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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.
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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.
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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 16 – Retailing and Omnichannel Marketing M: Marketing 6th
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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.
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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or post-lecture activities. Each animation is accompanied by three to four multiple-choice questions to
check student attention and comprehension.
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,
• make available multiple attempts per assignment with options of accepting the highest score or averaging all the
Chapter 16 – Retailing and Omnichannel Marketing M: Marketing 6th
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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
sense of the learning goal behind each exercise. We hope this integration of resources will help you to convey core
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Chapter 16
Retailing and Omnichannel Marketing
Tools for Instructors
• Chapter Overview
• Brief Chapter Outline
• Learning Objectives
• Extended Chapter Outline
• PowerPoint Slides
• Additional Resources
• Connect Application Exercises
Chapter Overview
This chapter explores the issues manufacturers consider when choosing retail partners. Students
evaluate the types of retailers available for distributing products and learn how manufacturers and
retailers work together to develop strategies.
Brief Chapter Outline
Choosing Retailing Partners
Identify Types of Retailers
Developing a Retail Strategy Using the Four Ps
Benefits of the Internet and Omnichannel Retailing
Learning Objectives
LO16-1 Discuss the four factors manufacturers should consider as they develop their strategy for
working with retailers.
When they initiate the decision process for choosing retail partners, manufacturers determine how likely it
LO16-2 Outline the considerations associated with choosing retail partners.
Manufacturers often start by noting the basic channel structure, which includes the level of vertical
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✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. What issues should manufacturers consider when choosing retail partners?
2. What are the differences among intensive, exclusive, and selective levels of distribution intensity?
Answer: Intensive distribution strategy is designed to place products in as many outlets as
but not to the same extent as if they had an exclusive territory.
II. Identify Types of Retailers (PPT 16-12)
A. Food Retailers (PPT 16-13)
1. Supermarkets
3. Warehouse Clubs
5. Online Grocery Retailers
Marketing Analytics 16.1: How FreshDirect Figures Out How and When Customers Order describes
how the expansion of online grocery retailers has prompted various other innovations as well. Are there
other retailers that could take advantage of this technology?
1. Department Stores
3. Specialty Stores
Social & Mobile Marketing 16.1 Having Fun with Marketing: Sephora’s Clever and Slightly Risqué
Tactics details Sephora’s innovative marketing techniques. Can students think of other retailers that have
unique marketing?
4. Drugstores
6. Extreme-Value Retailers
7. Off-Price Retailers
C. Service Retailers (PPT 16-15)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. What strategies distinguish the different types of food retailers?
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Answer: The different types of food retailers include supermarkets, supercenters, warehouse
clubs, convenience stores, and online grocery retailers. Perishables including meat, produce,
2. What strategies distinguish the different types of general merchandise retailers?
Answer: Department stores are retailers that carry a broad variety and deep assortment of
merchandise, offer customer services, and organize their stores into distinct departments for
displaying merchandise. Full-line discount stores are retailers that offer a broad variety of
3. Are organizations that provide services to consumers retailers?
III. Developing a Retail Strategy Using the Four Ps
A. Product (PPT 16-17)
B. Price (PPT 16-18)
C. Promotion (PPT 16-19)
D. Place (PPT 16-20)
IV. The Internet and Omnichannel Retailing (PPT 16-21)
Social & Mobile Marketing 16.2: In-Store and Online Analytics at IKEA explains how IKEA effectively
exemplifies the benefits of omnichannel retailing. What do students think is the key to successful
omnichannel retailing?
A. Deeper and Broader Selection
B. Personalization
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Stores
Catalogs
Internet
Browsing
Convenience
Broader selection
Touching and feeling
Information
More information
Personal service
Safety
Personalization
Cash and credit
Touch and feel attributes
Entertainment and social interaction
Instant gratification
Risk reduction
This chapter is a good opportunity to stress CRM and the importance of retaining existing customers. It is
also a good chapter to mention customization of the product and the importance of an integrated
marketing effort.
Online Tip: Have students compare Internet retailer sets and evaluate the benefits. Have them repeat
this process for the same retailer’s store and catalogs.
Slide 23 in the Instructor PowerPoints for this chapter contains a link to a video on the future of brick–and–
motor retailing (https://www.youtube.com/watch?v=T86A6tq5tL0). What do students think is the future of
brick-and-motor retailing? Can they envision a world where all retailing is done online?
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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 16–
01
02
03
04
05
06
Types of Retailers
Click & Drag
X
Retailing: Staples, Inc.
Case Analysis
X
Staples, Inc: The Retail Mix
Video Case
X
M&M’s: Multichannel Marketing
Video Case
X
Nordstrom Rack: Retail Strategy
Video Case
X
X
X
X
Making Macy’s Meaningful
Case Analysis
X
X
X
Is Big-Box Retailing Right for your Product?
Video Case
X
X
X
X
ISeeIt Video Case: Retail Strategy
Video Case
X
X
X
Types of Retailers
▪ Activity Type: Click & Drag
▪ Learning Objectives: 16–04
▪ Difficulty: Medium
▪ Activity Summary: The student is asked to categorize different retail chains according to the type of
retailers they represent.
Activity
▪ Introduction: Manufacturers need to understand the general characteristics of retailers to determine
the best channels for their product. There are many types of retailers and each type has its own
unique characteristics and set of challenges. The following activity reviews examples and
characteristics of food retailers and general merchandise retailers.
▪ Concept Review: Food retailing has changed dramatically in the past 20 years. The conventional
supermarket no longer dominates the food retailing landscape. The fastest growing sectors of the
food retail market are supercenters, warehouse clubs, convenience stores, and extreme value food
retailers.
General merchandise retailers focus on the distribution of household and lifestyle items. The major
types of general merchandise retailers are department stores, full-line discount stores, category
specialists, specialty stores, home improvement centers, off-price retailers, and extreme value
retailers.
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Retailing: Staples, Inc.
▪ Activity Type: Case Analysis
▪ Learning Objectives: 16–06
▪ Difficulty: Medium
▪ Activity Summary: This case describes multichannel retailing initiatives undertaken by Staples.
Students answer questions relating chapter concepts to the case.
Activity
▪ Introduction: Originally opened in 1986 by executive-turned-entrepreneur Tom Stemberg, Staples
has reached sales of greater than $23 billion. By evolving its original mission of slashing the costs
and reducing the hassle of running an office, Staples has become the world’s largest office products
company. Review the discussion of Staples and its multichannel integration strategy and answer the
questions that follow.
▪ Concept Review: Retailing sits at the end of the supply chain, where marketing meets the consumer.
Regardless of how good a firm’s strategy is or how great the product or service is, if it is not available
when and where the customer wants it, it will not sell. To function in multiple channels, retailers must
organize their operations carefully to ensure an integrated customer experience.
Follow-Up Activity
For some historical perspective, share this article with the class. It is a New York Times article from 1988
describing the new (at the time) trend of office supply superstores. Note all the names of superstore
chains that no longer exist; also note that the small office supply/stationery stores they mention have also
mostly vanished, unable to compete on price.
http://www.nytimes.com/1988/06/18/business/big-discount-stores-shake-up–retailers-of-office-
supplies.html
Staples wasn’t the first category specialist—for example, Home Depot was founded in 1978—but the
article makes it clear that, at the time, the concept wasn’t familiar to everyone.
Also, note that this was written six years before the start of the commercial Internet.
Staples, Inc.: The Retail Mix
▪ Activity Type: Video Case
▪ Learning Objectives: 16–05
▪ Difficulty: Medium
▪ Activity Summary: This case describes the retail strategy adopted by Staples. After the video ends,
students are asked questions about the video and related course concepts.
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Activity
• Introduction: Creating a strategy for growth is an important step in any business. Some growth
strategies focus on current customers while others seek to attract new customers. Different strategies
apply to different types of customers. For Staples, a leader in the office supply market, a major growth
strategy solution was to connect with its current customer base through a segment of its business that
had been overlooked.
▪ Concept Review: Retailing is the final touch point in the supply chain that acts as the primary
interface with the consumer. Regardless of how strong a firm’s marketing strategy is, if the product or
service is not available when and where the customer wants it, the product or service will not sell. To
have better control over their interactions with consumers, many manufacturers have evolved their
placement strategies to include multiple channels as distribution outlets to reach their customers. This
includes using stores, catalogs, and the Internet to sell merchandise and reach customers.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
M&M’s: Multichannel Marketing
▪ Activity Type: Video Case
▪ Learning Objectives: 16–06
▪ Difficulty: Medium
▪ Activity Summary: This case describes multichannel marketing initiatives undertaken by M&M’s.
After the video ends, students are asked questions about the video and related course concepts.
Activity
▪ Introduction: The traditional method for Mars, Inc., to get its merchandise to the final consumer is
through retailers. However, there are other options for delivery that have relative advantages from not
only the retailer’s perspective, but from the manufacturer’s and customer’s perspective as well. Mars,
Inc. wants to take advantage of synergies that come from providing products through multiple
channels. As the video plays, answer the questions that appear on the screen.
▪ Concept Review: Retailing is the final touch point in the supply chain that acts as the primary
interface with the consumer. Regardless of how strong a firm’s marketing strategy is, if the product or
service is not available when and where the customer wants it, the product or service will not sell. To
have better control over their interactions with consumers, many manufacturers have evolved their
placement strategies to include multiple channels as distribution outlets to reach their customers. This
includes using stores, catalogs, and the Internet to sell merchandise and reach customers.
▪ 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
Visit the personalized M&M’s website in class (http://www.mymms.com/) and start creating an order. For
example, you might create one in your school colors, with the course number inscribed, or something
similar. Note the pricing, and also the limitations, and use this to talk about mass customization.
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Nordstrom Rack: Retail Strategy
▪ Activity Type: Video Case
▪ Learning Objectives: 16-03, 16-04, 16-05, 16–07
▪ Difficulty: Medium
▪ Activity Summary: This case reviews the retail strategy followed by Nordstrom Rack. After the video
ends, students are asked questions about the video and related course concepts.
Activity
▪ Introduction: Since 1973, Nordstrom Rack has been the off-price division of fashion retailer
Nordstrom. Nordstrom Rack has been successful in applying the four Ps to its retail strategy. The
stores stock high-quality merchandise from well-known brands at discounted prices, creating the
“treasure hunt”: the search through ever–changing merchandise for “things customers didn’t know
they had to have when they walked in.” Nordstrom Rack also sells its products on its website
nordstromrack.com, and on a flash sale site called HauteLook.
▪ Concept Review: Retailing is the final touch point in the supply chain that acts as the primary
interface with the consumer. Regardless of how strong a firm’s marketing strategy is, if the product or
service is not available when and where the customer wants it, the product or service will not sell.
Retailers focus on the four Ps to create their strategy. In addition, retailers may use multiple channels
to reach their customers. This often includes online approaches, such as websites, mobile apps, and
social media presence.
▪ 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
▪ Discuss the “treasure hunt” idea introduced in the video in more detail. Which benefits of in-store
shopping are related to the appeal of the “treasure hunt”?
▪ In small groups, ask the students to use the situational factors influencing consumer behavior (from
Chapter 6) to compare and contrast consumer experiences in Nordstrom and Nordstrom Rack. In
what situations might a consumer choose one store or the other, given that both stores sell the same
brands?
▪ Explore the idea of “flash sale” stores like HauteLook. The following article discusses why flash sale
sites were initially popular, and why the business model does not look as robust today.
o http://www.businessoffashion.com/articles/intelligence/trouble-flash-sales
Making Macy’s Meaningful
▪ Activity Type: Case Analysis
▪ Learning Objectives: 16-02, 16-04, 16–05
▪ Difficulty: Medium
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▪ Activity Summary: This case discusses strategies undertaken by Macy’s to build sales in an
increasingly challenging retail category. Students read the case and then apply chapter concepts to
the case information.
Activity
▪ Introduction: Macy’s, long a leading department store in the U.S., is trying a variety of new tactics to
attract shoppers to its stores in the face of a sales decline. The goal of this exercise is to test your
understanding of retail strategy by analyzing these initiatives, applying retail strategy frameworks from
the text. This activity is important because managers must understand how to serve customers in the
competitive retail environment, especially given increasing competition from online retailers.
Follow-Up Activity
Ask students to research how Macy’s is doing. Since this case was written, Macy’s has closed several
stores and is facing continuing problems. Here are two articles that were current at the time of this writing:
• http://money.cnn.com/2017/01/04/news/companies/macys-job-cuts-stock/
• http://nypost.com/2017/02/01/macys-sale-rumored-as–long-time-ceo-steps-down/
Is Big-Box Retailing Right for Your Product?
▪ Activity Type: Video Case
▪ Learning Objectives: 16-02, 16-03, 16-04, 16–06
▪ Difficulty: Medium
▪ Activity Summary: In an unusual business case study investigating a failure instead of a success,
this video discusses unsuccessful attempts by Vosges Haut-Chocolat to work with two large retail
chains. After the video ends, students are asked questions about the video and related course
concepts.
Activity
▪ Introduction: Vosges Haut-Chocolat, a luxury chocolate brand, introduced a mid-market brand called
Wild Ophelia to appeal to a different customer segment. Unfortunately, dealings with two large
retailers interested in selling the product did not go well. The video explains what went wrong. This
activity is important because marketers often underestimate the challenges of selling a product
through a mass market retailer. While the opportunities can be huge, marketers must remember the
importance of choosing appropriate retailers to sell a product. The goal of this exercise is to test your
understanding of the issues involved in selecting retail partners.
▪ 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
Discuss the types of channel relationships exemplified in the video, and Vosges’ lack of power with these
large channel partners. Visit Vosges’ website and find out where it currently distributes Wild Ophelia
chocolates.
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ISeeIt Video Case: Retail Strategy
▪ Activity Type: Video Case
▪ Learning Objectives: 16-03, 16-04, 16–05
▪ Difficulty: Medium
▪ Activity Summary: This video case explores retail strategy for a coffee shop.
Activity
▪ Introduction: Retailing is an important marketing activity that helps match products and services that
are created by businesses to the consumers who desire them. To create value (and charge a higher
price), retailers add value by offering products that consumers desire and are willing to pay for,,
providing access at the right time and place, making the purchase process easier, or having the
ability to customize products and services. The same holds true for the Coffee Collective. When
Martha was establishing her college-crowd focused atmosphere, she needed to identify retail items
that her customers wanted and expected to see. This includes the constant evaluation and
adjustment of retail offerings—such as the addition of single-serve organic dog biscuits—to make
sure that she is meeting the needs and expectations of her customers. She knows that she must
have an effective retail strategy that fits her business model and partner with suppliers that carry
products that fit with her target market.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.