978-1259446290 Chapter 1 PowerPoint Slides

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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.