A product should meet a need or provide a solution for a consumer. In this activity, students identify the consumer’s need and/or identify the product solution.
The task in this activity is to classify the offerings of a computer retailer into core, actual and augmented product levels.
Students choose between sets of competitive product offerings. One of the choices is more heavily augmented. How important is the augmented product in the decision? Are students willing to pay more?
In this activity for a banking ‘club”, students need to determine what would be the appropriate level of augmentation for each of the club’s elements.
By changing a product’s mix of attributes you effectively create new products, which may provide a unique solution. In this activity, students modify the mix of attributes for a table, in order to meet different needs.
This company has an idea to modify the attributes of its existing product. The goal is to try and increase sales. However, there is a risk that sales could actually decrease instead – what do your students think?
Consumers buy a product solution (the benefits) for their need/problem. In promotional communications, it is important to communicate benefits – not features! In this activity, students will convert features into benefits.
Students are presented with a list of common distribution channels for a bank. The task is to identify the most appropriate mix of channels for two different banks.
The student task is to determine a strategy for a fruit and vegetable store, to ensure its continued success. A number of potential ideas have been listed to get students going a littler deeper.