Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Introduction
Career and Technical Education
Partnership
of New Jersey
Marketing Career Cluster
Course Sequence 1: Principles of Marketing
Curriculum Exemplar
Author: Timothy P. Kelly
Editors: Ellen Karch, Kellyann Boyer, and Amy Dawson
Project Coordinator: Til F. Dallavalle
Draft v1.0: June 7, 2012
Unit I:
Unit II:
Unit III:
Unit IV:
Unit V:
Unit VI:
Unit VII:
Unit VIII:
Unit IX:
Foundations of Marketing
Marketing and Society
Selling
Promotion
Distribution
Pricing Strategies
Brand, Product, and Service Marketing
Market Research
Careers in Marketing
4 weeks
4 weeks
4 weeks
4 weeks
4 weeks
4 weeks
4 weeks
4 weeks
3 weeks
35weeks
Course Philosophy
Principles of Marketing is the 1st in a sequence of 3 classes designed as a Program of Study
within the scope and guidelines of New Jersey Career and Technical Education. The course and
program are consistent with a vision to prepare students to succeed as global citizens and for
career opportunities of the 21st century and to support healthy economic growth within the State.
This class is focused on providing students with a foundation in basic marketing principles which
will serve as a foundation for more advanced learning as the program builds towards culmination.
The course curriculum inculcates UbD principles as well as Problem Based Learning assignments
in each unit providing rigorous and relevant laboratory experiences designed to foment
transferrable skills to real life situations. At completion of the course sequence students will have
demonstrated mastery of an introductory University Course in marketing.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
1
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit Overview
Content Area: Principles of Marketing
Unit Title: I. Foundations of Marketing
Target Course/Grade Level: Grades 9 - 12
Unit Summary
The fundamental principles of marketing are summed up by the ―Four P‘s‖: product, price, place,
and promotion. These categories represent means of clarifying ways of providing utility to
consumers in the effort to satisfy their needs and wants while pursuing a profit motive.
Primary interdisciplinary connections: Language arts: written communications. Psychology.
Business Ethics.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: Students will benefit from understanding the importance of marketing in
contemporary society
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate
technical terminology and information.
CPI #
Cumulative Progress Indicator (CPI)
9.4.12.N.(1).1 Evaluate and summarize the concepts, strategies, and systems used to obtain and
convey ideas and information in this pathway.
9.4.12.N.(1).2 Research the concepts and strategies marketers use to communicate information
about products, services, images, and/or ideas to achieve desired outcomes.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Content Statements:
Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate
innovation and problem-solving independently and in teams.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
2
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
CPI #
Cumulative Progress Indicator (CPI)
9.4.12.N.(2).3 Facilitate decision-making by evaluating and selecting tools, strategies, and
systems used in this industry to access, process, maintain, evaluate, and
disseminate information
Industry Standards
Standard D: Practical Business Skills
Standard E: Career Awareness and Acquisition
Standard C: Computer/Technology Applications
Unit Essential Questions
How can comprehension and
implementation of marketing concepts
provide success in the business world?
Unit Enduring Understandings
Marketing is an art and a science.
Marketing-related careers employ over
10% of American workers and can
influence one‘s life in myriad ways.
The 4 P‘s of marketing, an essential
industry standard, (product, price, place,
promotion), are a fundamental
underpinning of all marketing processes
Unit Learning Targets
Students will understand that….
The 4 P‘s of marketing are fundamental to effective practice in this discipline.
Marketing is defined as the process of planning and executing the conception, pricing,
promotion, and distribution of ideas, goods, and services to create exchanges that satisfy
individual and organizational objectives.
Marketing is an active process that requires developing, adapting, and applying a variety
of skills and strategies to construct meaning from increasingly challenging and practical
problems that deal with relevant issues that promote career development and intellectual
growth.
The marketing concept is a focus on customers' needs and wants while generating a profit.
Consumers react differently to products perceived as needs versus wants.
Three benefits of marketing are new and improved products, lower prices, and added
value (utility).
A marketing plan is a written document that directs the marketing activities of a company
for a specific period of time.
Marketing is a complex field of study aimed at assessing changing consumer needs and
wants and profitably developing products and services that satisfy these needs and wants
while adhering to environmental and ethical standards.
Market segmentation classifies people in a given market into smaller groups. Four
methods of segmenting a market are demographics, geographics, psychographics, and
buying behavior.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
3
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
A target market is identified by four factors: demographics, geographics, psychographics,
and behavior.
Evidence of Learning
Summative Assessment: End of unit written exam. (See Appendix C for example)
PBL assignment students will follow directions in a teacher-developed case regarding a new
type of teen-oriented apparel (or comparable). Students will use the 4 P‘s in developing a
simple marketing plan.
Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, Textbook, www.deca.org ,www.knowledge@wharton.org,
www.marketingteacher.com
Formative Assessments
Daily ―do now‖/warm-up responses.
Shared responses to Essential Questions.
Ability to demonstrate proficiency in key
Interim quizzes.
unit concepts in class discussions.
Written and reading-based homework.
Student Portfolio of key work products.
Lesson Plans
Lesson Plan Example
Timeframe
Lesson 1: Marketing Mix Assignment
45 mins.
(See appendix)
Lesson 2: Consumer Behavior
45 mins.
(See appendix)
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. Some of the relevant accommodations that can be implemented in this unit include:
Assistive technologies
Extended time intervals
Seating/testing venue accommodation
Graphic organizer and study guide provision
Individualized instruction per IEP
Detailed rubrics
In this unit, an example of application of graphic organizers for special populations could be
applied to ―The 4 P‘s of Marketing‖ by arranging the components into squares/domains.
Curriculum Development Resources
Textbook.
Internet.
Contributions from NJ CTE teachers and educational professionals.
Standards from NJ post-secondary educators.
Requirements from career and workplace related leaders (NJAMA).
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
4
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit I - Lesson 1
Marketing Mix Project
Overview: The Marketing Mix is a vital concept in marketing and one that forms the core of any
marketing plan. In this concluding project lesson, students integrate concepts from all the
previous lessons in the module. Students will begin with analyzing the Marketing Mix for any of
the products referenced in the Knowledge@Wharton article, and then design a marketing
strategy for a related product. Though this lesson is designed as an in-class project, it can also be
conducted as a take-home project.
NBEA Standard(s):
Marketing, IV. The Marketing Mix
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning, and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: In this lesson, students will: 1) analyze the marketing mix of a product,
and 2) design the marketing mix for a product.
Knowledge@Wharton Article: ―The Crowded, Caffeinated Soft Drink Sector: Who Will
Bubble Up to the Top?‖
Other Resources/Materials: Internet access
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
5
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Activity:
1. The class is randomly divided into small groups and all the students are given copies of the
Knowledge@Wharton article. Each group is given a worksheet with the following directions:
Analyze the marketing mix of either Gatorade or Red Bull to answer the following
question: How are the various elements of the marketing mix designed in order to market
the product to its target customer segment(s)?
To help structure your analysis, you may use the help of the following prompt questions. These
questions are indicatory and not exhaustive. Please generate additional questions to complete
your analysis.
Who are the target customers?
What value do these customers perceive in this drink?
Where is this drink available?
How is this place of availability linked to customer convenience, and product image and
positioning?
What is the price of the drink?
How does the price communicate product value and positioning?
What advertising and/or sponsorship (promotional) strategies are discussed in the article
for this product?
To make this less of an exam and more of an activity, students may be allowed to present their
analysis in the form of a concept map or in point form. Though they are not expected to turn in
an essay, their analysis is expected to be coherent and self-explanatory. (10 mins)
2. As soon as the students finish their analysis, they are given instructions for the next phase of
the project. They are asked to design the marketing mix for a product for the beverage market.
You may use the information gathered from your analysis to guide your activity. Your
presentation is expected to cover the following elements:
Target Customers: Who is your target customer?
Product: What value does your product provide your customer?
Price: How much will your product cost your customer?
Place: Where will your product be available?
Promotions: How does your customer know about your product?
You are expected to explain your rationale for your decisions clearly and persuasively. The
presentation will be oral, and be prepared for questions from your peers! You will have 3
minutes of presentation time, and 15 minutes of preparation time. (15 mins)
3. On finishing their design, the groups are called one by one, to present their design. One or
more individuals may present the design, and any member of the group may answer during the
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
6
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Q&A session. Each group will present for 3 minutes and may be asked questions/given feedback
for 3 minutes. (15-18 mins)
4. Wrap-up. Students are asked what they learned from this project. Their group processes and
the structure of the assignment may also be critiqued.
Tying It all together: This lesson is intended to bring together concepts that the class looked at
in fragments earlier. The Knowledge@Wharton article provides a fair amount of market data on
which to build a new design.
Practice Outside of the Classroom: This lesson easily lends itself to an outside the class
project. Students could be asked to research the beverage market in greater detail before they
design a competing marketing mix. They could visit stores, tap in on their own consumption
patterns, search the Internet, and talk to store owners as part of their market research.
What Worked and What I Would Do Differently: The teacher should not make this activity
seem like a formal exam. It should seem like a fun project, but also one that is engaging and
challenging. You may expect the usual tensions that go along with group work, but that is part of
the learning this lesson facilitates. However, it is important to discuss these frictions and maybe
even relate the final product to the group processes in your feedback to the groups.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
7
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit I - Lesson 2
Consumer Behavior Project
Overview: According to Hawkins and Mothersbaugh (2007), all marketing decisions are based
on assumptions and knowledge of consumer behavior. Understanding the motivations and
behaviors of the consumers is a vital aspect of any marketing plan or strategy. In this concluding
lesson, students build on concepts from previous lessons to plan, execute and reflect on a project
on consumer behavior. For this project, they are asked to prepare and survey their peers in the
class for their perceptions and behaviors around a particular product. This is then compared to an
analysis of the marketing strategies of this product to arrive at some general observations.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Marketing, II. Consumers and Their Behavior
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning, and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: Students will analyze the motivations and behaviors of their peers
regarding a particular product and compare this analysis with the marketing strategy of the
product/brand.
Knowledge@Wharton Articles: The teacher uses articles depending on the product or brand
the students choose to analyze in this project. For example, if a group wants to analyze
McDonald‘s for their understanding of consumer behavior, and the consumer behavior of their
peers, you could use the Knowledge@Wharton article: ―Food Fight: Obesity Raises Difficult
Marketing Questions.‖
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
8
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Activity:
Students are briefed about the project work. (5 mins)
Your task is to prepare and implement a survey in class around the following two questions:
I.
What is the consumer behavior of my peers regarding a particular product?
II. How far is this understanding reflected in the marketing strategies of the company/brand
that offers this product?
Ideally, you should choose a product that is popular with your peer group. You may choose to
focus on any of the three aspects of consumer behavior discussed in previous lessons. You are
expected to work in pairs and survey at least five students present in class today. You will need
to organize and delegate your work in order to complete it within the stipulated time.
The basic concepts that we have discussed in previous lessons are recapitulated here:
Factors affecting consumer behavior
Economic
Social
Cultural
Demographic
Personal/Psychological
Marketing (product value, price, place of availability, and promotions including
advertising, public relations, sponsorship, etc.)
The Buying Process
Need Recognition
Information Search
Evaluation
Purchase
Post-Purchase Anxiety
Customer Segmentation based on Maslow‘s Hierarchy of Needs
Physiological Needs
Safety Needs
Belonging Needs
Esteem Needs
Self-Actualization Needs
Preparation (10 mins)
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
9
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
1. Choose any one aspect of consumer behavior you want to focus on.
2. Decide on a product/service.
3. Once the group decides on a product or service, the teacher and a member of the group
identify articles from the Knowledge@Wharton or Knowledge@Wharton High School
sites that can be useful resources.
4. Prepare the survey questions.
5. Analyze the marketing strategy of the company/brand in relation to your question and
expected answers.
Hypothesize on your generalizations (e.g. A majority of students in my class purchase BigMac
because it is the closest, cheapest and most filling meal available. Their perception of the Big
Mac is based on these promotional strategies: … )
Sample survey questions:
I eat out:
Every day
Twice a week
Once a week
Rarely
My options when I eat out, in order of how often I frequent them, are:
1.
2.
3.
4.
I frequent option 1. because of
1. Its pricing
2. It is close by and therefore convenient
3. It is a fast food store
4. I like the food offered
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
10
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
5. Any other
Once you conduct the survey, analyze the answers for the questions you have set out to answer.
For the sample questions this could be: a) What percentage of my class frequent McDonald‘s,
and why? b) How has McDonald‘s designed every aspect of the marketing mix in a response to
their understanding of consumer behavior?
(For example, the McDonald‘s restaurant is very close to my school and is more convenient than
any other option.)
Execution (10 mins)
Analysis (10 mins)
Analyze your information, and synthesize to validate or nullify your hypothesis, or to generate
new generalizations. For example, 50% of the students surveyed purchase the Big Mac at least
once a week. Of these, all report that the place of availability was the most significant factor that
influenced their decision to buy the Big Mac. (In which case you have to consider the other
options available in the same locality and explain why these are not convenient alternatives.)
Presentation and Feedback (10 mins)
Present the most significant points from your analysis and conclusion. Submit the entire analysis
and conclusion.
Wrap-up
Tying It All Together: In this in-class project, students plan and execute an empirical
investigation of the consumer behavior of their peers and match this data with their analysis of
the marketing strategies of that product/brand.
Practice Outside of the Classroom: This project can be conducted more elaborately as a takehome assignment. The survey can be prepared over several days, and even piloted before it is
presented to the entire class. This lesson can also be integrated with math lessons in statistics.
What Worked and What I Would Do Differently: Depending on the grade level, this project
needs to be supported with sufficient resources. The teacher should aid the students as they
prepare and execute their survey. Additionally, detailed feedback should be provided for the
submissions.
***********
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
11
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit Overview
Content Area: Principles of Marketing
Unit Title: II. Marketing and Society
Target Course/Grade Level: Grades 9 - 12
Unit Summary: Marketing‘s role in the economy is reviewed in the context of the general
economic principles that affect consumer behavior and marketplaces. The factors of production,
types of economy and the concept of entrepreneurship are introduced Business ethics and the
concept of social responsibility are examined in detail.
Primary interdisciplinary connections: Language arts: written communications. Numeracy:
ratios. Business Ethics. Social Sciences: economics, psychology.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: Students will receive grounding in basic elements of economics such as supply
and demand theory and the interrelationship between price and quantity of a good sold that
influence marketing decision making. Students will also learn the importance of ethical practices
and social responsibility as members of a global community. All of these factors serve as a
foundation for career development.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
Ethical behaviors support human rights and dignity in all aspects of life.
The nature of the 21st-century workplace has shifted, demanding greater individual
accountability, productivity, and collaboration.
Understanding the global context of 21st-century industries and careers impacts business
operations.
Communication with people from different cultural backgrounds is enhanced by the
understanding of different cultural perspectives.
CPI #
Cumulative Progress Indicator (CPI)
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and
during structured learning experiences.
9.1.8.D.5
Justify the need for greater cross-cultural understanding due to globalization.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Industry Standards
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
12
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Standard A: Soft Skills
Standard D: Practical Business Skills
Standard C: Computer/Technology Applications
Unit Essential Questions
What responsibilities do marketers have to
tell the truth, the whole truth, and nothing
but the truth?
What influence does marketing have on the
US and International economies?
How does the interaction of supply and
demand affect marketing efforts?
How does marketing uniquely unite the
world?
Unit Enduring Understandings
Marketers are bound by an ethical code to treat
consumers fairly.
Marketing is influenced by fundamental
economic laws and principles.
Unit Learning Targets
Students will understand that….
Economic principles and concepts affect marketing.
Businesses satisfy economic needs by producing and marketing products and services.
Marketing strategies should be adjusted to reflect current economic conditions.
An economy is how a nation chooses to use its resources to produce and distribute goods and
services to provide for the needs and wants of its people.
The four factors of production are land, labor, capital, and entrepreneurship.
The economic/political philosophies of capitalism, socialism, and communism tend to
encourage different types of economic systems.
The key phases of the business cycle are expansion, peak, recession, trough, and recovery. The
business cycle affects businesses, consumers, and governments, and they in turn affect business
cycles, both domestically and globally.
Marketing is regulated by many federal laws and agencies.
Global marketing strategy options include globalization, adaptation, and customization of
products and promotions.
International trade is the exchange of goods and services between nations.
The government plays a critical role in enforcing the free enterprise system and providing for
the health, safety, and welfare of its citizens.
Business ethics are guidelines for good behavior. Ethical businesses are community-conscious.
Evidence of Learning
Summative Assessment:
End of unit written exam.
PBL assignment: Students will develop a management recommendation including an analysis
of a foreign country (political, cultural, and economic aspects) in the context of potential market
expansion.
Equipment needed: Computer, Smartboard or ELMO
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
13
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Teacher Resources: Internet, Textbook, www.deca.org ,www.knowledge@wharton.org
www.marketingteacher.com
Formative Assessments
Daily ―do now‖/warm-up responses.
Shared responses to Essential Questions.
Ability to demonstrate proficiency in key
Interim quizzes.
unit concepts in class discussions.
Written and reading-based homework.
Student Portfolio of key work products.
Lesson Plans
Lesson Plan Example
Timeframe
Lesson 1: A kinder entrepreneur for global
45 mins.
business.
(See appendix)
Lesson 2: Around the world in 80 seconds.
45 mins
(See appendix)
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. Some of the accommodations that can be implemented in this unit include;
Extended time intervals
Graphic organizer and study guide provision
Detailed rubrics
Assistive technologies
Seating/testing venue accommodation
Individualized instruction per IEP
☺ When presenting work ethic characteristics, a best practice is to provide specific examples of
essential workplace characteristics.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
14
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit II - Lesson 1
A Kinder Entrepreneur for Global Business:
Putting Yourself in the Shoes of Others
Overview: Students will begin this lesson by reading the article, ―Why Global Business Needs
Kinder, Gentler Entrepreneurs and Leaders.‖ After a short discussion on the article, students will
watch brief travel videos on a select number of countries and then choose one of those countries
around which to create a travel-related business.
NBEA Standard(s):
Entrepreneurship, I. Entrepreneurs and Entrepreneurial Opportunities
Entrepreneurship, VII. Global Markets
International Business, II. The Global Business Environment
Marketing, II. Consumers and Their Behavior
Common Core Standard(s): Technology and Digital Media, Comprehension and
Collaboration, Integration of Knowledge and Ideas, Presentation of Knowledge and Ideas
Objectives/Purposes: Students will practice what it means to put themselves in the shoes of
others.
Knowledge@Wharton Article: ―Why Global Business Needs Kinder, Gentler Entrepreneurs
and Leaders.‖
Other Resources/Materials:
http://www.youtube.com/user/THEWORLDOFTRAVEL-Features hundreds of very
short clips of video footage of countries and cities and other destinations all over the
world.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
15
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Activity:
1. (15 mins) Have students read the article, ―Why Global Business Needs Kinder, Gentler
Entrepreneurs and Leaders.‖ Lead a brief discussion on the article takeaways and student‘s
reflections.
Takeaways
In global business, building a strong network to turn to for help and advice, treating
people with dignity, and serving your customers well is what matters.
The first thing to do as an entrepreneur is to find a customer who might actually buy
something from you.
o Make sure you understand what they will pay for and what you can build.
Every action you do as a leader circulates. How you fire people, how much dignity you
give them.
Entrepreneurs do burn the midnight oil.
The most successful leaders are those who have actively worked for the success around
them.
In a global setting, leaders need to be humble. This attitude needs to extend to company
operations abroad. You must be able to put yourself in the shoes of someone else.
Companies that operate abroad must take the time to understand the unique conditions of
each market and the desires of the consumers.
You must have international experience, speak the local language and be culturally
sensitive.
3. (10 mins) The article stresses the importance of leaders having the ability to put themselves in
the shoes of others for global business pursuits. For the next activity, students are going to work
in groups to create a travel-related business (selling a product or service) to citizens from their
country to one of the countries featured in the videos they watched. To do this, they must first be
introduced to other countries that they have not been to or are not likely to know very much
about. Have students watch a few videos of either their or your choice from THE WORLD OF
TRAVEL YouTube subscription page. Since the videos are relatively short, choose four videos
from different continents.
4. (20 mins) Next, have students work in groups to develop a product, business or service that is
related to the travel industry. Students are going to pick one of the countries they just watched on
video and create their product or service based on something they saw in the video. For example,
if they found a great hiking spot in one of the videos, maybe their business could be to rent
hiking gear to tourists. Additionally, mention that the main customers of their business will be
people traveling to that country from the same country of citizenship as the students in the group
(example: U.S.). Encourage students to infuse elements of the reading into their business. For
example, if the reading talked about walking in other‘s shoes, see if students can think of ways to
help visitors live as the locals would live and include elements of language acquisition and
learning about the culture of that country. Have students present their business ideas to the class.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
16
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Tying It All Together: This lesson combines entrepreneurship and global leadership by
encouraging students to understand that the products and services that they like and would desire
in their own country may not be as equally desired in another. Furthermore, it is meant to
encourage cultural sensitivity and awareness that not everyone lives the same way. The lesson is
meant to be a very brief introduction to that concept.
Practice Outside of the Classroom: Think of what cool products from other countries are
currently not being sold in your country and then think of how those products could penetrate the
market. Is there a way for you to take the lead on this?
What Worked and What I Would Do Differently: Once you get through the reading, students
seemed to really enjoy watching the videos and then coming up with a travel-related business
based on one of the featured countries. I found it helpful to pull up the page of The World of
Travel‘s YouTube site and I had one video (Peru) ready to play. From there, I let students offer
suggestions as to what countries they would like to watch. Make sure that if you do let students
choose what countries they want to see, they should not all be on the same continent. Also, The
World of Travel videos are not narrated, so students must go by what they see. You should be
careful that students don‘t make generalizations about the countries from what they see in the
video. As students develop their businesses, make sure that they are thinking about logistics so
that they produce ideas that are feasible business options.
Examples of businesses that my students came up with included:
Language classes for short-term visitors, so they could learn basic phrases to get around
in a non-English-speaking country.
A tea room that allowed visitors to put on traditional kimonos and experience a
traditional Japanese tea ceremony.
A fishing trip package where tourists could catch fish and then make sushi with their
fresh catch.
A personal shopper for Parisian tourists.
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Unit II - Lesson 2
Around the World in 80 Seconds
Overview: As more and more companies are faced with the question of going global, what does
global marketing really mean? What are the challenges of going global? How have some
companies excelled at tackling these challenges? This lesson explores these questions, and
examines concepts like globalization and global marketing.
NBEA Standard(s):
Marketing, III. External Factors
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: In this lesson, students will (1) understand and define globalization and
global marketing, and (2) analyze the global marketing strategies of brands/companies.
Knowledge@Wharton Article: ―Managing Brands in Global Markets: One Size Doesn‘t Fit
All‖
Other Resources/Materials: Internet access
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Activity:
1. Around the world in 80 seconds (10 mins)
As students come in, the teacher orients them towards a global perspective by showing
commercials of typical American brands available in different countries. For example,
McDonald‘s is as American a brand as it gets, but it operates in 122 countries. The teacher shows
students McDonald‘s commercials as they appear in other countries like France, India and Israel.
The French commercial subtitled in English can be viewed at
http://www.youtube.com/watch?v=SBuKuA9nHsw. This commercial has a typical French flavor
that is easy to understand. The Indian commercial I chose is the Dev An and commercial
available at http://www.youtube.com/watch?v=GaTUVwZ2ALE. This will need some cultural
deciphering. It would probably be the equivalent of Elvis Presley going out today to find a meal
at yesterday‘s prices and finding it at McDonald‘s. The Israeli ad can be accessed at
http://www.youtube.com/watch?v=TUjw6O0YDMI. This is another easy commercial to
decipher. Students could even be asked to name a country and the teacher could surf for a
McDonald‘s commercial from that country. For example, from Israel you could go to an Arab
McDonald‘s commercial like the ―I will do anything for love but I won‘t do that‖ at
http://www.youtube.com/watch?v=fYsLDhDRUeI.
If any of the commercials are difficult to understand, you could point out the heavy cultural cues
that make it difficult for a foreigner to understand them. This would be a good place to transition
to a definition of global marketing and globalization.
2. Class Discussion (10 mins)
The teacher now asks students what they think global marketing is. I am sure some elements of
the definition will come up, for example — marketing to people around the world or marketing
to different cultures. The teacher now opens the definition of global marketing from the
Knowledge@Wharton High School glossary: ―Global marketing includes companies’ marketing
strategies that look at the entire world as their arena of operations. And involves both the
selection of all countries in the world in which the company decides to operate, and the decisions
of how to operate in these countries.‖ The teacher asks students why global marketing has
become more common in modern times than in earlier times. This leads to the term globalization
itself.
According to the glossary, ―Globalization is a worldwide process in which individuals have more
and more interactions with people in other countries through trade, investment and culture.‖
Students can be asked for examples of cultural, trade and investment interactions within their
own experiences. What interactions do people in other countries have with the US through trade,
culture and investment? The examples we have viewed and discussed so far give students a
background to answer this question. For example, that people in so many countries eat
McDonald‘s food products creates an awareness of the US among many people in many
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countries. Alongside the many ways in which McDonald‘s has to customize its products, it
makes Americans who work with McDonald‘s aware of local food preferences.
3. Work with Knowledge@Wharton article (10 mins)
Students are now asked to read the article individually and answer a question. Then they are
asked to pair up with a neighbor and discuss the answer. The question I chose to ask is: What
marketing strategies do companies that go global employ? Give examples.
Customization is the main strategy described in the article, with various examples like KFC,
Unilever and MTV.
4. Discussion and Wrap-up (10 mins)
The teacher leads a group discussion based on the previous question. Students are asked to share
their answers. Examples to illustrate their points can be accessed on the Internet. For example,
Unilever‘s strategy can be examined by looking at the websites of its three kinds of brands:
international, regional and local. The differences are illustrated at the websites of Dove
(http://www.dove.com/), Flora/Becel
(http://www.unilever.com/brands/foodbrands/becel_flora/index.aspx), and Wish-bone
(http://www.wish-bone.com/Home.aspx). Similarly, the MTV site at http://www.mtv.com/sites/
can be checked for MTV worldwide content.
In the wrap-up, students could be asked to recap what makes global marketing possible and what
they learned about other countries from this lesson.
Practice Outside of the Classroom: What non-U.S. products do you like/use? How is the
marketing of this product/service customized for you?
What Worked and What I Would Do Differently:
Before class, the teacher should ensure Internet access, and do a practice run to check for
institutional blocks on Internet sites, and also make sure that any commercial that needs to be
shown has not been pulled off YouTube. It might be prudent to do a practice run to eliminate
trouble shooting during class time.
Related Knowledge@Wharton Article: ―Globalization of Technology Ventures: Lessons from
Israel.‖
***************
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Unit Overview
Content Area: Principles of Marketing
Unit Title: III. Selling
Target Course/Grade Level: Grades 9 - 12
Unit Summary: Students learn a structured process for presenting their ideas in a convincing
manner in an effort to persuade others to accept a point of view and effect a ―sale.‖ Students will
learn how to highlight features and benefits in a systematic way.
Primary interdisciplinary connections: Language arts: oral and written communications.
Social Sciences: Psychology. Business Ethics.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: The ability to develop a cogent presentation to persuade others is an essential
skill both in the business world and in everyday life. This unit provides practical methods that
students will find useful in a myriad of applications.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate
technical terminology and information.
Employability and Career Development: Employability skills and career and
entrepreneurship opportunities build the capacity for successful careers in a global
economy.
CPI #
Cumulative Progress Indicator (CPI)
9.4.12.N.(6).1 Gather, access, synthesize, evaluate, and disseminate information to aid in
9.4.12.N.(6).2 making sales.
Employ concepts and actions used in this pathway to determine client needs and
wants and to develop personalized communications intended to influence
purchasing decisions and enhance future business opportunities.
9.4.12.N.(6).3 Understand concepts, tools, and strategies used in this pathway to explore, obtain,
and develop sales careers.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Industry Standards
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Standard B: Interpersonal Skills
Standard C: Computer Technology
Standard D: Practical Business Skills
Unit Essential Questions
What are effective sales strategies?
How can you communicate a product‘s
benefits to a customer?
How can one tailor sales strategies for
various target audiences?
What does effective customer service look
like?
Unit Learning Targets
Students will understand that….
Unit Enduring Understandings
Effective selling strategies respond to client
needs and wants through planned,
personalized communication that influences
purchase decisions and ensures satisfaction.
Professional selling is a systematic, scientific
process that requires a commitment to a
consultative attitude.
The student will apply selling processes and techniques that can aid customers/clients in making
buying decisions.
Personal selling is any form of direct contact between a salesperson and a customer. The three
types of selling situations are retail, business-to-business (B2B), and telemarketing.
The purpose and goal of selling are to help customers make satisfying buying decisions in order
to create ongoing, profitable relationships between buyer and seller.
Sales communications must be terse and clear both verbally, graphically, and in writing.
Body language and other non-verbal cues significantly affect the communication process.
Excellence in customer service is integral to successful customer/client relationships.
The ANPOCS method is a tried and true process for managing the selling process.
`
Evidence of Learning
Summative Assessment: End of unit written exam.
PBL assignment developing and executing a sales plan to support the introduction of a B2B
product/service by creating a professional and systematic sales strategy and script.
Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, Textbook, www.deca.org ,www.knowledge@wharton.org,
www.marketingteacher.com
Formative Assessments
Daily ―do now‖/warm-up responses.
Ability to demonstrate proficiency in key
unit concepts in class discussions.
Student Portfolio of key work products.
Shared responses to Essential Questions.
Student Portfolio of key work products.
Interim quizzes.
Written and reading-based homework.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Lesson Plans
Lesson
Timeframe
Lesson 1: The Buying Process
45 mins.
(See appendix)
Lesson 2: Personal Selling Scenario
45 mins.
(See appendix)
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. Some of the relevant accommodations that can be implemented in this unit include:
Assistive technologies
Extended time intervals
Seating/testing venue accommodation
Graphic organizer and study guide provision
☺ In this unit, use of a graphic organizer that outlines the sales process and clearly breaks down
each component would be helpful. Role playing is recommended to clarify nonverbal and body
language clues.
☺ An assignment eliciting student memories of situations where salespeople were helpful
juxtaposed with an alternative situation where they were not, thus linking the learning to their
personal experiences, may be quite valuable.
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Unit III - Lesson 1
The Buying Process
Overview: Understanding the actual buying process of customers impacts marketing decisions
significantly. The proliferation of guarantees for high-expense products is an excellent example
of how knowledge about the buying process has crept into marketing strategies. While marketing
textbooks talk about the classical buying process (beginning with a need, then proceeding to
information search and evaluation of alternatives, finally leading to the purchase and postpurchase behavior), this lesson also explores the impact of marketing on the buying process and
its ability to truncate the more classical process.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Marketing, II. Consumers and Their Behavior
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes:
In this lesson, students will analyze the buying process and design a marketing plan customized
to this analysis. Analyzing the buying process will make them more conscious of their own
buying process and potentially make them better consumers.
Students will also learn teamwork and develop critical, analytical and presentation skills
throughout the lesson.
Knowledge@Wharton High School Article: ―What Women Buy and Why‖
Other Resources/Materials:
Internet access
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Activity:
1. Introduction to concepts (10 mins)
The teacher begins the lesson by giving an anecdotal example that illustrates the buying process.
I talked about how I had to buy an expensive sari for my brother‘s wedding. As soon as the
wedding date was set, what I was most preoccupied with was buying my sari. As the groom‘s
sister, I had to be second best dressed to the bride. I went to all the big sari shops in Mumbai like
Paneri, Kala Niketan and Nallis but could not find anything that I liked. I then checked malls
like Shoppers Stop and Lifestyle who also stock designer saris like those of Ritu Kumar (a very
sought after Indian designer) or Tarun Tahiliani. But the ones I liked here were too expensive.
Since the wedding was in Kerala and I still had time, I decided to wait and shop in Kerala or
nearby Coimbatore — which is known to be a wedding sari shopping destination. Finally I found
a Parsi embroidery sari in a light purple color that I liked. Along with the sari, I also had to buy
bangles, shoes, color-coordinated make-up and a bag.
Within this experience, there are several marketing strategies that I found remarkable and very
astute about my buying process. Apart from saris, stores like Shoppers‘ Stop and Lifestyle also
sell accessories and make-up. The stores are quite aware of my buying process and have tried to
simplify it for me and make their business more profitable.
From a marketing perspective, the buying process follows a pattern:
1. Need/Want Recognition (Marketing can create needs)
2. Information Search (Marketing can eclipse the options and truncate this step)
Free samples, test drives and other means of ―trial‖ work wonderfully to help guide the customer
through the information search stage and onto the evaluation and purchase stages.
3. Evaluation
From the marketers‘ point of view, they retain customer contact information in order to ―gently‖
offer any additional details the buyer might need. (Nobody likes a hard sell, or to be pushed into
buying.)
4. Purchase
5. Post Purchase (Anxiety)
While customers may have thought they chose the best solution when they purchased, many
customers later experience buyers‘ regret. Customers will have more confidence in their
decision, even after it is made, if they know they aren‘t ―stuck‖ with their purchase. Having a
guarantee to fall back on gives them the comfort of knowing that should something go wrong,
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they won‘t be left stranded. Generally speaking, a guarantee is a psychological support rather
than a literal one. Most customers never take advantage of guarantees… they don‘t think they
need to. However, if a guarantee wasn‘t offered, the anxiety of feeling ―all alone‖ would
overcome many buyers and persuade them into asking for a refund.
Additionally (if needed) different products will be discussed to draw out differences between:
a) Products/services that are new to the market/or are very expensive and require a longer
period of consideration in each phase.
b) Products/services that are familiar/or that cost very little and require a shorter (even
instantaneous) process.
The impact of marketing on shortening the buying process is also to be discussed.
2. Work with Knowledge@Wharton article (8 mins)
The teacher discusses sections from the article that talk about marketing financial services and
automobiles to women.
3. Find marketing opportunities from your experiences (10 mins)
The teacher now asks students to pair up or form small groups. They are asked to identify an
experience that illustrates the buying process and look for marketing possibilities within those
examples. Any hindrance or challenge you face while shopping can be a potential marketing
possibility.
4. Presentation, Discussion, Wrap-up (10 mins)
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Unit III - Lesson 2
Personal Selling Scenarios
PERSONAL SELLING SCENARIOS
Using the selling skills you have acquired in this class, advance a selling ―proposal‖ that meets
the objective of three of the situations described below. Use a separate piece of paper for each
scenario. Use the ANPOCS method as you hand write your script which should fill at least one
full side of loose leaf.
ANPOCS
Approach the customer
Needs (determine needs of customer)
Product presentation
Objections (handle)
Close the sale
Suggestive selling
The school budget election is this evening and your parent(s) hasn‘t/haven‘t voted.
You would like them to.
Your friend Sam has indicated an intention to quit school to take a full time job. You
think this is a very bad idea.
The older brother of one of your crew has offered to buy cocaine for you and your
friends. You risk rejection and loss of popularity if you do not ―go along.‖
A student you know (but are not ―friends with‖) would make a great addition to your
favorite club/team.
***************
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Unit Overview
Content Area: Principles of Marketing
Unit Title: IV. Promotion
Target Course/Grade Level: Grades 9 - 12
Unit Summary The remaining elements of the Promotion Mix: advertising, public relations, and
sales promotion are explored. Students will learn strategies for developing effective
communications designed to stimulate target awareness, interest, desire and action (AIDA).
Various media and their cost will be examined for their efficacy in reaching consumers.
Primary interdisciplinary connections: Language arts: written communications. Social
Sciences: Psychology. Business Ethics.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: The ability to effectively convey a positive image and foster a positive
reputation is integral to the success of individuals and business concerns (both for-profit and nonprofit). This unit provides strategies and tactics that will promote successful implementation of
promotional communication methodologies.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
Communication Skills:
All clusters rely on effective oral and written communication strategies for creating, expressing,
and interpreting information and ideas that incorporate technical terminology and information.
Information Technology Applications: Technology is used to access, manage, integrate, and
disseminate information.
CPI #
Cumulative Progress Indicator (CPI)
9.4.12.N.(1).1
Evaluate and summarize the concepts, strategies, and systems used to
obtain and convey ideas and information in this pathway.
9.4.12.N.(1).2
Research the concepts and strategies marketers use to communicate
9.4.12.N.(1).3
information about products, services, images, and/or ideas to achieve
9.4.12.N.(1).4
desired outcomes.
Analyze the concepts and strategies marketers use to determine and target
marketing communications strategies to specific audiences.
Research the concepts, systems, and tools marketers use when making
decisions to gather, access, synthesize, evaluate, and disseminate
marketing information.
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9.4.12.N.(1).6
Employ the tools, strategies, and systems marketers use to access,
process, maintain, evaluate, and disseminate information in order to assist
with decision-making.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Industry Standards
Standard A: Soft Skills
Standard C: Computer/Technology Applications
Standard D: Practical Business Skills
Unit Essential Questions
In what ways do communications and
promotions achieve marketing goals?
What are some examples of marketing
communications and promotions?
How can advertising shape the success of a
business, institution, or cause?
What are the ethical responsibilities when
using advertising techniques?
Unit Enduring Understandings
Marketing influences client behavior through
effective and targeted communications and
promotions.
Advertising is a very effective medium for
changing the behavior of individuals, and of
societies.
Unit Learning Targets
Students will understand that….
Sophisticated communication processes are used in promotion.
A broad range of elements comprise the promotion mix.
Effective promotional messages appeal to specific targeted markets.
Businesses use promotion to inform people about products and services, enhance their public
image and reputation, and persuade people their products are valuable. Nonprofit organizations
use promotion to educate the public or advocate for change.
Promotion is any form of communication a business uses to inform, persuade, or remind people
about its products and its image. The five basic categories of promotion are personal selling,
advertising, direct marketing, sales promotion, and public relations.
Public relations fosters a favorable image about a business, its products, or its policies. Publicity
tries to place positive information about a business in the media. It is not advertising because it
is free.
The promotional mix is a combination of strategies and the allocation of resources to reach
promotional goals.
It is important to select appropriate promotional media to communicate with consumers.
Multiple sales promotions techniques may be employed in promoting a product.
Advertising is a critical component of the promotional mix.
There are many types of advertising and the costs of these media vary.
Advertising is measured to understand cost-effectiveness.
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Advertisers use budgeting techniques to ensure efficiency.
Evidence of Learning
Summative Assessment: End of unit written exam.
PBL: Develop a promotion plan to support a state wide anti-bullying campaign targeted toward
high schools and middle schools (or similar).
Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, Textbook, www.deca.org ,www.knowledge@wharton.org,
www.marketingteacher.com
Formative Assessments
Daily ―do now‖/warm-up responses.
Ability to demonstrate proficiency in key
unit concepts in class discussions.
Student Portfolio of key work products.
Shared responses to Essential Questions.
Interim quizzes.
Lesson Plans
Lesson
Lesson 1 Example: Brand Promotion
(See Example)
Lesson 1 Example: Promotion Mix: Anti-HIB
(See Example)
Timeframe
45 mins.
45 mins.
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. Some of the relevant accommodations that can be implemented in this unit include:
Assistive technologies
Extended time intervals
Seating/testing venue accommodation
Graphic organizer and study guide provision
Individualized instruction per IEP
Detailed rubrics
☺ An assignment directing students to clip/print coupons and promotional offers from various
media can help provide relevance to personal experience and drive home important consumer
educational learning.
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Unit IV - Lesson 1
Promotions
Overview: Marketing is often confused with some of its more visible elements like advertising
or selling. In this lesson, we look at one such high-visibility element —Promotions.
In this lesson students are given an overview of promotional strategies, and introduced to the
various elements of the promotional mix — both above the line and below the line.
Students will analyze the promotional strategies of products, compare it with brand promotional
strategies, and finally design a promotional strategy for a product of their choice.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Marketing, IV. The Marketing Mix
Knowledge@Wharton High School Article:
―Retail Visionary: Warby Parker‘s Online Eyeglass Strategy Focuses on the Consumer‖
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and to
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning, and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence such
that listeners can follow the line of reasoning, and the organization, development and
style are appropriate to task, purpose, and audience.
Objectives/Purposes:
SWBAT analyze the promotional strategies of products, compare them with brand promotional
strategies.
SWBAT design a promotional strategy for a product of their choice.
Other Resources/Materials: Internet access
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Activity:
1. Group Activity and introduction to concepts. (10 mins)
Teacher begins the lesson by asking the class for a few products they are familiar with—these
can be products they like, or dislike. Students may come up with brands but have to specify a
particular product.
As students contribute examples, teacher asks further probing questions like:
When did you first hear about this product?
How did you hear about this product?
How has your interest/awareness in this product been sustained?
Teacher now introduces the concept of Promotion as the methods of communicating about the
product to the customer. You may design a brilliant product for your target customer, but how is
the customer going to know about your product? This communication that you initiate with your
customer is called ―Promotions‖, and it is an integral part of the Marketing Mix. Let’s imagine
that you have decided to open a restaurant for college students. How can you reach out and
make them aware of your restaurant?
Student answers are listed on the blackboard. Expected answers include flyers, coupons, etc.
Teacher now introduces the concept of above the line promotions and below the line promotions.
Above the line promotions are any promotional strategies, which the customer can easily identify
as a promotional strategy. For example, advertisements, including television commercials,
newspaper advertisements, or flyers are above the line promotions. According to some marketing
scholars, below the line promotions are even more effective. With advertisements, customers
know that they are being solicited, so their defenses are up. However, with below the line
promotions, customers often do not realize that they are being solicited; therefore there are no
defensive mechanisms at play. For example, when a customer reads a newspaper article about
the opening of a restaurant— that has actually been planned and executed by the Public
Relations officer of the restaurant, the customer does not think that he or she is being advertised
to. Such a promotional strategy is called below the line promotion. This can include
sponsorships—of events, teams, awards, parks, etc; sales promotions like coupons, discounts,
deals, etc. and the like.
2. Work with the Knowledge@Wharton High School article. (8-10 mins)
Teacher now gives handouts of the article ―Retail Visionary: Warby Parker’s Online Eyeglass
Strategy Focuses on the Consumer” and asks students to analyze the promotional strategies
used by Warby Parker. Teacher also pulls up the website of the company to look at promotional
strategies and web advertising. This example gives the additional dimension of the use of
internet, customer service as promotion, and the possibilities of reduced expenditure on
advertising by using other innovative promotional strategies.
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
3. Create a promotional strategy. (10 mins)
Teacher now asks students to work on their products (which they designed as part of Lesson 1 in
this module) and design a promotional strategy for their product. They are asked to keep in mind
costs of promotional strategies, target customer profile, possible profit margins, and their
marketing budget.
4. Presentation, Feedback, Wrap-up. (10 mins)
Students present their ideas to the class. Others are encouraged to provide constructive feedback
so that the ideas are rigorously examined and whetted out.
Particularly, tying in the idea from the article that the owners put themselves in the shoes of their
customers, students are encouraged to respond to the ideas presented as if they were the
customers.
Teacher wraps up.
Tying It all together: Promotions is an inherently interesting aspect of marketing because of its
high visibility. Since this is an introductory lesson, basic concepts associated with promotion as a
marketing tool tied to the other Ps are explored. The students, most probably, know much about
promotion already; it is a matter of critically analyzing experiences to illuminate concepts as
marketing concepts.
Practice Outside of the Classroom: Identify a few below the line promotional strategies that
target you.
What Worked and What I Would Do Differently: Depending on the promotional strategies
that are culturally relevant, the emphasis of the lesson can be tweaked. Since the lesson builds off
student experience and interest, it will be easy to identify such patterns. However, the teacher can
also provide inputs that lead the students to consider promotional strategies they may not have
thought about. For example, Bollywood films use extensive promotional strategies. A discussion
surrounding the latest ―hit‖ film and its promotional strategy can make for a very engaging
lesson in several parts of India.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit IV - Lesson 2
The Promotion Mix
Objective: Demonstrate your ability to work collaboratively to develop a marketing campaign
by integrating the elements of the Promotion Mix.
Scenario: The Superintendent of Schools has received a $500,000 grant from the state of New
Jersey to promote student tolerance behaviors and specifically to diminish Harassment,
Intimidation, and Bullying state wide. Being occupied with the many duties of running a school
district, the Superintendent has wisely turned to you; this year‘s marketing class, to develop a
marketing campaign to meet his goal.
Methodology:
1. Work in your team to develop a Campaign Theme that supports the Superintendent‘s
goal.
2. You will assign roles to each team member as follows. Each member will be responsible
for preparing his/her specific portion of this assignment.
Member 1: Director of Advertising
Member 2: Director of Promotions
Member 3: Director of Public Relations
3. You will jointly prepare a specific budget and a 3 month plan to execute your campaign.
The program will run September through November, 20XX
4. Create an advertising poster using markers and poster board. (Sketch a draft design first)
5. Compile a minimum 10 page PowerPoint presentation that articulates your ideas and
recommendations.
6. Prepare an oral presentation, backed by your PowerPoint and other visual aids and
featuring each team member, to present your recommendations to the school board.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Grading Guide:
Effective use of Promo Mix
Efficient financial allocation
Oral Presentation
Poster
Creativity (Incorporating elements not described above or doing
things in a new, exciting, and innovative way).
Total
35%
20%
10%
10%
25%
100%
**********
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit Overview
Content Area: Introduction to Marketing
Unit Title: V. Distribution
Target Course/Grade Level: Grades 9 - 12
Unit Summary: This section focuses on two specific aspects of the ―Place‖ component of the
marketing mix. Physical distribution (the movement of goods from place to place) is examined to
identify the various transportation elements available in conjunction with warehousing and
inventory management methods. Channels of distribution, the venues where goods and services
are made available to customers, are presented as essential elements of providing utility to
purchasers/users.
Primary interdisciplinary connections: Language arts: written communications. Numeracy:
inventory management methods, forecasting, and estimation.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: The purpose of this study is to provide a basic background in the discipline of
logistics, an area of study that touches nearly every aspect of commerce in the United States and
throughout the world. In addition, an examination of the means of conveying goods and services
to clients provides students with an understanding of the principle commercial outlets in business:
retailing, e-tailing, wholesaling.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
Roles within teams, work units, departments, organizations, inter-organizational systems,
and the larger environment impact business operations.
Key organizational systems impact organizational performance and the quality of products
and services.
Understanding the global context of 21st-century industries and careers impacts business
operations.
CPI #
9.4.12.P.(7).1
9.4.12.P.(7).2
Cumulative Progress Indicator (CPI)
Demonstrate knowledge of transportation, logistics, and distributionrelated sales and service operations on an ongoing basis.
Demonstrate knowledge of transportation-related products and services in
order to promote development of existing and future client bases.
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
9.4.12.P.(2).
9.4.12.P.(2).2
Analyze company or customer needs to develop targeted and successful
logistics planning and management services.
Analyze the performance of logistics systems to provide targeted and
successful logistics planning and management services.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Industry Standards
Standard D: Practical Business Skills
Standard C: Computer/Technology Applications
Unit Essential Questions
How is distribution affected by new
marketing trends?
What factors are used to determine
distribution methods?
What effect does distribution have on
marketing a product?
How is efficiency related to product
distribution?
Unit Enduring Understandings
The purpose of a distribution plan is to
specify the most efficient way to transport and
merchandise a company‘s products.
Effective inventory management procedures
can make or break a firm‘s profitability.
Unit Learning Targets
Students will understand that….
The nature and scope of transportation systems and logistical services is broad and complex.
Distribution channels and/or businesses involved in transporting various goods provide efficient
means of bringing products to consumers.
A channel of distribution is the path a product takes from the producer or manufacturer to the
final user.
Channel members in the distribution of consumer products are manufacturers/producers, agents,
wholesalers, retailers, and consumers.
Distribution involves decisions about a product‘s physical movement and transfer of ownership
from producer to consumer.
Physical distribution links a business and its customers.
Physical distribution, also known as logistics, comprises all the activities that help to ensure that
the right amount of a product is delivered to the right place at the right time.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Storage is the marketing function of holding goods until they are sold. Products are stored in
warehouses until orders are received from customers.
Organizational buyers for industrial markets purchase goods and services to use in the
operations of a business. These buyers may be called purchasing managers, industrial buyers, or
procurement managers. Wholesale and retail buyers purchase goods for resale.
Inventory management is the process of buying and storing products for sale while controlling
costs for ordering, shipping, handling, and storage.
Evidence of Learning
Summative Assessment:
End of unit written exam.
PBL: Students will be presented with a case scenario requiring research and interpretation of
the most cost efficient and effective strategies for the physical distribution of a specific good
throughout the 50 states. Students will additionally need to assess and recommend the most
appropriate channels of distribution for the product.
Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, Textbook, www.deca.org ,www.knowledge@wharton.org,
www.marketingteacher.com
Formative Assessments
Daily ―do now‖/warm-up responses
Ability to demonstrate proficiency in key
unit concepts in class discussions.
Student Portfolio of key work products.
Shared responses to Essential Questions
Interim quizzes.
Written and reading-based homework.
Lesson Plans
Lesson Plan Example
Lesson 1 Where should you sell?
(See appendix)
Lesson 2: Polly‘s Pajamas Distribution Plan
(See appendix)
Timeframe
45 mins.
45 mins.
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. Some of the relevant accommodations that can be implemented in this unit include:
Assistive technologies
Extended time intervals
Seating/testing venue accommodation
Graphic organizer and study guide provision
Individualized instruction per IEP
Detailed rubrics
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit V - Lesson 1
Where Should You Sell?
Overview: The channel of distribution or the place where the product should be made available
is an important and strategic marketing decision. Commonly referred to as Place — one of the
four Ps of the Marketing Mix, it signifies and communicates the positioning of the product and
its intended target market. This lesson focuses on some of the fundamental concepts related to
placing strategies.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Marketing, IV. The Marketing Mix
Knowledge@Wharton High School Article:
―Red Velvet Revolution: The Rise of the Cupcake Entrepreneur‖
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning, and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: Students will analyze the distribution channels of various
products/services. They will also design a distribution channel for a product/service of their
choice.
Other Resources/Materials: Internet access
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Activity:
1. The teacher begins class by explaining the third P of the marketing mix. Place or placement
refers to where your customer can actually buy your product. From the perspective of the
customer, place answers: Where is it convenient for me to buy this article? Additionally place,
like price, signifies a certain value to the customer. For example, if you want to signal
exclusivity, you will not want to stock your product at every retail store. Look at Rolls Royce —
they have one store for the whole state; it is a very exclusive product.
2. The teacher now explains the various kinds of channels and distribution models that
companies could use.
Kinds of Channels:
Direct — Producer sells directly to customer.
Direct/Internet — Producer sells directly to customer, online.
Direct/catalog — Producer sells directly to customer, through a catalog.
Wholesaler/distributor — Producer sells to wholesaler, who will sell to a distributor, or to
a retailer.
Value-added reseller (VAR) — VAR will customize the product for the buyer.
Dealer — Sells on behalf of company, like a franchise.
Retail — Retailers sell directly to end-users through a store, website or catalog.
Distribution models:
1. Intensive distribution – If the consumer does not get a brand, he/she buys another, so
product has to be available everywhere.
2. Selective distribution – ―Suitable‖ resellers stock the product, customers will search
reasonably for your product/price.
3. Exclusive distribution – Specially selected resellers (typically only one per geographical
area) sell the ―product.‖
You could provide examples or ask students to contribute examples for the various kinds of
channels and distribution models. Some of the examples my students came up with were the
―Hello Kitty Store‖ for exclusive distribution, and grocery items for intensive distribution.
3. The teacher now plays the video included in the article from the Knowledge@Wharton High
School site. Students are asked to identify the ―Place‖ used in this example, and then to work
with a partner to come up with additional placement ideas.
4. Informal class presentations and discussions
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Students present their ideas. Some of the ideas that came up were that the Cupcake Lady should
move to New York, as this would be a better place to sell from a truck; sell through retail outlets
like bakeries so that customers have easier access; collect birthday orders or part orders through
Facebook marketing and deliver products (For example, simplymmmm cupcakes is a similar
company that only markets through Facebook.)
5. Students are now asked to work on their products (from the previous lesson — this is a
module on the marketing mix, so in each lesson, students work out the corresponding P of their
marketing mix) to identify possible placements.
They are asked to keep in mind that all the Ps should form an integrated whole. Therefore,
depending on the product, and the pricing strategies developed already, what would be the ideal
placement for your product and target customer? For example, if you are planning a smoothie bar
that is fully organic, would you want to place it next to a popular gym, or in a place that has a
significant number of LOHAS (Lifestyles of Health and Sustainability) members, or both?
6. Presentations, Feedback and Wrap-up
Students present their ideas to the class. Others are encouraged to provide constructive feedback
so that the ideas are rigorously examined and whetted out.
Tying It All Together: Place forms an integral part of any marketing strategy and students
begin to engage critically with the knowledge that they already have about product placement.
By now, the students will have a fairly sophisticated understanding of basic marketing concepts
and will be able to design more detailed plans.
Practice Outside of the Classroom: When you next purchase a product, think of where else the
product is available. Why does the company/producer use the particular distribution channel they
do?
If possible, it would be great to conduct a place tour. This can be within the student locality or
can also include some exclusive outlets outside of the student community. This tour can also be a
way to analyze the social/affective impact of marketing on the individual. This tour could be
charted in class with the students. For example, the teacher asks students where they all shop, or
what kinds of stores exist in the neighborhood. In India, this could bring up ―mandis,‖ street
vendors, ―bazaars,‖ ―kirana shops,‖ day-based-markets, hereditary sellers who visit homes,
speciality lanes that sell only particular wares (e.g. paratha gali), along with the modern
supermarkets and malls.
What Worked and What I Would Do Differently: The teacher should be sensitive to social
differences within the student group and encourage students to understand socially mediated
class hierarchies.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Activity:
DISTRIBUTION PLAN STRATEGY
POLLY’S PAJAMAS®
Case overview:
Company founder Polly Pemberton has decided to retire. At age 72 she has built her pajama
business to a $12 million company first by offering her line of premium quality, fleece-lined or
silk-lined pajamas via mail order catalog and later via a web site. All Polly’s Pajamas are made
in a factory outside of Bangkok, Thailand, and shipped via container ship to Polly‘s warehouse
in Sacramento, CA.
Polly‘s granddaughter, Patsy Pemberton, who earned an MBA in marketing from Loyola
University in Los Angeles, is poised to take over leadership of the firm. Before designating
Patsy as the new CEO, Polly and the other members of the board (all Pemberton family
members), wish to understand Patsy‘s plan to market Polly’s Pajamas in the future.
Patsy meets with the firm‘s directors of logistics and marketing to discuss the future of their
business. They decide that their products will continue to be made in Thailand, but that they
need to reach a broader market in the US and to expand to Canada, Mexico, and the Caribbean as
well.
Task/deliverable: PowerPoint Presentation, approximately 8 - 12 pages in length to be used in
conjunction with a group presentation of your channel plans, physical distribution strategies, and
any additional marketing approaches that will be needed to support your innovations.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Team grading guide:
Comprehensive & accurate development of a physical distribution plan:
Presentation of a viable channel distribution plan:
Infusion/compatibility of marketing elements:
Professionalism and Creativity:
35%
35%
20%
10%
Total:
100%
Due Date: _______________________________
***************
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit Overview
Content Area: Principles of Marketing
Unit Title: VI. Pricing
Target Course/Grade Level: Grades 9 - 12
Unit Summary: Elements of effective pricing policies and profitability assurance will be
explored in detail. Specific pricing strategies such as prestige, skimming, psychological, oddeven, penetration and others will be learned. In addition, key metrics such as gross profit margin
and markup will be introduced.
Primary interdisciplinary connections: Numeracy: gross profit margin, ratios, and percentages.
Language arts: writing a business proposal. Social Sciences: Psychology. Business Ethics.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: This section will provide students with an understanding of how pricing
decisions affect many variables such as demand, profitability, and consumer perceptions.
Analysis of varying pricing strategies and interpretation of customer demand are important tools
available to marketers, retailers, and managers in many fields.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
This syllabus is established in conformance with the 2009 New Jersey Career Content standards
for 21st Century Life and Careers.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Industry Standards
Standard D: Practical Business Applications
Standard C: Computer/Technology Applications
Unit Essential Questions
How does pricing effect marketing
decisions?
What factors affect price decisions?
How is the cost of a product determined?
What is the difference between price and
value?
Unit Enduring Understandings
Marketing involves setting and adjusting
product and service prices to maximize profit
and to ensure customer satisfaction.
Profit optimization; identifying a price point
that allows for the appropriate pricing in the
target market.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit Learning Targets
Students will understand that….
There are a variety of price-setting strategies available to marketers.
Price is the value (in money or its equivalent) placed on a good or a service. There are many
forms of price: fees, fares, tuition, rent, wages, commissions, etc.
Pricing is a key factor in the success or failure of a product or service, and therefore of a
business. It establishes an image, a competitive edge, and determines profits.
Four market factors affect pricing: costs and expenses, supply and demand, consumer
perceptions, and competition.
In general, demand goes down when price goes up. Demand elasticity is the degree to which
price affects demand.
Establishing a base price for a product can be accomplished by using cost-oriented, demandoriented, or competition-oriented pricing methods, or a combination of these methods.
Different firms employ varying criteria to determine pricing objectives, policies and strategies.
There are a myriad of environmental considerations in setting prices.
Analyzing costs, market trends, and competition, can help to determine selling prices.
There are many factors affecting pricing decisions.
Gross profit is the difference between sales revenue and the cost of goods sold.
Several different mathematical calculations assist marketers in achieving sales and profitability
goals.
Evidence of Learning
Summative Assessment: End of unit written exam.
PBL assignment: Pricing case requiring decisions relating to wholesale and retail price point
selection, establishment of sales, profit, and market share goals for a chosen line of products (or
comparable).
Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, Textbook, www.deca.org, www.marketingteacher.com,
www.knowledge@Wharton.com
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Formative Assessments
Daily ―do now‖/warm-up responses.
Shared responses to Essential Questions.
Ability to demonstrate proficiency in key
Interim quizzes.
unit concepts in class discussions.
Written and reading-based homework.
Student Portfolio of key work products.
Lesson Plans
Lesson Plan Example
Timeframe
Lesson 1: What‘s the right price?
45 mins.
(See appendix)
Lesson 2: Sales/Pricing Proposal
45 mins.
(See appendix)
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. The relevant accommodations that can be implemented in this unit include:
Assistive technologies
Extended time intervals
Seating/testing venue accommodation
Graphic organizer and study guide provision
Individualized instruction per IEP
Detailed rubrics
☺ A field trip to a local supermarket can highlight application of pricing approaches in a clear
and highly relevant manner.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
Career and Technical Education Partnership of New Jersey Grant Project for the Marketing Career Cluster.
46
Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Unit VI - Lesson 1
What’s the Right Price?
Overview: At what price should I sell my product? What perception of value does my price
communicate to my potential customer? These are questions that must be carefully considered in
any marketing strategy. This lesson introduces concepts about pricing and analyzes commonly
used pricing strategies in market situations. The lesson begins with a shopping activity that
places students in the role of the customer and facilitates analysis of consumer behavior as a
response to pricing strategies. Students also learn to critically examine their own ―shopping‖
behavior.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Marketing, IV. The Marketing Mix
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning, and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes:
Students will analyze pricing strategies, and design a pricing strategy for a product of their
choice. Students will also develop the skills of teamwork, leadership and problem solving.
Knowledge@Wharton Article:
―Choosing the Wrong Pricing Strategy Can Be a Costly Mistake‖
Other Resources/Materials: Internet access
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
Model Program of Study Curriculum Document for the career cluster of
MARKETING
Activity:
1. Let‘s go shopping (5-8 mins)
The teacher begins the class by asking students what they would like to shop for. The item has to
be something all the students in the class want to shop for. My class chose to shop for sneakers.
The teacher now pulls up online shopping options like Amazon.com, Google Shopping, etc.,
where the item can be purchased.
Students are asked to compare the prices of the articles and make choices. They have to record
the product they would like to purchase, and its price.
2. How did we shop? (10 mins)
The students are asked to share their purchase decisions, and the prices of their products. The
teacher now distributes the handout on pricing strategies that are commonly used in the market
and discusses the strategies with the class. You could explain a strategy with an example and ask
students for additional examples.
The teacher then asks students to identify the pricing strategies they think were used in the
product they chose to buy. Students deliberate over their purchase decisions, the prices, the
prices of the competitors, and the pricing strategies for a couple of minutes before sharing their
thoughts with the class.
3. Working with the Knowledge@Wharton article (10 mins)
The teacher distributes copies of the article and has the students read it out aloud, in turns. The
article provides additional illustrations and the perspective of a company trying to price its
product correctly. The teacher leads a class discussion on pricing strategies and market dynamics
using the initial activity and other examples from the article and student experiences.
4. Group Activity (10 mins)
Students are divided into small groups. Since this is a module lesson, students are asked to
design their pricing strategies for the product they designed in the previous lesson. They are
asked to consider competition prices, perception of value they want to communicate to the
customer, cost of production, and profit margins as they work out their strategies.
5. Presentation (10 mins)
The groups present their pricing strategies to the large group. This can be done in the next lesson
depending on the number of groups and the time required for the presentation. Ideally, each
group should get about 5 minutes to present and at least 3 minutes of feedback and suggestions
from the class.
Created for New Jersey school districts through the New Jersey Department of Education, Office of Career and Technical Education and the
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Career and Technical Education Partnership of New Jersey
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MARKETING
Tying It All Together: As the Knowledge@Wharton article points out, choosing the wrong
pricing strategy can be a costly mistake. Companies make their pricing decisions based on
market inputs and for strategic purposes. This lesson introduces students to some of the most
fundamental elements of pricing. This lesson begins with student participation in the shopping
activity. This will easily lend itself to an analysis of pricing strategies. These concepts are further
clarified by the article, which provides an overview of pricing strategies along with a case study.
The pricing task gives students the opportunity to apply, clarify, and internalize these concepts
and strategies. The feedback evaluates the pricing strategies of the student groups and urges the
groups to critically examine their assumptions and strategies.
Practice Outside of the Classroom: The next time you make a purchase, consider: What role
did pricing play in your purchase decision? What value of the product was communicated by its
price?
What Worked and What I Would Do Differently:
This lesson easily lends itself to a pricing project, where students can be asked to find out prices
in a product category (e.g. soaps) and analyze the longitudinal pricing strategies employed by
each market player. For example:
What are the prices of the different soaps available in the market?
What offers are available?
When are these offers available?
Are there any new players?
What pricing strategies did older players use when a new player emerged on the market?
What launch strategies were used by the new player?
The data can be analyzed for market segmentation and pricing strategies.
Other Related Knowledge@Wharton Articles:
―The Price is Right, or Is It? Determining the Impact of Price on Sales‖ (Research
Experiment)
The Price is Right, but Maybe It‘s Not, and How Do You Know?‖ (Case Study)
―Companies Must Learn to Achieve the Price Advantage (or Pay the Price)‖ (Interview)
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Unit VI - Lesson 2
Sales/Pricing Proposal
SALES PROPOSAL
Your deli – Grubway - has received a solicitation to bid on a contract with the recreation
department of Mount Olive Township to feed approximately 200 employees. The RFP was sent
to you by Ms. Valerie Velocity, 15 Runner Road, Flanders, NJ 07836. Ms. Velocity has
requested a one page proposal for delivery of the following by 11 AM on May 11th to Turkey
Brook Park:
Item
Your cost
$1.50
75 Turkey Subs
50 Italian Subs
$1.75
35 Caesar Salads
$1.50
20 Veggie Salads
$1.25
20 Tuna Wraps
$1.50
200 Bags of Chips
$.50
200 20 oz. Bottled Water.
$.50
Develop a proposal for this potential client in the form of a letter. Email the letter to
tkelly@mtoliveboe.org today.
Considerations: You have determined that you would not even consider bidding on this unless
you can make a gross profit margin of 25%. While price is an important element of this RFP,
this assignment calls upon you to suggest non-price oriented concepts that may enhance your
chance to win this bid. But space is very brief on this page so be concise.
*********
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Career and Technical Education Partnership of New Jersey
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Unit Overview
Content Area: Principles of Marketing
Unit Title: VII. Brand, Product, and Service Management
Target Course/Grade Level: Grades 9 - 12
Unit Summary: This section will cover the fundamental principles underpinning the practices
and strategies that support Brand Management, Product Management, and Service Management.
In addition, this section will cover the concepts and laws governing trademarks, patents, and
copyrights.
Primary interdisciplinary connections: Language arts: written communications. Psychology.
Business Ethics.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: The ability to establish and develop brand identity is important to individuals
and firms alike. Businesses including for-profit concerns, charities and causes need to effectively
grow and develop their properties to ensure continued viability in a dynamic marketplace.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate
technical terminology and information.
Problem-Solving and Critical Thinking: Critical and creative thinking strategies
facilitate innovation and problem-solving independently and in teams.
CPI #
9.4.12.N.(2).1
9.4.12.N.(2).2
9.4.12.N.(2).3
Cumulative Progress Indicator (CPI)
Evaluate and select concepts and strategies used in this pathway to
communicate information about products, services, images, and/or ideas
to achieve desired outcomes.
Demonstrate understanding of personalized communications strategies
marketers use to determine client needs and wants, and to develop
responses intended to influence purchasing decisions and enhance future
business opportunities.
Facilitate decision-making by evaluating and selecting tools, strategies,
and systems used in this industry to access, process, maintain, evaluate,
and disseminate information
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Career and Technical Education Partnership of New Jersey
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Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Content Statements
This syllabus is established in conformance with the 2009 New Jersey Career Content standards
for 21st Century Life and Careers.
Industry Standards
Standard D: Practical Business Skills
Standard C: Computer/Technology Applications
Unit Essential Questions
How does a business develop a product?
Why is product planning important to a
business?
How are packaging, branding, and labeling
important in product planning?
What are the effective elements of a
successful product?
How is the product life cycle used in
marketing?
Unit Enduring Understandings
Marketing meets customer needs and wants
with products, services or ideas that
customers can and will buy.
There are concepts and processes needed to
develop, maintain and improve a product or
service mix in response to market
opportunities.
Unit Learning Targets
Students will understand that….
Marketers have a wide range of tools available to manage the marketing of products and
services.
Product planning has seven steps: (1) generating ideas, (2) screening ideas, (3) developing a
business proposal, (4) developing the product, (5) testing the product with consumers, (6)
introducing the product (commercialization), and (7) evaluating customer acceptance.
The product life cycle has four stages: introduction, growth, maturity, and decline.
The goal of product positioning is to set the product apart from the competition.
A brand is a name, term, design, or symbol (or a combination of these elements) that identifies a
product or service. A brand is one of a company‘s most important assets and a powerful tool in
the marketing and selling process.
Brands can include a trade name, brand name, brand mark, trade character, and trademark.
The functions of packaging include promoting and selling the product, defining product
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identity, providing information, expressing benefits and features to customers, ensuring safe
use, and protecting the product.
Cognizance of marketing practices can help an individual be a better informed consumer.
Many product management skills are transferrable to marketing oneself.
Evidence of Learning
Summative Assessment: End of unit written exam.
PBL assignment: Product management marketing recommendation. Key elements of product
development, branding, product specifications, patenting, features, benefits will be included.
(See Appendix C for example).
Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, Textbook, www.deca.org ,www.knowledge@wharton.org,
www.marketingteacher.com
Formative Assessments
Daily ―do now‖/warm-up responses.
Shared responses to Essential Questions.
Ability to demonstrate proficiency in key
Interim quizzes.
unit concepts in class discussions.
Written and reading-based homework.
Student Portfolio of key work products.
Lesson Plans
Lesson
Timeframe
Lesson 1: Brand Equity
45 mins.
(See appendix)
Lesson 2: Brand Promotion
45 mins.
(See appendix)
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. The relevant accommodations that can be implemented in this unit include:
Assistive technologies
Extended time intervals
Seating/testing venue accommodation
Graphic organizer and study guide provision
Individualized instruction per IEP
Detailed rubrics
☺ ―Hands-on‖ projects in this section can be useful as a kinesthetic tool. Development of
packaging or product graphics may be beneficial.
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Unit VII - Lesson 1
Brand Equity
Overview: This lesson continues the lesson on brands, branding and brand strategies to now
highlight the concept of brand equity. Building on earlier concepts, students analyze the various
elements that constitute brand equity. According to the Knowledge@Wharton High School
glossary: Brand equity refers to the marketing of facts that are uniquely attributable to the brand.
In particular, brand equity captures the outcomes, including how aware consumers are of the
product, how much they like it, how committed they are to it, and how much they‘re willing to
pay for it, that result from a product‘s name. From the general concept of branding (ideas,
emotions attached to a distinct identity, name, logo), we now move to specific expectations from
branding — name recognition, market share, sales, etc. In today‘s competitive world the leverage
a brand offers a product is tangible and extremely valuable for marketing departments.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: Students will analyze the brand equity of a brand of their choice.
Knowledge@Wharton Article: “The iPhone in China: Will Apple Connect with the
World’s Biggest Mobile Market?”
Other Resources/Materials:
Handout of sample survey
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Internet access
Activity:
1. Introduction to concepts (10-15 mins)
The teacher begins the lesson by explaining the concept of brand equity. According to the
Knowledge@WhartonHighSchool glossary: In particular, brand equity captures the outcomes,
including how aware consumers are of the product, how much they like it, how committed they
are to it, and how much they’re willing to pay for it, that result from a product’s name – for
example, Coca-Cola – that would not occur if the same product did not bear that name –
example, a generic cola.
To unpack this rather seemingly complicated definition I used an example — in the form of a
survey created around the underlined points from the definition. The example is included as an
attachment to the lesson. In the example of the Apple iphone, the four points from the definition
are broken down into numerical points. A person ticking the ―strongly aware‖ category of the
survey fetches 4 points for iphone while the person ticking the ―not aware‖ category gains a
single point for Apple. Similarly, a person ticking ―I loooove Apple‖ gains 4 points for Apple
while ―I‘m not crazy about Apple fetches 2 points for Apple. In this way, the definition is broken
down into a numerical 4-point scale for each part of the definition. This can then be compared to
the brand equity of a competing Smartphone like that of Blackberry, to really unpack what brand
equity means to a branded product.
2. Work with Knowledge@Wharton article (10 mins)
Students are now given copies of the article: ―The iPhone in China: Will Apple Connect with the
World‘s Biggest Mobile Market?‖ to further analyze the brand equity of a product along
different market segments or regions. The article talks about the differing perception of Apple in
the US, China and India, and how marketing decisions in different countries can impact the
global brand equity of Apple.
3. Student Surveys (15 mins)
Students are now asked to design their own surveys to analyze the brand equity of a brand of
their choice. Once the students design the surveys, they can ask their classmates to respond to the
survey. Once they have the sufficient number of respondents, they are guided through the math
to arrive at a final percentage figure for the brand equity of the product they chose. Using the
sample survey as a take off point, the numerical analysis is explained. The scores are to be
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multiplied with the respondent tally and a final percentage value is arrived at for a comparable
analysis.
Students can then be asked to present their analysis from the survey in the next lesson. It will be
interesting if some students choose competing products or services for surveys. For example, if
Apple‘s brand equity turns out to be 73% and Blackberry‘s is 68%, it can be analyzed whether
— customers are more aware, or they like the product more, or it is a commitment, or it is the
willingness to pay that gives Apple higher brand equity. Apple‘s branding strategy can be
analyzed along with Blackberry‘s to understand how brand equity is created in tangible terms.
Tying It All Together: Brand Equity sounds like a difficult concept since the name does not
immediately conjure up a coherent meaning. Furthermore, equity may also refer to equality,
which can be confusing. Students therefore build up the various blocks that together constitute
brand equity, through the survey exercise.
Practice Outside of the Classroom: The survey can also be conducted outside the class in a
more rigorous fashion, making sure that a representative sample is surveyed.
What Worked and What I Would Do Differently: The concept of brand equity can be
explored at multiple levels. This lesson can therefore be extended into a multi-tier lesson looking
at the same concept from a local, regional/national and global perspective. For example, a
teacher in Maharashtra (India) could do a lesson exploring the brand equity of Maharashtra and
the political/economic dimensions of this phenomenon. This lesson can, among others, be linked
to lessons in Social Studies/History, and Civics/Citizenship/Human Rights (when a brand/nation
becomes aggressive and delegitimizes other notions of identity).
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Unit VII - Lesson 2
Brand Promotion
Overview: It is not just products or services that use promotional campaigns; brands, too, design
and implement promotional campaigns. Building on the earlier lessons of branding, brand
strategy and brand equity, brand promotions comes as a logical extension. If branding is a
powerful tool to position, target and market an identity, it is only natural that this identity be
promoted and leveraged to increase product sales. Additionally, this lesson orients students
towards the subtle differences and overlaps between brand promotion and product promotions. In
this lesson, students begin by watching the Dove evolution video. This commercial was part of
the successful campaign for real beauty designed and implemented by Dove in response to the
falling sales of Dove products. Using the video, components of a successful brand promotional
campaign are analyzed.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: Students will analyze the promotional strategies of a brand of their
choice.
Knowledge@Wharton Article: “Unilever‘s Michael Polk: It‘s All about ‗Dislocating Ideas‘‖
Other Resources/Materials:
Internet access for commercials
Knowledge@WhartonHighSchool glossary
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Activity:
1. Watch commercial (1.15 mins)
The teacher begins the class by screening the Dove Evolution viral video, available on YouTube
at http://www.youtube.com/watch?v=iYhCn0jf46U. This video shows, in time lapse, a pretty but
ordinary woman being transformed into a striking billboard model through make-up,
photography and Photoshop. The advertisement promotes the Dove self-esteem fund and the idea
of ―real beauty.‖
2. Group Discussion/Brainstorming (10 -15 mins)
The teacher leads a class discussion based on the evolution video. This could begin with simple
warm-up questions like ―What do you think?‖ This encourages students to respond to the
concept of ―real beauty‖ at a personal level. This can later be used to understand the power of
brand promotion.
After the students are provided with a platform to respond to the video personally, the teacher
leads the discussion on to marketing concepts.
Alongside, the concept of viral marketing could also be clarified since the video is introduced as
a ―viral‖ video: Viral, or word of mouth marketing, is a type of marketing when a company uses
an existing social network, like friends, colleagues from work, and others, to meet a marketing
objective such as an increase in brand awareness or increase in product sales.
Other questions that could be asked include:
1. What is being advertised?
Dove, the self-esteem fund, the brand?
2. What products do you know of this brand?
Soap, shampoo.
3. How is the brand promoting itself?
By attaching itself to an idea that will appeal to its target customer segment.
4. Why does Dove need to promote the brand and not just a product, like Dove soap, or Dove
shampoo, which it does too?
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Dove products like Dove soap and shampoo have the same ideas and concepts associated with
the brand. It’s easier to promote the brand and have that strong identity transferred to the
individual products.
The teacher now looks up commercials for Dove soap and shampoo on the Internet. For
example, you could show the Dove Shampoo commercial at
http://www.youtube.com/watch?v=3SLDmRjx7Og. As this example illustrates, while promoting
a particular product, the focus may remain on the product features. Customers will relate more
strongly and personally to a brand or the story that a brand creates. Many product promotions use
this formula by highlighting the branding rather than the product features.
To continue the discussion, other possible questions you could ask are:
1. How does product promotion differ from Brand promotion in the Dove examples we saw?
Product promotion may need to focus on the particular product, the features of product, and the
supposed benefits of using the product. Dove uses brand promotion to go beyond product
specifics to promote the idea/emotion/identification associated with its brand.
2. What ideas/emotions do you associate with this brand?
Soft, comfortable, caring, not harsh, ethical.
3. How does the logo/name/colors/font communicate the brand image?
Dove — soft feel of a bird, smooth contours, blue — cool, not harsh, font — cursive, soft gold or
silver to accentuate feelings of specialness?
4. What strategies do brands use for brand promotion?
Awards, advertising, sponsorship, testimonials, write-ups, celebrity endorsements,
product/brand placements in movies, etc.
3. Work with Knowledge@Wharton article (10 mins)
Students are given handouts of the article and asked to read the sections Getting the Right Data
and the Lipton Tea Party. The teacher then leads a group discussion on the examples of
branding mentioned in the article — Starbucks, Dove, Lipton Tea and Country Crock. The
promotional strategies of these brands are used to illustrate the concepts further.
4. Small Group Activity (10 mins)
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The teacher now asks the class to break up into small groups, and instructs the groups to analyze
the brand promotion strategies of a brand of their choice.
Students are asked to make sure that their presentation covers the following questions:
Name your brand.
What promotional strategies has the brand used?
Advertising
Publicity
PR (talk shows, funds, awards, etc.)
Sponsorship
Any other
How does this appeal to its target segments?
How does the brand logo/font/color communicate the brand identity?
Groups are allowed to use the Internet, but advised to organize browsing around specific
questions and to delegate browsing work.
4. Presentation, Feedback, Wrap-up (10 mins)
The groups are asked to present their analysis. Other groups are encouraged to provide
constructive criticism — What was insightful about the design? Was there anything about the
design which you felt was erroneous or misleading?
Tying It All Together: Brand promotion is an integral aspect of marketing a product. By tying
the product to emotions and identities beyond its immediate benefits, marketing uses powerful
psychological tools to leverage important aspects of our social identification.
Practice Outside of the Classroom: The next time you make a purchase, examine the role of
brand promotion in your purchase.
What Worked and What I Would Do Differently: The specific example used in the lesson can
be replaced with current/culturally relevant examples. The impact of brand promotion can be
examined in greater detail. For example, in a girls school in an urban slum in Mumbai (India), I
would love to do a comparative study of ―Dove‖ and ―Fair and Lovely.‖ This can even be
extended into a project with actual surveys to be conducted in the neighborhood.
***************
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Career and Technical Education Partnership of New Jersey
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Unit Overview
Content Area: Introduction to Marketing
Unit Title: VIII. Market Research
Target Course/Grade Level: Grades 9 – 12
Unit Summary: This section introduces students to various quantitative and qualitative methods
that can be employed to identify the attitudes, opinions, beliefs, and perceptions of people.
Students will learn the types and efficiency of varying survey methods and understand how to
make projections based on their findings.
Primary interdisciplinary connections: Numeracy: quantitative methods, mean, median, mode,
graphing. Language arts: written report, survey development. Social Sciences: sociology.
Business Ethics.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale: Decision making in virtually every business and social dilemma is increasingly
required to be based on data-driven methods due to the risk and cost of relying on ―seat of the
pants‖ estimation. Marketing decision making in particular requires a fact-based data driven
process. For example:
1. Define the problem
2. Obtain Data
3. Analyze Data
4. Recommend Solutions
5. Apply the results
Background notes: Market research is any organized effort to gather information about markets
or customers. It is a very important component of business strategy. Market research provides
important information to identify and analyze the market need, market size and competition.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
This syllabus is established in conformance with the 2009 New Jersey Career Content standards
for 21st Century Life and Careers.
Content Statements
Information Technology Applications: Technology is used to access, manage, integrate, and
disseminate information.
Systems:
Key organizational systems impact organizational performance and the quality of
products and services.
Understanding the global context of 21st-century industries and careers impacts
business operations.
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CPI #
9.4.12.N.(3).1
9.4.12.N.(3).2
Cumulative Progress Indicator (CPI)
Employ processes and systems used in this industry to monitor, plan, and
control day-to-day marketing research activities in order to contribute to
continued functioning.
Employ tools, techniques, and systems used in this industry to plan,
control, and organize a marketing research organization or department.
9.4.12.N.(3).3
Employ concepts, tools, strategies, and systems used in this pathway to
access, process, maintain, evaluate, and disseminate information in order
to assist business decision-making.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
Content Statements
Systems:
Information Technology Applications:
Technology is used to access, manage, integrate, and disseminate information.
Industry Standards
Standard D: Practical Business Skills
Standard C: Computer/Technology Applications
Unit Essential Questions
How do marketers acquire needed
intelligence to foster effective business
decision making?
How do marketers determine the marketing
mix?
Unit Enduring Understandings
Comprehending the needs and wants of
consumers is essential in the marketing realm.
An understanding of business statistics can
help clarify understanding of consumer
intentions and behaviors and facilitate
prediction.
Unit Learning Targets
Students will understand that….
Accurate and efficient research gathering is a fundamental underpinning of marketing.
A marketing information system is a set of procedures and methods that regularly generates,
stores, analyzes, and distributes marketing information for use in making marketing decisions.
Marketing research is usually divided into two broad types: quantitative and qualitative.
Marketing research methods include attitude and opinion research, market intelligence, media
research, and product intelligence.
The five steps that a business follows when conducting marketing research are defining the
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problem, obtaining data, analyzing the data, recommending solutions, and applying the results.
A variety of analytic tools and processes may be used to process data into usable information.
Both primary and secondary sources of data are useful to garner desired information.
Marketing surveys may be structured in a variety of ways.
Evidence of Learning
Summative Assessment: End of unit written exam
PBL assignment: students will develop and conduct a student survey on a
contemporary/relevant topic of interest, interpret the results and present findings. Suggested
topics include a HS prom or an election campaign.
Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, Textbook, www.deca.org ,www.knowledge@wharton.org,
www.marketingteacher.com
Formative Assessments
Daily ―do now‖/warm-up responses.
Shared responses to Essential Questions.
Ability to demonstrate proficiency in key
Interim quizzes.
unit concepts in class discussions.
Written and reading-based homework.
Student Portfolio of key work products.
Lesson Plans
Lesson Plan Example
Timeframe
Lesson 1: Student Research Project
45 mins.
(See appendix)
Lesson 2: Prom survey
45 mins.
(See appendix)
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. The relevant accommodations that can be implemented in this unit include:
Assistive technologies
Extended time intervals
Seating/testing venue accommodation
Graphic organizer and study guide provision
Individualized instruction per IEP
Detailed rubrics
☺ An assignment eliciting student memories of situations where market research solicitation was
helpful to them, juxtaposed with an alternative situation where it was not, thus linking the
learning to their personal experiences, may be quite valuable.
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Unit VIII - Lesson 1
Marketing Research
Overview: Access to accurate information for making marketing decisions is essential. In this
lesson, students are introduced to the basic concepts of marketing research. While marketing
research can be an entire course by itself, the basic quality of curiosity and desire for accurate
information drives the different methodologies. The Knowledge@Wharton articles present two
interesting themes within this first lesson — the kinds of data marketing researchers have access
to and use, and the problem of information overload. This lesson will be conducted in two parts.
NBEA Standard(s):
Marketing, V. Marketing Research
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning, and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: In this module, students will develop questions from the stage of
everyday curiosity to that of scientific curiosity. In this lesson, students will generate as many
research areas/questions as possible, for a product of their choice.
Knowledge@Wharton Articles:
―Mining Data for Nuggets of Knowledge‖
―Info Insight: Using Market Research to Your Competitive Advantage‖
Other Resources/Materials: Internet access, Handouts
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Activity:
1. Small group activity (10 mins)
The teacher pulls up, from the Internet, trends predicted for particular product segments. The
example I used was from the UK market for which Mintel made predictions —
http://www.mintel.com/press-centre/press-releases/424/consumer-packaged-goods-trendpredictions-for-2010. Students are asked to form small groups and pick any one trend-prediction.
They are then asked to assume that they have a company that deals in the same market and they
have to make decisions based on the information presented.
For example, one of the trends states, ―Consumers are hungry for nutrition facts. However,
people feel confused and skeptical about different companies‘ nutrition symbols. Indeed, in the
UK nearly half (45%) of consumers find nutritional labels too cluttered. In response, more
manufacturers will opt for clean, clear facts on front-of-pack statements in 2010.‖ The students
who choose this trend have to imagine that they have a food product in the market, and they will
have to take any decisions based on this trend prediction. To help students structure the activity,
you could use some prompt questions like:
Is this information in line with what you currently know about your market?
What else do you need to know to make decisions?
Design a research plan for additional information required.
How do you expect this information to impact your company‘s marketing?
You could also ask students to break up marketing into its elements (Product, Price, Place,
Promotions) to analyze the trends and to generate questions. The following are samples of
decisions students are expected to generate:
Example 1:
Symbol overload: Consumers are hungry for nutrition facts. However, people feel confused and
skeptical about different companies‘ nutrition symbols. Indeed, in the UK nearly half (45%) of
the consumers find nutritional labels too cluttered. In response, more manufacturers will opt for
clean, clear facts on front-of-pack statements in 2010.
Look for research studies on the topic.
Identify if sample populations in the study matched my customer segments.
Are any of my competitors doing anything along these lines?
Conduct a small-scale study with my customer segments.
Since this deals with packaging rather than product, check if there are any other factors
that could be changed like color-coding.
Are there new customer segments I can appeal to with differentiated packaging?
Pre-test new packaging if we decide to go with new packaging.
Market the new packaging.
Evaluate impact/have sales increased? Is there greater brand retention?
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Example 2:
Sodium reduction: Poised as the next major health movement, sodium reduction is finally ready
to take hold. Indeed, 35% of UK consumers now consider low salt content when buying food.
The key difference, says David Jago, is that ―sodium reduction is being pushed by food
companies and health organizations, not by consumers.‖ This could mean slow adoption of the
―less salt‖ mantra by shoppers, even as the food industry moves ahead.
Check with medical research about necessary sodium levels and the current sodium levels
in your products.
Research customer perception for my segments.
Consider options with product development in a way that does not alienate positive
perception of product.
Pre-test product in a pilot program.
Evaluate impact and change in perception.
Implement product substitution in select outlets.
Monitor sales, brand perception and customer satisfaction.
Tweak product based on data.
Market for larger markets.
Implement plan.
2. Present to large group (10-12 mins)
The groups are asked to present their designs. Other groups are encouraged to provide
constructive criticism — What was insightful about the design? Was there anything about the
design you felt was erroneous?
3. Discussion (10 mins)
The teacher leads a class discussion about marketing research. You could ask students what they
understand by marketing research, and why it could be important for marketing. You could then
synthesize the various elements in the following points:
Information used to identify and define marketing opportunities and problems.
Generate, refine and evaluate marketing actions.
Monitor marketing performance.
Improve understanding of marketing as a process.
Marketing research specifies the information required to address these issues, designs the
method for collecting information, manages and implements the data collection process,
analyzes the results, and communicates the findings and their implications (from Wikipedia).
Or you could break it down into questions like:
What information do I require?
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How do I collect this information?
You may also want to differentiate Marketing Research from Market Research which is any
organized effort to gather information about markets or customers.
Once students have a clear picture of what marketing research is and what its objectives are, the
teacher briefs students about the next activity, conducted over two lessons. In today‘s class
students will, in small groups, identify a product or service of their choice and begin to generate
a sample plan for various research opportunities for the marketing research group of the product
or service. The objective of today‘s exercise is to generate as many options as possible. In the
next class, they will choose one possible research area and design a research plan.
4. Small group activity (10-12 mins) Handout (Worksheet) Handout (Trend Prediction)
To help students with their activity, the teacher distributes handouts of the marketing process and
of the definition and process of marketing research discussed earlier. The marketing process is
summarized in the following manner:
Analyze market opportunities
o Target consumers
o Competition
Design marketing strategy
o Differentiating/positioning/branding
o Product life-cycle (development, launch, growth, maturity, decline)
o Marketing Mix (product, price, place, promotion — advertising, PR, sales
promotions, direct marketing)
o Implementation — Pilot
o Evaluation
5. Wrap-up
The teacher asks for feedback on the activity and reminds students to bring in their handouts and
analysis from today‘s class for tomorrow‘s lesson.
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Tying It All Together: This lesson orients students in moving their natural curiosity on to a
more scientific plane. Science has been defined as ―the observation, identification, description,
experimental investigation and theoretical explanation of phenomena.‖ The objective of this
module is to systematically organize natural curiosity, generate possible explanations, and
develop a design with which to test the possible explanations.
Practice Outside of the Classroom: The next time you go shopping, identify elements of your
experience that could be valuable for a marketing research team. Other than such a marketing
focus, you could also urge and help students to develop a scientific attitude towards all
disciplines.
What Worked and What I Would Do Differently: If students can be allowed to participate in
actual marketing research experiments, such experiences could be valuable, and easily integrated
into this lesson. For example, students could be asked to attend experiments at the Wharton
Behavioral Lab, and those experiments could be analyzed in class.
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Unit VIII - Lesson 2
Prom Survey
Prom Night
Survey
Read the market research chapter in your text. Compose a survey that evaluates
one of the following topics regarding Prom night:
Safety Issues
Cost/Value
Entertainment/Fun
Social Pressures
After Prom Activities/Decisions
Your assignment is as follows:
1. Develop the survey in an approved format.
2. Have at least 15 qualified individuals complete the survey (respondents must
be identified and must be MOHS students). A maximum of 5 students in
your current MKT I class may participate.
3. Compile your results and comprehensively describe your findings and
interpretations: key points must be presented in summarized percentages
and AT LEAST 2 graphs must be presented.
4. Fully explain whether you believe the results are valid and your
interpretation of the results.
5. Your finished report will be a minimum of 3 and maximum of 5 typed pages
(12 pt., ds).
Grading: This assignment is a project grade for Unit 9. Scoring will be scored
based on the quality of your survey and as well as how well you followed
directions and applied the market research principles outlined in this chapter of the
book.
Due Date: ________________
***************
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Unit Overview
Content Area: Introduction to Marketing
Unit Title: IX. Careers in Marketing
Target Course/Grade Level: Grades 9 - 12
Unit Summary: Students will learn the scope of marketing careers, the educational and training
requirements necessary to achieve those positions, contemporary availability of these jobs in NJ
and worldwide and best practices to enhance their chances to achieve these positions.
Primary interdisciplinary connections: Numeracy: budgeting. Language arts: writing a plan.
Social Sciences: Psychology. Personal Finance. Career investigation.
21st century themes: Financial, economic, business, and entrepreneurial literacy.
Unit Rationale
Students will be afforded the opportunity to develop college and career planning strategies.
Learning Targets
Standards
New Jersey Core Content Standards: 9.4 Career and Technical Education
Content Statements
Career exploration includes investigation of the contemporary workplace and an
understanding of the relationships among personal abilities, education, and knowledge and
skills needed to pursue 21st-century occupations and careers.
There is a relationship between personal behavior and employability.
CPI #
Cumulative Progress Indicator (CPI)
9.3.12.C.2
Characterize education and skills needed to achieve career goals, and take
steps to prepare for postsecondary options, including making course
9.3.12.C.3
selections, preparing for and taking assessments, and participating in extra9.3.12.C.4
curricular activities.
9.3.12.C.5
Develop personal interests and activities that support declared career goals
and plans.
Use online resources to examine licensing, certification, and credentialing
requirements at the local, state, and national levels to maintain compliance
with industry requirements in areas of career interest.
Identify transferable skills in career choices and design alternative career
plans based on those skills.
9.2.12 .A.2
Identify a career goal and develop a plan and timetable for achieving it, including
educational/training requirements, costs, and possible debt.
Standards 9.4 Career and Technical Education All students who complete a career and
technical education program will acquire academic and technical skills for careers in emerging
and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
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Content Statements
This syllabus is established in conformance with the 2009 New Jersey Career Content standards
for 21st Century Life and Careers.
Industry Standards
Standard E: Career Awareness and Acquisition
Standard A: Personal Soft Skills
Standard C: Computer/Technology Applications
Unit Essential Questions
Unit Enduring Understandings
What are the skills I need to pursue a career
Marketing is a broad discipline that provides a
in marketing?
multitude of career opportunities.
How much money can I make as a
Marketers need to possess a broad array of
marketer?
academic and social skills in order to be
successful.
How do my high school courses prepare me
for a professional career?
Unit Learning Targets
Students will understand that….
There are many different types of jobs that offer opportunities for all personality types.
There is a finite demand for many marketing positions.
It is essential to present oneself in the very best light when seeking a career through effective
oral and written communications.
Marketing skills are transferrable to many career and life situations.
A resume may be the most important document in a person‘s professional life.
Career preparation requires a diverse range of academic skills coupled with mastery of ―soft
skills.‖
Evidence of Learning
Summative Assessment: End of unit written exam
PBL assignment: Career research and development plan. Students will develop a vocational
plan with a specific evaluation of one specific career choice. An assessment of educational and
technical training, overview of responsibilities, plus a student resume will be included.
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Equipment needed: Computer, Smartboard or ELMO
Teacher Resources: Internet, www.marketingteacher.com , www.deca.org
www.knowledge@Wharton.com,
http://www.careeronestop.org/ExploreCareers/ExploreCareers.aspx
Formative Assessments
Daily ―do now‖/warm-up responses.
Shared responses to Essential Questions.
Ability to demonstrate proficiency in key
Interim quizzes.
unit concepts in class discussions.
Written and reading-based homework.
Student Portfolio of key work products.
Lesson Plans
Lesson Plan Example
Timeframe
Lesson 1: What is your brand?
45 mins.
(See appendix)
Lesson 2: Market yourself
45 mins.
(See appendix)
Teacher Notes:
☺Special Populations: This unit was developed with consideration of special needs students in
mind. The relevant accommodations that can be implemented in this unit include:
Extended time intervals
Graphic organizer and study guide provision
Detailed rubrics
Assistive technologies
Seating/testing venue accommodation
Individualized instruction per IEP
☺ Special needs population will particularly benefit from guest speakers and/or conducting
personal interviews with relevant experts. Assistance with specifics of what to ask and pay
particular attention to can be helpful.
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Unit IX - Lesson 1
What Is Your Brand?
Overview: This lesson introduces the concept of ―brand‖ as a distinctive identity that evokes
certain thoughts and feelings. While this concept is particularly useful for marketing, brand or
branding is not unique to marketing. Tiger Woods is a brand, so is President Obama, as is the
United States of America. Each of these names signify distinct feelings, ideas and associations
all over the world. For marketing, the importance of branding lies in the ability to streamline
efforts to reach the customer and to increase profits. In this lesson, students begin by presenting a
―personal brand.‖ Then they analyze their presentation for perception. Students then analyze
their perception of the brand, and how that perception was created.
NBEA Standard(s):
Marketing, I. Foundations of Marketing
Common Core Standard(s):
1. CCR Standard for Reading: Read closely to determine what the text says explicitly and
make logical inferences from it.
2. CCR Standards for Listening: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on each other‘s ideas and
expressing their own clearly and persuasively. Evaluate a speaker‘s point of view,
reasoning and use of evidence and rhetoric.
3. CCR Standards for Speaking: Present information, findings and supporting evidence in
such a way that listeners can follow the line of reasoning, and the organization,
development and style are appropriate to the task, purpose and audience.
Objectives/Purposes: Students will understand the importance of branding, and will analyze
their perception of various brands.
Knowledge@Wharton Article: ―When a Black Tee Shirt Is More than a Black Tee Shirt: Why
Brands Aren’t Losing Their Luster‖
Other Resources/Material:
Internet access
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Activity:
1. Present your brand (12 mins)
The teacher explains the initial activity and asks a few students to volunteer for it. In the activity,
students are asked to choose and present one distinct identity in a real-life situation. For example,
the student could be a contestant auditioning for the American Idol show facing the panel of
judges, or an applicant for graduate studies before a panel of professors. The student has to
present a personal brand that attempts to influence the choice of the selectors in his/her favor.
The teacher explains that they have to differentiate themselves from the crowd (brand
themselves).
The students now present their brand. They will first have to inform the class about their
supposed physical description — what clothes, accessories, attitude, posture, etc. they will be
presenting. Depending on the situation they present themselves, and are interviewed by the class
or a select panel of students.
2. Class Discussion (10 mins)
The teacher leads the class in analyzing the meanings of each brand that was presented, and the
branding strategies used by the volunteers. The teacher pulls up the glossary explanation of
―brand‖: The dictionary definition of a brand is a mark, a name or a logo indicating who made a
product. However, brand means more than that. Brand is better-defined as a reputation, the
meaning including all of the thoughts and feelings associated with that name or logo.
3. Work with Knowledge@Wharton article (8 mins)
The teacher now distributes copies of the article: ―When a Black Tee Shirt Is More than a Black
Tee Shirt: Why Brands Aren‘t Losing Their Luster.‖ The sixth paragraph under the section
Revitalize Rather than Replace gives a historical perspective of branding and how
branding began to be used. This is followed by how branding is relevant today. After
reading this section students are asked to read the earlier section titled, The Thin White
Cord.
4. Class Discussion (10 mins)
The teacher leads a class discussion linking all the ideas to the marketing concept of branding.
Even for a student applying for graduate studies, it is important to be able to differentiate himself
or herself from the crowd. From a marketing perspective, with the range of products available, it
is important to build a brand for your product — and to design your branding strategy in
conjunction with market segmentation and customer value. It is important to give your product a
name, associate it with quality, and build up a brand to make customers want to buy your product
and keep buying. Brands may compete against each other, but to be unbranded is a huge risk —
then nothing differentiates your product, nobody knows your product for itself.
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Wrap-up
Tying It All Together: Branding is a central concept in marketing, but it is also a concept that is
found across disciplines and regions. The marketing concept of branding, in this lesson, is
arrived at from a more general concept that every individual having a distinct personality is
essentially a brand. Thus branding is a strategy used to differentiate oneself. This concept is then
examined from the marketing perspective. The Knowledge@Wharton article also provides a
historical perspective that explains the importance of branding and its relevance to marketing in
today‘s world.
Practice Outside of the Classroom: The next time you purchase a branded product/service, list
the attributes you associate with the brand.
What Worked and What I Would Do Differently: Branding is a concept that is not limited to
marketing. Individuals branding themselves, countries branding themselves, concepts and ideas
that become branded, can all be incorporated depending on student interest and cultural
relevance. For example, if the school itself has a brand image, that too can be discussed. Or, if
the country itself is going through a brand makeover, like India during the Shining India
campaign, this lesson can be integrated with a social science or economics lesson.
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Unit IX - Lesson 2:
Market Yourself!
Market Yourself!
Due Date:
Scenario: The prestigious university you desire to attend requires all prospective
marketing majors to submit a PowerPoint presentation that markets the candidate.
You are to develop a presentation that effectively promotes you.
Deliverable: A Power Point presentation that includes the following:
A captivating cover page
A theme that promotes the candidate
A Mission Statement
Candidate objectives
A positioning statement
A feature/benefit chart (focus on elements that set you apart from others)
Audio elements
A 30 – 60 second commercial promoting the candidate (may be storyboard or
video)
A one page ―print ad‖ style sheet that ―sells‖ the candidate
A press release announcing the student‘s intent to seek admission to the university
A slide depicting the candidate‘s commitment to social responsibility
Summary of key accomplishments
Summary of long term strategic plan/timeline
Any other relevant slides
***************
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APPENDICES
Appendix A: CTEP Industry Standards
For Marketing Students*
Standard
A
Description
Personal ―Soft Skills‖: Includes personal traits such as trustworthiness, honesty,
commitment, enthusiasm, listening skills, punctuality, appearance, telephone
skills, writing skills, effective communication.
B
Interpersonal Skills: Stress management, conflict management, time management,
problem solving, teamwork, persuasiveness, reconcile differences of opinion,
leading/following.
C
Computer/Technology Applications: includes proficiency in MS Word, Excel,
PowerPoint, social media, and Graphic Design Software.
D
Practical Business Skills: demonstrate a sense of urgency, create professional
reports, perform online research, analyze data, seek efficiencies, work within a
budget, creativity, solution orientation.
E
Career Awareness and Acquisition: resume development, self-promotion,
marketing experience enhancement, career preparation awareness, workplace
exposure.
*Developed in cooperation with the New Jersey chapter of the American Marketing
Association.
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Appendix B – Acknowledgement for
Sample Lesson Plans
The CTEP Marketing Project would like to acknowledge, in a
special way, its appreciation for all the help and support
received as part of the development of this curriculum and the
lesson plans it contains. Specifically we would like to recognize
and thank the New Jersey Department of Education’s Office of
Career and Technical Education, Mercer County Community
College, New Jersey DECA, New Jersey Chapter of the
American Marketing Association, New Jersey Chapter of the
Association for Supervision and Curriculum Development,
Middlesex County College, University of Pennsylvania Wharton
School of Business, the Knowledge@Wharton High School web
site and the many Marketing Educators who continue to
participate in enhancing and building lesson plans.
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Appendix C
Problem Based Learning Example
PBL: Product Management
Marketing Recommendation
Assignment
You and your colleagues have been charged, as a team, with developing a new
product recommendation to the senior executives of your company.
Team
Product Manager
Research Associate
Advertising/Promotion Associate
Options
Food Industry: A new line of food or
beverage products that includes at least 7
different products for a major company.
Apparel Industry: A new line of clothing
and/or accessories that includes at least 7
different products for a major company.
Entertainment Industry: An indoor
recreation facility that takes advantage of the
latest technological advancements being
developed for Six Flags and includes at least
5 different attractions.
Hardware Industry: A new line of
household tools oriented for handicapped
folks and the burgeoning elderly population
includes at least 7 different products for the
Sears Craftsman brand.
Considerations
Your pricing plans must be well explained and justified. Specific pricing
strategies discussed in class should be identified.
Promotion plans must be pertinent and reflect knowledge of a broad
spectrum of marketing concepts.
Research methodology must be relevant and findings support
recommendations to justify the need for this new opportunity as well as to
clarify the relevance of the target market for this strategy.
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A clear demonstration of the elements of the Introduction to Marketing Class
should be evident throughout this work.
Deliverable
1. A typed business proposal that includes the key elements in a standard
business format must be submitted. It is anticipated that the proposal will be
5 – 8 single-spaced pages. Proposal to be emailed to <instructor email> by 7
AM on due date
2. A PowerPoint presentation of 10 – 15 pages must be developed to support an
oral presentation of your recommendation. Slide show to be emailed
to<instructor email> by 7 AM on due date.
3. A draft of your proposal must be submitted to each team member‘s
parent/guardian at least one week in advance of the due date of the
assignment. Parent/guardian must review and approve the proposal and note
edits and recommendations in pen and ink. The signed, proof-read drafts
must be submitted to the instructor at least 3 days in advance of the due date.
Grading
A team grade will be assigned based on the following scale. Student grades will be
assigned according to individual contributions to the final work product.
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Scoring Rubric
Criteria
Unacceptable
Product Proposal
Idea is not realistic, is
not well planned, and
each part of the
business plan is NOT
developed.
Pricing Strategies
Proficient
Advanced
Idea is somewhat
realistic, partially well
planned, and most
sections of the business
plan are NOT fully
developed.
Idea is realistic,
well planned, and most
sections of the business
plan are fully
developed.
Idea is realistic, well
planned, and each
part of the business
plan fully
developed.
Does not identify and
summarize a
pricing strategy, is
confused or identifies a
different or
inappropriate strategy.
Does not identify and
summarize the
corporate strategy, is
confused or identifies
a different or
inappropriate strategy
Strategies are presented
but inappropriate and/or
incomplete.
Strategies are presented
and mostly appropriate
and complete.
Strategies are
presented, highly
appropriate,
complete, and
clever.
Identification of the
main promotional
strategy(ies) is
incoherent and/or
inappropriate strategies
are suggested.
Identifies the main
promotional
strategy(ies) and
subsidiary, embedded,
or implicit
aspects of the
strategy.
Research Elements
Data is not presented or
has little or nothing to
do with the main topic.
Written Plan
Information has little or
nothing to do with the
main topic.
Data sometimes
relates to the main
topic and/or
methodology is not clear
or is inapplicable.
Information clearly
relates to the main
topic. No details and/or
examples are given.
Data usually
relates to the main
topic. Methodology is
generally applicable to
task.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Identifies not only
the basics of the
promotional
strategy, but
recognizes nuances
and suggests
creative applications
of the strategy.
Data always
relates to the main
topic. Methodology
is applicable to task.
Mechanics
7 or more grammatical,
spelling, or punctuation
errors.
4-6 grammatical,
spelling, or punctuation
errors.
1-3 grammatical,
spelling or punctuation
errors.
Oral/AV-backed Pres.
Not submitted
Is poorly formatted,
ignores established rules
and/or is poorly
presented.
Follows 4x4 layout
rule, is mostly well
constructed and
competently presented.
Creativity
Demonstrates no
independent thought or
effort.
Some evidence of
creative thought in
presentation of content.
Significant evidence of
creative thought and
execution of content.
Promotion Planning
Novice
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
No grammatical,
spelling or
punctuation
errors.
Follows 4x4 layout
rules, is completely
well constructed and
commendably well
presented.
Noteworthy in
unique and creative
application of
content .
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Due Date (Firm)
7 AM June _______. Late assignments will be liable for a 20% deduction per day.
It‘s time to show what you know – Good Luck!
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Appendix D
**Sample Exams**
Principles of Marketing
Test 1 Unit I
Name: ____________________________
SAMPLE EXEMPLAR: customize according to specific time constraints and student
population.
Part I True or False (30 Points)
1. A ―market‖ is comprised of everyone who purchases a given item.
T F
2. Target marketing involves focusing efforts on the broadest group possible.
T F
3. A typical physiological need is a cell phone.
T F
4. A fad is characterized by permanent or enduring consumer interest.
T F
5. Some marketing related careers include sales, public relations, and consumer
research.
T F
6. Profit is the money earned from conducting business after all costs and expenses
have been paid.
T F
7. The fastest growing minority group population in the US is African Americans.
T F
8. A person‘s attitudes and opinions would be considered as a part of psychographic
segmentation.
T F
9. Plumbers, dentists and landscapers all provide services.
T F
10. The definition of marketing ignores the need to satisfy consumer needs and wants.
T F
11. Over 10% of Americans earn their livings in marketing related careers.
T F
12. The term utility refers to the usefulness of something as represented by ―added
value.‖
T F
13. Marketing is primarily concerned with the satisfaction of consumer needs and
wants.
T F
14. A new car is an example of a marketing service.
T F
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15. Lawn care is an example of a marketing good.
T F
16. Form utility refers to the amount of time a good or service can save you.
T F
17. A company that finds a way to make acquisition of something easier for you is
attempting to promote possession utility.
T F
18. Interactive and communication skills are not very important to most marketing
jobs.
T F
19. The field of marketing careers is very narrow – i.e. limited in the scope of
available careers.
T F
20. The terms ―customer‖ and ―consumer‖ are essentially synonymous.
T F
Part II Match the following (15 Points):
21.
22.
23.
24.
A vending machine sells Gatorade at the tennis courts.
Sawdust is made into mulch.
Apple cider is featured in a supermarket in October.
The skin of a dead cow is made into a leather belt.
25. A gas station has a convenience store and a Dunkin Donuts.
26.
27.
28.
29.
30.
a.
b.
c.
d.
form utility
place utility
time utility
possession
utility
e. information
utility
Menorahs are made available 8 weeks before Chanukah.
A business provides a layaway plan.
The Lipton Onion Soup Mix box includes a recipe for dip.
Petroleum is refined into gasoline.
ShopRite accepts credit cards.
Part III. Match the following (15 pts.)
31.
32.
33.
34.
35.
36.
37.
38.
A press release.
An item sells for 99 cents.
A Wal-Mart Store.
A marketed ―good.‖
A UPS truck.
A salesperson.
A marketing budget.
A billboard.
a.
b.
c.
d.
e.
product
price
place
promotion
none of these
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39.
40.
A marketed ―service.‖
A dealer pays the wholesale cost for a sweater.
Part IV Match the following (15 pts.)
41.
42.
43.
44.
45.
An environmentalist.
A hair cut.
An annual salary of $45,000.
The southern United States.
A bottle of Pepsi.
46.
47.
48.
49.
50.
A conservative viewpoint.
Blue eyes.
A senior citizen.
Beverly Hills, CA 90210
A restaurant meal.
a.
b.
c.
d.
e.
geographic
demographic
psychographic
a marketing good
a marketing
service
Part V Essay: Formulate your response in an essay of a minimum of 150 words written in
two paragraphs. Use loose leaf and neatly write your essay using good grammar, spelling,
etc. (30 Points)
A. Explain the ―marketing concept.‖ Specifically address how marketers develop this
concept on a personal level to achieve success in a marketing career.
B. Differentiate the five marketing utilities and design an example of how each can ―add
value‖ to a new sports drink that has just been launched by the Coca-Cola Company.
C. Assess the advantages of using target marketing strategies. How broadly should a
marketer target consumers and should marketers sometimes exclude potential consumers
when they are developing their marketing strategies? Describe how these strategies can
be synthesized to maximize consumer impact.
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Principles of Marketing
Test 2 Unit II
Name_____________________________
Part I True or False (20 Points)
1. In order to prevent prices from going up too fast, the Federal Reserve
might increase interest rates.
T
F
2. The U.S. embodies a socialistic economic system.
T
F
3. Profit is the money earned from conducting business after all costs
and expenses have been paid.
T
F
4. The U.S. federal government does not enact regulatory laws that
affect marketing.
T
F
5. The point where supply and demand intersect is known as the
economic point.
T
F
6. When demand is high and supply is low, prices will tend to be high.
T
F
7. When demand is low and supply is plentiful, prices will tend to be
low.
T
F
8. The U.S. provides a significant amount of freedom of business
ownership.
T
F
9. One negative aspect of business ownership is that risk is part of
operating a business.
T
F
10. Economic policies of the U.S. government tend to support
competition.
T
F
11. One role of the consumer is to determine the demand of a product,
which will help determine its price.
T
F
12. When the supply of a vital resource cannot meet the demand of the
consumer, a scarcity will exist.
T
F
13. Ethics is defined as activities that are legal in the US.
T
F
14. The EEOC is an agency that regulates health and safety throughout
manufacturing and business environments.
T
F
15. The SBA is a government agency that can provide educational
T
F
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materials and counseling to new business owners.
16. Roads and bridges are categorized as a land resource.
T
F
17. The term ―laissez faire‖ can be used to describe a command
economy.
T
F
18. A SWOT analysis considers internal business factors only.
T
F
19. One way a business can increase productivity is by investing in new
technology.
T
F
20. Competition is the driving factor behind a market economy.
T
F
Part II Short Answers (40 Points)
21. Differentiate four roles of the US Government in our free enterprise system.
22. How do marketing strategies of customization and globalization differ?
23. Describe examples of cultural factors that can make doing business abroad more difficult?
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24. Develop a SWOT analysis for yourself with respect to your potential for attending college.
25. Explain the individual and collective roles of the 4 resources that comprise factors of
production.
26-28. Compare and contrast the characteristics of Capitalism, Socialism, and Communism,
identify 2 countries that use each system. (5 pts. each).
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Part 3 Essay: Complete both questions and formulate your response in an essay of a
minimum of 150 words written in two paragraphs. You will receive no credit unless you
write at least 100 words for each essay. Use loose leaf and neatly write your essay using
good grammar, spelling, etc. (40 Points)
D. Clarify the similarities and differences between business ethics and social responsibility.
Provide a rationale for why marketers should be attentive to these concepts.
E. Sketch and label the four phases of the business cycle, then explain what this represents
and the factors that affect it.
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Principles of Marketing
Test 4 – Unit IV
MAKE NO MARKS ON THIS PAPER: USE SCANTRON
All answers worth 1 point.
Part I True or False
1. Pull Policies are designed to create consumer interest.
T
F
2. A press conference is a meeting given by newspaper editors to promote
their advertising policies.
T
F
3. Premiums are low-cost items given to consumers at a discount or for
free.
T
F
4. Distribution is a component of the promotion mix.
T
F
5. POP advertising refers to promotional materials at the point of purchase.
T
F
6. Community Relations refers to the activities that a business uses to
acquire or maintain the respect of the community.
T
F
7. Promotion is any form of communication a business or organization uses
to inform, persuade, or remind people about its products.
T
F
8. A grand opening celebration is an example of a public relations event.
T
F
9. The symbols ### denotes the end of a press release.
T
F
10. The visibility of a product to consumers significantly affects sales of that
item.
T
F
11. Trade promotions involve bartering one good for another.
T
F
12. Transit advertising is most common in rural areas.
T
F
13. GRP‘s are calculated by multiplying the percentage of consumers
reached by the average number of times they are exposed to the ad.
T
F
14. Advertising is the most expensive form of promotion when measured on
the basis of reaching individual customers.
T
F
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15. Slotting allowances and sales incentives are forms of trade promotions.
T
F
16. Push strategies are tactics used by aggressive salespeople.
T
F
17. Retailers like Macy‘s use a great deal of visual merchandising.
T
F
18. Advertisers generally wish to have their product viewed by the largest
possible audience.
19. Institutional advertising generally does not apply to consumers.
T
F
T
F
20. The internet has become one of the largest print media forms.
T
F
Part II: The Promotion Mix: Indicate whether the following are examples of (A)
advertising, (B) Sales Promotion, (C) Public Relations, D) Personal Selling, or (E) none of
these.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
A press conference
A telemarketing campaign
Free samples
Billboards
An internet ―pop-up‖ for a dating service
Marketing utilities
A news release
A 30 second radio commercial
McDonald‘s Monopoly game
A 50 cent off coupon for Cheerios
Gross profit
A student persuades you to buy a ticket for Marauder Fest
A BOGO offer
A short-term incentive to buy something
A charitable event that is used to enhance a company‘s image
A point-of–purchase display of Lay‘s Potato Chips
Loyalty incentives such as frequent-flyer programs
Coca Cola Sign at Yankee Stadium
A refund
A publicity stunt
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Part III Multiple Choice
41. What are the main components of a print ad?
a)
Signature, copy, and illustration
b)
Headline and signature
c)
Headline, signature, copy, illustration
d)
Headline, signature, copy, illustration, slogan
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42. What is visual merchandising?
a)
The use of physical elements to project an image to customers
b)
TV advertising
c)
Media advertising
d)
Billboards and transit ads
e)
None of the above
43. What is CPM?
a)
A form of direct mail
b)
The cost of exposing 1,000 customers to an ad
c)
The calculated purchase of media
d)
A print media format
e)
None of the above
44. The headline of a print ad should
a)
Take the place of a slogan
b)
Provide specific details about a product
c)
Provide distraction
d)
Attract attention
e)
None of the above
45. The goals of advertising may be expressed by AIDA, which stands for:
a)
Acquire, Invest, Demonstrate, Achieve
b)
Awareness, Illustration, Design, Action
c)
Awareness, Interest, Desire, Action
d)
Advertising, Illustration, Design, Accuracy
e)
None of the above
46. What is an advertising proof?
a)
Verification of the number of viewers of the ad
b)
Use of the color wheel
c)
A draft layout of the ad for the advertiser‘s approval
d)
A small black and white ad
e)
The final copy of the ad layout
47. Why is a focal point important in displays?
a)
It helps keep the eye moving up and over the merchandise
b)
It helps keep the display from being too ―busy‖
c)
It helps establish viewer focus
d)
It helps direct viewer attention in an intended manner
e)
All of the above
48. Factors that affect print media rates are
a)
When the ad will appear
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b)
c)
d)
e)
Where the ad will appear
The use of color
The number of impressions the ad will make
All of the above
49. How are specialty media used in advertising?
a)
To reach a distinct niche market
b)
To do online advertising
c)
To supply giveaway items
d)
To support POP
e)
To take advantage of the power of color
50. What is a product display that is close to the cashier‘s desk called?
a)
A focal point
b)
A kiosk
c)
A POP display
d)
A mobile fixture
e)
None of the above
Short Answers Questions
What is the difference between trade and consumer promotions?
What is the most expensive form of promotion? Why?
What are the general goals of advertising?
What are some of the goals of effective merchandising?
Compare the key components of a print ad? Why is each important?
Crest Toothpaste will advertise on American Idol this month: 35% of Americans will be
reached an avg. of 3 times each. How many GRP‘s does this represent?
Explain the advantages of direct mail advertising over TV ads.
Compare the various forms of consumer promotion citing advantages and disadvantages for
each.
Explain the principle cost-drivers of advertising.
Differentiate advertising from public relations.
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Principles of Marketing: Test 5 - Unit V Distribution Channels and Physical Distribution
Do not write on this paper!
Part I True or False (40 Points – 2 point each)
1. Exclusive Distribution means that a limited number of outlets in a
given geographical area are used to sell the product.
T
F
2. Direct Distribution involves one or more intermediaries.
T
F
3. Brick and mortar retailers sell goods to the customer from their own
physical stores.
T
F
4. The supply chain is a device used to connect rail cars.
T
F
5. E-tailing involves retailers selling products over the internet to the
consumer.
T
F
6. Home Depot is an example of an intermediary.
T
F
7. As the control of a distribution channel increases, the cost decreases.
T
F
8. Multiple channels are used if the product fits the needs of both
industrial and consumer markets.
T
F
9. Retail is a not a commonly used method of purchasing a product in
America.
T
F
10. Wholesalers are stores such as Wal-Mart, A&P, and PetSmart.
T
F
11. Physical Distribution is also known as Logistics.
T
F
12. A ton mile is moving one thousand pounds of freight one mile.
T
F
13. Air is the most commonly used method of transportation.
T
F
14. Rack Jobbers are a type of wholesaler.
T
F
15. Agents act as intermediaries.
T
F
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16. Using an in-house sales force increases a company‘s control over its
product.
T
F
17. The supply of a product is the responsibility of the consumer.
T
F
18. An example of intensive distribution would be Ralph Lauren.
T
F
19. Businesses use trucks for most of their intra-city distribution needs.
T
F
20. An example of a direct distribution channel is buying customized
Nike foot ware via the Nike website.
T
F
Part II Indicate one of the responses A, B, C, or D
that best describes the descriptions provided in
number 21 – 40. (40 Points – 2 point each)
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
A.
B.
C.
D.
Piggybacking
Mass Merchandiser
The internet
Oil pipeline
Electric cable
Container ship
Television networks
Railroad
Fed Ex and UPS
Brick and Mortar retailer
Common carrier
Wholesaler
Utility
FABs
Macy‘s
Cargo plane
Intermediary
Freight
U.S. Postal Service mail delivery
Amazon.com
Distribution Channel
Physical Distribution
Both physical and a channel.
Neither a channel nor physical
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Part III Multiple Choice (20 Points – 2 pts each).
41. NAPA Auto Parts is an example of:
a. Intensive Distribution
b. Exclusive Distribution
c. Selective Distribution
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42.
Coca-Cola is an example of:
a. Intensive Distribution
b. Exclusive Distribution
c. Selective Distribution
43.
If a farmer wishes to sell some of her produce right at her farm she
would probably choose:
a. Direct distribution
b. Indirect distribution
c. An intermediary
d. An agent
44.
Which of the following is not a role of a Wholesaler?
a. Buy product in bulk from the manufacturer
b. Sell the product to retailers
c. Sell the product to customers
d. Work as an intermediary between retailers and the
manufacturer
45.
Which of the following best describes the role of an agent?
a. Door-to-door salesperson
b. Intermediary between manufacturer and wholesaler or
retailer
c. Telemarketer
d. In-house salesperson employed by manufacturer to sell
product to customer
46.
Which Channel of Distribution best fits the needs of a staple item
with a high turnover rate, in which the product does not spoil?
a. Manufacturer > Customer
b. Manufacturer > Retailer > Customer
c. Manufacturer > Wholesaler > Retailer > Customer
d. Manufacturer > Agent > Customer
47.
Which of the following retail stores would most likely dictate the
terms of distribution to the manufacturer?
a. Cold Stones Ice Cream
b. Radio Shack
c. Home Depot
d. McDonald‘s
48.
Rolex watches would most likely use which of the following
distribution strategies?
a. Intensive Distribution
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b. Selective Distribution
c. Exclusive Distribution
d. Direct Distribution
49.
50.
Coca Cola and Pepsi products use the following strategies:
a. Intensive Distribution
b. Selective Distribution
c. Exclusive Distribution
d. Direct Distribution
A logistics manager should be most familiar with:
a. The physical distribution of a product
b. Planning the distribution channels of a product
c. Keeping a log of sales and purchases made by the company
d. The distribution intensity of a product
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Principles of Marketing
Test 6 – Unit VI
Name:_____________________________
DESCRIPTION
Pricing Method
Used when inventories are low, or to ―cherry pick‖ early
adapters.
____
Usually a Low price strategy used to rid firm of low value
ancillary products.
____
3.
Frequently employed to rapidly gain share.
____
4.
Including various related items together as one ―package deal.‖
1.
2.
A. Cost-Plus
B. Optional product
C. Bundled
D. Skimming
____
Applied to items that are specifically used with a main or
primary product.
____
Introduction of price steps to differentiate the features of items
made by a firm.
____
7.
Consumer comparison point.
____
G. Reference
8.
Addition of a set mark-up to the basic cost of an item
____
H. Product Line
9.
Based on consumer perceptions.
____
I.
Captive Product
10.
Used for ―accessories‖
____
J.
Predatory
____
K. Penetration
5.
6.
E.
By-Product
F.
Psychological
Section II 3 Pts. each. Calculate the following:
11.
Cost = $10, Markup = 15%, Retail price =
________
12.
Cost = $10,
Price = $15, GPM % =
________
13.
Investment = $10, Profit = $4, ROI =
________
14.
Cost = $10, Price = $12, Markup % =
________
15.
Retail price = $14, Markup % = 40, Cost =
________
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Part III Matching (2pts. Each)
16. Satisfaction a consumer anticipates having
with a product.
17. The process of exchanging goods or
services without using money.
A. EDLP
_____
B. Profit
_____
18. The sum of an item‘s cost and its mark-up.
C. Price Discrimination
_____
19. Higher than average prices that suggest
higher product quality.
D. Value
_____
20. The revenue remaining when costs and
expenses are subtracted.
_____
E. Prestige
21. One company‘s percentage of the total
sales volume generated by all makers of a
product.
F. List Price
_____
22. A pricing policy that excludes promotions
and discounts.
_____
23. Illegal pricing designed to drive a
competitor out of business.
G. Barter
H. Market Share
_____
24. Occurs when a manufacturer charges one
customer an unreasonably higher price than
another customer.
_____
I. Retail Price
25. Basic price offered by a manufacturer that
excludes discounts.
_____
J. Predatory
K. Captive Product
Section IV. Write T for True or F for False (2 pts. Each)
____ 26.
The price of an object often helps establish the image of the company that sells
it.
____
27.
A video store sells 3 used DVDs for $10. This is an example of bundle pricing.
____
28.
Trade discounts occur when barter is used.
____
29.
The retail price of a wrist watch is $60.75. The watch costs the retail store $45.
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Therefore the percentage markup on the cost is 35 percent.
____
30.
A net price is lower than a gross price.
____
31.
Prices on items like unique, life saving drugs, tend to be relatively inelastic.
____
32.
State government officials are responsible for enforcing minimum price laws.
____
33.
US federal laws tend to promote competition.
____
34.
The Sherman Act attempted to address price discrimination issues not covered
by the Clayton Act.
____
35.
The demand for products that have many close substitutes tends to be elastic.
Part V. Essay (20 Points)
Choose one of the federal laws listed below. Prepare a 150 – 200 word essay. Explain the
history of the law, the purpose of the law, and the influences the law has on American
business.
Topic Options
Clayton Antitrust Act
Sherman Antitrust Act
Robinson Patman Act
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Introduction to Marketing
Test 7 – Unit VII
Name_____________________________
Part I True or False, Use scantron (20 Points)
1.
The product mix includes all of the different products a company makes.
T
F
2.
A product line is an unrelated group of products.
T
F
3.
Prior to market launch products are typically in the R&D phase.
T
F
4.
Nike is an example of a ―manufacturer‘s brand.‖
T
F
5.
Customers typically only accept one out of every ten new products
introduced to the marketplace.
T
F
6.
If GM were to add a new product line of fuel efficient cars, it would add to
the width of their family of passenger cars.
T
F
7.
Brand licensing is the legal authorization to allow another company to use
the brand, brand mark, or trade character for a fee.
T
F
8.
A brand takes on several human-like characteristics which allow it to appeal
to a specific target audience.
T
F
9.
All products follow the same shaped product life cycle curve.
T
F
10.
The packaging of a product is not important to consumer perception.
T
F
Part II Multiple Choice, Use scantron. (40 Points)
11.
Using census bureau information as the basis for a research study is an example of using:
a. Primary data
b. Secondary data
c. Open-ended questions
d. Psychographic studies
12. Which of the following is not a branding strategy?
a. Brand extension
b. Brand licensing
c. Co-branding
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d. Generic branding
e. Mixed brands
13. Branding is important in product planning because:
a. It makes it easy for the customer to identify the product
b. It gives the customer incentives to buy the product
c. It helps the customer discounts to buy the product
d. It allows the product to be distributed more efficiently
14. A Ford F-150 ―Harley Davidson‖ model truck is an example of:
a. Brand extension
b. Brand licensing
c. Co-branding
d. Generic branding
e. Mixed brands
15. Primary data are often obtained via:
a. Surveys
b. Technological methods
c. Observation
d. Experimental Method
e. All of the above
16.Well-written survey questions can be:
a. Open ended
b. Difficult to understand
c. Forced choice
d. Both A and C
e. None of the above
17. Craftsman® and Kenmore® are examples of:
a. National brands
b. Private distributor brands
c. Generic brands
d. Obsolete brands
e. Manufacturer‘s brands
18. Which brand strategy involves simultaneously offering a combination of manufacturer, private
distributer, and generic brands?
a. Brand extension
b. Brand licensing
c. Co-branding
d. Generic branding
e. Mixed brands
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19. A brand name and a trade name are:
a. The same thing
b. Used only for B2B selling situations
c. A tool for market researchers to differentiate data sources
d. Different because one represents a product and the other a company
20.What are UPC bar codes primarily used for?
a. Inventory management
b. Federal Trade Commission reports
c. To measure Unit Pricing Conditions for products
d. None of the above
21.Which of the following is an example of a brand mark?
a. ®
b. ©
c.
d.
22.This branding strategy represents a product category and does not carry a company or brand
name. An example of this would be a product called, ―Pancake Mix.‖
a. Brand extension
b. Brand licensing
c. Co-branding
d. Generic branding
e. Mixed brands
23. Gatorade 20oz ―Tropical Burst‖ product is best categorized as a:
a. Brand
b. Product line
c. Product item
d. Product mix
e. Co-brand
24. Tony the Tiger is an example of:
a. Trade character
b. Trademark
c. Trade name
d. Brand name
e. Brand mark
25. Which of the following is most likely not a decision a company would make about a product
that is in the decline stage of the product life cycle?
a. Sell or license the product
b. Recommit to the product by allocating more marketing to it
c. Modernize or altering the product
d. Re-introduce the product to the public for those who do not know about it
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e. Discount the product
26. Which of the following is not part of the marketing research process?
a. Defining the problem
b. Analyzing data
c. Obtaining data
d. Data maturity
e. Applying the Results
27. An educated guess in marketing research is known as:
a. Longevity
b. Defining the problem
c. Primary Data
d. Secondary Data
e. Hypothesis
28. The part of a target population that is assumed to represent the entire population is known as:
a. Sample
b. Target
c. Cohort
d. Variable
e. Control
29. ―Pop Tarts‖ with Smuckers strawberry jam filling is best categorized as a:
a. Generic Brand
b. Product line
c. Product item
d. Product mix
e. Co-brand
30. Each of these is a step in the new product development process except:
a. Obsolescence
b. Generating ideas
c. Evaluating customer acceptance
d. Writing a business proposal
e. Testing the product
Part III Matching (30 Points), use scantron:
Match the term on the left with the type of research on the right.
31.
32.
33.
34.
35.
Internet Resource
―Prom Survey‖
Phone Directory
Observation
Experimentation
a.
b.
Primary Research
Secondary Research
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Match the details on the left with the most appropriate stage on the right. Use each term on the right
only once.
36.
37.
38.
39.
40.
Least profitable stage of the product life cycle
Focus on building awareness
Advertising shifts towards battling competition
Innovation!
Sales and profit increase, and advertising focuses on
consumer awareness
a.
b.
c.
d.
e.
R&D
Introduction
Growth
Maturity
Decline
Matching Use each term on the right only once.
41.
42.
43.
44.
45.
Research ignoring attitudes and perceptions
Research observing results from changes in marketing variables
Nearly identical results from a certain research technique
Research that measures what was intended to be measured
Choose answers from list of options
a.
b.
c.
d.
e.
Forced choice
Validity
Reliability
Experimental
Observation
Part IV Open Ended (5 Points): Answer on the back of your scantron sheet.
Describe and compare the five functions of product packaging.
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Test 8 Unit VIII
Name:________________________________________________
SENIOR TRIP RESEARCH
The junior class has begun to plan their ―senior trip‖ for next year. Six students plus one advisor
showed up at the planning meeting that was to decide where and when they would go on the trip.
Among the possible destinations for the trip were:
Orlando, Florida
New Orleans, Louisiana
Montreal, Quebec
Bahamas Cruise from New York Harbor
Another big issue was how much to spend. There were different opinions as to what the
maximum amount should be as follows:
< $ 400
< $ 600
< $ 800
< $1,000
Another discussion had to do with what activities were most preferred by the students. Among
the suggestions were:
Amusements/rides
Athletic Events
Cultural/Sightseeing
―Partying‖
It seems the meeting provided more questions than answers. Since you have taken a marketing
class the committee turns to you for a recommendation on what to do. Can you help the class
officers decide what to do by executing the research activities on the next page?
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I. Answer in short paragraphs.
1. Briefly explain how marketing research can help you make a decision in this case. What
are your goals for this process?
2. What type of research should the committee execute to get an accurate reading of what
the junior class would like to do?
3. Who should be the target of the research?
4. If there are 450 students in the class, explain how many students you will need to get
input from in order for the information to be meaningful and accurate.
II. Develop a research plan that describes, in detail, how you are going to acquire the
information you need to make an informed, valid decision.
III. Develop a survey form to gather the information that you need to formulate your
recommendation.
IV. Complete your survey with arbitrary numbers that add up to your research sample target.
Express your findings in percentages and make a recommendation to the committee based on the
research findings.
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Unit 8 Career/Aptitude Assessment
Online resource:
http://www.careercolleges.com/career-assessment-test.jsp
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Principles of Marketing – Final Exam
****DO NOT WRITE ON THIS TEST PAPER***
Take your time, read questions carefully, and check your work when finished. Good Luck!
Section I True or False – Use the scantron card. (50 Points 1 point each)
1.
Attitude research measures the opinions people have.
T
F
2.
A discount and a markdown are essentially the same thing.
T
F
3.
Lawn care is an example of a marketing good.
T
F
4.
Marketers do not need to get involved in a company‘s distribution plan.
T
F
5.
The MOHS Prom Survey was an example of collecting secondary research..
T
F
6.
Complementary products are items that are given away for free.
T
F
7.
Demographic information refers to physical statistics about people including
age, income, and gender.
T
F
8.
Cultural factors should not be considered in international marketing.
T
F
9.
The breakeven point is the point in time when one begins to make a profit.
T
F
10.
Virtually all jobs involve working with people, data, and things, or some
combination of these.
T
F
11.
Effective Public Relations is a key goal of marketers.
T
F
12.
The Marketing ―P‖ for ―Place‖ generally relates to trucks and stores.
T
F
13.
Over 10% of Americans earn their livings in marketing-related careers.
T
F
14.
Form utility refers to the amount of time a good or service can save you.
T
F
15.
The terms ―customer‖ and ―consumer‖ are essentially synonymous.
T
T
F
F
16.
Most big companies test products prior to placing them on the market.
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17.
A fad product usually remains in the marketplace only a short time.
T
F
18.
Ethical Behavior is based on knowing the difference between right and
wrong.
T
F
19.
Profit is the money earned from conducting business after all costs and
expenses have been paid.
T
F
20.
Consumer perceptions of value are exclusively determined by the price of
the item.
T
F
21.
A $400 suit marked down 40% will cost $240.
T
F
22.
An example of a monopoly is the local electric company.
T
F
23.
Geographic segmentation would probably not be used by the makers of
snow skis.
T
F
24.
―Piggyback service‖ refers to carrying trailers on flatbed rail cars.
T
F
25.
The U.S. provides a significant amount of freedom of business ownership.
T
F
26.
A sample is a subset of the universe of data points that are of interest to
a researcher.
T
F
27.
Observational data is often useless due to the biases of the observer.
T
F
28.
Primary research is cheaper than secondary research.
T
F
29.
A container ship is an example of a distribution channel.
T
F
30.
Nike has a low market share of the athletic footwear market.
T
F
31.
Psychographic information relates to people‘s values, beliefs, and ideas.
T
F
32.
Market segmentation is the process by which potential customers are sorted
and classified for effective communications.
T
F
33.
A target market is a group that a marketer wishes to avoid because they have
no potential for using her product.
T
F
34.
The 4 ―P‘s‖ of marketing includes ―distribution.‖
T
F
35.
Packaging is seldom used to convey marketing information.
T
F
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36.
The typical goal of expanding a product line is to increase sales and profits.
T
F
37.
Generic brands do not carry a company or brand name.
T
F
38.
A trademark is given legal protection by the government.
T
F
39.
Coca Cola brand marketing is an example of the customization strategy.
T
F
40.
Selling via the internet is also known as ―e-commerce.‖
T
F
41.
Secondary data refers to the initial collection of data, that is used specifically
for a specific research need.
T
F
42.
The product mix has both width and depth.
T
F
43.
All products follow the same shaped product life cycle.
T
F
44.
Form utility occurs when a raw material is transformed into something more
useful.
T
F
45.
The term ―media‖ refers to channels of marketing communication.
T
F
46.
Newspaper ad rates are usually billed on a ―cost per column inch‖ basis.
T
F
47.
The term ―CPM‖ refers to the cost for every million viewers of a given
advertisement.
T
F
48.
The term GRPs refers to the gross revenue and profit a company makes.
T
F
49.
Another word for ―value addition‖ is utility.
T
F
50.
A prototype is a preliminary version of a proposed new product.
T
F
Part II Multiple Choice (20 points 1 point each) – Use Scantron Card
51. A product feature is a(n)?
a. Benefit
b. Attribute
c. Advantage
d. Comparison
e. Service
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52. Another word for value-added is:
a. Feature
b. Resume
c. Promotion
d. Merchandising
e. Utility
53. The part of the ANPOCS method that deals with buyer concerns is?
a. The approach
b. Overcoming objections
c. Suggestive selling
d. Closing
e. The presentation
54. Rolex watches would most likely use which of the following distribution strategies?
a. Intensive Distribution
b. Selective Distribution
c. Exclusive Distribution
d. Direct Distribution
55. Which of the following is an example of a wholesaler?
a. Home Depot
b. Wal-Mart
c. Sam‘s Club
d. Macy‘s
e. None of the Above
56. When dealing with buyer objections it is wise to:
a. Listen carefully
b. Acknowledge the customer‘s objections 40%
c. Restate the objections
d. Respond to the objection
e. All of the above are true
57. The percentage of the market owned by a company.
a. Market Positioning
b. Market Share
c. Market Price
d. Market Slice
e. Green Marketing
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58. An educated guess in marketing research is known as:
a. Longevity
b. Defining the problem
c. Primary Data
d. Secondary Data
e. Hypothesis
59. A Ford F-150 ―Harley Davidson‖ model truck is an example of:
a. Brand extension
b. Brand licensing
c. Co-branding
d. Generic branding
e. Mixed brands
60. Penetration pricing
a. Applies to services only
b. Is illegal
c. Is a high-priced attempt to promote prestige
d. Is used for optional products
e. Is useful for gaining rapid market share
61. Which of the following is not considered a Marketing Good?
a. Lawn Care
b. Computer
c. Pencil
d. Orange Juice
e. Britney Spears CD
62. Predatory Pricing
a. Is illegal
b. Is designed to put competitors out of business
c. Requires that the price be below the provider‘s cost
d. Does not apply to short term promotional events
e. All of the above
63. The effect of competition in a free market enterprise includes which of the following?
a. Lower Prices
b. Better Products
c. Monopolies
d. All of the Above
e. Answers a and b
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64. All of these are accomplished through packaging except:
a. Inventory management
b. Maintenance of freshness
c. Promotion
d. R&D
e. Theft deterrence
65. Which of the following is not an example of a retailer?
a. Shop Rite
b. Wal-Mart
c. Coca Cola
d. Macy‘s
e. None of the Above
66. Calculate ROI if the Investment = $10, and Profit = $4.
a. 4%
b. 10%
c. 40%
d. 2.5%
e. 250%
67. By law, food product packages must contain:
a. The weight of the product
b. Nutritional information
c. Name and address of the manufacturer or distributor
d. Notices of hazards
e. All of the above
68. An example of a manufacturer‘s brand is:
a. Coca Cola
b. A generic brand
c. A private label brand
d. A brand extension
e. A licensed brand
69. A planogram is most similar to :
a. A strategic plan
b. A licensing plan
c. Co-branding
d. A map showing where products are located in a store
e. None of these
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70. By-product pricing
a. Applies to industrial goods only
b. Is used for secondary products that are left over when a primary product is made
c. Is a high-priced attempt to promote prestige
d. Is used for optional products
e. Is similar to combination pricing
71. Calculate the Markup % for a good that costs $10, and is sold for $12.
a. 1.2%
b. 10%
c. 20%
d. 120%
e. 150%
72. Changing the product to meet the needs of an international consumer would be an
example of:
a. Globalization
b. Exploration
c. Modification
d. World Trade Organization
e. Customization
73. Each of these is a step in the new product development process except:
a. Obsolescence
b. Generating Ideas
c. Evaluating customer acceptance
d. Writing a business proposal
e. Testing the product
74. Bundled pricing
a. Applies to multi-packs of the same item
b. Often occurs with fast food value meals
c. Usually does not provide a financial benefit for the customer
d. Answers B and C
e. Is used by large institutions only
75. This is the least profitable stage of the product life cycle due to high costs.
a. Introduction
b. Growth
c. Maturity
d. Decline
e. None of the Above
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76. Using census bureau information as the basis for a research study is an example of
using:
a. Primary data
b. Secondary data
c. Open-ended questions
d. Psychographic studies
77. Where Revenue = Expenses
a. Balance of Trade
b. Break Even Point
c. Point of No Return
d. Surplus
e. Shortage
78. A consumer discount coupon for $2 off a good or service would be an example of:
a. Promotion
b. Public Relations
c. Trade Allowance
d. All of the Above
e. None of the Above
79. The piece of the promotional mix that mostly deals with institutional ―image.‖
a. Personal Selling
b. Advertising
c. Sales Promotions
d. Public Relations
e. None of the Above
80. Which of the following is not important in the ANPOCS method?
a. Asking questions of the buyer
b. Providing features, advantages, and benefits
c. Getting an order from the buyer
d. Recommending solutions for the buyer
e. All are important
Part III Matching (20 Points), use scantron:
Match the term on the left with the type of research on the right.
81.
82.
83.
84.
85.
Internet Resource
―Prom Survey‖
Phone Directory
Observation
Experimentation
c.
d.
Primary Research
Secondary Research
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Match the details on the left with the most appropriate stage on the right. Use each term on the right
only once.
86.
87.
88.
89.
90.
Least Profitable Stage of the product life cycle
Focus on building awareness
Advertising shifts towards battling competition
Innovation!
Sales and profit increase, and advertising focuses on
consumer satisfaction
f.
g.
h.
i.
j.
R&D
Introduction
Growth
Maturity
Decline
Matching: Use each term on the right only once.
91.
92.
93.
94.
95.
Research ignoring attitudes and perceptions
Research observing results from changes in marketing variables
Nearly identical results from a certain research technique
Research that measures what was intended to be measured
Choose answers from list of options
e.
f.
g.
h.
e.
Forced choice
Validity
Reliability
Experimental
Observation
a.
b.
c.
d.
e.
Advertising
Sales Promotion
Public Relations
Personal selling
None of theses
Matching: Indicate what the following are examples of
96.
97.
98
99.
100.
A press conference
A telemarketing campaign
Free samples
Billboards
An internet ―pop-up‖ for a dating service
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