978-1337407588 Chapter 6 Solution Manual Part 2

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Chapter 6: Consumer Decision Making

TRUE/FALSE

1. If a consumer enjoyed the PSL during the 2015 season, then they will also enjoy it during the

2016 season.

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

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

2. If a customer wants nutritional facts about the new Chili Mocha, they should do an internal

information search on Starbucks’ website.

PTS: 1 OBJ: LO: 6-2 TOP: AACSB: Reflective Thinking

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

3. The perceived value of Starbucks coffee could be either utilitarian or hedonic depending on

the customer.

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

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

4. On Maslow’s hierarchy of needs, a Pumpkin Spice Latte best satisfies the safety level.

PTS: 1 OBJ: LO: 6-9 TOP: AACSB: Reflective Thinking

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

5. A consumer will purchase the new Chili Mocha only after engaging in extensive decision

making.

PTS: 1 OBJ: LO: 6-4 TOP: AACSB: Reflective Thinking

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

MULTIPLE CHOICE

Chapter 6: Consumer Decision Making

1. Which of the following is an example of consumer behavior?

a. purchasing a PSL

b. drinking a PSL

c. tweeting a picture of their PSL purchase

d. All of these are examples of consumer behavior.

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

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

2. Pumpkin Spice Latte fanatics could be considered a(n) __________ of coffee enthusiasts.

a. reference group

b. subculture

c. social class

d. opinion leader

behavior. An opinion leader is an individual who influences the opinions of others.

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

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

3. A person’s co-workers belong in their __________ membership group.

a. aspirational

b. non-aspirational

c. primary

d. secondary

PTS: 1 OBJ: LO: 6-7 TOP: AACSB: Reflective Thinking

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

4. A consumer’s decision making is influenced by their __________.

a. gender

b. age

c. lifestyle

d. personality

e. All of these

Chapter 6: Consumer Decision Making

PTS: 1 OBJ: LO: 6-8 TOP: AACSB: Reflective Thinking

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

5. If a customer remembers only the good taste of the PSL and not the sugar headache it gave

them the last time they had one when ordering their next one, they are experiencing __________.

a. perception

b. selective exposure

c. selective distortion

d. selective retention

PTS: 1 OBJ: LO: 6-9 TOP: AACSB: Reflective Thinking

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

Great Ideas for Teaching Chapter 6

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

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

Chapter 6: Consumer Decision Making

Each question has three parts:

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

Second, there is a reference to text pages students should review before proceeding. Since

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

Here are additional such discussion board questions developed for Chapter 6 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. All consumer buying decisions generally fall along a continuum of three broad categories:

routine response behavior, limited decision making, and extensive decision making.

2. Review this process in section 6-4 of your text.

3. Then describe a purchase you have made that involved extensive decision making in terms

of the five stages of the consumer decision-making process.

Series B

1. Culture is the essential character of a society that distinguishes it from other cultural

groups.

2. Review the components of American culture in section 6-5 of your text.

3. Then describe how one or more of these cultural components resulted in recent purchases

you made.

Mark Andrew Mitchell, Coastal Carolina University

Cognitive Dissonance and the University Experience

The selection of an institution for higher education or the selection of particular degree programs

within that institution is a decision of considerable involvement for most individuals. The choice

of one alternative (college or university of discussion) over another alternative institution can

Chapter 6: Consumer Decision Making

Given the level of involvement of the college or university decision, some individuals may feel

this psychological discomfort at some point in their academic careers. The challenge for

Purpose of the Project

The purpose of the project is to provide students with the opportunity to integrate marketing

theory with marketing practice. Simply put, students analyze the concept (cognitive dissonance)

and its presence on their particular campus, and offer creative marketing solutions for

consideration by university administrative personnel. The institution is used as the focal point of

the project in the interest of building the students’ sense of belonging and commitment to their

institution.

The inclusion of this project in a Marketing course provides the following outcomes: (1) the

realization of an institutional desire for operational and management effectiveness, (2) the

provision of experiential learning outcomes, (3) the realization of the learning objectives for the

course, and (4) student participation in the strategic planning processes of the institution.

Student Applications

This application can be administered in a Principles of Marketing course or a specialized

Consumer Behavior course. The project is developed with the students over the life of the term

with the final output delivered to university administrative personnel for consideration. The

project may be done on an individual group basis depending on the nature of the audience or

desires of the instructor.

Suggested Focus Areas

The following focus areas are suggested as contributors to the problem of cognitive dissonance

on a college or university campus:

1. Freshman students during their first-year experience

2. Students transferring from other institutions

Chapter 6: Consumer Decision Making

Note: The above list is meant to be illustrative and not exhaustive. The students should consider

all aspects of the undergraduate experience and provide direct actions for dealing with the

presence of cognitive dissonance on a college or university campus.

Suggested Outline

The following outline is offered to guide the preparation of the documents and/or presentation to

be made available to university personnel for consideration and implementation:

1. Illustrate your understanding of the concept of cognitive dissonance. (What problems are

you addressing?)

2. Briefly discuss why a college or university should be concerned with the presence of

cognitive dissonance within its student population. (Why are you concerned?)

Tom Hicky, Oswego State University of New York

Learning Through Competitive Case Presentation

I have applied the following process to the case in my Consumer Behavior course and referred to

the process as a “competitive case presentation.”

Students are formed into two consulting management teams and present the same case to me, as

Chapter 6: Consumer Decision Making

Barbara-Jean Ross, Louisiana State University

Laura A. Williams, Tulane University

**Communicating Consumer Behavior: An Exercise Using Personal Consumption

Journals

In consumer behavior, it is vital that upon completion of the course students have acquired a

sound understanding of how consumers search for, purchase, and use products and services.

The purpose of this chapter is to describe the use of consumption journals. This exercise enables

Exercise Overview

This exercise is designed to be an incremental three-part assignment. The first part requires

students to maintain a personal consumption journal. In the second part, each student is told to

Consumption Journal

Chapter 6: Consumer Decision Making

Each student is responsible for maintaining a consumption journal that describes the products

An example journal entry template should be provided to the students when the assignment is

introduced.

Date:

Place of Purchase:

The length of time that students are required to maintain consumption journals is at the discretion

of the instructor, but four submissions should be the minimum as students begin to understand

and appreciate the assignment only around the fourth submission.

10-Product List

After the third submission of the consumer journal, students should be instructed to review their

consumption behavior and to create a list of 10 products or services they own and/or regularly

Advertisement Analysis

Once the 10-item product list is complete, each student should select two of the items on the list

Chapter 6: Consumer Decision Making

Benefits to Students

The consumption journals allow students to immediately begin to understand the relevance of

behavior theory and principles to justify their points. This exercise allows students to

demonstrate an understanding of segmentation, motivation, personality, psychographics,

Via the journal entries, the 10-product list, and advertisement analysis, students learn about their

Anita Jackson, Central Connecticut State University

Reference Group: Lecture Alternative and Class Participation Exercise

Instructions: The students are instructed to come to the next class displaying some symbol that

On the day of the class, the students ask to find their reference group peers among the other

Begin with a series of questions and follow with an open discussion of the material. Sometimes

Chapter 6: Consumer Decision Making

1. What type of reference group do you represent (formal or informal)? Explain.

2. What type of social influence does the group have on its members (normative or

informational)? Explain.

3. Why do group members conform to the standards of the group (cultural pressure, fear of

deviance, commitment)? Explain.

4. Do group size, unanimity, expertise, or sex differences cause greater or lesser conformity

within the group? Explain.

5. Next ask the spokesperson for each of the groups to define how the group influences

consumption of its members (informational, utilitarian, value expressive).

5a) After the spokesperson has expressed his or her view, ask if there is a difference of

opinion within the group. This can lead to a discussion of the social power of the

group and whether members conform to the dictates of the group by private

agreement or by surveillance.

6. Now ask if there is agreement or disagreement with any of the positions that have been

expressed by the group s spokespersons. Allow an open discussion for several minutes.ʼ

7. Ask if the spokesperson is the opinion leader of the group. Answers will vary and leave

room for further discussion on the topic of opinion leadership.

8. Then ask the spokesperson: Did the comments of your group change your perception of

your position within the group? This allows you to discuss group opinion and social power

of the group.

9. Next, ask what types of power the group has on its members (referent power, information

power, legitimate power, expert power, reward power, or coercive power). Make sure that

you link this to conformity.

There are usually students who do not have similar symbols and cannot find a reference

group within the class.

10. If you have independents within the class, ask if they avoid groups because of their power

structure. This allows the class to discuss the need for uniqueness or freedom.

A discussion of social comparison theory is a good idea at this point.

11. Finally, ask the students if word-of-mouth information from a group they belong or aspire

to has more influence on them than word of mouth from a stranger.

This exercise covers most of the material on reference group influences. It also involves

the students, and they feel free to open up in class.

Al Rosenbloom, Benedictine University

Chapter 6: Consumer Decision Making

Fit to Be Tied: Understanding the Concept of Involvement

Teaching Objectives

1. To reinforce, through an in-class activity, the concept of “levels of involvement”

2. To demonstrate how levels of involvement relate to other marketing variables, especially

segmentation

All introductory marketing texts introduce the concept of levels of involvement in their chapters

on consumer behavior. Generally, texts treat levels of involvement as being either high or low. I

expand on this with the following mini-lecture.

Henry Assael has further developed the concept of involvement by correlating levels of

involvement with decision making. He creates a matrix as follows:

High Limited Decision Making Complex Decision Making

Extent of Information

Inertia Brand Loyal

Low

High

Levels

of Involvement

Assael further describes each cell. Complex decision making is complicated, is high risk,

involves an extensive information search, and results in the “best” decision for the consumer.

Complex decision making results in brand loyalty through habit. Brands serve as shortcuts,

In-Class Activity

This activity divides students into teams and asks them to create profiles of consumers who fall

into each box of the Assael matrix. Students are given a common product—in this case, a man’s

Chapter 6: Consumer Decision Making

The exercise works best with the following beginning statement: “Think about a consumer who

is buying a tie that is described by your cell in the matrix. First, develop a mental picture of who

Activity Learning Points

1. Consumers can—and often do—see a common product in very different ways. Inductively

this demonstrates that there are different market segments for ties.

2. Different marketing strategies are required to reach consumers in different matrix cells.