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Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
1
Instructor’s Manual: Implementation
Guide
This improved Instructor’s Manual (IM) contains more than just summaries of key concepts and features from the
sixth edition of M: Marketing that can be used as springboards for class discussion; it also provides best practices for
how to utilize the full product suite (from the textbook to SmartBook® to Connect®). In addition, this manual
includes a variety of supplemental teaching resources to enhance your ability to create an engaging learning
experience for your students. Regardless of whether you teach in face-to-face traditional classrooms, blended
(flipped) classrooms, online environments, or hybrid formats, you’ll find everything you need in this improved
resource.
The IM follows the order of the textbook outline for each chapter and is divided into sections for each learning
objective. To ease your class preparation time, we’ve included references to relevant PowerPoint slides that can be
shown during class. Note that you can adjust slides as needed to ensure your students stay actively engaged
throughout each session.
AVAILABLE INSTRUCTOR RESOURCES
Within the Instructor Resources Tab, located in the Connect® Library, you will find the following Instructor
Resources:
▪ Instructor’s Manual
▪ PowerPoint Presentations (Accessible)
▪ Test Bank
▪ Author Newsletter Blog
▪ Video Library
▪ Connect Content Matrix
Instructor’s Manual
This Instructor’s Manual is posted by chapter. Within each section of the IM you will find an assortment of feature
summaries, examples, exercises, and Connect® Integration assignments intended to enhance your students’ learning
and engagement.
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
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PowerPoint Presentations
A set of ADA-accessible PowerPoints is available with each chapter and covers:
▪ Chapter Learning Objectives
▪ Key examples
▪ Key exhibits
▪ Key concepts and frameworks
▪ Progress checks
▪ Glossary terms
Some slides include teaching notes to guide your discussion of the content that appears on each slide.
Test Bank
Test Bank questions are posted by chapter. You will find a variety of question types within the test bank such as
Matching, Ranking, Multiple Choice, Select-All-That-Apply, True/False, Short Answer, and Essay to test student
mastery across Bloom’s Taxonomy (i.e., Understand, Apply, and Analyze). Due to the evolving needs around
generating high-quality print test experiences, McGraw-Hill Education provides a free copy of the industry-leading
test generation software TestGen® to users (more details can be found within the Instructor Resources tab under
“Test Bank”). Furthermore, due to its limitations to function with the latest browsers and operating systems,
McGraw-Hill Education has discontinued EZ-Test Online. Some of the robust new features present in TestGen®,
include:
▪ Cross-platform software compatibility with Windows and Mac
▪ Multiple LMS export formats, including Blackboard, Moodle, Desire2Learn, and Sakai
▪ Highly customizable formatting and editing option
Video Library
The Video Library provides links to all the assignable videos in Connect®, as well as legacy videos that are no
longer available as assignments, but that remain available as an additional resource. These videos can be directly
streamed from within the library that is located in the Instructor’s Resource tab. Accompanying each video is a brief
video guide that summarizes the key concepts of the video.
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
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Connect Content Matrix
The Connect Content Matrix provides a brief overview of all the application exercises available in the course. It
lists the Learning Objectives, topic tags, Bloom’s levels, and difficulty levels associated with each exercise.
Connect®, McGraw-Hill’s online assignment and assessment system, offers a wealth of content for both students
and instructors. Assignable activities include the following:
USING SMARTBOOK® TO ENHANCE STUDENTS’
PERFORMANCE
The LearnSmart®-powered SmartBook® is assignable through Connect. One of the first fully adaptive and
individualized study tools designed for students, it creates for them a personalized learning experience, giving them
the opportunity to practice and challenge their understanding of core marketing concepts. The reporting tools within
SmartBook® show where students are struggling to understand specific concepts.
Typically, SmartBook® is assigned by module (chapter), and you can set which learning objectives to cover as well
as the number of probes the student will see for each assignment. You can also set the number of points a
SmartBook® module is worth in the course. Usually, applying a minimal number of points for completion of each
module is enough to encourage students to read the chapter. Many instructors assign these modules to be completed
before the class or online session.
SmartBook® provides several diagnostic tools for you to gauge which concepts your students struggle to understand.
Below is the set of adaptive assignment reports available in SmartBook®:
▪ Progress Overview: View student progress broken down by module
▪ Student Details: View student progress details plus completion level breakdown for each module
▪ Module Details: View information on how your class performed on each section of their assigned modules
▪ Practice Quiz: This gives you a quick overview of the quizzes results for your students
▪ Missed Questions
▪ Metacognitive Skills
The Module Details report shows you the results for the students in the class overall. These details reveal where in
the chapters students might be struggling. The module gives the chapter section, average time spent, average
questions per student correct/total, and the percentage of correctness (based in number of assigned items).
Information about the most challenging sections for students can help you refine the focus of the next face-to-face,
hybrid, or online session.
The Metacognitive Skills report captures students’ confidence in their competency of the materials. Below you will
find a recreation of the Metacognitive Skills report. In it, you can see that the second student is confident and mostly
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
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4
correct (see the 91% in the Correct and Aware column) while the first student “doesn’t know what she doesn’t
know” (see the 39% in the Incorrect and Unaware column).
STUDENT
CORRECT
and
AWARE
CORRECT and
UNAWARE
INCORRECT
and
AWARE
INCORRECT and
UNAWARE
Student 1
61%
0%
0%
39%
Student 2
91%
0%
3%
5%
Student 3
81%
0%
0%
19%
Student 4
83%
0%
0%
17%
Student 5
76%
0%
3%
21%
Student 6
66%
0%
9%
25%
Student 7
77%
0%
3%
12%
Student 8
91%
0%
2%
7%
Student 9
93%
0%
2%
5%
Student 10
70%
0%
6%%
25%
APPLICATION EXERCISES, QUIZZES, AND TEST BANK
Book-level Resources
Application Exercises require students to apply key concepts to close the knowing and doing gap; they provide
instant feedback for the student and progress tracking for the instructor. Before getting into chapter-level
assignments, let’s first look at the book-level assignments available.
Three exercise types are available for instructors to assign beyond the chapter materials. These are 1) Marketing
Plan Prep Exercises, 2) Marketing Analytics Exercises, and 3) Marketing Mini Simulation.
1) Marketing Plan Prep exercises use guided activities and examples to help students understand and
differentiate the various elements of a marketing plan.
2) Marketing Analytics exercises are data analytics activities that challenge students to make decisions using
3) Marketing Mini Simulation helps students apply and understand the interconnections of elements in the
marketing mix by having them take on the role of Marketing Manager for a backpack manufacturing
company. The simulation can be assigned by topic or in its entirety.
Chapter-level Resources
Chapter-level Application Exercises are built around chapter learning objectives, so you can choose which ones to
assign based on your focus for each specific chapter. Several types of Application Exercises are available in each
chapter. These are 1) iSeeit! Animated Video Cases, 2) Case Analyses, 3) Video Cases, and 4) Click-and-Drag
exercises.
1) The iSeeit! Video series comprises short, contemporary animated videos that provide engaging
introductions to key course concepts. These are perfect for launching lectures and assigning as either pre-
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McGraw-Hill Education.
5
2) Case Analyses and Video Cases each feature real-world firms and industries different than those discussed
3) Click-and-Drag exercises help students actively demonstrate their understanding of the associated learning
objectives. Some require students to match examples to concepts, to place series of steps in the correct
sequence, or to group examples together under their correct categories.
Application Exercises can be assigned as preparatory exercises due before class (this is especially good for flipped
classrooms), or after class as concept comprehension checks. Consider assigning two or three Application Exercises
per chapter.
Applications Exercises will generally be assigned as homework or practice as part of the overall class grade. A
general rule of thumb would be to make application exercises worth 5 to 10 points each, since these require more
time and thought than a test bank question might.
To find the Applications in Connect®, go to “Add Assignment” and select “Question Bank.” Within this question
bank will find a drop-down menu of all the book-level assignments and chapter-level assignments. You can then
select the ones you wish to assign.
Chapter-level quizzes and full chapter test banks are also found in the Question Bank’s drop-down menu. Apply a
relatively low value to each question—for example, 1 or 2 points each—since numerous questions are typically
assigned for each chapter. You can decide when to surface the feedback to students. Selecting to display feedback
after the assignment due date helps to prevent cheating; that is, it keeps students from sharing the correct answers
with other students while the questions are still open and available. For this reason, it is suggested that no feedback
to quizzes and test bank exams be made available until after the assignment is due.
ASSIGNING EXERCISES AND GRADING POLICIES: BEST
PRACTICES
To fully utilize the power of the digital components, it is recommended that you assign the SmartBook® reading and
adaptive learning probes before class meets. Application Exercises can be completed either before or after class; if
they are completed before class, they can sometimes serve as good springboards for class discussions. The chapter
quiz makes a good check on comprehension of the material and may work best if assigned after each class period.
The test bank serves as a good resource for building mid-term or final exams.
More detailed information on SmartBook® and Connect® is available through several resources at McGraw-Hill. A
good starting point is your local Learning Technology Representative, who can be found here:
http://www.mheducation.com/highered/platforms/connect/features-educators.html
Connect® gives instructors a wide array of flexibility in making assignments and creating grading policies.
Instructors may choose to:
• assign as many assignments as appropriate given the level and time commitment expected for the class,
• determine point values for each question/application that works within the total course percentages,
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
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• make available multiple attempts per assignment with options of accepting the highest score or averaging all the
attempts together (several attempts are particularly good for homework assignments),
• deduct points for late assignment submissions (percentage deduction per hour/day/week/etc.) or create hard
deadlines thus accepting no late submissions,
• show feedback on application/questions immediately upon submission or at the time the assignment is due for
the whole class, create new assignments or questions from scratch, or edited versions from a variety of provided
resources.
Throughout the IM for each chapter, we integrate materials from the PowerPoint slides and provide summaries for
each of the Connect® Application Exercises at the end of each chapter. These summaries are intended to give you a
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
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Chapter 11
Product, Branding, and Packaging Decisions
Tools for Instructors
• Chapter Overview
• Brief Chapter Outline
• Learning Objectives
• Extended Chapter Outline
• PowerPoint Slides
• Additional Resources
• Connect Application Exercises
Chapter Overview
This chapter examines product lines, mix, and breadth. Different branding strategies are addressed.
Students use critical thinking skills to discover why brands are valuable to a firm. Product packaging and
labeling also contribute to the firm’s overall strategy and those concepts are also reviewed in this chapter.
Brief Chapter Outline
Complexity and Types of Products
Product Mix and Product Line Decisions
Branding
Branding Strategies
Packaging
Learning Objectives
LO11-1 Describe the components of a product.
LO11-2 Identify the types of consumer products.
LO11-3 Explain the difference between a product mix’s breadth and a product line’s depth.
LO11-4 Identify the advantages that brands provide firms and consumers.
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
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LO11-5 Explain the various components of brand equity.
Brand equity summarizes the value that a brand adds or subtracts from the offering’s value. It comprises
LO11-6 Determine the various types of branding strategies used by firms.
Firms use a variety of strategies to manage their brands. First, they decide whether to offer manufacturer
LO11-7 Distinguish between brand extension and line extension.
LO11-8 Indicate the advantages of a product’s packaging and labeling strategy.
Similar to brands, packaging and labels help sell the product and facilitate its use. The primary package
Extended Chapter Outline
I. Complexity and Types of Products
A. Complexity of Products (PPT 11-05)
B. Types of Products (PPT 11-06)
2. Shopping Products/Services
4. Unsought Products/Services
1. Explain the three components of a product.
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Adding Value 11.2 When “Cool and Hip” Loses Its Value: The Shifting Brand Associations of
Abercrombie & Fitch describes the efforts of one retailer to hang on to its market value by shifting its
brand associations. Do students shop at Abercrombie or Hollister? What associations do they have with
these brands? Would it be possible to change these associations?
2. Perceived Value (PPT 11-18)
4. Brand Loyalty (PPT 11-20)
1. How do brands create value for the customer and the firm?
2. What are the components of brand equity?
IV. Branding Strategies
A. Brand Ownership (PPT 11-22, 11-23, 11-24)
1. Manufacturer Brands
1. Family Brands
2. Individual Brands
C. Brand and Line Extensions (PPT 11-26)
D. Co-Branding (PPT 11-28)
E. Brand Licensing (PPT 11-29)
F. Brand Repositioning (PPT 11-30)
Adding Value 11.3: Old Is New Again, for Both Green Vegetables and an Iconic Green Mascot
discusses the reintroduction of the Jolly Green Giant mascot by B&G Foods. Who do students think B&G
is targeting with this advertising campaign?
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
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Answer: Labels on products and packages provide information the consumer needs for his or her
Additional Resources
This is a fun exercise to get students excited about brands. To demonstrate the value of a brand,
instructors may want to start the topic discussion by gathering brand symbols and brand character icons
without any identifying writing on them. These can be obtained through a web search of the character; for
instance, type “Tony the Tiger” in your search engine and download the graphic. Place the symbols on a
transparency in color. Start the class by dividing the class into four or five groups. The instructions: The
leader is to write down the brand name from input of group members. Time the exercise. It usually
doesn’t take long depending on how many characters you use. At the conclusion declare a winner and
then ask the students “Why are brands valuable?” Students realize the importance of brand recognition
through the brand character or icon.
Online tip: The same exercise can be used in an online forum in synchronous connection with the
class where each of the brand characters are shown. The first student that types in the correct brand
name would “win” and the instructor shows the next image. A synchronous course discussion can then
occur about the importance of the brand character/logo.
Product packaging is known as the last five seconds of marketing. Instructors can bring in an empty
Pringles can as well as other interesting examples of packing. Pringles is one of the first package designs
to protect from breakage of food items such as potato chips. The class can address how packaging
becomes the last five seconds of marketing. Package label requirements by the FDA and package design
for shelf space should also be addressed.
Students can view one of the original 1965 Oscar Meyer ads here:
http://www.youtube.com/watch?v=aNddW2xmZp8. This could lead to a discussion of memorable jingles.
How is a memorable jingle valuable to a brand? The video at the following link discusses the Apple vs.
Samsung lawsuit: https://www.youtube.com/watch?v=MX8O7z4NtoU. How do these brands provide
value?
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
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Connect Application Exercises
This section summarizes each Application Exercise available with this chapter. Each summary comprises
an introduction to the exercise, concept review, and follow-up activity. Associated details related to the
learning objectives, activity type, AASCB category, and difficulty levels are also included. These
summaries are intended to guide your course planning; perhaps you want to assign these exercises as
homework or practice, before or after class. For best practices on how and when to assign these
exercises, see the IM Implementation Guide at the beginning of this chapter.
Activity
Type
Learning Objectives 11-
01
02
03
04
05
06
07
08
Band-Aid: Building on the Value of
the Brand
Case Analysis
X
X
X
Types of Products
Click & Drag
X
Branding Strategies
Click & Drag
X
Frito-Lay Branding with Doritos
Video Case
X
X
Three Stripes: Branding at adidas
Video Case
X
X
X
ISeeIt Video Case: Brand Equity
Video Case
X
X
Band-Aid: Building on the Value of the Brand
▪ Activity Type: Case Analysis
▪ Learning Objectives: 11-03, 11-05, 11-07
▪ Difficulty: Hard
▪ Activity Summary: The case discusses how Band-Aid manages its product mix. Students answer
questions that apply chapter concepts to the case.
Activity
▪ Introduction: The Band-Aid brand, which is a part of global consumer goods giant Johnson &
Johnson, is widely known as a leader in the wound-care market. Band-Aid has built its brand
reputation through continued product innovations and line expansions, helping Band-Aid become one
of the most recognized names in bandages, gauzes, and tapes. In this mini-case, we focus on Band-
Aid's branding and product strategies.
▪ Concept Review: The value of a brand translates into brand equity, or the set of assets and liabilities
linked to a brand that add to or subtract from the value provided by the goods or service. Firms
institute a variety of brand-related strategies to create and manage key brand assets. These
strategies can include branding policy, decisions to extend the brand name to other products and
markets, using the brand name cooperatively with that of another firm, and licensing the brand to
other firms.
Follow-Up Activity
Individually or in small groups, ask students to visit the Band-Aid website and map out their product mix
(i.e., identify different product lines, and the products in those lines). Assess the depth and breadth of the
product mix and product lines.
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
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Types of Products
▪ Activity Type: Click & Drag
▪ Learning Objectives: 11-02
▪ Difficulty: Medium
▪ Activity Summary: Students are asked to classify four product examples according to the product
type each one represents.
Activity
▪ Introduction: Consumer products are products and services used by people for their personal use.
Marketers categorize consumer products into several categories; this helps marketers determine the
appropriate pricing, promotion, and placement strategy. In this activity, you will be asked to determine
which product falls into which category.
▪ Concept Review: Marketers classify consumer products by the way the products are used and the
way that they are purchased. Four main product categories include specialty goods/services,
shopping goods/services, convenience goods/services, and unsought goods/services.
Student are asked to view descriptions of four products, and to classify each one according to its product
type.
Follow-Up Activity
In small groups, ask students to think of some products that could be classified as more than one of the
four product types, depending on the consumer.
Branding Strategies
▪ Activity Type: Click and Drag
▪ Learning Objectives: 11-06
▪ Difficulty: Medium
▪ Activity Summary: Students match five different brand examples with different brand naming
strategies.
Activity
▪ Introduction: A brand name can add value to a product beyond its physical and functional
characteristics. However, marketers often need to make very tough decisions regarding the basic
positioning of the brand. The following exercise requires you to distinguish between the various
branding strategies marketers use.
▪ Concept Review: Firms institute a variety of brand-related strategies to create and manage key
brand assets such as the decision to own the brands, establishing a branding policy, extending the
brand name to other products and markets, cooperatively using the brand name with that of another
firm, and licensing the brand to other firms.
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Brands can be owned by any firm in the supply chain, whether manufacturers, wholesalers, or
retailers. There are two basic brand ownership strategies: manufacturer brands and private-label
brands.
Follow-Up Activity
▪ Class discussion: As shown in the exercise, Kellogg’s uses a family brand strategy, with its various
types of cereal branded with the Kellogg’s name plus an individual product name (Kellogg’s Frosted
Flakes, Kellogg’s Corn Flakes, and so on).
▪ Show the Kellogg’s product mix (from its website). Ask the students what basically everything in the
product mix has in common (nearly all are breakfast foods). Have the students think of some brand
extensions that would fit the Kellogg’s brand well … and some others that would be a poor fit.
▪ If you have the time to continue, next go to the General Mills website and conduct a similar
investigation. Their product mix covers a much wider range of products. This may be why, although
the General Mills brand logo does appear on their cereal boxes, it tends to be much less prominent
than is the Kellogg’s logo. “Kellogg’s” has strong brand associations with “breakfast” and “cereal,”
whereas “General Mills” does not.
Frito-Lay Branding with Doritos
▪ Activity Type: Video Case
▪ Learning Objectives: 11-04, 11-05
▪ Difficulty: Medium
▪ Activity Summary: This video discusses a Doritos rebranding campaign that used several online
channels. After the video ends, students are asked questions about the video and related course
concepts.
Activity
▪ Introduction: Why is the Doritos brand valuable to Frito-Lay and what are the different branding
strategies Frito-Lay uses? This video addresses these questions. It also explains the value of the
Doritos line packaging and label, which must send out a strong message from the shelf.
▪ Concept Review: Branding provides a way for a firm to differentiate its offerings from those of its
competitors. A brand name can represent an entire product assortment, one product line, or a single
item. Brand names, logos, symbols, characters, slogans, jingles, and even distinctive packages
constitute the various brand elements that firms hope customers will recognize and remember.
Brands add value to goods and services beyond physical and functional characteristics.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
In class, visit the Doritos website to explore the company’s most recent promotion(s). As of this writing,
Doritos is conducting a “Bold Missions” promotion, challenging product fans to perform various unusual
tasks and post evidence on social media (which they then display on the site). Doritos is also awarding
Chapter 11 - Product, Branding, and Packaging Decisions M: Marketing 6th
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prizes for completion of the tasks. This is a promotion of the Doritos “Bold Flavor” experimental flavors. As
such, it is very much in the same spirit as was the promotion discussed in the video.
Three Stripes: Branding at adidas
▪ Activity Type: Video Case
▪ Learning Objectives: 11-04, 11-05, 11-06
▪ Difficulty: Medium
▪ Activity Summary: This video explains the adidas branding strategy, in particular describing the
brand naming strategy and how the “three stripes” logo is used on the brand’s products. After the
video ends, students are asked questions about the video and related course concepts.
Activity
▪ Introduction: The “three stripes” logo on all adidas products is an important element of the brand,
designed to help consumers identify that the product comes from adidas. Originally, all of the
company’s products were branded under the adidas name; however, over time the company has
developed some sub-brands to serve specific target markets.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
Have students visit the Nike website. What is Nike’s branding strategy for its shoes? How does it differ
from adidas’s strategy?
As of this writing, you can view this information at http://store.nike.com/us/en_us/pw/shoes/brk?ipp=120
Nike currently has sub-brands for different shoe technology as well as a “Nike Free” collection.
ISeeIt Video Case: Brand Equity
▪ Activity Type: Video Case
▪ Learning Objectives: 11-05, 11-06
▪ Difficulty: Easy
▪ Activity Summary: This video case looks at sources of brand equity for a coffee business.
1. Activity
▪ Introduction: One of the core decisions in marketing is branding, where an organization uses a
series of identifiable symbols, names or phrases to distinguish itself from competitors. In order to
understand the effectiveness of these initiatives, businesses must evaluate brand equity, brand
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hear Coffee Collective, what customers perceive as the value of buying coffee at the Coffee
Collective, and what associations they may have with her store. From what she has learned about the
brand equity of her business, Martha can develop an appropriate branding strategy to help ensure
that her business maintains its relevance within the marketplace.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
