notebook2a

Strategy NotebookED6020 John Minnick

Submitted by: David PeaseApril 29, 2008

Graphic Organizer TypeSlide Number(s)

Organizer(s) Usage

Pyramid Notes 3 4

Classification Notes – Unit 7 5, 6 7, 8

Pre-reading Notes-Chapter 21, Sec 1 9, 10 11

Classification Notes – Chapter 21, Sec 2 12, 13 14, 15

Vocabulary Squares -Chapter 21 16, 17, 18, 19, 20 21

2-Way Venn Diagram: Direct/Indirect 22, 23 24

3-Way Venn Diagram: Path to Market 25, 26, 27 28

Four-Square Perspective 29, 30, 31, 32 33

Time-Line Notes – Movie Distribution 34, 35, 36 37, 38, 39

Inference Notes 40, 41, 42 43

Relationship 44, 45, 46 47, 48

David Pease ED 6020 Strategy Notebook

2

Notebook Notes

General Direction of Notebook• Presentation Style• Interactive

• Printout or• Computer Projection

• Ordered in sequence of importance

Rational for Presentation Style• Flexibility for changes

• Reproduction• Modification

• Retention• Paper Copy. And• Computer File Storage

• Clarity for presentation• Handwriting can be difficult to

read

Reflection:• Required an in-depth

understanding of content• Required being in sync

with book and to not diverge too far from text with my views

• Required strategic view of student learning along with immediate application task

Strategic Issues:• Student transferrable

learning skills• Student growth in

synthesizing, compare and contrast, relationships among content


3

Product and Service Management

Pricing

Promotion

Place

Transactions, Selling,Channels, Transportation, Forecasting

Advertising, Displays, Events,

Market Pricing, Pricing Tiers, Events,

Market Management, Product Planning, Branding, Packaging, Labeling

THE 4 P’S OF MARKETING


4

Pyramid Graphic Organizer – Usage

The Pyramid graphic organizer was designed a presentation and discussion tool.

The course text book refers to the 4 P’s of Marketing: Product, Price, Promotion,

and Place (Farese, L. S. (pgs 374-391). Marketing Essentials, Third Edition, Glencoe

McGraw-Hill, New York.) The Pyramid would be used to introduce Unit 7 –

Distribution, as the P for “Place” refers to distribution. The word “Place” has a

simple origin and students should be encouraged discover the origin. “Place”

comes from “marketplace” which can be anyplace (more play on the word) where

a commercial transaction takes place. A transaction usually, but not always, has a

physical transfer of products or services associated with it. Distribution is

concerned with the various paths for getting goods and services to the

marketplace.

The Place or Distribution is at the top of the Pyramid, and the reason for this is a

topic for class discussion. My purpose is to communicate that the marketplace is

where sellers and buyers come together, and the other 3 P’s support success in

the marketplace. In marketing, this the apex of the marketing effort. In the

marketplace, are consumers or buyers going to buy the product as designed,

priced, and promoted? In jargon, this is where the rubber meets the road.

Students may object or disagree and should be encouraged to provide other

views or positions.

Students may not be aware of it, but as consumers students have substantial

prior knowledge of distribution . In fact, they are more likely to be recipients of

new and emerging channels of distribution than the teacher. In presenting the

Pyramid this is the starting point for getting students to reflect on their own

experiences in the marketplace. Soon, they will be asked to leverage that

knowledge to envision the same thing from the seller or business perspective.

This will include using the terms to discuss and read about distribution.


5

Chapter 21 Channels of Distribution

Section 21.1 Distribution ● Distribution-How It Works ● Channels in the Consumer and Industrial Markets

Section 21.2 Distribution Planning ● Understanding Distribution Planning ● Distribution Planning for Foreign Markets

Chapter 22 Physical Distribution

Chapter 23 Purchasing Chapter 24 Stock Handling and Inventory

Section 22.1 Transportation Systems and Services ● The Nature and Scope of Physical Distribution ● Types of Transportation ● Transportation Service Companies

Section 22.2 Inventory Storage ● The Storage of Goods

Name: ____________________________________

Date: ____________________

Topic: Unit 7 - Distribution

Section 23.1 The Role of the Buyer ● Planning Purchases Section 23.2 The Purchasing Function ● The Buying Process

Section 24.1 Stock Handling Process ● Stock Handling Section 24.2 Inventory Control ● Inventory Management ● Inventory systems ● The Impact of Technology on Inventory Management ● The Future of Inventory Management


6

Name: ____________________________________

Date: ____________________

Topic: Unit 7 - Distribution


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Classification Notes – Unit 7- Usage

The Classification Notes organizer graphic is designed for categorizing ideas and information

into four categories, one for each chapter in Unit 7 – Distribution – (Farese, L. S. pgs 372-

426. Marketing Essentials, Third Edition, Glencoe McGraw-Hill, New York.)

This is a prereading assignment to aid students with the structure of the text material for

Distribution. It is intended to be used with the Pyramid graphic organizer which puts

distribution in context or relationship with the other main functions of marketing. Following the

Pyramid presentations, the Classification Notes organizer will brief students about the

material they will be reading.

Students are asked to write each chapter number and chapter title in Unit 7 in the top frame

of one of the four organizer boxes in the Classification Notes organizer . Chapter titles are

identified in large white text below the chapter number. In the bottom frame of each chapter

box the student will write the section or sub-chapter numbers and titles. The sections can be

identified by white text on a green background on the first page of the section. The section

title is in large blue text to the left of the section number. Indented under the section numbers

and titles, the student will write the major headings within each section. The heading titles are

printed in large red text. Some sections have 2 or 3 headings and some have only one.

This exercise will help the student in three ways: First, the chapter, section, and heading titles

have important words and reflect the flow and organization of the reading material. Second,

the headings provide insight into what the book’s author(s) deemed important. And third, the

student can gain experience in the practice of pre-reading and capturing the main headings of

content material.

The teacher can benefit by having a tool to assess student reading skills and provide

individual attention and instruction about recognizing content structure.


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Classification Notes – Usage (continued)

This exercise will help the student in three ways: First, the chapter, section,

and heading titles have important words and reflect the flow and organization

of the reading material. Second, the headings provide insight into what the

book’s author(s) deemed important. And third, the student can gain

experience in the practice of pre-reading and capturing the main headings of

content material.

The teacher can benefit by having a tool to assess student reading skills and

provide individual attention and instruction about recognizing content

structure.

Prereading Notes

Name:

Topic: Class/Subject:

Date:

Overview: Follow the steps outlined in the left margins you preread the textbook or article you must read. Write your notes and answers in the main lined area of the page

1, Write down the chapter or article title and, if provided, the author.

2. Read and list the subtitles, objectives, or other helpful information listed on the chapter front page.

3. Skip to the end and read the study questions; return to the main page and jot down any focus questions listed, or questions you think will be on the test,

4. Read the entire opening paragraph; summarize it in a few sentences.

5. Skim the entir chapter, reading all headings and subheadings. List the main headings here.

6. Read the first sentence of each paragraph in the reading selection.

7. Stop to read all figures, charts, graphs, images, or maps. Be sure to read the accompanying captions.

8. Read the entire conclusion or last paragraph. List the three main ideas in this section.

9. Read the entire chapter and take notes. Write down the question this chapter tried to answer.

1. Chapter 21, Section 21.1, Glencoe

2. What you’ll learn: The concept of a channel of distribution, what channel members are,

the different non-store retailing, how channels of distribution differ for consumer and

business-to-business products. Why it’s important. Key terms: channel of distribution,

intermediaries, wholesalers, rack jobbers, drop shippers, retailers, brick and mortar

retailers, e-tailing, agents, direct distribution, indirect distribution.

3. What is a channel of distribution? Name two types of merchant intermediaries. What type

of intermediary is a rack jobber? A drop shipper? Distinguish between brick and mortar and

online retailers. What type of distribution channel – direct or indirect – is used more

frequently for consumer products? For industrial products?

4. Distribution addresses the “place” of the four “P’s” of marketing.

A channel of distribution is a path to the market place.

5. Distribution – How It Works Channel Members, Wholesalers, Retailers, Agents, Direct

and Indirect Channels

6.

7.

8. How channels work. Channels for consumer markets. Channels for industrial markets.

9. How do goods and services reach the market place, what are the channels?

Prereading Notes

Name:

Topic: Class/Subject:

Date:

Overview: Follow the steps outlined in the left margins you preread the textbook or article you must read. Write your notes and answers in the main lined area of the page

1, Write down the chapter or article title and, if provided, the author.

2. Read and list the subtitles, objectives, or other helpful information listed on the chapter front page.

3. Skip to the end and read the study questions; return to the main page and jot down any focus questions listed, or questions you think will be on the test,

4. Read the entire opening paragraph; summarize it in a few sentences.

5. Skim the entir chapter, reading all headings and subheadings. List the main headings here.

6. Read the first sentence of each paragraph in the reading selection.

7. Stop to read all figures, charts, graphs, images, or maps. Be sure to read the accompanying captions.

8. Read the entire conclusion or last paragraph. List the three main ideas in this section.

9. Read the entire chapter and take notes. Write down the question this chapter tried to answer.


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Prereading Notes Graphic Organizer - Usage

The Prereading Notes Graphic Organizer is a tool that can be employed at the

beginning of any chapter. The example provided uses Chapter 21, Section 1.

(Farese, L. S. (pgs 374-381). Marketing Essentials, Third Edition, Glencoe

McGraw-Hill, New York.) Prereading Notes is designed to develop skimming and

scanning skills in students. This is important for two reasons. It builds student

confidence in tackling reading assignments. And, in an increasingly complex

world of education, it can help students allocate time by sorting, classifying, or

parsing important versus unimportant content.

The form is relatively self explanatory. Students may find it challenging to

rigorously skim/scan content in such a formal manner. To ease students into

using a skim/scan strategy, students can be grouped to jointly prepare a

Prereading Notes Graphic Organizer. Eventually, a teacher would want to see

each student’s responsiveness to this strategy to assess the student’s skim/scan

capabilities. While modeling the Prereading Notes may be time consuming the

first time, it will be worth the effort as the student benefits are substantial for

those students without previous skim/scan insight.


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Key Considerations When to Use Multiple Channels

Compare Costs and Controls

3 Levels of Distribution

Internet and Distribution

International Markets

● Consumer● Industrial● Nontraditional

● Who does the selling● Who dictates the terms

● Exclusive● Selective● Intensive

● Tremendous growth● Direct Distribution● Servicing

● Different environments● Cultural considerations● Money exchange

Presentation

Topic: Chapter 21 Channels of Distribution, Section 2

● Channels

● Costs/Controls

● Intensity Levels

● E-commerce

● International Markets


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Topic: Chapter 21 Channels of Distribution, Section 2


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Classification Notes Organizer Graphic – Chapter 21, Section 2

This Classification Notes organizer graphic is designed for categorizing ideas and information into six

categories for Chapter 21 in Unit 7 – Distribution – (Farese, L. S. pgs 372-426. Marketing Essentials,

Third Edition, Glencoe McGraw-Hill, New York.)

The organizer is a prereading assignment and/or teacher presentation to build student awareness of

the structure of the text material for Chapter 21, Section 2. Doing both would be preferable. The

presentation, in conjunction with the text, will demonstrate to students an effective way to use the

organizer. In addition, the redundancy of presenting and doing will reinforce the reading strategy and

improve comprehension of the content. Completing the organizer in small groups has the benefit of

students teaching students, and/or small groups could organize with each member having a

specialized responsibility.

The methodology of this organizer has a slight twist to it. In the first box students are asked to title it

“Key Considerations” in the title frame. The bottom frame of the first box will contain the major

headings of Chapter 21, Section 2. The headings are easy to identify by their large maroon colored

text. Each of these headings, in turn, become a title for one of the remaining boxes. This is a double

entry for each heading: first in box 1 and as a title on one of the subsequent boxes.

With the titles for the remaining boxes determined, students will complete the bottom frame of the

remaining boxes. The sub-headings of the headings previously determined above are listed in the

bottom frame of each box. The sub-headings are also easy to spot. They are in a blue text smaller

then the headings and have a red bullet box next to them. As bullets are frequently used in business,

this would be a good time to explain bullet points.

In business presentations, this is a common way of structuring presentations for group meetings.

Students gain a dual benefit from using the Classification Notes with Section 2 of Chapter 21. First,

they have scanned the material to and determined the headings. This is a known strategy of good

readers. And second, business presentations are frequently organized using this approach.

The teacher can use this organizer to engage students with rather dry text. The teacher can also use

this as an assessment tool for identifying students that need assistance. After using it once,

subsequent uses should require less instruction and reveal more students performing the classification

task successfully.


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Classification Notes Organizer Graphic – Chapter 21, Section 2 (continued)

With the titles for the remaining boxes determined, students will complete the

bottom frame of the remaining boxes. The sub-headings of the headings

previously determined above are listed in the bottom frame of each box. The

sub-headings are also easy to spot. They are in a blue text smaller then the

headings and have a red bullet box next to them. As bullets are frequently

used in business, this would be a good time to explain bullet points.

In business presentations, this is a common way of structuring presentations

for group meetings. Students gain a dual benefit from using the

Classification Notes with Section 2 of Chapter 21. First, they have scanned

the material to and determined the headings. This is a known strategy of

good readers. And second, business presentations are frequently organized

using this approach.

The teacher can use this organizer to engage students with rather dry text.

The teacher can also use this as an assessment tool for identifying students

that need assistance. After using it once, subsequent uses should require

less instruction and reveal more students performing the classification task

successfully.


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dis·tri·bu·tion Distribute, dispense, tribute, dole out

Distribution

from dis- (away, apart) + tribuere (to allot)

Divide or allot for money or tribute

The distribution of cigarettes in machines gave easy access to children.

chan·nel

TV Channel, Medium Channels, Passages

Channel

From Latin Via Old French chanel

groove

Cigarette makers used intermediaries as distribution channels to machine sales.

whole·sal er Resale, to retailers or other wholesalers

Wholesaler

from the phrase "by whole sale"

sold in a single lot for redistribution

Plumbing parts manufacturers use wholesalers to reach large numbers of small purchasers.

job ber Buys from manufacturers and sells it to retailers.

Jobber

Mainly British

The rack jobber services the cigarette vending machines for the shop owner.

Vocabulary Squares


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Vocabulary Squares


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Vocabulary Squares

I change the TV channel using a remote control device.

Channel

Apple uses multiple channels to distribute iPods.

Last month was I available for new dates, now I am exclusive with someone.

Exclusive

Viso TV has an exclusive arrangement with Costco to sell their televisions.

When I watch TV, I use the remote control to select the channel I want to view.

Selective

Coach purses are available in high-end department stores because Coach is selective in its channels of distribution and stores that can sell Coach purses.

The police search for the criminal was intensive.

Intensive

To reach the maximum number of customers, cell phone providers use intensive distribution.


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Vocabulary Squares

Selective Exclusive

Intensive E-commerce

Name:_____________ Date:____________


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Vocabulary Squares

Multiple Intermediary

Retailer Agent

Name:_____________ Date:____________


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Vocabulary Squares Graphic Organizer - Usage

The terminology specialized to marketing and business consists of common words used

in a specialized context. The authors of the text book (Farese, L. S.. Marketing

Essentials, Third Edition, Glencoe McGraw-Hill, New York.) offer three ways for students

to learn and understand the vocabulary of marketing: each chapter has a list of terms;

the first time a term is used, it its boldfaced; and, there is a glossary included with the

book. It is important to convey these resources to the students. In Marketing, vocabulary

is an important link to the concepts. Many concepts are encapsulated in a single word.

For example, the word “channel” carries more information than its glossary definition.

Learning marketing vocabulary is an excellent opportunity to explore how word

meanings change based on the context in which the words are used. The Vocabulary

Squares are intended to leverage student prior knowledge to expand the students’ use

of words to a new discipline. The Vocabulary Squares are provided in two formats. The

first format is the standard approach of syllables, word variations, origin notes,

definition, and sentence. The second approach is more simple. For each word, the

student is asked to write a sentence using the word as they understand or use it. For

example, “channel” could refer to TV channels or a psychic medium. The student is

required to also write a second sentence in the context of marketing. The student is

encouraged to use the resources the authors provide for assistance with vocabulary and

terms.

Because the terms are concepts or trigger concepts, it is an important aspect of learning

marketing. The teacher should make frequent use of the terms in conversation with the

students. One way to do this is by asking questions that lead students into using the

terms. Student mastery of the terms will lead to an ease of reading the text and enable

the student to use the terms verbally and in composing written material.


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.

Essential question: What is the difference between direct and indirect distribution.

Name:

_____________

Date:

____________

Who is my target market for this product or service?Who is my target audience?Who is the final User?

A Who am I selling to?

Same as A:Direct Distribution

Different from A:Indirect Distribution


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.

Name:_____________ Date:____________

Who is my target market for this product or service?Who is my target audience?Who is the final User?

A

Same as A:Direct Distribution

Different from A:Indirect Distribution

Examples

Direct Indirect

Who am I selling to?



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2-Way Venn Diagram Graphic Organizer - Usage

The 2-Way Venn Diagram Graphic Organizer in this application is a

compare/contrast tool to illustrate two similar but different distribution channel

strategies. After presenting the first slide with discussion, the students are asked

to complete the table in the second slide. Students can use examples from the

book or activate their own knowledge. This organizer is based on Channels of

Distribution (Farese, L. S. (pgs 374-381). Marketing Essentials, Third Edition,

Glencoe McGraw-Hill, New York.)

There is a very important content concept to be learned from this

compare/contrast, 2-way Venn diagram. Vendors do not sell their goods or

services directly to final users, especially in consumer markets. On the other

hand, sellers to business markets frequently use direct sales to final users. The

other important point is that these are rules-of-thumb, and there are many

exceptions.

This graphic organizer is a guide to support text content. The course book has

somewhat complex graphics illustrating direct and indirect distribution. It is

important for students to read the book graphics. This teacher organizer takes

advantage of the 2-way Venn clarify and simplify the concepts of direct and

indirect distribution - making the book more approachable.


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Text

WorldSelf

Complex variety of goods and services and the channels to reach stores, get on the internet, on TV, over the telephone, or through the mail..

Example of buying the same item from different channels

Channels of Distribution: Direct IndirectLevels of Distribution Exclusive Selective Intensive

What channels were in play in your job

An item that does have a clear distribution channel

Marketplace

A job you have had in the marketplace.

Essential question: How do goods and services get to the market place where a transaction with the final user can take place.

Name:_____________ Date:____________

3-Way Venn Diagram


26

Text

WorldSelf


Buy music online, in stores, by telephone in response to TV ad.


I have marketed telephones directly and indirectly.

iTunes gift card at Costco

Marketplace

Marketing telephones as a profession.

Name: _____________ Date:____________


3-Way Venn Diagram


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Text

WorldSelf



Marketplace

.

Name:_____________ Date:____________

3-Way Venn Diagram



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3-Way Venn Diagram Graphic Organizer - Usage

The 3-Way Venn Diagram Graphic Organizer is a comprehension tool that

activates student prior knowledge in synergy with the text. This example is based

on Channels of Distribution (Farese, L. S. (pgs 374-381). Marketing Essentials,

Third Edition, Glencoe McGraw-Hill, New York.)

The first slide shows the 4 questions to be answered in the diagram. They are

boldfaced. The second slide contains answers from the author’s personal

experience. And, the third slide has blanks for the 4 questions for the student(s)

to respond. After showing the first slide and explaining the use of the organizer,

the teacher will demonstrate an example from the teacher’s experience. This may

have to be repeated with some student examples to further demonstrate and

model using the organizer.

This graphic organizer is a guide to help students synthesize data. Students have

to gather and organize text content, real-world content, and their personal

experience. This organizer helps students think about what they have learned.

The goal is to guide the student in internalizing conceptual content they have

learned through a self-discovery application.


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Four types of direct distribution

Name:_____________ Date:____________

Four Square Perspective

Different perspectives on types of direct distribution. Complete each of the four squares with a different type of direct distribution in each square.


30

Four types of direct distribution

Name:_____________ Date:____________


Different perspectives on types of direct distribution. Complete each of the four squares with a different type of direct distribution in each square.

Direct distribution with in-house sales force and shipping directly to the final user. Frequently used in selling large capital purchases in industrial markets.

Direct distribution through company owned or managed retail outlets. For example, Sony and Apple use their retail outlets in addition to intermediaries.

Direct distribution to consumers using alternate retailing methods, such as, TV infomercials, DMDR, and orders on the internet.

Direct distribution through agents, such as, John Hancock Life Insurance. The agent is an independent contractor with his/her own office but does not take title to goods or services.

ConsumerB2B

Consumer Consumer/B2B


31

Four types of indirect distribution

Name:_____________ Date:____________


Different perspectives on types of indirect distribution. Complete each of the four squares with a different type of indirect distribution in each square.

Manufacturer – wholesaler – retailer is typical for many consumer goods, especially drugs and health/beauty products.

Some retail merchants are big and do not use wholesalers and buy from the manufacturer, manufacturer – retailer is this model.

Many commercial products, i.e. plumbing or auto parts, service the aftermarket and rely on wholesalers to distribute to retailers. This is traditional manufacturer – wholesaler – retailer.

Brokers are in the mix. Brokers take title to goods while never taking physical possession of the goods. For example, a broker in the food commodity business gathers produce from several sources for one customer.

Consumer

B2B B2B

Consumer


32

Four types of indirect distribution

Name:_____________ Date:____________


Different perspectives on types of indirect distribution. Complete each of the four squares with a different type of indirect distribution in each square.


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Four Square Perspective Graphic Organizer - Usage

The Four Square Perspective is useful in amplifying the text on the concepts of

direct and indirect distribution. This organizer is based on Channels of

Distribution (Farese, L. S. (pgs 374-381). Marketing Essentials, Third Edition,

Glencoe McGraw-Hill, New York.)

The instructions for the Four Square Perspective included at the top of the

organizer are easy to understand. There are two versions of the Four Square

Perspective , one each for direct and indirect distribution.

Most students, through experience, can identify where and how they have made

a purchase. Few, however, have purchased from a plumbing supply retailer.

Some may have bought parts from an auto parts store serving that aftermarket.

The challenge for the teacher is to help students reverse roles and look at

purchasing in reverse and how good got into the hands of the buyer. This can be

done through questioning and filling in the Four Square Perspective on direct

distribution.

To deepen the student insight into these concepts, the teacher model has consumer and

B2B overlays for each perspective. Individually, the concepts are not especially difficult;

however, understanding how the concepts are layered on each other can add difficulty to

differentiating the concepts. Presenting and discussing this in class eases the student’s

burden in sorting and classifying content in the book..


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Movie Studio•Production•Copy Control

Movie Distributor•Orders Copies•Based on Orders

Presenters•Movie Chains•Single Movie House

Viewers•Pay for Seat•Buy Concessions

Movie Distribution


35

Movie Studio•Production•Copy Control

Movie Distributor•Orders Copies•Based on Orders

Presenters•Movie Chains•Single Movie House


Movie Distribution


36

Distributor

Theaters

Network TV

Cable TV

DVD/VHS

Internet

Soundtrack CD

Posters, games, toys and other merchandising

Production•Movie Studio•Copy Control

Movie Distributor

•Orders Copies•Based on Orders

Theaters•Engagement•Pays Distributor


Movie Distribution

Consumer

Distributors

Retailers


37

The text book explains distribution channels from the perspective of brick and mortar manufacturing and the path of the goods to the marketplace through

direct and indirect channels. The text does not explore complex distribution schemes beyond the typical manufacturer-intermediary-consumer stages.

Movies, which most students are likely to have experience, are entirely dependent on distributors to reach the marketplace. The Movie Distribution Time-

Line Notes graphic organizers present flow-type charts showing the stages of distribution. The graphic organizer of movie distribution is a variation of the

Time-Line Notes from Tools for Thought by Jim Burke. While the graphic is different in appearance, it is conceptually similar in that each chevron

represents the next stage in a sequence. Some important distinctions require instructor awareness. First, these stages may appear to be a time-line;

however, this may, or may not be true, depending on the situation. Second, movies may not physically move through these stages. Of course, that leads

to the question, why have the stages? This opens the door to a discussion of business models. While goods and services and transactions are tangible,

most business concepts are not tangible and are frequently represented with charts, graphs, and models. Models allow for a common language and

picture to represent a concept, and many are circular to convey a cycle. An example is the main graphic organizer of the book itself. Models are frequently

in dispute making it difficult for the student to know what to believe. Nonetheless, they are widely used because they add value to understanding and

communication. In the case of movie distribution in this organizer, there is an interdependence of each stage with its preceding and subsequent stage not

revealed in the graphic. The instructor needs to let this reveal itself through discussion. Some forward looking students may challenge the graphic .This

depth of insight by a student is desirable and a productive consequence.

The first graphic illustrates movie distribution in a rather straight forward way to introduce the concept. It is consistent with the text in displaying a

sequential staging of production through acquisition by the consumer. The more astute student may grasp that this not at all like typical wholesaling where

the wholesaler breaks down large quantities for distribution in smaller quantities. In movie distribution, the opposite is happening. The distributor is

consolidating orders from theaters and ordering copies from the production studio that are shipped directly to the theater for an engagement period. The

theater pays the distributor. Because the distributor pays the production studio a prearranged price for each copy it never physically handles, this is very

costly to the distributor; and the distributor must have the resources to make such purchases.

A second graphic demonstrates additional options available to the movie distributor for additional sources of sales. These added options are done by the

distributor, not the movie studio, through licensing and pricing contracts. Students will be familiar and aware of these products as consumers and in

purchasing them through new and emerging channels of distribution. For example, students may have movies on their iPod players. In a marketing class,

they will be encouraged to view the same products from inside the studio or distributor. Transcending from a personal reference to mentally imaging

marketplace processes can be useful in assisting students to comprehend the text and to apply the concepts learned in the book and class.

The graphic organizer is on three slides. One slide has the chevrons empty. The second slide has the chevrons completed. And, the third slide has the

chevrons completed and another chart illustrating other options for the distributor besides sales to theaters. The slides were designed for in-class use in

mind. The slide with the empty chevrons could be passed out to students individually or small groups could work on it together. The small group approach

is recommended as it has the students gaining from the experiences and input of each other. The best feature of this organizer is that three of the answers

are almost self evident and not difficult to answer while one may be outside most students’ experiences. It offers students an opportunity to use prior

knowledge to gain a new perspective from the same experiences and knowledge. It also offers the opportunity to gain insight into a complex process

through self-learning as opposed to being lectured.

An adventuresome approach would have small teams role play different intermediaries in the distribution process and negotiate deals and transactions.

For example, DVD outlets include large retail chains and movie rental companies. One eCommerce DVD outlet might be Amazon.com who has a lot of

clout because they have many customers and provide great service.

Movie Distribution – Graphic Organizer Usage Details


38

Movie Distribution – Graphic Organizer Usage Details (continued)

The first graphic illustrates movie distribution in a rather straight forward way to

introduce the concept. It is consistent with the text in displaying a sequential

staging of production through acquisition by the consumer. The more astute

student may grasp that this not at all like typical wholesaling where the

wholesaler breaks down large quantities for distribution in smaller quantities. In

movie distribution, the opposite is happening. The distributor is consolidating

orders from theaters and ordering copies from the production studio that are

shipped directly to the theater for an engagement period. The theater pays the

distributor. Because the distributor pays the production studio a prearranged

price for each copy it never physically handles, this is very costly to the

distributor; and the distributor must have the resources to make such

purchases.

A second graphic demonstrates additional options available to the movie

distributor for additional sources of sales. These added options are done by the

distributor, not the movie studio, through licensing and pricing contracts.

Students will be familiar and aware of these products as consumers and in

purchasing them through new and emerging channels of distribution. For

example, students may have movies on their iPod players. In a marketing

class, they will be encouraged to view the same products from inside the studio

or distributor. Transcending from a personal reference to mentally imaging

marketplace processes can be useful in assisting students to comprehend the

text and to apply the concepts learned in the book and class.

The graphic organizer is on three slides. One slide has the chevrons empty.

The second slide has the chevrons completed. And, the third slide has the

chevrons completed and another chart illustrating other options for the

distributor besides sales to theaters. The slides were designed for in-class use

in mind. The slide with the empty chevrons could be passed out to students

individually or small groups could work on it together. The small group approach

is recommended as it has the students gaining from the experiences and input

of each other. The best feature of this organizer is that three of the answers are

almost self evident and not difficult to answer while one may be outside most

students’ experiences. It offers students an opportunity to use prior knowledge

to gain a new perspective from the same experiences and knowledge. It also

offers the opportunity to gain insight into a complex process through self-

learning as opposed to being lectured.

An adventuresome approach would have small teams role play different

intermediaries in the distribution process and negotiate deals and transactions.

For example, DVD outlets include large retail chains and movie rental

companies. One eCommerce DVD outlet might be Amazon.com who has a lot

of clout because they have many customers and provide great service.


39

Movie Distribution – Graphic Organizer Usage Details (continued)

The graphic organizer is on three slides. One slide has the chevrons empty.

The second slide has the chevrons completed. And, the third slide has the

chevrons completed and another chart illustrating other options for the

distributor besides sales to theaters. The slides were designed for in-class use

in mind. The slide with the empty chevrons could be passed out to students

individually or small groups could work on it together. The small group approach

is recommended as it has the students gaining from the experiences and input

of each other. The best feature of this organizer is that three of the answers are

almost self evident and not difficult to answer while one may be outside most

students’ experiences. It offers students an opportunity to use prior knowledge

to gain a new perspective from the same experiences and knowledge. It also

offers the opportunity to gain insight into a complex process through self-

learning as opposed to being lectured.

An adventuresome approach would have small teams role play different

intermediaries in the distribution process and negotiate deals and transactions.

For example, DVD outlets include large retail chains and movie rental

companies. One eCommerce DVD outlet might be Amazon.com who has a lot

of clout because they have many customers and provide great service.


40


41


42


43

Inference Notes - Usage

• This graphic organizer combines multiple major points from the reading content while not diverging from the text. It has a threefold instructional purpose:

– Develop “prior knowledge” for students to relate to the reading material and use reading skills to ask questions or to criticize the content

– Develop student self-discovery to transfer inference skills to other areas of learning– Assess student learning

• These Inference Notes can be applied with students in one of three ways, all three ways, or a combination:

– As an instructor presentation to talk to the concepts and words on the organizer– As a small group discussion activity– As an assignment

• This organizer is for Unit 7 – Distribution, Chapter 21, Channels of Distribution– Farese, L. S. (pgs 374-391). Marketing Essentials, Third Edition, Glencoe McGraw-

Hill, New York.• Instructions: Students are asked to supply a specific brand name of a product or service

and write it in the middle band and do this for three more products or services. In the outer band the student will identify direct or indirect distribution to identify how the product is acquired in the marketplace. Then the student will show if the product/service is targeted for consumer of business customers and the relative weight of each with “plus signs” using a total of 5 “plus signs.

– Students will need a demonstration– The instructor can speak from a completed organizer (supplied) or fill in a blank

(supplied)– The student handout has one completed and 4 blanks for the student to complete

• This organizer has the potential to help students in two ways:– Develop a comfort with the terms and concepts of channels of distribution leading to

a self-motivated approach to reading the course text– Develop a confidence in students to infer what might be going on inside a company

without being inside the company and base these inferences on factual data


44

Relationship

Name:_____________ Date:____________Concept 1 Existing: Toy Retailers Concept 2 New: Pet Stores


45

Relationship


Fit with Merchandising Fit with Merchandising

POS Display POS Display

Entry Requirements Entry Requirements

Pricing Pricing

Distribution Channels Distribution Channels

Sales Staff Sales Staff

Packaging Packaging

Transportation Transportation

Directions: Read vignette on page 374 regarding new line of pet toys. Use this worksheet as a framework for analysis and comparison. This does not reach a conclusion.; it offers a way to look at the data. Write a short answer in each of the boxes. Where the box in the right column is different from the left column, shade the arrow.


46

Relationship


Distribution Channels Distribution Channels

Toy Retailers and Wholesalers

Pet Supply Retailers and Wholesalers

Fit with Merchandising Fit with Merchandising

Partially Yes, but competitors

Entry Requirements Entry Requirements

New shelf space with existing customers

New shelf space with new custmers

POS Display POS Display

Existing no help, new merchandising displays required

Existing no help, new merchandising displays required

Pricing Pricing

Multi-tiered or step pricing used Multi-tiered or step pricing used

Packaging Packaging

Familiar with inner and outer packaging needs

New inner and outer packaging needs

Sales Staff Sales Staff

Agents Agents

Transportation Transportation

Experienced New shipping and storagerequirements

Directions: Read vignette on page 374 regarding new line of pet toys. Use this worksheet as a framework for analysis and comparison. This does not reach a conclusion.; it offers a way to look at the data. Write a short answer in each of the boxes. Where the box in the right column is different from the left column, shade the arrow.


47

Relationship Graphic Organizer - Usage

The Relationship Graphic Organizer is useful in concluding Chapter 21, Channels

of Distribution. This organizer is based on a case vignette on Channels of

Distribution (Farese, L. S. (p. 374). Marketing Essentials, Third Edition, Glencoe

McGraw-Hill, New York.)

Students are to read the vignette on page 374 with the heading, “Marketing:

What It Takes” regarding a new line of pet toys. The student is asked to use this

worksheet as a framework for analysis and comparison of using existing

channels of distribution for a new product line or pursue new channels. A good

first step to completing this analysis is to have a brainstorming session about

what issues to analyze. While brainstorming has value, eventually the analysis

has to take a form that can be reviewed with superiors and decision making

groups.

The analysis in the organizer does not reach a conclusion. Its purpose is to offer

a way to look at the data. Students write a short answer in each of the boxes.

Where the box in the right column is different from the left column, shade the

arrow. The issues and answers in the boxes may change based on the

brainstorming session.

The vignette is short on data and some data may have to be inferred or implied.

For example, it does not provide a market survey of where consumers buy pet

toys. We are going to infer that pet toys are purchased in pet stores or other

outlets where consumers buy pet food and supplies. Inferences made by

students have to be reasonable and have a basis. For example, some students

may view supermarkets as the target distribution channel. (more)


48

Relationship Graphic Organizer – Usage (continued)

After viewing the completed analysis, some students may conclude that a new

distribution channel requires too much change. This a good observation. Other

students may contend there is one overriding factor that will influence a

successful outcome. This is also a good observation.

This organizer will develop student communication skills from opinion based to

analysis and data-based arguments coupled with professional terminology and

presentation model.

notebook2a

Technology

transportation distribution

distribution farese

distribution planning

classification notes

classification notes

reading noteschapter

product planning

inference notes