978-1337116800 Chapter 10 Solution Manual Part 2

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Chapter 10: Product Concepts

combine their brands with the Zappos brand and give customers access to more

brands than possible in a shoe store.

4. The Zappos wide calf boot is part of the Zappos _____.

a. private brand

b. manufacturer’s brand

c. family brand

d. trademark

5. Manufacturing a wide calf boot is which kind product modification?

a. Style modification

b. Functional modification

c. Quality modification

d. Brand extension

6. Which of the following does the Zappos brand expect its excellent customer service across

all its businesses to do?

a. Create brand loyalty.

b. Increase awareness of the brand name.

c. Create a family brand.

d. Offer an explicit warranty.

matter what business Zappos enters.

Case Assignment: Burger King

Chapter 10: Product Concepts

The cooks were busy in the Burger King kitchen in 2016. Every few months, they released a new

item for the more adventurous fast-food customers to try out.

At the end of January 2016, Burger King introduced new Jalapeño Chicken Fries, Dr Pepper

Shakes, and Oreo Irish Mint Shakes. All three items were available for a limited time. The

Jalapeño Chicken Fries were a spicy twist on the original Chicken Fries, made with white

chicken meat and breaded with jalapeño seasoning. The Dr Pepper Shake was a hand-spun,

creamy treat with the flavor of Dr Pepper. The Oreo Irish Mint Shake was a new take on the

Classic Oreo Shake but with a minty flavor. It was hand spun and featured Oreo cookie

crumbles.

“Our guests can’t get enough of our spicy menu items, not to mention our Chicken Fries, so

we’re giving them more of both with this new addition to our Chicken Fries lineup,” said Alex

Macedo, President, North America, for the Burger King brand. “And if our Jalapeño Chicken

Fries get a little too hot, our Dr Pepper Shake or Oreo Irish Mint Shake is the perfect way to cool

off.”

March brought another limited-time offering: The Angriest Whopper sandwich. The

Angry Whopper sandwich was a popular previous limited-time menu item. The Angriest

Chapter 10: Product Concepts

Whopper took it to another level, featuring flame-grilled beef, thick-cut bacon, American cheese,

iceberg lettuce, tomatoes, crispy onion petals, jalapeños, creamy mayonnaise, and spicy “angry

sauce” all on a fiery red bun that had hot sauced baked in.

Chapter 10: Product Concepts

TRUE/FALSE

1. Burger King’s Dr Pepper Shake is a product.

2. Burger King’s Chili Cheese Grilled Dog is a product line.

3. The different variations of the Whopper are a product mix.

4. The addition of the Angriest Whopper increased Burger King’s product line depth.

5. “Burger King’s Dr Pepper Shake” is an example of co-branding.

MULTIPLE CHOICE

1. For a cheese-lover, Burger King’s Mac n’ Cheetos are what type of product?

a. shopping product

b. specialty product

c. unsought product

d. luxury product

2. The Oreo Irish Mint Shake is what type of product modification from the Classic Oreo Shake?

a. quality modification

b. functional modification

c. style modification

d. All of these

e. None of these

3. “Cheetos” is a brand __________.

a. name

b. mark

c. equity

d. loyalty

4. “Burger King” is a __________ brand. “Oreo” is a __________ brand.

a. manufacturer’s; private

b. private; manufacturer’s

c. manufacturer’s; manufacturer’s

d. private; private

5. Burger King uses what approach when branding and packaging in foreign markets?

a. one brand name everywhere

b. adaptations and modifications

c. different brand names in different markets

d. None of these

Chapter 10: Product Concepts

ANS: A

PTS: 1 OBJ: LO: 10-6 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

Great Ideas for Teaching Chapter 10

Jon M Shapiro, Northeastern State University

Michael C Murphy, Langston University

Product Positioning for the Product Manager: A Capstone Experience for an Introduction

to Marketing Class

The objective of this activity is to encourage beginning students to think about product

positioning, its components, and its strategic implications. Pedagogically, we believe that the

right mix of theory and experiential learning increases student interest and enriches their learning

experience. This ongoing, sequential project can be introduced within the first few weeks of

class, regardless of the student’s knowledge base or the topical sequencing within a given

textbook.

Initially, students are directed to choose a product category that they find interesting. There are

two constraints: 1) the product must be sold in traditional (non-cyber) retail settings, and 2) the

number of competing brands should not exceed seven. The rationale for these constraints

follows. Regarding the first constraint, brick and mortar channels better allow the beginning

student to touch the product and fully examine differences among key attributes. In terms of the

second constraint, limiting the competitors to seven is more manageable, allows for a richer and

more focused analysis, and avoids complicating perceptual mapping. Additionally, if students are

unable to find product categories with such low degrees of competition, encourage them to focus

upon a subcategory (e.g., herbal tea instead of tea).

Which products do students pick, and why? The key thing is that if they find a category relevant

to their life (ideally, something that they use and enjoy), they will likely exhibit more passion

and do a more in-depth analysis. Based on experience, we find that food products such as peanut

butter, salsa, and frozen pizza work well; however, anything the student is interested will suffice.

The initial assignment requires the student to choose a retail setting and to record his or her

observations regarding the product category. We provide a handout with basic threshold

positioning dimensions to analyze such as pricing, shelf space/positioning, labeling, packaging,

and point-of-purchase promotion. The initial journal serves as a first attempt at analysis. Then,

after each element of the marketing mix (the 4Ps) is covered, the student revisits the retailer for

further observation and integrates the newly learned concepts into the journal.

Chapter 10: Product Concepts

The final capstone paper requires the student to construct at least two perceptual maps. The end

product includes the product descriptions, a justification of the map axes (why these salient

attributes were selected), and a description of the perceptual map.

For many students, developing perceptual maps is very challenging. Students often struggle

because it requires inferring, based solely on observation (not research), what consumers believe

distinguishes products. To attenuate this difficulty, we provide model papers from past students.

Generally, this (coupled with assisting them with their draft versions) results in a highly

enjoyable and rich learning experience.

Michael Luthy, Bellarmine University

The Search for the Perfect Package

In most Principles of Marketing courses, the subject of consumer product packaging is

discussed, at least in passing, as part of the product umbrella in the marketing mix. Some

instructors address it in discussions of the bundle of benefits concept, the rationale that

ultimately serves consumers’ interests. However the subject is broached, an alternative to the

standard treatment of asking students what makes for good packages is to give them an example

that the instructor has selected as the best consumer product package in existence. Ask them to

come up with reasons as to why this is so. The product package in question is for the banana.

Separating the class into teams of two to four students, giving each a banana, and then tasking

them with coming up with as many reasons as they can to support your contention generates a

healthy competition and can lead to some interesting rationales. Some of the many reasons they

may come up with are given below.

• Protects the product from damage

• Attracts attention because of bright color

• Informs consumer of freshness through color change as it ages

• Easy to carry product (grip in hand, backpack, briefcase)

• Easy to open

• Re-sealable (to some degree)

• Code number on label allows for automated checkout

• Biodegradable

• Instantly recognizable what the product is

• Package size accurately depicts amount of product within

• Package contains a single serving portion

• Package doubles as a holder for product (no napkin needed)

• Other uses: compost, practical jokes

Chapter 10: Product Concepts

From these reasons, the instructor can then generalize, perhaps by bringing into the discussion

the VIEW model (visibility, information, emotional appeal, workability), that outlines the rules

for package evaluation. The ultimate goal is to change the way students look at the world outside

of the classroom and acknowledge the role that other disciplines and perspectives can play in

problem-solving.

James S. Cleveland, Sage College of Albany

Discussion Board Topics to Encourage Participation

Discussion board questions provided to students to encourage them to engage in thinking and

writing about the content of the Principles of Marketing course usually take the form of a

provocative statement to which students are asked to respond. An example of this would be “All

PR is good PR.”

Discussion topics such as this one are abstract and often require that the instructor provide an

initial reply to show students what is expected in their own replies. For students with limited

work experience, this approach may be quite appropriate. For adult students with extensive

experience as employees and consumers, however, the abstract nature of such topics can be

frustrating.

I have developed, therefore, a series of discussion board questions to use with experienced, adult

students. These questions are designed to encourage them to use their experiences as employees

and consumers as doorways to better understand the course material, and to make their own

responses more interesting to themselves and to the other students in the class who will read and

comment on them.

Each question has three parts.

1. First, there is a sentence or two from the students’ textbook introducing the topic. By using

the text author’s own words, students are enabled to locate relevant material in the text

more easily, the text content is reinforced, and confusion resulting from use of variant

terms or expressions is minimized.

2. Second, there is a reference to text pages the students should review before proceeding.

Since the goal of the exercise is for students to apply the course content to their own

experiences, reviewing the content first is important.

3. Third, there is a request for the students to think about or remember some specific situation

in their experiences to which they can apply the text material, and a question or questions

for them to address in their replies.

Chapter 10: Product Concepts

Here are additional such discussion board questions developed for Chapter 10 of MKTG11. Each

is written to fit the same text cited above but could easily be rewritten and revised to fit another

text.

Series A

1. A consumer product is bought to satisfy an individual’s personal wants. Although there are

several ways to classify them, the most popular approach includes these four types:

convenience products, shopping products, specialty products, and unsought products.

2. Review the descriptions of these types in section 10-2 in your text.

3. Then describe products you have purchased recently that represent each type. What made

them that type for you?

Series B

1. A group of closely related product items is a product line.

2. Review the material on product items, lines, and mixes in section 10-3 of your text.

3. Then describe the product mix sold by your employer and what product lines it includes.

Are the product lines shallow or deep? Is the product mix narrow or wide? Explain your

answers.

Deborah Reed Scarfino, William Jewell College

Packaging Egg-Citement

This topic concerns a packaging challenge that requires the student to use three main objectives

of packing successfully.

1. Each student must creatively package a raw egg using cost-effective materials. (Special

consideration is given to recycling materials easily and cheaply found.)

2. The package must protect the egg from damage.

3. It must assist in marketing the product in some way.

The product is a raw egg with the likeness of Elvis Presley on it. This is a limited number

production item that Elvis fans worldwide will be interested in having in their collections. The

student is the packaging engineer consultant of this decorative and very special item that sells for

$175.00. Consumer collectors value the product more in its original package and will be

interested in displaying it. It must survive mail order delivery. The delivery survival is tested by

dropping the entire package from a third-floor classroom window at the beginning of class.

Students collect their own package after “the toss” and open it in front of the class while verbally

Chapter 10: Product Concepts

presenting their creative concept. This presentation will include trivia facts and their personal

research of “The King” that are included in their packaging concept. Special details that

demonstrate some unique knowledge of interest to Elvis fans add to its value. The interior

package must assist in selling the item and help to justify its price.

Note: This can be a messy class. Most concepts survive the toss, and the students enjoy the fun

and sharing of their wacky ideas. A few will wonder, “Why Elvis?” There is a lot of fun

information and seemingly limitless ideas that come from his many song hits and high profile

lifestyle, but any celebrity could work as well perhaps. My students look forward to the

challenge, and it becomes a memorable project assignment regardless of the toss outcome.

Robert J. Brake, Concordia University

Researching Food Products We Love to Hate

Since my students needed to experience some real hands-on learning earlier in the Marketing

Management course, I created what became an entertaining research project, assigned after we

examined product concepts and new-product development.

The class was divided into three- or four-member teams, each assigned to explore a food or

beverage most people love to hate. The five products originally chosen were 1) Spam (Hormel’s

WWII sumptuous repast that is now a cult favorite in America), 2) Twinkies (Hostess’s

shortcake spinoff characterized by intriguing ingredients like beef fat, lard, and lecithin, and the

shelf-life of gravel), 3) Fig Newtons (Nabisco’s 1891 concoction that is America’s third most

popular cookie), 4) Kraft’s Tang (the astronauts’ favorite fake, sweet, orange-flavored drink),

and 5) Sandoz’s Ovaltine (the favorite of Captain Midnight and Little Orphan Annie).

My students were given just two weeks to discover everything they could about their product—

with minimal guidelines from me. They were expected to apply textbook, lecture, and handout

materials whenever possible.

Although it was initially a voluntary project, the “dreaded foods” project is now a regular

Chapter 10: Product Concepts

managers; library books and articles; trade journals; food industry materials; store customers’

opinions (they developed some questionnaire design skills); and, in one case, a student’s parents,

who live thirty miles from the Austin, MN Hormel plant. (They sent me a much-coveted Spam

T-shirt.)

Students displayed an awareness of concepts like utility, product differentiation, and line

extension, as well as pricing, placement, and promotion. They brought product samples to class,

creating a bizarre combination of taste treats and a critical need for Rolaids. The Spam group

recited a haiku and demonstrated why the pig-parts favorite is the butt of so many jokes.

Students got some real, informal, hands-on research experience; they had fun and entertained

their classmates; they worked on a team; and they received extra credit.

Robert D. Winsor, Loyola Marymount University

Implementing Product Positions: A Perceptual Picnic

This demonstration is designed to illustrate the marketing mix strategies used in product

positioning through a fun and involved approach. In addition, students learn that although

positions are typically interpreted through product attributes, consumer behavior is actually

determined by individuals’ perceptions of these attributes.

For this demonstration, the following beverages should be brought to class.

1. Orange-flavored soda (any popular brand)

2. Fruit-flavored Perrier brand sparkling water

3. Any flavor of Ozarka brand carbonated beverage

4. Any flavor of Clear American brand carbonated beverage

5. Snapple brand fruit-flavored beverage

6. Fruitopia brand fruit-flavored beverage (made by the Coca-Cola Company)

7. Orange juice (any popular brand)

8. Sunny Delight brand citrus punch (made by Proctor and Gamble)

If possible, all beverages should be in bottles of roughly the same size, and these bottles should

be in a box which conceals them from the view of students. In addition, bring a container of ice

and enough disposable cups for all class members. Once the above materials are assembled, the

exercise can be performed in four steps.

a. The demonstration should begin by placing the bottle of orange-flavored soda at one end of

a long table or desk at the front of the classroom. A brief history of the soft drink industry

can be noted, if desired. Next, place the bottle of Perrier at the other end of the table, and

Chapter 10: Product Concepts

initiate a brief discussion of the positioning strategy used to introduce this brand to the

market (by differentiating it from traditional soft drinks and targeting an older, more

“sophisticated” market). Now, walk to the middle or back of the classroom, and hand the

bottle of Ozarka sparkling water to any student. Ask this student to promptly place this

bottle in its “proper” position on the table in consideration of its attributes. Invariably, this

student will place the Ozarka bottle nearest to the Perrier bottle.

At this point, the stage is set for an explanation of the strategy used by Ozarka to position

its brand as a “very good tasting” version of sparkling water. Note the following elements

of the marketing mix used in this positioning strategy: the shape of the bottle (similar to

that of Perrier), the name (foreign sounding), the product description and labeling

(“sparkling spring water with citrus essence” [note European spelling]), the price

(expensive, similar to Perrier), and its retail shelf location (near Perrier and other waters,

and far away from ordinary sodas).