978-1337407588 Chapter 11 Solution Manual Part 2

subject Type Homework Help
subject Pages 9
subject Words 3106
subject Authors Carl Mcdaniel, Charles W. Lamb, Joe F. Hair

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Chapter 11: Developing and Managing Products
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Case Assignment: Tesla Motors
Tesla Motors was founded with innovation in mind. Launched in 2003 by a group of engineers in
The Tesla Roadster was launched in 2008 and can travel 245 miles per charge of its
lithium ion battery. There are now more than 2,400 Roadsters being driven in more than 30
Next came the Model X, which Tesla began delivering in 2015, and the new Model 3 will
Improvements to battery life and safety features weren’t the only upgrades Tesla had
quietly been putting together. They created a roar in the automobile industry when they
This hardware includes eight surround cameras providing 360-degree visibility around
Tesla’s move was unprecedented compared to that of other car companies, but not as
much for them. While Tesla will be creating cars with the hardware needed for self-driving
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Chapter 11: Developing and Managing Products
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Tesla still has to complete millions of miles of real-world testing before the software can
Tesla must also achieve regulatory approvals of full self-driving cars before they can
Korosec, “4 Reasons Why Tesla’s Autonomous Driving Announcement Matters,” Fortune,
October 20, 2016, accessed October 23, 2016,
Musk: You’ll Be Able to Summer Your Driverless Tesla from Cross-Country,” CNN Money,
October 20, 2016, accessed October 23, 2016,
Cars Being Produced Now Have Full Self-Driving Hardware,” Tesla, October 10, 2016, accessed
October 23, 2016,
TRUE/FALSE
1. Telsa’s new products have been successful, in part, because they have a well-defined new
product strategy at their core and are driven by the corporate objectives and strategies of using
electricity over gasoline when designing automobiles.
PTS: 1 OBJ: LO: 11-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
2. A new-product strategy is a plan that links the new-product development process with the
objectives of the marketing department, the business unit, and the corporation.
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Chapter 11: Developing and Managing Products
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PTS: 1 OBJ: LO: 11-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
3. The business analysis to determine if Tesla should equip their cars with the self-driving
hardware before the software was complete would have been a simple process.
PTS: 1 OBJ: LO: 11-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
4. Tesla employed simultaneous product development by having their hardware and their
software design teams work together on the autonomous automobile initiative.
PTS: 1 OBJ: LO: 11-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
5. Tesla will use test marketing to teach the self-driving software how to appropriately respond in
different driving situations.
PTS: 1 OBJ: LO: 11-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
MULTIPLE CHOICE
1. New products are important because they do all of the following EXCEPT:
a. sustain growth
b. increase revenues and profits
c. extend resources
d. replace obsolete items
PTS: 1 OBJ: LO: 11-1 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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2. The Tesla Model 3 is what category of new product?
a. improvement/revision to existing product
b. new-to-the-world product
c. new product line
d. repositioned product
e. lower-priced product
PTS: 1 OBJ: LO: 11-1 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
3. New product ideas can come from all of the following sources EXCEPT:
a. employees
b. customers
c. distributors
d. competitors
e. New product ideas can come from all of these.
PTS: 1 OBJ: LO: 11-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
4. The addition of the self-driving hardware to Tesla cars in considered a(n) __________.
a. diffusion
b. experiment
c. commercialization
d. innovation
PTS: 1 OBJ: LO: 11-5 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
5. Which of the following characteristics will NOT have an impact on decisions for early
adopters of the Tesla Model 3?
a. compatibility
b. observability
c. complexity
d. relative advantage
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11: Developing and Managing Products
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PTS: 1 OBJ: LO: 11-5 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
Great Ideas for Teaching Chapter 11
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 of them 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’ textbooks introducing the topic. By
using the text authors words, students are enabled to locate relevant material in the text
more easily, the text content is reinforced, and confusion resulting from the 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 beforehand 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.
Here are additional similar discussion board questions developed for Chapter 11 of MKTG11.
Each is written to fit the same text cited above but could easily be rewritten and revised to fit
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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another text.
Series A
1. An innovation is a product perceived as new by a potential adopter. Diffusion is the process
by which the adoption of an innovation spreads. There are five categories of adopters:
innovators, early adopters, early majority, late majority, and laggards. The category under
which you would fall depends on the type of product involved.
2. Review how new products spread in section 11-4a of your text.
3. Then choose a product that you have recently adopted. Which category of adopter are you
for that product? Do you fall into a different category for a different type of product? Give
an example.
Series B
1. The PLC is a biological metaphor that traces the stages of a product’s acceptance, from
its introduction (birth) to its decline (death).
2. Review the stages of the product life cycle in section 11-5 of your text.
3. Suggest an example of a product in each stage of the product life cycle. Explain your
examples. Which of these products do you own? What does this suggest about the type of
adopter you are?
Deborah Reed Scarfino, William Jewell College
A Project to Fail
I have used the project “Create a Product, Good, or Service That Will Fail” to instill or recharge
creativity in my students.
We spend the first half of the semester understanding the concepts, working on case studies, and
analyzing material to make recommendations to improve the existing situation or resolve
problems that pose challenges. There are no real textbook answers to some of these cases, and
In the second half of the course, I offer the challenge to design a product, good, or service idea
that will fail in the marketplace. The class evaluates the ideas after oral presentations. Those that
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Students who learn that failure is a valuable learning tool and that many great ideas are born
from the experience of failure are well on the road to success. We suffer from stagnant
Barbara Ross Wooldridge, the University of Texas at Tyler
Packing the Powerful P! The Impact Packaging Has on How We “See” Products: A Taste
Test Experiment
While most students in an introductory marketing course can easily visualize the role packaging
plays in protecting and facilitating the storage of products, it is not as clear to them the powerful
Exercise Overview
Three products are used in this taste test: KitKat candy bars, Sweet Escapes, and Keebler Fudge
Sticks. The items should be cut into bite-size pieces. Each product is placed in separate bags
labeled “A,” “B,” and “C.” Students are divided into groups of three to five, depending on the
class size. The groups are given taste test sheets to fill out as a team. These sheets include the
The Results
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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What the students discover is that although the three products are all basically chocolate-covered
wafers, they are viewed very differently and sell for very different prices based on packaging.
Benefits to the Student
The taste test allows students to immediately begin to understand the relevance of packaging in
determining how one perceives a product. It also demonstrates how packaging interacts with the
Conclusion
This exercise, depending on class size, takes some time to create the tasting samples but does not
Michelle Demoss, Stetson University
Did You Mean to Throw That Away?
Proponents of marketing state that a market-driven economy allows for more choices, better
products, and lower prices. Critics claim that marketing promotes materialism and a throw-away
This exercise encourages students to examine the impact of their consumption decisions on the
environment around them. Students are asked to become aware of decisions concerning how they
dispose of marketing-related items and how they make these decisions. Specifically, students are
asked to take the steps listed below.
1. Write down everything they throw away in one week. (Note: The typical American
generates 4.39 pounds of garbage a day.)
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Discussion should center on any shift in students’ perspectives concerning the impact of their
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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