Marketing Chapter 17 Homework Point-of-sale interactions are touch points in stores or information kiosks that use software to enable customers to easily provide information about themselves without feeling violated

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PRESENTATION VISUAL: Exhibit 17.4 Customer-Centric Approach for Managing

Customer Interactions

• Web-Based Interactions: Through web-based interactions, web users can evaluate

and purchase products, make reservations, input preferential data, and provide

deliver a degree of individual customization to improve customer relationships.

• Social CRM: Social CRM takes the most successful aspects of traditional CRM,

such as behavioral targeting, and expands them to include ways to engage

• Point-of-Sale Interactions: Point-of-sale interactions are touch points in stores or

information kiosks that use software to enable customers to easily provide

information about themselves without feeling violated. Information collected

f. Capture Customer Data: In a CRM system, the issue is not how much data can be

obtained, but rather what types of data should be acquired and how the data can be

used effectively for relationship enhancement. The traditional approach for

acquiring data from customers is through channel interactions, including store

g. Leverage Customer Information: Data mining can be used to identify the most

profitable customers and prospects. Managers can then design tailored marketing

strategies to best appeal to the identified segments, commonly referred to as

leveraging customer information.

• Campaign Management: Campaign management involves developing product or

service offerings customized for customer segments and then pricing and

communicating these offerings for the purpose of enhancing customer

relationships. Customizing product and service offerings requires managing

multiple interactions with customers, as well as giving priority to the products

and services that are viewed as most desirable.

• Designing Targeted Marketing Communications: A database allows marketers to

track customers’ relationships to the company’s products and services and

modify the marketing message accordingly. Customers can also be segmented

into infrequent users, moderate users, and heavy users. A segmented

communications strategy can then be developed based on which group the

customer falls into.

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Discussion Questions

You can assign these questions several ways: in a discussion forum in your LMS; as whole-

class discussions in person; or as a partner or group activity in class. A generic discussion

rubric is provided in the Appendix.

1. Discussion: (LO 17-1, PPT Slide 4) Duration 5-10 minutes.

a. Kick off this chapter on personal selling by asking students to reflect on all of the

purchases they have made in the last 7 days:

• How many were face-to–face interactions at the salesperson’s place of

• By a show of hands, how many of each type of purchase did you experience?

Share examples.

i. Students’ answers will vary. The sales environment changes

2. Discussion: (LO 17-4, PPT Slides 16-17) Duration 5-10 minutes.

a. Present students with the following scenario and discuss: You are a new sales

associate at a carpet store. One day, a customer walks into the store and tells

sales. Even though you haven’t been thoroughly trained yet, your intuition is

telling you to engage with her.

• What ideas do you have for building a long-term business relationship with

this apartment manager?

• What questions would you like to ask her about her carpeting needs and

expectations?

i. Students’ answers will vary. Relationship selling is a multistage

3. Discussion: (LO 17-7, PPT Slides 59–60) Duration 5-10 minutes.

a. Ask students to consider one of the most ubiquitous products of our times—the

Apple iPhone.

• What might be some of the touch points for this product?

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Additional Activities and Assignments

A generic discussion and writing rubric is provided in the Appendix.

1. Activator Exercise: Learning to Sell (LO 17–2)

Purpose: To help students understand the importance of personal selling.

Format: This activity can be facilitated in both a classroom and an online

environment. Instructions for how to facilitate the activity in the classroom and

online are provided below.

Classroom Format: Small group discussion (Estimated Time: 20-30 minutes)

1. Ask each student to think of a very basic, common material that they would like

to work with, such as sand, ice, water, glass, wood, steel, iron, silk, cotton, nylon,

Online Format: Written discussion board posts with responses (Estimated Time: 5-10

minutes)

1. Use the following prompt to facilitate this activity in a discussion board:

2. Have students respond to their classmates’ posts by asking questions and

offering constructive feedback on their sales pitches.

Additional questions for a classroom or discussion board: What problems did

you encounter when you were making a sales pitch? How do you motivate someone

to buy the product that you are selling?

Result: Students will learn several lessons, including the importance of connecting

2. Class activity (LO 17-2)

Format: This activity can be facilitated in both a classroom and an online

environment. Instructions for how to facilitate the activity in the classroom and

online are provided below. (Estimated time: 10-15 minutes)

Classroom Format: Divide students into pairs and ask them to create two

marketing scenarios:

• One that favors personal selling as the primary promotional tactic.

• One that favors advertising as the primary promotional tactic.

When describing each scenario, students should include a description of the

Online Format: If you’re delivering your course online, you can have students do

this on their own and have them post their answers in a discussion board. Use the

following prompt to facilitate this activity:

Create two marketing scenarios:

3. Class Activity (LO 17–3)

Format: This activity can be facilitated in both a classroom and an online

environment. Instructions for how to facilitate the activity in the classroom and

online are provided below. (Estimated time: 15-25 minutes)

Classroom Format: Divide the class into pairs or groups of three. Invite them to

students to share their findings.

Online Format: If you’re delivering your course online, you can have students do

this on their own and have them post their answers in a discussion board. Use the

following prompt to facilitate this activity:

Choose any popular consumer product, such as an electronic device, food item, or

4. Class activity (LO 17–5)

Format: This activity can be facilitated in both a classroom and an online

environment. Instructions for how to facilitate the activity in the classroom and

online are provided below. (Estimated time: 15-25 minutes)

Classroom Format: Have students pair up, designating one partner as the buyer

and the other as the seller. Each pair can choose any familiar product to role play

the seven steps of the buying/selling process. Allow 5 to 10 minutes for teams to

complete the process before leading the entire class in a discussion:

• What types of questions did the seller ask?

Online Format: If you’re delivering your course online, you can have students do

this on their own and have them post their answers in a discussion board. Use the

following prompt to facilitate this activity:

Imagine that you are a salesperson for one of your favorite products. Write out the seven

5. Class activity (LO 17–6)

Format: This activity can be facilitated in both a classroom and an online

environment. Instructions for how to facilitate the activity in the classroom and

online are provided below. (Estimated time: 15-25 minutes)

Classroom Format: Have students pair up, designating one partner as a job

interviewer and the other as the interviewee for a job as either an inside or outside

Online Format: If you’re delivering your course online, you can have students do

this on their own and have them post their answers in a discussion board. Use the

following prompt to facilitate this activity:

You have two job interviews this week—one for an inside sales position and one for an

outside sales position—and you desperately need to land one of these two jobs. You’re

6. Additional activity: The Face-to-Face Sales Process (LO 17–1)

Purpose: To give students a chance to practice face-to-face selling.

Background: Whether or not they realize it, many students are natural salespeople

in their day-to-day lives. This exercise is designed to hone their face-to-face selling

online are provided below.

Classroom Format: Divide your class into pairs, and direct them to follow these

steps:

1. Choose one of the following situations for a “sales” presentation:

• Convincing your sister to lend you her truck for a ski trip with friends

• Convincing someone you really like to go on a date with you

• Convincing a cop not to give you a traffic ticket

2. Take about 10 minutes to prepare your presentation. Consider each step in the

selling process.

3. Make your case to another pair. You can make your presentation as a team or

choose one of the partners to do the talking.

Finish the exercise by choosing several volunteers (perhaps in return for some extra

Online Format: Video presentation submitted by each student (Estimated Time: 20-

30 minutes)

1. Create this assignment in the Bongo app in MindTap or your LMS. Click on the

2. Choose one of the following situations for a “sales” presentation:

• Convincing your sister to lend you her truck for a ski trip with friends

3. Write the script for a one- to two-minute sales pitch, being as creative and

persuasive as you can be.

4. Record your sales pitch. (It is not necessary to include any music or graphics.)

Additional Questions for Reflection:

• What part of the sales process is most important? Why?

• Which works better, a team presentation or an individual presentation? Why?

7. Online Research Activity (LO 17-5)

The Consumer Electronics Show (CES) is one of the largest trade shows in the world.

Visit the CES website and answer the following questions:

Note: The CES is held in Las Vegas, Nevada during the first week of January every

year. Student answers regarding attendance and products will vary according to the

information on the website. The CES could be used to generate leads, interact with

potential customers, probe customer needs, and learn about the competition. The

CES can act as a touch point, allowing the salesperson to gather information.

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Additional Resources

Appendix Generic Rubrics

Providing students with rubrics helps them understand expectations and components of

assignments. Rubrics help students become more aware of their learning process and

progress, and they improve students’ work through timely and detailed feedback.

Customize these rubrics as you wish. The writing rubric indicates 40 points and the

discussion rubric indicates 30 points.

Standard Writing Rubric

Criteria

Meets Requirements

Needs Improvement

Incomplete

Content

The assignment clearly and

comprehensively

addresses all questions in

the assignment.

The assignment partially

addresses some or all

questions in the

assignment.

The assignment does not

address the questions in

the assignment.

0 points

Research

The assignment is based

upon appropriate and

adequate academic

literature, including peer

reviewed journals and

other scholarly work.

5 points

The assignment is based

upon adequate academic

literature but does not

include peer reviewed

journals and other

scholarly work.

3 points

The assignment is not

based upon appropriate

and adequate academic

literature and does not

include peer reviewed

journals and other

scholarly work.

Standard Discussion Rubric

Criteria

Meets Requirements

Needs Improvement

Incomplete

Participation

Submits or participates in

discussion by the posted

deadlines. Follows all

assignment. instructions

for initial post and

responses.

Does not participate or

submit discussion by the

posted deadlines. Does not

follow instructions for

initial post and responses.

3 points

Does not participate in

discussion.

0 points