978-1337116800 Chapter 3 Solution Manual Part 2

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Chapter 3: Ethics and Social Responsibility

quality of life for others. Economic responsibilities involve focusing on making a profit.

Zappos has achieved this.

2. At which level of morality does Zappos appear to operate?

a. Preconventional

b. Postconventional

c. Conventional

d. Unconventional

3. Zappos employees are “driven” to participate in charitable activities and feel that giving

back to the community is something that they “must do.” This demonstrates what about

Zappos employees?

a. Zappos employees operate at the preconventional level of morality.

b. Zappos employees focus on the ethical responsibilities of their jobs.

c. Zappos employees have morals that match Zappos values and norms.

d. Zappos employees follow the specific Zappos code of ethics.

4. Zappos relationship with Goodie Two Shoes is an example of cause-related marketing.

a. True—Zappos uses its work with Goodie Two Shoes to spread information about

Zappos to new markets.

b. True—Goodie Two Shoes gets more donations from people who know Zappos

donates shoes.

c. False—Zappos involvement with Goodie Two Shoes is considered corporate giving,

not cause-marketing.

d. False—Goodie Two Shoes is a for-profit organization, so any marketing is not

considered cause-related.

Chapter 3: Ethics and Social Responsibility

simply because he/she bought into the American dream of a college education?” says Pratt in a

statement on the official Givling website.

Givling is a venture that merges the popularity of online trivia games with the success of

crowdfunding. Pratt invested her savings, along with those of her husband and three of her

friends, and in March 2015, the site officially launched. The concept is a simple one: help

yourself by helping others.

Chapter 3: Ethics and Social Responsibility

were hurting,” said Pratt. But she did it, and it’s working. As of October 2016, Givling had paid

out over $420,000 and completely paid off the loans of two students.

Sources: C. Carter, “Creative Giving: Givling’s Trivia– and Crowdfunding-Based Solution to

Student Debt,” The Huffington Post, January 16, 2015, accessed October 21, 2016,

http://www.huffingtonpost.com/carol-j-carter/creative-giving-givlings_b_8822980.html;

“Givling,” Givling, accessed October 21, 2016, https://givling.com/givling/; “Students & Debt,”

Debt.org, accessed October 21, 2016, https://www.debt.org/students/.

TRUE/FALSE

1. It has become a behavioral norm in the United States for students to finish college in debt.

2. The current student financial debt crisis is not an ethical issue because nothing illegal has

occurred.

3. Lizbeth Pratt’s giving nature would be considered a virtue.

4.The stakeholder theory particularly applies to Givling because the players have as much to gain

by its success as the owners.

4. Based on your reading of the case, where on the pyramid of corporate responsibility does the

responsibility to help students pay off their loans fall?

a. philanthropic

b. ethical

c. legal

d. economic

e. None of these

5. If Mead School Supplies ran a campaign providing a free-play Givling access code with each

notebook purchase, this would be an example of __________ marketing.

a. corporate social

b. cause-related

c. green

d. sustainable

Great Ideas for Teaching Chapter 3

Raymond F. Keyes, Boston College

Experimental Course in Marketing Ethics

We are experimenting with a new approach for teaching marketing ethics in a way that will make

it more interesting and challenging for our marketing majors. In our Marketing Topics course,

we are experimenting with an approach that may be the forerunner to a “Marketing Ethics and

Creative Thinking” course—if the experiment is successful. Toward the end, the experimental

course focuses on two main topics: marketing ethics and creative problem-solving.

• Marketing ethics: We begin by reviewing the traditional foundations of ethical reasoning

followed by a more intensive study of selected current theories and relevant readings in the

areas of business ethics and marketing ethics. Against this background, we are using an

experimental model for ethical decision-making—a five step case analysis approach for

ethical analysis of marketing situations and decisions. During the semester, we discuss

cases and readings involving ethical problems in marketing. Finally, student teams

Chapter 3: Ethics and Social Responsibility

examine an ethical problem situation of their choice, gather and analyze relevant

information on the problem, lead a class discussion of their “case,” and prepare a written

term paper on the results of the study.

• Creative problem-solving: This portion of the course utilizes a more free-wheeling

approach for stimulating creative thinking. We begin by thinking about “thinking” and

about the creative process. During the semester, we try a variety of exercises and

techniques designed to enhance the creative dimensions of our problem-solving and

decision-making efforts.

• Merging the topics: The two topics, joined together in this seminar, provide interesting

opportunities for future business practitioners to develop their ethical decision-making

skills and to apply creative thinking in the formulation of alternative courses of action in

difficult ethical situations.

Chung-kue Hsu, Montclair State University

Sex Roles and Product Consumption

This exercise is designed to help students think critically about how sex roles may affect

consumer perception or even their actual consumption of certain consumer products or brands.

Societies tend to assign a set of traits or characteristics to males (e.g., aggressiveness, toughness)

and another set to females (e.g., tenderness, obedience). This division in sex roles can also affect

consumers’ perceptions and consumption of certain products or brands. Traditionally, some

products or brands are perceived as masculine (e.g., pocket knife, Marlboro cigarettes), while

others are perceived as feminine (e.g., hand lotion, Virginia Slim cigarettes). However, it is

observed that the link between sex roles and consumer products has gradually been eliminated

for many products, while for other products, the link still lingers.

This exercise requires each student to collect two print ads from magazines: one ad for a brand of

consumer product that illustrates a diminishing link between sex roles and the product and

another that demonstrates an enduring link. Students are asked to bring in the ads to class. The

instructor can use these ads as examples to facilitate discussion and ask if any other students

disagree that the product in the ad is (or is not) linked to sex roles.

Randy Stuart, Kennesaw State University

A Lesson on Packaging and Social Responsibility

This exercise was developed in conjunction with a university-wide community food drive and to

reinforce the lesson on packaging. To encourage participation, it was presented as an extra credit

opportunity.

Chapter 3: Ethics and Social Responsibility

Have the students bring in three cans of the same type of food (i.e., corn, peas, etc.), one

manufacturer, one private label/house brand, and one generic. Each can is worth 5 points. Have

the students write a paper (one to three pages) comparing the packaging strategy of each can.

The paper is worth 10 points. Encourage them to address the topics given below:

• Size and pricing

• Use of color

• What attracted them to each can?

• What were the strong and weak points of each label?

• Which package they think was the most efficient and effective, and why?

Due to the difficulty of finding generic merchandise in our market, the exercise was modified so

that the students who were unable to find generic merchandise could do the exercise with two

manufacturers and one house brand. Students who were able to find a can of generic food earned

an additional 5 points.

Creative students were encouraged to make their own labels and discuss why their label was

better than the rest. This was also worth an additional 5 points.

The exercise was fun for all. It made the students take what was learned in class and apply it.

Most importantly, much food was donated to local food banks, and the students received a lesson

in social responsibility.

Nancy M. Carr, Community College of Philadelphia

Scenarios in Sales Management: Ethical Issues for Class Discussion

Scenario I. As sales manager, you have noticed changes in salesman Mike lately. Mike used to

be your “bright-eyed and bushy-tailed inside salesman,” but now he seems tired all the time. You

even caught him asleep at his desk twice in the last week. You ask Mike if he is okay, and he

Chapter 3: Ethics and Social Responsibility

about what to do about Mike.

Scenario II. You are very lucky to have two outstanding salespeople desiring the two straight

commission sales positions in your new company. Both of them have impressive past sales

records, want a new challenge, and have the confidence to desire straight commission pay. Their

Scenario III. A prospect calls the office and is looking for a property in the $300,000 price

range. This is much higher than most of the company’s prospects can pay. This excellent

Scenario IV. You have never had a sales trainee like Joe. When you arrive early in the morning,

he is already there working. He is thoughtful, courteous, and a real self-starter. The only problem

is that Joe smells. Since you work with the trainees individually, no one else is affected but you

Scenario V. You have been taking phone applications for counter positions in your doughnut

shop. One applicant, Cindy, is very well spoken and polite. You tell Cindy to come in after lunch

when you will be in the shop. At 1:30 p.m., a car pulls up and a gigantic young woman gets out.