Instructors’ Resource Manual for
BUSINESS
MARKETING MANAGEMENT: B2B 11e
Eleventh
Edition
Michael D.
Hutt
Thomas W. Speh
PREFACE
The
most successful marketing courses are those that capitalize on an instructor's
particular skills, teaching style, and approach. Our discussions with many colleagues who
teach the business or industrial marketing course indicate that they employ a
number of successful approaches. We
intend this Instructor's Manual to provide a supplementary base of resources
that instructors can draw upon as they develop their own approach.
The
Content and Structure of the Manual:
PART
ONE: COURSE STRUCTURE and LIST OF
CANDIDATE READINGS
Course
objectives and the weekly themes and text reading assignments are provided for
both a quarter-system and a semester-system course. To further facilitate course planning, a
lengthy list of suggested readings is provided for each chapter part of the
text. Selected readings might be drawn
from this list in line with the preferences of the instructor.
PART
TWO: CHAPTER MATERIALS
For
each chapter, a compact summary or chapter overview is provided. Comments and suggested answers to
end-of-chapter discussion questions and answers to web exercises and the
end-of-chapter case are included.
PART
THREE: TEST QUESTIONS
For
each chapter, a set of possible test questions related to material in the
chapter is provided. This includes multiple choice, true/false, short answer
and essay.
PART
FOUR: VIDEO SUGGESTIONS
This
segment provides a summary of the major concepts illustrated in each video and
includes suggestions for how the videos might be used in the course.
PART
FIVE: ENGAGEMENT EXERCISES
A
series of “Engagement Exercises” to facilitate in-class discussion and
encourage active learning by the students
PART
SIX— A LIST OF CASE SUGGESTIONS
Instead
of including a set of cases in the text, we have provided a set of suggested
cases to be used with the 11th edition. Because of the variety of sources available
of for business cases and the ease of downloading them, we feel that providing
an extensive list of possible cases provides the instructor with more
flexibility in how they choose to use cases within the B2B course.
We hope
that you find these supplementary resources useful in developing your business
marketing management course. We thank Debbie
Coleman of Miami University for creatively putting together the group of Engagement
Exercises that are new to this edition of the text. We believe these exercises will provide
instructors with a rich set of opportunities to deeply engage students in
thoughtful learning experiences during class sessions. The Engagement Exercises help to lesson
reliance on straight lecture while allowing students to be actively engaged in
the learning process. Your comments and suggestions are welcomed.
IM Part 3: Exam Questions: MC, TF, SA, Essay
Chapter 1—A Business Marketing Perspective
MULTIPLE CHOICE
1. The
business market consists of the following three components:
a.
commercial enterprises, resellers, and government.
b.
manufacturers, institutions, and defense.
c.
manufacturers, service organizations, and government.
d.
commercial enterprises, service organizations, and government.
e.
commercial enterprises, institutions, and government.
ANS: E PTS: 1
NAT: AACSB Reflective Thinking | CB&E Model
Marketing Plan | R&D Knowledge of general business functions
2. Concerning
manufacturing customers, the business market is:
a. concentrated
by size.
b. geographically
concentrated.
c. experiencing
declining growth in many large metropolitan areas.
d. all
of the above.
e. (a)
and (b) only.
ANS: E PTS: 1
NAT: AACSB Reflective Thinking | CB&E Model
Marketing Plan | R&D Knowledge of general business functions
3. Based
on the volume of their purchases, _____ are the most important commercial
customers in the business or industrial market.
a. construction
companies
b. manufacturers
c. transportation
companies
d. service
firms (e.g., hotels)
e. health
care facilities
ANS: B PTS: 1
NAT: AACSB Reflective Thinking | CB&E Model
Marketing Plan | R&D Knowledge of general business function
4. Market-driven
firms demonstrate:
|
a.
|
the coordinated use of
interfunctional resources (for example, research and development,
manufacturing).
|
|
b.
|
a set of values and beliefs
among employees that places the customer's interests first.
|
|
c.
|
the ability to generate,
disseminate, and productively use superior information about customers and
competitors.
|
|
d.
|
all of the above.
|
|
e.
|
(b) and (c) only.
|
ANS: D PTS: 1
NAT: AACSB Reflective Thinking | CB&E Model
Strategy | R&D Knowledge of general business functions
5. Market-driven
firms spot market changes and react well in advance of their competitors. This
illustrates:
|
a.
|
the customer-linking
capability of market-driven firms.
|
|
b.
|
the value proposition of
market-driven firms.
|
|
c.
|
the market-sensing capability
of market-driven firms.
|
|
d.
|
the value of using direct
channels of distribution in the business market.
|
|
e.
|
both (b) and (c).
|
ANS: C PTS: 1
NAT: AACSB Reflective Thinking | CB&E Model
Strategy | R&D Knowledge of general business functions
6. The
particular skills, abilities, and processes that an organization has developed
to manage close customer relationships are referred to as:
|
a.
|
the customer-linking
capability.
|
|
b.
|
channel management.
|
|
c.
|
derived demand.
|
|
d.
|
the market-sensing
capability.
|
|
e.
|
the extended enterprise.
|
ANS: A PTS: 1
NAT: AACSB Reflective Thinking | CB&E Model
Customer | R&D Managing decision-making processes
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