Marketing Busines and Practice

U21670
Marketing Principles and Practice
Unit Coordinator: Emma Winter
September 2012
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CONTENTS
Welcome and Unit Description Staff Contact Details Unit Aims and Learning Outcomes Teaching Approach Lecture Programme Assessment
PAGE
4 4 5 5 7 8
Learning Resources (inc Recommended Text) 17 Detailed Programme 19
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Welcome to Marketing Principles and Practice!

Marketing is all around us. According to some estimates we are exposed to it, on average, thousands of times every day. From advertisements, through to the concentrated exposure every time we go into a shop, to the more subtle manifestations of marketing through branding we are all, to an increasing extent, consumers of marketing. Think about the products or services that you buy; marketing would have contributed in a number of ways to your decision to purchase those products. Organisations have identified your needs and priced and distributed their products in such a way as to make it accessible and perhaps even aspirational. Marketing has informed and driven many of these decisions and actions. This unit is designed to develop your understanding of the key theories underpinning the concept of marketing and allow you to apply these in a practical context. In the course of your career it is likely that even if you dont work in marketing yourself, you will at least work with marketers. Therefore, an understanding of how marketing works in principle and practice will help you whatever the path of your career. The teaching will take place through large group lectures and small group seminars. Each seminar involves a different activity related to the previous weeks lecture topic. You are expected to read the relevant pages from the core text to supplement the information given in each lecture and the seminar activity will involve some level of preparation in advance. I recognise that there are lots of other calls on your time and energy, but there is a very strong link between the quality of work outside of class time and academic success. Overall, I hope that you enjoy the unit and find it interesting. Emma Winter Lecturing Staff Contact Details
Karen Knibbs, RB 2.13, Tel 02392 844274, Email karen.knibbs@port.ac.uk Alison Pople, BT 0.02, Tel 02392 844150, Email alison.pople@port.ac.uk David Ward, BB 1.20, Tel 02392 844817 Email david.ward@port.ac.uk Emma Winter, BT 0.03, Tel 02392 844145, Email emma.winter@port.ac.uk
Seminar Class Room: .................................................................... Day and time: ........................................................ Seminar Tutor Contact Details: Name: ... Email : [4] U21670 Marketing Principles and Practice
Unit Aims This unit aims to develop students understanding of the central theoretical concepts of marketing and to provide opportunity for these to be applied in a practical context. The knowledge and understanding acquired from this unit will form a key platform for further marketing study. Learning Outcomes On successful completion of this unit students will, at threshold level, be able to: 1) Explain the significance of marketing as a management process and discuss it in the wider context of the organisation. 2) Identify the main theoretical concepts associated with marketing management and be able to apply them in the appropriate context of the organisation. 3) Identify and analyse key problems and opportunities within the marketing operation and make appropriate recommendations. 4) Explain the characteristics of the marketing mix and how they are used to inform marketing decision making. 5) Explain the process for designing, implementing and evaluating the marketing plan 6) Identify the opportunities for the application of tools and technologies to achieve marketing objectives. Teaching Approach The teaching programme for this unit will take the format of one weekly lecture plus one weekly seminar. The aim of each lecture is for the lecturer to introduce students to key marketing theories and concepts. Students are expected to read AT LEAST from the core textbook to broaden this theoretical understanding. Details of what is going to be covered in the lecture and the activity for the seminar are provided in this unit document. Seminar activities will be based on an article, case study or discussion point and each weeks seminar activity is related to the previous weeks lecture topic. All students are expected to read and prepare before they attend the seminar. The seminar sessions are intended to be interactive, with participation from students. Indeed, this is your opportunity to discuss the subject with your peers and lecturer. Take the opportunity to ask questions. Seminar Leaders have the responsibility of steering the direction of the seminar; it is not the responsibility of the seminar leader to provide an additional ad hoc lecture. In essence you will get out what you put in. There is a strong correlation between preparation for and participation in seminars and success across all units and courses. Some seminar sessions require you to work as groups. Groups will be decided in week 8. You will work in groups for your assessed presentation as well as for the sessions in weeks 9, 10, 11, 14 & 15. During these sessions, all groups are expected to prepare but the tutor will pick one group each week to present and lead the seminar session. That group will be responsible for ensuring that the other (nonpresenting) groups still participate.
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The overall aims for the student led sessions are: 1. 2. 3. 4. 5. To identify the key issues To answer the questions To show evidence of learning To show evidence of research To encourage group participation
While this is not assessed, bear in mind that future presentations will be and, also, when you are applying for jobs or placements, you are likely to be asked to make a presentation and address issues raised by potential employers, so you should use this as an opportunity to practice and build confidence and skills before you need to present with more at stake. Make use of this table to take note of the contact details of the rest of your presentation group.
Name Phone Number Email Address
Presentation Topic: .................
Lecture Programme The lecture programme is printed on the following page but please note there may be some changes to the order of topics. You will be notified if this is the case.
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1 2 3 4 5 6 7 8 9 10 11 12
w/c 24 Sep w/c 1 Oct w/c 8 Oct w/c 15 Oct w/c 22 Oct w/c 29 Oct w/c 5 Nov w/c 12 Nov w/c 19 Nov w/c 26 Nov w/c 3 Dec w/c 10 Dec
Introduction & marketing in context Development of marketing and contemporary marketing issues The internal and external environment Consumer behaviour Marketing research Marketing strategy Marketing planning Segmentation, targeting and positioning Products Branding Marketing communications Advertising and PR Christmas Break Pricing Distribution Marketing in practice Marketing in practice Services marketing Influence of technology Relationship marketing B2B Not for profit sector Global marketing Ethics Wrap up and revision
13 14 15 16 17 18 19 20 21 22 23 24
w/c 7 Jan w/c 14 Jan w/c 21 Jan w/c 28 Jan w/c 4 Feb w/c 11 Feb w/c 18 Feb w/c 25 Feb w/c 4 Mar w/c 11 Mar w/c 18 Mar w/c 25 Mar
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Assessment The learning outcomes for this unit will be assessed as follows: 50% group presentation (15 mins) with accompanying portfolio (1500 words max) of supporting documentation. 50% Five multiple choice self test questions worth 10% each conducted and submitted via the VLE in own study time. Group Assessed Presentations Students are responsible for ensuring they join a presenting group. Groups will be decided during week 8; there should be 4 or 5 students per group. Each group will be given an element of the marketing mix (ie Product, Price, Place or Promotion) and your task is to identify one critical issue related to that element of the marketing mix for a product or service of your choice. This should be from a real company, not a fictitious one. You need to then make and justify marketing programme suggestions as part of a marketing plan to address this critical issue. Presentations will take place during w/c 11 March and w/c 18 March and each group member must be present and participate. Your group should plan to present for a maximum of 15 minutes, followed by an extra 5-10 minutes afterwards for tutor /student questions. Marks for the presentations will be awarded as follows: Content Summary of SWOT analysis/CSFs Justification for main issue chosen Identification of relevant theory to 4P topic Marketing plan elements (objectives, research needs, suggested solutions) Total mark for content Structure and Delivery Clear introduction, main body and conclusion Delivery Visual aids Total mark for structure and delivery Referencing and Bibliography Wide range of credible sources Bibliography Total mark for referencing and bibliography Total mark for presentation (to be carried forward on to Portfolio mark sheet) [8] U21670 Marketing Principles and Practice
/15 /15 /15 /30 /75
/15
/10 /100
Supporting Portfolio Along with a presentation, the group are required to submit a 1500 word accompanying portfolio. This must contain the following: 1) A description of the critical success factor chosen and summary of the marketing plan to address it. (1000 words) 2) A group diary record and reflection report (p13-14) (500 words) 3) Unit assessment agreement form (p15). You must attach this as appendix 1. 4) Group meeting reports for each meeting (p16). You must attach this as appendix 2. Accurate records of meetings and allocation of tasks must be kept by students as the tutor may use these records where appropriate, to decide how to award individual, rather than group marks. It is imperative that students contact their seminar tutor to inform them, as soon as any such issue arises in their group. 5) A copy of the slides used in the presentation. You must submit this as appendix 3. You can download electronic copies of 2), 3) and 4) from the Moodle site. The portfolio must be submitted to the undergraduate centre by 4pm on Friday 29 March 2013. You must submit a typed version AND an electronic version. The undergraduate centre closes promptly at 4pm. It is your responsibility to ensure that your work is submitted on time. You must also submit a copy of your work to turnitin through Moodle. Marks for the portfolios will be awarded as follows:
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Summary of Critical Success Factor and Marketing Plan Content Description of the CSF identified and explanation of the marketing plan addressing this. NB It is NOT necessary to include SWOT information or justification for the CSF within your portfolio. You just need to state the issue identified. Evidence of research Written presentation
/30% /20
/5 /5
Group Reflection Report Identification of: Individual contributions Subject knowledge gained Academic skills gained Learning points Appendices included Unit assessment agreement form Group meeting reports Presentation slides NB these appendices are not marked. Including them generates the full 10 marks; excluding them means a mark of zero for this section. Presentation mark carried forward x 0.5 Mark x 0.5 =
/10%
/10%
/50%
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University-wide grading criteria for UG level one
70+ As below plus: Excellent work that often shows some originality or creativity of insight and approach, is well articulated and demonstrates a good thorough understanding of the subject matter at an introductory level. Shows evidence of considerable research beyond recomm ended textbooks and the Internet. There may be some attempt to cite references. References &/or bibliography presented according to subject convention Well presented, well structured, good organisation with few or no errors in grammar, spelling, or punctuation. Presentation of diagrams &/or tables follows required format
60-69 As below plus: Very good work which covers the subject matter in a thorough, thoughtful and competent manner with few errors or gaps in content, explanation or accuracy Research with sources presented according to subject convention Well presented, clearly written, few errors in structure, organisation, expression, grammar, spelling, punctuation and presentation/use of diagrams &/or tables
50-59 As below plus: A solid piece of work covering the basic aspects of the topic Attempt made at research beyond recommended texts with attempt to present/use references/ bibliography according to subject convention Generally follows instructions regarding organisation, expres sion, grammar, spelling, punctuation and presentation/use of diagrams &/or tables The majority of students would normally be expected to fall within this range.
40-49 Adequate descriptive work that attempts to focus on & show basic grasp of the topic Limited research using mainly provided material. Attempts to use &/or present references/bibliography according to convention Limited prose style attempting to following instructions regarding organisation, expression, grammar, spelling, punctuation and pres entation/use of diagrams &/or tables
30-39 FAIL Anything which is inadequate in most or all of the following: length, content, structure, organisation, expression, discussion, explanation, accuracy and relevance. Work in this range attempts to address the question/problem but is substantially incomplete and deficient. Serious problems with a number of aspects of language use are often found in work in this range and the work may be severely under/ov er-length.
<29 FAIL No serious attempt to address the question or problem, and/or manifests a serious misunderstanding of the requirements of the assignment. Acutely deficient in all aspects
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Group Time Table Commitments (this is useful for identifying and agreeing times when all group members are available to meet up, dont forget you can work on a shared file using Google docs online and conduct discussion online via moodle chat rooms in place of face to face meetings)
Monday 9-10
Tuesday 9-10
Wednesday Thursday 9-10 9-10
Friday 9-10
Saturday 9-10
Sunday 9-10
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Group Reflection Report 4 P Topic: Student Names & Numbers: Tutors Comments Product/Service:
Aspect 1. Description of each members contribution to the preparation of the presentation materials and portfolio
Group Reflective Comments
2. What we learned about marketing from doing this assessed activity
3. What we learned about our own skills (e.g. how well we work as a team, presentation skills etc.)
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4. Things we found difficult about preparing for this assessed activity
5. Things we found enjoyable/ interesting about preparing for this assessed activity
6. What would we do differently if preparing for another assessed presentation?
You should type this report using the electronic forms available on Moodle
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Appendix 1: Unit Assessment Agreement
We the undersigned agree to the following terms below and will adhere to them throughout the duration of the agreement.
To make an equal contribution to the project and ensure that any contribution is relevant to the project and to the highest quality possible. To (hand in work within the deadlines set for the assignment) or (make the presentation on the date set). To attend any meetings that will be arranged, whether these be workshops, lectures or meetings arranged by the group outside of lectures. To stay in good communication with the rest of the group members and contact the rest of the group within good time with any problems or questions.
Name 1
(HEMIS)
........................................................................................... Name 2 (HEMIS)
........................................................................................... Name 3 (HEMIS)
........................................................................................... Name 4 (HEMIS)
........................................................................................... Name 5 (HEMIS)
...........................................................................................
Date: ..................................................
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Appendix 2: Group Meeting Report (one copy required for EACH meeting) GROUP: PERSONS PRESENT: LOCATION:
DATE OF MEETING:
PREPARATION TASKS 1. 2. 3. 4. 5.
Action / Person Responsible
This meeting report has been produced as a representation of the agreed actions and conversation that took place on the above date. If there are any statements that are not accurate then these should be brought to the attention of the group immediately.
You should type this report using the electronic forms available on Moodle
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Learning Resources Recommended Text Baines, P., Fill, C. and Page, K. (2011), Marketing, 2nd ed, Oxford: OUP You are expected to purchase the recommended text and read the appropriate chapters prior to each teaching session. Library resources http://www.port.ac.uk/library The library holds so much more than just textbooks! Either at the library, or using the library catalogue and electronic databases from any University PC (for full recognised student access), you can also search, read, and download electronic copies of journal articles, market research reports and access research databases like Euromonitor, Keynote and MINTEL. For specific articles or for general subject searches, use Business Source Premier or Nexis UK. If you are accessing these off campus you will need to use the institutional login to read articles. You could also try http://scholar.google.com. Note that while this can be accessed anywhere via the internet, if it is accessed after logging onto a University PC, you will automatically have access to any journal to which the University holds a subscription, and articles can then be printed or downloaded. All/any of these can provide essential sources of information for seminar activities and your assessed presentation. Dont forget also that the library has group work rooms which can be pre-booked so will need to organise yourselves to meet together in your group. Other rooms across the University can be searched to see if they are free at any time through the room checker facility under the My services tab on your student portal. Be very wary of the reliability and academic credibility of other web based sources, especially wikis where anyone can post what they claim as fact. Web based sources should therefore NOT form the majority of your referenced sources although you may find some of the following useful: Department for Trade and Industry http://www.dti.gov.uk/ HM Revenue and Customs http://www.hmrc.gov.uk/ Direct Gov http://www.direct.gov.uk/Homepage/fs/en Companies House http://www.companieshouse.gov.uk/
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Business Link http://www.businesslink.gov.uk/ Small Business Service http://www.sbs.gov.uk/ The UK Patent Office http://www.patent.gov.uk/ Trade and Investment https://www.uktradeinvest.gov.uk/ Trading Standards http://www.tradingstandards.gov.uk/ CBI http://www.cbi.org.uk/ BBC Business http://news.bbc.co.uk/1/hi/business/ Business Week http://www.businessweek.com/ Economist http://www.economist.com/index.html Businessballs http://www.businessballs.com/ Chartered Institute of Marketing (CIM) www.cim.co.uk Insead Knowledge http://knowledge.insead.edu/home.cfm The Higher Education Academy in Business, Management and Accountancy http://www.business.heacademy.ac.uk/ National Statistics Online http://www.statistics.gov.uk/
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Week 1
Essential Reading Baines et al (2011) Chapter 1 Aims
Introduction & Marketing in Context
1) To understand what marketing is and what marketing isnt. 2) To appreciate the development of Marketing thinking.
At the end of the session, students should be able to: 1) Explain the definitions of marketing 2) Understand how marketing has developed over its history. 3) Describe the marketing department as a fundamental business unit of the organisation 4) Understand the importance of adopting an integrated approach to the management of the various business units within the organisation
Seminar 1 Introduction/ Seminar Organisation 1) Introduction to text book 2) General discussion of expectations and questions 3) Review of reading materials and library resources Tutor Led Discussion Some products are more successful than others. Often that success is judged in terms of profitability and market share. Consider products that you believe have been successful and some that have been unsuccessful. To what extent do you believe that the success or failure has been affected by the marketing orientation of the product / organisation in question. Considering the definitions of marketing provided in the lecture, which definition most closely captures the essence of marketing in these circumstances?
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Week 2
The Development of Marketing and Contemporary Marketing Issues

Aims 1) To explore perceptions of marketing 2) To explore definitions of marketing 3) To understand how marketing has evolved
Essential Reading Baines et al (2011) Chapter 1 Tomorrows word: reevaluating the role of marketing from the CIM website:
http://www.cim.co.uk/resou rces/understandingmarket/ definitionmkting.aspx
At the end of the session, students should be able to: 1) Explain how marketing has developed over time and the reasons for this 2) Describe the issues that are currently affecting perceptions of marketing
Seminar 2 Read Market Insight 1.1 Have FABs Lost their Fizz? on p17 of the core text (copy on next page) and answer the questions.
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Week 3
The Macro & Micro Environment
1) To appreciate the evolving and diverse nature of the marketing environment 2) To understand the role and importance of Environmental Scanning in marketing direction 3) To understand the influences at work within the various areas of the internal and external environments that impact upon the consumer and the marketer
At the end of the session, students should be able to: 1) Understand the factors that can cause customer needs to evolve 2) Describe how changes in customer needs impact upon the organisation's ability to serve its customers 3) Analyse features of the external environment by considering the sociocultural, technological, economic, political, regulatory and competitive influences that impact upon marketing decisions
Seminar 3 Read Market Insight 1.4 Back to the Future: Bringing Electric Cars to the Masses on p32 of the core text (copy on next page) and answer the questions.
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Week 4
Buyer Behaviour
1) To understand the more personal and specific influences affecting customers and the decision-making process 2) To identify how people make their buying decisions and identify the factors that influence those decisions
At the end of the session, students should be able to: 1) Explain the Decision Making Process & how those processes differ between different situations 2) Understand the key influences on the Decision Making Process 3) Discuss the importance of personality and motivation in consumer behaviour
Seminar 4 Read the business pages of a broadsheet newspaper or look at the BBC website and consider the organisations that are in the news. Choose one and address the following questions. 1) 2) 3) 4) Why has that organisation made the news this week? Identify the Macro Environmental Factors affecting your chosen organisation Identify the Micro Environmental Factors affecting your chosen organisation Explain why changes in the marketing environment can affect the firms marketing strategy
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Week 5
Marketing Research
1) To explore what is meant by marketing research 2) To describe how marketing research facilitates decision making 3) To describe the marketing research process
At the end of the session, students should be able to: 1) Understand the difference between market and marketing research 2) Explain how marketing research plays a role in the decision making process of a business 3) Discuss how marketing information systems can be used by organisations 4) Understand what is meant by the marketing research process
Seminar 5 Find and read Bronner, F. & de Hoog, R., (2010), Consumer-generated versus marketer-generated websites in consumer decision making, International Journal of Market Research 52(2), 231-248 and prepare answers to the following questions: 1) At what point(s) in the Product Acquisition Process/Buyer Decision Making Process is the activity by posters and lurkers most likely to occur? 2) Why are experience determined sub-decisions most likely to be researched on consumer generated sites? 3) Can you think of any reasons why the percentage of positive posts outweighs the negative posts by so much, when traditionally negative WOM is more likely to be spread? 4) What difference does it make to readers of these posts that they dont know anything about the poster, compared to offline when Opinion Leaders are part of the consumers peer group?
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Week 6
Marketing Strategy
1) To provide an overview of the strategic context 2) To illustrate how marketing strategies drive marketing plans 3) To discuss how competitive advantage can be achieved 4) To explore how effective strategies are linked to resources.
At the end of the session, students should be able to: 1) Explain what is meant by the strategic planning process and the influences upon it 2) Discuss the characteristics of strategic marketing goals 3) Discuss what competitive advantage is and how it can be achieved
Seminar 6 Read the Confectionery Market (UK) Sector Insight on the following pages and find and skim read the Chocolate Confectionery UK April 2012 report on MINTEL. Prepare answers to the questions below for discussion: 1) What are the critical marketing issues facing the confectionery market in the UK? Explain how you justify your decision through use of data and statistics provided in the materials (and any other appropriate sources of your own) 2) Identify the confectionery brands, that you think are having problems at the moment and explain why you think this might be (based on the information you have read) 3) Choose one most important critical issue for this confectionery brand and identify a range of other data that you have found which have helped you to further assess this critical issue. Keep an accurate record of the sources you consulted and bring it to the session.
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Sector Insight: chocolate confectionery

by Jane Bainbridge, 13 June 2012, 8:00am
The recession has done little to curb consumers' appetite for these foods
Recent Lindt campaign Five Key Trends Market growth. This sector benefits from strong impulse buying and high use levels (89%). It has grown year-on-year and reached sales of 3.98bn in 2011. Justified indulgence. The majority of chocolate-eaters don't feel guilty about eating it (only 29% do) and shoppers tend to be loyal to brands they trust. Advertising support. This category benefits from high levels of advertising support and NPD investment, especially from the big three (Cadbury, Mars and Nestl). Sharing. Consumers like to share their chocolates 56% say they usually share and this has been boosted as people have spent more time at home. Own-label. With only about 7% of the market, private label is a minor part of the sector but it has been increasing its NPD to better challenge its brand rivals. Premiumisation. Despite the recession and pressure on people's spending, premium chocolate continues to perform well with shoppers willing to trade up still. Source: Mintel The Industry's Main Players Luca Miggiano, category vice-president chocolate, UK & Ireland and Nordics, Kraft Foods
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Following the takeover of Cadbury by Kraft, the marketing roles moved out of the UK to Zurich and Miggiano took responsibility for the brands here. He was previously category director for coffee in a number of regions. Miggiano has also held marketing roles at CocaCola and Masterfoods.
David Rennie, managing director, Nestl Previously marketing director for Nestle, Rennie was promoted to the md role in January 2009 and leads the business covering brands such as Kit Kat, Aero, Milky Bar and Quality Street. He joined the chocolate manufacturer from Procter & Gamble in 2005. At P&G he worked on Ariel and Fairy in the UK and launched global brands Febreze and Swiffer.
Michael Magee, vice-president of marketing, Mars Chocolate UK Magee is responsible for Mars UK chocolate portfolio including Galaxy, Maltesers, Mars, Snickers and Twix. He has experience within the FMCG sector across corporate strategy, M&A and planning, and previously worked in strategic marketing and commercial roles for Kraft and Cadbury Schweppes. He joined Mars UK in January 2011, having previously been global brand director for Snickers.
Mauro De Felip, Marketing Director, Ferrero UK De Felip joined Ferrero UK as marketing director in February 2010 but has worked for the company for many years in marketing in its businesses overseas. He has held roles in Brussels, Luxembourg, France and Italy.
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Winners and Losers in the chocolate confectionery sector
Dairy Milk. The leading tablet chocolate brand, its sales are approaching 500m with 12% share; despite less advertising in 2011 sales still grew 13% (2009-2011).
Twirl. Cadbury extended its brand into bite-size sharing bags which has proved a popular move with sales increasing more than 30% (2009 - 2011).
Maltesers. The largest countline brand had a good year in 2011 with sales rising to 174m and continued advertising support.
Galaxy. Sales fell 3% (2010-2011) despite significant ad support. Its price increased almost 10% for its 46g bar which may have been a contributing factor. The brand has tried to fight back with the launch of Galaxy Bites in 2011 to tap into sharing market.
Wispa. Sales fell more than 13% between 2009 to 2011 as the rush of consumer enthusiasm to see the brand reinstated appeared to wane. Source: Mintel
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Week 7
Marketing Planning
1) To show how marketing planning fits in with strategic marketing 2) To provide an overview of marketing performance metrics
At the end of the session, students should be able to: 1) Explain the differences between strategic marketing planning and a functional marketing plan 2) Describe the steps involved in a functional marketing plan 3) Discuss the benefits and limitations of key marketing metrics
Seminar 7 Read the case study on the following pages and prepare answers to the questions.
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Promoting the Promoters: the Outdoor Advertising of JCDecaux

Charles Dennis Brunel University JCDecaux, Europe and the UKs leading outdoor advertising supplier (and second in the world after the USAs Clear Channel), had been bucking the current trend of weak media performances with a gain in sales of 8.6 percent in the first three quarters of 2007, helped by a 16 percent increase in transport advertising, which comprises over a quarter of the groups sales. With a portfolio that includes billboards, street furniture (such as bus shelters and litter bins now with selectable compartments for recycling!), airport and retail point-of-sale advertising, JCDecaux claims the daily potential to reach more than 175 million customers in 3500 cities worldwide. From its headquarters in Neuilly-sur-Seine, a suburb of Paris, France, the company currently operates in around 50 countries and has over 8000 employees. [Read more about JC Decaux] Revenue totals around 2000 billion and net profit over 200 million. The company has exclusive contracts for the advertising in nearly a third of the worlds airports, including six of the top ten, not least London Heathrow, New York JFK, and Los Angeles. It also handles advertising at Tesco, the UKs most used retail destination, reaching a third of UK households in a fortnight, [Read about Tesco campaigns] and Waitrose, reaching the sought-after up-scale audience, with over 40 percent of shoppers in the managerial and professional AB category (double the national average). The company has won the prestigious Campaign Media Outdoor Sales Team of the Year award in five years out of six, for the success of the high-level sales team in personal selling of the media space to key accounts. One of the companys main claims to fame is pioneering the Sanisette superloo, invented in 1980. These toilets are common in many major world cities, but they are perhaps most associated with Paris, where over 400 have replaced the old vespasiennes (or pissoirs) over which they have the advantage of being suitable for use by both sexes and more private! Since 1994, the Universal model has been available to persons of reduced mobility. JCDecaux are also the inventor of Infobus, the system that
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provides people waiting for a bus with real-time information about when buses will arrive.
The company was founded in Lyons, France, by Jean-Claude Decaux (father of the current chair, Jean-Francois Decaux) in 1964, originally supplying free bus shelters, which carry advertising, to Lyons. Today, with 100,000 bus shelters in over 30 countries, the concept has gone global. Billboards and then superloos have followed. The company entered the huge US market in 1992 in San Francisco, helped by film director Francis Ford Coppola who praised the company after visiting their superloos in Europe. The US market is proving difficult, though, as it is dominated by Clear Channel and CBS. JCDecaux is now expanding into Asia, which represents 13 percent of revenues including a huge Shanghai (China) underground railway contract the company is the leading outdoor advertiser in China where, like the rest of Asia, there is huge market size growth potential.
So how have JCDecaux achieved this outstanding performance? One answer is that advertisers are tending to favour outdoor advertising more because people are now spending less time watching TV and more time outside the home and more motorists waiting in traffic jams means a bigger captive audience for roadside billboards! JCDecaux are well placed to benefit from this growth as the company aims for continuous up-to-the-minute technological advances, such as: the Halo Light illuminated, programmable colour surrounds for back-lit billboards; the Premire architecturally-designed premium sites with the quality and impact of wide screen cinema; and the digital roadside billboard network; all supported by sophisticated developments in audience profiling. The Halo Lights offer creative flexibility by framing the advertising panel in any of over 16 million colours, selectable in over 50 different sections, enabling a huge range of colour combinations [See examples of the Halo Lights]. Multiple high-profile outdoor installations are being used by major brands as part of JCDecauxs Make brands the hero initiative. The company is actively pursuing more product developments e.g., digital signage including plasma screen video advertising panels for street, bus shelter and litter bin sites, and revolving column panels that can be either free-standing or on a fixture such as a toilet, phone box, or information kiosk. Second, the company practices what it preaches. Innovative, eye-catching displays at premium locations like the [32] U21670 Marketing Principles and Practice
cinema-standard Old Street roundabout installation in the City of London (financial district) and other iconic structures on all the main roads into London, put the companys creativity and technology into the eyes of their clients. The company took this approach to an extreme with the UKs first live dancing billboard, which advertised Pretty Polly, the UKs leading hosiery brand. This traffic-stopping display featured a troupe of choreographed dancers wearing sexy hosiery and using traditional Japanese kuroko dance techniques. The dancers wore black outfits moving against a black background, making a feature of their legs highlighted in bright, colourful Pretty Polly stockings and tights. The result was a striking display of colour and action! And third bikes! JCDecaux is the company behind Pariss bike revolution. The citywide program provides more than 20,000 free bikes which people can use rentfree for the first 30 minutes and pay for additional time by credit card, returning the bike to racks anywhere in the city. A simple credit card swipe overcomes the problem of bike theft. The free bikes are, understandably, popular with consumers, averaging over 80,000 trips per day and peaking at nearly 140,000. CEO Jean Luc Decaux says that the bikes are aimed at providing a customer service and not just advertising: The idea of our business has always been to develop an advertising base to create well-designed street furniture for use by the public, financed through advertising. In fact, the Paris bikes dont carry ads but as the programme is rolled out to other cities such as Marseilles, Toulouse, Nantes, and Amiens (also in France), Brussels (Belgium), Seville (Spain) and possibly London (UK), Chicago (USA) and Vancouver (Canada), the bikes are being branded with JCDecauxs name and act as advertising sites for JCDecauxs clients. [Read about Cyclocity] The company is also exploring the possibility of advertising to consumers mobile devices such as phones, laptops, and PDAs, using the bikes Bluetooth (wireless communications) interface. The free bikes cost JCDecaux around 2,000 each. In return for providing and maintaining the Paris bikes, the company has exclusive access to more than 1000 billboard sites controlled by the government. Ken Livingstone (Mayor of London at the time of writing) has visited Paris twice with a view to bringing a similar scheme to London, with initially 5,000 bikes but an eventual need for up to 80,000 when the scheme expands to the outlying boroughs. This could [33] U21670 Marketing Principles and Practice
be a smart move for Ken Livingstone personally as the popularity of Paris Mayor Bertrand Delano is rocketing on the saddles of the bikes! Jean-Francois Decaux spends around half his working time talking to mayors and other top local government officials. The companys investments in street infrastructure are often well-received by hard-up local authorities! Similarly, Chicago Mayor, Richard M Daley, has visited Paris to consider a bikes project. Chicago already has JCDecaux street furniture, bus shelters, news racks, newsstands and city information panels, all free for 20 years, along with an extra income of $300 million per year just so that JCDecaux can advertise on the space that the furniture can provide. The free bikes programme earns JCDecaux massive publicity coverage in the global media and a buzz of consumer interest. All is not plain sailing, though. The companys proposal to supply 500 bikes and four public toilets for Dublin (Ireland) has run into opposition to the trade-off 120 advertisement sites.
Sources: www.jcdecaux.co.uk, and www.jcdecaux.com, both accessed 28 January 2007; Advertising Age (Midwest region edition), Chicago (US), 17 September 2007; Sunday Times Business (UK), 25 November 2007.
Questions
1. How do you think that JCDecaux promotes itself? 2. Why do you think JCDecaux provides tens of thousands of free bikes that cost around 2,000 each? 3. What options for growth do you think JCDecaux might pursue?
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Week 8
Essential Reading Baines et al (2011) Chapter 6
Market Segmentation, Targeting and Positioning

Aims 1) To explore the market segmentation process 2) To describe different targeting strategies 3) To explain the concept of positioning
At the end of the session, students should be able to: 1) Explain how the STP process works 2) Understand the difference between market segmentation and product differentiation 3) Explain how market segmentation works in B2B markets 4) Discuss the different targeting approaches 5) Discuss how positioning works
Seminar 8 Introduction to assessed presentations and formation of groups.
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Week 9
Products
1) To explain the nature of products 2) To identify and describe the various concepts related to the management of products 3) To explore the principles of branding
At the end of the session, students should be able to: 1) 2) 3) 4) Explain what a product is Understand how products develop throughout their lifetime Describe the process of new product adoption Explain the basics of branding
Seminar 9 (Work in groups) Go to the BBC TV http://www.bbc.co.uk/radio and Radio websites http://www.bbc.co.uk/tv &
Look at how the output is segmented both by station and by programme type. Your presentation should address the following questions. What are the main segmentations variables used by the BBC to design their output? How have these variables been affected by how the BBC operates and how it is funded? How has new technology affected how the BBC is able to target certain audiences? How are these segments represented by commercial broadcasters? Present your ideas to the class. You are expected to identify and read a variety of related sources of research information, using these to justify your answer. Make sure you keep and provide an accurate record of these references (practice using the Harvard APA format to list them).
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Week 10
Branding
1) To explore the principles of branding 2) To discuss why branding is important and the benefits it provides
At the end of the session, students should be able to: 1) Explain the different types of brand 2) Discuss the benefits a brand can bring to both organisations and consumers 3) Discuss different views on brand equity
Seminar 10 - (Work in groups) Choose three different successful models of car, eg a small car, a 4x4, and a high performance sports car (preferably from three different makers). Use the models outlined in the lecture and in the reading (eg core/embodied/augmented product, plc, adoption, diffusion etc) to provide an overview of the cars you have chosen. Present your ideas to the class. You are expected to identify and read a variety of related sources of research information, using these to justify your answer. Make sure you keep and provide an accurate record of these references (practice using the Harvard APA format to list them).
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Week 11
An Introduction to Marketing Communications

Aims 1) To explain the role of communications in successful marketing 2) To present an overview of the models used to explain marketing communications 3) To explain what is meant by IMC
At the end of the session, students should be able to: 1) Explain the importance of marketing communications and the elements of the promotional mix 2) Discuss the role and tasks of various marketing communications tools
Seminar 11 (Work in groups) Read Market Insight 8.5 A Finnish Association with Purity on p317 of the core text and prepare answers to the questions. Present your ideas to the class.
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Week 12
Advertising and PR
1) To provide an overview of the different advertising media available 2) To explore how direct response media can be used 3) To show the different forms of PR
At the end of the session, students should be able to: 1) Describe the roles of different advertising media 2) Understand how and why direct response media is used 3) Discuss the role of PR and how it can be managed effectively
Seminar 12 Bring along evidence of your preparation for your assessed presentation. Fill in a first draft of the diary record and reflection report for comment by your tutor
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Week 13
Price Decisions
1) To explore internal and external forces that affect pricing decisions 2) To describe the managerial process involved in pricing strategies
At the end of the session, students should be able to: 1) Explain the role of price 2) Understand external influences on price 3) Discuss the process of price setting and pricing strategies
Seminar 13
Find and read Keller, E. & Fay, B., (2009), The Role of Advertising in Word of Mouth,
Journal of advertising Research, 49 (2), 154-158 and prepare answers to the following questions: 1) Why do you think that advertising is related to so much WOM? Does the nature of the brand (ie the sector it is in) influence the level of WOM? 2) Why is WOM something that brand owners wish to encourage? 3) Why is it risky for brand owners to rely on WOM?
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Week 14
Retailing and Channel Management (Place)

Aims 1) Describe the different channel structures for B2B and B2C products 2) The role of the intermediary in the distribution process 3) Influences on Channel Strategy
At the end of the session, students should be able to: 1) 2) 3) 4) Explain what a channel of distribution is and the forms it can take Understand the rationale for using intermediaries Discuss the different types of intermediaries and their roles Describe factors influencing channel design
Seminar 14 (Work in groups) Prepare an answer to the following question. Given the success in recent years of low cost airline operators such as easyJet and Ryanair. How do easyJet and Ryanair achieve success using low price strategies? Do you think that the approach to customer service and relations shown by Ryanair in particular will survive a future upturn in the economy? You are expected to identify and read a variety of related sources of research information, using these to justify your answer. Make sure you keep and provide an accurate record of these references (practice using the Harvard APA format to list them).
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Week 15
Essential Reading Make sure you are up to date with your reading
Marketing in Practice
Guest speakers are invited to show how marketing theory works in practice.
Seminar 15 (Work in groups) Consider the following questions for discussion: 1. What factors affect a companys choice of distribution channel? 2. Visit www.rolex.com, why can you NOT buy a Rolex direct? 3. With the increased popularity of the internet and a supposed preoccupation with Price; how can traditional High Street Retailers compete with the internet only channel operators? You are expected to identify and read a variety of related sources of research information, using these to justify your answer. Make sure you keep and provide an accurate record of these references (practice using the Harvard APA format to list them).
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Week 16
Essential Reading Make sure you are up to date with your reading
Marketing in Practice
Guest speakers are invited to show how marketing theory works in practice
Seminar 16 Bring along evidence of your preparation for your assessed presentation. Fill in a further draft of the diary record and reflection report for comment by your tutor
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Week 17
Services Marketing
1) Understand the key characteristics of services 2) Discuss the extended marketing mix 3) Describe the importance of quality
At the end of the session, students should be able to: 1) Explain the key characteristics that distinguish a service from a product 2) Understand the importance of the extended marketing mix 3) Discuss the difficulties associated with meeting the needs and wants of different customers
Seminar 17 Read the article printed on the following pages and answer the questions at the end.
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Emotional empathy and front line employees:

DOES IT MAKE SENSE TO CARE ABOUT THE CUSTOMER?
The Authors Philip E. Varca, Department of Management and Marketing, University of Wyoming, Laramie, Wyoming, USA Abstract Purpose This paper aims to examine the relationship between empathy and role stress among front line employees (FLEs). The goal was to test the hypothesis that emotionally critical aspects of the service encounter are central to role conflict. Design/methodology/approach A total of 226 FLEs completed a survey that measured role conflict. The instrument also included measures of empathy the degree to which FLEs engaged in emotional labor during service encounters. Findings FLEs who reported more time spent engaged in empathetic behavior or saw empathetic behavior as critical to service quality also reported significantly higher role conflict. Practical implications Unfortunately, these data suggest that emotionally identifying with the customer relates to stressful service encounters for FLEs. This presents challenges to FLEs who truly identify with customer complaints and to organizations that rely on positive customer experience as a strategic tool for marketing services. Originality/value Role conflict research historically identifies service encounters as stressful. The present findings add to the literature by focusing on the intrapersonal world of FLEs and examining how their empathetic behavior relates to that stress. Article Type: Research paper Keyword(s): Role conflict; Services; Stress; Employees; Service delivery; Emotional dissonance. Journal: (2009) Journal of Services Marketing, 23 (1), 51-56
Almost every conceptual model of service organizations in the past 20 years has recognized that front line employees (FLEs) significantly influence the customer experience (i.e. Czepiel et al., 1985; Gronroos, 2000; Schneider and Bowen, 1984; Thomas, 1978; Zeithaml and Bitner, 2000). Over that time, investigators have examined customer perceptions of FLE performance, management practices and FLE performance, personality and service providers, FLE work attitudes, and FLE work skills (i.e. Anderson, 1977; Bitner et al., 1990; Hartline and Ferrell, 1996; Hurley, 1998;Schneider, 1980; Singh, 2000; Singhet al., 1996; Varca, 2004). In addition, the research has consistently pointed to the stressful nature of service work and role conflict in particular (i.e. Hartline and Ferrell, 1996; Singh et al., 1994). The notion of FLEs torn between the competing demands of customer and organization has intuitive appeal and considerable empirical support. The literature reliably connects role conflict with important constructs such as productivity (i.e. Singh, 2000; Varca, 1999), but gaps in our understanding still remain. For example, the empirical work identifying the critical moments that underlie conflict during the service encounter is incomplete. Examining the key behaviors associated with role conflict among FLEs could provide insight into the source of stress during service encounters and could also enhance our ability to manage the customer organization interface. The purpose of this study is two-fold:
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1. Examine the relationship between empathetic behavior and role conflict among FLEs. 2. Discuss what this relationship means for managing service encounters. To fully develop the research hypothesis, the literature on role conflict among FLEs will be reviewed. FLEs and role conflict The distinctive nature and challenges of boundary spanning roles were initially explored in the sales context (Adams, 1976; Behrman and Perreault, 1984). The essential feature of boundary spanning is the requirement to partner with someone outside the organization while simultaneously representing that firm's interests (Adams, 1976). It appears that the resulting sales environment is naturally stressful, almost to the point of implying that stress is inherent to the job design (Behrman and Perreault, 1984). As the services economy grew, investigators logically extended this theoretical frame, examining the potential costs of incongruent demands on service providers within a role theory paradigm. Inside this conceptual framework, conflict manifests as the FLE violates the requirement of one role while fulfilling the demands of another. A classic example of this would be trying to respond to customer requests without disregarding the firm's policies. Two decades of empirical research clearly indicate that FLEs do experience role conflict and that there are negative consequences for both the organization and the FLE due to this stressor. At the organizational level, role conflict has been associated with reduced work performance and work quality (i.e. Churchill et al., 1974; Singh, 2000; Varca, 1999). In addition, the human consequences of role stress are increased burnout, lowered job satisfaction, and reduced commitment to work (i.e. Singh et al., 1994; Singh et al., 1996). In the face of these disheartening data, researchers have focused on managerial practices that might mitigate or moderate the consequences of role conflict. Employee empowerment, supervisory support, task control, and generalized managerial climate have all been related to role conflict (i.e. Hartline and Ferrell, 1996; House, 1981; Schneider, 1980; Singh, 2000; Singh et al., 1996; Varca, 2002). The impact of individual difference characteristics among FLEs, such as locus of control and self-efficacy, has also been assessed (Anderson, 1977; Hartline and Ferrell, 1996). In spite of the growing research focused on role conflict, we do not know what FLE behaviors are associated with stress during the service encounter. However, a growing body of stress research does offer certain insights in this area. It is interesting and somewhat ironical, but the literature suggests that role conflict should decrease to the extent that FLEs do not care about the customer, that is, do not behave with emotional concern for the customer. Why would this make psychological sense? Emotional labor during the service encounter In its basic form, stress is a transaction between a person and her/his circumstances (Lazarus and Folkman, 1984). As perceived environmental demands outstrip resources, individuals experience stress. That gap between whatshould be done and what can be done creates the stress (Folkman, 1984). If unable to master it, human beings will try to escape it in more subtle ways. Often this involves altering one's view of the perceived discrepancy between the external crisis and one's ability to meet it. For FLEs, the crisis could arrive when it is apparent that you lack enough decision authority to creatively resolve a customer problem. Placed in this situation, a service worker could help the customer by extending her/his personal authority and offering a novel solution. However, the FLE must then be concerned with the limits of company policy, hence the role conflict and experienced strain. An organizationally safer tactic for handling the conflict would be to distance oneself psychologically from the situation, essentially lowering the emotional impact of the conflictedmoment. Psychologically, it is less stressful to fail at something that you do not care about than confront the knowledge that you cannot master salient demands. Thus, there should be a payoff in terms of reduced stress, if one does not personally or emotionally appreciate conflicted moments.
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The idea of emotional labor echoes throughout the literature on service encounters. Researchers have used terms such as identity, empathy, and personal concern to argue that quality service hinges on some sort of relational connection between FLE and customer. This idea is basic to several theoretical models and also makes intuitive sense (i.e. Ashforth and Humphrey, 1993; Bitner et al., 1990). That is, FLEs will provide quality service if they care about the customer. However, if that connection between the provider and customer makes the service encounter more meaningful, it could also result in greater perceived stress for the FLE. If fact, the logical extension of this argument would be that it is psychologically healthy less stressful for FLEs to maintain emotional distance from customers, although this violates a central premise for service quality. There is some evidence of this phenomenon in the stress literature. Studies indicate that workers physically distance themselves from stressors through increased absenteeism (i.e.Cooper and Smith, 1985). True, it would be difficult for an FLE to physically walk away from a customer during a service encounter but not so risky to walk awaypsychologically. Any emotional distance between oneself and the source of stress should be associated with diminished role conflict. In other words, the lack of emotional labor during service encounters could result in reduced psychological pain in the form of lowered role stress. This is a powerful negative reinforcement paradigm. Current research question Much of theoretical and applied literature on service encounters speaks to the positive payoff that comes when service workers identify with customers. For this reason, the conceptual framework outlined above has to be disquieting to customer service managers. It suggests that FLEs might psychological profit by not caring about customers. The present study grew out of the practical concern to test the above logic. During a series of focus groups, the critical role of empathy and emotional resilience resonated with FLEs and their supervisors. Service representatives continually pointed to the emotional costs of trying to serve clients with difficult problems. They were describing specific moments of role conflict. The implications for stress among FLEs and quality service for customers were obvious. For this reason, we decided to conduct a study that examined the relationship between role conflict and emotional labor during service encounters. Using the conceptual framework previously outlined, we hypothesized that:Q There will be a significant positive relationship between displays of empathy toward customer, a form of emotional labor, and role conflict among FLEs.In sum, the interface between customer and organization is a stressful place to work. In spite of considerable research, we are still unclear about what behaviors are associated with role conflict among FLEs. To further our understanding, we tested the research hypothesis that role conflict is associated with emotional labor. Method Participants and job setting A total of 230 FLEs in call centers took part in this study. They were randomly selected by social security number. The sample was stratified across geographical division and represented approximately 10 percent of the population. The participants were service representatives in a large communications firm. Their primary work responsibilities were receiving calls from customers to establish service or answer inquires about service/billing problems. In terms of structure and job tasks, it closely resembled service representative positions in call centers throughout the world. Measures The five-item sub-scale from Kahnet al.'s (1964) work tension instrument were used to measure role conflict: 1. 2. 3. 4. Having too little authority to carry out my responsibilities. Thinking that I cannot satisfy the conflicting demands of various people. Deciding things that affect the lives of individuals, people you know. Feeling that I have to do things on the job that are against my better judgment.
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5. Feeling that my job interferes with my life. Participants responded to each item using a five-point scale ranging from very true to very untrue for my job. The dependent variables were two scales that measured empathy during the service encounter; they were developed specifically for this project. Empathy in the service setting was recently defined as the ability to put yourself mentally in another person's situation and understand how that person feels (Varca, 2004). This is consistent with Bitner and her colleagues who highlighted the importance of relational moments during the service encounter (Bitneret al., 1990). During focus groups, over 60 FLEs described what behaviors were important to customer service and also a source of strain. In spite of the multifaceted aspects of the work, one set of job tasks stood out as both critical and stressful. These were the relational moments when FLEs had to deal with the emotional content of service encounters and display emotional labor. We used their verbatim descriptions of these behaviors to develop the seven-item scale inTable I. As the item content suggests, empathetic behaviors operationalize the idea of emotional labor during service encounters. Two rating scales accompanied each item. FLEs indicated, on a six-point scale, how important these tasks were to job success and how often they engaged in these tasks. In other words, the seven items produced two indices an index of perceived importance for empathetic tasks and a frequency index of how often FLEs performed these tasks. High scores would indicate that an FLE was empathic or emotionally engaged during the service encounter while low endorsement would suggest distancing oneself from the customer. It is important to note that this study was not designed to define the emotional empathy construct. Rather, we labeled the scale emotional empathy because the behavioral content of the items suggested this. However, the scale was essential to the experimental design because we needed to test the relationship between role conflict and emotional involvement with customers. The scale was pre-tested with three groups (n=30 overall) of FLEs and follow-up discussion indicated that they understood the intent and wording of the items. Data collection The role conflict and emotional empathy items were embedded within a larger organizational survey and administered at selected call centers throughout the corporation by human resources staff. No line managers or FLEs were aware of the research hypothesis. We had 100 percent attendance during data collection meetings, which was common in this firm. Results Data were analyzed with 226 usable surveys collected across the 230 respondents. The sample was 65 percent White, 19 percent African-American, 14 percent Hispanic, and 2 percent other. Women comprised 84 percent of the participants and FLEs averaged 8.68 years experience as service representatives. Scales The seven items representing empathetic behaviors were subjected to two principal component analyses. As noted earlier, FLEs indicated how important each behavior was for job success and also how much time they spent performing each particular task. Since these are different types of responses, perceptions of task importance and frequency of performance were treated as standalone variables and factored independently. The scree plot for the task frequency items suggested a one-factor solution accounting for 37 percent of the variance. Item loadings are displayed in Table I. The task importance scree plot also indicated a one-factor solution with 36 percent of the variance accounted for. Again, these loadings appear in Table I. Cronbach alpha for task frequency was 0.72, p<0.001 and 0.71,p<0.001 for task importance.
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As expected, factor analyzing the Kahn et al. (1964) role conflict scale produced one interpretable factor with all items loading on this dimension, accounting for 47 percent of the variance. Also, Cronbach alpha was highly significant, alpha=0.75, p<0.001. Descriptive statistics and hypothesis test Means, standard deviations and correlations among the main variables are displayed in Table II. The high correlation (r=0.57) between perceptions of task importance and task frequency is not unexpected; it is reasonable to assume that individuals who see empathy as important will engage in those types of behaviors with greater frequency. More importantly, the significant correlations for role conflict with task importance and task frequency are consistent with the research hypothesis. FLEs who rated the empathetic behaviors as critical to job success or reported performing these tasks frequently also had significantly higher scores on the stressor; low role conflict scores were associated with less engagement in these empathetic tasks. Interestingly, role conflict was most related to the scale that measured the degree to which FLEs displayed the empathetic behaviors (r=0.26) rather than the perceived importance of these behaviors (r=0.17). This suggests that acting empathetically is more conflictful than simply recognizing the value of it during service encounters. Nonetheless, the correlational analysis provides ample support for the hypothesis that emotional labor is related to increased stress for service providers. Regrettably, FLEs with higher ratings on the empathy measures had significantly higher role conflict scores. This implies there are emotional costs for identifying with the customer. Discussion This study extends the literature in several interrelated ways. First, the results lengthen the existing research stream demonstrating service work as stressful. Second, the emotional empathy scale details specific job tasks that are simultaneously critical to the customer experience and stressful for the FLE. It is clear from the data that it is an emotional struggle for service providers to show courtesy, withhold frustration or display patience. These results are new to the literature. Third, the results indicate that there are payoffs for the service provider, namely reduced stress, if he/she is emotionally detached from the customer. Results: interpretation and limitations Why is it that FLEs who did endorse behaviors such as courtesy, patience and rapport also reported high levels of role conflict? And why should marketing managers attend to this finding? The answer to the first question lies with the emotional labor required to display courtesy and similar behaviors. When the service provider emotionally invests with the customer, any inability to meet customer demands increases one's sense of personal conflict. For this reason, the high stress scores resided with individuals also reporting a higher incidence of empathetic behavior, creating somewhat of a paradox for FLEs. Theory and logic suggest that service quality relies on an emotional attachment between customer and FLE. However, low role conflict scores were associated with emotional detachment, not attachment. In other words, stress was low for FLEs who were disengaged from the customer, hence the paradox for service providers and the need for management to attention. Given that job design in call centers world-wide is quite similar, it is likely that the present findings do generalize to this setting. There are, however, obvious limitations to extending the data. Call centers are a unique service setting more controlled, more technology-oriented and faster paced than other environments such as restaurants or retail. Also, the present sample was quite senior with average tenure almost nine years. Although we were unable to detect any statistical effect due to time-on-thejob, the results do overlap with the idea of burnout (Singh et al., 1994), something that could happen in the call center environment (Fernie, 1998). In the burnout situation, workers eventually disengage from job demands as they spend emotional capital coping with them. It is possible that FLEs in call centers are learning to withdraw emotionally from customers over time. Perhaps there is a moment in the life of service providers when they begin to disconnect emotionally in order to reduce role conflict, but that moment, if it exists, remains
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unrevealed in the current data. In sum, the significant findings uncover an important relationship between emotional attachment and stress among FLEs but the underlying dynamics need more clarity and future research. Nevertheless, two immediate conclusions flow from the present results. First, there is a clear positive relationship between emotionally identifying with the customer during service encounters and reports of role stress. Second, the job tasks defined as emotional empathy are simultaneously central to quality service and also a source of job stress. And this is dysfunctional from an organizational perspective. Managerial implications The challenge then for service firms is to design jobs so that FLEs can remain emotionally engaged without experiencing role conflict. One approach to this problem would be to hire people who are dispositionally resistant to stress (i.e. Judkins, 2005; Maddi, 2005). The difficulty with this strategy is that it shrinks the available labor pool. Service firms could also train their FLEs to cope with their situation but, in the end, either the selection or training approach abandon FLEs to a fundamentally stressful job. From a human resources perspective, the more practical tactic is to alter the job to make it less stressful. There are two potentially fertile areas to explore in this regard. The first focuses on the issue of exposure to the stressor. It appears that role conflict increases the more one engages in or endorses emotionally empathetic behavior. One potential remedy is to reduce the number of service encounters or give FLEs a breakfrom having to display this type of behavior. Each of the following practices holds some promise in this regard: 1. Allow service representatives the decision discretion to determine their own break times, those times when they feel the need to leave the field. 2. Allow service representatives some control over pace. 3. Use information technology to allow customers who desire to self-serve themselves, thereby reducing the number of customer contact calls per center. 4. Enrich the service representative job; add responsibilities that reduce the number of customer contacts per FLE. The above tactics parallel what the military does for combat soldiers, that is, offer R&R away from the battle field. A second approach would be to re-design the job, essentially give FLEs more weapons to use while they are engaged in the battle to provide quality service. In the call center environment, managers could explore: developing flexible policy and procedure for responding to customer demands; and giving FLEs greater decision making authority to interpret policy and make discretionary decisions during the service encounter.
Allowing FLEs the flexibility to concurrently serve the firm and the customer will reduce role conflict. As the above recommendations suggest, this hinges on giving service providers greater control over the service encounter. Although the idea of empowerment goes beyond the present data, there is a growing literature suggesting that decision discretion and control can reduce perceived stress (Singh, 2000; Varca, 2006). Marketing managers may want to explore empowerment and flexible policy as tactics to close the gap between environmental demands (i.e. customer request) and the ability to meet it, in other words, instruments for reducing role conflict. Conclusion Researchers have argued for decades that stress is an inescapable feature of customer contact work. The present study is consistent with this view. It paints a picture of FLEs placed in the dilemma of displaying emotional labor during the service encounter but paying the price of increased role conflict in the bargain. It appears there is a negative reinforcement pattern during service encounters a reduction in emotional pain for service providers who are detached from customers. No marketing
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manager is going to advise their FLEs that the psychologically healthy thing to do is not to care about the customer, although that is what the present data suggest. Rather, the challenge now is to build work environments where front line employees are motivated to embrace emotional labor during service encounters.
Table I Source of role conflict during service encounter: job tasks related to emotional empathy
Table IIDescriptive statistics References
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Adams, J.S. (1976), "The structure and dynamics of behavior in organizational boundary roles", in Dunnette, M.D. (Eds),Handbook of Industrial and Organizational Psychology, Rand-McNally, Chicago, IL, . Anderson, C.R. (1977), "Locus of control, coping behavior, and performance in a stress setting: a longitudinal study", Journal of Applied Psychology, Vol. 62 pp.446-51. Ashforth, B.E., Humphrey, R.H. (1993), "Emotional labor in service roles: the influence of identity", Academy of Management Review, Vol. 18 pp.88-115. Behrman, B.N., Perreault, W.D. (1984), "A role stress model of the performance and satisfaction of industrial salespersons",Journal of Marketing, Vol. 48 pp.9-21. Bitner, M.J., Booms, B.H., Tetreault, B.H. (1990), "The service encounter: diagnosing favorable and unfavorable", Journal of Marketing, Vol. 54 pp.71-84. Churchill, G.A., Ford, N.M., Walker, O.C. (1974), "Measuring the job satisfaction of industrial salesmen", Journal of Marketing Research, Vol. 11 pp.254-60. Cooper, C.L., Smith, M.J. (1985), Job Stress and Blue Collar Work, Wiley, New York, NY, . Czepiel, J.A., Solomon, M.R., Surprenant, C.F. (1985), The Service Encounter, Lexington Books, Lexington, MA, . Fernie, S. (1998), Call Centres: The New Sweatshops, London School of Economics, London, . Folkman, S. (1984), "Personal control and stress and coping processes: a theoretical analysis", Journal of Personality and Social Psychology, Vol. 45 pp.839-52. Gronroos, C. (2000), Service Management and Marketing, Wiley, New York, NY, . Hartline, M.D., Ferrell, O.C. (1996), "The management of customer-contact service employees: an empirical investigation",Journal of Marketing, Vol. 52 pp.52-70. House, J.S. (1981), Work Stress and Social Support, Addison-Wesley, Reading, MA, . Hurley, R.F. (1998), "Customer service behavior in retail settings: a study of the effect of service provider personality",Journal of the Academy of Marketing Science, Vol. 26 pp.115-27. Judkins, S. (2005), "Hardiness, job satisfaction, and stress among home health nurses", Home Health Care Management and Practice, Vol. 17 pp.113-8. Kahn, R.L., Wolfe, D.M., Quinn, R.P., Snoek, J.D., Rosenthal, R. (1964), Organizational Stress: Studies in Role Conflict and Role Ambiguity, Wiley, New York, NY, . Lazarus, R.S., Folkman, S. (1984), Stress, Appraisal, and Coping, Spring Publishing, New York, NY, . Maddi, S.R. (2005), "On hardiness and other pathways to resilience", American Psychologist, Vol. 60 pp.261-2. Schneider, B.J. (1980), "The service organization: climate is crucial", Organizational Dynamics, Vol. 7 pp.52-65. Schneider, B.J., Bowen, D.E. (1984), "New services design, development, and implementations and the employee", in George, W.R., Marshall, C. (Eds),New Services, AMA, Chicago, IL, . Singh, J. (2000), "Performance productivity and quality of frontline employees in service organizations", Journal of Marketing, Vol. 64 pp.15-34. Singh, J., Goolsby, J.R., Rhoads, G.K. (1994), "Behavioral and psychological consequences of boundary spanning: burnout for customer service representatives", Journal of Marketing, Vol. 31 pp.558-69.
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Singh, J., Verbeke, W., Rhoads, G.K. (1996), "Do organizational practices matter in role stress processes? A study of direct and moderating effects for marketing-oriented boundary spanners",Journal of Marketing, Vol. 60 pp.69-86. Thomas, D. (1978), "Strategy is different in service businesses", Harvard Business Review, Vol. 56 pp.158-65. Varca, P.E. (1999), "Work stress and customer service delivery",Journal of Services Marketing, Vol. 3 pp.229-41. Varca, P.E. (2002), "Service representatives, job control, and blue-collar blues", Journal of Services Marketing, Vol. 15 pp.257-69. Varca, P.E. (2004), "Service skills for service workers: emotional intelligence and beyond", Managing Service Quality, Vol. 14 pp.457-67. Varca, P.E. (2006), "Telephone surveillance in call centers: prescriptions for reducing strain", Managing Service Quality, Vol. 16 pp.191-204. Zeithaml, V., Bitner, M.J. (2000), Service Marketing: Integrating Customer Focus across the Firm, McGraw-Hill, Boston, MA.
Questions 1. What do you think that role conflict is? What do you think could cause the type of role conflict discussed in the article? 2. Why is this an important issue for service managers and service marketers? 3. Can you think of any examples from your own experience, either as a service customer or as a FLE (if you have a part time job or have had in the past) of role conflict? What do you think caused it? How did you or the FLE deal with it?
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Week 18
The Influence of Technology
1) Understand the way in which new technologies are influencing the practice of marketing 2) To appreciate the potential of new technologies for marketing activities
At the end of the session, students should be able to: 1) Explain what is meant by electronic marketing 2) Compare and contrast electronic marketing with other frequently-used terms such as interactive and internet marketing 3) Consider the use of electronic technologies to achieve marketing objectives
Seminar 18 Read the crowdsourcing articles printed on the following pages and prepare answers to the questions: 1) What do you understand crowdsourcing to be? How can marketers make use of this? 2) Why has crowdsourcing started to become such a common tactic in recent times? 3) Why should marketers be careful about making use of crowdsourcing as a part of their marketing strategy? 4) Find your own example of crowdsourcing and bring it to the seminar. 5) Speculate on how crowdsourcing may develop in the future
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Crowdsourcing articles
Andrew Walmsley on Digital: marketers can tap into crowdsourcing
Andrew Walmsley, marketingmagazine.co.uk, 21 July 2009, 10:30AM Crowdsourcing offers low-cost online access to resources and skills a company may not have in-house. Andrew Walmsley A long-time staple of the pub philosopher's diet, the infinite monkey theorem states that a monkey randomly typing for an infinite amount of time would almost surely compose the complete works of Shakespeare. Uncylopedia, a vital resource for those not in need of the right answer, holds up The Da Vinci Code as evidence that this has already been put into practice. While a mathematical proof exists for the theorem, it's not really applicable in the real world. A four-week experiment with six Sulawesi Crested Macaques at Paignton Zoo in 2003 resulted in just five pages of text, most of which was the letter S'. It's an illustration of a practical constraint. If we had enough resources - particularly intellectual ones - think how many of those knotty challenges in life and business we could address. In game shows, asking the audience is almost always the best option; in the real world we lack access to a big enough pool of talent, and a way to communicate with and pay it. However, the internet has changed this. Crowdsourcing, a term first coined by Jeff Howe, then editor of Wired, in 2006, describes the act of taking a job traditionally performed by a designated agent, usually an employee, and outsourcing it to an undefined, generally large group of people in the form of an open call'. A wide variety of organisations has put this into action, from the Texas Border Sheriff, who puts feeds from Mexican border video cameras online and invites citizens to report suspicious activity, to those wobbly passwords that restrict access to websites. CAPTCHA images are often used by websites to ensure only humans can access information. ReCAPTCHA, a clever implementation of this, uses images generated by bookscanning projects. If the system does not recognise a word, the reCAPTCHA system, displays it as a password test to users on Facebook and other sites. In their transcriptions, users are effectively digitising the book word by word - 10m words a day, to be precise. Both these projects tap into low-skill activities, creating something valuable that would be costly by other means. Yet most tasks don't warrant setting up dedicated systems such as this. Amazon's Mechanical Turk was developed to create a market for low-skill jobs. A company needed a list of sales contacts in a structured format, but had thousands of documents with contacts buried in them. It published the documents on the Mechanical Turk as a HIT, or Human Intelligence Task', and offered12 cents for each reponse.
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There are more than 40,000 HITs currently on the system, ranging from translation to categorising images. And these crowdsourcing marketplaces are effective for complicated tasks as well. Innocentive was established in 2001 to bring research and development challenges to inventors and scientists across the world. Procter & Gamble, Eli Lilly and several not-forprofit organisations use the site's 175,000 registered solvers' to find solutions to their development needs. The site has paid out more than $4m in rewards so far. Crowdsourcing is a creative and cost-effective way to access resources and innovation skills that organisations cannot carry in-house. It enables the completion of tasks that simply wouldn't have been economic before, and has even found its way into the outsourcing of marketing tasks. But while costs might be slashed, as development risk is transferred out of the company, budding crowdsourcers should bear in mind Paignton Zoo's experience. If you pay peanuts, you will get Sulawesi Crested Macaques.
Power to the People: 3 Tasty Crowdsourcing Case Studies

February 20, 2011 by Amy-Mae Elliott 57 Like Tweet +1 Share Pin It Share
For food and drink brands, crowdsourcing new products and flavors makes perfect sense. Not only does it increase engagement, it gives the people that consume the products a say in their development. That interaction makes them more likely to shell out cash when the item hits shop shelves. Thanks to social media, its become easier to to ask your customers to contribute to product development or collaborate on other creative endeavors. Not only is it doable, its been done, and with great success, by major brands. This trend is a direct reflection of the new meritocracy caused by the rise of the social web. Now everyone had the same power to not only consume but also produce things, said John Winsor, founder of Victors & Spoils, and the author of Baked In and other books about co-creation. Brands can use the power of their digitally connected consumers to co-create new products or face the wrath of those same consumers as they go into competition with them.
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We spoke to three major brands Ben & Jerrys, Coca Colas vitaminwater and Dunkin Donuts to find out more about their recent crowdsourcing campaigns. If you are interested in the new people power that connected consumers wield, then read on for some delicious insight into how each campaign went down.
1. Ben & Jerrys Do the World a Flavor
Ben & Jerrys is no stranger to fan feedback; some of its best-selling flavors were born from customer suggestions, but in 2010 it took the concept a step further with the Do the World a Flavor competition. Fans were able to invent their own variety of the popular ice cream via a fun online Creation Station. Finalists won a trip to the Dominican Republic to see a sustainable fair trade cocoa farm and the winning flavor was produced as an official Ben & Jerrys product. The specific aim of the contest was to raise awareness for fair trade ingredients, and with around 10,000 new flavor suggestions from the U.S. alone, Ben & Jerrys achieved that goal. We asked Sean Greenwood, grand poobah of public relations for Ben & Jerrys about the Do the World a Flavor competition: Why did you opt for crowdsourcing for the campaign? Its always a tremendous opportunity for us to tap into our fans passion, creativity and their own interpretation of Peace, Love and Ice Cream. Our incredible fans come up with some great flavors. Cherry Garcia, Chunky Monkey, Chubby Hubby? Ever hear of those? Yep, all from our fans. The crowdsourcing offers an opportunity [57] U21670 Marketing Principles and Practice
for fans to participate and create some fun, and as Jerry says: If its not fun, why do it? How was the campaign a success for you? It was a tremendous global opportunity for us to talk about our belief in the fair trade model. Since then, weve been hard at work making our own flavors using still more fair trade goods and communicating Ben & Jerrys commitment to transition to using all fair trade ingredients, globally, by 2013. Do you think crowdsourcing will be big in the future as a way for fast moving consumer goods brands to engage their audience? I think any chance that companies have to connect with their fans in a fun manner is golden. For us, in this program, crowdsourcing was the hot fudge, whipped cream and nuts on top of our sundae!
2. Dunkin Donuts Keep It Coolatta 2: Flavor Boogaloo
Dunkin Donuts has run two very successful Create Dunkins Next Donut contests in the past, allowing fans to design their own perfect pastry product. Last summer they tried something a little different.
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To promote the mixology potential of its Coolatta drinks, Dunkin Donuts asked fans to collaborate on a playlist of summery songs that would go well with fans favorite Coolatta flavors. The campaign netted 300,000 new Facebook fans while over 40,000 Pandora users added The ultimate Coolatta summer music mix! to their list of stations and spent nearly 14,000 hours listening to the station. We quizzed Ben Smith, interactive marketing manager for Dunkin Donuts, about the Flavor Boogaloo project: Why did you opt for crowdsourcing for the campaign? Allowing our Facebook fans to help us create an upbeat custom Pandora channel dedicated to playing, The ultimate Coolatta summer music mix! was a great opportunity to connect with our fans in a meaningful way while highlighting Coolatta mixology. We leveraged Pandora as the home to the The ultimate Coolatta summer music mix! because of its reach and appeal. How was the campaign a success for you? The campaign was designed to raise awareness of Coolatta mixology and encourage Dunkin Donuts fans to try our Coolatta products throughout June and July, while also increasing engagement on the Dunkin Donuts Facebook page. We found the greatest success engaging with fans through sparking fun discussions of the best songs of summer and Coolatta mixology on Facebook and Twitter. As a result, Dunkin Donuts was able to achieve and sustain a high level of engagement throughout the campaign. Year over year, Dunkin Donuts has seen double-digit growth throughout its frozen and iced beverage category. Do you think crowdsourcing will be big in the future as a way for fast-moving consumer goods brands to engage their audiences? Before jumping into the conversation on our social media channels, we always listen to what our fans are saying. Social communities are interactive by nature and listening to what our fans want to hear is how we have been able to engage with them in a meaningful way. By listening and participating in an ongoing conversation with our fans and followers, we have developed programs and promotions that are fun and interesting, while also encouraging brand advocacy with our fans and followers network of friends. We will continue to provide our fans with a superior social media experience, and if we remain authentic and committed to listening to our followers and engage them as we have, I see our number of followers continuing to increase, especially as we continue our brands growth and expansion throughout the country.
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3. Vitaminwaters Flavor Creator
Coca-Cola-owned Glaceau brand vitaminwater gave its fans the vote with a flavor creator lab on its Facebook page. The goal was to come up with a brand new variety of drink. Fans could vote for their favorite flavor, play games and answer quizzes to help determine which functional benefit the beverage should offer and even have their say on the design of the label. The winning flavor named connect hit shop shelves in 2010, after 40,000 Facebook users had created unique label designs via the lab. Participants spent an average of approximately seven minutes engaging with the application. Matt Kahn, Senior Vice President of Marketing for vitaminwater, reveals the thinking behind their social strategy: Why did you opt for crowdsourcing for the campaign? Vitaminwater has always had a very loyal, interactive fan base and once the brand joined Facebook we heard more regularly from our consumers. At the time, the vitaminwater flavor creator program was a natural next step it allowed for us to bring more exclusive content and real programming directly to our fans.
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How was the campaign a success for you? The vitaminwater flavor creator was a three month, three step program that allowed us to have a two way conversation with our consumers. We gave our fans the tools to help develop something they were passionate about in the end, we heard loud and clear what it was that they wanted when it came to vitaminwater. Do you think crowdsourcing will be big in the future as a way for fast moving consumer goods brands to engage their audience? Vitaminwater was among the first companies to use social networking to give fans such level of control over product innovation a variety of vitaminwater was actually made by our fans, for our fans. Crowdsourcing was a great way for us to tap directly into our consumers we were able to get them information faster and interact with them directly.
Conclusion
For savvy brands, product development has moved from a sterile lab to the social web and become a fantastic marketing opportunity. If brands want to engage todays connected consumer, they need to get social and start listening. Today there is no choice. Its either collaborate with your consumers using cocreative and crowdsourcing tools or perish, Winsor said. There will be collateral damage for those who dont want to play.
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Week 19
Relationship Marketing
1) To illustrate the differences between transactional and relationship marketing 2) To show the relationships between trust, commitment and customer satisfaction 3) To explore the links between customer relationships and loyalty
At the end of the session, students should be able to: 1) Compare and contrast the differences between transactional and relationship marketing 2) Discuss the role of trust in customer relationships 3) Explain how organisations can practically implement relationship marketing
Seminar 19 Read Market Insight 15.5 First Directs multichannel marketing strategy, Baines et al (2011) p 582 and answer the questions
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Week 20
B2B & SME Marketing
1) To explore the characteristics of Business Markets 2) To illustrate what is meant by b2b marketing 3) To show how business accounts can be managed
At the end of the session, students should be able to: 1) Explain the main characteristics of business markets and how they differ from consumer markets 2) Discuss the principles of key account management
Seminar 20 Bring along evidence of your preparation for your assessed presentation. Fill in a further draft of the diary record and reflection report for comment by your tutor.
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Week 21
Not-for-Profit Marketing
1) To describe the key characteristics of not-for-profit organisations 2) To show how marketing is used within these organisations
At the end of the session, students should be able to: 1) Compare and contrast how a not-for-profit organisation differs from a profit making organisation 2) Discuss how marketing can be used effectively for either fundraising or to achieve societal change
Seminar 21 Read Market Insight 14.2 Dealing in Motorbikes on p 522 of the core text and prepare answers to the questions ready to discuss in class.
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Week 22
The Global Marketplace
1) To show how international development can be used as a growth strategy and the drivers for this. 2) To illustrate the issues that can arise from international market development
At the end of the session, students should be able to: 1) Discuss how and why international market development could be used as a growth strategy 2) Describe the factors that would influence international market selection 3) Discuss the issues that can arise from operating in international markets
Seminar 22 Assessed presentations .
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Week 23
Ethics in Marketing
1) To define what is meant by Ethics and apply the discipline to marketing 2) To describe the role of Ethics in marketing decision making
At the end of the session, students should be able to: 1) Explain what is meant by Ethics and the role it plays within marketing 2) Discuss how Ethics influences marketing decision making 3) Discuss how Ethics might be applied to a marketing programme
Seminar 23 Assessed presentations
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Week 24
Essential Reading Make sure you are up to date with your reading Aim
Wrap up
1) To provide students with the opportunity to fill any gaps in their knowledge
At the end of the session, students should be fully conversant with all the material delivered in the unit.
Seminar 24 Last opportunities to seek help with Portfolio queries.
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U21670

Marketing Principles and Practice

Unit Coordinator: Emma Winter

Marketing Principles and Practice

Marketing Principles and Practice

Learning Resources (inc Recommended Text) 17 Detailed Programme 19

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Welcome to Marketing Principles and Practice!

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Presentation Topic: .................

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University-wide grading criteria for UG level one

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Wednesday Thursday 9-10 9-10

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Group Reflective Comments

2. What we learned about marketing from doing this assessed activity

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4. Things we found difficult about preparing for this assessed activity

6. What would we do differently if preparing for another assessed presentation?

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Appendix 1: Unit Assessment Agreement

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Action / Person Responsible

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Introduction & Marketing in Context

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The Development of Marketing and Contemporary Marketing Issues

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The Macro & Micro Environment

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Sector Insight: chocolate confectionery

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Winners and Losers in the chocolate confectionery sector

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Promoting the Promoters: the Outdoor Advertising of JCDecaux

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Market Segmentation, Targeting and Positioning

Seminar 8 Introduction to assessed presentations and formation of groups.

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An Introduction to Marketing Communications

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