Choose Me Choose Me Choose Me!
0422 Marketing Principles
TOPIC OR UNIT OF STUDY
Marketing Information Management
CONTENT STANDARD(S) AND OBJECTIVE(S)
 Describe the need for marketing information (Activity #2)
 Identify information monitored for marketing decision-making (Activity #1, 2)
 Explain the nature and scope of the marketing-information management function (Discussion/Text)
 Explain the role of ethics in marketing-information management (Activity #3)
 Describe the use of technology in the marketing-information function (Activity #3)
 Describe the regulations of marketing-information management (Activity #3)
 Describe the nature of marketing research (Activity #1)
 Discuss the nature of marketing research problems/issues (Activity #1)
 Describe methods used to design marketing research studies (i.e., descriptive, exploratory and
casual) (Activity #1)
 Describe options businesses use to obtain marketing-research data (i.e., primary and secondary
data) (Activity #2)
 Discuss the nature of sampling plans (i.e., who, how many, how chosen) (Activity #3)
 Describe data-collection methods (e.g., observations, mail, telephone, Internet, discussion groups,
interviews, scanners) (Activity #1)
 Explain characteristics of effective data-collection instruments (Activity #3)
 Explain techniques for processing marketing information (Activity #1)
 Explain the use of descriptive statistics in marketing decision-making (Activity #1)
INTRODUCTION
Have you ever wondered why you get those telephone surveys? Do your answers really matter? Well
this unit will uncover the reason for surveys and how information is gathered and processed to help
companies with their marketing decision-making. You will learn the methods of completing research,
the problems and ethics involved, and techniques for processing the information. Both in group and
individual projects, all class members will be engaged in the process.
ESSENTIAL QUESTION
What is involved in marketing research and reporting?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
To complete this project, students will use basic terms and concepts, to complete the following
academic, technology, and entrepreneurship activities:
1. Academic activities – concept analysis, website research, critical thinking and writing skills, and
evaluation skills;
2. Technology activities – website research, use of MOS Word; and PowerPoint;
3. Entrepreneurship activities – taking on leadership role with research activity.
STUDENT INVOLVEMENT IN PLANNING PROCESS
Students will choose subjects for their surveys and find their own websites when completing research
activities.
TASK(S)
 Describe & discuss unit concepts from the textbook
30 min
 Conduct a series of taste tests with Activity #1
60 min
 Create a presentation using the data collected from taste tests
45 min
 Examine the textbook for the marketing-information management function
45 min
 Develop understanding of marketing databases with Activity #2
90 min
 Identify ethical, legal, sampling, and technical info from textbook & discussion
45 min
 Locate details about topics in Activity #3 through Internet research
45 min
 Illustrate the topics researched in Activity #3 with a visual demonstration
45 min
 Summarize the concepts covered this unit with textbook
RESOURCES
Websites
students will choose their own
Armstrong, Gary, and Kotler,Philip, “Marketing, An Introduction” Prentice Hall 2000
TECHNOLOGY USE
Computers, Web browser, Word software, and PowerPoint.
EVALUATION
#1 - Activity #1–Can you taste the difference?
#2 – Activity #2–Marketing Databases
#3 - Activity #3–Does it really matter
Total points for these activities
45 min
35 pts
15 pts
25 pts
75 pts
Authentic assessments will be evaluated with the rubrics that are located on each activity
TIMELINE
Block scheduling-5 days, periods-10 days. This includes time for lecture, textbook readings, and
discussions. Depending on student’s ability, extended time may be needed on some projects.
Day 1 – Describe & discuss unit concepts from the textbook
30 min
Conduct a series of taste tests with Activity #1
60 min
Day 2 Create a presentation using the data collected from taste tests
45 min
Examine the textbook for the marketing-information management function 45 min
Day 3 Develop understanding of marketing databases with Activity #2
90 min
Day 4 Identify ethical, legal, sampling, and technical info from textbook & discussion 45 min
Locate details about topics in Activity #3 through Internet research
45 min
Day 5 Illustrate the topics researched in Activity #3 with a visual demonstration
45 min
Summarize the concepts covered this unit with textbook
45 min
CONCLUSION
At the conclusion of this project student will have a good understanding of how to complete marketing
research, as well as understanding the complications that may be involved in processing and
maintaining the information as a data-base.
Can YOU Taste the Difference?
Introduction:
 Take a poll in the class and ask each student if they like Coca Cola or Pepsi. On the smart board
record the number of students pro Coke and pro Pepsi on Excel, create a chart. Allow students to
look at the chart. Ask students why they like one over the other. Then allow students to take a taste
test of Coke or Pepsi, labeled A or B, They cannot know which is which. Take a poll and create a
chart again on their choice of A or B. Reveal the products.
 Think of two popular competitive brands (not coke or Pepsi) The could choose Rolled Gold Pretzels
or Snyders, Mellow Yellow or Mt Dew, anything that is a competitive name brand edible product.
 Half of the class will try to sell one product; the other half will sell the other.
 Students will conduct their research on administration or teachers just as you did for them. They
must first decide what teachers or principles like or dislike. Take a poll or survey. Conduct market
research, they must tell the method of research and explain why those methods are effective.
 Students need to know why a person chose that product.
 Invite a few people (teachers or principals) for a taste test. Graph the information. See if their tastes
are the same as their opinion.
 Have students ask if this information will change what they buy.
 Each will report their findings through a power point.
Points
3
3
3
3
3
3
3
3
3
3
3
2
Concept
Points Earned
Described how the experiment was designed.
Describe how the data was collected – the TYPE of research used.
Describe what secondary and primary research was used.
How did they choose their sample market for taste testing?
Discuss what data collection was more effective and why?
What are some problems or issues that did arise or could arise in your
research?
What process did you use to make this information meaningful? Explain.
What trends or statistics did you see? How could these statistics be used?
How could a business use your information?
Slide presentation is informative and describes each step in the research
process
Presentation is neat and organized
Presentation is creative, uses appropriate graphics and colors
Total Project Points _____ of 35 pts
Marketing Databases
Many companies build extensive internal databases that marketing managers can access to identify
marketing opportunities and problems, plan programs, and evaluate performances. If you were the
marketing manager for a large computer software manufacturer, what types of information would you
need to have in your internal database? Explain why.
(3 pts)
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A recent survey confirmed that at least three fourths of marketing researchers use commercial on-line
database service for conducting research. Go online, find a marketing research database, describe the
database (primary or secondary), and evaluate the services offered. Was the database free or fee
based? Write a short brief (maximum of 1 page) about the database using the rubric below for
requirements to incorporate.
Grading Rubric
Points Required Concepts
1
Name of database and provider company
4
Description of database
4
Services that are offered
3
Pros and cons of using this database and not one that was created
specifically for you.
12
Total Points
Points Earned
Does It Really Matter?
Companies need accurate marketing information from effective data-collection instruments. It is your
job to be sure you understand how to acquire that accurate information. Some of the obstacles that
researchers face are: ethics, technology, regulations, the nature of sampling, and collection instruments
themselves.
Research these topics by googling the terms, reading articles, and viewing websites. Use this worksheet
to make notes concerning each of these topics, and list the sources for each note. Then create a poster
that demonstrates your research. Use photos, graphics, text and/or phrases as needed. Remember, “a
picture paints a thousand words” so make your poster illustrate your thoughts, and your notes.
1. role of ethics in marketinginformation management
(source)
2. use of technology
(source)
3. regulations
(source)
4. nature of sampling plans (i.e.,
who, how many, how chosen)
(source)
5. characteristics of effective
data-collection instruments
(source)
Grading Rubric:
Topic
Topic notes
created
Source
Content
Use of
graphics
Use of color
5 pts
All 5 topics have
notes from
research
5 sources listed
Visual product
shows evidence of
all 5 topics
Multiple graphic
images used and
demonstrate
content well
Good use of color
to pull poster
together, drawing
attention, but
professional
4 pts
3 pts
2 pts
1 pts
4 topics were
covered well, but
minimal notes on
the rest
4 sources listed
Visual product
show evidence of
4 topics
Multiple graphic
images used to
demonstrate, but
too literal/simple
Good use of color
to pull poster
together, drawing
attention, but not
professional
3 topics were
covered well, but
minimal notes on
the rest
3 sources listed
Visual product
show evidence of
3 topics
Multiple graphic
images used but
not demonstrating
content well
Mix of color, draws
attention, but not
professional
looking
Only 2 topics were
covered well, but
minimal notes on
the rest
2 sources listed
Visual product
shows evidence of
only 2 topics
Only one graphic
image used and
demonstrate
content well
Minimal use of
color, but still
professional
looking
Only 1 topic were
covered well, but
minimal notes on
the rest
1 source listed
Visual product
shows evidence of
only 1 topic
Only one graphic
image used but
not demonstrating
content well
Poor use of color,
and not
professional
looking
Total points
_____ of 25 pts