course 2 consumer behavior: building marketing strategy

COURSE 2 Consumer Behavior: Building Marketing Strategy

Learning Session #1

Student Deliverable C

O M P S

Faculty Notes M /hr

Activities 1

Before Learning Session One, read Chapter 1: “Consumer Behavior and Marketing Strategy” in Consumer Behavior: Building Marketing Strategy.

Introductions {Faculty led} a. Faculty intro and welcome to class b. Student introductions

i. Use appropriate icebreaker activity to facilitate introductions.

20m

2 Small Group Discussion: Consumer Behavior a. In small groups, students discuss what they

value most from a product or service. b. The group will summarize its findings in list

of the 5 most important product/service value statements and share it with the class.

Small Group Discussion: Consumer Behavior {Student led}

a. Break class into small groups, instruct students to discuss what they value most from a product or service.

b. The group will summarize its findings in list of 5 most important product/service value statements and share it with the class.

40m

3 Discussion of course syllabus Review the syllabus with the class and address any questions that students have. {Faculty led}

a. Explain that the class project will be discussed in greater detail later in this session.

b. Explain that the term paper will be discussed in greater detail later in the course.

20m

4 Class lecture and discussion on market analysis components and effective communication strategies.

SSA2-3, SSA2-22

Prepare a lecture and facilitate discussions on market analysis components and effective communication strategies. {Faculty led (Ch. 1, pp. 14-22)}

a. Use acetates as appropriate. b. Encourage students to reflect and comment

on how these concepts are reflected in the value statements they summarized in the group exercise.

40m

5 In-class Internet Exercise: Visit USAData’s website, www.usadata.com, and select “Products,” then “Customer Retention & Cross Sell Portal.” Tour the site and read case studies. How valuable do you think this service is to marketers? List at least 5 ways services like this can help you market a product or service.

Instruct the students to do an in-class Internet Exercise: Visit USAData’s website, www.usadata.com, and select select “Products,” then “Customer Retention & Cross Sell Portal.” Tour the site and read case studies. {Student led}

a. Explain that market segmentation is one of the most important parts of developing a marketing strategy, and that many commercial firms provide information and services to help define and describe market segments.

b. Instruct students to think about how valuable this type of service is to marketers, and to list at least 5 ways this can help you market a product or service.

c. Afterward, facilitate a discussion and encourage students to shares their lists.

45m

6 Lecture and discussion of the general structure and process of consumer behavior.

INR 2-4

Prepare a lecture and facilitate discussions on the general structure and process of consumer behavior. {Faculty led (Ch. 1, pp. 26-29)}

a. Use color acetates as appropriate. b. Focus on Figure 1-3, Overall Model of

20m


Consumer Behavior (Ch. 1. p. 27)

c. Facilitate discussion of the consumer decision process.

7 Small Group Discussion: Marketing Strategy Case Study. Each group will analyze the marketing strategy of a fast-food hamburger chain and answer the following questions.

a. What is the product? b. What is the total product? c. Describe its target market. d. Describe product customer value? e. What is its marketing mix? f. Describe product pricing. g. Who or what are its competitors?

Small Group Discussion: Marketing Strategy Case Study. {Student led}

a. Break the class into small groups of 4-5 students.

b. Assign each group a fast-food hamburger chain. c. Instruct the group to analyze the marketing

strategy of the fast-food hamburger chain and answer the following questions.

• What is the product? • What is the total product? • Describe its target market. • Describe product customer value? • What is its marketing mix? • Describe product pricing. • Who or what are its competitors?

20m

8 Discuss the results of the marketing strategy case study. Facilitate a discussion regarding the results of the Marketing Strategy Case Study. {Faculty led}

20m

9 Explanation of the Class Project: Developing a Preliminary Marketing Presentation.

a. Students will be assigned to project teams. b. Project teams will work in class learning

sessions, online learning sessions, and meet outside of class to complete the project.

c. The project will involve research, writing, collaboration, creation of marketing collateral, and a final presentation.

d. Work will be assigned throughout the sessions that will relate to the project and help students create many of the elements of the final project deliverable.

e. Project teams will be responsible for setting and reaching milestones that will ensure they complete the project.

f. Project Description: Each team is to assume they are a marketing department for a fledgling weight loss products company that will pitch a new product line its the board of directors. The board has decided it only has the resources to launch one new product. Each project team will come up with its own product to pitch to the board.

g. Final Deliverables and Presentations are due at Session 9 without exception.

h. Review and discuss Project Description: Preliminary Marketing Plan & Presentation document. Appendix A.

Explanation of the Class Project: Developing a Preliminary Marketing Presentation.{Faculty led}

a. Facilitate an explanation of the class project. b. Prepare and distribute Appendix A, which

describes project deliverables and deadlines. c. Review final project deliverables: List and

describe each element of the Final Project Deliverable in detail.

d. Assign the project teams: Approximately 4 students/team.

e. Discuss teamwork issues and responsibilities. f. Project teams will work in class learning

sessions, online learning sessions, and meet outside of class to complete the project.

g. The project will involve research, writing, collaboration, creation of marketing collateral, and a final presentation.

h. Work will be assigned through out the sessions that will relate to the project and help students create many of the elements of the final project deliverable.

i. Project teams will be responsible for setting and reaching milestones that will ensure they complete the project.

j. Final Deliverables and Presentations are due at Session 9 without exception.

k. Project Description: Each team is to assume they are a marketing department for a fledgling weight loss products company that will pitch a new product line to its board of directors. The board has decided it only has the resources to launch one new product. Each Project team will come up with its own product to pitch to the board.

l. Emphasize Project Due Dates are at Session 9,

25m


at which time Presentations will be delivered.

10 Assemble in project teams, and exchange phone and

email contact information. Set first meeting to occur between Sessions 1 and 2.

Assemble project teams.

a. Instruct students to exchange phone and email contact information.

b. Instruct the students to set the first meeting to occur between Sessions 1 and 2.

10m

Project Team Work Assessment 1 Meet with your team between Session 1 and 2 to assign

duties and create a project task schedule showing tasks, task owners and completion dates. Students will turn in the document at the end of Session 2 online.

Explain that teams will meet on their own between Sessions 1 and 2 to divvy up duties and create a project task schedule showing tasks, task owners and completion dates. Students will turn in the document at the end of Session 2.

Closure {Faculty led} 1. Assign reading for Session 2. 2. Post learning Session 2 online forum question: What are the marketing implications of the differences in the masculine/feminine orientation across countries?


Appendix A.

Project Description: Preliminary Marketing Plan & Presentation

Scenario: Each team is to assume they are a marketing department for a fledgling weight loss products company that will pitch a new line of organic meal replacement energy bars to its board of directors. The board has decided it will put its hottest team on the project to develop and market the product line. Each project team will name the bar and develop a preliminary product marketing plant to pitch to the board.

Students will be graded on: • class-related assignments • on-line assignments • project team effectiveness • preliminary product marketing report • class presentation Each team will decide: • What to name the product. • How the company will develop a health bar line that can be differentiated from competitors. • How to market the product effectively incorporating class learning. Final Deliverable: Preliminary Product Marketing Plan document. Professional report with research, results, charts etc. that make the team (marketing department) case for selecting its product to develop and market. The marketing plan will address the following (matching these subject headings are encouraged):

□ Product description □ Target market description □ Demographic considerations □ Customer value □ Competitor description □ Competitor feature matrix □ Marketing mix □ Market segmentation □ Marketing strategy and product positioning □ Pricing (v. cost to produce) □ Copies of collateral made for class presentation

Class Presentation: 20 minutes allotted per team, as follows: • Presentation: 10-15 minutes. Hit the high points and use support tools listed below. • Question and Answers: 5-10 minutes • Tools: At the team’s discretion use posters, PowerPoint slides, handouts based on charts from the Preliminary Product

Marketing Plan, sample marketing collateral, such as brochures and product slicks, etc… Be creative.


Learning Session #2


O M P S

Faculty Notes M /hr

Activities 1 Before the beginning of Session Two, meet with your

Project Team to map out project milestones and assign tasks that will ensure you complete all elements of the class presentation and Preliminary Product Marketing Plan on time. Assign tasks to complete Milestones Document in Session 2.

2 Before the beginning of Session Two, read Chapter 2: “Cross-Cultural Variations in Consumer Behavior” in Consumer Behavior: Building Marketing Strategy.

Content Outline

3 Review the seven-step procedure for analyzing a foreign market and answer the integrating question. Complete a 100-300 word summary response and post responses on the interactive web site.

SSA 2-8

Mini-lecture on the seven step procedure for analyzing a foreign market. {Faculty led}

a. Integrating Question: Analyze your country as a market for a new line of men’s shoes from France and a new line of automobiles from Korea.

i) Have students complete a 100-300 word summary response and post responses on the interactive web site.

ii) Provide feedback and post follow-up questions as needed.

1hr

4 Internet research: Research sample product marketing plans online and answer the integrating question. Complete a 100-300 word summary response and post responses on the interactive web site..

Internet research: Instruct students to research sample product marketing plans online. {Individual work}

a. Integrating Question: List at least three product plans you reviewed and summarize the key elements you will be sure to include in your Project Team’s product marketing plan.


ii) Provide feedback and post follow-up questions as needed

1hr

Online Forum Assessment 1 Respond to the discussion questions in the online

forum. Note: The faculty member is available for individual help and instruction as needed in the online forum.

SSA 2-7

Online Forum: {Student led} Have students respond to the following questions in the online forum.

a. What are the marketing implications of the differences in the masculine/feminine orientation across countries?

b. Why do nonverbal communication systems vary across cultures?

c. To what extent do you think teenagers are truly becoming a single, global culture?

601hr

Closure • Summarize and highlight major themes. • Assign reading for Session 3. • Remind project teams they should meet in between

Sessions 2 and 3 to work on writing sections of the marketing plan and developing the presentation.


Project Team Assessments 1 Online collaboration: Complete the Team Project

Milestones document started after the team meeting in between Learning Sessions 1 and 2. Create the assignment as a word processing document and email it to the faculty member. Save this document, which you will update later in the course for a project status meeting with the instructor.

Online collaboration: Instruct students to collaborate online to complete the Team Project Milestones document started after the team meeting in between Learning Sessions 1 and 2. Create the assignment as a word processing document and email it to the faculty member. Save this document, which you will update later in the course for a project status meeting with the instructor.

2hr


Learning Session #3


O M P S

Faculty Notes M /hr

Activities 1

Before Learning Session Three, read in Consumer Behavior: Building Marketing Strategy:

Chapter 3: “The Changing American Society: Values”

Chapter 4: “The Changing American Society: Demographics and Social Stratification”

Chapter 5: “The Changing American Society: Subcultures”

Content Outline

2 Class lecture and discussion on the ethical implications of marketing a product in a specific country.

DPG

2-1 Prepare a lecture and facilitate discussions on the ethical implications of marketing a product in a specific country. {Faculty led (Ch. 2, pg. 70)}

a. Use acetates as appropriate.

30m

3 Small Group Activity: Analyze the major ethical issues of introducing prepared foods such as breakfast cereal to developing countries. Each group will create a list of three to five questions that should go into such a decision.

Small Group Activity: Analyze the major ethical issues of introducing prepared foods such as breakfast cereal to developing countries. {Student led}

a. Break the class into small groups of 4-5 students. b. Instruct each group to create a list of three to five

questions that should go into such a decision.

30m

4 Class discussion regarding each small group’s list of questions that should be asked before introducing prepared foods to developing countries.

Facilitate a class discussion regarding each small group’s list of questions that should be asked before introducing prepared foods to developing countries. {Faculty led}

20m

5 Class lecture and discussion on how changes in values influence consumption patterns within cultures.

Prepare a lecture and facilitate discussion on how changes in values influence consumption patterns within cultures. {Faculty led (Ch. 3, pg. 80)}


40m

Project Team Work Project Team Activity: Break into project teams.

Be sure to save a copy of all writing assignments, which you will use later to assemble your Preliminary Product Marketing plans.

a. Brainstorm the cultural values and ethical issues your team should consider when preparing to market your product. List as many as possible in a word processing document.

b. Make a list of competitor health bars, meal replacement bars, energy bars, and organic snack products, and add the list to the document created in class.

c. Using the Internet in class, research advertising strategies of competitors listed in the previous activity.

d. Create a list of product value statements about your energy bar that will appeal to various

Project Team Activity: Instruct students to break into project teams. {Student led}

Remind students to save a copy of all writing assignments, which you will use later to assemble your Preliminary Product Marketing plans. Describe how you want each project team to name and save its project documents. Instruct teams to brainstorm the cultural values and

ethical issues the team should consider when preparing to market your product. List as many as possible in a word processing document.

Instruct teams to make a list of competitor health bars, meal replacement bars, energy bars, and organic snack products, and add the list to the document created in class.

Instruct teams to use the Internet in class to research advertising strategies of competitors listed in the

2hr


cultural groups and demographics. Add the list to the document created in class.

e. Brainstorm a list of as many product features as possible that you will use to compare your health bar to competitor products. Such features might include target market, product pricing, variety of flavors, etc. Save the list in the document created in class. In Session Four, your project team will collaborate to refine the list and use it to create a competitor comparison chart.

previous activity. Instruct teams to create a list of product value

statements about their energy bar that will appeal to various cultural groups and demographics. Add the list to the document created in class.

Instruct teams to brainstorm a list of as many product features as possible that teams will use to compare their health bar to competitor products. Such features might include target market, product pricing, variety of flavors, etc. Instruct teams to save the list in the document created in class. In Session Four, project teams will collaborate to refine the list and use it to create a competitor comparison chart.

Assessment Turn in the completed project team document and be

sure each project team member saves a copy. Collect the in-class project assignments.

Closure • Assign reading for Session 4.

• Post Learning Session 4 online forum question: List as many subcultures in America as possible. In what ways are subcultures important?

• Advise project teams to meet before Session Four to work on target market, marketing mix, and market segmentation draft.


Learning Session #4


O M P S

Faculty Notes m /hr

Activities 1 Before the beginning of Learning Session Four, meet

with your Project Team to draft target market, marketing mix, and market segmentation issues.

2 Before the beginning of Learning Session Four, read or review in Consumer Behavior: Building Marketing Strategy: Review-Chapter 4: “The Changing American Society:

Demographics and Social Stratification” Review-Chapter 5: “The Changing American Society:

Subcultures” Read-Chapter 6: “The American Society: Families and

Households” Read-Chapter 7: “Group Influences on Consumer

Behavior”

Content Outline

3 Review the lecture on how demographics influence consumption behaviors and answer the integrating question. Complete a 100-300 word summary response and post responses on the interactive web site.

SSA 2-23

Prepare a deliver a mini-lecture on how demographics influence consumption behaviors {Faculty led (Ch. 4, pp. 112-116)}

Integrating Question: Given the projected changes in America’s demographics, name five products that will face increasing demand and five that will face declining demand.

Have students complete a 100-300 word summary response and post responses on the interactive web site.

Provide feedback and post follow-up questions as needed.

1hr

4 Internet research: Use the Internet to research characteristics of the U.S. population projected for 2010 using such sites as www.census.gov. Answer the integrating question; complete a 100-300 word summary response and post responses on the interactive web site

Internet research: Instruct students to research characteristics of the U.S. population projected for the year 2010 using such sites as www.census.gov. {Individual work}

Integrating Question: How will these population characteristics and projected characteristics impact the project team’s health bar marketing efforts?

Have students complete a 100-300 word summary response and post responses on the interactive web site.

Provide feedback and post follow-up questions as needed

90mr



SSA 2-23

Online Forum: {Student led (Ch. 5, pg. 152-180} Have students respond to the following questions in the online forum.

List as many subcultures in America as possible. In what ways are subcultures important?

30m

Closure


• Summarize and highlight major themes. • Assign reading for Session Five. • Remind project teams they should meet in between

learning sessions to complete project tasks, including writing and revising sections of the marketing plan and developing the presentation.

Project Team 1 Collaborate online to revise the Project Team draft

taking into consideration potential demographic influences on your team’s health bar.

2hr


Learning Session #5


O M P S

Faculty Notes m /hr

Activities 1

Before Learning Session Five, read Chapter 8: “Perception” and Chapter 9: “Learning, Memory, and Product Positioning” in Consumer Behavior: Building Marketing Strategy.

Content Outline

2 Class lecture and discussion on defining information processing and the four stages of information processing.

INR 2-7

Prepare a lecture and facilitate discussions on defining information processing. {Faculty led (Ch. 8, pg. 278)}

Use acetates as appropriate.

40m

3 Small Group Activity: Taking into consideration the four stages of information processing, brainstorm stimulus factors that can be used to attract attention to a product? What problems can arise when stimulus factors are used to attract attention?

INR 2-7

Small Group Activity: Break the class into groups of 4-5 students. Instruct students to take into consideration the four stages of information processing and brainstorm stimulus factors that can be used to attract attention to a product? What problems can arise when stimulus factors are used to attract attention? {Student led

20m

4 Class discussion regarding each small group’s information processing activity.

Class discussion regarding each small group’s information processing activity. {Faculty led}

20m

5 Class lecture and discussion on learning and why it’s essential to the consumption process.

NR 2-7

Prepare a lecture and facilitate discussion on learning and why it’s essential to the consumption process. {Faculty led (Ch. 9, pg. 316)}


40m

6 Class discussion on brand image and product positioning.

Prepare a lecture on brand image and product positioning. {Faculty led (Ch. 9, pg. 337)}. Relate elements to the class Project Team goals.

45m

Project Team Work Break into your project team online and discuss brand

image and product positioning as it relates to your health bar project. Update your Project document as appropriate.

Instruct students to break into their project teams online and discuss brand image and product positioning as it relates to their health bar project. Students should update the project document as appropriate.

2hr

Assessments Meet with your project team before Session 6 to:

Design and develop a logo for your health bar. Justify

your design in a 100-300 word summary and explain how it relates to the four stages of information processing. Email the summary to your instructor before Learning Session 6.

Update Milestones/project tasks for an online meeting with the instructor in Learning Session 6. Email the update to the instructor prior to Learning Session Six.

Advise students to meet with the project team before Session 6 to: Design and develop a logo for your health bar. Justify

your design in a 100-300 word summary and explain how it relates to the four stages of information processing. Email the summary to your instructor before Learning Session 6.

Update Milestones/project tasks for an online meeting with the instructor in Learning Session 6. Email the update to the instructor prior to Session Six.

Schedule online team meetings as appropriate.

Closure • Remind teams to save their work for incorporation in

the product marketing plan. • Assign reading for Session 6. • Remind project teams they should meet in between

learning sessions to complete project tasks, including writing sections of the marketing plan developing the presentation.


• Post Learning Session 6 online forum questions: How could Maslow’s motive hierarchy be used to develop marketing strategy for the following: Habitat for Humanity Segway HT Listerine Mouthwas And • Apply Maslow and MacGuire principles to the health

bar project. How can knowledge of personality be used to develop a marking strategy for this project?


Learning Session #6

Student Deliverable c

o m p s

Faculty Notes m /hr

Activities 1 Before the beginning of Learning Session Six, meet

with your Project Team to design and develop your product logo and email the justification summary to your instructor.

2 Before the beginning of Learning Session Six, read Chapter 10: “Motivation, Personality, and Emotion” in Consumer Behavior: Building Marketing Strategy:

Content Outline

3 Review the lecture on Maslow’s Hierarchy of Needs and McGuire’s Psychological Motives.

inr 2-4

Prepare a deliver a mini-lecture on Maslow’s Hierarchy of Needs and McGuire’s Psychological Motives, comparing and contrasting the two. {Faculty led (Ch. 10, pp. 355)}

45m

4 Internet research: Research the Ford Explorer and Habitat for Humanity online, then answer the integrating question: Complete a 100-300 word summary response and post responses on the interactive web site.

Internet research: Instruct students to research the Ford Explorer and Habitat for Humanity online {Individual work}

a. Integrating Question: Which of McGuires motives would be useful in developing a promotional campaigns for Ford Explorer and Habitat for Humanity?



30m

5 Review the lecture on how emotion and personality influence consumer behavior.

inr 2-4

Prepare a deliver a mini-lecture on how emotion and personality influence consumer behavior. {Faculty led (Ch. 10, pp. 367)}

30m

Project Team Work 1 Online meeting with instructor: Each project team will

meet online with the instructor for a project status meeting. Be prepared to discuss and resolve project obstacles and demonstrate that the project is on task and will be submitted and presented on time.

Online meeting with instructor: Meet with each project team online to discuss project status and resolve any questions or obstacles. Teams must demonstrate that the project is on task and will be submitted and presented on time.

15m/ Ea.

2 Online Collaboration: Project teams should collaborate online to apply Maslow and McGuire principles to the health bar project and update their project document as necessary.

Online Collaboration: Instruct project teams to collaborate online to apply Maslow and McGuire principles to the health bar project and update their project document as necessary. {Student led}

1hr

Online Forum Assessment 1 Consider Segway HT and Listerine, and respond to the

discussion questions in the online forum. Note: The faculty member is available for individual help and instruction as needed in the online forum.

inr 2-4

Online Forum: {Student led} Have students respond to the following questions in the online forum. How could Maslow’s motive hierarchy be used to develop marketing strategy for the following: Habitat for Humanity Segway HT Listerine Mouthwas

1hr

2 Respond to the discussion questions in the online forum. Note: The faculty member is available for individual

Online Forum: {Student led} Apply Maslow and MacGuire principles to health bar project. How can knowledge of personality be used to develop a marking strategy for this project.

1hr


help and instruction as needed in the online forum.

Closure • Summarize and highlight major themes. • Assign reading for Session Seven. • Remind project teams they should meet in between

Learning Sessions to complete project tasks, including writing sections of the marketing plan developing the presentation.


Learning Session #7

Student Deliverable C O M P S

Faculty Notes m/ hr

Activities 1

Before Learning Session Seven, read Chapter 11: “Attitudes and Influencing Attitudes” and Chapter 12: “Self-Concept and Lifestyle” in Consumer Behavior: Building Marketing Strategy.

2 Class lecture and discussion on the three components of attitude and attitude change strategies.

SSA 2-7

Prepare a lecture and facilitate discussions on the three components of attitudes and attitude change strategies. {Faculty led (Ch. 11, pg. 387, 395)}

Use acetates as appropriate.

30m

3 Small Group Internet Research Activity: Visit several company, general interest or entertainment sites on the Internet that contain ads. Find and describe an ad that attempts to change the following to help form or change attitudes:

Affective component Cognitive component Behavioral component

SSA 2-7

Small Internet Group Research Activity: Assign students into small groups and have them visit several general interest or entertainment sites on the Internet that contain ads. They must find and describe an ad that attempts to change the following to help form or change attitudes {Student led}:

Affective component Cognitive component Behavioral component

30m

4 Class discussion regarding each small group’s research activity. Each group should present its ad and summarize findings.

SSA 2-7

Class discussion regarding each small group’s research activity. Each group should present its ad and summarize findings. {Faculty led}

30m

5 Class lecture and discussion on identifying the four basic parts of the self-concept.

SSA 2-7

Prepare a lecture and facilitate discussion on identifying the four basic parts of the self-concept. {Faculty led (Ch. 12, pg. 421)}


40m

6 In class: Answer Question 1 in the DDB Needham Lifestyle Data Analyses section, page 447. Email your responses to the instructor at the conclusion of the exercise.

SSA 2-7

In class {Individual work}: Instruct your students to research and answer Question 1 in the DDB Needham Lifestyle Data Analyses section, page 447. Students will email responses to the instructor at the conclusion of the exercise.

1h

7 Class discussion on the three popular general lifestyle systems.

SSA 2-20 COM 2-3

Conduct a class discussion on the three popular general lifestyle systems. {Faculty led (Ch. 12, pg. 429, 433)}

30m

8 Small group activity: Visit www.claritas.come, and research its approach to lifestyle segmentation. Break into small groups and discuss your findings.

Small group activity: Instruct students to visit www.claritas.come, and research its approach to lifestyle segmentation. Break into small groups and discuss your findings.

30m

Assessments 1 Email responses to instructor from Class Activity 6. Students will email responses from Class Activity 6. 2 Complete the following essay questions. Responses

should be mailed to the instructor before Session 8. Question 1. Visit the American Plastics Council website, www.pasticsresource.com. Write a 100-300 word summary of the attitude change techniques used on this site, and whether these techniques are effective. Question 2. Identify a television commercial that uses a humorous

Assign the students to research and craft responses to the following essay questions. Responses should be mailed to the instructor before Session 8. Complete the following essay questions. Question 1. Visit the American Plastics Council website, www.pasticsresource.com. Write a 100-300 word summary of the attitude change techniques used on this site, and whether these techniques are effective.


appeal, then interview five individuals not enrolled in your class and measure their:

Awareness of this commercial Recall of the brand advertised Recall of relevant information Liking of the commercial Preference for the brand advertised

Evaluate your results and assess the level of communication that has taken place in terms of these five consumers’ exposure, attention, interpretation, and preferences for this product and commercial.

Question 2. Identify a television commercial that uses a humorous appeal, then interview five individuals not enrolled in your class and measure their:

Awareness of this commercial Recall of the brand advertised Recall of relevant information Liking of the commercial Preference for the brand advertised

Evaluate your results and assess the level of communication that has taken place in terms of these five consumers’ exposure, attention, interpretation, and preferences for this product and commercial.

Closure • Assign reading for Session 8. • Post Learning Session 8 online forum question: • Discuss the types of products that resolve specific

problems that occur for most consumers at different stages of their household life cycle.

• Remind project teams they should meet in between Learning Sessions to finish project tasks, including writing sections of the marketing plan developing the presentation.


Learning Session #8


O M P S

Faculty Notes m/ hr

Activities 1 Before the beginning of Learning Session Eight, meet

with your Project Team to finish project tasks, including writing sections of the marketing plan developing the presentation..

2 Before the beginning of Learning Session Eight, read Chapter 13: “Situational Influences” and Chapter 14: “Consumer Decision Process and Problem Recognition” in Consumer Behavior: Building Marketing Strategy.

Content Outline

3 Review the lecture on how the situation interacts with the marketing activity and the individual to determine decision-making. Answer the integrating question. Complete a 100-300 word summary response and post responses on the interactive web site.

SSA 2-23

Prepare and deliver a mini-lecture on how the situation interacts with the marketing activity and the individual to determine decision-making. {Faculty led (Ch. 13, pp. 474-485)}

a. Integrating Question: What is meant by the statement, “Situational variables may interact with object or personal characteristics”? Are individuals randomly exposed to situational influences, and if so, why?



1.5hr

4 Internet research: Visit several online malls. Answer the integrating question. Complete a 100-300 word summary response and post responses on the interactive web site

Internet research: Instruct students to research several online malls. {Individual work}

a. Integrating Question: How would you characterize this shopping situation relative to shopping at an actual mall?



1.5hr

5 Review the lecture on examining the nature of consumer decision-making and analyzing problem recognition.

SSA

2-7 Prepare and deliver a mini-lecture on examining the nature of consumer decision-making and analyzing problem recognition. {Faculty led (Ch. 14, pp. 500-517)}

1hr

Online Forum Assessment 1 Consider the types of products that resolve specific

problems that occur for most consumers at different stages of their household life cycle. Note: The faculty member is available for individual help and instruction as needed in the online forum.

SSA

2-7 Online Forum: {Student led} Have students respond to the following questions in the online forum.

a. Discuss the types of products that resolve specific problems that occur for most consumers at different stages of their household life cycle.

1hr

Project Team Work 1 Collaborate offline: Projects are due next session.

Meet with your team in between the Sessions 8 and 9 to finalize all material and practice the presentation.

Collaborate offline: Remind students that projects are due next session. Instruct students to meet with their teams in between the Sessions 8 and 9 to finalize all material and


practice the presentation

Closure • Summarize and highlight major themes. • Assign reading for Learning Session Nine. • Remind students that their projects are due next

session and they should meet in between the Learning Session 8 and 9 to finalize all material and practice the presentation.


Learning Session #9

Student Deliverable C O M P S

Faculty Notes m /hr

1

Before Learning Session Nine, read Chapter 15 Information Search and Chapter 16: “Alternative Evaluation and Selection” in Consumer Behavior: Building Marketing Strategy.

Before class, create an assessment form and distribute multiple copies to each student – enough for each student to evaluate every team’s presentation. The form should be kept simple and provide for presentations to be evaluated on the thoroughness, creativity, and overall effectiveness of each presentation. You can collect the forms at the end of presentations and give it to each Project team to use in the Small Group Activity that will follow presentations.

Project Team Work 1 Presentation of team projects with class feedback.

Each team presents its project plan followed by a brief class discussion of each team’s thoroughness, creativity, and overall effectiveness.

Facilitate the class project team presentations. {Student led} • Establish the order of presentations. • Allot each team 10-15 minutes for their presentation

and another 5-10 minutes for class feedback. • Allot time based on class size. • Assign a timekeeper to ensure teams do not exceed

the allotted time for the presentation and Q&A sessions.

• Each team presents its project plan followed by a brief class discussion of each team’s thoroughness, creativity, and overall effectiveness.

3hr

Activities 1 Class discussion based on reading: How the Internet is

altering consumer information, and why marketers must understand the criteria consumers use to evaluate their brands.

TEC 2-6, 2-7 , SSA

2-15

Facilitate a class discussion on: • How the Internet is altering consumer information.

{Faculty led (Ch. 16, pg. 532)} • Why marketers must understand the criteria

consumers use to evaluate their brands. {Faculty led (Ch. 16, pg. 565)}

35m

2 Small Group Activity: Break into project teams to assess how well your team: • Considered and integrated the Internet research

practices of consumers into the team’s preliminary marketing plan and presentation.

• Understood and integrated in the project the criteria consumers use to evaluate their brands.

Small Group Activity: Instruct student to break into project teams to assess how well their team {Student led}: • Considered and integrated the Internet research

practices of consumers into your preliminary marketing plan and presentation.

• Understood and integrated in the project the criteria consumers use to evaluate their brands.

25m

Assessments Individual work: Based on the reading (pp. 560-562),

compare and contrast attribute and attitude-based choice processes. Write a 1 to 2-page report and email it to the instructor before Session 10

SSA 2-15

Individual work: Based on the reading (pp. 560-562), instruct students to compare and contrast attribute and attitude-based choice processes, then write a 1 to 2-page report. Students must email the completed report to you before Session 10.

Closure • Collect the presentations and reports for grading. • Assign reading for Session 10. • Post Learning Session 10 online forum question:

Retailers often engage in “loss leader” advertising in which a popular item is advertised at or below cost. Does this make sense? Explain your position


Learning Session #10


O M P S

Faculty Notes m /hr

Activities 1 Before the beginning of Learning Session 10, read

Chapter 17: Outlet Selection and Purchase” in Consumer Behavior: Building Marketing Strategy:

Content Outline

2 Review the lecture on: • evaluative criteria that consumers use in choosing

retail outlets; and • consumer characteristics that influence the criteria

used in choosing retail outlets. Answer the integrating question. Complete a 100-300 word summary response and post responses on the interactive web site.

SSA 2-21

Prepare a deliver a mini-lecture on: • evaluative criteria that consumers use in choosing

retail outlets {Faculty led (Ch. 17, pp. 588-589)}; and • consumer characteristics that influence the criteria

used in choosing retail outlets. {Faculty led (Ch. 17, pp. 604)} a. Integrating Question: Does the image of a retail

outlet affect the image of the brands it carries? Do the brands carried affect the image of the retail outlet?



1hr

3 Internet research: Consider in-store characteristics that affect the amounts and brands purchased. Use the Internet to visit and research three Internet retail outlets.

QTC

2-7 Internet research: Instruct students to consider in-store characteristics that affect the amounts and brands purchased. Students should use the Internet to visit and research three Internet retail outlets.{Individual work (Ch. 17, page 607}

a. Integrating Question: Which three Internet retail outlets did you visit and which were the best and worst? Why?



2hr



SSA

2-23 Online Forum: {Student led} Have students respond to the following questions in the online forum. Retailers often engage in “loss leader” advertising in which a popular item is advertised at or below cost. Does this make sense? Explain your position.

1hr

Project Team 1 Collaborate online: Each student should individually

visit two or more retail stores and evaluate how they display various health and nutrition bars. Describe each type of display. How effective or ineffective were the displays you saw. The team should then meet online and review and

Collaborate online {Student led}: Instruct each student to individually visit two or more retail stores and evaluate how they display various health and nutrition bars. Describe each type of display. How effective or ineffective were the displays you saw. The team should then meet online to combine its results and email a single 1 to 2-page summary report of its findings to the

1hr


combine its results. The team must email a single 1 to 2-page summary report to the instructor prior to Session 11.

instructor prior to Session 11.

Closure • Summarize and highlight major themes. • Assign reading for Learning Session 11.




O M P S

Faculty Notes m /hr

Activities 1

Before Learning Session 11, read Chapter 18: “Postpurchase Processses, Customer Satisfaction, and Customer Commitment” in Consumer Behavior: Building Marketing Strategy.

2 Class lecture on the postpurchase processes that produce customer satisfaction and commitment and postpurchase marketing strategies

SSA 2-5

Prepare a lecture on: • Postpurchase processes that produce customer

satisfaction and commitment. {Faculty led (Ch. 18, pp. 626, 637, 644)}; and

• Postpurchase marketing strategies. {Faculty led (Ch.

18, pp. 634, 642, 648)}


1hr

3 Class discussion: How should retailers deal with consumers immediately after purchase to reduce postpurchase dissonance? Specifically, what action would you recommend and what effect would you intend it to have on the recent purchase of the following:

• Automobile repair • Cable TV • Mouthwash • Mountain bike • United Way • A dog

Class discussion {Faculty led}: Lead a class discussion regarding how retailers should deal with consumers immediately after purchase to reduce postpurchase dissonance? Specifically, what action would you recommend and what effect would you intend it to have on the recent purchase of the following:

• Automobile repair • Cable TV • Mouthwash • Mountain bike • United Way • A dog

45m

4 Internet research. Search the Internet to find a product, company, or brand site that helps the consumer use a product properly or effectively. Describe and evaluate this effort in 100-300 words. Email your summary to the instructor.

Internet research {Individual work}. Instruct students to search the Internet to find a product, company, or brand site that helps the consumer use a product properly or effectively. Describe and evaluate this effort in 100-300 words. Students must email summaries to the instructor at the end of the exercise.

1hr

4 Individual research: Using the DDB Needham Lifestyle Survey Data Disk for Consumer Behavior: Building Marketing Strategy, examine responses from those committed to favorite brands. What characterizes people who become committed enough to a favorite brand to resist other brands when they are on sale? What are the marketing implications of this? Make notes of your findings for use in class discussion.

Individual research {Individual work}: Instruct students to use the DDB Needham Lifestyle Survey Data Disk for Consumer Behavior: Building Marketing Strategy, to examine responses by those committed to favorite brands. What characterizes people who become committed enough to a favorite brand to resist other brands when they are on sale? What are the marketing implications of this? Students should make notes of their findings for use in the following class discussion.

15m

5 Class discussion on the results of the individual research exercise using DDB Needham.

Class discussion {Faculty led}: Facilitate a class discussion on the results of the individual research exercise using DDB Needham.

30m

6 Small group activity: Discuss how to design a customer loyalty program for the following:

a. Thai restaurant b. Ski resort c. Amazon.com

Small group activity {Student led}: Assign students to small groups. Instruct them to discuss how they would design a customer loyalty program for the following:

Thai restaurant Ski resort

45m


d. Campus bookstore Amazon.com

Campus bookstore Assessments Submit in-class assignments as described. Term Paper: Develop a survey to measure student

dissatisfaction with service purchases. Have at least 20 students respond to the survey. For purchases that those surveyed were dissatisfied with, determine what action they took to resolve this dissatisfaction and what the end result of their efforts was. What are the marketing implications of your findings? Prepare a 3-5 page formal report along with a copy of the survey and results that will be due by Session 13.

Term Paper: Instruct students to develop a survey to measure student dissatisfaction with service purchases. Have at least 20 students respond to the survey. For purchases that those surveyed were dissatisfied with, determine what action they took to resolve this dissatisfaction and what the end result of their efforts was. What are the marketing implications of your findings. Prepare a 3-5 page formal report along with a copy of the survey and results that will be due by Session 13.

10 m

Closure • In-class assignments submitted as described. • Provide guidance and answer any questions regarding

the assignment to prepare a 3-5 page formal report and survey regarding a survey to measure student dissatisfaction with service purchases.

• Assign reading for Session 12. • Post Learning Session 12 online forum question:

How can an organization have a culture? What factors contribute to different organizational cultures?




O M P S

Faculty Notes m /hr

Activities 1 Before the beginning of Learning Session 12, read

Chapter 19: Organizational Buying Behavior” in Consumer Behavior: Building Marketing Strategy.

Content Outline

2 Review the lecture on how internal influences affect organizational culture and answer the integrating question. Complete a 100-300 word summary response and post responses on the interactive web site.

SSA 2-18

Prepare and deliver a mini-lecture on how internal influences affect organizational culture. {Faculty led (Ch. 19, pg. 694)}

a. Integrating Question: What determines whether an individual’s values or the organization’s values will prevail in a purchase decision (given that they conflict).



1hr

3 Internet research: Use the Internet to research an industrial market and compare the websites of three firms. Which is best, and why? Complete a 100-300 word summary response and post responses on the interactive web site

Internet research {Individual work} Instruct students to research an industrial market and compare the websites of three firms. Which is best, and why? You may suggest or assign an industry to each student or list from which to choose if you prefer.

a. Integrating Question: Which is best, and why?? i) Have students complete a 100-300

word summary response and post responses on the interactive web site.


2hr



SSA 2-18

Online Forum: {Student led (Ch. 19)} Have students respond to the following questions in the online forum.

• How can an organization have a culture? • What factors contribute to different

organizational cultures?

1hr

Project Team Assessments 1 Online collaboration: Assemble in your project times

online and consider this statement: “Industrial purchases, unlike consumer purchases, do not have an emotional component.” Discuss, summarize your commentary and email your team’s response to the instructor prior to Session 13.

Online collaboration {Student led}: Instruct students to assemble in their project times online and consider this statement: “Industrial purchases, unlike consumer purchases, do not have an emotional component.” Students should discuss, summarize commentary and email the team’s response to the instructor prior to Session 13.

1hr

Closure • Summarize and highlight major themes. • Remind students to complete and turn in the Term

Paper on service dissatisfaction report prior to Session 13.


• Assign reading for Learning Session 13.




O M P S

Faculty Notes m /hr

Activities 1

Before Learning Session 13, read Chapter 20: “Marketing Regulation and Consumer Behavior” in Consumer Behavior: Building Marketing Strategy.

Collect the Term Paper.

2 Class lecture and discussion on comparing and contrasting regulation and marketing to children and adults.

COM 2-1 DGP 2-7

Prepare a lecture and facilitate a discussion comparing and contrasting regulation and marketing to children and adults. {Faculty led (Ch. 20, pp. 711-731)}


1hr

3 Debate: What rules, if any, should govern marketing to kids on the Internet.

Mock debate {Faculty led}: Organize the class in to two teams for a debate. Assign each team a different position, and allow each team 10-20 minutes to meet and prepare their strategy. Alternating teams, give each student 1-2 minutes to debate the issue.

1hr

Assessment 1. Individual research: Visit the following websites and

summarize your findings as described for each in a document you will email to the instructor when completed: • Visit the Federal Trade Commission website at

www.ftc.gov. Describe the issues and concerns the FTC is concerned with in terms of consumer protection and marketing.

• Visit www.caru.org. Examine the past six months’ news releases. Place each case in a category (such as privacy protection). What do you conclude?

• Visit one of the sites listed below. Evaluate the effectiveness of the site in terms of marketing to children and the degree to which it meets the requirements of COPPA as shown in Table 20-5 in Consumer Behavior: Building Marketing Strategy.

• Visit the Better Business Bureau website at www.bbb.org. Describe the issues the FTC is concerned with in terms of consumer protection and marketing to adults.

Individual research {Individual work} Instruct students to visit the following websites and summarize findings as described for each in a document to be emailed to you when completed: • Visit the Federal Trade Commission website at

www.ftc.gov. Describe the issues and concerns the FTC is concerned with in terms of consumer protection and marketing.

• Visit www.caru.org. Examine the past six months’ news releases. Place each case in a category (such as privacy protection). What do you conclude?

• Visit one of the sites listed below. Evaluate the effectiveness of the site in terms of marketing to children and the degree to which it meets the requirements of COPPA as shown in Table 20-5 in Consumer Behavior: Building Marketing Strategy.

• Visit the Better Business Bureau website at www.bbb.org. Describe the issues the FTC is concerned with in terms of consumer protection and marketing to adults.

2hr

Closure • Ensure the in-class project assignment is emailed to

you before students leave class. • Course completion—closing comments.

course 2 consumer behavior: building marketing strategy

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