Course Profile Introduction
to Marketing, Grade 11, College Preparation, Public
Unit 4: Trends In Marketing
Time: 30 hours
Activity 4.1 | Activity
4.2 | Activity 4.3 | Activity 4.4
Students
interpret the effects of new information technologies on marketing strategies;
identify and describe various environmental, ethical, and legal concerns that
relate to marketing; distinguish international marketing from national,
regional, and local marketing; and analyse effective marketing strategies used
by organizations in the not-for-profit sector.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
4.1:
Information Technology in Marketing |
6 hours |
TMV.01,
TMV.02, MPV.02, TM1.01, TM1.02, TM1.03, TM1.04, TM2.01, MP2.02 |
Knowledge/ Thinking/ Application Communication |
1.
Investigate the use of information technology in marketing. 2.
Visit e-business sites. 3.
Compare e-business sites. 4.
Electronic presentation of research. |
|
4.2:
Issues in Marketing |
8 hours |
TMV.02,
MPV.02, TM2.02, TM2.03, TM2.04, MP2.04 |
Knowledge/ Thinking/ Communication Application |
1.
Investigate current issues and consumer concerns. 2. Look
at the effect of packaging on the environment. 3.
Examine ethical issues in marketing. 4.
Research federal and provincial regulatory boards. |
|
4.3:
International Marketing and Global Market Place |
9 hours |
MPV.02,
MPV.03, TMV.03, MP2.01, MP2.03, TM3.01, TM3.02, TM3.03, TM3.04 |
Knowledge/ Application |
1.
Investigate economic systems. 2.
Classify types of consumer markets. 3.
Examine alternative marketing channels. 4. Look
at video clips on international marketing. 5.
Consider multinational sensitivity. |
|
4.4:
Not-for-profit Marketing |
7 hours |
TMV.04,
TM4.01, TM4.02, TM4.03, TM4.04, TM4.05, TM2.05 |
Knowledge/ Thinking/ Communication Application |
1.
Examine nature and scope of not-for-profit marketing. 2.
Revisit the exchange concept as applied to NFP marketing. 3.
Describe the importance of NFP marketing. 4.
Explore attitudes. 5. Show
how marketing mix applies to NFP marketing. 6.
Develop a NFP website. |
Time: 360 minutes
Students
investigate information technology in marketing through visiting Internet
shopping websites (example sites listed in Resources). Students could compare a
number of competitive sites for retail marketing, fashion industry, sports, and
music. The sites should include on-line shopping. Enrichment activities could
include an e-search for: a site that demonstrate Canada’s role in the global
marketplace, information on hologram cards for advertising, and how to apply
for credit cards on-line (advantages and disadvantages). The results of the
website comparisons and the enrichment activities could be reported with
electronic presentation software and assessed (self-, peer or teacher) with a
presentation rubric.
Strand(s): Trends in Marketing
Overall
Expectations
MPV.02 -
explain how marketing influences consumers and competition;
TMV.01 -
interpret the effects of new information technologies on marketing strategies;
TMV.02 -
identify and describe various environmental, ethical, and legal concerns that
relate to marketing.
Specific
Expectations
TM1.01 -
summarize the changes in marketing that have resulted from advances in
information technology;
TM1.02 -
describe ways in which information technology has had an impact on consumers;
TM1.03 -
describe how emerging information technologies affect the functions of
marketing;
TM1.04 -
predict the factors, trends, and changes within information technology that
might affect the role of marketing and marketing strategies in the future;
TM2.01 -
identify marketing issues created by changes in information technology;
MP2.02 -
describe ways in which information technology is influencing global marketing
strategies and techniques.
·
Use
of presentation software, screen tiling, and electronic research techniques.
·
Arrange
for class time in a computer lab, a data projector, or computer-to-TV broadcast
tool.
4.1.1
Students
investigate information technology in marketing through visiting Internet
shopping websites listed in Resources. The teacher should review the
school/board’s Internet Use Agreement and discuss Internet safety with the
class. Screen tiling should be reviewed. Catholic and the Public profiles for
BTT1O/2O, Introduction to Information Technology, provide excellent Internet
safety tips. Surf Right, at http://www.tcdsb.on.ca, is a good source for
Internet etiquette and safety practices.
4.1.2
Using the
Appendix 4.1.1 – Website Assessor, students compare a number of competitive
sites for retail marketing, fashion industry, sporting, and music. The sites
should include on-line shopping.
4.1.3
The
teacher reviews the basics of presentation software. The teacher could model
the use of presentation software with a data projector or a computer-to-TV
broadcast tool.
4.1.4
Students
prepare to present their research results electronically. Students should be
given the presentation rubric at the start of the activity. (See Appendix
4.1.2.)
4.1.5
Students
make presentations.
·
Involving
students in the assessment process is one way to encourage group members’
involvement. Individual grades are assigned.
·
Students
should be given the assessment tools and rubrics to be used at the start of the
activity.
·
Focus:
Knowledge/Understanding, Thinking/Inquiry, Application, Communication
·
Group
assessment of the product, The Internet Use Agreement, refer to Assess for
Success the OSSTF publication for examples.
·
Peer
assessment of the presentations, Peer Evaluation of Another Group’s
Presentation, p. 175 Ibid.
·
It
is important that the teams have an opportunity to fine-tune the product, after
they have received the peer and group feedback, before the product is submitted
to the teacher for grading.
·
Teacher
evaluation of the product (presentation). (See rubric, Appendix 4.1.2.)
·
The
teacher should take into consideration the student’s IEP for specific
accommodations and suggestions that address the student’s learning needs.
·
Extensive
suggestions for accommodations can be found in The Curriculum Planner K-12
·
Alter
the number and types of sites.
·
ESL
students may not be familiar with the use of rubrics and should be given
practice prior to using them as assessment tools. They could be allowed more
time to prepare presentations and allowed to pre-tape spoken segments. Provide
ESL students with a glossary of difficult English vocabulary used in the
Appendices (i.e., words such as credible, logically, timely, relevant,
facilitate, legibility) might also be beneficial.
·
Enrichment
activities could include an extension of the required content for the
presentation:
· E-search for sites that demonstrate Canada’s role in the global marketplace; e-search for information on hologram cards for advertising; e-search for advantages and disadvantages of applying for credit on-line.
· Enrichment Trip Grade 11- OAC – see http://queensu.ca/cds/emcc/ One-week sessions at Queens held May each year. Students stay in residence, open to all. Course Code 15SS, Being an Ethical Producer.
In
addition to the resources listed for Marketing Trends in the overview, the
following websites are useful:
Aldo
Shoes – http://www.aldoshoes.com
Amazon
– http://www.amazon.com
Banana
Republic – http://www.bananarepublic.com/home.htm
Bootlegger
– http://www.bootlegger.com/
Chapters – http://www.chapters.ca
Club
Monaco – http://www.clubmonaco.com/
Dell
Computers – http://www.dell.ca
Dylex
– http://www.dylex.com/
EBay
– http://www.ebay.com/
French
Connection – http://www.frenchconnection.com/
Fashion clothing for The Gap, Banana Republic and Old Navy
The
Gap – http://www.gap.com/asp/home.html
Harrod’s
Department Store – http://www.harrodsonline.com
HMV
– http://www.hmv.co.uk/
Lady
Footlocker – http://www.ladyfootlocker.com/
Lord
and Taylor Department Store – http://www.lordandtaylor.com/
Mark
James – http://www.markjamesgroup.com/
Neiman
Marcus Department Store – http://www.neimanmarcus.com/
Nordstrom
Department Store – http://store.nordstrom.com/
Old
Navy – http://www.oldnavy.com/asp/home.html
Roots
– http://www.roots.com/
Saks
5th Avenue – http://www.saksfifthavenue.com
Sam
the Record Man – http://www.samscd.com/
Sony
Music Canada – http://www.sonymusic.ca/
Sports
Excellence – http://www.muisports.ca/
TechWeb
– http://www.techweb.com/smallbiz/howto0302.html
Tristan-America
– http://www.tristan-america.com/
Appendix
4.1.1 – Website Assessor
Appendix
4.1.2 – Presentation Rubric
Time: 8 hours
This activity deals with current
issues and consumer concerns that affect marketing and promotion and the
avenues available to consumers for expressing their objections to specific
marketing activities. (Specific issues that should be addressed are the
environmental movement, the impact of marketing boards and regulatory agencies,
gender representation in advertising, truth in advertising, and labour
exploitation in manufacturing). Group discussion, brainstorming, researching
government organizations, policies and achievements, and viewing videos are
used to increase students’ awareness of these issues. Ultimately, students
design a webpage to express their objections and post information regarding one
of the issues or consumer concerns. Designing the webpage provides experience
for the larger activity of developing a website in Activity 4.4.
Strand(s): Trends in Marketing
Overall
Expectations
TMV.02 -
identify and describe various environmental, ethical and legal concerns that
relate to marketing;
MPV.02 -
compare the factors that affect marketing methods and activities in the global
economy.
Specific
Expectations
TM2.02 -
describe ways in which marketing activities have been influenced by the
environmental movement;
TM2.03 -
present a summary of current issues and consumer concerns that are affecting
promotion and marketing;
MP2.04 -
describe the impact of government policies and agencies on marketing
activities;
TM2.04 -
identify channels through which consumers can express objections to specific
marketing activities.
·
Brainstorming
technique referred to as chunking. (See Pedagogy Resources.)
·
Computer
software used for webpage design. (BTT1O/2O provides remedial work, if
necessary)
·
Prior
to commencing this activity, provide students with a homework assignment where
they interview teachers, family, and friends regarding controversial
advertising and marketing tactics. (Sensitivity to religious and cultural
diversity is required.) Teachers may prepare an interview sheet to aid students
in soliciting information. This provides students with additional insight for
the chunking exercise referred to in the first Teaching/Learning Strategy.
Students will know that “no comment” is an acceptable answer to any question,
and that some people will not want to participate at all. Encourage students to
review issues of marketing magazines
to find examples of controversial advertising and promotional campaigns. Three
periods in a computer lab with Internet access are recommended for this
activity.
·
The
National Labour Congress (NLC) website provides updated titles regarding
consumer concerns. (See http://www.nlc.org/resource/htm.)
4.2.1
·
An
introductory activity to identify various concerns related to marketing could
make use of a brainstorming classification technique referred to as chunking.
Students, in groups of four to six, are provided with sticky notes on which to
record issues related to marketing. To encourage participation by all members,
ideas are shared through expressing the idea and placing the paper in the
centre of the table on a rotating basis. Issues can then be classified under
subheadings, such as Environmental, Ethical, and Legal, provided by the teacher
or developed through student input.
Examples of issues include:
a) environmental – packaging and promoting the use of items that are hazardous such as lawn care pesticides, household cleaning products, etc.
b) ethical – commercial claims and sexism in advertising
c) legal – advertising restrictions for products such as alcohol and tobacco.
·
Charts
or posters may be developed using the sticky notes and these should be
maintained for reference during the duration of the activity.
·
Teachers
should advise students of the summative assignment for this activity. This
assignment involves designing a webpage to post information regarding an
issue/concern related to marketing practices in Canada or for goods that are
being marketed to Canadian consumers.
4.2.2
Several
activities relating to how the environmental movement has affected packaging
and labelling are available in the Careers
in a Package (CIP) binder.
Students can be introduced to this sub activity through a 20-minute motivational
activity which involves reviewing packages and completing the student handout
Packaging – The Balancing Act from p. 113 of the binder. Teachers can show the
entire class various packages or have the packages set up in stations around
the class.
Activity
6 ‘Packaging Guidelines’ (p. 131) from the CIP
binder provides examples of packaging reduction achievements as well as an
activity involving Canadian Packaging Protocol.
4.2.3
Re-examining
ethical issues that groups identified in Strategy 1, the teacher can promote a
discussion to create awareness of current issues and consumer concerns related
to marketing. See Resources for videos that provide students with memorable
insight into these controversial areas of marketing. Students use concept webs
to evaluate and synthesize information from the video sources. Allow two
periods if all videos are going to be used.
4.2.4
Working
in pairs, students select one of the provincial or federal marketing boards or
regulatory bodies and research its responsibilities and importance. Examples of
organizations include: Canadian Egg Marketing Association, Canadian Pork
Council, Ontario Milk Marketing Board, Ontario Grape Grower’s Marketing Board,
Ontario Sheep Marketing Agency, Ontario Wheat Producers’ Marketing Board, the
Ontario Soybean Growers Marketing Board, the Canadian Radio-Television and
Telecommunications Commission, the Consumers’ Association of Canada and
Advertising Standards Canada (previously the CAF).
Students’
findings are presented to the class. Research and presentations are completed
in two periods.
4.2.5
In pairs,
students research one of the current issues or consumer concerns to which they
have been exposed. As students should have some background knowledge, research
should focus on obtaining updated examples/information regarding issues and,
where appropriate, interviewing the stakeholders involved.
4.2.6
Using
their research, students develop a webpage that informs others of the issue
they have researched and advises them of strategies for addressing the issue.
·
Focus:
Knowledge/Understanding, Thinking/Inquiry, Communication, Application
·
The
‘Packaging Guidelines’ exercise is a short assignment, which can be collected
from each student.
·
The
pair’s presentations, on the various marketing boards and government agencies,
can be evaluated for content and style.
·
Appendix
4.1.2 – Presentation Rubric
·
The
webpage design is the summative assignment for this activity and can be marked
using the webpage rubric, Appendix 4.4.1.
·
Assign
students less complex issues (i.e., truth in advertising) to research.
·
Provide
a prepared interview sheet given to aid students in soliciting information.
·
ESL
students should be allowed to conduct the interviews in their first language.
·
ESL
students may not be familiar with the brainstorming technique referred to as
chunking and will need to be introduced to it and allowed to practise.
·
Enrichment
could include developing more complicated websites (complete with links)
The
resources listed for each activity are an addition to those listed in the
Overview.
Electronic
AdCritic
– www.adcritc.com (controversial ads and a focus group service for agencies)
Advertising
Standards Canada – http://www.adstandards.com (includes advertising codes for
various industries, complaint reports, how to submit complaints)
Canadian
Radio-Television and Telecommunications Commission – http://www.crtc.gc.ca
The frequently asked questions for this site provide address areas of consumer
concern.
Consumers’
Association of Canada – http://www.consumer.ca
The CAC is an independent, non-profit volunteer organization
Print
Levin,
Sandy. Marketing Dynamics.
Chapter 7 (p. 145-8) on pricing outlines the various types of marketing boards
and discusses the effect of marketing boards on prices.
Packaging
Careers Council of
Videos
Wilson
& Notman. The World of Business Video
Series Third Edition.
Killing Us Softly 3. 2000. ISBN 1-893521-11-7. (Revised
edition)
Ads and commercials to critique advertising’s image of women, a study guide is
in process.
Disney Goes to
This video provides insight into the exploitation of Haitian factory workers. Orders
can be placed via the National Labour Committee (NLC) website,
http://www.nlc.org or by calling (212) 242-0986
Time: 9 hours
Students
investigate the importance of the global and international markets by viewing
the different types of economic systems and the relationship between the
consumer and industrial markets. Students are asked to investigate different
economies and examine problems that occur for companies when introducing their
product in a foreign market. Students are exposed to the different practices of
international companies and the difficulties that may arise when trying to
penetrate a foreign market. This is accomplished using videos and a study of
translation problems, for slogans and brand names, that may occur when a
company decides to expand into the international market.
Strand(s): Marketing Process, Trends in Marketing
Overall
Expectations
MPV.02 -
compare the factors that affect marketing methods and activities in the global
economy;
MPV.03 -
explain how marketing influences consumers and competition;
TMV.03 -
distinguish international marketing from national, regional, and local
marketing.
Specific
Expectations
MP2.01 -
explain how cultural and ethnic differences among consumers influence
marketing;
MP2.03 -
compare the application and implementation of marketing in different types of
economic systems;
TM3.01 -
distinguish the major consumer and industrial markets around the world;
TM3.02 -
describe the factors leading to the development of the multinational
marketplace;
TM3.03 -
compare the marketing strategies and activities of a number of major
international corporations;
TM3.04 -
report on the cultural, linguistic, and geographical difficulties that arise
when corporations market their products abroad.
·
Types
of economic systems visited in Introduction to Business – for students who took
that course.
Teachers
prepare by visiting the websites listed in Resources. You need a map of the
world or a globe. Activity 4.3.1 requires some knowledge in chemical terms of
ingredients and country of origin of these ingredients (link with a Science
class to conduct an e-search on the ingredients).
4.3.1
The
teacher asks students to list what they had for breakfast that day. (See
BBI1O/2O, Introduction to Business, Catholic, A Typical Morning) Have students
list the ingredients, found in the breakfast item, and have them locate the
place from where they come on a map of the world. Pose the question, “Are open
borders for trade positive or negative for the Canadian economy?” Students
write a list of points to support decisions; then, through discussion,
formulate class position. This helps students to develop an appreciation of the
variety of goods available due to international trade.
4.3.2
Students
investigate, from their findings in Activity 4.3.1, the country in question.
Students determine what type of economic system each country has. As an
introduction to Free Enterprise, ask students, “How do you personally benefit
from the government’s role in the free enterprise system?” Different terms
discussed could include market economy, command economy, capitalism, socialist,
communist, and privatization.
Have
students lead a discussion on how a company can adapt their product to the
foreign market. Some factors to consider are: government regulations, tariffs
and taxes, regional trade associations (European Union and the North Atlantic
Free Trade Agreement), competition, cultural influences, etc. A good reference
is the Catholic School Board Course Profile, Introduction to Business,
BBI1O/2O, Unit 4.
4.3.3
Ask students to brainstorm types of consumer
markets and possible classifications of these markets:
Demographics
Generations:
· Young Urban Professionals – “YUPPIES”;
· Well Off Older People – “WOOPIES”;
· Single, Separated, Divorced, Widowed – “SSWD”;
· Double Income No Kids – “DINKS”;
· One Income No Kids – “OINKS”;
· Mature Urban Professionals – “MUPPIES”;
·
Ethnic
Background;
·
Income;
·
Geography.
Psychographics:
·
Having
Fun - leisure dominates (increase spending on toys, entertainment, theme parks
sports, electronics, etc);
·
Natural
Eating - natural ingredients, health conscious;
·
Exercise
- physical fitness, reliever stress, social activity;
·
Shopping
for Value – value and quality, warehouse club stores, outlet malls;
·
Green
Marketing – considering the environment, reduce packaging, recycle, conserving
natural resources.
Discuss
Industrial Market by looking at derived demand (marketers need to be aware of
how their markets will change as change occurs in consumer market). For
example, an increase in automobile sales means an increase in automobile
components (tires, batteries, etc.). Have students brainstorm what other
markets would be affected if there were changes in consumer buying patterns.
4.3.4
Have
students list all items found in their favourite store (other than inventory)
needed to run a business. Students’ focus is on fixed assets (clothes racks,
counters, terminals) rather than merchandise. Recall some of the websites
students viewed in Activity 4.1.1. Have them trace these items (Supplier to
Wholesaler to Manufacturer). This discussion could include the terms:
extractors, construction and manufacturing businesses, wholesalers and
retailers, businesses and professional services, institutions and non-profit
organizations, and governments (local, provincial, and federal).
4.3.5
The
teacher might show videos that present information on International Trade (see
Resources in the Overview).
4.3.6
Have
students take the Multicultural Quiz (See Appendix 4.3.1)
After
taking up the quiz, discuss the importance of knowing a culture in order to
succeed (See websites in Resources for Marketing Mix). Translation problems
have occurred when taking a North American product and trying to market it
abroad, but similar problems have occurred when taking a foreign product and
trying to introduce it to the North American market. In groups, students come
up with very inappropriate brand names or slogans of their own that would not
be suitable for foreign markets or brand names or slogans that would not be
suitable for the Canadian market, and present them to the class. Stress
appropriate language to avoid profanities.
Focus: Knowledge/Understanding,
Thinking/Inquiry, Communication, Application
·
The
activity sheets in Activity 4.3.5 can be collected for marking.
·
Other
groups in the class can assess the group presentation in Activity 4.3.6. The
teacher does the individual evaluation.
·
As
an enrichment activity, students could research foreign slogans/brand names and
translate them to investigate why they would not be adaptable in the North
American market.
·
As
a remedial activity, simplify the process by providing students with slogans
and have them match up the country or language with which they are associated.
Boutique
Y3K – http://www.boutiquey3k.com/By3kflash/index2_flash.html (e-commerce entry,
branding, and re-positioning strategies, CRM tactics, campaigns, data mining)
The
Hagemeyer-Cosa Liebermann Group – http://www.hcl-group.com/
Develops marketing strategies for consumer products and technology companies in
Asia/Pacific.
World
Wide Web Marketing – http://www.wwwmktg.com/
Things to do with the Internet and World Wide Web. Covering Europe and Asia
Pacific.
Time: 7 hours
Students
research not-for-profit organizations in their community or school and produce
an informational website for the organization.
Strand(s): Trends in Marketing
Overall
Expectations
TMV.04 -
analyse effective marketing strategies used by organizations in the
not-for-profit sector;
TMV.05 -
describe the objectives of and an effective marketing campaign for a specific
social cause.
Specific
Expectations
TM2.05 -
describe the objectives of and an effective marketing campaign for a specific
social cause (e.g., an environmental issue, an animal shelter, a food bank);
TM4.01 -
describe the characteristics and features of not-for-profit organizations;
TM4.02 -
explain why marketing is important to not-for-profit organizations;
TM4.03 -
compare ways in which not-for-profit organizations have applied the marketing
mix;
TM4.04 -
produce a summary of ways in which different levels of government engage in
not-for-profit marketing;
TM4.05 -
compare the ways in which the not-for-profit sector and governments market
their products.
With
basic understanding of word processing and access to a web publishing program,
students should be able to produce a website with hyperlinks to other pages and
sites. Introduction to Information Technology, BTT1O/2O, both Public and
Catholic profiles, provides remedial work for students, if necessary.
Save junk
mail and encourage students to do the same for Strategy 4.4.5. Save inserts
that profile not-for-profit organizations, when they are available. Have
students watch a video of a not-for-profit organization infomercial.
Provide
access to computer facilities.
Teachers
Note
Why would
not-for-profit organizations want to market. (Not-for-profit organizations have
something they want others to know about. They need to market to fulfill their
mission.) Due to the growth in the number of not-for-profit organizations and
the shrinking financial support base from government at all levels, marketing
has taken on even more importance as the competition for limited dollars
builds. People who work in the not-for-profit sector may have great potential
to positively impact people’s lives. Often not-for-profit sector workers get
far more responsibility early in their career than they might otherwise.
4.4.1
Examine
the nature and scope of not-for-profit marketing. Some business organizations
are intentionally not-for-profit. They exist in every community and many employ
a significant number of employees. Working in groups, students develop lists of
not-for-profit organizations and describe their activities. These organizations
can be grouped into types of organization (e.g., advocacy, cultural, educational,
health, philanthropic, public interest, religious and social). Students may not
be familiar with the range of activities conducted by the non-profit sector.
Point out that not all businesses falling into these categories are
not-for-profit. Introduce the concept of halo marketing – the practice of using
a not-for-profit organization to market goods, which are “related” to its
social aim. Some not-for-profit organizations rent their membership lists to
for-profit businesses (e.g., universities rent their alumni lists to credit
card companies who market affinity cards). Invite an appropriate guest
speaker(s), if available. They will have a special insight to share.
4.4.2
Review
the exchange concept as applied to not-for-profit organizations. Earlier in the
course the concept of exchange was introduced (MPV.01). Review the concepts of
exchange and the marketing mix. Lead a discussion with students about the ways
that not-for-profit organizations are also involved in exchanges. Refer to the
list described in Strategy 4.4.1. In each case what does this organization
exchange? Not-for-profit organizations have three special classes of consumers
– contributors, clients, and volunteers. In each case, what is being exchanged?
4.4.3
Describe
the importance of marketing in not-for-profit organizations. Marketing
activities have different names in a non-profit environment including
fundraising, fund development, image development, community relations, and
citizen education. Fundraising activities can be expensive and controversial.
Have students investigate the fundraising activities of some of the
not-for-profit organizations identified in Strategy 4.4.1. Use Internet
sources, personal interviews, or printed materials to determine the extent and
sources of money raised. Have students investigate the growth in on-line
philanthropic giving. Point out that some organizations recruit volunteers and
have students investigate how these organizations recruit and select
volunteers.
4.4.4
Explore the attitudes of
not-for-profit organizations towards marketing. Review the marketing concept
with students including the progression from production and sales concepts.
Lead a discussion about how the marketing concept works in a non-profit
environment and how it has displaced the production and sales concepts. Some
not-for-profit organizations use packaging promotions, putting their campaign
messages on another marketer’s product packaging (e.g., pictures of lost
children on milk cartons), others use newspaper inserts for marketing promotions.
Have students find examples and bring them to class. Discuss cross promotions
in the context of the marketing concept.
4.4.5
Show how
the marketing mix applies in non-profit marketing. Marketers of non-profit
organizations must develop a mix of brand, advertising, distribution, and
selling, and pricing strategies. Review brand building in a not-for-profit
context. Have students use direct mail and other advertising from
not-for-profit organizations material they have saved. Some organizations use infomercials
to advertise for contributors. Suggest that students view one of the
infomercials and identify the parts of the marketing mix they see on the video.
Discuss how distribution strategies differ in attracting donors versus
attracting clients for not-for-profit organizations.
4.4.6
In pairs,
students select the organization. Remember to give students the rubric before
they start their assignment. As a culminating activity, students create a
website for a school-based or community-based organization and should include
interactive features allowing viewers to learn about the organization, register
to volunteer, and link to other sites.
·
Focus:
Knowledge/Understanding, Thinking/Inquiry, Application, Communication
·
Assessment
rubric for the website assignment, Appendix 4.4.1 – Website Rubric
·
As
an enrichment activity, students produce a complex product by including more
interactive capabilities (e.g., on-line registration, shopping, and donations),
animation, and clear navigation buttons.
·
Produce
a simple webpage using one of the many templates available and use fewer
criteria in each category of the rubric (Appendix 4.4.1).
·
Students
could assess a number of websites using the Appendix 4.1.1 – Website Assessor.
Electronic
Guerilla
Marketing – http://gmarketing.com (marketing information)
Management
Help – http://management help.org/np_progs/mkt_mod/market
This site contains a wealth of marketing resource material on not-for-profit
marketing.
Dr.
Charity – http://www.drcharity.com (business-planning resources for the
not-for-profit industry)
Sponsorvision
– http://www.sponsorvision.com
This site has information on sponsorship and cooperative strategic planning
resources.
Print
Kotler,
Philip, et al. Strategic Planning for Non
Profit Organizations, 5th ed. Englewood Cliffs: Prentice Hall, 1996.
ISBN 0-13-232547-0
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Criteria |
Comments |
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Credibility
of Source Where
does the information come from? Methods
used for obtaining data |
|
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Organization Logical
flow Ease
with which specific data can be accessed |
|
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Appropriateness Is the
depth of information appropriate for the target market? |
|
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Type
of site If a
commercial site, are the sponsors provided? Information
leading to specific products/services |
|
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Up-to-Date Relevance
of information When
was the most recent information posted? |
|
|
Links Are
useful links offered? |
|
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Text Legibility Is
there a balance of text type?(e.g., too much type in reverse is difficult to
read) |
|
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Graphics
and Illustrations Are
graphics/animation helpful or just amusing? Explain |
|
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Navigation Can the
information be accessed quickly? Is the
site awkward to use? |
|
|
Interactive Does
the site keep you involved and interested? Does
the site allow for personalized information to fit specific needs and
circumstances? Provide an example |
|
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding |
||||
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Knowledge of facts and terms Expectation: |
- demonstrates limited knowledge of facts and terms |
- demonstrates some knowledge of facts and terms |
- demonstrates considerable knowledge of facts and terms |
- demonstrates thorough insightful knowledge of facts and terms |
|
Understanding of concepts, principles, and theories Expectation: |
- demonstrates limited ability to identify and explain content on topic |
- demonstrates some ability to identify and explain content on topic |
- demonstrates considerable ability to explain content on topic |
- demonstrates through ability to explain all aspects of content on topic |
|
Thinking/Inquiry |
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Critical and creative thinking skills (e.g., to identify the problem, topic, issue, explore alternative, collect the data) Expectation: |
- demonstrates limited ability to use specific strategies to gather information and generate ideas for a presentation |
- demonstrates some ability to use specific strategies to gather information and to generate ideas for a presentation |
- demonstrates considerable ability to use specific strategies to gather information and to generate ideas for a presentation |
- demonstrates considerable ability to use specific strategies to gather information and to generate ideas for a presentation |
|
Application |
||||
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Application of concepts, skills, and procedures in familiar (to new) contexts Expectation: |
- demonstrates limited ability to use an organizational pattern to structure ideas for a presentation |
- demonstrates some ability to use an organizational pattern to structure ideas for a presentation |
- demonstrates considerable ability to use an organizational pattern to structure ideas for a presentation |
- demonstrates a high degree of ability to use an organizational pattern to structure ideas for a presentation |
|
Use of equipment, materials and technology Expectation: |
- demonstrates limited ability to use strategies for style, text, background, timing or transitions |
- demonstrates limited ability to use strategies for style, text, background, timing or transitions |
- demonstrates limited ability to use strategies for style, text, background, timing or transitions |
- demonstrates limited ability to use strategies for style, text, background, timing or transitions |
Space is provided to include the specific expectation related to the
assignment.
Note: A student whose achievement is below level1 (50%) has not met the expectations for this assignment or activity.
1. In Saudi Arabia, you should never hand over
business papers with
a. your left hand, b. your right hand, c. both hands
2. Which shape should be avoided on packaging
and in advertising, in Hong Kong, Korea, and Taiwan?
a. circle, b. square, c. triangle
3. Punctuality, in business meetings, is
extremely important in which of the following countries?
a. Italy, b. Guatemala, c. Japan
4. In which country are gifts expected on first
visits?
a. Germany, b. United States, c. Japan
5. For which country is it taboo to send white
chrysanthemums as gifts?
a. Mexico, b. Brazil, c. Belgium
6. In which country is it not common business
practice to use someone’s first name in meetings?
a. Great Britain, b. Australia, c. China
Multicultural
Quiz Answers
1. (a) The left hand is used for hygiene
purposes and therefore seen as unclean.
2. (c) The triangle is considered to have a
negative aura about it.
3. (c) Being late, for a business meeting, is
considered rude but on other occasions is less important.
4. (c) Giving a gift in Japan is part of doing
business and a gift is expected in return. It also represents the strength of
the business relationship. On the other hand, it is inappropriate to exchange
gifts in Germany.
5. (c) In Belgium and the rest of Europe, white
chrysanthemums are only for use at funerals.
6. (a) In Great Britain you would not use
someone’s first name during a business meeting. (Australia is very informal and
would use someone’s first name and in China, a person’s first name is the
surname.)
|
Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ -
understanding of relationships between concepts and ideas |
- site
has limited information -
limited topical information -
limited accuracy |
- site
has moderate information - some
topical information - some
accuracy |
- site
has considerable information - much
topical information -
mostly accurate |
- site
information is thorough -
thorough treatment of all aspects of topic -
completely accurate |
|
Thinking/ -
inquiry skills |
-
material presented is correct but is not engaging |
-
material presented is clear but not thought provoking |
-
material presented challenges viewers to think |
-
viewers are challenged to think, reflect, and discuss |
|
Communication -
communication of information and ideas -
essential items - use
of language, symbols, and visuals |
-
limited clarity - few
essential items included - few
non-text items -
limited accuracy and effectiveness |
-
moderate clarity - some
essential items included -
moderate amount of non-text items -
moderate accuracy and effectiveness |
-
considerable clarity - most
essential items included -
considerable non-text items make a contribution to the site -
considerable accuracy and effectiveness |
-
masterful handling of structural elements -
thorough treatment of essential items - site
has an original graphic or logo as part of its design credit -
attractive, creative, well organized |
|
Application - use
of equipment, materials, and technology |
-
limited number of useful links |
-
moderate number of useful links |
-
considerable number of useful links |
- links
are meaningfully and carefully explained |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
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