零售门店的商品管理系(doc 30).doc
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1、 products to professors, a mutually beneficial exchange relationship can be established; professors enjoy seeing students learning progress, while students enhance their communication skills and improve their quality of knowledge by responding to professors feedbacks.Further, students come to unders
2、tand that the foremost goal of marketers is to create and maintain good relationships with their customers (i.e., customer relationship management). As such, students should strive to build relationships with their professors both inside and outside of the classroom in order to effectively understan
3、d product needs and to communicate product values. Students quickly learn that one must know their customers because the requirements of some customers varying dramatically from those of others. These various product needs translate into various product specifications and opportunities for different
4、iation. For example, if a student has a question about a projects instructions, he or she should be encouraged to get clarification from the professor rather than guessing what the customer needs. This opportunity for a one-on-one exchange can be likened to mini-focus groups that seem to energize th
5、e producers by helping them understand the reasons for various requirements. This energy often takes the form of improving product differentiation (e.g., features, conformance, aesthetics, reliability). Further, competitors will be constantly striving to imitate ones best products. As such, students
6、 must learn to continually innovate and strive for uniqueness; todays order winner is tomorrows order qualifier (Hill, 1989). Although one needs to be aware of the competition, there is far less to fear from outside competition than there is from inside inefficiency, discourteous behavior and bad se
7、rvice. Ones own product reliability is the most influential dimension (Zeithaml, et al., 1988).Lastly, students were required to develop marketing principles and strategies based on their perceptions of the professors expectation. First, in order to accomplish this task, each student had to perform
8、market research to determine the customers wants and needs. Students realized, as one-person companies, that market research was critical-there were no margins for errors; they had to hit the bulls-eye the first time because resources (e.g., time) were tight. Second, the students had to formally out
9、line their marketing strategies based on marketing principles, theories and empirical research. These strategies often took the forms of entertaining as well as selling and striving to be unique.Price: The grade for the schoolwork Price is the amount of money or some other valuable that the marketer
10、 asks in exchange for a product. The true value of a product, however, is what someone is willing to pay for it. Similarly, the price or value of a students product (schoolwork) is reflected in the grade that he or she receives from the professor. Unfortunately, students often attribute the grade as
11、 a function of the professor rather than his or her value creation. An interesting exercise to bring this notion into clearer focus is to have the students place the price or grade on the paper prior to submitting it to the customer (Emery, 2001a). The better students have a good sense of the value
12、that they create, i.e. whether they have met, exceeded or failed to exceed a professors expectations. Over time, this exercise tends to raise the performance level of the lower performing students because most want to be acknowledged for their accurate self-assessment and few are willing to acknowle
13、dge that they are intentionally turning in “C” work. Additionally, students come to realize that cost is an important aspect of creating value. For example, they must balance their costs and production schedule across a variety of customers. Also, they must consider which products are the most impor
14、tant (heaviest weighted) to the consumer. Further, they must examine opportunities for reducing their costs by improving production efficiencies through use of technology, strategic alliances, and economies of scale and scope.Place: Hand in works at the desired location and time In marketing mix, pl
15、ace, is a vital aspect of the marketing process in which marketers deliver products to consumers. Further, it has grown in importance as customers expect greater service and more convenience from businesses. Students have come to realize that this trend also applies to the production, delivery (logi
16、stical management) and follow-up (customer service). For example, in business, logistics management is defined as the process of managing suppliers and the movement of raw materials, parts, work in progress, finished products, and related information through the value chain in an efficient, cost-eff
17、ective manner to meet customer requirements. Students participate in logistics management during the course of each semester. Suppliers are the professors, support agencies and other students that provide them with the raw materials or knowledge. Parts represent the bundles of knowledge that one use
18、s to construct the product. Work in progress is the partially completed customer orders. Finished products are the papers and presentations produced for grades.Another aspect of logistics management is the timely delivery of the product through marketing channels. Marketing channels are extremely im
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