The Six Wednesdays Project swp
Course
Objectives
In addition to the objectives common to all
courses I teach (see Ground
Rules):
To enhance your
understanding of the processes involved in and the
influences on Consumer Behaviour |
To develop an appreciation
for the value of knowledge of Consumer Behaviour in
developing a successful marketing strategy |
To provide a coherent
framework for interpreting consumer reactions to
marketing stimuli |
To develop an appreciation
of the ethical dimensions of consumer marketing |
To learn how
to write precisely and concisely for business writing |
To achieve these objectives, you
will be asked to do some specific tasks:
Learn and use key terms,
definitions, and concepts used in the field |
Show knowledge and understanding
of
the course material in your course work |
Engage in and report on
your own consumer behaviour with an increased awareness
of the internal and external forces at work
when you make a purchase |
Share with the class your
applications of Consumer Behaviour theory, using your project |
Rules of The Game
The Product
Your group will choose a
product (good, service, combination, event, person, place, etc.) which is currently
offered for sale in
the Canadian market today by a specific company (it need not be
manufactured in Canada). Click here to see a listing of products
from the Introductory Marketing Unit on
Product. Since a large part of this course is based
on analysis of the consumer through advertisements, you need to
choose a product for which you will be able to find an
advertisement; you may use an ad from the Internet but be sure
it can be printed out to hand in, and that it has the elements of
an advertisement and is not just a picture (an ad can be just a
picture but that's a philosophical debate for another time).
After learning about the consumers who buy
this product, create the concept of a product
extension. This new product must be something that is not currently marketed by that
particular company, that you think would interest the same
customers who are now buying the original product.
EXAMPLE: if you chose
Gatorade
with their green (and other colours) drink which is marketed to
young sporty people, particularly males, your product line
extension might be a line of Gatorade sports clothing, or (to borrow from a hilarious example provided
by a student) a soft drink named Slammin'
Prune, which you are going to attempt to sell to the same
young sports-oriented crowd (good luck on that one! but you
should get the idea). |
Writing the Assignments
Point of View
When writing the project, put yourself in the role of
a marketing
consultant to the producer of the product you have selected. Write
it like a business report - clear and concise.
General
Format for all Six Parts
For
each Part of the Project you will hand in within the first 15 minutes of class on the day it
is due, the required number of pages
as stated below, typed in standard font - Times New
Roman, Helvetica, or Ariel Regular (NOT Ariel Narrow),
single-spaced in not less than 11-point type, with 1" margins
all around.
Use plain white ordinary
paper, stapled, without a binder, but with a
Cover
Page that includes:
Part
Number - Group Number |
Title of
Project
(include company and new product name) |
Course
Number and Title
AP/ADMS3120.30A Consumer Behaviour |
Professor's
Name (spell it right!) |
Date Due |
Group Members
ALPHABETICAL ORDER
Last Name, First Name
Put the names of
all those who contributed their fair share on
that part
(Do Not put student numbers on any papers) |
Using Theory
As this is a course in an academic business
programme, I am looking for evidence that you're using the theory you are
reading about and discussing. So use it and use the terms. Don't waste space defining terms;
we all have the book. Instead, use them.
Example:
Don't write: "The principle of
closure implies that consumers tend to perceive an
incomplete picture as complete" (taken directly from
textbook).
Don't write: "We recommend
using the technique of closure for all of our
advertising messages, particularly those we will be
placing in the higher class magazines, because we know
that the schema in our customer's head with respect to
the organization of his or her thoughts about the
relevance of crossword puzzles and the conflicting issue
of lack of time creates a climate in which the customer
will be susceptible to our message." (too long
and wordy)
Write instead:
"Closure: use in ads because customer's schema
makes immediate link between crossword puzzles and lack
of time"
I will then know that
a) you know what
closure is
b) you can use the term
'closure' correctly in terms of an actual product
c) what you are proposing for
your product seems valid (I may not know all the ins and
outs of your individual products but I can tell when
something doesn't make sense or is inconsistent)
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Another
Example from a previous class group working with IKEA,
Assignment 2:
Conditional Stimulus:
store sign visible from
highway leads customers to store
Repetition: all stores use same sign and colours |
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Using Point Form
Use of
POINT FORM helps keep the
writing to a minimum, and makes it easier for the person reading it
to quickly get the most important points. Here we see a point
form reduction of the last paragraph on page 95 in your textbook to point form:
The Motivation Process (p.
95)
Motivation
causes people to behave as they do
tension drives customer to reduce need:
utilitarian (useful) or hedonic (emotional)
has strength and direction
Goal - where consumer wants to be
goal attainment = tension
motivation
Drive - level of desire to reduce tension between
present & desired state
Want - Personally/culturally determined need:
basic (hunger) want: choice (burger)
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Keep it short
Avoid full sentences
Use your own simplified words, not formal text definitions
Boil it down to the few main points, with sub-headings
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Remember when you're
working on these assignments that you're not going to be graded
on whether you get a particular topic (e.g.: differential
threshold) right for a particular purchaser of your particular product
-- I don't have these "right"
answers for all possible products students might come up with --
but you are being graded on whether you use the terms correctly
and seem to understand them,
and you are being graded on how well you cover the material
using your own product as an example.
In
Class - Presenting, and Group Work
We will use the projects as examples in
informal and impromptu presentation during the course. There is
a doccam in the classroom so you can put print ads up on the screen.
This is a class-participation course,
although there is not a specific mark for it. If you are not
pulling your weight, your group is going to suffer. Plan to be here for the
full hours of class. I lead a discussion of the subject material,
usually for a little over an hour; we
then have a break, and the second half of the class is dedicated
to group work in-class with me there as a facilitator. This does
not mean you can't ever miss a class; if you are ill or suddenly
called out of town, get in touch with your group and work out
arrangements with them for catching up on your part. It takes
dedication
to make a group work.
The Six Parts of the Six Wednesdays Project
Part 1
(0
marks but you can't go forward without submitting it)
LENGTH - 1 page, single spaced, See General
Format
Due -
Wednesday in the first 15
minutes of class
Prepare a cover
page like the cover page above.
In short, concise point form on no
more than 1 page, do six things (number them):
1. State the brand
name and product class of a specific product
currently existing in Canada (this is your
original product), for which it would
be possible to create a new product within the
product line* (this is your product extension). The product class is the one you
were assigned in class. The brand name is the
specific brand name of the product currently
marketed. Add to this a few words to tell me
what this thing is, if it is not immediately
obvious from its name. For example, if you have
the product class soft drinks and you tell me
that your current product is Pepsi Diet Cola,
you don't need to tell me that that's a cola.
But if you've got time keepers as a product
class and you tell me that you're researching
the Bagnasty's Absquatulator, tell me what it
is. (see example). |
2. State the
current target market for the current product;
then, using 6 words or less for each
characteristic, state the 3 most important
characteristics of the current target market for
this product. On a separate line, state in not
more than 12 words the most important customer
need that your product meets (don't analyze it;
just state it); don't tell me several needs, tell
me only the most important customer need. Try as
much as you can to be sure that this
most important need relates directly to the
eventual product extension you will choose. |
3. In not more than
12 words, state where the current product is currently
sold, both geographically and in terms of its
type of distribution. |
4. State in
Canadian dollars the price range at which the
current product is usually sold. |
5. State the single most important environmental
variable that affects your current product, out of the
basic seven environments; then in not more than 3
lines explain why it is the most important
environment.
demographic,
geographic, economic
natural, technological, political/legal,
socio/cultural |
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6. State your best
idea at this time for a proposed product extension to be sold
to this same target market and describe it in not
more than 3 lines. You may change your idea
as you progress through the assignments, but
having an idea at the start of what you will
eventually sell to this target market will help
you to focus on what you analyze about them
now.
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That's it: No more, No less. This part doesn't
have theory, at least not explicit stated theory. It is
designed to get your group started quickly
and to get you to understand the importance of writing
concisely in true point form. While preparing Part
1, read the instructions for the other parts and be sure that you
can do what is required in the rest of the assignment with what you propose in Part 1. Here
is what an Assignment One might look like:
1. Original Brand
Name of Product: Bagnasty’s Absquatulator
Product Class: Timers
Description: method to account for time spent doing crossword puzzles
2. Current Target
Market: Crossword Puzzle Lovers
over age 18 (i.e. not children)
have very little free time
enjoy leisure highly structured
Need: method to
help cut down on time spent doing crossword puzzles
3. Currently
Sold: across Canada, in bookstores
4. Price Range:
$4 - $6
5. Major
Environmental Factor: socio-cultural, because it involves people's free-time
activities
6. Product
Extension: Bagnasty’s Pool-Side Absquatulator
Waterproof version of original to enable puzzlers to track
puzzle-solving time pool-side or actually in the pool
|
NOTE TERSE LANGUAGE; USE
POINT FORM
Don't forget the cover page:
Part
Number - Group Number |
Title of
Project
(include company and new product name) |
Course
Number and Title
AP/ADMS3120.30A Consumer Behaviour |
Professor's
Name (spell it right!) |
Date Due |
Group Members
ALPHABETICAL ORDER
Last Name, First Name
Put the names of
all those who contributed their fair share on
that part
(Do Not put student numbers on any papers) |
|
Part
2 (15 marks)
LENGTH - 4 pages total, single spaced + copy of ad, See
General
Format
Due - Wednesday
in the first 15 minutes of
class
Choose one print ad for your company's current product and
attach a copy of it to this report; make another copy -
you will need it later. In not more than 2 pages for this
first part, identify
the customers for your current product and describe them
in ways specifically relevant to the course material in
Chapters 1 and 2 of Solomon and in ways that clearly
relate to how the product and the attached advertisement
appeal to those customers. Put the material relevant to
each chapter on a separate page, one page for each
chapter, and label them. Do not overlap or overrun pages
and stick to margin etc. limits. Be specific; think of
this partly as an outline of what is most important in
these chapters.
Realize that while you are in essence being asked to
follow the outline of the chapter, you don't have room to list
absolutely everything. Use the BLUE TOPICS as your guide,
and look at the bolded terms below those. For example, in
Chapter 1 there are 15 Blue Topics (The first is
Consumer Behaviour: People in
the Market Place) and in Chapter 2 there
are 13 (the first is Smell, but note that you don't need to
write down all the senses, just the one main one that is
relevant to your product and/or ad). Write in true point form and you
will have room to cover all of them. Be
sure you use the terms in ways that show me that you
understand what they mean. You may relate the term to the
current product, the target market, or your advertisement.
Do not yet use the new proposed product.
Note that most terms will apply in some way to any
product. You cannot for example say that "schema" is not
applicable or that "positioning" is not relevant. There is
a schema in every human thought, and no marketer would
start any marketing project without some idea of how to
position the product in the market. For example, while one
of the five senses might not seem directly relevant for a
product, it may be relevant simply in the fact that it is
NOT part of the product (think about Clinique's line of
scent-free cosmetics). You should have almost no items
listed as "N/A" (not applicable).
In another two pages, choose the five most important
points of the chapter and write further at length (point
form or prose) describing specifically how that point
relates to your product and its ad.
One of the purposes of this course, and a way in which it
differs from other Marketing courses you may have taken is
that instead of asking you for the typical academic final
product of a 40 to 60 page paper detailing all there is to
know about your subject, this course follows the more
common practice in business where your boss says, "I need
a half page summary of the marketing plan for our new
product introduction, and I need it on my desk by 3:00 pm"
and you know s/he won't read more than a page. You still
have to know your subject just as well; you just have the
added challenge of presenting it in as few words as
possible.
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Part
3
(15
marks)
LENGTH - 6 pages total, single spaced, See General
Format
Due
- Wednesday in the first 15
minutes of class Do
some informal research for this part - interviews or survey of a
small group of current users of the product or a product
similar to yours, and use the information in the first
part of this Part, which is done the same way as Part 2. Try to gather some simple information on
demographics and psychographics that might be helpful to
you when you introduce your product extension. You're
looking for some early clues to whether or not your
extension would be popular with your current target
market. In not more
than 4 pages, further describe your current customers in
ways specifically relevant to the course material in
Chapters 3 and 4 of Solomon, making specific reference to
what you found out in your limited market research and
again using the Blue
Topics as a guide.Put the
material relevant to each chapter on two separate pages,
two
pages for each chapter, and label them. Do not overlap or
overrun pages. Do not include a separate analysis of the
information you find out in your research, but rather make
sure it shows up in your writing to illustrate the terms and theories you are
explaining (example: "57% of our respondents said they
liked the symbolism in the ad"). As with Part 2, think in terms of your
customer, the current product, and the
advertisement that reaches that customer. Ultimately these
three things should be inextricably linked: a good ad will
target the reasons that the customer buys the product.
Remember the basic rules of ethical
research with human participants, even informal research
as this is:
you must identify yourself and tell them what you are
doing and why, you must assure them of confidentiality,
and you must tell them that they are free at any time to
stop the interview.
The sample need not be large enough to be statistically
significant - I'm more interested in how
you use your results than that those results be
statistically significant, I do not need to see your
questionnaires or summaries of data, and I don't want to
see any statistical tables.
In another two pages, choose the five most important
points of the chapter and write further at length (point
form or prose) describing specifically how that point
relates to your product and its ad.
Although you are writing about your current product and
its consumers, you are already beginning here to think about your new
product: what you're doing here is playing amateur psychologist,
and trying to wrap your mind around the learning processes
and motivation that drives these people to buy this
product, for the express purpose of selling them something
similar -- the very worst of what Marketing is often
accused of doing! Your main focus
here is on the current product, but use this opportunity
to ask them briefly about their reaction to your proposed
new product - Would they be interested? How much would
they expect to pay? Where would they expect to find the
product?
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Part 4
(40
marks, DONE INDIVIDUALLY
as an in-class OPEN-book test by each
student, using new material)
In this test, you will be asked to
apply the techniques and theory you have learned in your
group work so far to a new consumer behaviour case.
You will be given a brief description of the original product and the proposed new product, just as you
have been working with in your group work. You will be
asked to apply what you have learned so far, giving the
most emphasis to Chapters 1-4.
The main thing you will be asked to do is to explain
how you will use what you know about the current target
market (given to you) to market the new product to the
same target group. You need to make specific reference
to theories and terminology in Chapters 1-4, the
website, and classroom lectures/work.
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Part 5
(15
marks)
LENGTH - 6 pages TOTAL, single spaced
See General Format
Due - Wednesday
in the first 15 minutes of class
In not more than 4 pages, develop
further the concept for the line extension of the
product that you identified in Part I (repeat briefly
your original reference to it, or a rewrite if you've
changed direction, so your reader knows what you're
talking about). Explain why this product would be
appropriate for your target market and why you expect
them to buy the new product, specifically in terms of
the course material in Chapters 7 and 8 of Solomon on
Attitude and Attitude Change. Put the material relevant
to each chapter on a separate page, 2 pages for each
chapter, and label them. Do not overlap or overrun
pages. Be specific; think of this partly as an outline
of what is most important in these chapters, but be sure
to cover what you are planning as changes.
In another two pages, choose the five most important
points of the chapter and write further at length (point
form or prose) describing specifically how that point
relates to your product and its ad.
Here, explaining is primary, but be
sure to still include all the important terms
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Part 6
(15
marks)
LENGTH - 6 pages total, single spaced, See General
Format
Due - Wednesday,
in the first 15 minutes of class
This final part of the project serves as
your final exam substitute. Using what you learned
overall, in not more than
4 pages, describe how you expect your current
customers to go through the process involved in moving from being loyal users of the original
product to (you hope) being loyal users of your product
line extension including attempts you make to change
their attitude toward a new product. Be specific; think of this partly as a
summary of what was most important to you in the book, in
terms of your project.
In another two pages, choose the five most important
points overall and write further at length (point
form or prose) describing specifically how that point
relates to your product and its ad and the process you
have gone through to market a new product.
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Testimonials About The Format of This
Course
From students who have taken this course
before in this format, here are some comments about the course
and how it is taught (my comments in some cases are in
italics):
Consumer
Behaviour has been one of the most interesting
courses I have taken in the Marketing program. It
helps one understand the effect marketing efforts
have on consumers, which made it substantially
more interesting. The structure of the course has
allowed us to thoroughly learn and apply all the
associated terminology in the real world, to the
point where I feel like I could teach the course!
[one of the nicest compliments I've received
on my teaching!]. |
This course
has developed my group working skills. Every
Monday and Wednesday has been almost like an event
to look forward to throughout the week [I
swear this was written AFTER the grades were
already determined!] |
We enjoyed this
class and found it very useful as a marketer. We
are so used to doing marketing plans throughout
our years at university that it is not only a
change, but useful to understand consumer
behaviour and why they would buy a certain
product... it is essential to find out and
understand the psychological framework of the
consumer. |
Apart from
learning and completing our weekly projects, our
group has learned the importance of group
synergies and coordination. The accumulation of
everyone's knowledge and opinions allowed for
innovative and creative applications of course
material with our product concept. (Again,
the importance of learning good teamwork). |
The milieu of this class enabled us to learn
comfortably. The
weekly projects forced us to learn the material
as well as become more familiar with the way
things are done in the business world. |
The course format
provides a valuable opportunity to cover a lot
of material in an effective way. |
As a group we felt
that the course evaluation method was extremely
effective. Breaking it into six separate
assignments, had having us write about them as
it pertains to our product was excellent. This
format not only helped us learn the material
better, but also helped us learn to write
effectively, which was not an easy task. We
highly recommend using this structure again.
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The statement
"buying, having, being" in the title of the
textbook perhaps best describes what consumer
behaviour really is. Many times in life when we
purchase a product, we do not consider the
consequences (either good or bad)... Through
this course I learned that buying a good or
service is more than just having it...for the
products that actually mean something, those are
the products that best describe who we really
are. While reflecting on this idea, I reflected
on the most precious items that my friends and
family members had around them...Now I
understand that these items mean more than just
what they paid for the item or what the product
does, but instead actually help describe the
personality, lifestyle and behaviour of that
individual.
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