-07.pdf

http://www.insites.org/CLIP_v1_site/downloads/PDFs/TipsQualQuanMthds.4B.8-07.pdf




PerformanceElement



Explain characteristics of effective data-collection instruments (IM:418)

Level Specialist


21st Century Skills


Objectives a. Explain why data-collection instruments must be carefully designed and administered.

b. Discuss challenges in developing effective data-collection instruments (e.g., cultural differences between researcher and source, resources required for the study, intangible nature of some types of information, difficulty accessing some sources of information).

c. Explain elements of surveys (i.e., a statement to respondents about how information will be used and why it is valuable; clear instructions, including for any skip patterns; appealing format; logical sequence of questions; consideration of how answers to previous items might affect later items).

d. Describe qualities of a good survey item (e.g., clear questions, single focus for each question, neutral questions, balanced questions, appropriate language for the intended respondent, appropriately broad or narrow in scope).

e. Explain how to ensure the quality of observations.f. Discuss considerations for collecting data online.g. Describe considerations in using a pre-existing data collection instrument.

Sample Activity

Use the research study previously downloaded from the Social Science Research Network at http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640 to examine the effectiveness of the study’s data-collection instrument. Determine what data-collection instrument was used and whether the researcher developed a quality data-collection instrument. Record your findings, and provide a rationale for your assessment. Discuss your findings with a classmate.



Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher’s edition (2nd ed.) [pp. 237-239]. Tinley Park, IL: Goodheart-Willcox Company.

Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research (7th ed.) [pp. 186-190, 210-218, 287-312, 384-388]. Mason, OH: South-Western Cengage Learning.

Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®




(pp.616-616, 618-623). Woodland Hills, CA: Glencoe/McGraw-Hill.Grewal, D., & Levy, M. (2008). Marketing (pp. 250-257). Boston:

McGraw-Hill/Irwin.Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic marketing: A

marketing strategy planning approach (16th ed.) [pp. 219-228]. Boston: McGraw-Hill/Irwin.

Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 64, 188-207, 210-240, 244-261]. Mason, OH: South-Western Cengage Learning.

Software/ Online

Creative Research Systems. (2007-2010). Survey design. Retrieved May 16, 2011, from http://www.surveysystem.com/sdesign.htm

CustomInsights.com . (n.d.) Writing effective survey questions. Retrieved May 16, 2011, from http://www.custominsight.com/articles/effective-survey-questions.asp

Kaden, B. (2007, November 20). Guidelines for writing an effective questionnaire. Retrieved May 16, 2011, from http://www.customerthink.com/blog/guidelines_writing_effective_questionnaire

Kawulich, B. (2005, May). Participant observation as a data collection method. Retrieved May 16, 2011, from http://www.qualitative-research.net/index.php/fqs/article/viewArticle/466/996

QuickMBA.com. (1999-2010). Questionnaire design. Retrieved May 16, 2011, from http://www.quickmba.com/marketing/research/qdesign/

Robert Woods Johnson Foundation. (2008). Qualitative research guidelines project: Observation. Retrieved May 16, 2011, from http://www.qualres.org/HomeObse-3594.html

Sildeshare.net. (n.d.). Key survey elements: Organization. Retrieved May 16, 2011, from http://www.slideshare.net/Shelly38/key-survey-elements-organization


http://www.slideshare.net/Shelly38/key-survey-elements-organization

http://www.slideshare.net/Shelly38/key-survey-elements-organization

http://www.qualres.org/HomeObse-3594.html

http://www.quickmba.com/marketing/research/qdesign/

http://www.qualitative-research.net/index.php/fqs/article/viewArticle/466/996

http://www.qualitative-research.net/index.php/fqs/article/viewArticle/466/996

http://www.customerthink.com/blog/guidelines_writing_effective_questionnaire

http://www.customerthink.com/blog/guidelines_writing_effective_questionnaire

http://www.custominsight.com/articles/effective-survey-questions.asp

http://www.custominsight.com/articles/effective-survey-questions.asp

http://www.surveysystem.com/sdesign.htm




PerformanceElement



Describe types of scales (including rating scales such as Likert scales, semantic differential scales, behavior intention scales; and ranking scales such as paired comparison, forced choice, and comparative scale) (IM:286)

Level Specialist


21st Century Skills

Critical Thinking and Problem Solving Skills 1; Communication & Collaboration 1; Information Literacy 1

Objectives a. Explain the use of scaling in marketing research.b. Distinguish between rating and ranking scales.c. Distinguish between nominal data and ordinal scales.d. Discuss when ordinal scales are used.e. Describe characteristics of interval rating scales.f. Distinguish between interval and ratio scales.g. Distinguish between continuous and itemized rating scales.h. Discuss types of itemized rating scales (e.g., Likert, semantic differential,

Stapel’s Scale, and multi dimensional scaling).i. Explain advantages/disadvantages of the types of itemized rating scales.j. Explain types of ranking scales (i.e., paired comparison, forced choice,

and comparative scale).

Sample Activity

Using the marketing research paper obtained from the Social Science Research Network at http://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&journal_id=334640, analyze the paper to determine whether the author used a rating scale. Determine the type of scale used and its appropriateness for the research problem.

Resources Textbooks Aaker, D.A., Kumar, V., & Day, G.S. (2007). Marketing research (9th ed.) [pp.

287-290, 300-302, 442]. Hoboken, NJ: John Wiley & Sons, Inc.Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research

(7th ed.) [pp. 250, 275-282]. Mason, OH: South-Western Cengage Learning.


Hair, J.F., Bush, R.P., & Ortinau, D.J. (2009). Marketing research in a digital information environment (4th ed.) [pp. 340-356, 370-384]. New York: McGraw-Hill Irwin.

Zikmund, W.G., & Babin, B. (2010). Essentials of marketing research (4th ed.) [pp. 240-266]. Mason, OH: South-Western Cengage Learning.

Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 329, 348-356]. Mason, OH: South-Western Cengage Learning.

Software/ Chapter 6: Standardized measurement and assessment. (n.d.) Retrieved May 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®




Online 5, 2011, from http://www.slideshare.net/kjhatzi/chapter-6-standardized-measurement-assessment-presentation

Chapter 8: Scales and attitude measurement (n.d.). Retrieved May 5, 2011, from http://www.scribd.com/doc/7179739/Scales-and-Attitude-Measurement#

exporters-sources.com (2011). Attitude measurement—Types of attitude rating scales. Retrieved May 5, 2011, from http://exporters-sources.com/attitude-measurement-types-of-attitude-rating-scales/

FAO Corporate Document Repository (n.d.) Chapter 3: Levels of measurement and scaling. Retrieved May 5, 2011, from http://www.fao.org/docrep/W3241E/w3241e04.htm#TopOfPage

Lecture seven--Measurement of variables: Operational definition and scales. (n.d.). Retrieved May 5, 2011, from http://www.slideshare.net/mehtabmr/lecture-07-2498485

Management Study Guide (1998-2011). Attitude scales—Rating scales to measure data. Retrieved May 5, 2011, from http://www.managementstudyguide.com/attitude-scales.htm

Parashar, Vivek (n.d.). Scaling. Retrieved May 5, 2011, from http://www.slideshare.net/looksvivek/scaling

Yadov, Kuldeep (n.d.). Attitude scales. Retrieved May 5, 2011, from http://www.slideshare.net/kuldeepatibs/attitude-scales-presentation


http://www.slideshare.net/kuldeepatibs/attitude-scales-presentation

http://www.slideshare.net/looksvivek/scaling

http://www.managementstudyguide.com/attitude-scales.htm

http://www.slideshare.net/mehtabmr/lecture-07-2498485

http://www.fao.org/docrep/W3241E/w3241e04.htm#TopOfPage

http://exporters-sources.com/attitude-measurement-types-of-attitude-rating-scales/

http://exporters-sources.com/attitude-measurement-types-of-attitude-rating-scales/

http://www.scribd.com/doc/7179739/Scales-and-Attitude-Measurement#

http://www.scribd.com/doc/7179739/Scales-and-Attitude-Measurement#

http://www.slideshare.net/kjhatzi/chapter-6-standardized-measurement-assessment-presentation

http://www.slideshare.net/kjhatzi/chapter-6-standardized-measurement-assessment-presentation




PerformanceElement



Explain key factors in building a clientele (SE:828, SE LAP 115) (SUPPLEMENTAL)

Level Specialist

SCANS Information 5-8; Interpersonal 11; Systems 15; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

Critical Thinking & Problem Solving 1, 5; Communication & Collaboration 1, 3; Social & Cross-Cultural Skills 1; Leadership & Responsibility 3

Objectives a. Identify company benefits of building a clientele.b. Identify salesperson benefits from building a clientele.c. Cite examples of costs that can be incurred by businesses for failing

to build a clientele.d. Identify attitudes of salespeople that help to build a clientele.e. Describe ways that salespeople exhibit a service attitude.f. Describe the activities of salespeople that can help to build a

clientele.

Sample Activity

Observe the activities of a local business to determine what activities the business uses to build its clientele. Record your observations. Discuss the responses with the class.

Resources LAP Marketing Education Resource Center (2007). Keep them loyal (Building

clientele) [LAP: SE-115]. Columbus, OH: Author.Marketing Education Resource Center (2007). Keep them loyal (Building

clientele): Instructor copy [LAP: SE-115]. Columbus, OH: Author.

Textbooks Anderson, R.E. & Dubinsky, A.J. (2004). Personal selling: Achieving customer satisfaction and loyalty (pp. 256-262). Boston: Houghton Mifflin Company.


Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 132-133, 504-505, 510].Boston: McGraw-Hill/Irwin.



Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 1, 9, 36-47]. Mason, OH: South-Western Cengage Learning.

Perreault, W. D., Cannon, J. P., & McCarthy, E. J. (2008). Basic 6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®


marketing: A marketing strategy planning approach (16th ed.) [pp. 399-400, 402]. Boston: McGraw-Hill/Irwin.

Workbooks/ Manuals


Software/ Online

Burchill, J. (2011). How to build stellar customer relationships. Retrieved May 3, 2011, from http://ezinearticles.com/?How-To-Build-Stellar-Client-Relationships&id=41289

BusinessKnowledgeSource.com. (2003-2010). How to use marketing strategies to build your clientele. Retrieved May 3, 2011, from http://www.businessknowledgesource.com/marketing/how_to_use_marketing_strategies_to_build_your_clientele_022686.html

Charles, C. (n.d.). 10 tips on building a loyal clientele. Retrieved May 3, 2011, from http://www.ideamarketers.com/?10_Tips_on_Building_a_Loyal_Clientele&articleid=287168

eHow Business Editor. (1999-2011). How to build a clientele. Retrieved May 3, 2011, from http://www.ehow.com/how_2060715_build-clientele.html

Marketing Education Resource Center. (2007). Keep them loyal (Building clientele) [LAP: SE-115: Presentation Software]. Columbus, OH: Author.

NetReal. (2002-2011). How to build and maintain customer loyalty. Retrieved May 3, 2011, from http://www.netreal.net/articles/customer-service/how-to-build-and-maintain-customer-loyalty.html


http://www.netreal.net/articles/customer-service/how-to-build-and-maintain-customer-loyalty.html

http://www.netreal.net/articles/customer-service/how-to-build-and-maintain-customer-loyalty.html

http://www.ehow.com/how_2060715_build-clientele.html

http://www.ehow.com/how_2060715_build-clientele.html

http://www.ideamarketers.com/?10_Tips_on_Building_a_Loyal_Clientele&articleid=287168

http://www.ideamarketers.com/?10_Tips_on_Building_a_Loyal_Clientele&articleid=287168

http://www.businessknowledgesource.com/marketing/how_to_use_marketing_strategies_to_build_your_clientele_022686.html

http://www.businessknowledgesource.com/marketing/how_to_use_marketing_strategies_to_build_your_clientele_022686.html

http://ezinearticles.com/?How-To-Build-Stellar-Client-Relationships&id=41289

http://ezinearticles.com/?How-To-Build-Stellar-Client-Relationships&id=41289




PerformanceElement



Explain business ethics in selling (SE:106, SE LAP 129)

Level Specialist


21st Century Skills

Leadership & Responsibility 3

Objectives a. Explain the importance of business ethics in selling.b. Describe ethical concerns of salespeople that deal with the

company.c. Explain ethical concerns of salespeople that deal with coworkers.d. Explain ethical concerns of salespeople that deal with

customers/clients.e. Describe ethical concerns of salespeople that deal with the

competition.f. Describe ethical concerns of employers in dealing with salespeople.

Sample Activity

Working in a group of three or four students, think of a salesperson you or a family member may have encountered who made you question his/her ethics in regard to selling. Prepare and present a report for the class on each instance and the principles violated.

Resources LAP Marketing Education Resource Center. (2007). Keep it real—in sales

(Selling ethics) [LAP: SE-129]. Columbus, OH: Author.Marketing Education Resource Center. (2007). Keep it real—in sales

(Selling ethics): Instructor copy [LAP: SE-129]. Columbus, OH: Author.




Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 139-140, 269, 271). Woodland Hills, CA: Glencoe/McGraw-Hill.


Ingram, T.N.; LaForge, R.W.; Avila, R.A.; Schwepker, C.H., Jr.; & Williams, M.R. (2008). Professional selling: A trust-based approach



(4th ed.) [pp. 45-51]. Mason, OH: Thomson/South-Western.


Workbooks/ Manuals


Software/ Online

Chapter 3: Ethical and legal considerations in selling. (n.d.). Retrieved May 19, 2011, from http://www-rohan.sdsu.edu/~renglish/377/notes/chapt03/index.htm

Direct Selling Association. (2010, June). DSA’s code of ethics. Retrieved May 19, 2011, from http://www.dsa.org/ethics/code/

Ethical and legal issues in selling. (n.d.). Retrieved May 19, 2011, from http://jobfunctions.bnet.com/thankyou.aspx?&scname=Sales+Regulations&docid=69551&view=69551

Ethics in selling. (n.d.). Retrieved May 19, 2011, from http://www.econ.iastate.edu/classes/econ336/Deiter/Responsibilities.ppt

Marketing Education Resource Center. (2007). Keep it real—in sales (Selling ethics) [LAP: SE-129: Presentation Software]. Columbus, OH: Author.


http://www.econ.iastate.edu/classes/econ336/Deiter/Responsibilities.ppt

http://www.econ.iastate.edu/classes/econ336/Deiter/Responsibilities.ppt

http://jobfunctions.bnet.com/thankyou.aspx?&scname=%0BSales+Regulations&docid=69551&view=69551


http://www.dsa.org/ethics/code/

http://www-rohan.sdsu.edu/~renglish/377/notes/chapt03/index.htm




PerformanceElement



Describe the use of technology in the selling function (SE:107) (SUPPLEMENTAL)

Level Specialist

SCANS Information 5-8; Systems 15; Technology 18-19; Basic Skills 1-2, 5-6; Thinking Skills 12

21st Century Skills

ICT Literacy 1, 2

Objectives a. Describe capabilities that the use of technology provides salespeople.b. Explain how technology impacts a salesperson’s planning skills.c. Describe how technology can impact a salesperson’s targeting skills.d. Discuss how technology can impact a salesperson’s presentation skills.e. Explain how technology can impact a salesperson’s ability to adapt or

tailor a sales presentation to a particular customer.f. Explain the use of Customer Relationship Management (CRM) software

in selling.g. Discuss the use of tablet PCs in selling.h. Explain the use of web-based visits between customers and sales staff.i. Describe the use of the Internet in sales administration activities.

Sample Activity

Listen to a professional salesperson or sales manager discuss the use of technology in selling. Record responses to the following questions:a. What technology is used in prospecting?b. How has the use of technology in selling changed in the past 10 years?c. What technology is used in demonstrating products to clients?d. What technology is used in processing clients’ orders?e. What technology is used in determining whether requested

models/brands are available?f. How has the use of technology affected the selling process?


satisfaction and loyalty (pp. 107-110, 325-326, 386-387). Boston: Houghton Mifflin Company.


Futrell, C.M. (2006). Fundamentals of selling: Customers for life through service (9th ed.) [pp. 129-130, 193-201, 359, 400]. New York: McGraw-Hill/Irwin.




Ingram, T.N.; LaForge, R.W.; Avila, R.A.; Schwepker, C.H., Jr.; & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 237-240, 242, 275-279]. Mason, OH: Thomson/South-Western.

Perreault, W.D., Jr.; Cannon, J.P.; & McCarthy, E.J. (2008). Basic Marketing: A marketing strategy planning approach (16th ed.) [pp. 406-409]. Burr Ridge, IL: McGraw-hill Irwin.

Workbooks/ Manuals


Software/ Online

Cadwell, A. (n.d.). Sales technology—Helping sales sell. Retrieved May 19, 2011, from http://www.kickstartall.com/documents/KS_Articles/SalesTechnology.html

Hammond, K. (2004). Using technology to sell. Retrieved May 19, 2011, from http://www.tamba.co.uk/expert-articles/expert-articles.asp?id=4

McMahon, T. (2010). Death of a salesman? Technology and selling. Retrieved May 19, 2011, from http://www.salesvantage.com/article/view.php?w=533&Death_of_a_Salesman_Technology_Selling/

Obringer, L.A. (1998-2011). Customer relationship management. Retrieved May 19, 2011, from http://communication.howstuffworks.com/sales-technique7.htm

Obringer, L.A. (1998-2011). Technology to enhance selling. Retrieved May 19, 2011, from http://communication.howstuffworks.com/sales-technique6.htm


http://communication.howstuffworks.com/sales-technique6.htm




http://www.salesvantage.com/article/view.php?w=533&Death_of_a_Salesman_Technology_Selling/

http://www.salesvantage.com/article/view.php?w=533&Death_of_a_Salesman_Technology_Selling/

http://www.tamba.co.uk/expert-articles/expert-articles.asp?id=4

http://www.kickstartall.com/documents/KS_Articles/SalesTechnology.html




PerformanceElement



Describe the nature of selling regulations (SE:108) (SUPPLEMENTAL)

Level Specialist


21st Century Skills


Objectives a. Identify reasons that sales activities are regulated.b. Describe unfair or deceptive sales practices that are regulated.c. Explain state and federal regulations that affect sales activities.

Sample Activity

Access the Federal Trade Commission’s web site at http://www.ftc.gov, and use its links to research five selling regulations currently affecting business sales activities. Write a short report that explains each of the regulations, and submit it to the teacher.


584). Mason, OH: South-Western Cengage Learning.Burrow, J.L. (2006). Marketing (2nd ed.) [p. 45]. Mason, OH:



Farese, L.S.; Kimbrell, G.; & Woloszyk, C.A. (2009). Marketing essentials (pp. 139-140, 269, 271). Woodland Hills, CA: Glencoe/McGraw-Hill.


Ingram, T.N.; LaForge, R.W.; Avila, R.A.; Schwepker, C.H., Jr.; & Williams, M.R. (2008). Professional selling: A trust-based approach (4th ed.) [pp. 45-51]. Mason, OH: Thomson/South-Western.


Workbooks/ Manuals


Software/ Online

ABA Section of Business Law. (n.d.). Selling out of state and internationally. Retrieved May 19, 2011, from http://www.safeselling.org/international.shtml


http://www.safeselling.org/international.shtml

http://www.ftc.gov/


Chapter 3: Ethical and legal considerations in selling. (n.d.). Retrieved May 19, 2011, from http://www-rohan.sdsu.edu/~renglish/377/notes/chapt03/index.htm

Encyclopedia of everyday law. (2011). Deceptive sales practices. Retrieved May 19, 2011, from http://www.enotes.com/everyday-law-encyclopedia/deceptive-trade-practices

Ethical and legal issues in selling. (n.d.). Retrieved May 19, 2011, from http://jobfunctions.bnet.com/thankyou.aspx?&scname=Sales+Regulations&docid=69551&view=69551

Jackson, J.B. (2006). Legal issues and selling. Retrieved May 19, 2011, from http://ezinearticles.com/?Legal-Issues-and-Selling&id=675026


http://ezinearticles.com/?Legal-Issues-and-Selling&id=675026



http://www.enotes.com/everyday-law-encyclopedia/deceptive-trade-practices

http://www.enotes.com/everyday-law-encyclopedia/deceptive-trade-practices

http://www-rohan.sdsu.edu/~renglish/377/notes/chapt03/index.htm

Using Project-Based Learning and Projects

Section 6


Section 6 Using Project-Based Learning Page 6-2

Overview Project-Based Learning Research

Many studies support the importance of project-based learning. Some areas that have been investigated include learning content within a relevant context, meeting the needs of different styles of learners, and inquiry as a foundation for life-long learning. Numerous sources for research are cited in this appendix. These sources have been divided into sections identifying where the source was found. Many were on the websites of nonprofit organizations dedicated to project-based learning and/or to educational advancement. Be sure to periodically check these websites (listed at the start of each section) for new research on this up-and-coming field.

Resources ▪ Compiled by Novel Approach Consulting Group,

Grant, M. (2002). Getting a Grip on Project-Based Learning Theory, Cases and Recommendations. Meridien (5):1. Overview: This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science.

Gubels, D; Dochy, F.; Van Den Bossche, P.; & Segers, M. (2005). Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment. Review of Education Research. (75):1 Overview: This is a rigorous meta-analysis of dozens of studies. While it focuses on assessment in particular, it does provide readers with a few defining principles of PBL.

Wolff, S. (2002). Design Features for Project-Based Learning. Design Share.Com (2002). http://www.designshare.com/Research/Wolff/Project_Learning.htm. Accessed 8-14-05. Overview: This publication is a condensed version of a doctoral research study by Susan Wolff entitled "Relationships among People and Spaces: Design Features for the Optimal Collaborative, Project-Based Learning Experience." Although the study was directed primarily at the community college level, the findings of the study are pertinent to all levels of education and have implications for physical learning environments for other types of active learning processes. The findings from the study included a synthesis of 32 design features of the physical learning environment that support and enhance collaborative, project-based learning.


http://www.designshare.com/Research/Wolff/Project_Learning.htm

http://www.ncsu.edu/meridian/win2002/514/

http://www.ncsu.edu/meridian/win2002/514/


▪ Compiled by Edutopia Staff , http://www.edutopia.org/project-based- learning-research published 11/1/2001

A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects. Following are synopses of a range of studies on project-based learning:

British Math StudyA three-year 1997 study (To view this study, you must be a registered user on the Edweek site. Registration is free.) of two British secondary schools -- one that used open-ended projects and one that used more traditional, direct instruction -- found striking differences in understanding and standardized achievement data in mathematics. The study by Jo Boaler, now associate professor of education at Stanford University, found that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.

Challenge 2000In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving. The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers. The project conducted a performance assessment designed to measure students' skills in constructing a presentation aimed at a particular audience. Students from Multimedia Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers: student content, attention to audience, and design. The Multimedia Project involves completing one to four interdisciplinary multimedia projects a year that integrate real-world issues and practices.

Cognition and Technology GroupA 1992 study of 700 students from 11 school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year. The study, by the Cognition and Technology Group at Vanderbilt University, examined student competence in basic math, word problems, planning capabilities, attitudes, and teacher feedback. Students who had experience in the project work performed better in all categories. The study appeared in Educational Psychologist, 27 (3): 291-315.

Co-nectA 1999 study by the Center for Research in Educational Policy at the University of Memphis and University of Tennessee at Knoxville found that students using the Co-nect program, which emphasizes project-based learning and technology, improved test scores in all subject areas over a two-year period on the Tennessee Value-Added Assessment System. The Co-nect schools outperformed control schools by 26 percent.


http://www.edweek.org/register/

http://www.edutopia.org/project-based-learning-research

http://www.edutopia.org/project-based-learning-research

http://www.edutopia.org/edutopia-staff


Does It Compute?Analyzing data from the math portion of the 1996 National Assessment of Educational Progress test given to students nationwide, Educational Testing Services researcher Harold Wenglinsky found that the effectiveness of computers in the classroom depended on how they were used. In his report, "Does It Compute?" Wenglinsky found that if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased. Data were drawn from the samples of 6,227 fourth graders and 7,146 eighth graders.

Expeditionary Learning Outward BoundThree elementary schools in Dubuque, Iowa, showed significant test score gains after incorporating the Expeditionary Learning Outward Bound (ELOB) program. At ELOB schools, students conduct three-to-six-month-long studies of a single topic with an emphasis on learning by doing. After two years in the program, two of the three schools advanced from "well below average" to "well above the district average" on the Iowa Test of Basic Skills. One elementary school raised its average score from the 39th to the 80th percentile. After four years in the program, student scores were "above the district average in almost every area." Separate analyses showed similar test score gains in ELOB programs in Denver, Boston, and Portland, Maine.

LaptopsSince 1996, ROCKMAN ET AL, an independent research firm in San Francisco, has studied the impact of widespread use of laptop technology on teaching and learning. The focus of the firm's multiyear studies has been on dozens of public and private K-12 schools participating in a pilot laptop program sponsored jointly by the Microsoft and Toshiba corporations. Through both observation and feedback from laptop-using teachers and students, researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning.

In a 1998 report, researchers note that three-fourths of the teachers who participated in a ROCKMAN ET AL survey reported that project-based instruction had increased since the introduction of the laptops in their classrooms. Among the many reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills.

Laptop-using students also performed better on a ROCKMAN ET AL-administered writing examination. The research firm did not, however, identify significant differences in the standardized test scores of laptop-using students. Researchers offered two possible explanations for the lack of significant improvement in this area: 1. Standardized tests are not designed to reflect the types of learning that laptops support. 2. Because the students had been using their laptops for less than two years, it might have been too soon to see noticeable gains in areas that are covered by standardized tests.


http://www.elob.org/

http://www.ets.org/research/policy_research_reports/pic-technology

http://www.ets.org/research/policy_research_reports/pic-technology


Successful School RestructuringA five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions: 1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations. 2. Students must use disciplined inquiry. 3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry. Researchers analyzed data from more than 1,500 elementary, middle, and high schools and conducted field studies in 44 schools in 16 states between 1990 and 1995.

Research Supporting Project-Based LearningProject-based learning is a versatile approach to instruction that can readily be used in conjunction with other approaches. Teachers who make extensive use of project-based learning are blending a number of educational ideas—each supported by substantial research. This section contains very brief summaries of some of the areas of educational research that underlie project-based learning.

Constructivism is a widely supported educational theory that rests on the idea that students create their own knowledge in the context of their own experiences (Fosnot, 1996). Constructivism focuses on students being actively engaged in "doing," rather than passively engaged in "receiving" knowledge. Project-based learning can be viewed as one approach to creating learning environments in which students construct personal knowledge.

Howard Gardner and David Perkins are the co-directors of Project Zero at Harvard University, a large and long-continuing project that conducts research on ways to improve content, pedagogy, and assessment in education. Howard Gardner's theory of multiple intelligences, first put forth in 1983, supports the need for personalization of schooling (Gardner, 1995). He argues that each person has a number of different types of intelligence. For example, people have musical intelligence, linguistic intelligence, and logical-mathematical intelligence. Through appropriate training and experience, these various intelligences can be enhanced—a person can develop his or her own individual potentials. Gardner strongly supports the use of project-based learning as one approach to creating a learning environment that enhances each student's multiple intelligences.In his 1992 book, Smart Schools, David Perkins analyzes a number of different educational theories and approaches to education. His analysis is strongly supportive of Gardner's theory of multiple intelligences. Perkins' book contains extensive research-based evidence that education can be considerably improved by more explicit and appropriate teaching for transfer, focusing on higher-order cognitive skills, and the use of project-based learning.

Inquiry-based learning, or discovery-based learning, often involves hypothesis generation and testing. The emphasis may be on discovering specific facts or on developing a higher-order understanding of the topic and ideas being explored. Students are encouraged to develop curiosity as a habit, and to approach all learning with a disposition toward questioning and systematic investigation. Research indicates that hands-on, inquiry-based instruction is generally more effective than traditional didactic presentation in improving problem solving ability



in particular subject domains (Helgeson, 1992, p. 53). Project-based learning often makes use of inquiry-based teaching methods.Project-based learning frequently includes teams of students engaged in cooperative learning and collaborative problem solving as they work to complete a project. Cooperative learning has been shown to be effective in improving academic and social skills; however, successful cooperative learning requires careful organization, and sometimes explicit training in collaboration and communication (Johnson, 1986; Johnson & Johnson, 1989). Project-based learning provides an authentic environment in which teachers can facilitate students increasing their skills in cooperative learning and collaborative problem solving.

One can draw a parallel between project-based learning and process writing. Many teachers are familiar with presenting writing as a process, and are aware that the steps of process writing—brainstorming, organizing ideas, developing a draft, obtaining feedback, revising, and publishing—are similar to those required in many other creative projects. In many cases, reports or computer-aided presentations created through process writing constitute a project's final product.

Additional support for project-based learning can be found in the various "standards" reports that have been developed by organizations such as the National Academy of Sciences and the National Council of Teachers of Mathematics. Such reports stress the need for students being engaged in authentic and multidisciplinary tasks—which are hallmarks of many project-based learning environments.

Managing Project Based Learning:Principles from the FieldJohn R. Mergendoller, Ph.D. ([email protected])Buck Institute for Education18 Commercial BoulevardNovato, California 94949

AbstractThis investigation describes classroom management techniques used by teachers who were expert in the use of project-based learning instructional strategies. The authors interviewed 12 teachers, and subjected their descriptions of classroom practice to a qualitative analysis. Fifty-three classroom management principles emerged, grouped under seven themes and 18 sub-themes. Themes included: Time Management, Getting Started, Establishing a Culture that Stresses Student Self-Management, Managing Student Groups, Working with Others Outside the Classroom, Getting The Most Out of Technological Resources, and Assessing Students and Evaluating Projects. Researchers are encouraged to include the wisdom of experienced teachers in future research on effective classroom practices.

For complete article, visit http://www.bie.org/research/study/principles_from_the_field


http://www.bie.org/research/study/principles_from_the_field

Section 6 Projects for Marketing Principles Page 6-7

Introductionto Projects

Instead of using traditional classroom instructional methods (i.e., lectures), teachers can incorporate hands-on projects that become the instructional method through which students acquire understanding of the content. To that end, learning outcomes from various instructional areas are grouped together as the curricular backbone of several projects that could be incorporated into the Marketing Principles course. Students may address these learning outcomes simultaneously, rather than in the sequential manner occurring in traditional courses. The learning outcomes, therefore, are not specified for coverage during a specific week of the semester, but are tied to projects and can be acquired at any point during the project.

In addition to the performance indicators addressed in each project, additional components are included to guide instruction. These components include:♦ Project Title

Each project is identified with a project title that captures the intent of the activity. The three project titles in the Marketing Principles course guide are:

Don’t Be Such an OxymoronTick Tock, Tech TalkMascot Mystery

♦ TimeframeA number of weeks for each project is specified to guide teachers in allocating class time for students to master the performance indicators and complete all project activities. The timeframes are flexible to allow teachers leeway with scheduling.

♦ BriefingsFor some topics, instructors should provide mini-lectures, referred to as Briefings. A topical outline for each Briefing is provided following each project.

♦ Driving QuestionsEach project addresses a “driving question” that encapsulates the purpose of the activity, the problem to be solved, or the question to be answered.

♦ Entry EventsTo catch students’ attention and get them interested in the projects, an entry event has been recommended for each project. When appropriate, alternative ideas are provided for instructors to select what would be of most interest to their students and most feasible to implement at the local level.

♦ CheckpointsThese represent the various opportunities for student assessment: deliverables, quizzes, tests, and exams. Rubrics to support assessment appear after each project.

♦ ReflectionsResearch indicates that student learning is enhanced when students are given time to reflect on what they have learned. To that end, topics for reflection have been identified. Instructors should identify additional opportunities for reflection.

♦ Teacher TipsReminders and information needed for project implementation are provided in Teacher Tips at the end of each project.

Instructors should make every effort to adhere to the timeframe specified so that students have adequate time to master the performance indicators associated with projects and briefings.



Project 1 Don’t Be Such an Oxymoron

Overview In this project, students will develop an understanding of the marketing functions—channel management, marketing-information management, pricing, product/service management, promotion, and selling. Each student will conduct secondary research to develop a rough draft of a marketing “handbook” which contains a description and pictures of each marketing function as well as a discussion of legal and ethical issues for each function. After the individual rough drafts are completed, team members will compare their rough drafts to develop a final draft of the handbook for their team. Each team has the opportunity to choose the form of their handbook (e.g., word document, presentation, video, etc.), as long as the handbook can be delivered digitally. After completing their final draft, each team will send its work electronically to a college marketing professor who will select the best, most accurate marketing handbook. That handbook will then be distributed to college students.

Timeframe 3-4 weeks


Students should master the following performance indicators during the project through their research efforts or through briefings, identified with asterisks. The page numbers for the planning guide sheets are cited after each statement. Explain marketing and its importance in a global economy (MK:001,

MK LAP 4) (CS) (p. 5-3)* Describe marketing functions and related activities (MK:002, MK LAP 1) (CS)

(p. 5-5)* Explain the nature and scope of channel management (CM:001, CM LAP 2)

(CS) (p. 5-95) Explain legal considerations in channel management (CM:005) (SP) (p. 5-103)

(SUPPLEMENTAL) Describe ethical considerations in channel management (CM:006) (SP)

(p. 5-105) (SUPPLEMENTAL) Explain the nature and scope of the marketing information management

function (IM:001, IM LAP 2) (SP) (p. 5-133) Explain the role of ethics in marketing-information management (IM:025) (SP)

(p. 5-135) (SUPPLEMENTAL) Explain the nature and scope of the pricing function (PI:001, PI LAP 2) (SP)

(p. 5-85) Describe the role of business ethics in pricing (PI:015) (SP) (p. 5-87) Explain legal considerations for pricing (PI:017) (SP) (p. 5-91) Explain the nature and scope of the product/service management function

(PM:001, PM LAP 17) (SP) (p. 5-66) Explain business ethics in product/service management (PM:040) (SP)

(p. 5-72) Identify consumer protection provisions of appropriate agencies (PM:017) (SP)

(p. 5-74) (SUPPLEMENTAL) Explain the role of promotion as a marketing function (PR:001, PR LAP 2) (CS)

(p. 5-109) Describe the use of business ethics in promotion (PR:099) (SP) (p. 5-115) Describe the regulation of promotion (PR:101) (SP) (p. 5-119) Explain the nature and scope of the selling function (SE:017, SE LAP 117)

(CS) (p. 5-21) Explain business ethics in selling (SE:106, SE LAP 129) (SP) (p. 5-160) Describe the nature of selling regulations (SE:108) (SP) (p. 5-164)



(SUPPLEMENTAL)

Project 1 Don’t Be Such an Oxymoron (cont’d)

Briefings To augment the project, briefings should be provided. Content for the briefings is provided on the page numbers identified after each topic.

Topic Briefing

Group ContractsProject PlansAn Introduction to Marketing & Marketing Functions

p. 6-11p. 6-14p. 6-19

Entry Event Display examples of oxymorons, and ask students what they have in common. Examples include:Cold heatHell’s AngelsJumbo shrimpOriginal copyExact estimate

Explain that they are examples of oxymorons. Ask the driving question.

Driving Question

Is ethics in marketing an oxymoron?

Checkpoints Details Assessment



Group Contract Each team develops a contract for how the team will operate, including how to handle conflict and consequences for team members that don’t participate. A sample group contract is provided on page 6-12.

Complete/Incomplete

Project Plan Team develops a written project plan to be used as a guide for completing tasks within the project. A sample project plan is provided on page 6-15, and a blank project plan form is provided on page 6-17.

Developing a Project Plan Rubric (p. 6-21)

Rough Draft ofIndividual’sMarketingHandbook

Each team determines what medium it wants to use for its marketing handbook. The handbook could be in the form of a Word document, a Power Point presentation, a video, etc., as long as the final draft can be delivered digitally. Then, each student develops a rough draft of her/his marketing handbook. Keep in mind that the intended audience is entry-level college marketing students, and the handbook serves as a teaching tool for them. The handbook contains a description and pictures of each marketing function, as well as a discussion of ethical and legal issues associated with each marketing function. The handbook should have a public service announcement (PSA) “feel” to it. For examples of PSAs, visit http://www.adcouncil.org/gallery.html

Complete/Incomplete

Project 1 Don’t Be Such an Oxymoron (cont’d)


http://www.adcouncil.org/gallery.html


Final Draft of Group’s Marketing Handbook

After each team member has finished his/her rough draft of the marketing handbook, team members will compare their work to create a final version of the marketing handbook for their team. The team should create the final draft using the medium that they chose early in the project. After completing their final product, each team will e-mail their handbook to their teacher and to a college marketing professor. The college professor will select the best team handbook from the class, and that handbook will be distributed to college students in introductory marketing courses.

Marketing Handbook Rubric (p. 6-23)

Teacher Tips The following tips are offered to aid in project implementation: Encourage students to be creative when determining

what form their team’s final product will be. Offer them a variety of software programs to choose from (e.g., word processing, presentation, desktop publishing, etc.) and make digital cameras and video cameras available to the students.

Invite the college marketing professor to class to kickoff and to conclude this project. Knowing that their final product will be seen and used by college students will push students to excel.



Topic Group Contracts

Key Points Explain the purpose of group contracts.To provide a foundation for how each group will function, addressing how problems will be handled

Identify components of group contracts.Members’ NamesGroup Constitution

Absence PolicyWork PolicyLeadership PolicyWork EthicsMember DismissalSignatures

Ask students to brainstorm ideas for other possible components of group contracts.

Optional: Provide sample for review (pp. 6-12-6-13).NOTE: Providing students with a sample group contract may hinder creativity during the group contract development process, since some students will be tempted to copy the sample rather than write their own original group contract.

Discuss skills needed to set up group contracts.Communication skillsNegotiation skillsAnticipation of potential problemsProblem-solving skills


Section 6 Page 6-13

GROUP CONTRACT

MembersCarlie, Otis, Neff, Rennie, Joe, Vince

Group Constitution

Forward: This contract is a binding legal document and governs the group until the assigned project deadline. If the group separates, or a member is fired, the basic contract laws remain intact for both parties. However, being fired may cause work responsibilities to shift.

Article I: Absence Policy

a. If a group member will be absent on a day in which work is due, they must tell another group member a day in advance and have all work that they are responsible for turned in. All group members must stick to the provided agenda to have the assignments completed on time. If there will be an unexpected absence, the group member is to complete the work from home and email another group member to let them know they are gone for the day.

b. Group members will contact one another if they are absent for any amount of period during the time allotted for working on the projects.

Article II: Work Policy

a. Any member that is mentally or physically disabled and can prove that they cannot complete the work assigned to them alone may acquire assistance from other group members to help complete it. This will only apply for work that is group work and not individual work, and work will only be finished by that group member, and the assisting group member will not write it.

b. Each group member will work to the best of their ability, making sure the completed work is up to standards, and that they complete it with punctuality.

c. If a group member commits plagiarism, they are solely responsible and incur the punishment on their own.

Article III: Leadership

a. At the beginning of the project, a leader will be voted upon democratically. If a group member is absent at the time of voting, they waive their right to participate in voting. The person who wins the most votes becomes the leader. If there is an unclear outcome (same number of votes for different people), the group will have no leader until one can be chosen by a revote.

b. By being elected leader, the person must perform the following duties:

1. Organize group meetings.2. Create and enforce a group agenda to govern group progress.3. Organize any out-of-school project efforts.4. Provide communication between group members in order to help individuals work towards the

project goal.

If they fail to perform these duties, or another person is also carrying them out, a revote may be taken to determine whether to obtain a new leader.


Section 6 Page 6-14

Article IV: Work Ethics

a. If a group member does not complete work they were assigned, the punishment for the infringement will be of detriment solely to the group member at fault. No negative grading shall be given to any other group members.

Article V: Member Dismissal

a. The following conducts will result in a group member being able to be dismissed:i. Incomplete or missing group workii. Plagiarism or any form of cheatingiii. If group member decides to leave under his or her own will

b. Any group member leaving under their own will may submit all their own work, while the other group members may not. Any group member fired for breaking any of the conducts under Article V-a (i-iii) will have their work taken from their possession to be used at the discretion of the original group, but not for the individual being fired. In addition, any fired member may not use any work completed by other group members, subject to punishment under Article 2-c.

c. If a group member leaves under the stipulation of Article V-a, they retain all the work they have already provided for the group. The original group cannot use this work or it is subject to punishment under Article 2-c.

Article VI: Signature

By signing this contract, the following group members abide to the articles above. If any member fails to abide by the articles of this contract, they may be fired from the group given at least a 50% vote in favor of firing the individual.

Signatures:

Source: Novel Approach Consulting Group, www.novelapproachpbl.com



Topic Group Project Plan

Key Points Explain the purpose of a project plan.To ensure that all participants know and understand their roles and responsibilities in projects and when their work is due

Identify the components of a project plan.Project objectiveTasks to be completedResources neededDue dates for each taskResponsibility for each taskStatus

Provide sample of project plan.

Suggest techniques for creating group project plan.

Ask each group to complete a project plan after the details of the project have been explained by the instructor and discussed as a class.

Explain that each group should create its own project plan with all members participating in the process.

Encourage group members to sign the project plan to encourage accountability.

Let students know that the project plan can also be used to report project status to the instructor on a weekly basis. (Determine whether you want students to submit weekly status reports using the project plan).


Section 6 Page 6-16

PROJECT MANAGEMENT PLAN - Sample

This document serves two purposes in every project:A) Project planning guideB) Project status report

Instructions: Each team works together to determine

o Project objectiveo Tasks to be completed for a successful fulfillment of the project objectiveo Resources needed to complete each task (if any)o Person(s) responsible for completing each tasko Due date for each task

The first four columns of the table below (task, responsible, resources, and due date) serve as the guiding document through the end of the project. Make one copy of the table per week the project lasts (for a five-week project, make five copies)

At the end of each week, use one copy to fill in the last three columns of the table. This serves as a weekly status report for your teacher.

Members of my group Hannah, Cole, Zoe, BryceProject Name: Spanish Club Recruitment Brochure

Project Objective: Design an informative brochure for 9-11 graders that will raise their interest in joining the Spanish Club and direct them to get more information from Mrs. Gonzalez. Design must be ready-to-print in four weeks.

Task Who Is Responsible

Resources Needed

Due Status Date turned in

Initial meeting with Mrs. Gonzalez: gather information on club projects, requirements, etc., as well as brochure details (color? photos? etc.)

Team n/a Wk 1

Attend Spanish Club meeting. Interview current club members & take digital pictures

Cole & Zoe Digital camera

Wk 1

Check printing costs at 3 print shops Hannah n/a Wk 1

Team meeting: update on week’s tasks

Team n/a Wk 1


Section 6 Page 6-17


Resources Needed


Questionnaire developed, distributed, and results compiled to determine why students would join Spanish Club

Team n/a Wk 2

Create pencil sketch of brochure Bryce n/a Wk 2

Team comments on pencil sketch and changes made as needed

Team n/a Wk 2


Team n/a Wk 2

Pencil sketch to Mrs. Gonzalez for comments

Bryce n/a Wk 3

Pencil sketch changes made and resubmitted to Mrs. Gonzalez

Bryce n/a Wk 3

Quotes obtained from Spanish Club members as needed

Zoe n/a Wk 3

First draft of brochure completed in Microsoft Publisher

Hannah & Cole

Microsoft Publisher

Wk 3


Team n/a Wk 3

Comments from team and changes made as needed

Team n/a Wk 4

Submitted to Mrs. Gonzalez mid-week to allow time for changes if needed

Team n/a Wk 4

Final to Mrs. Gonzalez Team n/a Wk 4

Team Signatures:

__Hannah________________________

__Cole_______________________

__Bryce_______________________ __ZOË____________________


Section 6 Page 6-18

PROJECT MANAGEMENT PLAN

This document serves two purposes in every project:A) Project planning guideB) Project status report

Instructions: Each team works together to determine

o Project objectiveo Tasks to be completed for a successful fulfillment of the project objectiveo Resources needed to complete each task (if any)o Person(s) responsible for completing each tasko Due date for each task

The first four columns of the table below (task, responsible, resources, and due date) serve as the guiding document through the end of the project. Make one copy of the table per week the project lasts (for a five-week project, make five copies)

At the end of each week, use one copy to fill in the last three columns of the table. This serves as a weekly status report for your teacher.

Members of my group

Project Name:

Project Objective:


Resources Needed


Check off box


Section 6 Page 6-19


Resources Needed


Check off box

Team Signatures:

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________



Topic Marketing and Its Importance and Marketing Functions

Key Points Define marketing.

Identify marketing activities. 1. Planning2. Pricing3. Promoting4. Distributing

Explain that marketing can take place wherever customers are.

Categorize items that are marketed.1. Goods

a. Durableb. Nondurable

2. Services3. Organizations4. Places5. Ideas6. People

Define marketing concept. Marketing concept defined: a philosophy of conducting business that is based on the belief that all business activities should be aimed toward satisfying consumer wants and needs while achieving company goals

Explain the elements of the marketing concept. 1. Customer orientation: Do it their way.2. Company commitment: Do it better. 3. Company goals: Do it with success in mind.

Explain the role of marketing in a private enterprise system.1. Marketing fits into every facet of our lives.2. Marketing provides benefits that make our lives better, promote using

natural resources more wisely, and encourage international trade.3. Without marketing, we would be forced to be self-sufficient.

Explain how marketing benefits our society. 1. Makes our lives better.2. Promotes using the earth’s resources more wisely.3. Encourages trade between nations.

Describe ways in which consumers and businesses would be affected if marketing did not exist. 1. Without marketing, our nation would have difficulty linking producers

with customers.2. Without marketing, our own routines would be different because

marketing shapes even the little things we do.



Topic Marketing and Its Importance and Marketing Functions (cont’d)

Explain that marketing functions are interrelated activities that must work together to get goods and services from producers to customers.

Key Points Explain that the six marketing functions must work together to attract target customers to the business.

Describe the six marketing functions.

1. Channel management involves identifying, selecting, monitoring, and evaluating sales channels

2. Marketing-information management involves gathering, accessing, synthesizing, evaluating, and disseminating information.

3. Pricing involves determining and adjusting prices to maximize return and meet customers’ perceptions of value.

4. Product/Service management involves obtaining, developing, maintaining, and improving a product or service mix in response to market opportunities.

5. Promotion involves communicating information about goods, services, images, and/or ideas to achieve a desired outcome.

6. Selling involves determining client needs and wants and responding through planned, personalized communication that influences purchase decisions and enhances future business opportunities.

Discuss the importance of each marketing function.1. Channel management

a. Determines who will offer products and where they will be offeredb. Develops relationships with channel membersc. Assesses quality of vendor performance

2. Marketing-information managementa. Provides data that can be used for business decision-makingb. Provides data about effectiveness of marketing effortsc. Provides data about customer satisfaction, customer loyalty, needs, and wants

3. Pricinga. Establishes products’ pricesb. Determines whether prices need to be adjustedc. Sets policies and objectives for prices

4. Product/service managementa. Helps to determine which products a business will offer and in what quantitiesb. Aids in determining and developing a company’s/product’s imagec. Provides direction for other marketing activities based on changes in a

product’s life cycle5. Promotion

a. Reminds customers about products/businessesb. Informs customers about products/businessesc. Persuades customers about products/businesses

6. Sellinga. Creates a following of loyal customersb. Completes the exchange transactionc. Provides services for customers


Rubric: Developing a Project Plan

Criteria Professional Experienced Developing Novice

Content

The information communicated by the project plan

40 points

All components of the project plan were complete and in writing.

All components of the project plan were addressed in writing, but some aspects needed further description.

Most of the project plan’s components were in writing; the missing elements diminished the plan’s effectiveness.

Many of the project plan’s components lacked sufficient detail to take action or were missing altogether.

The project plan’s objective gave a clear, compre-hensive description of the project’s scope and schedule.

The project plan’s objective gave a clear description for the most part, but one of the items needed some clarification.

The project plan’s objective descriptions were difficult to follow/understand.

The project plan’s objectives were neither attainable nor measurable.

Needed resources were clearly identified.

Most resources were clearly identified.

Some critically needed resources were not identified.

Needed resources were too incomplete or were missing altogether.

The project plan contained specific activities/tasks.

For the most part, the project plan contained specific activities/tasks.

The project plan did not specifically contain all activities/tasks.

The project plan contained very few activities/tasks.

The project plan clearly specified persons responsible for each task.

For the most part, the project plan specified persons responsible for each task.

The project plan did not clearly specify persons responsible for each task.

The project plan did not specify persons responsible for each task.

The project plan contained specific deadlines.

For the most part, the project plan contained specific deadlines.

The project plan did not contain specific deadlines.

The project plan did not contain deadlines.

The project plan included easy-to-follow table or sequence-of-events flow chart.

The project plan included table or sequence-of-events flow chart, but some sections were not easy to follow.

The project plan included table or sequence-of-events flow chart, but it was too broad; important, smaller steps were omitted.

The project plan omitted table or flow chart; did not list sequence-of-events.

Marketing Principles Course Guide Page 6-22Copyright 2012, MBA Research and Curriculum Center®

Rubric: Developing a Project Plan


Appropriateness

Suitability; compatibility of one part of the plan with all other parts

35 points

The project plan’s objective was clear, attainable, and measurable.

The project plan’s objective was clear and measurable, but difficult to attain.

The project plan’s objective was stated in measurable terms.

The project plan’s objective was unclear and not stated in measurable terms.

All activities were logically sequenced and supported the project plan’s objective.

Most activities were logically sequenced and supported the project plan’s objective.

Several activities had gaps in sequence, were not in logical order, and/or did not support the project plan’s objective.

The sequence of activities made no sense and did not support the project plan’s objective.

Individual activity deadlines were realistic for achieving goals.

Most individual activity deadlines were realistic for achieving goals.

Several individual activity deadlines were not realistic for achieving goals.

Most individual activity deadlines were totally unreasonable.

Organization

How the information is put together; the flow of the project plan

10 points

Main points were easy to follow and logical with points building on each other.

Main points were generally easy to follow and logical.

Main points were generally logical but difficult to follow.

Main points were so difficult to follow that their logic could not be determined, or they were illogical.

Communication Skills

Ability to express oneself so as to be understood by others

15 points

Ideas were expressed clearly in language that was easy to understand.

Ideas were expressed clearly with only a few words being difficult to understand.

Both ideas and words required much effort to understand.

Ideas were vague and elusive, and language was difficult to understand.

The project plan was neat, grammatically correct, and error-free.

The project plan was neat but contained minor errors that did not detract from the total plan.

The project plan contained some spelling and gram-matical errors that were distracting.

The project plan was messy, with many errors in spelling and grammar.


Rubric: Marketing Handbook


Content

The ethical and legal issues associated with channel management, marketing-information management, market planning, pricing, product/ service management, promotion, and selling

40 points

Legal issues were current, fully supported by research, and addressed all marketing functions.

Legal issues were current and addressed all marketing functions but lacked supporting documentation in a few cases.

Legal issues were current and addressed all marketing functions, but not supporting documentation was provided.

Legal issues were not provided for all marketing functions, and they lacked supporting documentation..

Ethical issues were current, fully supported by research, and addressed all marketing functions.

Ethical issues were current and addressed all marketing functions but lacked supporting documentation in a few cases.

Ethical issues were current and addressed all marketing functions, but no supporting documentation was provided.

Ethical issues were not provided for all marketing functions, and they lacked supporting documentation.

Communication


30 points

Ideas were expressed clearly in the audience’s own language and were easy to understand.


Both ideas and words required effort to understand.


Visual aids and sound effects supported, focused, clarified, and reinforced information given.

Visual aids and sound effects added some support to the information given.

Visual aids and sound effects were related to the information given, but did not clarify or reinforce it.

Visual aids and sound effects detracted from the presentation raising many questions.

Report was neat, grammatically correct, and error-free.

Report was neat but contained minor errors that did not detract from total report.

Report contained slight smudges, blurred letters, and grammatical errors that were distracting.

Report was messy, with many errors in spelling and grammar.

Message was personal for the intended audience, delivered a core thought, and grabbed their attention with the first sentence.

Message was personal for the intended audience, delivered a core thought, but failed to immediately catch their attention.

Message was personalized for the intended audience and attracted their attention, but delivered several ideas rather than a core idea.

Message was untargeted, rambling, and failed to attract attention.


Rubric: Marketing Handbook


Organization

How the information is put together; the flow of the marketing handbook as public service announcements

30 points

Main points were easy to follow and logical with points building on each other.


Main points were logical but difficult to follow.


Sections were clearly identified and titled, and material was easily located.

Sections were clearly identified and title; only a few items were difficult to locate.

Some sections were not identified or titled, and several items were difficult to locate.

Sections ran together or were not identified or titled; and material was difficult to locate.

Supporting documentation was complete and clearly presented so that the media would know when and for how long to run the public service announcement.

Supporting documentation was clearly labeled, but some items were missing.

Some supporting documentation was missing, and some was inaccurately labeled.

Supporting documentation was not provided.

Number of words in the public service announcement was appropriately targeted for the designated timeframe (i.e., 20-25 words for 10 seconds, 30-35 words for 15 seconds, 40-50 words for 20 seconds, or 60-75 words for 30 seconds).

Number of words in the public service announcement were slightly above/below the number designated for the timeframe but could fit the parameters without damaging the message’s clarity.

Number of words in the public service announcement was slightly above/below the number designated for the timeframe, and the message’s clarity was slightly hindered.

Number of words in the public service announcement was greatly over/under the designated timeframe, and the message’s clarity was damaged.



Project 2 Tick Tock, Tech Talk

Overview In Tick Tock, Tech Talk, students become acquainted with forms of technology used by marketing personnel at different local businesses. Each team pulls a slip of paper from a “hat.” That slip of paper will contain the name and/or type of business that the team needs to research and visit. Each team should have a different business to research and visit. Team members conduct secondary research to become acquainted with their assigned business and marketing technology, and after completing its research, each team visits its business and interviews marketing personnel there. The team should inquire about the use of technology in each of the marketing functions at its business. If possible, team members should use their cell phones to take photos of the technology in action. After visiting a business, each team creates an informal PowerPoint presentation containing their photos and shares its presentation with the class. The class should compare technology across the marketing functions and businesses and discuss possible reasons for similarities and differences. After a class discussion, each student reflects on what technology his/her local business could adopt to improve the productivity and effectiveness of its marketing functions.

Timeframe 2 weeks


Students should master the following performance indicators during the project through their research efforts. The page numbers for the planning guide sheets are cited after each statement. Describe the use of technology in the channel management function (CM:004)

(CS) (p. 5-101) Describe the use of technology in the marketing-information management

function (IM:183) (SP) (p. 5-137) Explain the use of technology in the pricing function (PI:016) (SP) (p. 5-89) Describe the use of technology in the promotion function (PR:100) (SP)

(p. 5-117) Describe the use of technology in the product/service management function

(PM:039) (SP) (p. 5-70) Describe the use of technology in the selling function (SE:107) (SP) (p. 5-162)

(SUPPLEMENTAL)



Project 2 Tick Tock, Tech Talk (cont’d)

Briefings There are no briefings provided to augment the project.

Entry Event Show clips from shows that demonstrate the progression of technology. Access the following websites for visuals depicting the progression of the telephone and the cell phone: http://www.pbs.org/wgbh/amex/telephone/gallery/index.htmlhttp://mobile.mmess.net/in-pictures-a-history-of-cell-phones/

Ask the driving question.

Driving Question

How do local marketers use technology?


Group Contract Each team develops a contract for how the team will operate, including how to handle conflict and consequences for team members that don’t participate. A sample of a group contract is provided on page 6-12.

Complete/Incomplete

Project Plan Team develops a written project plan to be used as a guide for completing tasks within the project. A sample of a project plan is provided on p. 6-15, and a blank project plan form is provided on page 6-17.


IndividualSummaries ofLocal Businessand MarketingTechnology

Each student conducts secondary research to gather information about his/her team’s local business, as well as general use of technology in marketing functions. After conducting research, each student writes a one-page report containing two sections. Section 1 contains information about the local business. Section 2 describes how technology is used in marketing functions, based on secondary research.

Complete/Incomplete

TeamTechnologyPresentation

Team develops an informal PowerPoint presentation showcasing forms of technology used in the marketing functions at a local business. Team members discuss the business and technology informally with the class.

Complete/Incomplete

IndividualReflection

After all teams have given their presentations and the class has discussed forms of technology used in the marketing functions at local businesses, each student writes a one-page reflection piece describing what different technology could be used in the marketing functions at his/her local business to improve the productivity and effectiveness of the marketing functions.

Written Report Rubric (p. 6-28)


http://mobile.mmess.net/in-pictures-a-history-of-cell-phones/

http://www.pbs.org/wgbh/amex/telephone/gallery/index.html


Project 2 Tick Tock, Tech Talk (cont’d)

Teacher Tips The following tips are offered to aid in project implementation: If local businesses do not allow students to

photograph their technology, students should search the Internet to locate photos of that type of technology for use in their presentation.

Remind students to use their marketing handbooks to determine the marketing functions.

Teachers should determine what local businesses to put into the “hat.” Take into consideration who does the marketing at these local businesses and whether the marketing functions actually use any technology there. If necessary, locate businesses further away that students could visit.


Rubric: Written Report


Content

Description of different technologies that could be used in the marketing functions at a local business to improve the productivity and effectiveness of the marketing functions

40 points

The information sufficiently summarized the issue/topic.

Overall, the information adequately summarized the topic/issue.

The information left some gaps in the issue/topic.

The information failed to summarize the issue/topic.

Conclusions reached were logical and fully supported by research.

Conclusions reached were reasonable but lacked supporting documentation in a few cases.

Conclusions reached were inconsistent in their logic and lacked supporting documentation.

Questionable conclusions were reached that were not supported by the research.

The conclusions were based on the most recent documentation available.

The conclusions were based, overall, on current information.

The conclusions were based on outdated information that was still relevant.

The conclusions were based on outdated information that was no longer relevant.

Communication


30 points

Ideas were expressed clearly in language that was easy to understand.


Both ideas and words required much effort to understand.


Report was neat, grammatically correct, and error-free.

Report was neat but contained minor errors that did not detract from total report.

Report contained slight smudges, blurred letters, and grammatical errors that were distracting.

Report was messy, with many errors in spelling and grammar.

Marketing Principles Page 6-29Copyright 2012, MBA Research and Curriculum Center®

Rubric: Written Report


Organization

How the information is put together; the flow of the written report

30 points

Main points were easy to follow and logical with points building on each other


Main points were logical but difficult to follow.


Sections were clearly identified, and material was easily located.

Sections were clearly identified and only a few items were difficult to locate.

Some sections were not identified, and several items were difficult to locate.

Sections ran together or were not identified, and material was difficult to locate.

Supporting documentation was complete and clearly labeled.

Supporting documentation was clearly labeled, but some items were missing.

Some supporting documentation was missing, and some was inaccurately labeled.

Supporting documentation was not provided.

Marketing Principles Page 6-30Copyright 2012, MBA Research and Curriculum Center®


Project 3 Mascot Mystery

Overview In this project, students are introduced to the scope and nature of marketing information and research. Students are told that the school is facing a dilemma—that it must change the school mascot—and it is up to the students to develop a marketing research plan to gather information to help solve the dilemma. Each team conducts extensive research and develops a marketing research plan to submit to the school principal and business members of the advisory committee. The principal and business professionals study the marketing research plan, ask the teams questions, and then select the best thought-out marketing research plan.

Timeframe 3-4 weeks


Students should master the following performance indicators during the project through their research efforts or through briefings, identified with asterisks. The page numbers for the planning guide sheets are cited after each statement. Describe the need for marketing information (IM:012) (CS) (p. 5-15) Identify information monitored for marketing decision making (IM:184) (SP)

(p. 5-17) Explain the nature of marketing research (IM:010) (SP) (p. 5-141)

(SUPPLEMENTAL) Describe methods used to design marketing-research studies (i.e., descriptive,

exploratory, and causal) (IM:284) (SP) (p. 5-146) (SUPPLEMENTAL) Describe options businesses use to obtain marketing-research data (i.e.,

primary and secondary research, quantitative and qualitative research) (IM:281) (SP) (p. 5-148)* (SUPPLEMENTAL)

Discuss the nature of marketing research problems/issues (IM:282) (SP) (p. 5-144) (SUPPLEMENTAL)

Describe data-collection methods (e.g., observations, mail, telephone, Internet, discussion groups, interviews, scanners, etc.) (IM:289) (p. 5-152)

Briefings To augment the project, briefings should be provided during the week specified. Content for the briefings is provided on the page numbers identified after each topic.

Topic Briefing

Sources of Primary and Secondary Data p. 6-33



Project 3 Mascot Mystery (cont’d)

Entry Event Show the video clip of the 2008 NBA mascot bloopers found at http://www.youtube.com/watch?v=cS55Za2R4NgAfterwards, ask the driving question.OR . . .Arrange for the school’s mascot to visit the classroom to tell the students, “I’ve been fired.” Since some mascots are not allowed to talk, the mascot could pantomime being fired, and the students would need to determine the problem. Ask the driving question.

Driving Question

What is the best way to choose a new school mascot since ours can no longer be used?


Group Contract Each team develops a contract for how the team will operate, including how to handle conflict and consequences for team members that don’t participate. A sample group contract is provided on page 6-12.

Complete/Incomplete

Project Plan Team develops a written project plan to be used as a guide for completing tasks within the project. A sample project plan is provided on page 6-15, and a blank project plan form is provided on page 6-17.


Individual Primary/ Secondary Sources Worksheet

Following the briefing on sources of primary and secondary data, each student completes the Primary/Secondary Sources worksheet found on page 6-35. Each student will need access to the Internet to complete the handout.

Primary/Secondary Sources

Answer Key (p. 6-38)

Team Marketing Research Plan

Each team does extensive research on methods used to design marketing-research studies, options used to obtain marketing-research data, research methods, and research approaches. After completing its research, the team determines a marketing-research problem/issue and develops a written marketing research proposal to address the issue. An outline of the proposal is provided on page 6-41.

Marketing Research Proposal Rubric

(p. 6-42)

Team Q & A Session

After completing its written marketing research proposal, each team will submit its plan to the school principal and business members of the advisory committee. The principal and business professionals review the marketing research proposals at their convenience and then come to class in order to ask each team any questions they might have. After each team has had the chance to answer these questions, the principal and business professionals select the marketing research proposal that they deem is the best.

Complete/Incomplete


http://www.youtube.com/watch?v=cS55Za2R4Ng


Project 3 Mascot Mystery (cont’d)

Teacher Tips The following tips are offered to aid in project implementation: If there is a more pertinent local issue or dilemma that

the school or community is facing, use it as the basis of the marketing research proposal instead of changing the school mascot.



Topic Sources of Primary and Secondary Data

Key Points Distinguish between primary and secondary data.

Primary data are collected for the problem/issue that needs to be resolved.

Secondary data are existing data that were collected for another purpose but can be mined for data that address the problem/issue that needs to be resolved.

Identify sources of primary data.

1. Current customers2. Vendors3. Employees4. Management5. Former customers6. Channel members7. Prospective customers

Explain advantages of using primary data.

1. Addresses specific problem/issue at hand2. Provides researcher a greater level of control over data collection3. Improves likelihood that research money will be spent effectively4. Eliminates others’ access to data5. Provides current data

Discuss disadvantages of using primary data.

1. Costly to collect2. Hard to recruit participants3. Sporadic availability of data4. Declining quality with lengthy data collection

Identify sources of secondary data.

Examples of internal sources (sources that are inside the company):1. Company sales records/invoices2. Financial statements (income statements and balance sheets)3. Customer databases4. Ad campaign results5. Data from the use of loyalty cards6. Sales activity reports7. Product returns and exchanges8. Customer complaints9. Company blogs10. Customer comment cards

Examples of external sources (sources that are outside the company):1. Government sources

a. U.S. Census Datab. U.S. Census Reportsc. U.S. Department of Commerce Datad. Federal Reserve datae. Economic indicators



2. DirectoriesExamples: Standard & Poor’s Registry of Corporations; Thomas’ Register of American Manufacturers, Fortune Magazine Directory, Million Dollar Directory, Sales and Marketing Management’s Survey of Buying Power, Source Book of Demographics and Buying Power for Every Zip Code in the USA

3. Statistical sourcesExamples: Standard and Poor’s Industrial Surveys, American Statistics Index, Statistical Reference Index, Federal

4. Trade associations and publications5. Newspapers6. Competitors’ websites7. Competitors’ annual reports8. Media Panel Data Sources

Examples: Nielsen Media Research (TV); Arbitron, Inc. (radio); Roper Starch (magazine ads); and Simmons Annual Report on Media & Markets

9. Syndicated data sources (companies that compile and then sell data to others)Examples: Consumer panels about product purchase behavior and consumer attitudes that are conducted by such organizations as J.D. Power, National Family Opinion (NFO), and National Purchase Diary (NPD)Store audits that assess product and brand movement at the retail level; conducted by Nielsen Retail Index

10. Search engines such as Google and Yahoo!

A good online resource that contains information about secondary sources and provides several exercises can be found at:

http://comm2.fsu.edu/faculty/comm/Sapolsky/netres/SecondaryDataSources.pdf

Discuss advantages of secondary data:

1. Less costly than primary data since they already exist2. Quick to obtain—save time3. Available on an ongoing basis

Describe disadvantages of secondary data:

1. May be out of date2. May provide an incomplete picture3. Will probably not contain sensitive information that could be used for

competitive advantage4. May be presented in a wrong or unusable format




Page 6-36

Primary and Secondary Data Sources: Seek and Find

For each of the following questions, determine whether primary or secondary data are needed. If primary data are needed, determine the best method of collecting that data, and describe the method in the space titled Process for locating the answer. If the data can be gathered using on-line secondary sources, write an answer in the space provided. Also record the source of the information, its URL, and the process you used to locate the answer in the URL. Finally, determine how you, as a marketer, could use this information, regardless of whether it is primary or secondary data. Print and attach a copy of your findings for each question.

1. What were the top five rated TV shows last week? a. Show #1: _______________________________________________________________b. Show #2: _______________________________________________________________c. Show #3: _______________________________________________________________d. Show #4: _______________________________________________________________e. Show #5: _______________________________________________________________

URL accessed: ________________________________________________________________Process for locating the answer: _____________________________________________________________________________________________________________________________________________________________________________________________________________How could a marketer use this information? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What were the top three best selling motor vehicles last year?a. Vehicle #1: ______________________________________________________________b. Vehicle #2: ______________________________________________________________c. Vehicle #3: ______________________________________________________________


3. Which five states in 2000 were home to the largest number of persons who are 65-years-old or older?a. State #1: ________________________________________________________________b. State #2: ________________________________________________________________c. State #3: ________________________________________________________________d. State #4: ________________________________________________________________e. State #5: ________________________________________________________________


Page 6-37

URL accessed: ________________________________________________________________Process for locating the answer: _____________________________________________________________________________________________________________________________________________________________________________________________________________

What five states in 2000 had the largest percentage increase in population ages 65 or more since 1990?a. State #1: ________________________________________________________________b. State #2: ________________________________________________________________c. State #3: ________________________________________________________________d. State #4: ________________________________________________________________e. State #5: ________________________________________________________________


If you were trying to decide in what state to locate a seniors-only athletic facility, would you choose FL or NV? Why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What were the top three fitness magazines last year?a. Magazine #1: _____________________________________________________________b. Magazine #2: _____________________________________________________________c. Magazine #3: _____________________________________________________________


5. Compile a list of people in your county who purchased a new home in the last month._____________________________________________________________________________



Page 6-38

How could a marketer use this information? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What are the top three women’s fashion trends predicted for next fall?a. Fashion trend #1: _________________________________________________________b. Fashion trend #2: _________________________________________________________c. Fashion trend #3: _________________________________________________________


7. How satisfied with their stay last week were the guests of the Hyatt on Capital Square in Columbus, Ohio?

_____________________________________________________________________________


8. Which area of your local grocery store receives the most traffic (number of shoppers passing by)?_____________________________________________________________________________



Page 6-39

Primary and Secondary Data Sources: Seek and Find Answer Guide

For each of the following questions, determine whether primary or secondary data is needed. If primary data is needed, determine the best method of collecting that data and describe the method in the space titled Process for locating the answer. If the data can be gathered using on-line secondary sources, write an answer in the space provided. Also record the source of the information, its URL, and the process you used to locate the answer in the URL. Finally, determine how you, as a marketer, could use this information, regardless of whether it is primary or secondary data. Print and attach a copy of your findings for each question.

1. What were the top five rated TV shows last week? a. Show #1: _______________________________________________________________b. Show #2: _______________________________________________________________c. Show #3: _______________________________________________________________d. Show #4: _______________________________________________________________e. Show #5: _______________________________________________________________

URL accessed: http:// television.aol.com/news/nielsen-ratings Process for locating the answer: Entered “top rated TV shows” into the search engine. Nielsen Ratings should be the first option that appears. Clicked on that option, and then clicked on “Main.” Scrolled down the page to the Nielson Ratings on the right-hand side of the screen. How could a marketer use this information? Marketers could use the information to select the most viewed shows for determining time-slots for their TV advertising.

2. What were the top three best selling motor vehicles last year?a. Vehicle #1: ______________________________________________________________b. Vehicle #2: ______________________________________________________________c. Vehicle #3: ______________________________________________________________

URL accessed: http://www.msnbc.msn.com/id/22099975/Process for locating the answer: Entered “top selling vehicles” 2007 into the search engine. (Year entered will change.) Clicked on first option—msnbc.com, and scrolled down the page to see a chart of the best and worst vehicles for that year. How could a marketer use this information? Marketers who work for automobile manufacturers could determine what features/attributes the best-selling autos have in common and then ensure that their own products also contain these same attributes. Marketers who work for used-car dealerships could use the information to determine what autos to seek out to put in their inventory.

3. Which five states in 2000 were home to the largest number of persons who are 65-years-old or older?a. State #1: Californiab. State #2: Floridac. State #3: New Yorkd. State #4: Texase. State #5: Pennsylvania


http://www.msnbc.msn.com/id/22099975/

http://television.aol.com/news/nielsen-ratings

Page 6-40

URL accessed: http://www.census.gov/population/cen2000/phc-t13/tab01.pdfProcess for locating the answer: A great resource for demographic data in the United States is the U.S. Census Bureau whose homepage is http://www.census.gov/. At the top of the homepage, clicked on Subjects A-Z. Accessed the Subjects Index at http://www.census.gov/main/www/subjects.html and selected Age Data.Accessed Age Data of the United States at http://www.census.gov/population/www/socdemo/age.html and clicked on Census 2000 GatewayAccessed Census 2000 Gateway at http://www.census.gov/main/www/cen2000.html and clicked on Population and Ranking Tables of the Older Population for the United States, States, Puerto Rico, Places of 100,000 or More Population, and Counties (PHC-T-13) at http://www.census.gov/population/www/cen2000/phc-t13.htmlAccessed that table at http://www.census.gov/population/cen2000/phc-t13/tab01.pdf

What five states in 2000 had the largest percentage increase in population ages 65 or older since 1990?a. State #1: Floridab. State #2: Pennsylvaniac. State #3: West Virginiad. State #4: Iowae. State #5: North Dakota

If you were trying to decide in what state to locate a seniors-only athletic facility, would you choose FL or NV? Why?Florida. Although Nevada had a 71.5% increase in the 65+ population between 1990 and 2000, the actual number of people in that age category was less than in Florida since Florida has a much larger population. (This is an important lesson since percentages can be deceiving.)

4. What were the top three fitness magazines last year?a. Magazine #1: _____________________________________________________________b. Magazine #2: _____________________________________________________________c. Magazine #3: _____________________________________________________________

URL accessed: http://www.allyoucanread.com/Top20/index.asp?idCat=18Process for locating the answer: Entered “most read fitness magazines” into the search engine. Clicked on first option—allyoucanread.com, and found a listing of the top 20 health and fitness magazines.How could a marketer use this information? Marketers whose target audience is fitness- and health-oriented individuals could use the information to select the most popular fitness magazines for their advertisements.

5. Compile a list of people in your county who purchased a new home in the last month._____________________________________________________________________________

URL accessed: http://209.51.193.89/Scripts/mw5conv.pl Will vary from based on location.Process for locating the answer: Entered “Franklin County Auditor” into the search engine. (County will vary.) Clicked on first option—Joseph W. Testa—Franklin County Auditor/Welcome. Chose departments from top of page, then real estate, and finally transfer and conveyance. Then clicked on daily conveyances about halfway down the page.


http://209.51.193.89/Scripts/mw5conv.pl

http://www.allyoucanread.com/Top20/index.asp?idCat=18

http://www.census.gov/population/cen2000/phc-t13/tab01.pdf

http://www.census.gov/population/www/cen2000/phc-t13.html

http://www.census.gov/main/www/cen2000.html

http://www.census.gov/population/www/socdemo/age.html

http://www.census.gov/main/www/subjects.html

http://www.census.gov/

http://www.census.gov/population/cen2000/phc-t13/tab01.pdf

Page 6-41

How could a marketer use this information? Marketers could use this information to target prospective buyers of new-home associated products and services, such as furniture, insurance, paint, home improvement services, etc. The marketer can then send direct mail, use telemarketing, etc. to solicit business.

6. What are the top three women’s fashion trends predicted for next fall?a. Fashion trend #1: _________________________________________________________b. Fashion trend #2: _________________________________________________________c. Fashion trend #3: _________________________________________________________

URL accessed: http://www.associatedcontent.com/article/601329/top_womens_fashion_trends_for_fall.html?cat=46Process for locating the answer: Entered “top women’s fashion trends fall 2008” into the search engine. Clicked on the second option, Associated Content, and found a listing of the top women’s fashion trends for fall 2008 on the right side of the page.How could a marketer use this information? Marketers could use this information to dress a spokesmodel appearing in an upcoming advertisement and/or to decide which items to feature on department store’s website, print advertisement, commercial, catalog, etc.

7. How satisfied with their stay last week were the guests of the Hyatt on Capital Square in Columbus, Ohio?

_____________________________________________________________________________

URL accessed: ________________________________________________________________Process for locating the answer: Create a questionnaire/survey to distribute to last week’s hotel guests via postal mail, telephone, e-mail, or website. How could a marketer use this information? Marketers could use the information to make improvements to the hotel itself and its services; to reward past customers and encourage them to stay at the hotel again; and/or to use guests’ favorable responses as testimonials in advertising, on websites, etc.

8. Which area of your local grocery store receives the most traffic (number of shoppers passing by)?_____________________________________________________________________________

URL accessed: ________________________________________________________________Process for locating the answer: Conduct observational research at the grocery store to determine the high traffic areas and most common traffic patterns.How could a marketer use this information? Marketers could use the information to decide where to place a new product display and/or to determine where to position a booth for distributing product samples.


http://www.associatedcontent.com/article/601329/top_womens_fashion_trends_for_fall.html?cat=46

Page 6-42

Marketing Research Proposal Outline

A. What is the marketing research problem/issue?

B. What are the objectives of the marketing research project?

C. What design will the marketing research study use?

D. What data-collection methods will be used in marketing research study?

E. What methods will be used to analyze the marketing research data?

F. Who will be involved in the marketing research study?

G. How much time will be needed to conduct the marketing research study?

H. What materials will be needed to conduct the marketing research study?


Rubric: Marketing Research Proposal


Content

The information contained in and communicated by the marketing research proposal

70 points

All components of the marketing research proposal were complete and in writing.

All components of the marketing research proposal were addressed in writing, but some aspects needed further description.

Most of the marketing research proposal’s components were in writing; the missing elements diminished the proposal’s effectiveness.

Many of the marketing research proposal’s components lacked sufficient detail to take action or were missing altogether.

The marketing research proposal’s marketing problem clearly and concisely described the focus of the research.

The marketing research proposal’s marketing problem described the focus of the research well, but some clarification was required.

The marketing research proposal’s marketing problem was difficult to follow/understand.

The marketing research proposal’s marketing problem was incomplete or missing altogether.

Research objectives were clearly identified and appropriately described the research project goals.

Research objectives were identified and appropriately described the research project goals for the most part, but some clarification was necessary.

The research objectives were difficult to follow/understand.

The research objectives were not attainable or missing.

The selected research design was clearly stated, explained, and appropriate for the research project.

The selected research design was clearly stated, somewhat explained, and appropriate for the research project, but some further explanation was needed.

The selected research design was stated and appropriate for the research project, but no explanation of the design was provided.

The selected research design was inappropriate for the project or missing altogether.

Data collection method(s) were clearly identified, explained in detail, and appropriate for the research project.

Data collection method(s) were clearly identified, somewhat explained, and appropriate for the research project, but further detail was required.

Data collection method(s) were identified and appropriate for the research project, but no explanation was provided.

Data collection method(s) were inappropriate or missing.


Rubric: Marketing Research Proposal


The marketing research proposal clearly specified and explained proposed data analysis method(s).

For the most part, the marketing research proposal clearly specified and explained proposed data analysis method(s).

The marketing research proposal did not clearly specify and explain proposed data analysis method(s).

The marketing research proposal did not contain proposed data analysis method(s).

The marketing research proposal clearly specified time, personnel, and supplies needed to carry out the marketing research.

For the most part, the marketing research proposal clearly specified time, personnel, and supplies needed to carry out the marketing research.

The marketing research proposal did not clearly specify time, personnel, and supplies needed to carry out the marketing research.

The marketing research proposal did not contain a listing of time, personnel, and supplies needed to carry out the marketing research.

Communication Skills

The ability to express oneself so as to be understood by others

15 points

Information was clear and easy to understand.

Information was clear with only a few items being difficult to understand.

Information was not clear and took much effort to understand.

Information was too vague to understand.

Completed marketing research proposal was neat, grammatically correct, and error-free.

Completed marketing research proposal was neat but contained minor errors.

Completed marketing research proposal contained spelling and grammatical errors that were distracting.

Completed marketing research proposal was messy, with many errors in spelling and grammar.

Organization

The way in which the information is put together

15 points

Marketing research proposal components were clearly identified.

Marketing research proposal components were identified, but not always clearly.

Marketing research proposal components were identified, but not clearly.

Marketing research proposal components were not identified at all.

Information presented was logical and easy to follow.

Information presented was generally logical and easy to follow.

Information presented was sometimes difficult to follow.

Information was difficult to follow and illogical.


Appendix A

SCANS Competencies and Skills

Appendix A SCANS Page A-2

Background The Secretary's Commission on Achieving Necessary Skills (SCANS) was established in February 1990 to examine the demands of the workplace and to determine whether the current and future work force is capable of meeting those demands. Commission members included 31 representatives from the nation's schools, businesses, unions and government. The Commission issued its first report, "What Work Requires of Schools," in June 1991. This report told educators and employers what students and workers need to know and be able to do in order to succeed in the workplace. This kind of information is especially vital today, when more than half of our young people leave school without the basic skills required to find and hold a good job.

Specifically, the Commission was directed to advise the Secretary of Labor on the type and level of skills required to enter employment. In carrying out this charge, the Commission was asked to:

1. Define the skills needed for employment;

2. Propose acceptable levels in those skills;

3. Suggest effective ways to assess proficiency; and

4. Develop a strategy to disseminate the findings to the nation's schools, businesses and homes.

The Commission identified two types of skills: competencies and foundations. Competencies are the skills necessary for success in the workplace and are organized into five areas. Foundations are skills and qualities that underlie the competencies. The competencies and foundations are generic—most of them are required for most jobs. The SCANS competencies and foundations are identified and defined on the following pages. The number referenced before each of them relates to the SCANS identified in each unit guide sheet.

Competencies

Resources 1 Allocates Time—Selects relevant, goal-related activities; ranks them in order of importance; allocates time to activities; and understands, prepares and follows schedules. Competent performance in allocating time includes properly identifying tasks to be completed; ranking tasks in order of importance; developing and following an effective, workable schedule based on accurate estimates of such things as importance of tasks, time to complete tasks, time available for completion and task deadlines; avoiding wasting time; and accurately evaluating and adjusting a schedule.



2 Allocates Money—Uses or prepares budgets, including making cost and revenue forecasts, keeps detailed records to track budget performance and makes appropriate adjustments. Competent performance in allocating money includes accurately preparing and using a budget according to a consistent and orderly accounting method; accurately calculating future budgetary needs based on projected costs and revenues; accurately tracking the extent to which actual costs and revenues differ from the estimated budget; and taking appropriate and effective actions.

3 Allocates Material and Facility Resources—Acquires, stores and distributes materials, supplies, parts, equipment, space or final products in order to make the best use of them. Competent performance in allocating material and facility resources includes carefully planning the steps involved in the acquisition, storage and distribution of resources; safely and efficiently acquiring, transporting or storing them; maintaining them in good condition; and distributing them to the end user.

4 Allocates Human Resources—Assesses knowledge and skills and distributes work accordingly, evaluates performance and provides feedback. Competent performance in allocating human resources includes accurately assessing peoples' knowledge, skills, abilities and potential; identifying present and future workload; making effective matches between individual talents and workload; and actively monitoring performance and providing feedback.

Information 5 Acquires and Evaluates Information—Identifies need for data, obtains them from existing sources or creates them and evaluates their relevance and accuracy. Competently performing the tasks of acquiring data and evaluating information includes analytic questions to determine specific information needs; selecting possible information and evaluating its appropriateness; and determining when new information must be created.

6 Organizes and Maintains Information—Organizes, processes and maintains written or computerized records and other forms of information in a systematic fashion. Competently performing the tasks of organizing and maintaining information includes understanding and organizing information from computer, visual, oral and physical sources in readily accessible formats, such as computerized data bases, spreadsheets, microfiche, video disks, paper files, etc.; when necessary, transforming data into different formats in order to organize them by the application of various methods such as sorting, classifying or more formal methods.



7 Interprets and Communicates Information—Selects and analyzes information and communicates the results to others using oral, written, graphic, pictorial or multi-media methods. Competently performing the tasks of communicating and interpreting information to others includes determining information to be communicated; identifying the best methods to present information (e.g., overheads, handouts); if necessary, converting to desired formatand conveying information to others through a variety of means including oral presentation, written communication, etc.

8 Uses Computers to Process Information—Employs computers to acquire, organize, analyze and communicate information. Competently using computers to process information includes entering, modifying, retrieving, storing and verifying data and other information; choosing format for display (e.g., line graphs, bar graphs, tables, pie charts, narrative); and ensuring the accurate conversion of information into the chosen format.

Interpersonal 9 Participates as a Member of a Team—Works cooperatively with others and contributes to group with ideas, suggestions and effort. Demonstrating competence in participating as a member of a team includes doing own share of tasks necessary to complete a project; encouraging team members by listening and responding appropriately to their contributions; building on individual team members' strengths; resolving differences for the benefit of the team; taking personal responsibility for accomplishing goals; and responsibly challenging existing procedures, policies or authorities.

10 Teaches Others—Helps others learn. Demonstrating competence in teaching others includes helping others to apply related concepts and theories to tasks through coaching or other means; identifying training needs; conveying job information to allow others to see its applicability and relevance to tasks; and assessing performance and providing constructive feedback/reinforcement.

11 Serves Clients/Customers—Works and communicates with clients and customers to satisfy their expectations. Demonstrating competence in serving clients and customers includes actively listening to customers to avoid misunderstandings and identifying needs; communicating in a positive manner especially when handling complaints or conflict; and efficiently obtaining additional resources to satisfy client needs.



12 Exercises Leadership—Communicates thoughts, feelings and ideas to justify a position; encourages, persuades, convinces or otherwise motivates an individual or groups, including responsibly challenging existing procedures, policies or authority. Demonstrating competence in exercising leadership includes making positive use of the rules/values followed by others; justifying a position logically and appropriately; establishing credibility through competence and integrity; and taking minority viewpoints into consideration.

13 Negotiates to Arrive at a Decision—Works toward an agreement that may involve exchanging specific resources or resolving divergent interests. Demonstrating competence in negotiating to arrive at a decision involves researching opposition and the history of the conflict; setting realistic and attainable goals; presenting facts and arguments; listening to and reflecting on what has been said; clarifying problems and resolving conflicts; adjusting quickly to new facts/ideas; proposing and examining possible options; and making reasonable compromises.

14 Works with Cultural Diversity—Works well with men and women and with a variety of ethnic, social or educational backgrounds. Demonstrating competence in working with cultural diversity involves understanding one's own culture and those of others and how they differ; respecting the rights of others while helping them make cultural adjustments where necessary; basing impressions on individual performance, not on stereotypes; and understanding concerns of members of other ethnic and gender groups.

Systems 15 Understands Systems—Knows how social, organizational and technological systems work and operates effectively within them. Demonstrating competence in understanding systems involves knowing how a system's structures relate to goals; responding to the demands of the system/organization; knowing the right people to ask for information and where to get resources; and functioning within the formal and informal codes of the social/organizational system.

16 Monitors and Corrects Performance—Distinguishes trends, predicts impact of actions on system operations, diagnoses deviations in the function of a system/organization and takes necessary action to correct performance. Demonstrating competence in monitoring and correcting performance includes identifying trends and gathering needed information about how the system is intended to function; detecting deviations from system's intended purpose; troubleshooting the system; and making changes to the system to rectify system functioning and to ensure quality of product.



17 Improves and Designs Systems—Makes suggestions to modify existing systems to improve products or services and develops new or alternative systems. Demonstrating competence in improving or designing systems involves making suggestions for improving the functioning of the system/organization; recommending alternative system designs based on relevant feedback; and responsibly challenging the status quo to benefit the larger system.

Technology 18 Selects Technology—Judges which set of procedures, tools or machines, including computers and their programs, will produce the desired results. Demonstrating competence in selecting technology includes determining desired outcomes and applicable constraints; visualizing the necessary methods and applicable technology; evaluating specifications; and judging which machine or tool will produce the desired results.

19 Applies Technology to Task—Understands the overall intent and the proper procedures for setting up and operating machines, including computers and their programming systems. Demonstrating competence in how to apply technology to task includes understanding how different parts of machines interact and how machines interact with broader production systems; on occasion installing machines including computers; setting up machines or systems of machines efficiently to get desired results; accurately interpreting machine output; and detecting errors from program output.

20 Maintains and Troubleshoots Technology—Prevents, identifies or solves problems in machines, computers and other technologies. Demonstrating competence in maintaining and troubleshooting technology includes identifying, understanding and performing routine preventative maintenance and service on technology; detecting more serious problems; generating workable solutions to correct deviations; and recognizing when to get additional help.

FoundationSkills

Basic Skills 1 Reading—Locates, understands and interprets written information in prose and documents—including manuals, graphs and schedules—to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; judges the accuracy, appropriateness, style and plausibility of reports, proposals or theories of other writers.



2 Writing—Communicates thoughts, ideas, information and messages in writing; records information completely and accurately; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow-charts; uses language, style, organization and format appropriate to the subject matter, purpose and audience; includes supporting documentation and attends to level of detail; and checks, edits and revises for correct information, appropriate emphasis, form, grammar, spelling and punctuation.

3 Arithmetic—Performs basic computations; uses basic numerical concepts such as whole numbers and percentages in practical situations; makes reasonable estimates of arithmetic results without a calculator; and uses tables, graphs, diagrams and charts to obtain or convey quantitative information.

4 Mathematics—Computational skills needed in maintaining records, estimating results, using spreadsheets or applying statistical process.

5 Listening—Receives, attends to, interprets and responds to verbal messages and other cues such as body language in ways that are appropriate to the purpose; for example, to comprehend, to learn, to critically evaluate, to appreciate or to support the speaker.

6 Speaking—Organizes ideas and communicates oral messages appropriate to listeners and situations; participates in conversation, discussion and group presentations; selects an appropriate medium for conveying a message; uses verbal language and other cues such as body language appropriate in style, tone and level of complexity to the audience and the occasion; speaks clearly and communicates a message; understands and responds to listener feedback; and asks questions when needed.

Thinking Skills 7 Creative Thinking—Uses imagination freely, combines ideas or information in new ways, makes connections between seemingly unrelated ideas and reshapes goals in ways that reveal new possibilities.

8 Decision Making—Specifies goals and constraints, generates alternatives, considers risks and evaluates and chooses best alternative.

9 Problem Solving—Recognizes that a problem exists (i.e., there is a discrepancy between what is and what should or could be); identifies possible reasons for the discrepancy; devises and implements a plan of action to resolve it; evaluates and monitors



progress; and revises plan as indicated by findings.

10 Seeing Things in the Mind's Eye—Organizes and processes symbols, pictures, graphs, objects or other information; for example, sees a building from a blueprint; a system's operation from schematics; the flow of work activities from narrative descriptions; or the taste of food from reading a recipe.

11 Knowing How to Learn—Uses efficient learning techniques to acquire and apply new knowledge and skills.

12 Reasoning—Discovers a rule or principle underlying the relationship between two or more objects and applies it in solving a problem.

Personal Qualities

13 Responsibility—Exerts a high level of effort and perseverance toward goal attainment; works hard to become excellent at doing tasks by setting high standards, paying attention to details, working well and displaying a high level of concentration even when assigned an unpleasant task; and displays high standards of attendance, punctuality, enthusiasm, vitality and optimism in approaching and completing tasks.

14 Self-Esteem—Believes in own self-worth and maintains a positive view of self.

15 Social—Demonstrates understanding, friendliness, adaptability, empathy and politeness in new and on-going group settings; asserts self in familiar and unfamiliar social situations; relates well to others; responds appropriately as the situation requires; and takes an interest in what others say and do.

16 Self-Management—Assesses own knowledge, skills and abilities accurately; sets well-defined and realistic personal goals; monitors progress toward goal attainment and motivates self through goal achievement; exhibits self-control and responds to feedback unemotionally and non-defensively; and is a "self-starter."

17 Integrity/Honesty—Chooses ethical courses of action.


Appendix B

21st Century Skills

Appendix B 21st Century Skills Page B-2

Overview While the No Child Left Behind Act of 2001 identifies the core subjects as the traditional academic areas, business and education leaders along with policymakers have identified several other significant content areas that they consider critical to educational success in the 21st century. This group known as The Partnership for 21st Century Skills leads the way for including these skills in education. To encourage school districts to address these skills, the group provides the necessary tools and resources schools need to add the skills to the curriculum.

The Partnership for 21st Century Skills conducted extensive initial research with thousands of key stakeholders and citizens across the country. The Partnership has identified six elements of 21st century learning: Core subjects 21st century content Learning and thinking skills Information and communications technology literacy Life skills 21st century assessments



21st Century Content

The Partnership for 21st Century Skills has created the graphic below to summarize their work. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom). The text following the graphic describes the Partnership’s perspective and then lists the student outcomes identified. For the purposes of the Marketing Principles crosswalk, numbers have been given to each skill.

Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include:

English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics

In addition to these subjects, we (The Partnership) believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:



Global Awareness1. Using 21st century skills to understand and address global issues

2. Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts

3. Understanding other nations and cultures, including the use of non-English languages

Financial, Economic, Business and Entrepreneurial Literacy1. Knowing how to make appropriate personal economic choices

2. Understanding the role of the economy in society

3. Using entrepreneurial skills to enhance workplace productivity and career options

Civic Literacy1. Participating effectively in civic life through knowing how to stay informed

and understanding governmental processes

2. Exercising the rights and obligations of citizenship at local, state, national and global levels

3. Understanding the local and global implications of civic decisions

Health Literacy1. Obtaining, interpreting and understanding basic health information and

services and using such information and services in ways that are health enhancing

2. Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction

3. Using available information to make appropriate health-related decisions

4. Establishing and monitoring personal and family health goals

5. Understanding national and international public health and safety issues

Learning and Innovation Skills

Learning and innovation skills are increasingly being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.



Creativity & Innovation1. Demonstrating originality and inventiveness in work

2. Developing, implementing and communicating new ideas to others

3. Being open and responsive to new and diverse perspectives

4. Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs

Critical Thinking & Problem Solving1. Exercising sound reasoning in understanding

2. Making complex choices and decisions

3. Understanding the interconnections among systems

4. Identifying and asking significant questions that clarify various points of view and lead to better solutions

5. Framing, analyzing and synthesizing information in order to solve problems and answer questions

Communication & Collaboration1. Articulating thoughts and ideas clearly and effectively through speaking

and writing

2. Demonstrating ability to work effectively with diverse teams

3. Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal

4. Assuming shared responsibility for collaborative work

Information, Media and Technology Skills

People in the 21st century live in a technology and media-suffused environment, marked by access to an abundance of information, rapid changes in technology tools, and the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.

Information Literacy1. Accessing information efficiently and effectively, evaluating information

critically and competently and using information accurately and creatively for the issue or problem at hand

2. Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information



Media Literacy1. Understanding how media messages are constructed, for what purposes

and using which tools, characteristics and conventions.

2. Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.

3. Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

ICT (Information, Communications & Technology) Literacy 1. Using digital technology, communication tools and/or networks

appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy

2. Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Life & Career Skills

Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.

Flexibility & Adaptability 1. Adapting to varied roles and responsibilities

2. Working effectively in a climate of ambiguity and changing priorities

Initiative & Self-Direction1. Monitoring one’s own understanding and learning needs

2. Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise

3. Demonstrating initiative to advance skill levels towards a professional level

4. Defining, prioritizing and completing tasks without direct oversight

5. Utilizing time efficiently and managing workload

6. Demonstrating commitment to learning as a lifelong process

Social & Cross-Cultural Skills 1. Working appropriately and productively with others

2. Leveraging the collective intelligence of groups when appropriate

3. Bridging cultural differences and using differing perspectives to increase innovation and the quality of work



Productivity & Accountability 1. Setting and meeting high standards and goals for delivering quality work

on time

2. Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)

Leadership & Responsibility1. Using interpersonal and problem-solving skills to influence and guide

others toward a goal

2. Leveraging strengths of others to accomplish a common goal

3. Demonstrating integrity and ethical behavior

4. Acting responsibly with the interests of the larger community in mind

Source: Partnership for 21st Century Skills. (2011). Framework for 21st century learning. Retrieved May 16, 2011, from http://www.21stcenturyskills.org


http://www.21stcenturyskills.org/

Appendix C

Sample Semester Examsfor Marketing Principles

Semester One Exam

1.What type of information concerning policies and procedures do employees often extract from an internal business report?

A. Customer profiles C. Industry research data B. New personnel regulations D. Former local competitors

CO:057/1.03 (SUPPLEMENTAL) 2. What type of information should employees be able to locate in their company's employee handbook?

A. The company's annual report B. The company's list of current job openings C. The use of company property D. The number of vacation days that an employee has taken

CO:057/1.03 (SUPPLEMENTAL)3. What should you do to demonstrate a customer-service mindset in the following situation: A

loyal customer states in a calm tone that she was charged incorrectly for several sales items? A. Make sure the mistake is corrected B. Blame the billing department C. Get as upset as the customer D. Call the person's supervisor to complain about the customer's attitude

CR:004/2.02 (SUPPLEMENTAL)4. What should you do to demonstrate a customer-service mindset in the following situation: An irate

business customer yells at you because of a billing error?A. Make sure the mistake is corrected B. Blame the billing department C. Get as upset as the customer D. Call the person's supervisor to complain about the customer's attitude

CR:004/2.02 (SUPPLEMENTAL) 5. What should employees do to maintain a customer-service mindset?

A. Listen to the words of soothing songs C. Maximize conversations with coworkersB. Devote their full attention to customers D. Decide how to spend their break time

CR:004/2.02 (SUPPLEMENTAL) 6. How do service-oriented companies often improve their levels of service?

A. By evaluating internal product development proceduresB. By requesting input through employee and customer surveysC. By providing customers with product testimonialsD. By conducting a feasibility analysis for company expansion

CR:005/2.02 (SUPPLEMENTAL)7. What is one of the benefits to a business of reinforcing service orientation through communication?

A. Promotes the sale of new products C. Rewards customers for their support B. Builds positive relationships with customers D. Encourages employees to be aggressive

CR:005/2.02 (SUPPLEMENTAL) 8. What is a guideline for employees to follow in handling customer inquiries?

A. Spend as little time as possible answering customers' inquiries B. Try to make a sale while you're answering each inquiry C. Don't try to handle inquiries when you are busy with a sale D. Make sure you clearly understand customers' inquiries

CR:006/2.02 (SUPPLEMENTAL)9. A customer asked you several questions about the new expandable notebooks. So that you address

the customer’s questions correctly, what should you do? A. Spend as little time as possible answering customers' inquiries

B. Try to make a sale while you're answering each inquiry C. Don't try to handle inquiries when you are busy with a sale D. Make sure you clearly understand customers' inquiries

CR:006/2.02 (SUPPLEMENTAL)


Semester One Exam

10. What is a businesslike way for employees to handle a situation in which they must obtain information requested by customers and call the customers back?

A. Tell the customers exactly when they will be calledB. Ask the customers when it would be convenient to call them C. Explain how much effort will be required to get the requested informationD. Ask the customers to call back if they don't receive a call within 24 hours

CR:006/2.02 (SUPPLEMENTAL)11. What are businesspeople who fail to adapt their communication styles to appeal to their international

clients likely to do?A. Offend the clients C. Impress the clients B. Earn the clients' trust D. Persuade the clients to buy

CR:019/2.02 (SUPPLEMENTAL)12. Jami researched her international customers’ buying behavior. Jami wanted to be sure she did

not make the common mistake to do which of the following actions?A. Offend the clients C. Impress the clients B. Earn the clients' trust D. Persuade the clients to buy

CR:019/2.02 (SUPPLEMENTAL) 13. What should help businesspeople adapt their communication styles to appeal to clients from

other cultures?A. Being respectful, indifferent, and honest C. Being sensitive, transparent, and demanding B. Being confident, biased, and manipulative D. Being patient, flexible, and empathetic

CR:019/2.02 (SUPPLEMENTAL)14. What is a factor that affects a business's selection of policies to guide its operations?

A. Communication skills of employees C. Nature of the business B. Personal preferences of management D. Space available to display policies

CR:007/2.02 (SUPPLEMENTAL)15. What is one of the purposes of having business policies?

A. To encourage customers to make frequent exchanges B. To make sure the business's actions are consistent C. To ensure that the business makes a profit D. To allow employees to make decisions regarding customers

CR:007/2.02 (SUPPLEMENTAL)16. What should salespeople do when they must cope with customers who are being disagreeable?

A. Speed up the sale to minimize opportunity for disagreement B. Use product knowledge to prove they are wrong C. Listen patiently and try to stay calm D. Ask them to come back when they are ready to buy

CR:009/2.05 (SUPPLEMENTAL)17. What kind of customer would make the following statement: “I must compare the different

shades of color and fabrics available for a new comforter set.”A. Disagreeable C. Slow/MethodicalB. Suspicious D. Dishonest

CR:009/2.05 (SUPPLEMENTAL)18. What kind of customer would make the following statement: "I just don't know which of these my

girlfriend would like best. I had better come back at another time."A. Disagreeable C. Slow/MethodicalB. Suspicious D. Dishonest

CR:009/2.05 (SUPPLEMENTAL)


Semester One Exam

19. What is a cost associated with customer complaints?A. Markups on inventory C. Higher commissionsB. Additional advertising D. Loss of sales

CR:010/2.05 (SUPPLEMENTAL)20. Which of the following would be the most likely cause of customer complaints:

A. Institutional ads C. Extended hoursB. Product quality D. Price reductions

CR:010/2.05 (SUPPLEMENTAL)21. What should you do to eliminate any misunderstandings that you or your customer might have

concerning the customer's complaint?A. Thank the customer C. Restate the complaint B. Explain company policy D. Take immediate action

CR:010/2.05 (SUPPLEMENTAL)22. Tammy listened carefully to a disgruntled customer, who is disappointed in the delayed

delivery of several packages. What should Tammy do next?A. Thank the customer C. Restate the complaint B. Explain company policy D. Take immediate action

CR:010/2.05 (SUPPLEMENTAL)23. Are noncomplainers a more difficult problem for businesses than complainers?

A. Yes, because records of the complaints cannot be maintained.B. Yes, because the salesperson does not have an opportunity to handle the complaint.C. No, because noncomplainers do not express ill feelings. D. No, because the salesperson can satisfy the noncomplainer within company guidelines.

CR:010/2.05 (SUPPLEMENTAL)24. When a business publicly pledges to provide all of its customers with quick, courteous service, what is it

doing?A. Making a brand promise C. Stating industry policies B. Developing a campaign platform D. Establishing product position

CR:001/2.0725. John communicates through all advertisements that his employees go through extensive training. What

is John doing?A. Making a brand promise C. Stating industry policies B. Developing a campaign platform D. Establishing product position

CR:001/2.0726. What will probably happen to a business if it continuously fails to deliver on its brand promise?

A. Lose credibility C. Increase market share B. Improve sales volume D. Decrease liability

CR:001/2.0727. What is an example of an employee reinforcing a firm's image through his/her job performance?

A. A customer waits on the telephone for several minutes while Matt confirms shipping information.

B. Susan advises her customer that the sofa is only available by special order. C. Jack politely asks if his customer would like a beverage while s/he waits for car service. D. Angela, a human resources manager, prepares the firm's employee newsletter every month.

CR:002/2.0728. Which of the following is a policy that the WNJ Company might implement to reinforce its image as an

efficient and responsive business?A. Requiring employees to respond to customer inquiries within 24 hours B. Requesting that employees sign their timecards at the end of a pay period C. Ensuring that employees wear clean uniforms during their shifts D. Allowing employees to establish their own service standards

CR:002/2.07


Semester One Exam

29. What is one way that businesses use marketing information?A. To develop new products C. To change economic trendsB. To determine credit scores D. To prepare sales invoices

IM:012/1.0530. What does continuously monitoring internal marketing information enable businesses to do?

A. Investigate competitors C. Evaluate market share B. Identify problems D. Analyze economic changes

IM:012/1.0531. What is one way that many businesses use the marketing information contained in sales reports?

A. To monitor expense accounts C. To improve the effectiveness of salespeople B. To qualify potential new customers D. To develop negotiating techniques

IM:184/1.0532. By monitoring its sales and its customers' buying habits, what is a business often able to identify?

A. Popular products C. Economic resources B. Research methods D. Competitors' activities

IM:184/1.05 33. XYZ Company noticed that the sales of iPads in blue have increased in sales. What can the

business determine about the iPads. A. Popular products C. Economic resources B. Research methods D. Competitors' activities

IM:184/1.0534. What type of internal report would indicate to a business that sales for a specific product have

dramatically dropped over the past three months?A. Market demographics analysis C. Annual income statement B. Accounts-payable summary D. Quarterly inventory status

IM:184/1.0535. What type of marketing data can a business obtain by reviewing its inventory reports and customers'

invoices?A. Product quality C. Customers' product preferences B. Customers' credit limits D. Actual market share

IM:184/1.0536. What does applying the customer-orientation element of the marketing concept enable the business to do?

A. Offer products that consumers want to buy B. Persuade customers to buy its products C. Provide more products than consumers need D. Coordinate its marketing activities

MK:001/1.0137. By increasing awareness of the need for environmental controls, what has marketing done?

A. Made buying more convenient C. Improved the quality of life B. Regulated the standard of living D. Added usefulness to products

MK:001/1.0138. Grocery stores are allowing customers to bring in the own cloth bags to use in place of the plastic bags

that they usually provide. What has this action done?A. Made buying more convenient C. Improved the quality of life B. Regulated the standard of living D. Added usefulness to products

MK:001/1.0139. According to the marketing concept, which option shows company commitment?

A. Leaving marketing to the marketing department B. Teaching marketing to college marketing students C. Setting aside funds to research what customers want D. Pricing a product to maximize profitability per item

MK:001/1.016621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

Semester One Exam

DELETED 40. Which marketing function helps businesspeople forecast how much will be sold in a given period?

A. Market planning C. PromotionB. Risk management D. Channel management

MK:002/1.01DELETED 41. Company XYZ has predicted it will sell 3,000 new microwaves during the “Back to School”

sale. Which marketing function is this business using?A. Market planning C. PromotionB. Risk management D. Channel management

MK:002/1.0142. After the popularity of a product dropped, the business needed a new product to promote that would

help to improve its image. Which marketing function would come up with the new product?A. Channel management C. Selling B. Product/Service management D. Promotion

MK:002/1.01 43. Paul’s plant food is losing its popularity among his customer base. What marketing function

would come up with the improved product?A. Channel management C. Selling B. Product/Service management D. Promotion

MK:002/1.0144. What does the selling function involve that makes it so important?

A. Setting high prices C. Contacting customers B. Displaying products D. Obtaining feedback from vendors

MK:002/1.0145. What is the overall reason that marketing strategies are designed and implemented?

A. Improving management techniques C. Changing the image of the business B. Achieving planned goals D. Increasing business profits immediately

MP:001/1.0446. Dennis has a great idea for a new type of tennis ball that, if produced, would be better than any ball

currently on the market. He pitches his idea to a few investors. Which of the four Ps should these investors consider first?

A. Product C. Promotion B. Price D. Place

MP:001/1.04 47. Manny has a new idea for a new cleanser that would decrease the time in cleaning tiled floors. He

thinks this product would be better than any cleanser currently on the market. Which of the four Ps should these investors consider first?

A. Product C. Promotion B. Price D. Place

MP:001/1.0448. To promote its summer menu, Danielle's Café plans to e-mail a $5.00-off coupon to its regular

customers next Tuesday. The coupon will be valid from June 1 through June 15. What does use of the coupon represent?

A. Tactic C. Goal B. Strategy D. Trend

MP:001/1.04 49. Highway 1 Restaurant allows customers the opportunity to enter drawings in order to win a birthday

cake. Customers register by providing their contact information on a card. What does entering the drawings represent?

A. Tactic C. Goal B. Strategy D. Trend

MP:001/1.046621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

Semester One Exam

50. Sue is a 12th grade student who loves the new Ferrari convertible which retails for approximately $300,000. She works part-time at the local movie theater and has approximately $150 in her savings and checking account. Is Sue a part of the market for the Ferrari?

A. No, she is not financially willing to purchase the Ferrari.B. Yes, she has an unfulfilled desire for the Ferrari.C. No, she is not financially able to purchase the Ferrari.D. Yes, she has an unfulfilled desire and is financially able and willing to satisfy that desire.

MP:003/1.0451. Which market segment do customers in cold climates who need snow shovels and snow blowers

represent?A. Geographic C. BehavioralB. Psychographic D. Occupational

MP:003/1.04 52. Which market segment do customers that prefer reasonably-priced recreational activities that

include a variety represent?A. Geographic C. BehavioralB. Psychographic D. Occupational

MP:003/1.0453. A business determines that it can increase its market share 12 percent by promoting its goods and

services to Hispanic females who are 18- to 34-years old. How is the business segmenting the market?A. By geographics C. By demographics B. By psychographics D. By behavior

MP:003/1.0454. How does the use of grades and standards affect the buying and selling process?

A. It enables customers to buy without having to inspect each product. B. It provides product information on unsafe products. C. It enables businesses to set high prices.D. It enables salespeople to suggest products without having to determine customer needs.

PM:019/2.0655. Why do many professional organizations develop standards for their members to follow?

A. To promote group activities C. To establish controlB. To create influence D. To promote product safety

PM:019/2.0656. Which is an example of an implied warranty?

A. A customer buys a toaster and assumes it will toast bread.B. A jacket's hang tag states that the fabric is pure wool.C. A television's label promises a full refund if the set doesn't work.D. A salesperson tells a customer, "This is the best quality you can buy."

PM:020/2.06 57. Teri purchased a new car and expects for the entertainment system to work smoothly. Which

warranty is Teri expecting to be fulfilled?A. express C. limitedB. full D. implied

PM:020/2.0658. A customer buys a CD player and receives a printed warranty card stating the action the company will

take if the CD player does not work properly. This is an example of a(n) _________ warranty.A. express C. limitedB. full D. implied

PM:020/2.06


Semester One Exam

59. What is a purpose of warranties and guarantees?A. To increase customer anxiety about purchasesB. To decrease feedback from customersC. To protect the producer and the sellerD. To avoid a customer-oriented focus for the business

PM:020/2.0660. Harrison Stroller Company manufactures baby strollers. The business launched a new stroller line in

hopes of increasing its market share. The new model featured neon, plastic, musical toys on the front bar of the stroller. By the middle of the first year, there were 50 reports of infant injuries. What legal action will Harrison Stroller Company have to face?

A. Consumer protection C. Product liability B. Product deletion D. Consumer Product Safety Act

PM:017/3.02 (SUPPLEMENTAL)

61. Lakeview Manufacturing produces canned tuna fish for consumers and pets. After the company decided to expand its market to three additional states, it discovered that the pet products were labeled incorrectly. They had been packaged and distributed as consumer products. To correct this problem, what action should the company take?

A. Product liability C. GuaranteeB. Product recall D. Warranty

PM:017/3.02 (SUPPLEMENTAL)62. Why would a business use a broad product mix?

A. To assure that the product lines are related C. To decrease legal liabilitiesB. To promote one-stop shopping D. To relate the products to the target market

PM:003/3.0363. Which of the following is a reason that a business would make changes to its products?

A. To keep up with changing consumer preferencesB. To spread risk over a wider areaC. To predict the success of the changed productD. To make room for other products

PM:003/3.0364. What does a salesperson need to do to be successful in selling?

A. Always attempt to sell related merchandise B. Ask management to limit the number of brands C. Describe the disadvantages of competing brands D. Learn the features unique to the brands s/he sells

SE:017/2.0165. Joe is a salesperson who will sometimes forgo a sale in order to satisfy a customer's needs. Carol

always attempts to close a sale at all costs. Who is likely to be the more successful salesperson?A. Joe, because he is a nice personB. Carol, because Joe is too timid to close a sale C. Joe, because he will get more repeat business D. Carol, because she will make more sales

SE:017/2.0166. What can salespeople do to maintain good relationships with existing customers?

A. Ask for new referrals C. Live up to their promises B. Use customers in advertisements D. Send customers expensive gifts

SE:076/2.01


Semester One Exam

67. What is an effective follow-up activity that salespeople can use to provide good service and develop strong relationships with customers?

A. Asking for referrals B. Calling to make sure the products are satisfactory C. Explaining the company's business plan D. Sending articles about local competitors

SE:076/2.01 68. George sold Sandy a new living room set. What should George do an effective follow-up to

provide good service and develop a strong relationship with her?A. Asking for referrals B. Calling to make sure the products are satisfactory C. Explaining the company's business plan D. Sending articles about local competitors

SE:076/2.0169. Which is a pre-sale opportunity for salespeople to provide customer service?

A. Providing ample product information C. Maintenance and repair B. Shipping and delivery D. Technical assistance and support

SE:076/2.0170. What should a salesperson do when dealing with a customer who wants to return an unsatisfactory

item?A. Exchange the item C. Consult the buyer B. Refer the customer to the manufacturer D. Follow the business's selling policies

SE:932/2.0371. What is an internal factor that affects the selling policies of a business?

A. Customer requests C. Financial resources B. Actions of competitors D. Government legislation

SE:932/2.0372. What type of product information might a salesperson be able to obtain from a manufacturer's

representative?A. How the product is made C. How the product became popularB. What credit terms are available D. What inventory method to use

SE:062/2.0873. A customer asks a specific product question that a new salesperson cannot answer. What should the

new salesperson do?A. Tell the customer to contact the manufacturer B. Explain that s/he is new and doesn't knowC. Try to serve the customer as best s/he canD. Ask an available, experienced employee

SE:062/2.08 74. Geri asked a salesperson about some features of the new Samsung Android cellular telephone.

Since the salesperson was not aware of the features, what should he do?A. Tell the customer to contact the manufacturer B. Explain that s/he is new and doesn't knowC. Try to serve the customer as best s/he canD. Ask an available, experienced employee

SE:062/2.0875. How does a feature-benefit chart help a salesperson?

A. Evaluates customer reaction to the presentationB. Explains the business's compensation rate to the salesperson C. Determines which features and benefits appeal to each customerD. Provides a quick reference to the salesperson about the product

SE:109/2.08


Semester One Exam

76. What is a product benefit that a salesperson might point out to a customer who wants to buy a computer?

A. Monitor has a nonglare screen. C. Print capability is optional.B. Pre-installed software saves money. D. Models are available in many colors.

SE:109/2.0877. When salespeople explain the benefits of a technical product, what questions are they answering for

customers?A. What is the warranty? C. What is the price? B. What is it? D. What's in it for me?

SE:109/2.08 78. Josh wants to know more about the benefits of his new iPad. What about the iPad he wants to know?

A. What is the warranty? C. What is the price? B. What is it? D. What's in it for me?

SE:109/2.0879. After learning that a customer is interested in a computer that can produce sophisticated graphics, what

should be the salesperson's next step?A. Trying to reach closure with the customerB. Suggesting a specific computer to the customerC. Trying to make the customer feel more relaxedD. Giving the customer a price list

SE:048/2.0980. By what will the emphasis put on each phase of the selling process vary most significantly?

A. State and local laws C. Product and the client B. Economic climate D. Geographic area

SE:048/2.0981. Why should salespeople create favorable impressions during the initial contact with customers?

A. Customers want to ask for assistance. C. First impressions seldom last very long.B. First impressions are difficult to change. D. Customer rapport is unimportant.

SE:110/2.10 (SUPPLEMENTAL)82. What should the salesperson do when s/he is helping a customer and another customer enters the

selling area?A. Apologize to the first customer for helping the second customer. B. Leave the first customer to help the second customer. C. Acknowledge the second customer as soon as possible. D. Ignore the second customer until finished with the first customer.

SE:110/2.10 (SUPPLEMENTAL)83. A customer has been looking at different brands of the same product for several minutes. What is the

most appropriate sales approach to use under these circumstances?A. "May I help you?" C. "Brand X is on sale today."B. "Good morning. How are you?" D. "What can I do for you today?"

SE:110/2.10 (SUPPLEMENTAL)84. If you feel you are asking too many questions but have not determined the customer's need or want,

what can you do to vary your approach?A. Use questioning statements. C. Ask questions more slowly. B. Wait for the customer to ask questions. D. Speed up the pace of your questions.

SE:111/2.10 (SUPPLEMENTAL) 85. Tim could not think of any more questions to determine a customer’s need for a new stove. What should

Tim do?A. Use questioning statements. C. Ask questions more slowly. B. Wait for the customer to ask questions. D. Speed up the pace of your questions.

SE:111/2.10 (SUPPLEMENTAL)


Semester One Exam

86. On what does the speed of asking customers questions depend?A. Type of product that is being sold B. Number of other customers waiting C. Amount of time left before the business closesD. Pace of the customer's responses to your questions

SE:111/2.10 (SUPPLEMENTAL)87. What is good advice for a salesperson to follow when questioning customers?

A. Ask each customer the same questions C. The more questions you ask, the betterB. Ask impersonal questions D. Make sure customers answer your

questionsSE:111/2.10 (SUPPLEMENTAL)

88. What should a salesperson explain to a customer when recommending a substitute item?A. Buying motives C. Comparable features B. Exchange policies D. Fringe benefits

SE:114/2.10 (SUPPLEMENTAL) 89. Judy sold customers substitute computers for the iPad. What should she explain to the

customers about the substitute computers? A. Buying motives C. Comparable features B. Exchange policies D. Fringe benefits

SE:114/2.10 (SUPPLEMENTAL)90. Analyze the following situation to determine how the sale was lost: Ms. Garcia asked a sales

representative for a handheld scanner she'd seen at a trade show. The sales representative said, "You don't want that scanner. It's too slow and inaccurate. For a few more dollars, you can have this quality scanner instead." Ms. Garcia didn't buy. What had the sales representative done?

A. Pointed out features of the scanner C. Criticized the original request B. Suggested trading-down D. Referred to the new item as a substitute

SE:114/2.10 (SUPPLEMENTAL)91. A small computer business does not stock the computer printer that a customer has requested. What

should the sales representative do?A. Take the customer's telephone number and call if the business decides to stock the printerB. Offer the customer free ink cartridges if a computer is purchasedC. Tell the customer to try another business or competitor D. Offer to call the printer's manufacturer to check availability and delivery dates

SE:009/2.12 (SUPPLEMENTAL)92. When a customer's special order arrives, another customer who is on hand at the time asks to buy the

item. What should the salesperson do?A. Hold the item for the original customer, and offer to place an order for the new customer B. Sell the item to the new customer, and refund the original customer's money C. Hold the item for the original customer, and get the new customer's name and address D. Sell the item to the new customer, and reorder for the original customer

SE:009/2.12 (SUPPLEMENTAL)93. What is often one of the first steps in processing an incoming telephone order?

A. Checking for availability C. Describing each item B. Explaining pricing policy D. Obtaining customer's name

SE:835/2.12 (SUPPLEMENTAL) 94. Shari wants to make sure that she knows which customers orders she is taking on the

telephone, which one of the first steps in processing incoming telephone orders would help?A. Checking for availability C. Describing each item B. Explaining pricing policy D. Obtaining customer's name



Semester One Exam

95. What is usually an important step in processing a customer's telephone order?A. Asking personal questions C. Checking product availabilityB. Calculating gross profit D. Ending the call quickly

SE:835/2.12 (SUPPLEMENTAL)96. A 589-pound shipment is sent by motor freight at a rate of $11.56 per 100 pounds. What are the

shipping charges?A. $68.09 C. $66.08 B. $67.08 D. $69.09

SE:116/2.1197. A customer purchased dining room furniture that retails for $750.00 at 33% off. The sales tax rate is

5%, and delivery is $25. What is the total cost of the purchase?A. $527.50 C. $527.63B. $553.88 D. $552.63

SE:116/2.1198. How much should be charged to ship a 47-pound package to California from Utah based on the

delivery chart provided?

ZONES ZONESWeightNot toExceed

48States

12

*Alaska& Hawaii

14

Puerto Rico15

*Alaska (Rural)

16

WeightNot toExceed

48States

12

*Alaska& Hawaii

14

Puerto Rico15

*Alaska (Rural)

16Letter $ 5.75 $ 9.00 $ 8.50 $ 12.50 1 lb 6.00 10.25 9.75 20.25 41 lbs $ 48.75 $ 60.25 $57.25 $66.25 2 7.00 11.50 11.25 22.25 42 50.00 61.25 58.25 67.25 3 7.75 12.75 12.75 24.00 43 51.00 62.25 59.25 68.25 4 8.25 14.00 14.25 24.75 44 52.00 63.25 60.25 69.50 5 9.00 15.25 15.50 25.50 45 53.00 64.00 61.25 70.50 6 10.25 16.75 16.75 26.25 46 54.25 64.75 62.25 71.50 7 11.50 18.25 18.00 27.25 47 55.25 65.50 63.25 72.25 8 12.75 19.75 19.25 28.50 48 56.50 66.25 64.25 73.00 9 14.00 21.25 20.50 29.75 49 57.50 67.00 65.25 74.0010 15.25 22.75 21.75 31.00 50 58.50 68.00 66.25 75.00

A. $72.25 C. $65.50B. $63.25 D. $55.25

SE:116/2.1199. How much should be charged to ship a 42-pound package to Puerto Rico from North Carolina based on

the delivery chart provided?A. $50.00 C. $61.25B. $58.25 D. $67.25

SE:116/2.11100. How much should be charged to ship a 10-pound package to Hawaii from New Jersey based on the

delivery chart provided?

A. $15.25 C. $22.75B. $21.75 D. $31.00

SE:116/2.11


Semester One Exam Key

1. BNew personnel regulations. Most businesses prepare a variety of internal reports that are intended to inform employees about changes in policies and procedures. These internal reports often explain new personnel regulations. If employees analyze the reports, they will be able to understand and comply with the new personnel policies and procedures. Businesses do not share customer profiles with all employees. Internal business reports concerning policies and procedures usually do not explain industry research data or list former local competitors.SOURCE: CO:057/1.03 (SUPPLEMENTAL)SOURCE: Locker, K.O., & Kaczmarek, S.K. (2007). Business Communication: Building critical skills

(3rd ed.) [p. 307]. New York: McGraw-Hill/Irwin.

2. CThe use of company property. Businesses often develop employee handbooks, which provide information about their general policies and procedures. Employee handbooks are usually given to new employees when they are hired. Employee handbooks usually provide information about overtime and vacation policies, disciplinary and grievance procedures, pay schedules, dress codes, and behavioral expectations in its employee handbook. Many employee handbooks include information about employees and their personal use of company property. Company-property issues that the handbook might address include making personal long-distance phone calls on the company phone and using the office copy machine or laser printer for non-business purposes. Lists of the company's current job openings and personal information about vacation days are usually available through the human-resources department, and are not included in the employee handbook. Additionally, the company's annual report is not usually included in the employee handbook. Often, corporations post their annual reports on the company's web site.SOURCE: CO:057/1.03 (SUPPLEMENTAL)SOURCE: SmallBusinessNotes.com. (n.d.). Employee handbook. Retrieved May 17, 2011, from

http://www.smallbusinessnotes.com/managing-your-business/employee-handbook.html

3. AState provided2.02

4. AMake sure the mistake is corrected. The customer wants you to resolve the problem. To do this, you must find solutions and correct the mistake without getting as upset as the customer, being defensive, or placing blame. You must find out what happened so that you know what to do next. Calling the customer's supervisor is inappropriate. You should look at this problem as an opportunity to discover how you can improve your customer-service skills.SOURCE: CR:004/2.02 (SUPPLEMENTAL)SOURCE: Odgers, P. (2004). The world of customer service (pp. 50-51). Mason, OH: South-Western.

5. BDevote their full attention to customers. Maintaining a customer-service mindset requires employees to set their minds on customers. They should not become distracted by other things around them, such as songs on the radio, conversations with coworkers, the amount of work piling up on their desks, or what they will be doing after work or during breaks. Distractions turn their focus away from customers and prevent them from providing quality service.SOURCE: CR:004/2.02 (SUPPLEMENTAL)SOURCE: Odgers, P. (2004). The world of customer service (pp. 118-120). Mason, OH: South-

Western.



6. BBy requesting input through employee and customer surveys. Service-oriented companies are generally committed to providing exceptional service levels. Service-oriented companies are always looking for ways to improve their service levels. Requesting feedback from employees and customers regarding service levels is one way businesses can evaluate and improve service. Testimonials are statements by identified users of a product proclaiming the benefits received from the use of a product. Distributing testimonials, evaluating product development procedures, and conducting a feasibility analysis are not methods that businesses generally use to improve their service levels.SOURCE: CR:005/2.02 (SUPPLEMENTAL)SOURCE: Rokes, B. (2002). Customer service: Business 2000 (p. 139). Mason, OH: South-Western.

7. BBuilds positive relationships with customers. A service orientation is the business philosophy of providing quality service. One way to do this is to communicate effectively with customers so they trust the business. The benefit of creating trust by providing accurate and credible information is that it tends to build positive relationships with customers. Customers often remain loyal to a business if they have confidence that the business will treat them well and provide quality service. The purpose of reinforcing service orientation through communication is not to promote the sale of new products, reward customers for their support, or encourage employees to be aggressive. SOURCE: CR:005/2.02 (SUPPLEMENTAL)SOURCE: Weitz, B.A., Castleberry, S.B., & Tanner, J.F. (2007). Selling: Building partnerships (6th ed.)

[pp. 40-41]. New York: McGraw-Hill.

8. DMake sure you clearly understand customers' inquiries. Customers' inquiries are not always phrased in such a way that employees can easily determine what customers want to know. Employees should find out exactly what the customers are asking in order to give them the most accurate answers. Inquiries should be handled as courteously as sales, which means spending whatever time is needed to answer them. In many cases, it would be inappropriate to try to sell something to a customer who asks a question. Employees who are busy with a sale can often take a moment to answer a single question for another customer without being rude to the first customer. If the second customer has additional questions, s/he should be asked to wait until you can give those questions your full attention.SOURCE: CR:006/2.02 (SUPPLEMENTAL)SOURCE: Bovée, C.L., & Thill, J.V. (2008). Business communication today (9th ed.) [pp. 225-226].

Upper Saddle River, NJ: Pearson Prentice Hall.

9. DState provided2.02

10. BAsk the customers when it would be convenient to call them. When employees must gather information requested by customers and call them later, the employees should ask the customers when the customers would like to be called. The call should be scheduled to suit the customers' convenience, not that of the business. The employees should explain that the information is not available at the moment but will be obtained. Explaining how much effort will be required to obtain the information sounds like a complaint about the customers' request. Employees should make sure that they follow through on their promise of a return call, rather than asking customers to call back if they don't receive a call.SOURCE: CR:006/2.02 (SUPPLEMENTAL)SOURCE: United Concordia. (n.d.). Enhanced customer service experiences. Retrieved May 18,

2011, from http://www.tricaredentalprogram.com/tdptws/info/enhanced_tools.jsp



11. AOffend the clients. Businesspeople should try to learn as much as they can about a client's culture, customs, and social values. By understanding and being aware of cultural differences, businesspeople can adapt their communication styles to make a positive impression on their clients, earn their clients' trust, and persuade their clients to buy. Businesspeople who adapt their communication styles are aware of actions that a particular client might view as hospitable, as well as behaviors that the client might find offensive. Offensive behaviors can hinder the ability to build long-term relationships with international clients.SOURCE: CR:019/2.02 (SUPPLEMENTAL)SOURCE: Buckler, C., & Moore, K. (n.d.). Module 3: Cross-cultural communication. Retrieved May 17,

2011, from http://www.ookpik.org/pdf/cross_cultural_coms.pdf


13. DBeing patient, flexible and empathetic. So that businesspeople don't do something that will offend their clients, they should adapt their communication styles with clients from different cultures. To develop positive relationships with international clients, businesspeople should try to learn as much as they can about their clients' cultures, customs, and social values. Adapting communication styles requires businesspeople to be patient, flexible, empathetic, respectful, confident (but not overly so), honest (transparent), and sensitive to their clients' cultures and customs. Projecting biased, demanding, manipulative, or indifferent attitudes may offend the clients.SOURCE: CR:019/2.02 (SUPPLEMENTAL)SOURCE: Buckler, C., & Moore, K. (n.d.). Module 3: Cross-cultural communication. Retrieved May 17,

2011, from http://www.ookpik.org/pdf/cross_cultural_coms.pdf

14. CNature of the business. A business's policies must be appropriate for the type of business. For example, a policy that might be appropriate for an investment business might be inappropriate for a hardware store. Not all business policies are written, and it would not be necessary to display them. The personal preferences of management should not be a consideration. Employees who lack good communication skills can receive training that will improve their skills in communicating policies to customers.SOURCE: CR:007/2.02 (SUPPLEMENTAL)SOURCE: Rue, L.W., & Byars, L.L. (2006). Business management: Real-world applications and

connections (pp. 241-242). Woodland Hills, CA: Glencoe/McGraw Hill.

15. BTo make sure the business's actions are consistent. Business policies keep the day-to-day operations running smoothly and consistently. Policies ensure that employees will handle the same situations in the same manner, rather than making decisions regarding each customer, because the policies provide guidelines for employees to follow. Business policies cannot ensure profits. Policies usually set rules for exchanges of goods, but they do not encourage customers to make exchanges frequently.SOURCE: CR:007/2.02 (SUPPLEMENTAL)SOURCE: Rue, L.W., & Byars, L.L. (2006). Business management: Real-world applications and




16. CListen patiently and try to stay calm. In order to keep the channel of communication open, the employee must remain calm and courteous. S/He should listen carefully to the individual and give him/her plenty of time to say what s/he feels. Proving someone else is wrong seldom improves a situation and may make it worse. Speeding up the sale is not an effective way to deal with disagreeable individuals and may even make them more disagreeable.SOURCE: CR:009/2.05 (SUPPLEMENTAL)SOURCE: CR LAP 3—Making Mad Glad (Handling Difficult Customers)

17. CState provided2.05

18. CSlow/Methodical. Slow/Methodical customers require a lot of time to make a purchase because of shyness or difficulty in making a choice or buying decision. Disagreeable customers are unpleasant and hard to help because they are argumentative, complaining, irritable/moody, insulting, impatient, and/or have a leave-me-alone attitude. Dishonest customers intentionally attempt to avoid paying part or all of the cost of a good or service. Suspicious customers question everything and may want facts and proof before being convinced that something is true.SOURCE: CR:009/2.05 (SUPPLEMENTAL)SOURCE: CR LAP 3—Making Mad Glad (Handling Difficult Customers)

19. DLoss of sales. When customer complaints are handled improperly, the salesperson stands to lose the customer's current and future purchases. In addition, the unhappy customer often expresses the dissatisfaction to friends, to relatives, and to coworkers. This can also result in loss of sales. Only in rare cases would additional advertising be used to respond to customer complaints since most businesses would prefer that complaints not be made public. Markup on inventory is a routine procedure not connected to customer complaints. Higher commissions would be a cost associated with increased sales.SOURCE: CR:010/2.05 (SUPPLEMENTAL)SOURCE: Odgers, P. (2004). The world of customer service (p. 51). Mason, OH: South-Western.

20. BProduct quality. Poor quality products that do not perform properly or break are a common cause for complaint. Other causes include the business itself, its policies, and its personnel. Price reductions are usually pleasing to customers. Extended hours give customers more time to shop. Institutional ads promote the image of the business and are not likely to be the subject of complaints.SOURCE: CR:010/2.05 (SUPPLEMENTAL)SOURCE: Odgers, P. (2004). The world of customer service (p. 51). Mason, OH: South-Western.

21. CRestate the complaint. Restating the complaint involves putting the customer's complaint into your own words. Including all relevant facts when you restate the complaint helps to ensure that you fully understand the customer's complaint. This also provides the customer an opportunity to correct any errors in your understanding of the problem. Explaining company policy and taking action should be done after you restate the complaint. Thanking the customer for bringing the problem to your attention helps to calm the customer's anger.SOURCE: CR:010/2.05 (SUPPLEMENTAL)SOURCE: Odgers, P. (2004). The world of customer service (pp. 52-54). Mason, OH: South-Western.



22. C State provided

2.05

23. BYes, because the salesperson does not have an opportunity to handle the complaint. Salespeople are not able to satisfy noncomplainers because they do not express their dissatisfaction to anyone associated with the business. They do, however, express ill feelings to friends, to relatives, and to coworkers. In this way, they create a poor image of the business. Because of this, they are a much bigger problem than complainers. Once salespeople know the source of customer complaints, they can seek ways to satisfy the complainers within company guidelines.SOURCE: CR:010/2.05 (SUPPLEMENTAL)SOURCE: Odgers, P. (2004). The world of customer service (pp. 22-25). Mason, OH: South-Western.

24. AMaking a brand promise. A brand promise is a business's agreement, spoken or unspoken, with customers that it will consistently meet their expectations and deliver on its brand characteristics and values. In the example, the brand promise is to provide all customers with quick, courteous service. Developing a campaign platform, stating industry policies, and establishing product position are not activities in which a business is making a pledge or promise to customers.SOURCE: CR:001/2.07SOURCE: Ubrander. (2006, August 31). How do I create a brand marketing plan? Retrieved May 17,

2011, from http://ubrander.wordpress.com/2006/08/31/how-do-i-create-a-brand-marketing-plan/

25. AState providedCR:001/2.07

26. ALose credibility. A brand promise is a business's agreement, spoken or unspoken, with customers that it will consistently meet their expectations and deliver on its brand characteristics and values. An example of a brand promise is a large company that pledges to deliver backorders within 24 hours. If the company consistently fails to deliver backorders within 24 hours, customers are likely to become upset, which may cause the company to lose its credibility. A business that loses credibility with its customers tends to lose sales and market share because its customers will likely find new sources to fulfill their needs. Liability refers to a debt, (e.g., money), that the company owes and does not always affect a company's ability to fulfill its brand promise. SOURCE: CR:001/2.07SOURCE: Ubrander. (2006, August 31). How do I create a brand marketing plan? Retrieved May 17,

2011, from http://ubrander.wordpress.com/2006/08/31/how-do-i-create-a-brand-marketing-plan/

27. CJack politely asks if his customer would like a beverage while s/he waits for car service. The manner in which employees perform their tasks is an important factor that affects how customers view a business. When an employee is polite and asks a customer if s/he would like a beverage while waiting for service, the employee is reinforcing a positive view or image of the business. On the other hand, placing a customer on hold, especially if it happens often, might anger the customer and reinforce a negative image of the business. There is not enough information to determine if preparing a newsletter or telling a customer that an item is only available by special order is reinforcing or creating a certain image.SOURCE: CR:002/2.07SOURCE: Odgers, P. (2004). The world of customer service (pp. 6-7). Mason, OH: South-Western.



28. ARequiring employees to respond to customer inquiries within 24 hours. A business's employees can have a dramatic impact on the ways in which customers view the business. If one customer has a poor experience with one employee, that customer often develops a poor attitude about the entire business. And, that customer often shares those negative opinions with others. Therefore, a business should take steps to ensure that its employees understand how their actions affect the business's image. Businesses often develop policies to ensure that employees are engaging in behaviors that support the company's image. Because WNJ wants to project an image of being responsive to its customers' needs, it developed a policy that employees must respond to inquiries within 24 hours. This may include a quick phone call just to tell the customer that the business is working on a problem or issue. Requiring signed timecards is a personnel policy rather than a way to reinforce the business's public image. Although clean uniforms can affect the business's image, the uniforms do not indicate how responsive the business is in meeting its customers' needs. Because individuals often have different perspectives about excellent service, it is not a good idea to allow employees to set their own service standards.SOURCE: CR:002/2.07SOURCE: Kotler, P., & Armstrong, G. (2008). Principles of marketing (12th ed.) [pp. 222, 244-245].

Upper Saddle River, NJ: Prentice-Hall.

29. ATo develop new products. Businesses need to obtain and analyze a wide variety of marketing information in order to make decisions for the future. One way that businesses use this information is to develop new products and improve existing products in order to satisfy customers' needs. In order to make marketing decisions that will keep them competitive, businesses are constantly gathering information about customers' preferences and why customers buy certain products. Businesses do not use marketing information to prepare sales invoices. Businesses obtain marketing information in order to monitor economic trends, but they are not able to change those trends. Credit scoring is a function of finance that helps a company determine a customer's credit worthiness.SOURCE: IM:012/1.05SOURCE: Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 170-171].

Boston: McGraw-Hill/Irwin.

30. BIdentify problems. Marketing information is data available inside (internal) and outside (external) the business. Internal marketing information that businesses monitor include inventory reports, customers' sales records, customers' feedback from surveys, etc. Comparing current and past marketing information can often reveal problems, such as a sudden drop in sales of a particular product. A drop in sales may indicate that the business needs to provide new or improved products or increase promotional efforts. Businesses need to review various forms of external marketing information to effectively investigate competitors, evaluate market share, and analyze economic changes.SOURCE: IM:012/1.05SOURCE: Kotler, P., & Armstrong, G. (2008). Principles of marketing (12th ed.) [p. 98]. Upper Saddle

River, NJ: Prentice-Hall.



31. CTo improve the effectiveness of salespeople. Sales reports contain a variety of marketing information that businesses often use to improve the effectiveness of salespeople. This includes information about number of new customers, number of lost customers, cost of selling, time spent with each customer, etc. By reviewing the information, a business can determine if the salesperson is effective, or might need assistance or more training to be better able to market the business's products to customers. For example, a sales call report might reveal that customers want detailed product information that the salesperson does not have. Then, the business can develop materials to provide the detailed information. This will help the salesperson to more effectively work with customers. Businesses do not use the marketing information contained in sales reports to qualify potential new customers or to develop negotiating techniques. Expense accounts are types of sales reports that often contain marketing information. SOURCE: IM:184/1.05SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 594).

Woodland Hills, CA: Glencoe/McGraw-Hill.

32. APopular products. A business that monitors its sales and customers' buying habits over time can determine which products are popular and which products are not selling. By knowing which products are moving well and not so well, the business can make informed decisions about its product mix. For example, a business may decide to offer popular products in other colors or sizes, or it may decide to delete slow-moving items from its product mix. Research methods are the ways in which a business obtains marketing information. Economic resources are the human and natural resources and capital goods used to produce goods and services. Monitoring its sales and its customers' buying habits will not help the business identify research methods, economic resources, or competitors' activities.SOURCE: IM:184/1.05SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 640, 742).



34. DQuarterly inventory status. By monitoring inventory, a business can determine how well a product is selling. If the status report indicates that the inventory for the item is turning slowly, then the business knows that sales are down. By monitoring the inventory status report over time, the business might decide to drop items from the product line that are not selling. Accounts-payable reports summarize data related to monies that the business owes others. An income statement is a financial summary that shows how much money the business has made or lost over a certain period of time. A demographics analysis provides a business with information about a market segment's physical and social characteristics (e.g., age, gender, education). An accounts-payable summary, an annual income statement, and a market demographics analysis will not indicate changes in a product's sales.SOURCE: IM:184/1.05SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 510-515).




35. CCustomers' product preferences. Internal records provide businesses with information about their customers' buying habits and product usage. By reviewing inventory reports, a business can determine which products are selling well and which products are moving slowly. This information may prompt the business to phase out the slow moving product and increase promotional efforts for the products that are selling well. Customers' invoices provide information about an individual customer's buying preferences and habits. For example, invoices might reveal that certain customers buy a certain quantity of a particular product four times a month. By knowing this type of information, the business can customize promotions for its customers and take steps to ensure that it has sufficient product on hand when it is needed. Financial reports provide information about customers' credit status and limits. Customer invoices do not provide information about a product's level of quality. Businesses need to analyze industry and competitors' data and compare them with internal data to evaluate its market share.SOURCE: IM:184/1.05SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 594-595).


36. AOffer products that consumers want to buy. Businesses that implement the customer-orientation element of the marketing concept base their decision making on customer wants and needs. They determine what customers want and offer that, rather than deciding on their own what they want to sell. Promotional activities help the business to persuade customers to buy. Providing more products than consumers need would not benefit a business. Having a customer orientation does not coordinate a business's marketing activities.SOURCE: MK:001/1.01SOURCE: MK LAP 4—Have It Your Way! (Nature of Marketing)

37. CImproved the quality of life. Marketing has improved the quality of life by encouraging the development of safer, better goods and services. In addition, marketing has increased awareness of the need for environmental controls to protect our physical surroundings, which has led to an improvement in our existence. Making people aware of the need for environmental controls does not add usefulness to products or make buying more convenient, although those are other benefits of marketing. Marketing does not regulate the standard of living but usually helps to raise it by improving the general conditions in which people live.SOURCE: MK:001/1.01SOURCE: MK LAP 4—Have It Your Way! (Nature of Marketing)

38. CState provided1.01



39. CSetting aside funds to research what customers want. Company commitment involves everyone in the organization embracing the marketing concept and putting customers' interests first. One way to demonstrate a commitment to the marketing concept is to set aside money to fund the research needed to develop a product according to customers' wishes. Leaving marketing to the marketing department prevents the rest of the company from being involved in marketing. Teaching marketing to college marketing students is honorable, but it does not demonstrate the marketing concept's theme of company commitment. Pricing a product to maximize profitability per item allows the company to earn as much money as it can, but customers may not be willing to purchase the product at that high of a price. Pricing a product to maximize profitability per item puts the company's interests before the customers', which goes against the marketing concept.SOURCE: MK:001/1.01SOURCE: MK LAP 4—Have It Your Way! (Nature of Marketing)

DELETE 40. AMarket planning. Market planning is a marketing function that addresses the principles and tools used to determine and to target marketing strategies to a select audience. Risk management is not a marketing function. Promotion involves communicating information about goods, services, images, and/or ideas to achieve a desired outcome. Channel management is the processes by which marketers ensure that products are distributed to customers efficiently and effectively.SOURCE: MK:002/1.01SOURCE: MK LAP 1—Work the Big Six (Marketing Functions)

DELET 41. AState provided1.01

42. BProduct/Service management. This is a marketing function that involves obtaining, developing, maintaining, and improving a product or service mix in response to market opportunities. This includes selecting products that help to promote a certain image for the business. Selling is a marketing function that involves determining client needs and wants and responding through planned, personalized communication that influences purchase decisions and enhances future business opportunities. Promotion is a marketing function that communicates information about goods, services, images, and/or ideas to achieve a desired outcome. Channel management is the processes by which marketers ensure that products are distributed to customers efficiently and effectively.SOURCE: MK:002/1.01SOURCE: MK LAP 1—Work the Big Six (Marketing Functions)

43. BState provided1.01

44. CContacting customers. The selling function is very important because it involves contact with customers. If customers are not satisfied with the sales experience, they often will not buy even if they need the product and the price is right. The selling function does not necessarily involve displaying products, setting high prices, or feedback from vendors.SOURCE: MK:002/1.01SOURCE: MK LAP 1—Work the Big Six (Marketing Functions)



45. BAchieving planned goals. The business's goals and strategies for achieving those goals may change frequently. Changing the business's image, increasing its profits, or improving management techniques might be specific goals at any point in time.SOURCE: MP:001/1.04SOURCE: MP LAP 2—Pick the Mix (Nature of Marketing Strategies)

46. AProduct. Before a company introduces a new product, it should determine if there is a market for the product. The investors should first determine if there is a market for a new type of tennis ball before creating a company. After product is considered, the investors would have to think about how to price the new ball, where and how it should be promoted, how to ship the product, and where it should be sold.SOURCE: MP:001/1.04SOURCE: MP LAP 2—Pick the Mix (Nature of Marketing Strategies)


48. ATactic. Because e-mailing the coupon is a specific action to increase short-term sales, it is a marketing tactic. Marketing tactics are used to carry out the business's marketing strategies, which are broader in scope and serve as “road maps” to achieve the business's marketing goals. A trend is the general direction in which people or events are moving. Businesses evaluate trends when setting marketing objectives, determining marketing strategies, and executing marketing tactics. SOURCE: MP:001/1.04SOURCE: MP LAP 2—Pick the Mix (Nature of Marketing Strategies)


50. CNo, she is not financially able to purchase the Ferrari. To be part of a market, the customer must have an unfulfilled desire and be financially able and willing to satisfy that desire. Sue lacks the financial ability to purchase a Ferrari.SOURCE: MP:003/1.04SOURCE: IM LAP 9—Have We Met? (Market Identification)

51. AGeographic. Geographic segmentation groups people by the areas in which they are located. This includes customers in cold climates. Occupations are a basis for demographic segmentation. Psychographic segmentation groups people by lifestyles and personalities. Behavioral segmentation groups people by their response to a product.SOURCE: MP:003/1.04SOURCE: IM LAP 9—Have We Met? (Market Identification)

52. B State provided

1.04



53. CBy demographics. Demographics are the physical and social characteristics of the population. A business that segments the market on the basis of demographics considers factors such as the age, gender, and ethnicity of the population. Psychographic segmentation is the division of a market on the basis of consumers' lifestyles and personalities, which are influenced by their behavior. Geographic segmentation involves dividing a market on the basis of location (e.g., zip code).SOURCE: MP:003/1.04SOURCE: IM LAP 9—Have We Met? (Market Identification)

54. AIt enables customers to buy without having to inspect each product. The use of grades and standards speeds up the buying and selling process because customers can buy without having to inspect each product. It also furnishes information that salespeople can use to justify price, to sell benefits, and to meet customer needs. The use of grades and standards enables salespeople to recommend products that best meet customer needs. Although grades and standards provide product information, they do not address unsafe products. Unsafe products should not be offered since they are a business liability. Product prices will vary based on the product's grade. Therefore, the prices will not necessarily be high.SOURCE: PM:019/2.06SOURCE: PM LAP 8—Raise the Bar (Grades and Standards)

55. DTo promote product safety. Many professional organizations develop standards for their members to follow in order to promote safety. These specifications guarantee that the materials used to make goods, or the goods themselves, meet certain standards for safety. The safety standards also benefit customers who are ensured of purchasing safe goods. Professional organizations do not develop standards in order to promote their activities, to create influence, or to establish control.SOURCE: PM:019/2.06SOURCE: PM LAP 8—Raise the Bar (Grades and Standards)



56. AA customer buys a toaster and assumes it will toast bread. An implied warranty is an unwritten warranty understood by the consumer and the seller that the product will perform as expected. The television carries a guarantee—a promise made by the seller to refund the consumer's purchase price if the product does not perform as expected. The other alternatives are examples of express warranties that are either written or expressed verbally.SOURCE: PM:020/2.06SOURCE: PM LAP 4—Promises, Promises (Warranties and Guarantees)


58. AExpress. An express warranty is a promise expressed in a specific statement concerning the quality of the product. It may be in written or oral form. An implied warranty is an unwritten warranty that is understood by the consumer and the seller that the product will perform as expected. Not enough information is given to determine the extent of the promise; therefore, we do not know whether the promise covered all repairs (a full warranty) or only specific parts of the product (limited warranty).SOURCE: PM:020/2.06SOURCE: PM LAP 4—Promises, Promises (Warranties and Guarantees)

59. CTo protect the producer and the seller. A purpose of warranties and guarantees is to protect the producer and the seller. Producers and sellers are protected by well-written warranties and guarantees because the irresponsibilities to the consumer are clearly defined. The customer is informed at the time of the purchase of the way in which any problems will be handled. This helps to prevent purchasers from making unreasonable claims against producers or sellers. Reduced anxiety about purchases is a customer benefit received from warranties and guarantees. Benefits to the business from warranties and guarantees include attaining a customer-oriented focus for the business and obtaining feedback from customers.SOURCE: PM:020/2.06SOURCE: PM LAP 4—Promises, Promises (Warranties and Guarantees)

60. CProduct liability. Harrison Stroller Company will be held responsible for any injuries the product caused the children. Product liability refers to the producer's responsibility for any injury that the business's product may cause. Product deletion involves removing a product from the product line. Instead of removing the stroller from its product line, Harrison may decide to improve the stroller's safety by making changes to the product, which may involve issuing a product recall to fix or replace the faulty strollers. Consumer protection involves all the efforts to safeguard consumers from any kind of injury they might suffer in the process of purchasing and/or using consumer products. The Consumer Product Safety Act was passed in 1972. It gave the Consumer Product Safety Commission jurisdiction over the safety of consumer products.SOURCE: PM:017/3.02 (SUPPLEMENTAL)SOURCE: Meyer, E.C., & Allen, K.R. (2006). Entrepreneurship and small business management

(pp. 167-168). New York: Glencoe/McGraw-Hill.



61. BProduct recall. Lakeview Manufacturing should alert the public and recall all the consumer tuna-fish products that were improperly labeled. Product recall is the removal from the marketplace of a product that is defective or hazardous to consumers. Product liability refers to the producer's responsibility for any injury that the business's product may cause. Guarantee is a promise to the consumer that a product's purchase price will be refunded if the product is not satisfactory. It is often called a money-back guarantee. Warranty is a promise to the purchaser that a product will be repaired or replaced if it proves to be defective.SOURCE: PM:017/3.02 (SUPPLEMENTAL)SOURCE: BNET. (2009). Product recall. Retrieved May 17, 2011, from

http://dictionary.bnet.com/definition/product+recall.html

62. BTo promote one-stop shopping. A business with a broad product mix offers many product lines. This provides them many opportunities to make sales, allows them to appeal to consumers with a variety of needs, promotes one-stop shopping, and often reduces the costs of the goods they buy for resale. Assuring that product lines are related refers to consistency. The use of a narrow product mix helps a business relate its products to the target market. The use of a broad product mix does not decrease legal liabilities. In fact, its use may increase legal liabilities since the business is responsible for a larger variety of product lines.SOURCE: PM:003/3.03SOURCE: PM LAP 3—Mix & Match (Nature of the Product Mix)

63. ATo keep up with changing consumer preferences. Customers' attitudes toward products change over time, and their preference for a product may change. Altering the product in some way can renew customers' interest. Making room for other products is a reason for using the contraction strategy. By adding products to the product mix, businesses are able to spread risk over a wider area. A limitation to the alteration strategy is that businesses cannot predict the success of altered products.SOURCE: PM:003/3.03SOURCE: PM LAP 3—Mix & Match (Nature of the Product Mix)

64. DLearn the features unique to the brands s/he sells. Typically, all products have unique features with which the salesperson should be familiar. Not all products have related items. Asking management to limit the number of brands the business carries would indicate the salesperson is not willing to learn about other brands. It is a better selling technique to point out the advantages of the brands you sell than to describe the disadvantages of competing brands.SOURCE: SE:017/2.01SOURCE: SE LAP 117—Sell Away (The Nature and Scope of Selling)

65. CJoe, because he will get more repeat business. In the long run, Joe will be more successful because he makes a sincere effort to satisfy the customer's needs, which will establish repeat clients. He will not establish repeat clients just because he is nice. Joe is not too timid to close a sale; he just has the customer's best interests in mind. Because sales situations differ, attempts to close a sale do not always result in a sale. Carol may get more sales initially, but will probably have very little repeat business. SOURCE: SE:017/2.01SOURCE: SE LAP 117—Sell Away (The Nature and Scope of Selling)



66. CLive up to their promises. An important part of providing quality customer service involves salespeople doing what they say they will do. By living up to their promises, salespeople will be able to maintain good relationships with existing customers. Customers will know that they can rely on salespeople and that they will receive the service and support that they need. Breaking promises is a sure way to lose valuable customers. Businesses sometimes use customers in advertisements but that is not a way of maintaining good relationships. Salespeople often ask for referrals from customers with whom they have good relationships, but asking for referrals does not maintain the relationships. It is usually considered inappropriate to send customers expensive gifts that may be misinterpreted as bribes.SOURCE: SE:076/2.01SOURCE: Futrell, C. M. (2006). Fundamentals of selling: Customers for life through service (9th ed.)

[pp. 458-459]. New York: McGraw-Hill/Irwin.

67. BCalling to make sure the products are satisfactory. Following up with customers is one way to provide good service and develop strong relationships. There are several effective follow-up activities and one is to call customers to make sure the products are satisfactory. Customers appreciate knowing that their business is important and that salespeople care enough to call to check on the products they sell. Salespeople who follow up usually create goodwill, and develop strong relationships with customers who often continue to buy from the salespeople. Asking for referrals is a way of identifying potential new customers. Salespeople usually do not explain the company's business plan. Salespeople might follow up by sending information about the company and new products, but they would not send articles about local competitors.SOURCE: SE:076/2.01SOURCE: Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics: Teacher's edition (2nd ed.)

[p. 612]. Tinley Park, IL: Goodheart-Willcox Company, Inc.

68. BState provided2.01

69. AProviding ample product information. Providing ample product information is a pre-sale opportunity for salespeople to provide customer service. Successful salespeople make sure that customers have all the information they need to make sound, well-informed decisions. This occurs during the sales presentation. Shipping and delivery, maintenance and repair, and technical assistance and support are all post-sale aspects of customer service.SOURCE: SE:076/2.01SOURCE: SE LAP 130—Go Beyond the Sale (Customer Service in Selling)

70. DFollow the business's selling policies. Selling policies are the general rules set down by management to guide the personal-selling effort, and they include service policies that are designed to govern the support a company provides to customers after the sale. Policies governing the return of goods are covered under a business's selling policies. A salesperson should know the accepted procedure for handling returns and not refer the customer to the manufacturer or consult the buyer. The customer may not want to exchange the item but obtain a credit or refund.SOURCE: SE:932/2.03SOURCE: Greene, C. (2003). Selling: Business 2000 (pp. 350-351). Mason, OH: South-Western.



71. CFinancial resources. Financial resources are categorized as an internal factor over which a business has some control. If a firm has limited financial resources, its selling policies may contain strict requirements for credit approval. Actions of competitors, government legislation, and customer requests are examples of external factors operating in the business environment over which the business has little or no control.SOURCE: SE:932/2.03SOURCE: Rue, L.W., & Byars, L.L. (2006). Business management: Real-world applications and


72. AHow the product is made. Manufacturers' representatives can provide salespeople with detailed information about the manufacturing process. They can explain why certain materials and procedures are used. Salespeople who understand how products are made are better able to pass on this information to customers and encourage them to buy. The salesperson's company would decide what type of credit terms to make available and what inventory method to use. A manufacturer's representative might not know how a product became popular.SOURCE: SE:062/2.08SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 266, 268).


73. DAsk an available, experienced employee. Experienced employees such as coworkers, supervisors, or buyers are generally willing to help new employees by sharing product information. This enables the new salesperson to serve customers more effectively and to give accurate answers to their questions. Salespeople who tell their customers to contact the manufacturer are not providing good customer service. New salespeople should not make excuses for their lack of knowledge or try to help customers without having the right information.SOURCE: SE:062/2.08SOURCE: Anderson, R.E., & Dubinsky, A.J. (2004). Personal selling: Achieving customer satisfaction

and loyalty (p. 311). Boston: Houghton Mifflin.


75. DProvides a quick reference to the salesperson about the product. In creating the feature-benefit chart, a salesperson can be better prepared in the selling process. Preparing a chart will help salespeople remember the features and benefits and should aid in developing meaningful selling sentences. A feature-benefit chart does not help a salesperson to determine which features and benefits appeal to each customer, evaluate customer reaction to the sales presentation, or explain the business's compensation rate.SOURCE: SE:109/2.08SOURCE: SE LAP 113—Find Features, Boost Benefits (Feature-Benefit Selling)



76. BPre-installed software saves money. Customers buy benefits; they do not buy features. Therefore, salespeople must be able to translate the features of their products into benefits. Explaining to a customer that the pre-installed software on a computer will save money is an example of pointing out benefits. The feature is the pre-installed software, but the benefit is the savings. Features of a computer might include a nonglare monitor screen, print capability, and models available in many colors.SOURCE: SE:109/2.08SOURCE: SE LAP 113—Find Features, Boost Benefits (Feature-Benefit Selling)

77. DWhat's in it for me? A benefit is the personal satisfaction or advantage that a customer wants from a technical product. It is how a feature helps a particular buyer. For customers, it answers the question of "What's in it for me?" An example is explaining that the benefit of GPS tracking systems is that they provide directions so drivers reach their destinations without getting lost. Explaining features answers the question of "What is it?" Explaining the benefits of a technical product does not answer the questions of "What is the price?" and "What is the warranty?"SOURCE: SE:109/2.08SOURCE: SE LAP 113—Find Features, Boost Benefits (Feature-Benefit Selling)


79. BSuggesting a specific computer to the customer. After learning about the customer's needs, the next step is to prescribe a solution (specific computer). The salesperson should be well informed about the products s/he sells in order to suggest the most appropriate product. Price should be discussed as part of prescribing a solution to the customer's need, but giving the customer a price list at this point would disrupt the selling process. Making the customer feel relaxed and at ease is part of establishing a relationship with the customer. The salesperson should not try to reach closure before a suitable product has been recommended and demonstrated.SOURCE: SE:048/2.09SOURCE: Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics (2nd ed.) [pp. 590-591].

Tinley Park, IL: Goodheart-Willcox.

80. CProduct and the client. The different phases of the selling process can be made more or less important according to what kind of product is being sold and according to the client to whom it is being sold. The part of the country in which the sale occurs, the economic situation at the time, and the state/local laws would not affect the situation.SOURCE: SE:048/2.09SOURCE: SE LAP 126—Set Your Sales (The Selling Process)

81. BFirst impressions are difficult to change. When customers receive a negative first impression from the salesperson, it may become permanent. This often results in lost sales. Therefore, the salesperson must attempt to make a positive first impression with customers and establish good rapport, or understanding. This should include offering the customer whatever assistance might be needed since customers do not usually like to ask for help.SOURCE: SE:110/2.10 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 279).




82. CAcknowledge the second customer as soon as possible. All customers should be acknowledged as soon as possible after entering the selling area. Even if the salesperson is busy with another customer, some form of acknowledgement should be given. It may be a smile, a nod, or some other gesture to let the waiting customer know that the salesperson is aware of his/her presence. It is not appropriate, though, to leave the first customer until proper service has been provided and apologizing to the first customer would not make it correct.SOURCE: SE:110/2.10 (SUPPLEMENTAL)SOURCE: Ogden, J.R., & Ogden, D.T. (2005). Retailing: Integrated retail management (pp. 388-389).

Boston: Houghton Mifflin.

83. C"Brand X is on sale today." This is an example of a merchandise approach—a comment or question that helps direct the customer's attention to the merchandise. It usually refers to goods on display in which the customer seems to be showing an interest. The other alternatives are different versions of the greeting, or welcome, approach—a warm, friendly greeting that makes the customer feel welcome and important.SOURCE: SE:110/2.10 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 282).


84. AUse questioning statements. These are statements used to gain a response from the customer, but they are not stated in question form. Asking questions at a slower or faster pace would not reduce the number of questions. It is the salesperson's responsibility, not the customer's, to ask questions that will help to determine the customer's needs.SOURCE: SE:111/2.10 (SUPPLEMENTAL)SOURCE: Futrell, C.M. (2006). Fundamentals of selling: Customers for life through service (9th ed.)

[p. 325]. New York: McGraw-Hill/Irwin.85. A State provided

2.10

86. DPace of the customer's responses to your questions. A customer who is quick to answer may be asked more direct questions at a faster pace. A customer who is slow in answering questions may be frustrated or become confused by your asking him/her questions too quickly. The number of other customers waiting, the type of product being sold, or the amount of time left before the business closes should have no bearing on treating the customer with courtesy and respect and making every attempt to satisfy a need or want.SOURCE: SE:111/2.10 (SUPPLEMENTAL)SOURCE: Four techniques when asking questions. (2010, December 29). Retrieved May 17, 2011,

from http://callcentertoday.com/callcentermagazine/2010/12/29/four-techniques-when-asking-questions/

87. BAsk impersonal questions. Salespeople should ask general questions because personal questions are inappropriate. The number of questions should be limited. If asked too many questions, customers may feel that the salesperson is trying to control or quiz them. The questions should be tailored to the type of customer: decided, undecided, or just-looking. Customers should not feel compelled to answer questions.SOURCE: SE:111/2.10 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 285, 287).




88. CComparable features. When recommending a substitute item, salespeople should point out the features and benefits so that the customer can make a buying decision. Salespeople will need to tell the customer how the features of the item are like those of the item requested. Customers usually will not purchase substitute items unless they are comparable to the items originally requested. Exchange policies are a business's guidelines for replacing goods with goods of an equal price. Fringe benefits are nonmonetary payments that workers receive in addition to wages. Buying motives are customers' reasons for buying goods or services.SOURCE: SE:114/2.10 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 295).

Woodland Hills, CA: Glencoe/McGraw-Hill.89. C

State provided2.10

90. CCriticized the original request. Customers may be insulted when sales representatives criticize the requested item. Instead, the sales representative should have discussed the similarities between Ms. Garcia's request and the suggested item. The sales representative suggested trading-up, rather than down, to a more expensive scanner than requested. The sales representative should point out features and benefits of products; however, the sales representative should not refer to an item as being a substitute.SOURCE: SE:114/2.10 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 295).


91. DOffer to call the printer's manufacturer to check availability and delivery dates. If the printer is in stock at the manufacturer's location and can arrive when the customer needs it, the sales representative provides extra service and possibly makes a sale. The customer wants to purchase a printer, not a computer; offering free merchandise for purchasing an item that is not requested will not meet the customer's needs. Taking the customer's telephone number and calling if the business decides to stock the printer does not satisfy the customer's immediate need. Quite likely, the customer will purchase the printer from another computer business that stocks the item. Recommending another computer business is a final option. If the sales representative has tried and cannot meet the customer's needs, it builds goodwill to let the customer know where the printer can be purchased. Chances are the customer would be very appreciative for the information and may come back to the business when making a purchase at another time.SOURCE: SE:009/2.12 (SUPPLEMENTAL)SOURCE: McCalla, P. (2005). Retailing (p. 242). Woodland Hills CA: Glencoe/McGraw-Hill.

92. AHold the item for the original customer, and offer to place an order for the new customer. It would not be fair to the original customer to make him/her wait an additional amount of time to receive the special order. Both current and prospective customers should be treated in a fair and honest manner. Offering to order the item for the new customer is treating both customers in the same way. Customers do not return to a business that, in their view, does not fulfill promises or tries to deceive them.SOURCE: SE:009/2.12 (SUPPLEMENTAL)SOURCE: Berman, B., & Evans, J.R. (2004). Retail management: A strategic approach (9th ed.)

[p. 357]. Upper Saddle River, NJ: Prentice Hall.



93. DObtaining customer's name. One of the first steps in processing an incoming telephone order usually involves obtaining the customer's name. Many businesses that accept telephone orders maintain computerized customer files. When a customer calls, an order processor obtains the name, types the name into the computer, and accesses additional information, such as the mailing address. If a business does not have a computerized file or the customer is new, the processor needs to obtain the customer's name in order to begin the paperwork that will be needed to process the customer's order. After order processors obtain a customer's name, they may describe each item being ordered, explain the pricing policy, and check for availability.SOURCE: SE:835/2.12 (SUPPLEMENTAL)SOURCE: Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics (2nd ed.) [pp. 567-568].


94. D State provided

2.12 (SUPPLEMENTAL)

95. CChecking product availability. When customers place telephone orders, the order processors should make sure that the items are in stock and available. In most cases, order processors have access to the business's computerized inventory and can quickly check on product availability. They can immediately inform customers if their orders can be shipped or if the items they want are on back order and will be shipped as soon as possible. Telephone order processors are concerned with correctly handling a customer's order rather than ending the call quickly. Order processors calculate the total amount of the order, not the gross profit. Telephone order processors should not ask customers personal questions.SOURCE: SE:835/2.12 (SUPPLEMENTAL)SOURCE: Clark, B., Sobel, J., & Basteri, C.G. (2010). Marketing dynamics (2nd ed.) [pp. 567-568].


96. A$68.09. To determine freight charges, divide the total weight by 100 to obtain the number of 100 pounds units present in the shipment (589 ÷ 100 = 5.89). Then, multiply this number by the rate per 100 pounds to obtain the shipping charges (5.89 x $11.56 = $68.088 rounded up to $68.09).SOURCE: SE:116/2.11SOURCE: Burton, S., & Shelton, N. (2005). Practical math applications (2nd ed.) [pp. 265-266]. Mason,

OH: South-Western Cengage Learning.

97. D$552.63. To calculate the cost of the total purchase, first multiply the retail price by the discount to determine the amount of discount ($750 x .33 = $247.50). Subtract the discount amount from the retail price to determine the cost before tax ($750 - $247.50 = $502.50). Multiply the cost by the sales tax rate to determine the amount of tax ($502.50 x 5% or .05 = $25.13). Add the cost, the sales tax, and the delivery charge to determine the amount of the total purchase ($502.50 + $25.13 + $25.00 = $552.63).SOURCE: SE:116/2.11SOURCE: Burton, S., & Shelton, N. (2005). Practical math applications (2nd ed.) [pp. 279-280]. Mason,




98. D$55.25. Based on the shipping chart provided, it would cost $55.25 to ship a 47-pound package to California from Utah. To determine this amount, locate the weight of the package and find the appropriate shipping zone. In this case, the package is being shipped within the 48 states; therefore, the cost is located in column 1. It would cost $65.50 to ship the package to Alaska and Hawaii, $63.25 to ship the package to Puerto Rico, and $72.25 to ship the package to a rural area in Alaska.SOURCE: SE:116/2.11SOURCE: Burton, S., & Shelton, N. (2005). Practical math applications (2nd ed.) [pp. 265-266]. Mason,


99. B State provided

2.11

100. C State provided

2.11


Semester Two Exam

1. Five years after a new product has been introduced, sales begin to level off because customers are purchasing the competitor's brand. What strategy would be most appropriate to use in this situation?

A. Take the product off the marketB. Do nothing; fluctuations in sales are commonC. Modify the product to renew customer interestD. Triple the advertising budget for the product

PM:001/3.01

2. Why is the quality level of a product an important product/service management decision?A. It identifies a product's brand. C. It protects consumers. B. It reflects the image of the business. D. It refers to the way the product works.

PM:001/3.013. Which activity is addressed in the product/service management function?

A. Setting discounts to clear products from inventory B. Determining where products will be offered for sale C. Focusing promotional activities on a new-product release D. Eliminating products that are slow sellers

PM:001/3.014. Which of the following is a way that a business can extend the life cycle of an established product?

A. By promoting the product to current users C. By restricting distributionB. By finding new uses for the product D. By attracting consumers who are innovators

PM:024/3.015. Why does a company need to know what stage of the product life cycle its products are in?

A. To prevent imitators from entering the market C. To predict the length of the life cycleB. To find new uses for the product D. To adapt its marketing strategies

PM:024/3.016. Why might profits sometimes decline for the company that first introduced the product during the growth

stage of a product's life cycle?A. Because sales decline in the growth stageB. Because marketing strategies are adjustedC. Because competitors have entered the marketD. Because production is more efficient

PM:024/3.017. What is a technologically advanced method that allows businesses to produce products that are

specialized for a very few customers?A. Intermittent conversion C. Computerized roboticsB. Automatic production D. Mass customization

PM:039/3.018. What is one way businesses use computer technology to obtain information to improve their

product/service mix?A. Mailing questionnaires to customers C. Compiling detailed databases B. Tracking visitors to their web sites D. Preparing interactive software programs

PM:039/3.019. Which of the following technological tools helps a business's employees simultaneously access the

same information about the business's products?A. Memory card C. Intranet B. Micro-portal D. Generator

PM:039/3.0110. What is an example of an ethical issue that a product/service manager might face?

A. Use of color on the label C. Use of packaging as a means of promotion B. Use of environmentally friendly packaging D. Use of nutrition information on a food label

PM:040/3.01


Semester Two Exam

11. Which of the following is an unethical situation in product/service management?A. Vincent Electronics discontinues production of a slow-moving solar calculator. B. Travis Manufacturing uses recycled materials for its product packaging. C. Donna's Dress Boutique obtains deep discounts from a new clothing designer. D. The Simpson Company embellishes the information that it places on its product labels.

PM:040/3.0112. Company XYZ sells condensed soups and promotes them by saying, "Great taste, great price."

Company XYZ is positioning its product according to what strategy?A. Relationship to other products C. Unique characteristicsB. Features and benefits D. Price and quality

PM:042/3.0413. A company advertises that its products are durable, lightweight, and come in a variety of colors. What

strategy is the company using to position its product?A. Price and quality C. Unique characteristicsB. Features and benefits D. Relationship to other products

PM:042/3.0414. A company that makes ink pens claims that no other pen on the market uses a type of ink that changes

color when exposed to light. The company is positioning its product according to what strategy?A. Price and quality C. Unique characteristics B. Features and benefits D. Relation to other products in a line

PM:042/3.0415. Why do companies use brands for their products?

A. To differentiate their products C. To encourage materialismB. To charge higher prices D. To demonstrate creativity

PM:021/3.0416. In what stage of brand loyalty do people become aware of the brand?

A. Recognition C. InsistenceB. Satisfaction D. Preference

PM:021/3.0417. How do channel members add value to a product?

A. By performing certain channel activities expertly B. By making the product more costly C. By making the product available in all locations D. By pursuing individual goals

CM:001/3.07 18. What do marketers want to achieve by determining distribution intensity?

A. Ideal market exposure C. Perfect market balance B. Complete market coverage D. Total market saturation

CM:001/3.07 19. When is it best for a business to use an exclusive distribution pattern?

A. It prefers to have its intermediaries promote the product. B. It needs to maintain tight control over a product.C. It chooses to eliminate intermediaries. D. It wants the product to be available in all possible locations.

CM:001/3.0720. Which of the following is an aspect of channel management that impacts customer service?

A. Advertising C. Protectionism B. Taxes D. Timeliness

CM:002/3.07 21. What is one action that customer service can take to facilitate order processing?

A. Negotiate aggressively C. Communicate effectively B. Oversee assembly D. Monitor inventory

CM:002/3.07


Semester Two Exam

22. Which situation hinders a business's ability to provide quality customer service?A. Supply channel has high flexibility levels. C. Post-sale support is responsive. B. Vendor consistently has back orders. D. Distribution patterns are operational.

CM:002/3.07 23. What is an advantage for producers in using the producer to wholesaler to retailer to consumer

distribution channel?A. It enables them to control channel activities. B. Wholesalers do not take title to the goods. C. Wholesalers usually buy in large quantities. D. It enables them to reach large retailers directly.

CM:003/3.07 24. What indirect channel of distribution is used to reach large retailers when the producer does not want

responsibility for the selling activities?A. Producer to wholesaler to retailer to consumer B. Producer to agent to retailer to consumer C. Producer to consumerD. Producer to retailer to consumer

CM:003/3.07 25. What example demonstrates the use of satellite tracking within a distribution channel?

A. An inventory specialist enters product status information into a handheld electronic device.B. A computer system performs warehouse functions that are usually executed by humans.C. A technological system creates an efficient routing plan for transportation companies. D. A dispatcher has current knowledge of a delivery truck's location and destination.

CM:004/3.0726. What statement is true about technology in relation to channel management?

A. Some businesses have the capacity to distribute most or all of their products through the Internet.

B. Because technology continues to evolve, vertical conflict among channel members is occurring less often.

C. Technological advancements generally require businesses to increase the number of intermediaries they use.

D. For most businesses, technology makes it more difficult to monitor the channel members' activities.

CM:004/3.0727. What factor could determine legal ownership of goods in the distribution process?

A. Country in which the product is produced C. Involvement of agents B. Availability of the product D. Physical characteristics of the product

CM:005/3.08 (SUPPLEMENTAL)28. What legal example is represented by a manufacturer selling its products through a toll-free phone

system, a company web site, and several retailers?A. Restricted sales territories C. Tying agreements B. Exclusive dealing D. Dual distribution

CM:005/3.08 (SUPPLEMENTAL)29. In which situation might exclusive distribution be considered a legal arrangement?

A. A business prevents a competitor's product from entering the market. B. A franchisor requires a franchisee to sell only the franchisor's products. C. A distributor requires a customer to buy all of its products to obtain one product. D. A manufacturer assigns an exclusive territory to restrict competition.

CM:005/3.08 (SUPPLEMENTAL)


Semester Two Exam

30. Which of the following is an example of distributing goods through a gray-market strategy?A. An Asian-based company establishes an Internet web site to sell its cleaning products directly

to European consumers. B. A franchisee obtains a license to sell a well-recognized brand of tires through her/his

dealership. C. A pharmacy sells brand medications to customers in foreign countries for a lower price than

they can get domestically. D. A local jewelry store has exclusive distribution rights to sell expensive wristwatches for a Swiss

manufacturer. CM:006/3.08 (SUPPLEMENTAL)

31. What is an example of a large business using coercion in the distribution channel?A. Buying products from unauthorized intermediaries B. Requiring a specific type of packaging material C. Threatening to stop using a supplier unless given major concessions D. Returning shipments without proper authorization

CM:006/3.08 (SUPPLEMENTAL)32. What is an example of a topic that would be addressed in an informational message?

A. Request for payment on a past-due account C. Charitable appeal for a corporate donationB. Date and time of appointment with customer D. Invitation to speak at a national conference

CO:039/3.09 (SUPPLEMENTAL)33. How should the information be presented when writing informational messages?

A. In the order of importance C. In a conversational way B. In the shortest way possible D. In a nonspecific manner

CO:039/3.09 (SUPPLEMENTAL)34. What is a reason why a businessperson might write a letter of inquiry?

A. To forward a document C. To request an appointment B. To acknowledge an order D. To complain about a product

CO:040/4.05 (SUPPLEMENTAL)35. When writing a letter of inquiry, when should you identify the purpose of your letter?

A. Once the recipient has agreed to meet with you B. After describing your company C. At the beginning of the letter D. After identifying what prompted your inquiry (such as an advertisement)

CO:040/4.05 (SUPPLEMENTAL)36. What is an example of marketing information that a business could gather by surveying its customers?

A. Planned product improvements C. Location of the company's market B. The company's current market share D. Financial status of competitors

IM:001/4.0637. Which characteristic of useful marketing information is represented by the statement "The benefits of

using the information should be greater than the expense of gathering the data used to generate this information"?

A. Timeliness C. Relevancy B. Accessibility D. Cost-effectiveness

IM:001/4.0638. Why do marketers continue to gather information?

A. Today's consumers are easy to please.B. The marketing environment is constantly changing.C. Marketers are decreasing their geographic scope.D. Competition in general has decreased.

IM:025/4.07


Semester Two Exam

39. How can researchers protect the integrity of the marketing information they collect?A. By organizing it logically C. By publishing it openly B. By reviewing it frequently D. By interpreting it correctly

IM:025/4.0740. What is an important ethical issue involved with the collection and use of marketing information?

A. Adaptability C. Confidentiality B. Standardization D. Commercialization

IM:025/4.0741. A major credit-card company has hired a marketing-research firm to conduct a survey regarding the use

of consumer credit. Would it be considered ethical to use the database information collected in a direct marketing campaign?

A. No, businesses should not undertake any non-research activities involving data collected. B. Yes, the consumers know surveys are just a way to get information for advertising. C. No, the database is probably not a reliable source of marketing information.D. Yes, the credit-card company paid for the research and should be able to use it any way it

wants. IM:025/4.07

42. Why do many businesses place a cookie on a user's hard drive when the user visits the business's web site?

A. To regulate the user's access to information B. To make it easy for the user to find the web site C. To track the number of times the user buys a product D. To guarantee that the web site is secure

IM:183/4.0843. How can businesses use computerized databases to sort and organize information about customers'

purchases, brand preferences, and dollar amounts spent?A. To maintain sales strategies C. To develop inventory control plans B. To prepare financial reports D. To customize its marketing efforts

IM:183/4.0844. How can using a database to track its customers' preferences and buying habits help a business?

A. Decreases the need to analyze marketing activities B. Obtains additional deductions for its semi-annual tax return C. Reduces unnecessary operational expenses D. Builds strong, loyal customer relationships

IM:183/4.0845. Which situation is an example of SUGGING?

A. A salesperson offers a customer the opportunity to try an expensive product free of charge. B. A telemarketer asks a customer if s/he knows anyone who would want to buy a certain product. C. A marketer tells a customer that s/he is conducting research, and then begins a sales pitch. D. A business promotes a product by sending samples to its customers without authorization.

IM:419/4.09 (SUPPLEMENTAL)46. What is the most significant reason why marketing research is important to businesses?

A. It makes competitors take notice of the business.B. It improves financial management.C. It contributes to business success.D. It helps the business to base decisions on opinions.

IM:010/4.10 (SUPPLEMENTAL)47. How could a business use marketing-research data it has gathered about the average age, income,

educational levels, and spending patterns of area consumers?A. To identify problems within the business B. To create a mailing list for the businessC. To develop a profile of the typical customerD. To establish an appropriate operating budget

IM:010/4.10 (SUPPLEMENTAL)6621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

Semester Two Exam

48. What is an advantage of using secondary data in a marketing-research project?A. Less expensive to collect than primary data C. Less likely to be available to competitors B. More up-to-date than primary data D. More relevant than primary data

IM:010/4.10 (SUPPLEMENTAL)49. What research option usually answers questions related to "how many"?

A. Intelligence C. Syndicated B. Quantitative D. Economic

IM:281/4.11 (SUPPLEMENTAL)50. What is an example of a secondary source of data that a business can obtain internally?

A. Trade journal C. Government web site B. Sales report D. Magazine article

IM:281/4.11 (SUPPLEMENTAL)51. What type of research is intended to obtain detailed data about customers' opinions and experiences?

A. Sampling C. Observation B. Qualitative D. Forecasting

IM:281/4.11 (SUPPLEMENTAL)52. Which statement about marketing research problems is true?

A. Problems that company decision-makers identify are often just symptoms of larger problems that need to be researched.

B. Company decision-makers typically finalize marketing research problems prior to involving marketing researchers.

C. Marketing research problems are commonly based on specific research objectives and research instruments.

D. Marketing research problems are usually only needed when marketing researchers plan to gather external information.

IM:282/4.10 (SUPPLEMENTAL)53. What is a benefit of having managers and researchers "on the same page" about the marketing-

research problem?A. It allows the two parties to avoid establishing research objectives. B. It keeps the business from wasting resources. C. It ensures favorable results from the study. D. It improves the business's market share.

IM:282/4.10 (SUPPLEMENTAL)54. What research approach do businesses often use to test new product ideas?

A. Questioning C. Recording B. Technological D. Experimental

IM:284/4.11 (SUPPLEMENTAL)55. What type of research would a business conduct if it wanted to identify potential issues or

opportunities?A. Descriptive C. ExploratoryB. Experimental D. Causal

IM:284/4.11 (SUPPLEMENTAL)56. A business has identified a sample of the population that it plans to survey to determine who is using

their product in a foreign country. What research design should it use?A. Exploratory C. Descriptive B. Causal D. Experimental

IM:284/4.11 (SUPPLEMENTAL)57. What question does establishing a sampling plan for a research project answer?

A. What type of product to study C. When to conduct an interview B. How many people to survey D. Why the issue is important

IM:285/4.11 (SUPPLEMENTAL)


Semester Two Exam

58. The TUV Company wants to conduct marketing research by surveying a sample of its vast customer base. What should companies use to reduce the possibility of bias?

A. Personal interviews C. Referral sampling B. Telephone interviews D. Random sampling

IM:285/4.11 (SUPPLEMENTAL)59. When marketers sampled 100 15-year-old girls, they found that they all were 5 feet 2 inches tall. What

type of sampling error contributed to this finding?A. Non-response C. Chance B. Interviewer bias D. The way the question was asked

IM:285/4.11 (SUPPLEMENTAL)60. A university is considering changes to its business administration degree. To obtain feedback on the

idea from students, the university selects a sample of business majors who are seniors. What type of sampling did the university use?

A. Cluster C. Stratified random B. Proportionate D. Simple

IM:285/4.11 (SUPPLEMENTAL)61. The SBU Company developed a survey in which respondents are provided the same number of

favorable and unfavorable rating options. What type of scale has this survey used?A. Sequential C. Spliced B. Continuous D. Balanced

IM:286/4.1362. What type of scale is a firm using when a survey format has a seven-point rating system consisting of

opposite adjectives on each end of the scale?A. Semantic differential C. Stapel B. Likert D. Random rating

IM:286/4.1363. What is a common method of collecting research data that often involves the use of questionnaires?

A. Case study C. Message board B. Mail survey D. Behavior chart

IM:289/4.1264. What data-collection method can be used to obtain product information during the point-of-purchase

process?A. Volume-tracking scanner C. E-mail survey B. Photographic scanner D. Statistical survey

IM:289/4.1265. What is the most appropriate data-collection method to use when a business wants to determine how

its employees interact with customers?A. Experiment C. Employee survey B. Observation D. Telephone interview

IM:289/4.1266. What is an example of a marketing-research method that is used to collect primary data?

A. Customer survey C. Trade-journal article B. Census data D. External reports

IM:289/4.1267. How can ill-designed questionnaires affect survey participants?

A. Can make them question the survey's purpose B. Can decrease their response rate C. Can decrease their desire to answer personal questions D. Can make them take their time to complete the survey

IM:418/4.13


Semester Two Exam

68. When should researchers ask potentially sensitive questions during an interview?A. Toward the end of the interview B. At the beginning of the interview to get them out of the way C. Throughout the interview D. At the mid-point of the interview to allow time for the researcher to build rapport

IM:418/4.1369. What costs do businesses usually include in the price of their products?

A. Regulations C. Transportation B. Inflation D. Orientation

PI:001/3.0670. What would be the most appropriate pricing strategy for a business in a small town where

unemployment has skyrocketed and the economy is in a downturn?A. Below-cost pricing C. Odd-cents pricingB. High-level pricing D. Flexible pricing

PI:001/3.0671. What pricing tactic might be considered questionable by some businesses?

A. Matching the prices of a competitor C. Marking up prices to earn a profitB. Developing a complex pricing structure D. Providing a reference price

PI:015/3.06

72. What is an example of an unethical pricing practice?A. A company prices its products low in an attempt to drive its competitors out of business. B. A business increases its prices when the cost of the materials to make the products increases. C. A firm sets a business objective to increase its profit margins over the next five years. D. A business prices a new product line to reflect high quality and status.

PI:015/3.06

73. What is the advantage to a business of using bar-code pricing?A. Easier for customers to read B. Reduces required business security C. Easier to change pricesD. Reduces number of employees needed for sales

PI:016/3.0674. How does technology help businesses when it enables them to obtain and analyze vast amounts of

information that impacts the pricing function?A. By generating profit-and-loss statements B. By deciding how much to spend on advertising C. By calculating the cost of hiring more employees D. By determining the best time to adjust prices

PI:016/3.0675. A business charges a small company a higher price for a product than it charges a large company for

the same product. What does this represent?A. Price discrimination C. Price competition B. Controlled pricing D. Regulated pricing

PI:017/3.0676. Companies A, B, and C sell similar products. Together, they recently decided to sell their products for

the same price. In what unethical activity are the businesses engaging?A. Bait-and-switch C. Loss-leader pricing B. Price fixing D. Gray markets

PI:017/3.0677. What is an external factor that affects the price that a business charges for its products?

A. Operating costs C. Economic conditions B. Variable expenses D. Employee benefits

PI:002/3.066621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

Semester Two Exam

78. Why do some new companies set their selling prices as low as they can?A. To eliminate all possible competition C. To earn a high return on investmentB. To get market share as fast as possible D. To quickly make a large profit

PI:002/3.0679. How do companies make brand promises to their customers?

A. They provide customers with a sworn statement.B. They meet or exceed customer expectations on a consistent basis.C. Salespeople verbally make brand promises to each customer.D. They fulfill special requests for customers.

PM:206/3.05 (SUPPLEMENTAL)80. Why must all businesses incorporate their values into every aspect of their operations?

A. This will reinforce their promises to customers and build the brands.B. It is less expensive to operate if everyone buys into the same thing.C. It gives businesses something interesting to advertise.D. There will be less employee resistance if there is a standard philosophy.

PM:206/3.05 (SUPPLEMENTAL)81. What is an example of an external factor that affects promotion?

A. Reorganization of the business C. Government regulation of ads B. Increase in a product's price D. A change in distribution methods

PR:001/4.0182. How does promotion benefit customers?

A. Causes them to postpone making buying decisions B. Enables them to identify their buying motives C. Helps them to select appropriate products D. Requires them to spend more on products

PR:001/4.0183. What type of promotion is depicted by a business's one-time announcement of its half-price sale in the

local newspaper?A. Product promotion C. Free publicity B. Institutional advertising D. Sales promotion

PR:002/4.0184. What is an objective of institutional advertising?

A. To support personal selling activities B. To demonstrate the organization's role in community affairs C. To introduce new goods or services D. To create consumer interest in the company's goods or services

PR:002/4.0185. In which stage of a product's life cycle do promotional activities focus on differences between

competing products?A. Introductory C. DecliningB. Growth D. Introduction

PR:003/4.0186. What form of promotion is generally emphasized for complex, technical products sold to industrial

users?A. Personal selling C. PublicityB. Sales promotion D. Advertising

PR:003/4.0187. How do competing businesses within the same industry usually react to each other's promotional

mixes?A. By playing follow the leader C. By trying not to outdo each other B. By reducing their promotional budgets D. By changing distribution channels

PR:003/4.01


Semester Two Exam

88. What is an example of publicity?A. Company news release C. BillboardB. Direct mail D. Company television commercial

PR:003/4.0189. What is an example of advertisement stereotyping?

A. A television commercial depicts a woman mopping the kitchen with a new floor cleaner.B. A print ad shows a middle-aged male pouring orange juice in glasses for his children. C. A magazine ad campaign presents a variety of people who encourage others to drink milk.D. A well-known athlete records a PSA that emphasizes the importance of continuing education.

PR:099/4.0190. Which advertising message reinforces the concept of materialism?

A. We make this product by hand and use organic materials. B. The government rates our product higher than our competitor's product. C. You can increase your social status by purchasing this product. D. For more information about our line of products, visit our web site.

PR:099/4.0191. What is new technology enabling businesses to create that is impacting the promotion function?

A. Personalized premiums C. Publicity campaigns B. Attractive commercials D. Individualized messages

PR:100/4.0192. How have technological advancements enhanced a small business's ability to promote its products?

A. Most companies need fewer channels to coordinate and carry out promotional activities.B. Small companies now have more money to spend on promotional activities.C. Less time and creativity are required to develop effective promotional campaigns.D. Information can be communicated by more venues, and messages can be customized.

PR:100/4.0193. Why are there specific guidelines for advertising to children?

A. Research indicated that juvenile offenders watched more advertising on television than the average child.

B. Children are impressionable, and the wrong kinds of advertising can affect their development.C. Parents mounted a campaign against advertisers because their children demanded products

they saw advertised. D. Children revealed, in focus groups, that while they like watching ads, it doesn't make them

behave differently. PR:101/4.01

94. Which statement is true about regulating international promotional activities?A. Most countries have a system of checks and balances to verify that promotion regulations are

fair. B. Businesses must submit all promotional materials to the International Ad Coalition for approval. C. Governments bear the sole responsibility of monitoring promotional materials and regulations. D. A business must understand that the laws governing promotional activities vary by country.

PR:101/4.01


Semester Two Exam

95. Why are promotional media such as newspapers and television referred to as mass media?A. They can present large amounts of promotion. B. They direct promotions to a specific audience. C. They reach a lot of people at the same time. D. They try to meet the needs of many businesses.

PR:007/4.0296. What is an example of out-of-home media?

A. An infomercial broadcast on a national television networkB. An eye-appealing card placed in a mailbox C. A calendar imprinted with a company's nameD. An electrical sign located in a high-traffic area

PR:007/4.0297. What is a benefit to businesses of positive word-of-mouth communication?

A. Increased product mix C. Increased sales B. Decreased advertising costs D. Decreased operating expense

PR:247/4.03 (SUPPLEMENTAL)98. What best describes the goal of amplified word-of-mouth?

A. Improving the quality of goods and services the business offers B. Encouraging customers to provide both positive and negative feedback C. Building loyal relationships with the customers D. Providing information to activists to share with others

PR:247/4.03 (SUPPLEMENTAL)99. Alexandria has been using Look-So-Good cosmetics for several years and would not consider changing

brands. In fact, Alexandria likes the cosmetics so much that she has become an advocate for the cosmetic company. She tells everyone about the features and benefits of Look-So-Good products, and encourages them to try the cosmetics. What type of word-of-mouth marketing is Alexandria using?

A. Mobile marketing C. Shill marketing B. Organic marketing D. Virtual marketing

PR:247/4.03 (SUPPLEMENTAL)100. A small retail chain that sells specialized products for sports enthusiasts is located in a resort area that

receives most of its business during the summer. To increase year-round sales, management wants to use direct-mail advertising. What format should you recommend that the retail chain use?

A. Computer kiosks C. Box-holder flyers B. Cable television shopping channels D. Niche catalogs

PR:089/4.03 (SUPPLEMENTAL)101. What is a common thread among all direct advertising strategies?

A. They try to get consumers' attention by communicating in the most unusual ways possible.B. They use a proven creative technique, with a strong headline and little copy.C. They communicate with all consumers as one group with common likes and dislikes.D. They intend to motivate the consumer to take action.

PR:089/4.03 (SUPPLEMENTAL)102. What is an example of a successful direct-response advertisement?

A. A person orders an exercise machine by telephone after viewing an infomercial. B. A movie theater shows several previews of new films and video releases. C. A popular tourist attraction places a billboard in a remote location. D. A local grocer distributes discount coupons to local businesses.

PR:089/4.03 (SUPPLEMENTAL)103. Ben recently purchased a cellular telephone. The manufacturer provided a form and a special code with

the telephone's packaging. Ben completed the form, copied his sales receipt, and mailed these items back to the manufacturer along with the part of the packaging that contained the special code. Within six weeks, Ben received a $50 check from the telephone manufacturer. What type of sales-promotion technique was used?

A. Warranty C. Sweepstakes B. Coupon D. Rebate

PR:249/4.046621 Marketing, Summer 2011 Version 2Marketing Principles Course Guide Copyright 2012, MBA Research and Curriculum Center®

Semester Two Exam

104. During one scene of a popular television show, an actor pours a box of brand-name cereal into a bowl and begins to eat it. What does this exemplify?

A. Brand awareness C. Brand identification B. Product placement D. Product programming

PR:249/4.04105. What is a common communications channel used in public relations?

A. Billboards C. Product displays B. Trade shows D. Press releases

PR:250/4.04106. What communication channels is a corporation's public-relations department most likely to use to

maintain positive relationships with shareholders?A. Press releases, online social networks, and print advertisements B. Newsletters, annual reports, and the company's web site C. News conferences, consumer blogs, and employee manuals D. Policy manuals, commercials, and sponsorships

PR:250/4.04107. What does a business need to do to build a clientele?

A. Know customers personally C. Provide friendly, courteous service B. Change the product mix frequently D. Provide a wide variety of services

SE:828/4.14 (SUPPLEMENTAL)108. "Toni is always patient and courteous. She seems to have a sincere interest in our satisfaction." What

key factor in building a clientele is Toni exhibiting?A. Customer confidentiality C. PersistenceB. Service attitude D. Credibility

SE:828/4.14 (SUPPLEMENTAL)109. What effect does building a clientele have on selling costs?

A. Increases them because salespeople earn less in bonuses and commissionsB. Reduces them because making a repeat sale costs less than making an initial saleC. Reduces them because salespeople earn more in bonuses and commissionsD. Increases them because making an initial sale costs more than making a repeat sale

SE:828/4.14 (SUPPLEMENTAL)110. Which situation demonstrates ethical behavior in selling?

A. Tom tells Mrs. Smith she can save $100 by purchasing a vacuum cleaner without the carpet attachment, because she has hardwood floors.

B. Mrs. Thompson tells John she cannot give him a raise, so he should claim additional expenses on his monthly expense account to make up for it.

C. Ron tells the customer she can save an additional $25 if she makes her check out to him instead of the company.

D. Mayhew's raises prices on its clothing prior to a 25%-off sale so customers can feel good about the amount of money they are saving.

SE:106/4.15111. How can a reciprocal sales arrangement between a buyer and seller create an unethical situation?

A. Ethical issues can occur when the reciprocity hurts or eliminates competition.B. Reciprocal sales arrangements usually result when a breach of warranty occurs.C. Ethical issues usually occur when the reciprocity is technological in nature.D. Reciprocal sales arrangements almost always create price discrimination.

SE:106/4.15112. Caroline is unable to travel to a client's office but needs to demonstrate product features and be able to

answer questions as they arise. What technology tool would be helpful to her in making a sale?A. High-tech sales-support office B. Web presentation combined with a teleconference C. Cell phone with wireless faxingD. PowerPoint presentation on CD



Semester Two Exam

113. What technology allows the Gateway Insurance Group to match its agents with policyholders by aligning its agents with market potential?

A. Database software C. Mapping software B. Outbound telemarketing D. Inbound telemarketing

SE:107/4.16 (SUPPLEMENTAL)114. What is a sales practice that may be considered illegal?

A. Noncompete clauses C. Competitive bidsB. Executive contracts D. Tying arrangements

SE:108/4.16 (SUPPLEMENTAL)115. What type of laws protects consumers from unethical selling practices, such as high-pressure sales

techniques?A. Limited-probationary C. Conditional-sales B. Cooling-off D. Buyer-withdrawal

SE:108/4.16 (SUPPLEMENTAL)116. What is an illegal selling practice that is regulated because it reduces competition?

A. Incentive contracts C. Exclusive dealing B. Product labeling D. Discount pricing

SE:108/4.16 (SUPPLEMENTAL)117. What is the most important component of an effective business letter?

A. Opening C. AddressB. Message D. Heading

CO:133/1.06 (SUPPLEMENTAL) 118. What is one reason why an employee might write a business letter?

A. To apply for personal credit C. To communicate with friends B. To accept a social invitation D. To sell goods and services

CO:133/1.06 (SUPPLEMENTAL)119. What marketing career involves determining why customers do what they do?

A. Advertising C. SalesB. Distribution/Warehousing D. Marketing research

PD:024/1.02120. What marketing career involves catching customers' attention, informing them of products, and

persuading them to buy?A. Marketing research C. Public relationsB. Advertising D. Product management

PD:024/1.02121. Kwacky Kwackers needs a new package design for its crackers. What marketing professional would be

responsible for creating the new package?A. Marketing research C. Advertising B. Product management D. Channel management

PD:024/1.02122. What is at the center of all marketing activities?

A. Math C. PurchasingB. Technological know-how D. Communication

PD:024/1.02


Semester Two Exam Key

1. CModify the product to renew customer interest. Modifying the product allows a company an opportunity to increase sales without the risk of introducing an entirely new product. Also, such modifications could include any technological advances that have taken place since the product's introduction. The product should remain on the market; its sales have leveled off—not stopped. If the company does nothing, sales may continue to decline. Tripling the advertising budget does not guarantee increased sales, especially if there is something unsatisfactory about the existing product.SOURCE: PM:001/3.01SOURCE: PM LAP 17—Rapping Up Products (Product/Service Management)

2. BIt reflects the image of the business. The quality level of a product is an important part of product/service management because it reflects the image of the business. Product managers must choose not only the image they wish to portray but the level of quality that is appropriate to the products themselves. The way that a product works refers to its design. By offering warranties, product managers are protecting consumers. Labels identify a product's brand.SOURCE: PM:001/3.01SOURCE: PM LAP 17—Rapping Up Products (Nature of Product/Service Management)

3. DEliminating products that are slow sellers. The product/service management function follows a product throughout its life cycle, determining when to eliminate slow-selling items. Determining where products will be offered for sale is a channel management activity. Focusing promotional activities on new-product releases would be carried out in promotion. Setting discounts to clear products from inventory is an aspect of pricing.SOURCE: PM:001/3.01SOURCE: PM LAP 17—Rapping Up Products (Product/Service Management)

4. BBy finding new uses for the product. Established products are in the maturity stage, and one way marketers can extend their life cycles is by finding new ways that the products can be used by current consumers. Continuing to promote the same product to current users will not extend its life cycle. Consumers who are innovators are attracted to products in the introductory stage, not the maturity stage. Restricting distribution would shorten rather than lengthen the product's life cycle.SOURCE: PM:024/3.01SOURCE: Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 368). Mason, OH:

South-Western Cengage Learning.

5. DTo adapt its marketing strategies. Businesses change their marketing strategies as their products go through the stages of the life cycle. This means that companies need to know where products are in their life cycles in order to use marketing strategies appropriate for each stage. It is not usually possible to prevent imitators from entering the market or to predict the length of a product's life cycle. Finding new uses for the product is a marketing strategy that is used to boost sales for a mature product.SOURCE: PM:024/3.01SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 642-645).




6. CBecause competitors have entered the market. By the time a product reaches the growth stage, there are usually many competitors in the market. This forces producers to lower prices in order to compete for market share. The lower prices can cause profits to decline. Sales are on the increase in the growth stage. More efficient production helps to support profits. Adjusting marketing strategies should stabilize profits, not cause them to decline.SOURCE: PM:024/3.01SOURCE: Soloman, M.R., Marshall, G.W., & Stuart, E.W. (2008). Marketing: Real people, real

choices (5th ed.) [pp. 282-284]. Upper Saddle River, NJ: Pearson Prentice Hall.

7. DMass customization. Computerization and the technology of mass production have created the method of mass customization which allows businesses to produce customized products for one customer or only a very few customers. Businesses that use a mass-customization method can produce large quantities of one product in many different varieties. This method allows businesses to meet the individual needs of many customers by making variations of one product. Automatic production, computerized robotics, and intermittent conversion are not methods that allow businesses to produce products that are specialized for a very few customers.SOURCE: PM:039/3.01SOURCE: Soloman, M.R., Marshall, G.W., & Stuart, E.W. (2008). Marketing: Real people, real

choices (5th ed.) [p. 220]. Upper Saddle River, NJ: Pearson Prentice Hall.

8. BTracking visitors to their web sites. As a result of computer technology, many businesses have developed web sites that are accessible to customers. The technology that allows businesses to have web sites also makes it possible for those businesses to track the visitors to their web sites and obtain information about them such as name, address, type of purchase, amount of sale, etc. Businesses often use this information to improve their product/service mix. For example, if a business determines that customers are not buying a certain product, they might improve the product or replace it. Businesses do not use computer technology to mail questionnaires to customers. Businesses often compile the information they obtain through their web sites in databases. However, the information is not useful until the businesses analyze it. Simply preparing interactive software programs will not help businesses to obtain information.SOURCE: PM:039/3.01SOURCE: Roberts, M. (2008). Internet marketing: Integrating online and offline strategies (2nd ed.)

[pp. 12-13]. Mason, OH: Cengage Learning.

9. CIntranet. Intranet refers to a business's network of computers that are linked so that the employees can retrieve the same business information. For example, a software program that tracks inventory may be available for the sales department, the shipping department, and the purchasing department to review. A business that uses an Intranet system to manage products maximizes its communications and response time. Generators and memory cards do not allow a business's employees to simultaneously access the product information. Micro-portal is a fictitious term.SOURCE: PM:039/3.01SOURCE: Soloman, M.R., Marshall, G.W., & Stuart, E.W. (2008). Marketing: Real people, real




10. BUse of environmentally friendly packaging. One of the ethical issues that product/service managers face is that of being environmentally friendly. Many businesses have altered their packaging after being pressured to do so by consumers. Ethics are principles that govern behavior and do not involve the use of color on the label or using the packaging for promotion. Including nutrition information is not an ethical decision because it is required by law.SOURCE: PM:040/3.01SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 663).


11. DThe Simpson Company embellishes the information that it places on its product labels. When a company embellishes information on product labels, it is exaggerating the attributes or performance of the product. This is unethical behavior because the company is misleading customers. If the company misleads its customers, the customers may use the product inappropriately, which may harm them or others. Using recyclable materials for product packaging and discontinuing the production of a slow-moving item are ethical actions. There is not enough information provided to determine if the dress boutique is obtaining vendor discounts.SOURCE: PM:040/3.01SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 662-666).


12. DPrice and quality. The promotional slogan is positioning the product as having great taste at a great price. The taste is a quality. The promotion does not address specific features and benefits of the product such as "30% more chicken than the competition" or "Helps lower cholesterol." The company is not claiming that its soups have a characteristic that is different than that of competitors. The soups are not positioned according to other products because the slogan does not include information about other products that the company produces.SOURCE: PM:042/3.04SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 645).


13. BFeatures and benefits. The company is positioning its products according to their specific features and benefits. Color is one of a product's attributes or features. Being durable and lightweight are benefits. The company is not advertising quality or price, or unique characteristics not available from the competition. The company does not mention its other products.SOURCE: PM:042/3.04SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 645).


14. CUnique characteristics. The company is positioning its product according to unique characteristics because it is claiming that its product does something that no other product can do. The ink changing color in light is a feature, but it is a unique characteristic that is not available on other pens. The company is not positioning according to the quality or price of the pens or their relationship to other products.SOURCE: PM:042/3.04SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 645-646).




15. ATo differentiate their products. Companies want their products to be perceived as different from those of other companies. They can do this through the use of brands. Charging higher prices and encouraging materialism are seen by consumers as negative aspects of brands. Creating an appealing brand often requires creativity, but demonstrating creativity is not a purpose of using brands.SOURCE: PM:021/3.04SOURCE: PM LAP 6—It's a Brand, Brand, Brand World! (Nature of Product Branding)

16. ARecognition. Brand recognition is the stage of brand loyalty in which consumers become aware of a brand's existence. Brand preference is when customers prefer to purchase a brand based on their positive experiences with that brand. Brand insistence occurs when a customer will only purchase that brand because of his/her satisfaction with it.SOURCE: PM:021/3.04SOURCE: PM LAP 6—It's a Brand, Brand, Brand World! (Nature of Product Branding)

17. ABy performing certain channel activities expertly. Channel members add value to a product by performing certain channel activities expertly. Moving the product smoothly through the channel benefits all channel members. Channels are not meant to make products more costly or more difficult for consumers to find. Channels work best and deliver value-added products when channel members work together toward common goals.SOURCE: CM:001/3.07SOURCE: CM LAP 2—Chart Your Channels (Channel Management)

18. AIdeal market exposure. Marketers determine distribution intensity so they can achieve ideal market exposure—that is, they want to make their product available to each and every customer who might buy it, but they don't want to over-distribute the product and waste money. This condition is not known as complete market coverage or total market saturation—ideal market exposure often does not cover an entire market. It is also not referred to as perfect market balance.SOURCE: CM:001/3.07SOURCE: CM LAP 2—Chart Your Channels (Channel Management)

19. BIt needs to maintain tight control over a product. Exclusive distribution involves selling a product through one intermediary or middlemen, in a geographic area. Exclusive distribution is often preferred for specialty, highly complex, and technical products, or products that require special handling or training, such as airplanes or large machinery. When a business wants to deal with intermediaries that will do the best job to promote and sell their products, it would use selective distribution. Selective distribution means selling a product through a limited number of wholesalers and retailers in a geographic location. A business that wants to bypass middlemen (intermediaries) would choose a direct-distribution strategy. Intensive distribution involves selling a product (e.g., candy bars) through every available wholesaler and retailer in a geographic area where consumers might look for the product.SOURCE: CM:001/3.07SOURCE: CM LAP 2—Chart Your Channels (Channel Management)



20. DTimeliness. Channel management is the process of coordinating channel members to move goods and services to the end user. The way that a business manages its channel members impacts customer-service levels. An important aspect of channel management in relation to customer service is making sure that the customers receive their products in a timely manner. In many cases, customers order items for a specific purpose and need them on a certain date. Therefore, it is important for the business to monitor channel members' activities to ensure that the products are moving through the channel in the most efficient manner. Taxes are monies that individuals or businesses must pay to the government. Protectionism is a government's policy to protect domestic industries and businesses against foreign competition. Advertising is any paid form of nonpersonal presentation of ideas, images, goods, or services. SOURCE: CM:002/3.07SOURCE: Kotler, P., & Armstrong, G. (2008). Principles of marketing (12th ed.) [p. 347]. Upper

Saddle River, NJ: Prentice-Hall.

21. CCommunicate effectively. Effective communication is extremely important to make sure that a customer's order is processed correctly and on time. However, communication is a two-way street. Customer service needs to communicate with customers, and customers need to communicate their needs to customer service. By maintaining an open line of communication, customer service will be able to facilitate order processing. Customer service is not responsible for overseeing assembly or monitoring inventory. It is not appropriate to negotiate aggressively because this might have a negative impact on relationships with customers.SOURCE: CM:002/3.07SOURCE: Coyle, J.J., Bardi, E.J., & Langley, C.J. (2003). The management of business logistics: A

supply chain perspective (7th ed.) [pp. 99-100]. Mason, OH: South-Western.

22. BVendor consistently has back orders. Back orders are requests (orders) for goods that are out of stock and will be shipped when the items are available. A business that runs out of stock on a regular basis is not providing adequate customer service. When customers cannot get the products they want, when they want them, they often go to other businesses to obtain the items. Therefore, it is important for a business to evaluate its distribution patterns and monitor its channel members to make sure that everything is operating efficiently. Being flexible and responsive are ways in which a business can provide good customer service. SOURCE: CM:002/3.07SOURCE: Coyle, J.J., Bardi, E.J., & Langley, C.J. (2003). The management of business logistics: A

supply chain perspective (7th ed.) [pp. 99-101]. Mason, OH: South-Western.

23. CWholesalers usually buy in large quantities. Many producers cannot afford to fill requests for small orders; however, small retailers are usually unable to place large orders. Therefore, wholesalers help to fill the gap between producers and small retailers by buying large quantities and selling smaller quantities to individual retailers. By using intermediaries, producers are giving up some of their channel control. Wholesalers do take title to goods, but agents do not. Producers use the producer to retailer to ultimate consumer channel to reach large retailers indirectly.SOURCE: CM:003/3.07SOURCE: CM LAP 1—Channel It (Channels of Distribution)



24. BProducer to agent to retailer to consumer. Some producers don't want to take the responsibility or spend the time or money to sell their own goods but are prepared to handle other marketing functions. These producers contract with an agent to sell the goods to retailers. When the producer to retailer to consumer channel is used, the producer retains control of selling activities. The producer to wholesaler to retailer to consumer channel is frequently used to reach small retailers. Producer to consumer is a direct channel of distribution.SOURCE: CM:003/3.07SOURCE: CM LAP 1—Channel It (Channels of Distribution)

25. DA dispatcher has current knowledge of a delivery truck's location and destination. Satellite tracking is the use of satellites and technological systems that allow for the transmission of information between two parties. Satellite tracking would help a business locate a package while it is en route in order to provide an estimated arrival time to the package recipient. Computer systems that perform warehouse functions that are usually executed by humans are called artificial intelligence systems. A computer software program would be used to create routing plans for transportation companies, not a satellite tracking system. Satellites are not generally needed to enter information into an electronic device.SOURCE: CM:004/3.07SOURCE: Coyle, J.J., Bardi, E.J., & Langley, C.J. (2003). The management of business logistics: A

supply chain perspective (7th ed.) [p. 465]. Mason, OH: South-Western.

26. ASome businesses have the capacity to distribute most or all of their products through the Internet. Some businesses provide pure services that do not require the use of intermediaries. For example, it is possible for business consultants or freelance copyrighters to deliver their services directly to the end users through their web sites. Many financial-services, such as bank loans and stock trades, can be completed online without the use of intermediaries. Because some businesses are bypassing intermediaries and selling products directly to the end users through their web sites, vertical conflict among channel members continues to be a problem. When businesses decide to sell directly to consumers, the number of intermediaries they use is reduced. In many ways, technological advancements make the distribution process more efficient. For example, Extranets make it easier for channel leaders to monitor channel activities and for channel members to communicate with one another.SOURCE: CM:004/3.07SOURCE: Mize, S.R. (2007, July 24). Online business consulting-secrets and tactics: Part 1.

Retrieved May 24, 2011, from http://ezinearticles.com/?Online-Business-Consulting—-Secrets-and-Tactics-Part-I&id=658801

27. CInvolvement of agents. Agents typically do not take ownership of a product. They are representatives of the buyer or seller and do not take title to the goods. During the distribution process, either the buyer or the seller owns the goods rather than the agent. Availability of the product, country in which the product is produced, and the physical characteristics of the product are factors when determining the best physical distribution path to follow. They do not determine legal ownership.SOURCE: CM:005/3.08 (SUPPLEMENTAL)SOURCE: Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 419). Mason, OH:




28. DDual distribution. When a manufacturer uses more than one channel to reach consumers, it is known as dual distribution. Dual distribution is legal as long as it promotes competition. When a supplier requires an intermediary to purchase other products in its line, as well as the initial purchase, it is known as a tying agreement. Exclusive dealing occurs when a manufacturer forbids an intermediary from carrying a competitor's product. Restricted sales territories prohibit intermediaries from selling products outside a designated area.SOURCE: CM:005/3.08 (SUPPLEMENTAL)SOURCE: Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 419). Mason, OH:


29. BA franchisor requires a franchisee to sell only the franchisor's products. Exclusive distribution is a strategy that forbids dealers from carrying the competitors' products. This strategy is usually considered illegal because it restricts competition. However, it is legal in certain situations, such as a franchisor requiring a franchisee to sell only the franchisor's products. One of the characteristics of a franchise agreement is that the franchisee buys the right to sell the products of the franchisor. In exchange for that right, the franchisor may require the franchisee to sell only the franchisor's products. The franchisor is protecting the image of its product by preventing the franchisee from carrying competing brands. It is usually considered illegal for a business to prevent a competitor's product from entering the market. A distributor requiring a customer to buy all of its products to obtain one product is an example of a tying contract. A manufacturer assigning an exclusive territory to restrict competition is usually considered illegal.SOURCE: CM:005/3.08 (SUPPLEMENTAL)SOURCE: Perreault, W.D., Cannon, J.P., & McCarthy, E.J. (2008). Basic marketing: A marketing

strategy planning approach (16th ed.) [pp. 306-307]. Boston: McGraw-Hill/Irwin.

30. CA pharmacy sells brand medications to customers in foreign countries for a lower price than they can get domestically. Gray markets occur when imported goods are sold by businesses other than the authorized intermediaries. In most cases, the goods are sold to customers for a great deal less than if purchased through authorized distribution channels. Many types of products, from electronics to clothing, are sold through gray markets. In some cases, the authorized dealers choose to abandon a brand because they cannot compete with the gray market. A franchisee who obtains a license from the franchisor is conducting a legal means to distribute through a product trade-name franchise agreement. A company that sells its own products on an Internet web site to foreign customers is not conducting activities through a gray market. A business that has obtained exclusive distribution rights from a manufacturer is not participating in gray-market activities.SOURCE: CM:006/3.08 (SUPPLEMENTAL)SOURCE: Wikipedia. (2006, April 26). Grey market. Retrieved May 27, 2011, from

http://en.wikipedia.org/wiki/Grey_market

31. CThreatening to stop using a supplier unless given major concessions. Coercion usually involves the use of force and is generally considered to be unethical. If a large business threatens a supplier, that is an example of coercion. The business may demand that the supplier sell at extremely low prices or pick up other types of expenses in order to be a supplier to the business. The message is that the supplier will no longer be used if the business does not receive the requested concessions. Requiring a specific type of packaging material and returning shipments without proper authorization are not examples of coercion. Buying products from unauthorized intermediaries is an example of the gray market.SOURCE: CM:006/3.08 (SUPPLEMENTAL)SOURCE: Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 424-425). Mason, OH:




32. BDate and time of appointment with customer. Informational messages are written every day in business in order to send routine information to others. Sending a customer a message confirming the date and time of the next appointment is an example of a topic that would be addressed in an informational message. The topic concerns routine information and deals with common business situations. Requesting payment on a past-due account, a charity appealing for a donation, or inviting someone to speak at a conference are examples of topics that would be addressed in persuasive messages.SOURCE: CO:039/3.09 (SUPPLEMENTAL)SOURCE: Young, D.J. (2006). Foundations of business communication: An integrative approach

(pp. 20, 122). New York: McGraw-Hill/Irwin.

33. AIn the order of importance. Informational messages often contain a variety of information that has different levels of importance. When writing the message, it is important to present the information in the order of importance. Depending on the message, the information might be arranged in order of its importance to the reader. For example, it is more important to readers to learn that they will receive discounts on certain purchases than to learn that the bill will be mailed on a different date. Information should be presented in a specific manner so readers will clearly understand. Information should be explained thoroughly, which may not be the shortest way possible. Presenting information in a conversational way is not always the most effective because a conversational tone is casual and may not present all the important information.SOURCE: CO:039/3.09 (SUPPLEMENTAL)SOURCE: Locker, K.O. (2006). Business and administrative communication (7th ed.) [pp. 152-153].

New York: McGraw-Hill.

34. CTo request an appointment. The function of a letter of inquiry usually is to make a request. Businesspeople often write letters of inquiry to request an appointment with a current customer or a potential customer, particularly if that customer is located out of town. For example, a businessperson might write several letters requesting appointments with various customers before arranging a sales trip. An acknowledgement letter would be written to acknowledge the receipt of an order. A claim letter would be written to complain about a problem with a product. A transmittal letter would be written to accompany a document being sent by mail.SOURCE: CO:040/4.05 (SUPPLEMENTAL)SOURCE: Bovée, C.L., & Thill, J.V. (2008). Business communication today (9th ed.) [p. 219]. Upper

Saddle River, NJ: Pearson Prentice Hall.

35. CAt the beginning of the letter. Inquiries should be direct so that the recipient immediately knows what the inquiry is about. Start with the purpose of the inquiry before describing your company, project, or what prompted the inquiry. Delayed statement of your purpose (whether later in the letter or requesting a separate meeting) makes it more difficult for the recipient to understand the inquiry.SOURCE: CO:040/4.05 (SUPPLEMENTAL)SOURCE: Lesikar, R.V. & Flatley, M.E. (2005). Basic business communication: Skills for empowering

the Internet generation (10th ed.) [pp. 112-119]. New York: McGraw-Hill/Irwin.



36. CLocation of the company's market. By surveying customers, the business can determine where the people who are interested in buying its products are located. Information about the company's market share and plans to improve current products can be obtained from the company's own records. The financial status of competitors is only available if they operate as a corporation and must report their finances to shareholders, or they are in a situation that requires them to disclose their financial resources.SOURCE: IM001/4.06SOURCE: IM LAP 2—Get the Facts Straight (Marketing-Information Management)

37. DCost-effectiveness. Marketing information must provide greater benefits to the user than the expense of gathering the data used to generate this information. If the marketing information cannot provide greater benefits to the user, then the corresponding data are not worth gathering or processing. Timely data and information are up-to-date, so the data must be gathered at a time when they will be of the most value to the business. Accessible information is readily available so that it can be used without major effort or excessive cost. Marketing information should be relevant—closely related to the situation at hand.SOURCE: IM001/4.06SOURCE: IM LAP 2—Get the Facts Straight (Marketing-Information Management)

38. BThe marketing environment is constantly changing. Marketers need information in order to keep up with these rapid changes. Other reasons that marketers must gather information include an increasing geographic scope for businesses, hard-to-please consumers, and increasing competition.SOURCE: IM001/4.07SOURCE: Soloman, M.R., Marshall, G.W., & Stuart, E.W. (2008). Marketing: Real people, real


39. DBy interpreting it correctly. Marketing-information managers can protect the integrity of the information they collect by interpreting it correctly and not manipulating it in such a way that it agrees with a predetermined conclusion. Protecting the integrity of marketing information is sometimes difficult because researchers often can make the information support either side of an issue depending on how they interpret it. Most researchers try to interpret the information correctly because consumers are sometimes suspicious of research findings that seem to support the opinions of the business that sponsors the research. Researchers do not protect the integrity of marketing information by reviewing it frequently, publishing it openly, or organizing it logically.SOURCE: IM025/4.07SOURCE: Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 369,

493]. Mason, OH: South-Western Cengage Learning.

40. CConfidentiality. Confidentiality involves preventing the unauthorized disclosure of information. In the process of collecting marketing information, researchers often obtain private and personal information that is unethical to use or share with others without permission. Researchers need to respect client and respondent confidentiality by making sure that the information they collect and use remains confidential unless they receive explicit approval to reveal it to others. Standardization involves always performing a task in the same way. Adaptability is the ability to adjust to changing conditions. Commercialization is the point at which a product goes into full-scale production, the marketing plan is put into place, service and sales training are done, and the product's life cycle begins.SOURCE: IM025/4.07SOURCE: Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 88-91].

Mason, OH: South-Western Cengage Learning.



41. ANo, businesses should not undertake any non-research activities involving data collected. Researchers must not undertake any non-research activities such as database marketing involving data about individuals that will be used for direct marketing or promotional activities. Such activities must be organized and carried out in a manner clearly differentiated from research activities. Databases contain reliable information. Consumers expect such information to be used for research rather than advertising. The company should use the information only as intended.SOURCE: IM025/4.07SOURCE: Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 99-100].


42. CTo track the number of times the user buys a product. Many businesses that have web sites place a cookie, which is a type of information, on a user's hard drive when the user visits that site. Then, the next time a user visits that site, the site's computer recognizes the user because of the cookie. A business's marketing-information managers use cookies to maintain user information and track how many times a user visits a specific web site or buys a product online. This type of data allows marketing-information managers to customize web sites in order to appeal to the preferences and habits of the customers who are visiting their sites. Cookies make it possible for businesses to obtain marketing information. They do not make it easy for the user to find the web site, regulate the user's access to information, or guarantee that the web site is secure.SOURCE: IM:183/4.08SOURCE: Miles, J.E., & Dolce, C. (2006). E-Commerce (pp. 289-290). New York: Glencoe/McGraw-

Hill.

43. DTo customize its marketing efforts. Many businesses use computerized databases to sort and organize information about customers' purchases, brand preferences, dollar amounts spent, etc. The benefit to the business is that it can use this information to customize its marketing efforts and appeal to specific customers. For example, a business might use a database to organize customers according to geographic location, and send different promotional pieces to each area. The database allows a business to target specific customers based on certain criteria. Businesses do not use this type of customer information to prepare financial reports, develop inventory control plans, or maintain sales strategies.SOURCE: IM:183/4.08SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 594-595).

New York: Glencoe/McGraw-Hill.

44. DBuilds strong, loyal customer relationships. When a business understands what its customers like and dislike about its goods and services, it can incorporate activities to maintain, improve, or expand its products. When customers see that the business is showing interest in meeting their needs and wants, they are more likely to continue the relationship with the business. A business's tax deductions are not generally based on its ability to track its customers' buying behavior. Operational expenses refer to all of the expenses (costs) of running the business. A database can facilitate efficient use of a business's resources, but does not necessarily reduce operating expenses, nor does it necessarily decrease the need to analyze marketing activities.SOURCE: IM:183/4.08SOURCE: Semenik, R.J. (2002). Promotion and integrated marketing communications (p. 355).

Mason, OH: South-Western.



45. CA marketer tells a customer that s/he is conducting research, and then begins a sales pitch. SUGGING is an acronym for “selling under the guise of research.” SUGGING is an unethical practice in which a marketer pretends to conduct research, but, in fact, is really attempting to sell a good or service to a consumer. SUGGING is deceptive and rarely facilitates a long-term selling relationship. It also harms the integrity of the general marketing-research field because potential respondents who have been subjected to SUGGING are less likely to trust researchers and are likely to question their true motives. A telemarketer who asks a person if s/he knows anyone who might buy a certain product is trying to obtain a referral. Sending samples to consumers is a promotional technique. A salesperson providing a customer the opportunity to try a product for a certain period of time is implementing a strategy to make a sale.SOURCE: IM:419/4.09 (SUPPLEMENTAL)SOURCE: Marketing Research Association. (n.d.). Challenges to the marketing research industry.

Retrieved May 24, 2011, from http://www.mra-net.org/media/index.cfm?ID=challenge

46. CIt contributes to business success. Marketing research has a significant impact on business success. Businesses that obtain reliable marketing-research data are better able to make good decisions because their decisions are based on fact, not opinion. Whether marketing research improves a business's financial management would depend upon the kind of problem the business is trying to solve and the data gathered. Competitors are often unaware of a business's marketing-research efforts. SOURCE: IM:010/4.10 (SUPPLEMENTAL)SOURCE: IM LAP 5—Seek and Find (Nature of Marketing Research)

47. CTo develop a profile of the typical customer. Demographic data are often gathered through marketing research. The business can use such data to develop a profile of the typical customer. The business cannot create a mailing list from these data since names and addresses are not included in the data. The data also would not help the business to identify internal problems or set up an operating budget.SOURCE: IM:010/4.10 (SUPPLEMENTAL)SOURCE: IM LAP 5—Seek and Find (Nature of Marketing Research)

48. ALess expensive to collect than primary data. Secondary data are facts that have been collected for purposes other than the purpose at hand. They are quicker, easier, and less expensive to collect than primary data. Examples of secondary data include industry reports, government census figures, and trade association surveys. These data are readily available to competitors. A drawback of secondary data is that they are less likely to be up-to-date and relevant than primary data.SOURCE: IM:010/4.10 (SUPPLEMENTAL)SOURCE: IM LAP 5—Seek and Find (Nature of Marketing Research)

49. BQuantitative. Quantitative research often answers questions related to "how many" and "how much." The information is usually obtained from large numbers of people, and the results often are explained in a numerical form. For example, a business would use quantitative research to find out how many customers in a certain area buy a specific product and how many products they buy. Intelligence, syndicated, and economic are not types of research techniques. SOURCE: IM:281/4.11 (SUPPLEMENTAL)SOURCE: Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research (7th ed.)

[pp. 257-260, 494]. Mason, OH: South-Western Cengage Learning.



50. BSales report. Marketing-research data are available from many sources, including those that are collected for other purposes. This type of information is secondary data. Secondary data are available outside the company from sources such as trade journals, government web sites, and magazine articles. A business can also obtain useful secondary data that are generated within the organization. Examples of this type of information include sales reports, budgets, customer profiles, and annual reports.SOURCE: IM:281/4.11 (SUPPLEMENTAL)SOURCE: Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 180-181].

Boston: McGraw-Hill/Irwin.

51. BQualitative. Qualitative research is based on obtaining data about opinions and experiences. The goal of qualitative research often is to find out "why" people buy certain products and "how" they feel about certain products and businesses. This research is often conducted through the use of in-depth interviews to obtain the detailed data. Sampling involves selecting a group to interview. Observation involves watching what people do. Forecasting involves making a prediction.SOURCE: IM:281/4.11 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 597). New

York: Glencoe/McGraw-Hill.

52. AProblems that company decision-makers identify are often just symptoms of larger problems that need to be researched. Frequently, the problem or issue that decision-makers identify is actually the result or outcome of a much larger, “real” problem. Marketing researchers are responsible for helping these decision-makers to dig deep enough into the situation that the true issue becomes obvious. Then, the researchers and decision-makers can work together to finalize the marketing research problem. Specific research objectives are based on the marketing research problem, not the other way around. The research instruments, or methods to collect the data, are identified after the marketing research problem has been finalized. Every marketing research project requires a research problem, regardless of whether researchers plan to gather internal and/or external information.SOURCE: IM:282/4.10 (SUPPLEMENTAL)SOURCE: Hair, J.F., Wolfinbarger, M, Ortinau, D.J., & Bush, R.P. (2008). Essentials of marketing

research (p. 28). New York, McGraw-Hill Irwin.

53. BIt keeps the business from wasting resources. When managers and researchers are "on the same page" about what the marketing-research problem is, it keeps the business from wasting the valuable resources of time, money, and effort on researching the wrong problem. Managers and researchers will still need to establish formal research objectives. Defining the problem clearly doesn't ensure that the results of the study will be favorable for the business. The results of the study may help managers plan strategies for improving the business's market share, but simply defining the problem won't accomplish that. SOURCE: IM:282/4.10 (SUPPLEMENTAL)SOURCE: IM LAP 13—What's the Problem? (Marketing-Research Problems)



54. DExperimental. This technique is expensive because it involves setting up the research situation, such as developing a new product and then testing it on groups of consumers to determine their response. An example of the experimental research approach is quick-serve restaurants testing a new sandwich in certain markets. Technological is not a research approach. Recording means to keep track or to keep a record of something. Questioning is a variation of the survey research approach.SOURCE: IM:284/4.11 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2006). Marketing essentials (p. 616). New


55. CExploratory. Businesses conduct exploratory research for discovery purposes. This type of research helps the business define a marketing issue, situation, opportunity, or concern. Causal research is a type of marketing research that focuses on cause and effect and tests "what if" theories. Causal research involves conducting experiments, which involve manipulating one or more independent variables and examining the outcome. Descriptive research involves gathering specific information related to a specific issue, situation, or concern.SOURCE: IM:284/4.11 (SUPPLEMENTAL)SOURCE: Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 50-51].


56. CDescriptive. Businesses use descriptive research to answer questions such as what, who, when, and where. Unlike causal research design, it cannot answer "why" questions that examine cause and effect. Experimental is a type of causal research. Exploratory research helps businesses gain insight, clarify concepts, and gather explanations. It is less formal than descriptive and causal research.SOURCE: IM:284/4.11 (SUPPLEMENTAL)SOURCE: QuickMBA.com. (1999-2010). Marketing research. Retrieved May 24, 2011, from

http://www.quickmba.com/marketing/research/

57. BHow many people to survey. Sampling plans are intended to identify the number of people who will be surveyed for a research project. The goal is to survey enough people to obtain an accurate representation, but not more than necessary. In many cases, the population affected by the research is very large and researchers are unable to survey all of them. Therefore, they establish a sampling plan that determines the number of people to survey. A sampling plan does not answer the question of what type of product to study, when to conduct an interview, or why the issue is important. SOURCE: IM:285/4.11 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 614-615).


58. DRandom sampling. Because it isn't feasible to survey a large target market, researchers often survey a representative group or sample of the target market. Random sampling exists when each member of the sample group has an equal chance or the same opportunity to be selected to participate in the survey. An advantage to random sampling is that the data are less likely to be biased or skewed. Researchers might use interviews (e.g., personal, telephone) when they want to obtain more in-depth information. The disadvantage to using the interview method is there is a higher risk of interviewer bias. Referral sampling is commonly called snowball sampling. This method involves obtaining recommendations of other potential sample-group members from the selected sample respondents. SOURCE: IM:285/4.11 (SUPPLEMENTAL)SOURCE: Shao, A. (2002). Marketing research: An aid to decision making (2nd ed.) [p. 363]. Mason,

OH: South-Western.



59. CChance. It is highly unlikely that all 100 girls in a sample would be exactly the same height. However, it could happen by chance—even with little chance of occurrence. Interviewer bias occurs when the presence, actions, or attitudes of the interviewer influence a respondent's answers. The scenario provides insufficient information to determine whether non-response error occurred. This problem happens when researchers fail to sample the people who didn't respond to determine whether there were statistical differences between respondents and non-respondents. Inadequate information is provided to know whether the question was asked in such a way that it influenced responses.SOURCE: IM:285/4.11 (SUPPLEMENTAL)SOURCE: Mugo, F.W. (n.d.). Sampling in research. Retrieved May 24, 2011, from

http://www.socialresearchmethods.net/tutorial/Mugo/tutorial.htm

60. DSimple. A simple sampling strategy is used when the researchers believe that the population is relatively homogeneous for the characteristic of interest. In this case, the researchers would feel that people sharing the same major, business, would have similar interests. Proportionate sampling is used when subgroups vary dramatically in size in our population. Researchers can select more participants from larger groups to ensure that they are adequately represented. Stratified random sampling is used when subgroups in the population differ a great deal in their responses or behavior. To overcome this issue, researchers treat the population as though it were multiple, separate populations and then randomly sample within each subgroup. Marketers would choose cluster sampling when it would be impossible or impractical to identify every person in the sample. As an example, imagine that a large international business wants to survey its employees but does not have a staff directory from which names could be sampled. It would be easier to sample by department. The researchers could randomly sample a percentage of employees within each randomly selected department rather than trying to sample that percentage of employees companywide.SOURCE: IM:285/4.11 (SUPPLEMENTAL)SOURCE: Wadsworth Cengage Learning. (2005). Sampling methods: Research methods workshops.

Retrieved May 24, 2011, from http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/res_methd/sampling/sampling_01.html

61. DBalanced. Marketing researchers can use many types of itemized rating scales on a survey. An Itemized scale provides respondents with a set of options from which they must choose an answer. A balanced itemized scale provides an equal number of favorable responses (e.g., extremely satisfied, satisfied) as it does unfavorable responses (e.g., dissatisfied, extremely dissatisfied). A continuous scale is a type of non-comparative scale that allows respondents to place a slash mark on a line that is bounded by two opposite variables (e.g., the worst; the best). Spliced and sequential are not types of survey rating scales. SOURCE: IM:286/4.13SOURCE: Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [p. 358].




62. ASemantic differential. Itemized scales provide respondents with a set of options from which they must choose an answer. A semantic differential scale is a type of itemized scale that marketing researchers use to measure attitudes. The scale provides seven spaces, which are bounded by descriptive antonyms at each end, such as reliable and unreliable. The respondent places an “X” at the point or space on the continuum that best describes his/her feelings about the object or idea that s/he is rating. The Likert scale measures the respondents' level of agreement with a statement. The Stapel scale is a 10-point scale that places the phrase in the middle and requires the respondent to mark which series of positive or negative numbers best describes his/her feelings about the phrase in relation to the object or idea. Random-rating scale is a fictitious term.SOURCE: IM:286/4.13SOURCE: Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 348-


63. BMail survey. A survey is a marketing-research method that involves asking consumers questions in order to learn their opinions and the reasons behind those opinions. Researchers often use mail surveys that are sent to individuals' homes as a way of collecting data. A message board is a gathering place for transmitting ideas or information through electronic communication. A case study is an instructional method that involves giving trainees a written description of an organizational problem, and the trainees are asked to determine the problem and potential solutions. Behavior chart is not a common method of collecting research data.SOURCE: IM:289/4.12SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2006). Marketing essentials (pp. 614-616).


64. AVolume-tracking scanner. A scanner is an electronic device that reads or translates codes that are placed on products and enters the product information into a computer. Scanners are commonly used during a sales transaction, which is the point of purchase. This is a popular method of collecting information about customers' buying habits and inventory status because the scanning system can track large volumes of goods. Once enough data are collected, researchers evaluate the data to determine how fast or slow certain products are moving, which is information they can use to make business decisions. Photographic scanners, e-mail surveys, and statistical surveys are not data-collection methods that researchers use during the point-of-purchase process.SOURCE: IM:289/4.12SOURCE: Zikmund, W.G., & Babin, B.J. (2010). Exploring marketing research (10th ed.) [pp. 256-


65. BObservation. Observing the way in which employees and customers interact is one way to obtain information about customer service and customer satisfaction. This technique involves watching how the employees and customers communicate with one another without them knowing that they are being observed. The observation approach often provides the researcher with insight (verbal and nonverbal cues) that s/he cannot obtain by holding a telephone interview or by distributing a survey. For example, if observation research indicates that several employees have problems helping customers select the appropriate product, the business can take steps to train employees so they can better help customers. An experiment involves manipulating certain factors in a controlled environment to determine the cause and effect of variable combinations. An experiment would not be the appropriate approach to determine how employees interact with customers.SOURCE: IM:289/4.12SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 615-616).




66. ACustomer survey. Primary marketing research is information that a business obtains for a specific purpose. Businesses use many techniques to obtain primary data, such as observation, interviews, and surveys. Surveys contain questions about the information the business wants to obtain. For example, a business might distribute a survey to its customers when it wants to find out what the customers think of the business's goods and services. Census data, trade-journal articles, and external reports are forms of secondary research.SOURCE: IM:289/4.12SOURCE: Shao, A. (2002). Marketing research: An aid to decision making (2nd ed.) [pp. 184-185].


67. BCan decrease their response rate. Ill-designed questionnaires negatively affect the quality and quantity of data obtained from survey participants. This lowers their response rate because they may think the survey is too complex, too time-consuming, or too confusing. Survey design is unlikely to make participants question the survey's purpose, decrease their desire to answer personal questions, or make them take their time to complete the survey.SOURCE: IM:418/4.13SOURCE: Agriculture and Consumer Protection. (n.d.). Chapter 4: Questionnaire design. Retrieved

May 4, 2011, from http://www.fao.org/docrep/W3241E/w3241e05.htm

68. AToward the end of the interview. By asking potentially sensitive questions toward the end of an interview, the researcher can avoid having the participant cut off the interview before important information can be collected. By asking the questions at the beginning, in the middle, or throughout the interview, the researcher risks prematurely ended interviews.SOURCE: IM:418/4.13SOURCE: Agriculture and Consumer Protection. (n.d.). Chapter 4: Questionnaire design. Retrieved

May 4, 2011, from http://www.fao.org/docrep/W3241E/w3241e05.htm

69. CTransportation. There are a variety of ways that businesses can ship or transport their products to their final destination. The cost of each type of transportation varies; therefore, businesses choose the method that fits within their price range. Businesses build the transportation costs into the price of their products. Inflation is a rapid rise in prices usually occurring when demand exceeds supply. Regulations are an established set of rules. Orientation is job preparation or induction training for new employees.SOURCE: PI:001/3.06SOURCE: PI LAP 2—The Price is Right (Nature of Pricing)

70. DFlexible pricing. Flexible pricing means that a business adjusts prices up or down according to changes in economic or other factors that affect consumer spending. High-level pricing in economic hard times would reduce sales. Odd-cents pricing is used to give the illusion that a price is slightly lower than it is. For example, many consumers perceive $4.99 as closer to $4.00 than to $5.00. Below-cost pricing would mean selling products for less than what the business paid for them, which would lose money for the business.SOURCE: PI:001/3.06SOURCE: PI LAP 2—The Price is Right (Nature of Pricing)



71. BDeveloping a complex pricing structure. Some businesses develop complex pricing structures that are very difficult for customers to understand. Customers buying from such businesses are seldom able to figure out how to get a lower price and end up spending more than they should. Although this practice is not illegal, it is considered unethical because customers don't have a fair chance to obtain the best price. Providing a reference price is ethical because it gives customers a comparison price. It is ethical for businesses to match the prices of competitors as long as they don't meet in advance and agree to set the prices. The purpose of business is to earn a profit, which involves marking up prices.SOURCE: PI:015/3.06SOURCE: Perreault, W.D., Cannon, J.P., & McCarthy, E.J. (2008). Basic marketing: A marketing

strategy planning approach (16th ed.) [p. 480]. Boston: McGraw-Hill/Irwin.

72. AA company prices its products low in an attempt to drive its competitors out of business. Ethics are the principles that guide personal behavior. When a business prices its products very low with the goal to drive its competitors out of business, it may be acting unethically, and possibly illegally. This is because the business is deliberately pricing products so low that smaller businesses cannot afford to compete, which eventually drives them out of business. Increasing prices when production costs increase, setting profit-margin objectives, and using a prestige pricing strategy are legal and ethical business practices.SOURCE: PI:015/3.06SOURCE: InvestorWords.com. (n.d.). Predatory pricing: Definition. Retrieved May 17, 2011, from

http://www.investorwords.com/3770/predatory_pricing.html

73. CEasier to change prices. Bar codes that include price information can be scanned into a register terminal where the price is read and recorded. When a business needs to change a price, such as to offer a sale price, an employee can enter the change into the scanning system computer, and the change is made for every item. This is a faster and more economical method than manually changing prices on every item. Customers will need a scanning device to read the price. There are seldom changes in the number of security personnel or employees based on the use of bar-code pricing techniques.SOURCE: PI:016/3.06SOURCE: Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (2009). Marketing essentials (pp. 504, 511).


74. DBy determining the best time to adjust prices. Technology makes it possible for online businesses to store previous sales information in databases and to use a point-of-sale system to obtain current sales information. Then, online businesses can use certain software programs to analyze the information to determine the best time to adjust prices. For example, an analysis of historical and current sales data might indicate that the time is right to reduce prices on certain products that are beginning to lose popularity. Deciding how much to spend on advertising, calculating the cost of hiring more employees, or generating profit-and-loss statements are not factors that impact the pricing function. SOURCE: PI:016/3.06SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2006). Marketing essentials (pp. 558-559).




75. APrice discrimination. Price discrimination is an illegal activity in which a business charges different customers different prices for similar amounts and types of products. A business that charges a small company a higher price for a product than it charges a large company for the same product is involved in price discrimination. Businesses are expected to offer comparable prices to all customers for the same product. However, there are some exceptions if the price differences do not restrict competition. Charging different customers different prices is not an example of controlled pricing or regulated pricing. Price competition is a type of rivalry between or among businesses that focuses on the use of price to attract scarce customer dollars.SOURCE: PI:017/3.06SOURCE: Etzel, M.J., Walker, B.J., & Stanton, W.J. (2007). Marketing (14th ed.) [pp. 355-356].

Boston: McGraw-Hill/Irwin

76. BPrice fixing. Price fixing is an unethical activity in which businesses agree on the prices of their goods and services resulting in little choice for the consumer. In some countries, price fixing is illegal because it restricts competition. Bait and switch refers to an advertising scheme in which a business promotes a low-priced item to attract customers to whom the business then tries to sell a higher priced item. Loss leader pricing involves pricing a product below cost to attract customers to the business. Gray markets involve selling goods to unauthorized dealers for very low prices.SOURCE: PI:017/3.06SOURCE: Soloman, M.R., Marshall, G.W., & Stuart, E.W. (2008). Marketing: Real people, real


77. CEconomic conditions. External factors are those factors outside of the business over which the business has no control, such as the overall condition of the economy. If the economy slows down and consumers cut back on spending, businesses often reduce prices in order to encourage customers to spend. On the other hand, if the economy is prospering and customers have money to spend, businesses might increases prices. Variable expenses, operating costs, and employee benefits are internal factors that affect price. However, the business has control over these factors.SOURCE: PI:002/3.06SOURCE: PI LAP 3—Make Cents (Factors Affecting Selling Price)

78. BTo get market share as fast as possible. Businesses may use selling price to obtain a share of the market, to enlarge the share they already have, or to maintain that share. For example, some new companies set low prices in order to get as much of the market as possible right from the start. They feel that they will benefit over time because the customers who are attracted by the low prices will become regular customers. Because the selling prices are low, the business will not make a large profit or earn a high return on investment. It is illegal for businesses to deliberately set prices so low that they eliminate all competition.SOURCE: PI:002/3.06SOURCE: PI LAP 3—Make Cents (Factors Affecting Selling Price)



79. BThey meet or exceed customer expectations on a consistent basis. A brand promise is an agreement, of sorts, with customers that a business or product will behave in certain ways that are in accordance with their brand values and characteristics. Consistently delivering on a brand promise reinforces the brand with customers, building brand equity and brand loyalty. Most businesses do not provide customers with a sworn statement. Besides, "actions speak louder than words." Customers are more interested in the quality of their experiences with a business than words. Salespeople generally do not verbally make brand promises to customers; rather, they deliver on the business's brand promise through the nature of their interaction with customers and their appearance. Fulfilling special requests might be just one way in which a particular business delivers on its brand promise, if its values include "individualized service" or "going the extra mile" for the customer. However, making and fulfilling a brand promise to customers means the business must be customer centered in all of its operations and interactions with customers.SOURCE: PM:206/3.05 (SUPPLEMENTAL)SOURCE: PM LAP 6—It's a Brand, Brand, Brand World! (The Nature of Branding)

80. AThis will reinforce their promises to customers and build the brands. Articulating brand values is not enough; they must be acted upon. Customers must experience these values and brand qualities in every encounter with a business or product in order to feel loyalty and to contribute to building the brand's equity. There is no evidence that it is less expensive for a business to operate if everyone buys into the same thing. Incorporating brand values into operations may provide the nugget of an advertising idea, but this is not the reason for doing it; creating a satisfying "brand experience" for the customer is. There is no evidence that says that there will be less employee "resistance" with a standard brand philosophy; in fact, brand consistency throughout an organization's operations does provide clarity for employees in terms of what is expected of them in how they do their jobs. It can provide a rallying point for employees, as well.SOURCE: PM:206/3.05 (SUPPLEMENTAL)SOURCE: Kotler, P., & Lane, K. (2006). Marketing management (12th ed.) [pp. 280-281, 285-287].

Upper Saddle River, NJ: Prentice Hall.

81. CGovernment regulation of ads. Government regulations, such as the one prohibiting radio and television cigarette advertising, are part of the external factors that affect promotion. Changes in the product's price or distribution methods, or a reorganization of the business are examples of internal factors that affect promotion.SOURCE: PR:001/4.01SOURCE: PR LAP 2—Razzle Dazzle (Nature of Promotion)

82. CHelps them to select appropriate products. Promotion helps the customer determine which product is the right one for him/her, or the most appropriate. Promotion introduces new products to consumers and assists with decision making. It does not help consumers to spend more on products or delay decisions. It is the salesperson's job to identify the customer's buying motives, or reasons for buying.SOURCE: PR:001/4.01SOURCE: PR LAP 2—Razzle Dazzle (Nature of Promotion)



83. AProduct promotion. Product promotion attempts to persuade consumers to buy a good or service. A half-price sale is attempting to do just that. Since the business is paying for its own announcement, this is not publicity. Institutional promotion aims to create a certain image in the eyes of consumers. Sales promotion understands the concepts and strategies needed to communicate information about goods, services, images, and/or ideas to achieve a desired outcome.SOURCE: PR:002/4.01SOURCE: PR LAP 4—Know Your Options (Types of Promotion)

84. BTo demonstrate the organization's role in community affairs. Institutional promotions aim to create a certain image in the eyes of consumers. Supporting personal selling activities, introducing new goods or services, and creating consumer interest in goods or services are all objectives of promotional advertising.SOURCE: PR:002/4.01SOURCE: PR LAP 4—Know Your Options (Types of Promotion)

85. BGrowth. In the growth stage, competing products appear on the market, and promotional activities focus on pointing out differences between competing products. When a product is first placed on the market, it is in the introductory stage, and it is promoted to gain customer awareness. Little product promotion occurs during the declining stage; rather, money is invested in promotional activities to maintain a positive company image.SOURCE: PR:003/4.01SOURCE: PR LAP 1—Spread the Word (Nature of Promotional Mix)

86. APersonal selling. Products sold to industrial users are usually complex, technical, expensive, and require demonstration. Because of these characteristics, personal selling should be emphasized. Sales promotion, publicity, and advertising could be used to support personal selling.SOURCE: PR:003/4.01SOURCE: PR LAP 1—Spread the Word (Nature of Promotional Mix)

87. ABy playing follow the leader. Competing businesses within the same industry usually use quite similar promotional mixes because many of the factors affecting the promotional mix are the same for those businesses. Businesses also use the same promotional activities to prevent losing customers to competitors. Changing the distribution channel would not necessarily make the business more competitive. Reducing the promotional budget or trying not to outdo the competition would make the business less competitive.SOURCE: PR:003/4.01SOURCE: PR LAP 1—Spread the Word (Nature of Promotional Mix)

88. ACompany news release. Publicity is a nonpersonal form of promotion that is not paid for by the company or individual that receives it. A news release would be prepared by the company but presented at the publisher's expense. Direct mail, a billboard, and a company television commercial are examples of advertising.SOURCE: PR:003/4.01SOURCE: PR LAP 1—Spread the Word (Nature of Promotional Mix)



89. AA television commercial depicts a woman mopping the kitchen with a new floor cleaner. A stereotype is a set image or an assumption about a person or thing. Until recent decades, many people associated homemaking or house cleaning as a female's primary responsibility. However, it is not generally true today. With more women in the workforce, household and child care (e.g., a man pouring orange juice for children), responsibilities are often shared with males. An ad campaign that presents a variety of people suggests that all types of people drink milk. Therefore, the print ads aren't engaging in stereotyping. Using a well-known athlete to promote continuing education does not necessarily promote stereotypes.SOURCE: PR:099/4.01SOURCE: O'Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand

promotion (5th ed.) [p. 118]. Mason, OH: South-Western Cengage Learning.

90. CYou can increase your social status by purchasing this product. Materialism is an emphasis on, or preoccupation with, attaining things or certain positions—the right clothes, car, job, or social status. Some critics believe that advertisements reinforce a materialistic attitude in today's society—defining a person's value in society by his/her possessions. For example, an ad for a designer product might imply that you will achieve a certain social status or acceptance if you buy the product. An advertisement claiming that a product has a higher government rating than a competitor's product is an example of a comparison ad. An advertisement stating that a handmade product is constructed of organic materials is an example of an ad that reinforces the concept of social responsibility. A business usually would not place an advertisement for the sole purpose of directing consumers to its web site.SOURCE: PR:099/4.01SOURCE: Arens, W.F. (2004). Contemporary advertising (9th ed.) [pp. 64-65]. Boston: Irwin/McGraw

Hill.

91. DIndividualized messages. The new information technology that includes computerized databases allows businesses to create individualized promotional messages. Businesses can collect a variety of information about customers, enter that information into a database, and use the computer to sort the data. For example, a business might track customers according to their preferences for products and then generate mailing lists and individualized messages that promote specific products to specific customers. Businesses created commercials, premiums, and publicity campaigns before the new technology was developed; however, new technology makes some of these activities easier to perform.SOURCE: PR:100/4.01SOURCE: O'Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand


92. DInformation can be communicated by more venues, and messages can be customized. Because there are more people who are using personal computers, new computer software programs are being developed to help businesses of all sizes to personalize promotional messages. Personalized messages can be developed for specific target market members and can be communicated through traditional direct mail or Internet (e.g., electronic mail, web sites) channels. Although technological advancements often help companies become more productive and cost-efficient, it does necessarily mean that the businesses have additional funds to spend on promotional activities. Although computer advancements have helped accelerate the time to develop promotional campaigns, it does not necessarily affect creativity. The number of channels needed to carry out promotional plans is highly dependent on the type of promotional activity.SOURCE: PR:100/4.01SOURCE: O'Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand




93. BChildren are impressionable, and the wrong kinds of advertising can affect their development. This was one of the most controversial issues of the 1970s. Children were watching hours and hours of television each day, and some people believed that advertisers were taking advantage of the fact that children are impressionable and often unable to evaluate advertising messages and make responsible purchase decisions. So, legislation was passed and the Better Business Bureau, among others, published guidelines geared specifically to advertisers who target children in their communication. Parents were among those who raised issues about advertising to children but not primarily because their children were asking for the products they saw on television. Research has shown that children exposed to a lot of advertising do behave differently, but there is no known research linking juvenile offenders with watching television advertising.SOURCE: PR:101/4.01SOURCE: Wells, W., Burnett, J., & Moriarty, S. (2003). Advertising principles and practice (6th ed.)

[p. 39]. Upper Saddle River, NJ: Prentice Hall.

94. DA business must understand that the laws governing promotional activities vary by country. Some countries have strict promotional laws that marketers must follow, while other countries' laws are lenient. A business that breaks a promotional law may have to pay government fines, which is costly to the business. Therefore, it is important for marketers to understand which promotional activities are, and are not, permissible in the countries where they sell and promote products. The International Ad Coalition is a fictitious organization. In some countries, industry and consumer groups influence how the governments regulate promotion. Some, rather than most, countries have a system of checks and balances to verify that promotion regulations are fair.SOURCE: PR:101/4.01SOURCE: Arens, W.F. (2004). Contemporary advertising (9th ed.) [pp. 74-76]. Boston: Irwin/McGraw

Hill.

95. CThey reach a lot of people at the same time. The mass media include print, broadcast, direct mail, out-of-home, and other media. They can literally reach people around the world at one time. The mass media are also capable of reaching a specific audience, meeting the needs of many businesses, and presenting large amounts of promotion, but it is their ability to reach masses of people that is responsible for their name.SOURCE: PR:007/4.02SOURCE: PR LAP 3—Ad-quipping Your Business (Types of Advertising Media)

96. DAn electrical sign located in a high-traffic area. Out-of-home media also include billboards, painted bulletins, blimps, and hot-air balloons. An eye-appealing card placed in a mailbox is an example of direct mail. A calendar imprinted with a company's name is an example of specialty advertising.SOURCE: PR:007/4.02SOURCE: PR LAP 3—Ad-quipping Your Business (Types of Advertising Media)



97. CIncreased sales. Word-of-mouth communication is promotion and publicity for a business provided by customers who tell others of their satisfaction with the business. This type of positive communication often leads to increased sales for the business because it attracts new customers. When satisfied customers tell others about their positive experiences, they are encouraging others to buy from the business. This will not decrease advertising costs because the business still needs to advertise. Advertising is an operating expense. Word-of-mouth communication does not increase the product mix which is the particular assortment of goods and services that a business offers in order to meet the needs of its market and its company goals. SOURCE: PR:247/4.03 (SUPPLEMENTAL)SOURCE: Semenik, R.J. (2002). Promotion and integrated marketing communications (pp. 441-443).


98. DProviding information to activists to share with others. Word-of-mouth promotion involves customers who tell others about their satisfaction with the business. Amplified word-of-mouth promotion involves the use of proactive efforts (campaigns) in which the business provides specific information to customers (activists) to pass along to their friends, family, and business contacts. On the other hand, organic word-of-mouth promotion occurs naturally. Because customers are satisfied with the business and its products, they tell others about this satisfaction in the course of normal conversation. For example, if a business shows a sincere interest in the customer by asking for feedback, taking actions to ensure customer loyalty, or improving products, the customer is likely to share those positive experiences with others.SOURCE: PR:247/4.03 (SUPPLEMENTAL)SOURCE: Digital Vibes. (2008, June 1). Word of mouth: Organic or amplified. Retrieved May 24,

2011, from http://digitalvibes.wordpress.com/2008/06/01/word-of-mouth-101-organic-vs-amplified/

99. BOrganic marketing. Word-of-mouth promotion occurs when customers tell others about their satisfaction with the business. Organic word-of-mouth promotion occurs naturally. Because customers are satisfied with the business and its products, they enthusiastically tell others about their satisfaction in the course of normal conversation. In some situations, customers trust and like the product so much that they become product advocates—putting in a good word whenever and wherever they can. Virtual marketing involves communicating product information via the Internet. Mobile marketing involves communicating information via mobile devices and networks (e.g., smartphones). Shill marketing involves employing people to pose as customers who are satisfied with a business's product using word-of-mouth techniques. Shill marketing is unethical behavior, and in some jurisdictions, it is an illegal practice.SOURCE: PR:247/4.03 (SUPPLEMENTAL)SOURCE: WOMMA. (2010). Organic vs. amplified word of mouth. Retrieved May 24, 2011, from

http://womma.org/wom101/4/

100. DNiche catalogs. These specialized catalogs focus on lifestyles and hobbies and can target specific customers by using a database. Box-holder flyers are generally used to promote a business in a local area, thus not reaching the audience sought by this retailer. Cable television shopping channels usually carry well-known brands and usually require a large amount of inventory in stock to meet demands of the customers. Computer kiosks are free-standing units that are located in stores or malls for consumers to request information and order merchandise.SOURCE: PR:089/4.03 (SUPPLEMENTAL)SOURCE: O'Guinn, T.C., Allen, C.T., & Semenik, R.J. (2009). Advertising & integrated brand




101. DThey intend to motivate the consumer to take action. This is a key difference between direct strategies and other types of advertising or promotion. Direct advertising strategies try to make the consumer do something immediately: pick up the phone, go online, drive to the mall, etc. Its immediacy and strong persuasiveness distinguish effective direct advertising strategies from other types of communication. Creative techniques vary widely among different direct advertising strategies and are determined by such factors as the objectives, the product being advertised, and the budget. Direct advertising strategies are effective because they communicate with consumers on a more individual basis, not as one large group. Some direct strategies get consumers' attention through the use of unusual copy and graphics. However, some of the most effective direct strategies are also more straightforward—for example, letters with long copy and few, if any, graphics. What works varies from situation to situation, product to product.SOURCE: PR:089/4.03 (SUPPLEMENTAL)SOURCE: Wells, W., Burnett, J., & Moriarty, S. (2003). Advertising principles and practice (6th ed.)

[pp. 415-418]. Upper Saddle River, NJ: Prentice Hall.

102. AA person orders an exercise machine by telephone after viewing an infomercial. Direct-response advertising is a promotional method in which marketers provide the means for people to take action and immediately respond to a message. An infomercial is defined as a lengthy commercial that looks like a television program. A television channel airing an infomercial that includes a telephone number so viewers are able to order the product is an example of direct-response advertising. When a person orders the item advertised via the infomercial, the advertisement is successful because a sale has been made. Billboards and movie theater previews are examples of out-of-home advertising. Coupon distribution is an example of a sales promotion activity.SOURCE: PR:089/4.03 (SUPPLEMENTAL)SOURCE: Lane, W.R., King, K.W., & Russell, J.T. (2005). Kleppner's advertising procedure (16th ed.)

[pp. 396-397]. Upper Saddle River, NJ: Pearson/Prentice Hall.

103. DRebate. Sales-promotion techniques are activities other than advertising, selling, and personal selling that stimulate customer purchases. A rebate is a sales-promotion technique in which a business (manufacturer) returns part of the price that a customer (Ben) pays for a good (cellular telephone) or service. Rebates stimulate sales because customers want to receive money back for their purchases. Couponing involves the use of printed certificates that entitle the holder to a reduced purchase price. Coupons are generally processed at the point of sale. Sweepstakes involve a game of chance in which a customer wins a prize. A warranty is a promise made by the seller to the customer that the seller will repair or replace a product that does not perform as expected. A warranty is a benefit of purchase rather than a sales-promotion technique.SOURCE: PR:249/4.04SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (pp. 372, 555).


104. BProduct placement. Product placement is a sales-promotion strategy in which a product or brand is mentioned or used as a prop by types of media such as television, film, or the theater. For example, fans of the television series Friday Night Lights will often see the television characters eat in an Applebee's restaurant. The intent of product placement is to generate and reinforce brand awareness with a target market. Brand identification is the process by which all of the branding elements work together to generate instant consumer recognition of a company or product. The use of props in television shows and movies is not called product programming.SOURCE: PR:249/4.04SOURCE: Soloman, M.R., Marshall, G.W., & Stuart, E.W. (2008). Marketing: Real people, real




105. DPress releases. Press releases are written information provided to the media in order to obtain publicity. They are a common communications channel, or method or providing information to others, used in public relations. Businesses often send press releases to the media to announce good news, such as plans for expansion that will generate positive publicity for the business. Trade shows, product displays, and billboards are not common communications channels used in public relations. SOURCE: PR:250/4.04SOURCE: Semenik, R.J. (2002). Promotion and integrated marketing communications (p. 456).


106. BNewsletters, annual reports, and the company's web site. Public relations involves establishing good relationships between the business and the public. A business tries to maintain positive relationships with different groups that make up the public, such as employees, local businesses, government officials, the media, and the business's shareholders. Because the shareholders are the owners of the company, it is important to develop and maintain positive relationships with them. The public-relations department does this by communicating with them through newsletters, annual reports, the company's web site, and online social networks. Print advertisements and commercials are forms of nonpersonal advertising. Businesses use press releases and news conferences to convey information to the media. Policy manuals help guide employees' actions on the job. Consumer blogs can be developed by anyone to communicate positive and negative information about various goods and services. A sponsorship is a partnership in which a company pays a fee to affiliate itself with a team, league, or event.SOURCE: PR:250/4.04SOURCE: Soloman, M.R., Marshall, G.W., & Stuart, E.W. (2008). Marketing: Real people, real


107. CProvide friendly, courteous service. A company's sales personnel must have the appropriate personality characteristics and attitudes in order to foster customer goodwill and encourage repeat business. These characteristics include being patient, courteous, friendly, sincere, and trustworthy. Some businesses change their product mix from time to time, but it is not necessary to make frequent changes or to provide a wide variety of services. This approach might have the opposite effect from building a clientele as customers would not know what to expect or would have too much from which to choose, and is dependent on the type of business. It is not always possible to know customers personally.SOURCE: SE:828/4.14 (SUPPLEMENTAL)SOURCE: SE LAP 115—Keep Them Loyal (Building Clientele)

108. BService attitude. Toni's service attitude reflects a strong commitment to the client and his/her needs. Credibility means that people can believe what you say. Confidentiality refers to keeping important information secret. Persistence means having the staying power or endurance to follow through or to reach a goal.SOURCE: SE:828/4.14 (SUPPLEMENTAL)SOURCE: SE LAP 115—Keep Them Loyal (Building Clientele)

109. BReduces them because making a repeat sale costs less than making an initial sale. Because of reduced selling costs, it is to the organization's advantage to develop a loyal clientele. Repeat sales to a client are more profitable for the business. With repeat sales, salespeople are usually able to increase their commissions and bonuses.SOURCE: SE:828/4.14 (SUPPLEMENTAL)SOURCE: SE LAP 115—Keep Them Loyal (Building Clientele)



110. ATom tells Mrs. Smith she can save $100 by purchasing a vacuum cleaner without the carpet attachment, because she has hardwood floors. Tom is doing the customer a favor and demonstrating ethical behavior by not selling her something for which she has no use. Mrs. Thompson is encouraging John to pad his expense account, thus costing the company additional money. This practice demonstrates unethical behavior towards the company. Even though Ron is saving the customer money, he is undercutting his company. Mayhew's is engaging in a practice that is both illegal and unethical.SOURCE: SE:106/4.15SOURCE: SE LAP 129—Keep It Real—In Sales (Selling Ethics)

111. AEthical issues can occur when the reciprocity hurts or eliminates competition. Reciprocal sales arrangements are agreements between two parties that they will buy products from each other. Reciprocal sales agreements do not always create ethical dilemmas; however, problems can occur when the two parties deliberately try to eliminate competition. Price discrimination occurs when a seller has different pricing structures for similar customers. Reciprocal sales agreements do not necessarily create price discrimination. A breach of warranty occurs when the quality or performance of a product is misrepresented by the seller. Reciprocal sales arrangements can occur with any type of business. Therefore, technological businesses are not any more likely to experience ethical dilemmas when engaging in reciprocal selling arrangements than other types of businesses.SOURCE: SE:106/4.15SOURCE: SE LAP 129—Keep It Real—In Sales (Selling Ethics)

112. BWeb presentation combined with a teleconference. Utilizing this combination, Caroline's client could view the demonstration online as she walks the customer through the presentation. Teleconferencing allows her to answer questions as they arise during the presentation. A PowerPoint presentation on CD could be sent to the client to view, but this would not provide a live demonstration. Also, questions would have to be addressed via another method. The high-tech sales-support office is maintained for the use of salespeople who may be dispersed geographically or travel a great deal. A cell phone with wireless faxing would provide a static picture while allowing questions to be answered. This could also be time consuming for the salesperson and the client.SOURCE: SE:107/4.16 (SUPPLEMENTAL)SOURCE: Ingram, T.N, LaForge, R.W., Avila, R.A., Schwepker, C.H., & Williams, M.R. (2008).

Professional selling: A trust-based approach (4th ed.) [pp. 197-199]. Mason, OH: South-Western Cengage Learning.

113. CMapping software. This software is used in territory management and enables managers to align territories and get an instant visual display of the effects. Outbound telemarketing allows companies to build extensive databases of current as well as potential customers. Database software is used to create records of customers and related information for future use by the business. Inbound telemarketing occurs when customers call a toll-free number to place an order, file a complaint, or ask a question.SOURCE: SE:107/4.16 (SUPPLEMENTAL)SOURCE: Dlabay, L.R., Burrow, J.L., & Kleindl, B. (2009). Intro to business (7th ed.) [p. 205]. Mason,




114. DTying arrangements. A tying arrangement is an illegal agreement requiring a customer to buy other products in order to obtain desired goods and services. An example of a tying arrangement is a salesperson's requiring a customer to buy the company's copy paper and toner in order to obtain the desired copier machine. The copy paper and toner are the products tied to the main product. Noncompete clauses in a salesperson's contract are legal in certain situations. Executive contracts and competitive bids are legal.SOURCE: SE:108/4.16 (SUPPLEMENTAL)SOURCE: Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. 425). Mason, OH:


115. BCooling-off. Many levels of government (e.g., local, state, provincial, national) have cooling-off laws. Cooling-off regulations allow consumers the option to back out of a sales contract or transaction within a limited period of time. These laws provide consumers with an opportunity to reevaluate sales transactions, which often occurs when a salesperson uses high-pressure, unethical sales techniques. Limited-probationary, conditional-sales, and buyer-withdrawal are not terms commonly used to describe selling regulations.SOURCE: SE:108/4.16 (SUPPLEMENTAL)SOURCE: Futrell, C.M. (2006) Fundamentals of selling: Customers for life through service (9th ed.)

[p. 93]. New York: McGraw-Hill/Irwin.

116. CExclusive dealing. Exclusive dealing agreements forbid customers from buying products from competitors. This selling practice is regulated because it reduces competition. Consumer protection legislation addresses product labeling issues. Incentives and discounts are not selling activities that always reduce competition.SOURCE: SE:108/4.16 (SUPPLEMENTAL)SOURCE: Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (pp. 424-425). Mason, OH:

South-Western Cengage Learning.117. B

Message. The message, or body, is the most important component of an effective business letter. The message explains the purpose of the letter and expresses the writer's thoughts to the reader. A business letter is ineffective if the message is not well written and clearly understandable. The opening, address, and heading direct the business letter to the appropriate person.SOURCE: CO:133/1.06 (SUPPLEMENTAL)SOURCE: Hyden, J.S., Jordan, A.K., & Steinauer, M.H. (2006). Communicating for success (3rd ed.)

[p. 308]. Mason, OH: Thomson South-Western.



118. DTo sell goods and services. One reason for writing business letters is to sell goods and services to customers. Employees often write letters that explain new goods and services in order to encourage customers to buy. Well-written business letters are used to create interest in goods and services and to increase sales. Communicating with friends, accepting social invitations, and applying for personal credit are reasons why individuals write personal letters.SOURCE: CO:133/1.06 (SUPPLEMENTAL)SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2006). Marketing essentials (pp. 187-190).


119. DMarketing research. A marketing researcher could be classified as the "Sherlock Holmes" of marketing. These investigators look for clues as to what customers want and need, as well as why customers do what they do. Careers in distribution/warehousing physically link products with consumers by delivering them to customers when they are needed. Careers in advertising involve catching customer attention and informing customers about products, companies, and/or ideas. Sales careers involve satisfying customer needs with products.SOURCE: PD:024/1.02SOURCE: Churchill, G.A., Brown, T.J., & Suter, T.A. (2010). Basic marketing research (7th ed.)

[pp. 13-15]. Mason, OH: South-Western Cengage Learning.

120. BAdvertising. Advertisers use a variety of media to catch customers' attention, inform them of products, and persuade them to buy. Some of these media are the Internet, radio, television, newspapers, magazines, billboards, and catalogs. Marketing researchers are responsible for determining what customers need and want and why customers do what they do. Product managers create, test, and decide how a product will be packaged. They direct and coordinate all aspects of the product. Public relations professionals strive to build and maintain positive relationships with the public by anticipating problems, handling complaints, communicating with the media, and building a positive public image for the company.SOURCE: PD:024/1.02SOURCE: Farese, L.S., Kimbrell, G., & Woloszyk, C.A. (2009). Marketing essentials (p. 434).


121. BProduct management. Product managers create, test, and decide how a product will be packaged. They direct and coordinate all aspects of the product. Advertisers develop messages and images to catch customers' attention, inform them of products, and persuade them to buy. They use a variety of media to communicate with customers. Some of these media are the Internet, radio, television, newspapers, magazines, billboards, and catalogs. Marketing researchers are responsible for determining what customers need and want and why customers do what they do. Channel management is the processes by which marketers ensure that products are distributed to customers efficiently and effectively.SOURCE: PD:024/1.02SOURCE: Kimbrell, G., & Vineyard, B.S. (2006). Succeeding in the world of work (pp. 660-664). New




122. DCommunication. Communication, the exchange of information in which the words and gestures are understood in the same way by both the speaker and the listener, is at the center of all marketing activities. Whether employees are working with customers or working with a team member, they need to effectively exchange ideas and information. Communicating with people is crucial in marketing because marketing involves continuous interaction with customers and coworkers. Purchasing is a marketing function. Although math skills and technological know-how are often needed to carry out marketing activities, their successful completion and use are based on communication.SOURCE: PD:024/1.02SOURCE: Boone, G., & Kurtz, D.L. (2009). Contemporary marketing 2009 (p. xxxxix). Mason, OH:



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