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PowerPoint Slides With Teaching Notes
PowerPoint Slide Teaching Notes
1-1: Overview of Marketing
1-2: Overview of Marketing These questions are the learning objectives
guiding the chapter and will be explored in more
detail in the following slides.
1-3: Starbucks Ask students: How many of you shop at
Starbucks? What do you find most valuable about
their products?
Answers will include: It tastes great, there are
many choices, and the company supports green
initiatives.
As the text indicates, there are many ways
Starbucks distinguishes itself from similar
companies.
1-4: How are they communicating
value?
Ask students to point the different ways that
Coke and Pepsi are communicating value.
Ask students if these benefits would convince
them to purchase the product.
1-5: What Is Marketing? Point out that this new definition is somewhat
controversial, because many feel it includes
everything within marketing.
Ask students: Do you agree? Answers might
include uncertainly in the definition of value.
1-6: Core Aspects of Marketing Ask students about problems they have for
which there are no products to meet their needs.
They might think about products that they could
use for their homes, their computers, organizing
their work, their cars.
This is how marketers generate ideas for new
products—by uncovering consumer needs.
1-7: Marketing Is about Satisfying
Customer Needs and Wants
Students might mention groups based on age or
gender, but the ad is targeted to those who find
style to be an important element.
Other benefits might include the status of the
Lexus brand.
1-8: Marketing Entails an Exchange Each party to the exchange gives up something of
value:
The customer usually gives up money; however,
sometimes they also give up time and
information.
The firm gives up the good or service. The
exchange in the end is mutually beneficial.
1-9: Marketing Requires Product, Price,
Place and Promotion Decisions
This is an overview of the 4Ps, which will be
discussed, in greater depth.
Ask students to choose a product they see in the
classroom (i.e., VitaminWater, Coke, and
Aquafina) and ask them to describe the 4Ps for
this product.
1-10: Product: Creating Value Students often can relate to goods and services,
but the marketing of ideas is a new concept to
them. Use the example of drunk driving
prevention;
Ask Students: How is that idea marketed?
Organizations such as Mothers Against Drunk
Driving or Students Against Drunk Driving often
receive support from brewers and distillers in
promoting responsible drinking and safe driving.
Ask Students: What is the exchange these groups
are asking consumers to enter?
Answer: They want you to consume alcohol in a
manner that is consistent with safety, which
means sacrificing some consumption.
1-11: Price: Capturing Value A good example of how price expresses value is
the variations in price associated with air travel.
The prices can vary based on demand for the
flight, timing, and destinations.
Pricing strategies will be discussed in later
chapters, but you may also wish at this point to
introduce the notion of market pricing versus cost
pricing.
1-12: Place: Delivering the Value
Proposition
Place delivers the product to the customers.
Students may overlook the importance of this
component of the marketing mix because it is not
as readily visible from the consumer perspective.
To get this point across, suggest a few products
and then trace the path those products likely take
from manufacturer to retailer to consumer.
1-13: Promotion: Communicating Value Calvin Klein’s provocative advertising has helped
create an image that is filled with youth, style,
and sex appeal.
1-14: What Element of Marketing Is
This?
Ask students: What element of marketing is
represented in this picture?
Students should recognize that this represents
“Place: Delivering the Value Proposition.”
This ad focuses on a type of distribution outlet:
self-serve frozen-yogurt.
1-15: Marketing Can be Performed by
Individuals and Organizations
This exhibit illustrates how the same product, a
desktop computer, can be sold from firm to firm,
from firm to consumer, and then be used
consumer to consumer to sell C2C.
Ask students whether they’ve bought from other
consumers online. Many options are available to
buy C2C online, especially with the development
of online cooperatives like etsy.com.
Follow the web link to visit this site
(http://www.etsy.com/).
1-16: Marketing Impacts Stakeholders Marketers affect many stakeholders. Customers
represent one stakeholder group but others
include all those in the supply chain, employees,
and society at large.
Supply chain partners include manufacturers,
agents, wholesalers, retailers, and so on.
Companies market to employees with
employment marketing, also known as internal
marketing, to recruit and retain the best
employees.
1-17: Marketing Helps Create Value Marketing has been through several eras. This
exhibit graphically represents the changes over
time from an emphasis on production to one
based on value-based marketing.
The production-oriented era took place around
the turn of the 20th century, when most firms
believed a good product would sell itself.
In the sales-oriented era, production and
distribution techniques improved and supply
outpaced demand. Firms found an answer to
overproduction by focusing on sales.
In the market-oriented era, the focus was on what
customers wanted.
Now, we are in the value-based era, which
maintains the market orientation but also includes
a focus on giving greater value than the
competition.
Value reflects the relationship of benefits to costs.
Value-based marketing means implementing a
marketing strategy according to what customer’s
value.
1-18: Value-Based Marketing Ask students how this campaign for Pepperidge
Farm Cookies is about value. It adds value by
describing their ingredients in very luxurious
terms…very impressive for a supermarket cookie
that is not highly priced.
1-19: Check Yourself 1. Marketing is an organizational function and a
set of processes for creating, communicating,
and delivering value to customers and for
managing customer relationships in ways that
benefit the organization and its stakeholders.
2. Needs and wants
3. Product, price, place, and promotion
4. Individuals and organizations
5. Production, sales, market, and value-based
1-20: Value-Based Marketing The Adding Value box emphasizes how value
depends upon what’s important to customers.
Smart gadgets offer many different benefits.
1-21: Companies that Put the Customer
First
Features the Ritz Carlton. This clip focuses on
creating customer service with augmented
experiences offered to the consumer.
Note: Please make sure that the video file is
located in the same folder as the PowerPoint
slides.
1-22: How Do Firms Become Value
Driven?
Firms become value driven by focusing on four
activities.
1-23: Connecting With Customers
Using Social & Mobile Marketing
Ask students: What percentage of the world’s
population uses Facebook? They will probably be
amazed that less than 25 percent of the world’s
population uses Facebook—which means more
than 75 percent still has not signed up. There is
still a huge growth potential for social networks.
Ask students: Why is it important to share
information using social and mobile tools?
1-24: Check Yourself 1. Value-based marketing isn’t just about low
price; it is also about creating strong products
and services.
2. Marketers are steadily embracing new
technologies, such as social and mobile
media, to allow them to connect better with
their customers and thereby serve their needs
more effectively.
Additional Teaching Tips
In this chapter, the goal is to provide an overview of marketing and encourage students to think
about the specific aspects of the marketing mix.
Place is one of the most difficult concepts for students because it is largely invisible to them as
consumers. They touch hard goods, experience services, view and hear promotions, and pay for
what they buy, but it can seem that products almost appear magically. One recent trend among
environmentally conscious consumers is to seek out products produced within a 100-mile radius
of their hometowns. Buying these products reduces costs and detrimental environmental effects
by reducing emissions associated with transportation and storage. Students should visit local
grocery markets, identify goods, and investigate how far the products traveled (and by what
means) to reach the store’s shelves. From this experience, a rich discussion of both distribution
decisions and marketing’s impact on society can evolve.
To make the eras of marketing clear to students, divide the class into groups with each group
assigned to a specific era. Ask the students to identify a business that adheres to their assigned
era in terms of its business philosophy and approach. They should present the business to the
class with evidence of the business’s philosophy. Each brief presentation should include an
assessment of whether the orientation is appropriate to the business given its competitive
environment, target audience, and positioning strategy and if not, what orientation would be best.
