Course Profile Introduction to Marketing, Grade 11, College
Preparation, Catholic
Unit
2: The Marketing Mix
Time: 35 hours
Activity 2.1 | Activity
2.2 | Activity 2.3 | Activity 2.4a | Activity
2.4b
Students
learn how to successfully price, distribute, promote, and position products in
a competitive environment. They examine the importance of marketing products
that are in light of the common good. Specifically, they demonstrate an
understanding of the factors involved in establishing a promotional plan that
is both socially and fiscally responsible.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
2.1: Product Positioning |
540 min |
MMV.01, MM1.01, MM1.02, MM1.03, MM1.04, MM1.05, MP3.03, TM2.02 CGE 2a,b,c,d, 3b,d,f, 4b,d, 5a,e, 7f,g,i |
Application Thinking/ |
Conceptualize a Product Create a Package |
|
2.2: What Price is Right? |
420 min |
MMV.02, MM2.01, MM2.02, MM2.03 CGE 2a,b,c,d, 3b,f, 4b,f |
Knowledge Thinking/ Inquiry |
Pricing Report Supermarket Activity |
|
2.3: The Right Place! |
420 min |
MMV.03, MM3.01, MM3.02, MM3.03, MM3.04, MM3.05, TM2.01 CGE 2a,b,d,e, 3f, 4b, 5a,e, 7f,i |
Application Thinking/ |
Jigsaw Exercise Channels of Distribution Exercise Selecting a Channel |
|
2.4a: “The Medium is the Message” Assignment |
300 min |
MMV.04, MM4.01, MM4.02, MM4.03, MM4.04, MM4.05, TM2.03, TM3.04, MM1.05 CGE 2a,b,c,d,e, 3b, 4b, 5a,e,f, 7f |
Application Communication |
Advertising Medium Research Report Public Relations Role-Play Press Release |
|
2.4b: Promotional Plan Assignment |
420 min |
MMV.04, MM4.01, MM4.02, MM4.03, MM4.04, MM4.05, TM2.03, TM3.04, MM1.05 CGE 2a,b,c,d,e, 3b, 4b, 5a,e,f, 7f |
Knowledge, Application, Communication |
Promotional Plan Website |
Time: 540 minutes
This
activity involves the launch and positioning of a product in a competitive
marketing environment. Students conceptualize a product and then create a
package for it in accordance to some key marketing principles. The product and
package design should reflect our concern for environmental and ethical values.
Strand(s): The Marketing Mix
Overall
Expectations
MMV.01 -
explain what is required for a product to be positioned successfully.
Specific
Expectations
MM1.01 -
classify products according to type (e.g., consumer, industrial, institutional
products;
MM1.02 -
apply the product life cycle curve to different types of products;
MM1.03 -
demonstrate an understanding of the importance of branding;
MM1.04 -
explain how products are positioned in terms of demographics and lifestyles;
MM1.05 -
demonstrate an understanding of the characteristics of effective packaging and
labelling;
MP3.03 -
explain how marketing affects competition between products;
TM2.02 -
describe ways in which marketing activities (e.g., packaging, labelling) have
been influenced by the environmental movement.
Ontario
Catholic School Graduate Expectations
CGE 2a -
listen actively and critically to understand and learn in light of gospel
values;
CGE 2b -
read, understand, and use written materials effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE 2d -
write and speak fluently in one or both of
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 3d -
make decisions in light of gospel values with an informed moral conscience;
CGE 3f -
examine, evaluate, and apply knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 4d -
respond to, manage, and constructively influence change in a discerning manner;
CGE 5a -
work effectively as an interdependent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures;
CGE 7g -
respect and understand the history, cultural heritage, and pluralism of today’s
contemporary society;
CGE 7i -
respect the environment and uses resources wisely.
·
The
teacher should collect a variety of package examples for this activity.
·
Provide
supplies for students when they are creating their packaging assignment.
1. Have students conceptualize an original
consumer product in class.
2. Define the process of market segmentation,
including: demographic, geographic, benefit use, etc.
3. Hand out Appendix 2.1.1 – Consumer
Lifestyles and Demographics for explanations of demographic and lifestyles
segments.
4. Students are to identify and develop a
demographic/lifestyle profile that outlines the needs of their target group.
5. Introduce the concept of branding by having
students complete a pre-test that gauges their knowledge and awareness of brand
names (e.g., for each of the following products have students record the first
brand name that comes to mind: Ketchup, Hand Soap, Canned Soup, Frozen Dinner,
Chewing Gum, Deodorant, Hot Dog, and TV). This leads to a discussion of the
significance of branding.
6. Define and differentiate generic, private,
and brand labels.
7. Students are to develop a generic, private,
or brand name for their product and justify their selection.
8. Discuss the legal requirements of packaging
and labelling in
9. Have students create an actual package for
their brand. Ensure students follow a prescribed checklist that accounts for
elements such as the legal requirements, UPC Code, use of colour, lettering,
type of illustration, and originality.
10. Hand out Appendix 2.1.2 – Product Life Cycle
to introduce the concepts of the stages of the Product Life Cycle Curve.
11. Students place their product on the
appropriate category of the Product Life Cycle.
12. The teacher gives a written test on this
activity.
Diagnostic
·
Checklist
·
Pre-test
Formative
·
Development
of generic, private, or brand name for their product (Knowledge/Understanding,
Thinking/Inquiry)
·
Packaging
Assignment (Application, Thinking/Inquiry)
·
Product
Life Cycle Exercise (Knowledge/Understanding)
Summative
·
Written
test (Knowledge/Understanding, Application, Thinking/Inquiry)
·
Teachers
should be aware of students that require modification to the mandated
expectations for this course. See Ontario
Secondary Schools (p. 24 5.4.4)
·
Students
requiring enrichment could be asked to mentor peers requiring extra assistance.
·
Refer
to Accommodations Chart if required.
Print
Barnes,
J., M. Etzel, M. Sommers, W. Stanton, and B. Walker. Fundamentals of Marketing,
8th Canadian ed. Toronto, ON: McGraw-Hill Ryerson, 1998. ISBN
0-07-560436-1
Bearden,
W. Marketing W/Powerweb Package, Third
Edition. Toronto, ON: McGraw-Hill Ryerson, 2000. ISBN 0-07-246128-4
Careers in a Package. The Packaging Career Council of
Canada. Packaging Association of Canada, 1998. Contact information –
www.packagingcareers.org
Foot,
David and Daniel Stoffman. Boom Bust and
Echo 2000: Profiting from the Demographic Shift in the New Millennium.
Toronto, ON: Stoddart, 2000.
Popcorn,
Faith and Lys Marigold. Clicking 16
Trends to Future Fit Your Life, Your Work and Your Business. New York, NY:
Harper Collins Publisher, 1996.
Appendix
2.1.1 – Consumer Lifestyles and Demographics
Appendix
2.1.2 – Product Life Cycle
|
Cocooning |
The strong desire to stay at home and protect ourselves from the outside world. Stay home and watch a video on the VCR instead of going out to a movie theatre. |
|
Clanning |
The inclination to belong to a group, thus giving a person the feeling of security and validating beliefs. |
|
Egonomics |
Looking for ways to make personal statements. Plastic surgery - “I” want to look better |
|
Being Alive |
Growing awareness of good health and the concept of “wellness.” Health Food Stores, Fitness Gyms People want to enhance the quality not just the length of their lives. |
|
Cashing Out |
Working men and women who have questioned the value of their high paying career and opted to leave that life and return to a simpler lifestyle. |
|
SOS |
People that want to protect our planet and rediscover a social conscience of what is right and wrong. |
|
Adults as Learners |
People who want to return to school. |
Front
End Boomers
·
In
their fifties, living very comfortably
·
Occupy
senior positions in companies
·
Earning
30% more than their fathers did
·
Benefited
from owning real estate
Generation
X
·
Thirty
something and struggling in a career
·
Earning
10% less than their fathers
·
Were
in overcrowded schools and suffered from being a large cohort
·
Some
individuals lost money in real estate because they bought houses at their peak
value before the market crashed in the early 90s
·
Resemble
the front end baby boomers in that they are idealistic and may for example,
take a year off to visit Europe
·
Pay
attention to social issues such as AIDS and the Environment
·
Have
better employment possibilities than Gen X contingent due to their computer
experience
·
Benefited
from small classes and because this cohort was not as large as Gen X
·
Outlook
for them is not as bad as the Gen X contingent but not as good as the Baby
Busters
·
Larger
schools and more competition for jobs
·
These
kids should be alright because they are part of a small cohort
1. Introduction (e.g., High-speed Cable Modems)
·
Product
is launched into the market with a full scale marketing program
·
This
is the most riskiest stage because a lot of money of spent on consumer
acceptance of the product
·
The
company spends more money on stimulating demand for the product because there
is little competition
2. Growth (e.g., Cell Phones)
·
Market-acceptance
stage
·
Sales
and profits rise, often at a rapid rate
·
Competitors
enter the market as profits look attractive
·
At
the end of the stage profits lower because of the increased competition
3. Maturity (e.g., Analog TV)
·
Sales
and profits decrease causing marginal producers to go under
·
Sales
promotions and discounts occur in this stage
4. Decline (e.g., Tape Cassettes)
·
Need
for product disappears
·
A
decision to abandon or re-introduce into the market occurs
Time: 420 minutes
Students
explore the various factors that influence how prices are set. Moreover, they
analyse pricing strategies and policies and their impact on the sale of goods
and services. Students realize that pricing strategies contribute to the level
of a company’s profit. However, they understand that profitability can be
attained within the precepts of our faith.
Strand(s): The Marketing Mix
Overall
Expectations
MMV.02 -
identify the factors involved in product pricing.
Specific
Expectations
MM2.01 -
explain the factors that affect the price of products;
MM2.02 -
identify the pricing strategies used to promote the sale of products (e.g.,
skimming, market penetration);
MM2.03 -
describe the impact of pricing policies on sales of goods and services.
Ontario
Catholic School Graduate Expectations
CGE 2a -
listen actively and critically to understand and learn in light of gospel
values;
CGE 2b -
read, understand, and use written materials effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE 2d -
write and speak fluently one or both of Canada’s official languages;
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 3f -
examine, evaluate, and apply knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 5f -
exercise Christian leadership in the achievement of individual and group goals.
·
The
teacher posts an example of a word cluster in the classroom.
·
Schedule
75 minutes in the computer lab for Internet research. If the lab is not
available the Library/Resource Centre’s reference area can be substituted.
·
If
students have access to a computer lab during the delivery of this course, they
must be cognizant of the school or board’s policy regarding the ethical and
safe use of the Internet.
·
The
teacher should contact representatives at the supermarkets to make them aware
of the culminating activity.
1. As a class, create a word cluster with
“price” as the centre word. The teacher records students’ responses on the
board. From this list, definitions for the following should be discussed: fixed
costs, variable costs, break-even analysis, demand/supply, cost-plus pricing,
everyday low pricing, loss leader pricing, odd pricing, penetration pricing,
predatory pricing, psychological pricing, etc. Teachers are encouraged to use
newspaper or flyer advertisements to highlight each definition.
2. Show the pricing segment of the video The Reasonably-Priced World of Marketing
to reinforce the principles of pricing and pricing strategies.
3. Introduce
how organizational objectives can dictate a firm’s pricing strategy by showing
the students a number of slogans and or company policies that revolve around
the issue of price.
4. As an in-class exercise, students are to
perform an Internet search of ten companies selected by the teacher. Through
their research of each site, they are to create a report, using a
word-processing software package, which lists and briefly explains how the
company’s slogan and/or operating policy is price related. Students cut and
paste the slogans and/or operating policies into their report to corroborate
their explanations.
5. The teacher should focus on how the cost
structure of a product, shapes its price. Specifically state how fixed costs,
variable costs, break-even analysis and cost-plus pricing relate to product
pricing. Create a similar table to Appendix 2.2.1 – Pricing Exercise on the
board that clearly shows how these elements fit together.
6. Have students complete Appendix 2.2.1 –
Pricing Exercise.
7. As a culminating activity, have students
visit at least two supermarket stores. They are to research ten different types
of products that satisfy different needs. Students create a comparative table
using a word-processing software package that outlines: store name, brands
offered, package sizes, price ranges, quantities visible to the consumer,
supply/demand issues, pricing strategy used (e.g., competitive, psychological,
etc.), and location of the product in the store (e.g., the middle of isle,
lower shelf). This table is followed by a one-page report that makes a
recommendation based on the student’s findings, for those shoppers who are
looking for value in terms of quality and price.
8. The teacher gives a written test at the end
of this activity.
Diagnostic
·
Word
Cluster
Formative
·
In-class
exercise (Application, Thinking/Inquiry)
·
Appendix
2.2.1 – Pricing Exercise (Knowledge/Understanding, Application)
Summative
·
Written
test (Knowledge/Understanding, Application, Thinking/Inquiry)
·
Supermarket
Culminating Activity (Knowledge/Understanding, Application, Thinking/Inquiry)
·
The
teacher may need to modify the complexity of pricing examples and teach the use
of a calculator.
·
Refer
to Accommodations Chart if required.
The Reasonably-Priced World of Marketing.
Appendix
2.2.1 – Pricing Exercise
|
Unit Price (1) |
Unit Variable Costs (2) |
Contribution to Overhead (1)-(2) = (3) |
Overhead (total fixed costs) (4) |
Break-Even Point (4) ÷ (3) = (5) |
Markup (percent of unit price) (6) |
Retail Price (cost plus) (7) |
|
$60 |
$30 |
$30 |
$20 000 |
667 units |
45% |
$87 |
|
$70 |
$42 |
$28 |
$20 000 |
714 units |
30% |
$91 |
|
$80 |
$56 |
$24 |
$20 000 |
833 units |
25% |
$100 |
|
$90 |
$67 |
$23 |
$20 000 |
870 units |
20% |
$108 |
|
$100 |
$79 |
$21 |
$20 000 |
952 units |
10% |
$110 |
|
$110 |
$90 |
$20 |
$20 000 |
1000 units |
5% |
$115.50 |
|
Unit Price (1) |
Unit Variable Costs (2) |
Contribution to Overhead (1)-(2) = (3) |
Overhead (total fixed costs) (4) |
Break-Even Point (4) ÷ (3) = (5) |
Mark-up (percent of unit price) (6) |
Retail Price (cost plus) (7) |
|
$60 |
$30 |
|
$20 000 |
|
45% |
|
|
$70 |
$42 |
|
$20 000 |
|
30% |
|
|
$80 |
$56 |
|
$20 000 |
|
25% |
|
|
$90 |
$67 |
|
$20 000 |
|
20% |
|
|
$100 |
$79 |
|
$20 000 |
|
10% |
|
|
$110 |
$90 |
|
$20 000 |
|
5% |
|
Teacher
Copy
Time: 420 minutes
Students
investigate why distribution policies may vary for the same or different
products in a variety of markets. They compare the advantages and disadvantages
of various shipping strategies. Students examine different systems of inventory
control, how information technology affects each system and contributes to the
effective and efficient use of resources.
Overall
Expectations
MMV.03 -
compare a variety of distribution strategies.
Specific
Expectations
MM3.01 -
compare the channels of distribution for a variety of products in a variety of
markets;
MM3.02 -
describe how effective and appropriate distribution policies may vary from
product to product and for the same product;
MM3.03 -
compare the advantages and disadvantages of the various ways in which goods can
be shipped from one point to another;
MM3.04 -
explain different systems of inventory control;
MM3.05 -
demonstrate an understanding of how technology, including information
technology, has altered distribution and inventory control systems;
TM2.01 -
identify marketing issues created by changes in information technology (e.g.,
shopping on the Internet creates new competition, cell phones connect shoppers
to home, new information-gathering techniques limit privacy).
CGE 2a -
listen actively and critically to understand and learn in light of gospel
values;
CGE 2b -
read, understand, and use written materials effectively;
CGE 2d -
write and speak fluently one or both of
CGE 2e -
use and integrate the Catholic faith tradition, in the critical analysis of the
arts, media, technology, and information systems to enhance the quality of
life;
CGE 3f -
examine, evaluate, and apply knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 5a -
work effectively as an interdependent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures;
CGE 7i -
respect the environment and uses resources wisely.
·
The
teacher may need to re-acquaint him/herself with the Jigsaw cooperative
learning strategy. All handouts for the jigsaw activity are to be prepared
beforehand.
·
Plan
a field trip to a manufacturing plant that uses the “kanban” inventory system
such as Toyota Manufacturing Company in
·
If
a field trip to
·
Options
include: a) give students an Internet research assignment that investigates the
use of the “kanban” system in the automobile industry.b) plan a field trip to
an automaker. The objective is to allow students to see a modern inventory
control approach in practice.
1. Define the term “channels of distribution.”
List and explain each of the five distribution channels (Producer-Consumer;
Producer, Retailer, Consumer; Producer, Wholesaler, Retailer, Consumer;
Producer, Agent, Retailer, Consumer; and Producer, Agent, Wholesaler, Retailer,
Consumer). Tangible product examples should be used to illustrate each channel.
2. Have students complete an exercise that asks
them to indicate the channel(s) of distribution through which ten assigned
products are most likely to be distributed. They are to explain their
choice(s). In addition, students are to identify five different products that
could travel through each of the five aforementioned channels of distribution.
3. Engage students in a discussion that focuses
on the physical distribution of tangible products within each channel. Create a
chart on the board that cross references the major transportation methods
(rail, water, highway and air) with the following criteria: speed, cost,
reliability in meeting delivery schedules, variety of products carried, number
of geographic locations served, and most suitable products. The advantages and
disadvantages of each transportation method should evolve.
4. Introduce the factors that affect the choice
of channels selected by a business, using the Jigsaw cooperative learning
strategy. Create groups of four (home group). Hand out an information sheet
that outlines one of the four factors affecting the choice of channels by a
business to each member of the home groups (market considerations, product
considerations, intermediaries considerations and company considerations).
Assemble expert groups according to each factor. Students discuss the
information with their expert group members in conjunction with the teacher to
ensure a thorough understanding of the material. Students reassemble in their
home groups to report their findings.
5. Have students complete an assignment that
revolves around a new product such as a MP3 Player (a hand held device that
plays digitally saved music). They determine what needs to be known about the
product (product characteristics, price point, promotional aspects, and target
market) to establish a channel of distribution. Students are to justify their
choice of distribution channel using market, product, company, and middleman considerations.
6. Introduce different inventory control systems
used by some of the most dynamic corporations (e.g., Just-In-Time (JIT)
Inventory and Economic Order Quantity (EOQ) systems). Your focus should be on
(JIT) due to its immense popularity and use of information technology.
7. Your explanations of (JIT) should include
Wal-Mart’s “cross-docking” and Toyota’s “kanban” systems. Have students read
File 16-4 – Logistics Lessons from Wal-Mart – p. 482 of Fundamentals of Marketing, 7th
ed. to reinforce their understanding of the “cross-docking” strategy.
8. The “kanban” system can best be exemplified
by taking students on a field trip to a manufacturing plant, which employs such
an inventory control system. Construct an assignment that ensures that students
address the kanban system (see Planning Notes).
9. A written test should be created to ascertain
students’ knowledge of elements outlined in this activity.
Diagnostic
·
Informal
observation of Jigsaw Exercise
Formative
·
Channel
of Distribution Exercise (Knowledge/Understanding, Thinking/Inquiry)
·
New
Product Distribution Assignment (Application, Thinking/Inquiry)
·
Field
Trip (Knowledge/Understanding, Communication, Thinking/Inquiry)
Summative
·
Written
test (Knowledge/Understanding, Application, Thinking/Inquiry, Communication)
·
The
teacher may use mnemonics to teach the five major distribution channels
·
Refer
to Accommodations Chart if necessary.
Barnes,
J., M. Etzel., M. Sommers, W. Stanton, and B. Walker. Fundamentals of Marketing,
8th Canadian ed. Toronto, ON: McGraw-Hill Ryerson, 1998. ISBN
0-07-560436-1
Bearden,
W. Marketing W/Powerweb Package, 3rd ed. Toronto, ON: McGraw-Hill
Ryerson, 2000.
ISBN 0-07-246128-4
Time: 300 minutes
This
activity allows students to evaluate the various forms of advertising media
(e.g., television, radio, billboard, Internet). They assess the effectiveness
of advertisements in each of these media in light of the common good. In
addition, with an informed moral conscience, students assess how e-commerce and
communication impact product promotion opportunities and strategies.
Strand(s): Product Promotion, Issues in Marketing, International
Marketing and Product Positioning
Overall
Expectations
MMV.04 -
distinguish between product marketing and product promotion.
Specific
Expectations
TM2.03 -
present a summary of current issues that consumer consumers that are affecting
promotion and marketing (e.g., concern about racism, sexism, truth in
advertising, use of child labour in manufacturing);
TM3.04 -
report on the cultural, linguistic, and geographical difficulties that arise
when corporations market their products aboard;
MM1.05 -
demonstrate an understanding of the characteristics of effective packaging and
labelling;
MM4.01 -
compare the various methods of advertising a product;
MM4.02 - assess the effectiveness of
advertisements in each of the major media;
MM4.03 -
describe how electronic commerce and communication (e.g., telemarketing, the
Internet, e-mail, desktop publishing software) are affecting product promotion
opportunities and strategies;
MM4.04 -
describe the role of the public-relations function in a business.
Ontario
Catholic School Graduate Expectations
CGE 2a - listen actively and critically to
understand and learn in light of gospel values;
CGE 2b -
read, understand, and use written materials effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE 2d -
write and speak fluently one or both of Canada’s official languages;
CGE 2e -
use and integrate the Catholic faith tradition, in the critical analysis of the
arts, media, technology, and information systems to enhance the quality of
life;
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 5f -
exercise Christian leadership in the achievement of individual and group goals;
CGE 7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures.
·
The
teacher should have examples of various advertising campaigns (e.g., television
commercials, radio, magazine, and newspaper advertisements) in order to cite
some examples of current campaign strategies.
·
Access
to the Internet would allow students to view some current on-line advertising
formats (e.g., banners, pop-up screens, radio ads, and videos).
·
The
teacher should research several examples of public relations crises (e.g.,
Tylenol scare – 1980s, Firestone Tires on Ford Explorers – 1999, etc.).
·
The
SWOT (Strengths, Weaknesses, Opportunities, Threats), analysis approach to
identify and solve business case problems should be illustrated and a sample
case study/problem should be reviewed with the class prior to this lesson.
1. The teacher begins a class discussion
regarding the various forms of advertising media (e.g., television, billboard,
radio, Internet). The teacher creates a list of advertising media by asking
students to brainstorm ideas identifying as many advertising “vehicles” as they
can. The teacher asks students to recall one or two commercials or
advertisements for each of the media identified. The teacher then shows some
current examples of advertisements.
2. The teacher forms groups and assigns an
advertising medium to each group. Distribute
Appendix 2.4a.1 – The Medium is the Message Assignment.
3. In pairs, students discuss where they feel
the future of advertising is going (i.e., more Internet ads, shorter television
commercials (e.g., five seconds), more or less visible minorities in
advertising). A teacher-led discussion follows on ethics in advertising and the
role that the media/advertising plays in society. These topics may be further
explored by asking students to prepare an opinion paper on one or several of
these issues.
4. In an effort to explore the role that public
relations play in the promotional process, the teacher breaks the class into
small groups and assigns a well-known company public relations crisis to each
group. Each group is given the entire period to brainstorm ideas that will help
the company solve its problem. A SWOT (Strengths, Weaknesses, Opportunities,
Threats), analysis approach should be outlined and utilized by each group. Each
group is to prepare a press release outlining their proposed solution to the
problem. Students should outline the advertising medium/media that would be
utilized to inform the general public of how they plan to rectify the
situation. Also, students may be asked to role-play the situation/problem and the
proposed solution the class.
5. A written test is administered at the end of
this activity.
Diagnostic
·
Informal
observation
·
Brainstorming
·
Recall
(commercials/advertisements)
Formative
·
SWOT
analysis (Application, Thinking/Inquiry)
·
Press
release (Communication)
·
Role-play
(Communication)
Summative
·
Appendix
2.4a.1 – The Medium is the Message Assignment (Knowledge/Understanding,
Application, Communication, Thinking/Inquiry)
·
Written
test (Knowledge/Understanding, Application, Thinking/Inquiry, Communication)
·
The
teacher may need to employ peer-editing strategies when students create their
press releases.
·
Refer
to Accommodations Chart if required.
Textbooks
Barnes,
J., M. Etzel, M. Sommers, W. Stanton, and B. Walker. Fundamentals of Marketing,
8th Canadian ed. Toronto, ON: McGraw-Hill Ryerson, 1998. ISBN
0-07-560436-1
Bearden,
W. Marketing W/Powerweb Package, 3rd ed. Toronto, ON: McGraw-Hill
Ryerson, 2000.
ISBN 0-07-246128-4
Magazines
Advertising
Age
Publishes articles on trends in the advertising industry and on up-and-coming
companies and people. Contains a database for industry research.
PRWeek
Major print publication’s on-line version provides comprehensive and current public
relations information. Features event and job listings.
Electronic
Resources
Canadian
Consumer Information - http://www.consumerinformation.ca/
This government site has information for consumers concerning children as
consumers of industrial automotive products.
Other
Coca-Cola
Ltd. Coca-Cola Business Studies Program.
Toronto, ON, 1994.
Appendix
2.4a.1 – The Medium is the Message Assignment
Name: Date:
Instructions
1. Your group has been assigned the task of
studying an advertising medium and preparing a research report based on your
findings.
2. Your research report must include the
following elements:
·
the
origins and evolution of this medium, general costs of advertising (i.e., rate
cards), the strengths and weaknesses of using this form of advertising vs.
other forms of advertising, a list of product or product categories that
commonly use this form of advertising, a list of advertising firms specializing
in this medium, any pertinent scheduling information (e.g., must submit
finished copy and artwork two-three months in advance for a magazine ad), and
any unique opportunities presented by this medium (e.g., newspaper and magazine
advertising allows for the “pass along factor”).
·
a
poster/collage that illustrates some of the key points of your topic
3. Your group will report back the class by
doing an oral or electronic slide-show presentation on your advertising medium.
Also your group will present the poster/collage and distribute a two-page typed
summary handout to the class.
4. Finally, at the end of your presentation the
class will fill out a written test comprised of five true/false and five
multiple-choice questions prepared by your group based on what you presented.
Time: 420 minutes
Students
engage in an activity that allows for a complete understanding of the factors
involved in establishing a promotional plan that is socially, fiscally, and
morally responsible.
Strand(s): Product Promotion, Issues in Marketing, International
Marketing and Product Positioning
Overall
Expectations
MMV.04 -
distinguish between product marketing and product promotion.
Specific
Expectations
MM4.05 -
identify criteria that should be considered in evaluating a promotional plan;
TM2.03 -
present a summary of current issues that are affecting consumer promotion and
marketing (e.g., concern about racism, sexism, and truth in advertising, use of
child labour in manufacturing);
TM3.04 -
report on the cultural, linguistic, and geographical difficulties that arise
when corporations market their products aboard;
MM1.05 -
demonstrate an understanding of the characteristics of effective packaging and
labelling.
Ontario
Catholic School Graduate Expectations
CGE 2a -
listen actively and critically to understand and learn in light of gospel
values;
CGE 2b -
read, understand, and use written materials effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE 2d -
write and speak fluently one or both of Canada’s official languages;
CGE 2e -
use and integrate the Catholic faith tradition, in the critical analysis of the
arts, media, technology, and information systems to enhance the quality of
life;
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 5a -
work effectively as an interdependent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 5f -
exercise Christian leadership in the achievement of individual and group goals;
CGE 7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures.
·
The
teacher should be aware of all elements that may be included in a promotional
plan including advertising (e.g., television commercials, radio and magazine
ads), sales promotion techniques (e.g., coupons, bonus packs), public
relations, personal selling techniques, and publicity. A brief review of how to
create a cluster diagram may be necessary. A brief review of demographic
profiles and the AIDA (Attention, Interest, Desire, Action) formula may be
necessary. The teacher should book a computer lab or Library/Resource Centre to
allow students to do research and to generate their website. The teacher should
preview the step-by-step website launch programs available at sites such as
www.geocities.com, www.angelfire.com, or www.homestead.com.
·
Appendix
2.4b.3 – The Marketing Plan outline has been added for the convenience of the
teacher. This culminating activity should be handed out at the end of this
unit. This outline should provide guidance on how the Marketing Plan should be
shaped keeping in mind the expectations of this course.
1. The teacher begins a class discussion of what
elements comprise a promotional campaign. The teacher asks students to
recall/brainstorm any promotional campaigns and create a cluster diagram (with
the product/brand located in the centre) of the elements that are contained in
this campaign. Some examples of well known promotional campaigns include
Eggs-Get Crackin’ (includes television, radio, magazine, and billboard ads),
Coca-Cola-Always Coca-Cola included radio, television, magazine, and transit
ads and Chevy Trucks – Like a Rock, (includes newspaper, television, radio,
magazine, and billboard ads).
2. The teacher discusses the elements that made
these campaigns successful.
3. The teacher should outline/estimate some of
the general costs (i.e., budget) for these campaigns
4. The teacher divides the class into small
groups of three or four and distributes Appendix 2.4b.1 – The Promotional Plan
Assignment.
5. Each group should create a web address (e.g.,
ourproduct.com) and launch a website as part of their promotional campaign and
present their promotional plan to the class.
Diagnostic
·
Informal
observation
·
Brainstorming
Formative
·
Self-
and peer checklists
Summative
·
Appendix
2.4b.1 – The Promotion Plan Assignment (Knowledge/Understanding, Application,
Thinking/Inquiry, Communication)
·
Oral
presentations (Communication)
·
Website
(Application, Thinking/Inquiry, Communication)
·
Before
handing out the Promotional Plan Assignment, the teacher may need to select
groups based on computer literacy skills to ensure that there is a diversity of
knowledge in each group.
·
Refer
to Accommodations Chart if required.
Textbooks
Barnes,
J., M. Etzel, M. Sommers, W. Stanton, and B. Walker. Fundamentals of Marketing,
8th Canadian ed. Toronto, ON: McGraw-Hill Ryerson, 1998. ISBN
0-07-560436-1
Bearden,
W. Marketing W/Powerweb Package, 3rd ed. Toronto, ON: McGraw-Hill
Ryerson, 2000.
ISBN 0-07-246128-4
Magazines
Social
Marketing, Novartis – Take a free, short on-line course in social marketing,
provided by the Novartis Foundation for Sustainable Development.
Target
Marketing – On-line magazine is for the direct-marketing industry. Subscribers
can get news, find articles, and comb the directory of service providers.
Electronic
Resources
Marketing Magazine - http://www.marketingmag.ca
(on-line version of Marketing Magazine)
Angelfire – http://www.angelfire.com/ (website
launch program)
Geocities – http://www.geocities.com/ (website
launch program)
Homestead
– http://www.homestead.com/ (website launch program)
Appendix
2.4b.1 – The Promotion Plan Assignment
Appendix
2.4b.2 – Promotional Plan Assignment Rubric
Appendix
2.4b.3 – The Marketing Plan Outline
Name: Date:
Instructions
1. Your group has been asked to create/invent a
new product/service to be launched into the Canadian marketplace.
2. A brief overview of what your new product is
including brand name, slogan, and logo (sketch), as well as a demographic
profile of your intended target market, must be submitted prior to beginning
your project.
3. Your task is to launch this new product given
a promotional budget of $1 000 000.
4. The overall goal is to generate consumer
awareness and secure a “top three” market share ranking in your industry by the
end of the first year.
5. In order to launch this product, your group
must create a detailed promotional plan consisting of the following elements:
·
An
outline of which promotional elements will be used in the launch and throughout
the first year (e.g., website, television, radio, magazine, introductory
coupons, bonus-packs, discounted pricing, personal-selling techniques,
publicity generated and public relations agents).
·
A
timeline, outlining the launch dates/air times and frequency for each
promotional medium utilized. Specifically, if television is used, which
television stations, which dates, during which shows and how often. The same
should be done for radio, magazine, billboard, and all forms of promotion used
in this launch.
·
A
table outlining the cost breakdown (e.g., estimated current costs, four-colour
full-page Vogue or GQ magazine ad) of each promotional
element used.
·
An
analysis of the reach (e.g., audience size) for each promotional element.
·
One
copy of each element of the promotional campaign (e.g., any television
commercials, radio or magazine ads, coupons, and bonus-pack labels produced
must be submitted).
|
Category/Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Required elements of the promotional plan |
- demonstrates a limited understanding of the required elements |
- demonstrates a moderate understanding of the required elements |
- demonstrates a considerable understanding of the required elements |
- demonstrates a high degree of understanding of the required elements |
|
Thinking/Inquiry |
||||
|
Thinking/inquiry skills evident the promotional plan (e.g., AIDA formula) |
- demonstrates a limited amount of thinking/ inquiry skills |
- demonstrates a moderate amount of thinking/ inquiry skills |
- demonstrates a considerable amount of thinking/inquiry skills |
- demonstrates a high degree of thinking/ inquiry skills |
|
Communication |
||||
|
Communication of the advertisements with regards to the intended message and audience Creativity of Presentations (e.g., role-play or slide-show presentation) |
- communicates the intended message with a limited degree of effectiveness - demonstrates a limited amount of creativity |
- communicates the intended message with a moderate degree of effectiveness - demonstrates a moderate amount of creativity |
- communicates the intended message with a considerable degree of effectiveness - demonstrates a considerable amount of creativity |
- communicates the intended message with a high degree of effectiveness - demonstrates a high degree of creativity |
|
Application |
||||
|
Use of budget funds in generating consumer awareness and securing a “Top three” market share The use of technology in creating the website |
- utilizes budget funds in a limited capacity - displays a limited amount of computer applications |
- utilizes budget funds in a moderate capacity - displays a moderate amount of computer applications |
- utilizes budget funds in a considerable effective capacity - displays a considerable amount of computer applications |
- utilizes budget funds with a high degree of effective and creative capacity - displays a high degree of computer applications |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
*It is
suggested that the Promotional Plan Culminating Activity should be dovetailed
into this project.
Part I –
The Situation Analysis: Where are we now?
Historical background
·
Nature
of the product/firm, SWOT Analysis
Consumer Profile
·
Who
are the customers we are trying to serve?
·
What
market segments exist?
·
How
many consumers are there?
·
How
much do they buy and why?
·
Are
there significant international market segments?
Competitive Analysis
·
Given
the nature of the markets – size, characteristics, competitive activities, and
strategies – what marketing opportunities exist for this firm?
Part II
– Marketing Objectives: Where Do We Want to Go?
Sales Objectives
·
What
level of sales volume can we achieve during the next year?
Profit Objectives
·
Given
the sales level and the cost structure of the firm, what level of profits
should be achieved?
Consumer Objectives
·
How
will we serve our target market customers?
·
What
do we want consumers to think about our firm?
Part III
– Developing A Marketing Mix: What Should We Do with Each Marketing Mix
Element?
Product/Service Decisions
·
What
products should we offer to meet consumers’ needs?
·
What
is the exact nature of these products?
Pricing Decisions
·
What
price points should be used?
·
What
pricing strategies should be considered?
Distribution Decisions
·
What
channel(s) will be used in distributing our product offerings?
·
Where
should they be located?
·
What
should be their major characteristics?
Promotional Decisions
·
Insert
Promotional Plan Culminating Activity
Financial Considerations
·
What
will be the financial impact of this plan on a one-year projected income
statement?
·
How
does this income statement compare with our objectives?
Control Aspects
·
Human/Capital
Resource Allocation
Course
Overview | Course
Profiles Main Menu