2.12 Purchasing and Marketing Research
Advertising and Sales Promotion
Marketing
Lesson Plan
Performance Objective
Students will develop a purchasing plan using marketing research to identify consumer needs.
Specific Objective
• justify between buying for resale and buying for organization use
• explain the importance of identifying needs as the first step of the advertising process
• prepare a buying plan, complete purchase orders and process invoices
• explain characteristics and purposes of a marketing information system
• identify benefits and limitations of marketing research
• explain the use of inventory control information
• analyze data used to make accurate forecasts
Terms
• marketing-information systems – an organized method of collecting, storing, processing, and
reporting information that is needed to marketing decisions
• marketing research – the marketing function that links the consumer, customer and public to the
market through information
• primary market research – the process of collecting data for the first time to use in solving specific
problems
• secondary market research – the process of collecting and analyzing data previously gathered for
other purposes
• organizational buyers – people who buy goods for business purposes, usually in much greater
quantities than the average consumer
• wholesale and retail buyers – people who purchase goods for resale; they forecast customers’ needs
and buy the necessary products to meet those needs
• centralized buying – buying for all branches in a central location, such as company headquarters
• decentralized buying – local store managers or their designated buyers are authorized to make special
purchases for their individual stores
• purchase order – a legal contract between the buyer and the supplier
• invoice – customer bill included with delivered merchandise when filling a PO-based order
Time
When taught as written, this lesson should take approximately two days to teach.
Copyright © Texas Education Agency, 2013. All rights reserved.
1
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.342. I Knowledge and Skills
(15) The student knows the marketing-information system
(a) explain characteristics and purposes of a marketing information system
(b) identify benefits and limitations of marketing research
(c) explain the use of inventory control information
(d) analyze data used to make accurate forecasts
(19) The student knows that advertising occurs as steps in a continuous cycle
(a) justify between buying for resale and buying for organization use
(b) explain the importance of identifying needs as the first step of the advertising process
(c) prepare a buying plan, complete purchase orders and process invoices
Interdisciplinary Correlations:
English-English I
• 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
• 110.3(b)(11). Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
Math-Algebra I
• 111.32(b)(1)(C). Interpret and make decisions, predictions, and critical judgments from functional
relationships.
Social Studies-World Geography
113.34I(20)(A) Describe the impact of new technologies, new markets, and revised perceptions of
resources.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Wholesale and Retail Buyers
O*Net Number: 13-1022.00
Reported Job Titles: Buyer, Trader, Merchandiser, Procurement Specialist, Category Manager, Merchandise
Manager, Product Manager, Purchasing Manager
Tasks:
•
Use computers to organize and locate inventory, and operate spreadsheet and word processing
software.
•
Negotiate prices, discount terms and transportation arrangements for merchandise.
•
Manage the department for which they buy.
Copyright © Texas Education Agency, 2013. All rights reserved.
2
•
Confer with sales and purchasing personnel to obtain information about customer needs and
preferences.
•
Examine, select, order, and purchase at the most favorable price merchandise consistent with quality,
quantity, specification requirements and other factors.
•
Monitor and analyze sales records, trends, or economic conditions to anticipate consumer buying
patterns and determine what the company will sell and how much inventory is needed.
•
Set or recommend mark-up rates, mark-down rates, and selling prices for merchandise.
•
Authorize payment of invoices or return of merchandise.
•
Interview and work closely with vendors to obtain and develop desired products.
•
Conduct staff meetings with sales personnel to introduce new merchandise.
Soft Skills: Speaking, Active Listening, Negotiation, Critical Thinking, Judgment and Decision Making, Social
Perception
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Review and familiarize yourself with the terminology,
• Have materials ready prior to the start of the lesson.
References:
Online
Onetonline.org
Instructional Aids
• Textbook
• Lesson Presentation
• Instructor Computer/Projection Unit
• Online Websites
Introduction
The main purposes of this lesson is to help students understand
• characteristics and purposes of a marketing information system
• benefits and limitations of marketing research
• use of inventory control information
• data used to make accurate forecasts
• buying for resale and buying for organization use
• importance of identifying needs as the first step of the advertising process
Copyright © Texas Education Agency, 2013. All rights reserved.
3
•
a buying plan, purchase orders and invoices
Ask students if they enjoy buying for themselves and others.
Ask students if they might consider a career as a buyer for a company
MI
Outline
I.
II.
III.
Terms
a. marketing-information systems
b. marketing research
c. primary market research
d. secondary market research
e. organizational buyers wholesale and retail
buyers
f. centralized buying
g. decentralized buying
h. purchase order
i. invoice
Marketing Research
a. Define the problem
b. Research design
c. Method for collecting data
d. Collect the data
e. Analyze data
f. Report/Use data
Types of Marketing Research
a. Primary Market Research
b. Secondary Market Research
Notes
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Explain the steps in marketing
research
Explain the types of market
research and examples of each
type.
IV.
Marketing Information System
a. Usually computerized
b. Provide organized data
c. Assist with decisions
Discuss marketing information
systems and how the data is
organized and used to make
business decisions.
V.
Purchasing
a. Organizational buyers
b. Wholesale and retail buyers
c. Centralized and Decentralized buying
Purchasing Process
a. Types of purchases
b. Suppliers
c. Purchase Orders/Invoices
Identify the role of buyers in a
company and how market
research impacts their purchasing
decisions
Explain the purchasing process
and the various types of
purchases made by a buyer.
Discuss the selection of suppliers
and the process of ordering and
VI.
Copyright © Texas Education Agency, 2013. All rights reserved.
4
VII.
Independent Practice
a. Identify a market segment (teenagers, etc)
b. Determine information needed about the
segment
c. Select the best form a marketing research to
collect the information
d. Work with a partner to develop the
marketing research tool needed
paying invoices.
Allow students to work
independently for about 20
minutes and then share with a
neighbor.
Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
Assign students a market segment (teenagers, etc). Instruct them to determine information needed about the
segment. Assign them to select the best form a marketing research to collect the information. Allow the
students to work with a partner to develop the marketing research tool needed.
Independent Practice
Buying Plan
Students will develop a buying plan for a retail business and present it to the president of the company.
1. Identify a retail company to develop a buying plan
2. Select the types of purchases to make
3. Determine the best suppliers to purchase from
4. Identify the terms of purchase
5. List the merchandise to be purchased
6. Create a presentation with the information above
Summary
Review
• What is marketing research?
• What is the purpose of marketing information systems
• Identify steps in the buying process.
Copyright © Texas Education Agency, 2013. All rights reserved.
5
Evaluation
Informal Assessment
• Student participation throughout the discussion process and contribution to the guided practice
activity. Teacher will observe students by walking the classroom during each activity.
Formal Assessment
Students will be evaluated on their Buying Plan using the Assigned Rubric.
Enrichment
Extension
Integrate math skills: provide students with a list of prices and discounts to calculate markdown.
Copyright © Texas Education Agency, 2013. All rights reserved.
6
2.12 Purchasing and Marketing Research
Advertising and Sales Promotion
Marketing
Buying Plan
Students will develop a buying plan for a retail business and present it to the president of the company.
1. Identify a retail company to develop a buying plan
2. Select the types of purchases to make
3. Determine the best suppliers to purchase from
4. Identify the terms of purchase
5. List the merchandise to be purchased
6. Create a presentation with the information above
Copyright © Texas Education Agency, 2013. All rights reserved.
7
2.12 Purchasing and Marketing Research
Advertising and Sales Promotion
Marketing
Rubric
Categories
Content
Preparedness
Enthusiasm
20
15
10
Student is
Student shares
Student is missing
knowledgeable and
information
one or two
includes all
required in
elements in
information plus
presentation
presentation
additional content in
presentation
Student is prepared
Student seems
Student is
and has rehearsed prepared but should
somewhat
extensively
rehearse more
prepared but is
lacking rehearsal
Facial expressions
Facial expressions
Facial expressions
and body language
and body language
and body
show interest and
sometime show
language are used
enthusiasm about
interest
to try to generate
the topic
enthusiasm
Speaking, eye
contact, and
posture
Speaks clearly,
stands straight and
makes eye contact
with audience 100%
of presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 90%
of presentation
Visual
Attractive and well
designed visual with
all required
information
Organized Visual
with all required
information
Speaks clearly,
stands straight
and makes eye
contact with
audience 80% of
presentation
Visual with all
information but
lacks organization
Total Points: ___________
Copyright © Texas Education Agency, 2013. All rights reserved.
8
5 or less
Student is missing
multiple elements
of content and is
lacking knowledge
Student is not
prepared
Very little used of
facial expressions
or body language.
Did not generate
much interest in
topic
Mumbles, slouches
and does not look
at the audience
throughout the
presentation
Visual with partial
information