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CHAPTER 8: Customer Relationship Management (CRM)
This chapter begins with the learning outcome summaries, followed by a set of lesson plans for you to use to
deliver the content in Chapter 8.
• Lecture slides (for large sections) on page 3.
• Company Clips (video) on page 4.
• Group Work (for smaller sections) on page 6.
• Review and Assignments begin on page 7.
 Review/Discussion questions
 Application questions
 Application exercise
 Ethics exercise
 Video assignment—Method—Spreading the News
 Case assignments—Petco.com and Kroger
• Great Ideas for Teaching Marketing from faculty around North America begin on page 14.
We’ve also created integrated Company Clip video assignments and Part cases that cover the topics in
Chapters 4 through 8 starting on pages 20.
 Integrated Video assignment—Raleigh & R. J. Julia Booksellers
 Integrated Case assignments—Guns N’ Roses (Marketing Miscue Case) and Kiki magazine (Critical
Thinking Case)
Chapter 8 ♦ Customer Relationship Management (CRM) 8-1

LEARNING OUTCOMES
1 Define customer relationship management
Customer relationship management (CRM) is a company-wide business strategy designed to optimize profitability,
revenue, and customer satisfaction by focusing on highly defined and precise customer groups. This is accomplished by
organizing the company around customer segments, encouraging and tracking customer interactions with the company,
fostering customer satisfying behaviours, and linking all processes of a company from customers through suppliers (refer
to Exhibit 8.1 of the book).
Under this philosophy, the company customizes its product and service offering based on data generated through
interactions between the customer and the company. This philosophy transcends all functional areas of the business,
producing an internal system where all the company’s decisions and actions are a direct result of customer information.
2 Explain how to identify customer relationships within the organization

Companies that implement a CRM system adhere to a customer-centric focus or model. A customer-centric company
builds its system on what satisfies and retains valuable customers, while learning those factors that build long-lasting
relationships with those customers. Building relationships through CRM is a strategic process that focuses on learning,
empowerment, and managing customer knowledge.
Customer-centric companies continually learn ways to enhance their product and service offerings. Learning in a CRM
environment involves the informal process of collecting customer information through comments and feedback on
product and service performance.
3 Understand interactions with the current customer base

The interaction between the customer and the organization is considered to be the foundation on which a CRM system is
built. Only through effective interactions can organizations learn about the expectations of their customers, generate and
manage knowledge about them, negotiate mutually satisfying commitments, and build long-term relationships. Effective
management of customer interactions recognizes that customers provide information to organizations across a wide
variety of touch points (refer to Exhibit 8.2 of the book). Consumer-centric organizations are implementing new and
unique approaches for establishing interactions specifically for this purpose. They include Web-based interactions, point-
of-sale interactions, and transaction-based interactions.
4 Outline the process of capturing customer data

Based on the interaction between the organization and its customers, vast amounts of information can be obtained. In the
CRM system, the issue is not how much data can be obtained, but rather what type of data is acquired and how to
effectively use the data for relationship enhancement. In a CRM system, channel interactions are viewed as prime
information sources that are based on the channel selected to initiate the interaction rather than on the data acquired. The
channel, the transaction, and the product or service consumed all constitute touch points between a customer and the
organization. These touch points represent possible areas within a business where customer interactions can take place
and, hence, the opportunity for acquiring data from the customer. In this manner, much information can be captured from
one individual customer across several touch points.
5 Describe the use of technology to store and integrate customer data

Customer data are only as valuable as the system in which the data are stored and the consistency and accuracy of the
data captured. Customer data gathering is complicated because information needed by one unit of the organization (e.g.
sales and marketing) is often generated by another area of the business or even by a third-party supplier (e.g., an
independent marketing research firm). Because of the lack of standard structure and interface, organizations rely on
technology to capture, store and integrate strategically important customer information. The process of centralizing data
in a CRM system is referred to as data warehousing. A data warehouse is a central repository of customer information
collected by an organization.
8-2 Copyright © 2013 Nelson Education Limited

6 Describe how to identify the best customers
CRM, as a process strategy, attempts to manage the interactions between a company and its customers. To succeed,
organizations must identify customers that yield high profitability or potential profitability. In order to accomplish this
task, significant amounts of information must be gathered from customers, stored and integrated in the data warehouse,
then analyzed for commonalities that can produce segments that are highly similar yet different from other customer
segments. A useful approach to identifying the best customers is recency–frequency–monetary (RFM) analysis. Data
mining uses RFM, predictive modelling and other approaches to identify significant relationships among several
customer dimensions within vast data warehouses (refer to Exhibit 8.3 of the book). These significant relationships
enable marketers to better define the most profitable customers and prospects. Another significant aspect of the CRM is
that it looks at customers beyond a particular transaction and calculates their lifetime value (LTV), which depends on
successfully predicting the customer behaviour using predictive modelling.
7 Explain the process of leveraging customer information throughout the organization

Data mining identifies the most profitable customers and prospects. Managers can then design tailored marketing
strategies to best appeal to the identified segments. In CRM, this activity is commonly referred to as leveraging customer
information to facilitate enhanced relationships with customers. One of the benefits of a CRM system is the capacity to
share information throughout the organization. This allows an organization to interact with all functional areas to best
develop programs targeted for their customers. This process is commonly referred to as campaign management.
Campaign management involves developing customized product/service offerings for the appropriate customer segment
and pricing and communicating these offerings for the purpose of enhancing customer relationships. Once a company
has identified its best customers, it must make every effort to maintain and increase their loyalty. It is well understood in
marketing that loyal customers tend to be more profitable and cost a business significantly less. However, a loyalty
program is to be developed in a manner that customers find valuable.
TERMS
campaign management empowerment predictive modelling

compiled list interaction response list
customer-centric knowledge management touch point
customer relationship management learning
database lifetime value analysis (LTV)
data warehouse point-of-sale interactions
LESSON PLAN FOR LECTURE
Brief Outline and Suggested PowerPoint Slides:

Slides are available at www.icanmktg2.com.
Learning Outcomes and Topics PowerPoint Slides

1 Define customer relationship 2: Customer Relationship Management
management. 3: Learning Outcomes
1.1 What is Customer Relationship 4: Learning Outcomes (continued)
Management? 5-8: What Is Customer Relationship Management?
9 & 10: Customer Relationship Management Cycle
2 Explain how to identify customer 11 & 12: Identify Customer Relationships

relationships within the organization. 13: Customer-Centric Companies
2.1 Identify Customer Relationships 14: Identify Customer Relationships
Within the Organization

Learning Outcomes and Topics PowerPoint Slides
3 Understand interactions with the 15: Understand Interactions of the Current Customer Base
current customer base. 16–18: Interactions of the Current Customer Base
3.1 Establishing and Managing
Interactions with Current
Customer Base
4 Outline the process of capturing 19 & 20: Capture Customer Data
customer data. 21: Traditional Means of Capturing Customer Data
4.1 Capturing Customer Data 22: Capture Customer Data
23: Capturing Customer Data
5 Describe the use of technology to store 24–26: Store and Integrate Customer Data
and integrate customer data. 27: Data Warehousing
5.1 Use of Technology to Store and 28: Store and Integrate Customer Data
Integrate Customer Data
6 Describe how to identify the best 29 & 30: Identifying Best Customers
customers. 31 & 32: Data Mining
6.1 Analyzing Data for Profitable and 33 & 34: Recency–Frequency–Monetary (RFM) Analysis
Unprofitable Segments 35: Lifetime Value (LTV) Analysis
36: Predictive Modelling
7 Explain the process of leveraging 37–39: Leverage Customer Information

customer information throughout the 40: Privacy Concerns and CRM
organization. 41: Your Turn
7.1 Leveraging and Disseminating 42: Your Turn
Customer Information
Throughout the Organization
Suggested Homework:
• The end of this chapter contains assignments for the Company Clip video, Method-Spreading the News; the
Petco.com case and an alternate case, Kroger.
• There is also an integrated Company Clip video on Raleigh and integrated Part cases on Guns N’ Roses and Kiki
Magazine, with related assignments.
• The end of this chapter also contains numerous Great Ideas that can be assigned or used as the basis for longer
investigations into marketing.
LESSON PLAN FOR VIDEO
Company Clips
Segment Summary: Method—Spreading the News about Green Cleaning
In today’s fast-paced markets, much can be gained by turning ownership of the brand over to consumers. Method is a
company that understands the benefits to this risky proposition. Founders Eric Ryan and Adam Lowry created a brand
that its customers can take ownership of and have actually built a customer feedback channel that most businesses dream
of achieving. Method’s most enthusiastic customers—referred to as brand advocates—are the company’s most vocal
proponents and take an almost evangelical approach to sharing the benefits of green cleaning with the market.
These teaching notes combine activities that you can assign students to prepare before class, that you can do in-class
before watching the video, that you can do in-class while watching the video, and that you can assign students to
complete as assignments after the video class.
During the viewing portion of the teaching notes, stop the tape periodically where appropriate to ask students the
questions or to perform the activities listed on the grid. You may even want to give the students the questions before
starting the tape and have them think about the answer while viewing the segment. That way, students will be engaged in
active viewing rather than passive viewing.
PRE-CLASS PREP FOR YOU: PRE-CLASS PREP FOR YOUR STUDENTS:
• Preview the Company Clips video segment for • Have students review and familiarize themselves
Chapter 19. This exercise reviews concepts for LO1– with the following terms and concepts: customer
LO7. relationship management, customer-centric knowledge
management, empowerment, interaction, touch point,
• Review your lesson plan.
point-of-sale interactions, transaction-based
• Make sure you have all of the equipment needed to interactions, and acquiring and capturing customer
show the video to the class, including the DVD and a data.
way to project the video.
• Have students bring written definitions of the above
terms or concepts to class.
• Ask students to compose a list of three companies
that treat them extraordinarily well. They should be
prepared to discuss why when they come to class.
VIDEO REVIEW EXERCISE

ACTIVITY
Review the lists that students composed for Pre-Class Prep. Discuss what their favourite companies
do to provide them with great service. Ask students to be specific. Ask students how important they
Warm-Up consider how they are treated by a company’s sales force, compared to the actual products or services
that a company sells.
• Refer students to Exhibit 19.1, A Simple Flow Model of the Customer Relationship Management
System. Point out that CRM does not begin and end at the interaction with a customer that occurs
during a transaction. It starts with a philosophy within the organization, continues to the point
where customers and companies interact, and finishes with data collection, analysis, and
In-Class distribution throughout the organization.
Preview • Copy the graphic onto the board while discussing concepts: Review Learning Outcome LO7, The
process of leveraging customer information throughout the organization.
• Have copies of the Company Clips questions (below) available for students to take notes on
while viewing the video segment.
• How has Method identified customer relationships with the organization? What does the
company do to nurture those relationships?
Viewing
(solutions • Identify the touch points mentioned in the video and list the types of information Method could
below) gather at each one.
• What is the role of technology in Method’s CRM system?
Assigning • Company Clip Video Assignments can be distributed to students after they view the video. These
assignments and their solutions are located at the end of this chapter.
• Video assignments are also assignable in CourseMate where students can email their answers to
the instructor.
• What is the cornerstone of Method’s customer care? Does Method depend more on channel,
transaction, or product/service touch points to collect information from customers?
• Divide students into groups of 3 to 5 and have them pretend they are the new CTOs (Chief
Follow-Up Technology Officers) for Method. Give each group 10 to 15 minutes to outline a plan for using
technology to capitalize on Method’s customer-centric approach. What benefits will the new
system yield?

Solutions for Viewing Activities
1. How has Method identified customer relationships with the organization? What does the company do to
nurture those relationships?
Advocates for method—consumers who promote their products—have access to the organization through e-mail as
well as their own space on the Method website for blogs, comments, self-profiles, etc. This advocate relationship
was nurtured through e-mail responses and by requesting their feedback on products and especially the website.
2. Identify the touch points mentioned in the video and list the types of information Method could gather at
each one.
Touch points mentioned include a customer request online via e-mail, a comment section for a particular service
(gift baskets, gift wrapping), and advocates/customers interacting with other consumers via blogs and forums.
Eventually, Method will use tracking data to build surveys and better understand customer’s needs and wants.
3. What is the role of technology in Method’s CRM system?
Technology is the heart of Method’s CRM as they use e-mail and the Web to communicate with their consumers.
LESSON PLAN FOR GROUP WORK
In most cases, group activities should be completed after some chapter content has been covered, probably in the second
or third session of the chapter coverage. (See the “Lesson Plan for Lecture” above.)
Activity #1
Internet-based businesses (e-commerce) has been quick to adopt many concepts of CRM. A good example is
Chapters.ca, which gathers information about a customer each time the customer inputs data or purchases products.
In this exercise, students should select an Internet-based business that it believes has a good CRM program. It will be
easier if at least one of the students is a current customer of that particular business (or has purchased something from
that business in the past.) Divide the class into teams of four or five students and have them do the following:
• Visit a few Internet sites and select one that the team believes has a good CRM program.
• Define the elements of a good CRM program. What elements does this Internet business have?
• Describe the kinds of information the business requests of customers or potential customers. Which information is
required and which is optional?
• Describe how the business handles privacy and security issues.
• Explain what kinds of interactions the customer has with the business. What channels are used for these
interactions?
Students should prepare a short presentation to make to the class.
Activity #2
Divide class into groups of 3 to 5 and review the following characteristics of a good direct-mail letter, or ask the students
to list their own key considerations. (1) Its appeal is based on knowledge of the prospect. (2) It gets the reader’s attention
(makes a connection with the prospect). (3) It must highlight and dramatize the problem and the solution. (4) It’s brief.
(5) It provides specific examples of the value of the offer. (6) It states a believable promise or describes a reward the
prospect may receive. (7) It contains a personal salutation (make the letter resemble personal correspondence). (8) It has
facts, figures, testimonials, and illustrations to establish believability in a cause. (9) It is easy to participate in or respond
to the message (postage-free reply envelope). (10) It provides a reason to act now (it must encourage immediate action).
Then, give each group a direct mail letter to rewrite. See the Instructor Manual for three templates. Instruct students to
put themselves in the role of a “direct-mail marketing consultant.” They are to evaluate, improve, and rewrite their
team’s direct-mail letter. After students have reworked the letters, have them share the results with the class. Additional
discussion questions are in the teaching notes in the Instructor Manual.
Source: Keith Absher, University of North Alabama

REVIEW AND ASSIGNMENTS FOR CHAPTER 8
REVIEW/DISCUSSION QUESTIONS
1. Briefly explain the concept of a customer-centric focus. Why is this so important in customer relationship
management?
A customer-centric focus is a philosophy that an organization adopts that puts the customer at the centre of all
activities in the organization. The company customizes its product offering based on data generated through
interactions between the customer and the company and builds its system on what satisfies and retains valuable
customers. That is very important; in order to build a good customer relationship, the customer must be the most
important person to the organization. The concept is very similar to a marketing-oriented philosophy, which was
discussed earlier in the textbook.
2. What is meant by knowledge management? Why is it so important in a CRM system?
Knowledge management is a process by which learned information from customers is centralized and shared in
order to enhance the relationship between customers and the organization; it is important to a CRM system because
everyone in the organization must have access to customer information in order to gear their activities towards
satisfying the customer and building a relationship.
3. Develop a plan for establishing and managing interactions with a business’s customers. In this plan, identify
the key touch points for customers, how the knowledge centre would be designed, and the main interaction
methods that would be promoted to the customer.
Students should include both external and internal touch points in this plan. External touch points would include
such things as registration by a customer for a service, communication with customer service, warranty card
information, or conversations with salespeople, delivery people, or installers. Internal touch points include
marketing research for developing profiles of extended warranty products, production for analyzing recurring
problems, and accounting for establishing cost control models for repair service calls.
4. Briefly explain the concept of a data warehouse. In the context of a CRM framework, why is a data
warehouse such an important tool?
A data warehouse is a central repository of customer data collected by an organization. The data warehouse
contains data from various functional areas of the organization, which is stored and inventoried on a centralized
computer system for the purposes of sharing the resulting information across all functional departments of the
business. The data warehouse is very important because an organization must be able to understand many things
about the customer—such as simple contact information, needs and wants, and buying behaviour—in order to build
a relationship and provide what the customer wants. The data warehouse allows the organization to store the data in
an organized, accessible manner.
5. If the business wished to launch a CRM program, what are some of the benefits and limitations it might
expect to encounter? What can the business do to ensure it gains the benefits and minimizes the problems?
If a business were to launch a CRM program it could expect, in the end to have enhanced relationships with it’s
customers. This enhanced relationship should ultimately optimize profitability, revenue and customer
satisfaction by ensuring that the company efforts are focused on highly defined and precise customer groups.
The companies communication strategies are more effective as ultimately they should be reaching individual
customers with targeted messages. The effectiveness of a CRM system is the thoughtful attention paid to
information technology as the system is being created. The value of the data stored by the information
technology is very much dependent on the consistency and accuracy of the data captured. The key limitation is
the ability to collect this data accurately and then to leverage the data in a functional manner. To ensure the
business gains the benefits and minimizes the problems the business must ensure the customer takes centre
stage and the business must manage the customer relationship across all points of customer contact throughout
the whole organization.

6. Think of a business where you are a frequent/loyal customer. What would you spend on average each time
you shop there? How many times would you shop there in an average year? How many years will/would you
estimate that you will be their customer? What is your lifetime value (LTV) to this business? What could the
business do to ensure you remain a loyal customer?
The answer to this question will vary by student: hairdresser - $65 per visit, visit 14 times per year and will
likely be their customer for 10 years so the LTV would be $65x14X10= $9100.00
APPLICATION QUESTIONS
1. Identify the six components of the CRM process.

The CRM process consists of these components: 1) the establishment of customer relationships within the
organization; 2) the establishment and management of interactions with the current customer base; 3) the acquisition
and capture of customer data based on interactions; 4) the use of technology to store and integrate customer data; 5)
the analysis of the data for profitable and unprofitable segments; and 6) the leverage and dissemination of customer
information throughout the enterprise.
2. Form a team and identify several local businesses that would benefit from a CRM strategy. Select one
business and outline a plan on how that business would implement a CRM strategy. You may want to visit
the company and interview managers about their current initiatives. When you have completed your CRM
plan, share it with the class—and the company.
Students’ answers will depend on the businesses that are identified, but they should include many of the elements
discussed in the previous question.
3. General Motors offers the “OnStar” system in many of its vehicles. OnStar is a location system, information
system, and communication system available to those drivers who wish to subscribe to the service. Go to the
OnStar website, www.onstar.com, and read over some of the services that are offered to consumers. Based on
your discovery, write a short report describing the various ways that OnStar can be used as a CRM tool,
specifically in the context of creating interactions, gathering customer data, and customizing service offerings
to customers.
Students’ reports will vary.
4. Assume you are the manager for a Boston Pizza. Your boss has asked you to evaluate how the company is
using its website to gather customer data. Go to the website for the Boston Pizza (www.bostonpizza.com) and
provide a detailed critique on how the website is used for capturing customer data. Comment on the types of
customer data that the website is designed to capture and on how that data would benefit your local Boston
Pizza operation.
Students’ answers will vary widely.
5. Explain the concept of data mining. Providing five examples of companies that are currently using data
mining, and explain why each is using it.
Data mining is the process of finding hidden patterns and relationships among variables and characteristics from
customer data stored in the data warehouse. Data mining is used to recognize significant patterns of variables and
characteristics as they pertain to particular customers or customer groups.
Students will come up with many different examples. Following are some examples:
• Insurance industry: Many insurers now use data mining to determine who buys their products and why. It may
also contain information about the risk factors for certain policyholders.
• Computer manufacturing industry: Companies like IBM use data mining software to determine customer
buying behaviour.
• Travelsavers agent consortium: A consortium consisting of travel agencies uses data mining to get leads of
potential customers. The consortium uses a third party for the data mining.
• Banking and credit unions: The financial services industry uses data mining to become more market-oriented
in general.
•Broadcasting industry: The broadcasting industry uses data mining to improve back-office functions,
employee performance, and sales performance.
6. Campaign management is a benefit derived by an organization’s ability to leverage and disseminate
information throughout the company. Briefly define campaign management and explain how a business may
be applying it to its daily operations. In your answer, select a particular business as an example of effective
campaign management.
Campaign management occurs when all functional areas in an organization participate in the development of
programs targeted for their customers. Campaign management involves outbound communications to customers
designed to sell a company’s product or service. Students’ answers will vary depending on the business they
choose.
7. What kind of product testing is currently going on at the Procter & Gamble website (www.pg.com)? Sign up
to participate and find out how the company implements its one-to-one marketing plan through its website.
Students’ responses will vary.
APPLICATION EXERCISE
Understanding how companies use consumer information can be difficult if you have never had a job or internship that
required you to use databases or customer profiles.
Activity
1. Save all the direct-mail advertising that comes to your mailbox for at least a week. You may ask your parents or
friends to collect direct mail that they receive as well.
2. Once you have your stack of mail, organize it according to the household that received it. For example, if friends
and family helped you collect mail, then keep mail sent to each address together. Make a list of all material in each
group.
3. To what kind of customer is each piece of mail targeted? What makes you think as you do?
4. Based on the content of the mail pieces, determine what kind of information the various companies have about you,
your friends, or your family in their databases. Are there indications on the mailers about what kind of interactions
the recipient has had with the sender of the marketing piece?
5. Write out an aggregate profile for each address. If you were a direct marketer, what kinds of products and services
would you market to each? What kinds of offers would you create?
Purpose: To allow students to analyze marketing materials and determine the kind of consumer they were intended to
reach. Students will also build a reverse profile based on the materials.
Setting It Up: The exercise in the text is formatted as an individual assignment. The original exercise (below) is
designed as an in-class activity based on students collecting direct mail that comes to their mailbox for one month.
This exercise was inspired by the following Great Idea in Teaching Marketing:
DIRECT MAIL ASSIGNMENT

The purpose of this assignment is to make students aware of the direct mail that comes into their own homes and to allow
them the opportunity to see what the kind of mail a household receives tells about the consumers in that household.
For this assignment all students should save all direct mail advertising that comes into their homes for one month.
(Include all catalogues, brochures, product mailings, solicitations, etc.)
Students are then to remove all customer identifying information from each piece. Remove the information from the
mailing label and the order blank. Put all of this information in a box or bag on which you have put a fictitious name.
Bring this material to class on an assigned date.
Each student then chooses a package for someone else in the class that they do not know. Each student then analyzes
their “mystery package” as follows:
1. List all of the material in the package.
2. What kind of consumer do you think each piece in the package is targeted to? Why?
3. Develop a profile of the person/household that this package came from. What can you say about them? Be as
specific as possible.
4. If you were a direct marketer, what other types of products, publications, etc., might you send to this address?
After grading this assignment, if I have time, I will read the profiles and fictitious names in class to see how close the
students have come to the actual household. It is usually quite amazing for students to see how accurate they often are.
Students usually enjoy this assignment.
ETHICS EXERCISE
By combining several of its databases of parental purchasing behaviour and the results of its market research, Maxwell,
Inc., believes it has the tools to launch one-to-one marketing messages for the six- to nine-year-old fans of its JoyMax
educational toy products without violating the law. In spite of potential parental backlash, Maxwell believes the approach
will help it customize new children’s products and increase the company’s share of these profitable young customers.
Questions
1. What do you think? Should Maxwell Corp. use one-to-one marketing tools to communicate with children?
If Maxwell Corp. uses its one-to-one marketing tools to communicate with children, it will be on extremely unstable
footing. Even though its information will be derived and not collected directly from children, which would be in
violation of the Personal Information Protection and Electronic Documents Act (PIPEDA), Maxwell will still be in a
position to identify individual children in particular demographic segments. Since children are less capable of
discerning exaggerated or untrue statements, it will be extremely difficult to send direct marketing messages to
children aged six to nine without violating FTC regulations.
2. Does the CMA Code of Ethics address marketing to children in its Code of Ethics? Go to www.the-cra.org
and review the code. Then, write a brief paragraph on how the CMA Code of Ethics relates to Maxwell
Corp.’s dilemma.
The CMA code of does have a section on marketing to children that specifically lists the following:
• Age—Children are defined as someone who has not reached the age of 13 years.
• Responsibility—Marketing to children [places] a special responsibility on marketers. Children are not adults
and not all marketing techniques are appropriate for the children.
• Consent—Marketers must obtain parental/guardian consent when seeking any personal information for a child
under the age of 13 (see www.the-cra.org for further details).
• Credulity
• Age-appropriate language, and
• Commercial transactions.
COMPANY CLIP VIDEO ASSIGNMENT: Method—Spreading the News
It is not uncommon for companies to be a bit protective of their brands. As you read in Chapter 9, brand equity and
perception are indicators of marketing success. But in today’s fast-paced markets, much can be gained by turning
ownership of the brand over to consumers. Method is a company that understands the benefits to this risky proposition.
Founders Eric Ryan and Adam Lowry created a brand that its customers can take ownership of and have built a customer
feedback channel that most businesses dream of achieving. Method’s most enthusiastic customers—referred to as brand
advocates—are the company’s most vocal proponents and take an almost evangelical approach to sharing the benefits of
green cleaning with the market.
Questions
1. How has Method identified customer relationships with the organization? What does the company do to
nurture those relationships? LO1
Advocates for Method—consumers who promote their products—have access to the organization through e-mail
and their own space on the Method website for blogs, comments, self-profiles, and so forth. This advocacy
relationship was nurtured through e-mail responses and by requesting feedback on products and especially on the
website.
2. Identify the touch points mentioned in the video and list the types of information that Method could gather at

each one. Lo3
Touch points mentioned include a customer request online via e-mail, a comment section for a particular service
(gift baskets, gift wrapping), and advocates or customers interacting with other consumers via blogs and forums.
Eventually Method will use tracking data to build surveys and better understand customers’ needs and wants to
create new products and services.
3. What is the role of technology in Method’s CRM system? How has the technology enhanced the advocacy
program? What value is the advocacy program to Method? LO5
Technology is the heart of Method’s CRM system. They use e-mail and the Web to communicate with their
customers. This has led to the creation of the advocacy program and has ensured that they are able to respond and
react in real time to their advocates. The value of the advocacy program is that these people are Method’s most
enthusiastic customers and most vocal proponents and are almost evangelical in sharing the benefits of green
cleaning. They are online opinion leaders who generate word of mouth. For a brand like Method, which is up
against formidable competitors, this advocacy is invaluable for achieving awareness.
4. How can Method leverage the data they are collecting for future success? LO7
All data collected can help better understand the consumer, how they clean, how they use the products, and what
they like and dislike. Thus it can be used by Method for new product development, product revitalization, and
communication strategies.
(These video questions are assignable in CourseMate where students can email their answers to the instructor.)
CASE ASSIGNMENT: Petco.com
Petco.com: Turning Negative Reviews into Positive Sales

On Petco.com, you can buy a soft-sided travel carrier for your cat for only $19.99. You might think twice, though, after
seeing that customers gave it only two “paws” out of five overall for pet satisfaction, appearance, and quality. The
reviews reveal more serious reasons to hesitate before adding the product to your cart. A customer with the screen name
“Disgruntled Bunny” reports: “The mesh on the sides was such poor quality that my cat was able to rip it to shreds and
escape in a matter of seconds!” Another customer recommends buying a carrier with stronger sides, adding, “It costs
more but is safer for your pet, so it’s worth it.”
Products have long been rated on sites like Amazon.com and on those that exist entirely for customer reviews, but Petco
was one of the first mainstream retailers to create a forum on its own website for criticism. The risk was obvious:
customers could pan products and send buyers running. But Petco reports that business is booming, even with bad
reviews like Disgruntled Bunny’s.
New research is proving what Petco had already learned: peer reviews work. Shoppers are turning to everyday people for
product advice. The 2007 Edelman Trust Barometer reports that over half of Americans said they trust “a person like
me” for information about a company or product. David Brain, CEO of Edelman, urges companies to stop relying on
“top-down communications delivered to an elite audience and move to peer-to-peer dialogue.”
Making customer reviews public has an immediate impact on sales and brand loyalty. Data from ForeSee Results in
2007 revealed that 40 percent of online shoppers said peer ratings on websites influenced their purchasing decisions.
Furthermore, this group was 21 percent more satisfied with its purchases than other buyers and was 18 percent more
likely to buy from the same site again. According to Petco executive John Lazarchic, most users who search for products
by customer ratings shop longer, buy more, and return less: “The savings in returns alone pays for all the technology
involved in the review and ratings feature.” And if one product gets too many bad reviews, it usually prompts customers
to buy higher-rated, more expensive merchandise instead.
Other advantages? Reviews build camaraderie with an online community where shoppers can connect. They can boost a
site’s ratings on search sites. And they establish credibility. As long as the reviews aren’t overwhelmingly negative,
positive reviews have been shown to outweigh the negatives in shoppers’ minds. For example, a four-paw review on
Petco.com would outnumber one-paw ratings by seven to one.
Lazarchic insists that reviews provide valuable feedback. Critical comments are shared within the company and can
instigate changes. In fact, they’re finding that the risk is not in receiving too many negative comments on a product, but
too few. When no one is responding, it looks like no one is buying it. Or, if they are, they don’t care enough about it to
talk about it. Petco had that problem at first. In the beginning, when the company posted a small link for users to click

and write a review, the silence was deafening. So they added promotional banners to the site and advertised drawings in
which lucky reviewers would receive cash prizes. Within a couple of weeks, they’d gotten 4,500 new comments.
Analysts warn that to maintain credibility, reviews shouldn’t be edited unless necessary. Petco removes the names of
rival brands, URLs, and personal information, but less than 10 percent of the reviews they receive are deleted. Now
they’re experimenting with the idea of using customer comments as marketing tools in print catalogues, offline ads, e-
mail messages, and point-of-purchase displays. In print circulars, for example, Petco highlights its five-paw rated
products.
Many of their customers’ e-mail addresses are collected through a loyalty program in Petco stores, which means those
shoppers may not have visited the website. By including customer comments in e-mail ads, it expands the reach of the
review program and boosts sales of products those shoppers may not have considered in the store.
According to a Nielsen BuzzMetrics study, the customers most likely to write reviews on websites are empty nesters and
“young transitionals” without children. Petco found that on their site, reviewers tend to be women with higher levels of
education and income who are passionate about their pets. It is generally someone who wants to be helpful, share her
opinion, and feel important. Someone, perhaps, like Disgruntled Bunny, who wants to warn others of the dangers of
defective travel carriers before another cat escapes.
Sources: Joan Voight, “Getting a Handle on Customer Reviews,” Adweek, June 25, 2007; “Online Shoppers Give
Thumbs Up to Customer Product Reviews,” Business Wire, January 9, 2007; Ken Magill, “Petco Tests Product
Reviews,” Direct, March 1, 2006; http://www.petco.com.
Questions
1. A customer-centric company builds long-lasting relationships by focusing on what satisfies and retains
valuable customers. Discuss how Petco follows this customer-centric philosophy.
Customer-centric companies like Petco follow an internal management philosophy that encourages the
customization of products and services based on data generated through interactions between the customer and the
company. Petco uses its loyalty program, which focuses on customers in its retail stores, and its Web site, which
focuses on customers that make purchases online, to better learn about its customers and what they want. The
customer reviews on Petco.com provide valuable feedback to the company about which products are not working
and why, enabling them to quickly assess problems and make changes.
2. Go to Petco.com and read some of the customer reviews for various types of products. Do the one- and two-
paw ratings tend to outnumber those with four and five paws, or the other way around? Can you find a
customer review that Petco could use to market a product in a company circular or e-mail ad?
Students’ answers will vary, as will examples from the Web site. Four- and five-paw reviews tend to outnumber
those rated one and two paws.
3. Now that Petco has identified the type of customer most likely to write reviews of their products, discuss the
kinds of promotions that might encourage continued loyalty and response online from them in the future.
What could they do to appeal to these customers?
Students’ answers will vary. Customers most likely to write reviews on Web sites in general have been shown to be
empty nesters and “young transitionals” without children. On Petco.com, the reviewers have been further identified
as women with higher education and higher income who are passionate about their pets. They may have had a bad
experience with a product, but if they can steer someone else away from it, then they’re happy. They want to be
helpful and feel important in the community of animal lovers who gather at the Web site. Petco would do well to
appeal to these customers by assuring them of their importance, responding personally to complaints such as
Disgruntled Bunny’s, changing products that reviewers deem dangerous or faulty, and highlighting the importance
of their comments to other customers. Promotions that focus on pet lovers and their pets in a more emotional way
may prove to be more successful in capturing their attention than simply giving away money prizes in drawings. For
example, Petco could donate money to animal shelters or other charities of the customer’s choice, in her name, and
highlight or publicize some of her reviews.
4. Many mainstream retailers are still hesitant to post customer reviews on their Web sites. If you were
consulting with one of these companies, what arguments would you use to convince management to try them?
Students’ answers will vary. They may choose to show management examples of other Web sites that have
successfully used reviews, such as Petco.com. They could explain that it is better to have the negative word of
mouth on your own site rather than elsewhere on the Internet where you may not be aware of it or have a chance to
respond. They could show management the research that shows that peer reviews work, and that the future in online

sales seems to be heading further in that direction. Some analysts believe that sites without peer reviews lose
potential customers. Students may want to discuss the research that proves that reviews save companies money
because shoppers end up buying more expensive products and returning fewer of them in the long run. Reviews
provide valuable feedback and give companies an opportunity to instigate necessary changes that may keep them
from losing customers and sales in the future.
ALTERNATE CASE ASSIGNMENT: Kroger
They Should Have ‘DUNN’ This Much Sooner! U.K. Firm Leads Kroger Turnaround
Supermarkets have long engaged in an intense struggle to interpret the mountains of data they compile from customer
loyalty and frequent buyer cards. Though many are good at collecting information, few are actually effective at targeting
appealing promotions based on what they learn from those cards. Falling behind on this important aspect of such a
marketing-driven business almost cost Kroger its business life. Thankfully, little-known, London-based, relationship
marketing specialist DunnHumby was willing to come to the rescue.
Founded in 1989 by husband-and-wife team Edwina Dunn and Clive Humby, the firm gained acclaim for the work it did
with cutting-edge U.K. grocer Tesco. The key to their success was the Tesco Club Card program that DunnHumby
created. The program boasts a reach of 10 million U.K. households and drives 85 percent of weekly store sales.
Amazingly, the coupons Tesco sends to customers through the card program redeem at rates in the 20 to 40 percent
range, compared to 1 to 2 percent for mass-marketed coupons.
Inspired by the DunnHumby/Tesco success story, Kroger, the second largest U.S. retailer, convinced DunnHumby to
enter a joint venture based in the United States. In 2003, the two launched DunnHumbyUSA in an office down the street
from Kroger’s world headquarters in Cincinnati, Ohio, and immediately began the monumental task of trying to analyze
the data from every transaction made on a Kroger Plus card.
Kroger claims that of the 42 million households that shop at its stores, more than 40 million have Kroger Plus cards.
However, just 6.5 million of those provide over 50 percent of the company’s sales. About 100 DunnHumbyUSA
marketing strategists and mathematicians crunch Kroger’s data on a daily basis, examining 27 sample products and
developing categories by which to segment the top 15 percent of Kroger’s customer base. Considering when and how
they buy products from that special group, DunnHumby develops what it calls a shopper’s “DNA.”
Cardholders are then placed in one of seven segments. The Traditional Homes group is so named for its members’
affinity for scratch cooking and conventional fare; Budgeters are value-conscious shoppers; and the Finest category
includes customers who frequently purchase gourmet, fresh, and imported foods. Adding yet another level of
sophistication, DunnHumby cross-references the original seven groups by another seven interest groups with names such
as Family Care, Home Living, and Specialty Tastes shoppers.
Organizing shopper data into much more focused and detailed categories allows Kroger to send its core customers more
relevant product offers. Instead of blasting them with weekly mailers, Kroger now issues just four two-piece mailers a
year. The first piece is a letter to the shopper with several targeted coupons aimed at increasing spending in the store. The
second is a brochure designed especially for the interest group that the household belongs to. It contains a vendor-
sponsored page and a few more branded coupons based on the customer’s second set of segmentation characteristics.
DunnHumbyUSA provides Kroger with more than analytics, however. Its U.S. office houses graphic designers and
packaged goods specialists who work together with the technical staff to convert data tables into targeting strategies, in-
store promotions, and carefully chosen product selections. DunnHumbyUSA assists Kroger in working better with its
suppliers, too. The grocery giant has introduced its strategic partners to critical vendors such as Coca-Cola, Hershey, and
General Mills.
The close interaction between Kroger and its largest vendors allows all parties involved to review more data and react
quicker to developments in the marketplace so that they can create more value for the customer. DunnHumby doesn’t
stop there, either. The firm’s specialists coach Kroger’s upper management to develop a strong customer focus, offer
guidance in enhancing the effectiveness of Kroger employees, and supervise Kroger’s development of its employee
rewards program.
DunnHumby’s work is clearly paying off. After a miserable 2004, when Kroger lost over $100 million, the struggling
supermarket experienced a dramatic reversal of fortune. Its 2005 net income tally was an astounding $958 million, and
the company paid out is first dividend since 1988.

Sources: Laura Baverman, “Kroger’s Card Sharks,” Cincinnati Business Courier, November 4, 2005, 1, 46; Lucia
Moses, “Diving for Data; With DunnHumby’s Loyalty Marketing Know-How, Kroger Hopes to Unlock Valuable
Secrets of Its Loyalty Card Data,” Supermarket News, September 26, 2005, 72; “Kroger Ups 2005 Earnings; Will Pay
Dividend,” Columbus Business First, March 6, 2006, 11; Steven Gray, “Kroger Fights Goliath, and Investors Freeze,”
Wall Street Journal, June 14, 2006, C1.
Questions
1. Describe the CRM system, including each of its components, that DunnHumbyUSA has implemented with
Kroger.
Kroger’s CRM system starts with a customer loyalty card that allows shopping data to be collected via a bar coding
system at the point of sale. Data analysts then scour the data and work with marketers to segment the top 15 percent
of the store’s customers into one of seven primary, then seven secondary, categories. Finally, four two-piece mailers
are sent to the customer’s house each year to generate interest and sales for specific items. Kroger also introduced
DunnHumby to its vendors so that they could more closely integrate their promotion strategies with Kroger’s CRM
strategy.
2. What types of lists does DunnHumbyUSA interpret to better its Plus Card program?
DunnHumby interprets response lists for Kroger.
3. Describe DunnHumbyUSA’s approach to data mining.
DunnHumby mines the data generated from the Kroger Plus Card system to identify the top 15 percent of Kroger
shoppers’ “DNA” and segment that group by seven primary categories that describe what those shoppers buy, and
seven secondary categories that define shoppers’ interests or motivations.
4. How does DunnHumbyUSA leverage customer information? What other opportunities do you think exist for
them to explore in the future?
DunnHumby leverages customer information to provide highly targeted and more personal offers to Kroger’s best
customers. By focusing on the share of the customer base the provides the majority of revenue dollars for the store,
DunnHumby is maximizing the value of the information it collects. Students’ answers will vary regarding future
opportunities.
Additional Example
Relationship marketing is practised in one form or another by many Canadian businesses. However, Home Depot
Canada does something to take it to the next level. Not only does Home Depot Canada have workshops for its adult
customers, but it also organizes summer fun-workshops for children of all ages. In the weekend workshops, children are
given free product kits and tools to assemble the products, such as CD cases, bird feeders, and so on, under the
supervision of the store experts. The idea behind these free product kits and workshops is to prepare the next generation
of customers for DIY projects and to initiate a relationship with Home Depot. Research on consumer socialization shows
that children are influenced by the brands their parents purchase and on what they experience as children.
(Instructors are free to create their own questions for this additional example.)
GREAT IDEAS FOR TEACHING CHAPTER 8
Great Idea #1
ANALYZING AN ORGANIZATION’S WEB PRESENCE
Assignment Overview
The rapid proliferation of the World Wide Web (Web) has seen the emergence of a multitude of websites accompanied
by a multitude of business models. While there is no certainty as to who will survive in the competitive Web
environment, one thing is for certain: the Web has changed the way business is conducted. The intent of this assignment
is to heighten student awareness and understanding of an organization’s Web strategy by critically evaluating their online
presence. The assignment may be completed by students working in teams or individually depending the desired level of
rigour in the analysis.

Project Objective
Company websites should mirror the “marketing strategy” of the business those sites drive. This assignment serves the
dual purpose of:
1. making students critically evaluate an organization’s Web presence. Students are expected to identify the key
elements of an organization’s Web presence; and
2. requiring students to evaluate an organization’s Website from the integrated marketing communications (IMC)
perspective.
Students are assigned specific websites and are required to evaluate the key elements driving an organization’s Web
strategy.
Overview of the Website
• Identify the nature of the site (product/service) provider? Develop a brief industry profile.
• What is the value source from the customer vantage point?
• Identify their revenue model, i.e., how do they generate revenue? Is their path to profitability clearly identified?
• Source of volume: Which non-Web-driven activity is being replaced (substituted) by the Website?
• Target Market: Develop a detailed profile of consumers attracted to Website and why? What share of the existing
business volume do they represent?
• If this is a Website for a traditional business, what is the value addition for the current or new customer base?
• Traffic/Growth: What are the primary methods used to drive traffic to the Website? What is the implication of this
strategy on profitability?
Competitor Analysis
• Who are the main non-Web competitors? What are their main competitive strengths?
• Who are the Web competitors? What is their Web strategy? What are their unique strengths? Is their source of
volume and target market share different from ours?
• How does this Website “rate/rank” relative to the respective competitors’ strengths?
• Is this Website crossing “traditional” competitive boundaries and forming a new basis of competition?
• What is the main competitive threat to this Web business?
Competitive Advantage—Is It Sustainable?
• The Web brand: provide a Brand Positioning Statement (the value proposition).
• How are the end users’ (and intermediary users’) value propositions redefined? Compare the “old” benefits
structure with the new, website-driven benefits structure.
• How is the delivery system redefined?
• What is the economic benefit (to the customer and to the business)?
• What benefits provided by the website (individually or in combination as a bundle) are truly unique and provide the
potential for sustainable competitive advantage?
• What is the likely competitor response to this Web benefit structure?

Consumer Perspective
• Does this website provide a personalized and convenient shopping experience? Does it build a customer profile?
Is this profile automatically deployed on subsequent visits?
• Is the website easy to use? Is it involving? Can it generate loyalty? Will it be in business five years from now
(why)?
• Evaluate customer service/contact options provided.
• Is the website actively involved in conducting marketing research?
• What is the adopted privacy policy of the organization?
• What are some suggested improvements/modifications? How will they make for a more competitive/profitable
and sustainable business?
Web Presence from the Integrated Marketing Communications (IMC) Perspective
• Discuss how this Web presence parallels the organization’s overall marketing strategy.
• Identify and match common elements of the creative strategy along with the media utilized in the promotional
process.
• Evaluate the clarity and consistency of message components
• Evaluate the tonality of the promotional campaign.
Great Idea #2
DIRECT-MAIL MARKETING CONSULTANT
Instruct students to put themselves in the role of a “direct-mail marketing consultant.” They are to evaluate, improve and
rewrite each of the following direct mail letters. The instructor may want to review the following characteristics of a
good direct mail letter or ask the students to list their own key considerations. (1) Its appeal is based on knowledge of the
prospect. (2) It must get the reader’s attention (makes a connection with the prospect). (3) It must highlight and
dramatize the problem and solution. (4) It must be brief. (5) It must provide specific examples of the value of the offer.
(6) It must state a believable promise or describe a reward that the prospect may receive. (7) It must contain a personal
salutation (to make the letter resemble personal correspondence). (8) It must have facts, figures, testimonials, and illu-
strations to establish believability in a cause. (9) It must be easy to participate in or respond to the message (postage-free
reply envelope). (10) It must provide a reason to act now (i.e., encourage immediate action).
Additional study questions that may be proposed to the students: How would you help these organizations in developing
or updating their mailing list? How should the envelope look to get the most readers? How should the letterhead look for
each of these organizations? What other forms of direct marketing may be appropriate for these campaigns?
Save the Slugs, Inc.

Box 5176
Halifax, NS
Mrs. Aida Lester
Tobacco Rd.
Fullerton, ON
Dear Mrs. Aida Lester

There is a crisis occurring in your backyard and you may not even be aware of it. Every year, millions of slugs are
killed by the chemicals applied to gardens, yards, and crops. These chemicals are depleting the slug population at
alarming speeds. Mrs. Lester, you may wonder how this affects you. As an avid gardener you probably realize how
destructive aphids can be to your roses and other foliage. Did you know that slugs are the major predator of these
aphids? Not only do they control the aphid population, but they also control several other parasites that chemicals
often do not control.
How can you help? Your tax-free donations to the Save the Slugs foundation will help educate farmers,
gardeners, and others on the often overlooked importance of slugs to the environment. Training on the use of safe,
natural based herbicides and pesticides will also be funded through this foundation. This will not only help protect
slugs, but your family will also benefit greatly from the diminished use of potentially harmful chemicals.
Enclosed is a self-addressed envelope for your convenience in sending your tax-deductible gift. Please do not put this
off. Tomorrow could be too late.
Sincerely,
Joseph Liberal
Save the Slugs, Inc.
February 27, 1997
Ms. Linda Latchkey

1101 Market Street
Saskatoon, SK
Dear Ms. Latchkey
Every day in our neighbourhoods in the Saskatoon area, children are left unprotected and uncared for in
their own homes. Many parents are in the situation that they must work and have no choice but to leave their small
children at home. Our research has found this is happening in an alarming number of homes.
Our Organization, with your help, can offer these families an alternative. We can provide the care and
protection that the children in our area need and deserve. I know you are concerned with the future of our area and
these children are the future.
Would you please return the envelope with your donation today so that Childreach can begin immediately to
correct this serious problem in our area?
Sincerely,
Pamela K. Baker
P.S. Ms. Latchkey, thanks for caring for our children.
The Society of Animal Protection

1951 Golden Ave.
Montreal, PQ
Mr. Bill Cash

1902 Treasury Lane
Edmonton, AB
Mr. Cash:
Millions of animals are homeless each year and suffer abuse and starvation at the hands of a society that do not need
these animals. For the past ten years The Society of Animal Protection has strived to help animals by supporting an
adopt-a-pet program. This program involves the spaying and immunization of stray pets that are then offered for
adoption free-of-charge in exchange for a promise to provide the animals a good home. The Society of Animal
Protection has placed over 50,000 pets in the last ten years.
Mr. Cash, your contribution will help give the gift of life and freedom to an animal. Please show which of the
following amounts you could contribute and return this form to The Society of Animal Protection.
__ $5.00
__ $10.00
__ $25.00
__ $50.00

___Other, specified amount_________
Your donation is tax deductible and documentation of your contribution will be sent to you upon receipt of your gift.
Thank you for joining us in this vision of a brighter future for all animals.
Sincerely,
Dr. Rott Weiler, DVM

The Society of Animal Protection
Great Idea #3
EVALUATING COMPUTER SIMULATIONS
Selecting the best simulation for your students is not an easy task. Of course, you will consider its realism, its ease of
learning/complexity, its administrative requirements, and so on. But when you get down to the “final four,” how do you
pick the best? Here’s a simple procedure that can help.
Test each simulation by setting up four competing companies, each with the following “no-brain” strategies.
1. No change. Each quarter, or whatever period is used, just enter the same decisions as the last period.
2. Random. The opposite of the above, no thought is given to the decisions that are entered.
3. Low cost. Although this is close to being a real strategy, it involves little thinking on the part of the student. Also,
spending “zero” on some option (e.g., advertising) should not produce winning results.
4. Teacher’s Pet. Since the teacher has an instructor’s manual, he/she should know what the best strategy is. And, if
you can’t beat the other three, there’s something wrong with the simulation. The Option 4 winner is the best
simulation.
Lastly, when you’re running these sample programs, if a simulation “locks up” or gives you a weird screen message, it’s
cause for disqualification. Imagine what would happen if you ran into a “glitch” halfway through your course!
Great Idea #4
THE WEEKLY READER:
AN INTERNET BASED NEWSLETTER
Course Objectives:
• To have students review and comment on articles, and share their comments and insights with other students in the
course.
• To encourage the use of e-mail communication by providing an electronic forum for intellectual and social
discourse.
Student Contribution
Twice each semester every student is required to produce an original summary of an article he has found either in print or
on the Internet. The summary must be correctly attributed, including the URL if it is a Web article. The student
summarizes the article in one paragraph and then in a second paragraph draws out implications or original insights as
they apply to the course. The student sends the summary via e-mail to the editor. In addition to these “sound bites,”
students may submit notes for three other Weekly Reader columns: “Social Graces” includes announcements about
students and their families, “Hot Sites” includes the URLs of interesting websites along with a brief description of the
site, and “Funnies” is for those little e-mail jokes that are passed around and are in good taste.
Editor
One student is selected as the newsletter editor, perhaps in lieu of having to contribute summaries. Alternatively, the
editor may be a graduate assistant or an independent study student. The editor is responsible for preparing a schedule of

submissions, assembling the submissions, reporting omissions to the professor, creating a contents page, and then
distributing the assembled newsletter back to the other class members.
Additionally, the editor may place the newsletter on a Web page so that class members can refer to back issues.
Newsletter production is quite simple using the editing functions of Eudora mail software. We currently ask students to
submit on a Thursday by midnight, then the editor assembles the edition by Saturday night, and finally, the students read
it before class the following week.
Student Evaluation
Each week, the Weekly Reader is discussed in class. Students describe interesting findings and ask questions of the
student who submitted the article. While this classroom participation is noted for grading purposes, the actual sound bites
are also graded. Each one receives up to ten points for a total of 3 percent of the class evaluation scheme.
Side Benefit
This project is helpful for enticing students to use their e-mail accounts. Because students are regularly checking their
mailboxes, faculty can depend on the e-mail distribution list for class announcements, and students are more likely to use
e-mail for communication with the instructor for questions that usually result in telephone tag

PART 2—Integrated Video Assignments—ch. 4-8
COMPANY CLIP VIDEO - RALEIGH
RALEIGH
Raleigh bikes was founded in 1887 and over its 125 year history has been known as the manufacturer of quality bikes for
years. A combination of modern innovation and old world charm ensure Raleigh stand out in the highly competitive
bicycle market. This video looks at how Raleigh innovatively capture customer data to continue to meet consumer needs.
Questions
1. Considering the consumer decision-making process, discuss the importance that is being placed on getting the
Raleigh into the hands of the rider. Discuss the key influences on the consumer that have been both positive
and negative for Raleigh.
The bike is a significant purchase—high-involvement purchase—the consumer will deliberate on the decision—will
need to evaluate the alternatives and must want to ride the bike.
The key influences on the consumer—Raleigh name is both a positive and a negative (learning, beliefs, and
attitudes). The name stands for an old, workhorse type bike, and today’s consumer is looking for a light, fast bike.
Reference groups—aspirational groups like Lance Armstrong and other Tour de France riders—light fast bikes;
personality and self-concept—fast bike versus touring bike—what I want the bike for.
2. How is Brian collecting the necessary research to innovate the Raleigh bike and to ensure that the bike
remains relevant? What is the value of the research being collected in this fashion?
He is going out to the consumer, getting the bike into the hands of the consumer, and talking to them. Extremely
valuable research—real-time, real-life answers, but very limited in scope/numbers.
3. Brian describes the target as already owning a bike. After viewing the video and learning of the difference
between a Raleigh bike and the lighter, faster bikes out there, how would you describe the Raleigh market
segment? Use all segmentation variables in your descriptor that you feel are appropriate. What target
marketing strategy is Raleigh using in its approach to marketing the bikes?
Raleigh segment are touring bikers, avid cyclists but not racers. Ride for pleasure and ride a lot. Males and females,
slightly older, established in their careers, university-educated, active lifestyles, suburban living, outgoing and
strong personalities, looking for quality and durability and comfort. Raleigh is using a multisegment target market
strategy.
4. How would you describe Raleigh’s positioning?
Attribute based—benefit of comfort and durability but also price and quality—premium price for a premium bike.
COMPANY CLIP VIDEO - R. J. JULIA BOOKSELLERS
R. J. JULIA BOOKSELLERS
RJ Julia opened 21 years ago as an independent bookstore whose mission was, and is, to be a place where words matter,
where writer meets reader, where the ambiance and selection and merchandising of books creates an atmosphere that is
welcoming and presents the opportunity for discovery. This little bookstore in the town of Madison, Connecticut grew to
be a major force in the retail bookstore industry, even with the assault of the large box format retail bookstores because
to achieve their mission they dedicated themselves to customer service. They created relationships with their customers
and provided their customers with unprecedented literary experiences. As technology began to revolutionize the retail
book industry, R.J. Julia embraced the technology as a means to learn more about the customer and to create mutually
satisfying customer experiences. What a unique retailer in a highly competitive retail environment!

Another random document with
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malheureuse. Personne n’ignore que l’hétaïre a des nausées, que
l’épouse, souvent, de s’être mariée, se mord les doigts, que la célibataire,
morte-vivante, aspire à l’anéantissement libérateur.
Toutefois, il faut reconnaître, que, si la femme est malheureuse,
l’homme ne trouve guère, lui non plus, le bonheur sur la terre où, chacun
étant comme muré, il est impossible à l’être humain de satisfaire le plus
impérieux de ses instincts, celui de la sociabilité.
Avant que Guy de Maupassant n’ait jeté ce cri désespéré: «L’être
moral de chacun de nous, reste éternellement seul par la vie!» Flaubert
avait constaté qu’on ne se rencontre qu’en se heurtant et que chacun
portant dans ses mains ses entrailles déchirées «accuse l’autre qui
ramasse les siennes!»
La souffrance morale qui nous enveloppe tous, résulte surtout de
malentendus. Elle pourrait être supprimée. Mais, quand les Français, qui
s’efforcent en tant de choses vaines, s’occuperont-ils de substituer dans
les relations humaines la franchise à l’hypocrisie, la liberté à la
compression, en changeant avec une législation anti-naturelle, des
mœurs qui oppriment les faibles, et empêchent les femmes instigatrices
de tout bien-être, d’édifier le bonheur dans la société?
La civilisation, ce grattage de la rugosité barbare qui a pour résultat la
mise à vif de l’épiderme moral, rend les rapports humains déjà difficiles.
Plus les êtres sont délicats et sensibles, plus ils ont besoin de
s’adapter au milieu social ne les meurtrissant pas, et de prévenir les
heurts individuels.
Or, après avoir élevé l’homme et la femme très différemment et armé
légalement, celui-ci contre celle-là, on les unit ou plutôt on les projette l’un
contre l’autre. Le choc est violent, la lutte est courte. D’un tour de main
l’homme terrasse la femme et lui dit: «Maintenant, obéis!»
Les individus les plus ignares, en venant de se marier, sont «de
mauvaises bêtes dressées à terroriser les autres»; dressées non par
l’éducation, par la loi qui leur dit: «Tu es tout, la femme n’est rien. Elle a le
devoir de t’obéir comme à un maître, tu as le droit de la tuer comme un
chien!»
Comment veut-on, que le mari ainsi stylé ait de bons procédés envers
sa compagne! Ne serait-ce pas bien plus naturel que la loi dise à
l’homme: «Ton épouse et toi, vous êtes devant moi, égaux. Votre devoir
est de vous aimer, mutuellement, beaucoup et de vous rendre heureux le
plus possible».
Le mariage est un coupe-gorge où très légalement l’homme dépouille
sa femme de son argent et de sa part de bonheur.
Pour que la loi soit équitable et impartiale pour toute l’espèce humaine,
il faut qu’elle soit faite par toute l’espèce humaine, par la femme comme
par l’homme; alors, au lieu d’être impitoyable elle aura la douceur des
lisières dont les mères se servent pour prévenir les faux pas des enfants.
XXXII
Le vote des femmes à l’étranger
Amérique du Nord (105.000.000 habitants, 44.639.189 femmes).

Depuis 1869, les femmes jouissent de leurs droits politiques dans
l’Etat de Wyoming. «Relativement au suffrage féminin, dit un gouverneur
de cet Etat, une once d’expérience vaut une tonne de conjectures. Or
l’application par notre constitution de notre système de suffrage égal
accordé aux deux sexes est un succès incontestable. Sous l’empire de
cette disposition, nous avons de meilleures lois, de meilleurs magistrats,
de meilleures institutions et le niveau de notre condition sociale est plus
élevé que partout ailleurs.
«Aucun des maux que l’on nous annonçait, tels que la perte de la
délicatesse féminine et le trouble de nos relations domestiques ne s’est
montré».
Dans l’Utah les femmes ont leurs droits politiques. Comme elles les
ont dans le Colorado depuis 1893. Dans l’Idaho depuis 1911. Le
gouverneur de l’Idaho écrit: «Politiquement, l’effet du suffrage des femmes
a été considérable, relevant et profitable. L’administration des affaires
gouvernementales a été confiée à des mains plus honnêtes et les affaires
de la République en ont bénéficié».
Dans l’Etat de Washington en 1911. Arizona, Kansas, New-York,
Michigan, Orégon 1911-1912. La Californie 1912. L’Illinois, le Territoire de
l’Alaska 1913, les femmes ont leurs droits politiques.
En 1916, l’Etat de Montana a élu une femme comme députée au
Congrès. C’est la première femme siégeant au Parlement.
12 janvier 1918, adoption du nouvel article de la Constitution qui
accorde le droit de vote aux femmes.
1920. Cet article est adopté par les Etats dont la majorité des trois
quarts était nécessaire pour rendre la mesure applicable à tout le pays.
Canada
En 1916, l’Etat de Manitoba donna le suffrage universel et l’éligibilité
aux femmes par un vote unanime de son Parlement de province, ce qui
leur donna des droits également dans le Parlement de tout le Canada, à
Montréal.
En 1919, la Chambre des communes d’Ottawa a accordé aux femmes
le droit de voter et de siéger au Parlement.
Amérique du Sud
République de l’Equateur, 1.272.000 habitants. Depuis 1861, les
femmes jouissent de leurs droits politiques.
République de Costa-Rica, 400.000 habitants. Les femmes jouissent
de leurs droits civils.
Asie
Inde (315.156.000 habitants, 119.393.851 femmes).
Diverses provinces des Indes ont accordé le droit de suffrage politique

aux Femmes.
Canton (Chine) (900.000 habitants).
Dans la province de Canton, les Femmes ont le droit de suffrage
politique.
Europe
Angleterre (41.074.090 habitants).
Comme en France avant 1789, en Angleterre avant 1832, des

catégories de femmes avaient le droit de vote.
Le terme usité dans la législation anglaise désignait comme devant
voter «les personnes».
Le statut de 1832 fit ajouter au mot «personnes» l’adjectif mâles.
L’agitation en faveur du libre échange favorisa le mouvement féministe
en Angleterre et fit comprendre aux femmes, combien la politique avait de
répercussion dans leur vie.
Stuart Mill, premier défenseur du vote des femmes en Angleterre,
comprit l’immense portée du mal que se fait la société en frappant les
femmes d’exclusion politique.
En 1865, dans sa profession de foi, Stuart Mill réclama pour les
femmes le droit d’être représentées au Parlement. Elu représentant de
Westminster à la Chambre des Communes, il présenta en 1865 la
première pétition des femmes couverte de 1499 signatures. En 1868,
Stuart Mill ne fut pas réélu.
La chambre des communes avait remplacé «personnes mâles» par
«Man» «homme» pris dans le sens «d’individu».
5.347 femmes se firent inscrire sur les listes électorales de
Manchester. Leur cause fut soutenue par D. Pankhurst. Les juges leur
donnèrent tort.
Joseph Bright fit obtenir par un projet de loi le suffrage municipal aux
femmes en 1869.
Les femmes votaient encore dans 78 agglomérations, non érigées en
municipe, où chaque contribuable vote.
En 1870, Joseph Bright présenta un bill pour l’affranchissement
politique des femmes. En 1871-1872-1873 Jacob Bright présenta son bill
pour le suffrage parlementaire des femmes, qui fut repoussé par des
majorités variant de 67 à 79 voix.
En 1876-1877-1879, M. Forsyth fit à la chambre des communes, des
propositions en faveur du vote des femmes, sans résultats.
C’est avec une ardeur infatigable que tous les ans fut défendue au
Parlement la cause des femmes.
En 1888, les femmes Anglaises obtinrent l’électorat aux Conseils de
Comté (analogues à nos Conseils généraux).
En 1907, les femmes devinrent éligibles aux County Councils, comme
conseillères, alderman, présidentes ou maires.
Ces efforts de propagande au Parlement ont formé des générations de
féministes anglaises qui ont réussi à placer la question du vote
parlementaire, au premier plan des préoccupations nationales.
Un groupe, le Women Social and Political Union a recouru à l’action
directe. Sous le nom de suffragettes, ses membres ont fait entrer le conflit
dans une période aiguë.
Les socialistes anglais sont divisés sur la question du suffrage des
femmes. Keir Hardie est le leader des suffragettes.
En février 1908, proposition de M. Stanger à la chambre des
communes, en faveur du vote des femmes. Il combat éloquemment les
objections faites.
En 1914, les obligations de la Grande guerre ayant fait voter la
Conscription, obligea les femmes à remplacer les hommes dans leurs
divers métiers ou fonctions: «Leur effort, dit le premier ministre Lloyd
Georges, a permis de libérer plus d’hommes pour renforcer nos armées
que celles-ci n’en comportaient au début de la guerre.»
Le 14 novembre 1918, la chambre des lords a adopté, sans
discussion, le projet de loi permettant aux femmes contribuables à partir
de l’âge de 30 ans, de siéger à la Chambre des Communes.
La Chambre des Communes avait voté sans discussion ce projet qui
accordait le droit de vote à six millions de femmes, parce que les femmes
avaient prouvé par leur conduite pendant la guerre qu’elles étaient dignes
de voter et de légiférer.
Finlande (3.329.146 habitants).
En Finlande depuis 1906 les femmes jouissent de leurs droits
politiques.
En 1907, 19 finlandaises ont été élues députées à la Diète. En 1908,
25 finlandaises furent élues à la Diète. En 1909, 21 femmes furent élues à
la Diète qui compte 200 députés.
En Finlande, depuis que les femmes sont membres du Parlement, la
police des mœurs a été supprimée. La situation des ouvrières a été
améliorée et relevée. Toutes les carrières sont ouvertes aux femmes, et
quand elles perpétuent l’espèce, des garanties leur sont données par
l’assurance d’accouchement et l’assurance en cas de maladie.
Les femmes firent diminuer l’alcoolisme. L’ivrognerie était en Finlande
un vice national. Les femmes, par leur influence dans les assemblées
locales firent dès 1896 prohiber la vente de l’alcool dans les campagnes
et dans les villes et restreindre cette vente aux seuls établissements qui
débitent des aliments chauds.
Quand les femmes entrèrent à la Diète, elles firent voter, que la
fabrication et la vente de l’alcool, autorisée seulement dans un but
médical, industriel ou scientifique, constituerait un monopole pour l’Etat et
serait rigoureusement interdit aux particuliers pour la consommation
publique.
Les protestations des producteurs n’ont pas empêché d’appliquer ce
remède énergique qui a fait disparaître à peu près l’alcoolisme.
Danemark (3.289.195 habitants).
En 1908, les droits municipaux ont été accordés aux femmes. En
1915, elles ont obtenu les droits politiques pour les femmes âgées de plus
de 25 ans.
Tchéco-Slovaquie (13.914.336 habitants).
Les femmes ont le droit de vote et d’éligibilité à la Diète depuis 1920.
Islande (85.183 habitants, 44.078 femmes).
Les femmes ont les droits politiques.
Irlande (4.390.219 habitants, 2.198.171 femmes).
La Constitution Républicaine a accordé le droit de vote politique aux
femmes et l’éligibilité.
Ile de Man (52.000 habitants, 28.000 femmes).
Petite île Anglaise de la mer d’Irlande. Les femmes jouissent de leurs
droits politiques depuis 1881. La grandeur de l’île est de 2.781.000
kilomètres carrés.
France (41.475.523 habitants).
En 1900, les femmes peuvent ester en justice et servir de témoins.
En 1907, les femmes ont obtenu de rester maîtresses de leur salaire
par la loi du 13 juillet 1907. Les femmes ayant les conditions requises sont
électrices aux Conseils des prud’hommes.
En 1908, elles sont éligibles à ce même Conseil.
1917, le 22 février, les femmes sont admises aux fonctions de tutrices,
avec l’autorisation de leur mari, si elles sont mariées. Le mari sera co-
tuteur de sa femme et responsable solidairement avec elle.
La femme peut être membre d’un Conseil de famille. La femme mariée
ne pourra siéger dans le même Conseil que son mari.
République de Tavolera
Côté Nord-Ouest de la Sardaigne à l’entrée du golfe de Terranova,

baignée par la mer Tyrrhénienne, peuplée de quelques centaines
d’habitants. Les femmes jouissent du droit électoral comme les hommes.
Russie (182.000.000 habitants).
La République des Soviets proclamée en 1916 accorde le droit de vote
et d’éligibilité aux Russes des deux sexes ayant atteint l’âge de vingt ans.
Allemagne (55.000.000 habitants).
Les Allemands, après leur défaite écrasante de 1918 et la fuite de
Guillaume II en Hollande, élurent un Directoire pour préparer l’élection
d’une Assemblée Nationale qui serait chargée de faire la Constitution. La
loi électorale donne les droits politiques à tous les Allemands des deux
sexes au-dessus de vingt ans. L’éligibilité au-dessus de 25 ans.
Autriche (6.067.430 habitants).
En 1919, un décret confère le droit de vote à tous les citoyens
hommes et femmes ayant vingt-quatre ans, ainsi que l’éligibilité.
Hongrie (15.541.000 habitants).
31 août 1919. Décret conférant le droit de vote à tous les hommes et
femmes ayant 24 ans et l’éligibilité.
Jusqu’à cette date les femmes de la caste des grands propriétaires
avaient le droit de vote en Autriche-Hongrie, mais elles ne pouvaient
l’exercer que par procuration.
Hollande (6.279.000 habitants).
Novembre 1916. La Chambre des députés adopte un article décrétant
l’éligibilité des femmes aux Etats-généraux. Avril 1921. Le vote obligatoire
municipal.
Luxembourg (263.800 habitants, 133.310 femmes).
Depuis 1919, les hommes et les femmes ont les droits politiques
lorsqu’ils sont âgés d’au moins 21 ans.
Belgique (7.555.596 habitants, 3.835.837 femmes).
1919. Le droit de vote est accordé aux femmes de soldats tués au
front ou de civils victimes de l’ennemi, ou à leur défaut, aux mères, pour
l’élection de la Constituante chargée de réviser la Constitution. Le suffrage
direct a été également accordé aux femmes condamnées ou
emprisonnées par les Allemands pour faits patriotiques.
1920. Le droit de vote communal est accordé aux femmes. Il est
obligatoire.
1921 (2 août). Les femmes peuvent exercer les fonctions de
Bourgmestre, d’échevin, de receveur ou de secrétaire communal.
Territoire de Wilna (732.000 habitants).
1922 (8 janvier). Les habitants, sans distinction de sexe, qui habitent le
pays depuis trois ans, ont reçu les droits politiques.
Roumanie (17.393.149 habitants, 8.631.057 femmes).
1921 (2 juillet). Une loi établit le suffrage obligatoire des femmes aux
élections municipales.
Ukraine (46.000.000 habitants).
Les Femmes ont les droits politiques.
Norvège (2.240.000 habitants, 1.236.109 femmes).
Les Norvégiennes ont depuis 1909 le droit de vote et l’éligibilité
parlementaire, à base censitaire.
Le 12 juin 1913, le Storting a voté un projet de loi, accordant aux
femmes le droit de vote pour les élections générales aux mêmes
conditions qu’aux hommes.
En 1917, les femmes purent être nommées ministres.
Suède (5.222.000 habitants, 2.964.645 femmes).
En 1916. Le suffrage parlementaire est accordé aux femmes dans les
mêmes conditions qu’aux hommes.
Nation Polonaise (30.000.000 habitants).
1921. Les femmes ont le vote et l’éligibilité dans la Constitution
nouvelle, à partir de 21 ans, au Sénat à 30 ans.
Lithuanie (4.651.000 habitants).
1918. Les femmes ont le droit de vote et l’éligibilité dans la Constitution
nouvelle, à partir de 24 ans.
Esthonie (1.750.000 habitants).
Les femmes, dans la nouvelle Constitution ont le droit de vote, à partir
de 24 ans et l’éligibilité.
Lettonie (2.500.000 habitants).
Les femmes ont les Droits politiques.
Océanie
Nouvelle-Zélande (1.099.449 habitants, 547.974 femmes).
Les femmes ont les droits politiques depuis 1895.
Le vote des femmes a eu pour effet d’augmenter l’activité politique et
d’empêcher les hommes de s’abstenir d’exercer leurs droits électoraux.
Australie (4.400.000 habitants, 2.147.790 femmes).
Depuis 1899 les femmes jouissent de leurs droits politiques.
En Australie les droits politiques exercés par les femmes ont eu une
influence considérable sur la moralité des élus. Les partis ont dû
abandonner les candidats de moralité insuffisante, pour les électrices.
Partout le bien individuel et public profite de la coopération politique de
l’homme et de la femme.
Les hommes et les femmes étant solidaires doivent en collaboration
diriger la société.
Dans les pays où les femmes votent, en effet, de quoi se plaint-on?
Est-ce des opinions contradictoires existant entre électeurs et électrices?
Non!
En même temps que l’on se loue de la moralisation politique due à
l’élément féminin, on se plaint de la trop grande communion d’idées entre
conjoints. On dit que les deux époux en votant de même ne font que se
doubler, ne font qu’augmenter l’autorité de leur parti.
Les femmes votent comme leurs maris, ou les maris comme leurs
femmes. La communauté des intérêts réalise l’entente politique. Or,
qu’est-ce qui serait actuellement plus désirable en France que l’entente
politique?
Il est d’ailleurs un nombre considérable de femmes, les célibataires et
les veuves, que l’on ne peut redouter de voir briguer la candidature en
même temps que leur mari, attendu qu’elles n’en ont point.
NOTES
[1] Le mot Féministe—adhérent du Féminisme, qui est une

doctrine qui fait la femme l’égale de l’homme et lui accorde les
mêmes droits—est ici par anticipation, car il ne fut employé par
Hubertine Auclert qu’en 1882 dans une lettre au préfet de la Seine.
Voir le Vote des femmes, page 64.
[2] Le Droit politique des femmes, 1 brochure.
[3]Egalité sociale et politique de la femme et de l’homme, 1
brochure.
[4]La loi de la recherche de la paternité de 1912, exige une
preuve écrite.
[5]La loi de 1907 (13 juillet) qui attribue à la femme la possession
de son salaire, y met la restriction, qu’en cas d’abus par la femme des
pouvoirs qui lui sont conférés par l’article 1 dans l’intérêt du ménage,
le mari pourra en faire prononcer le retrait, soit en tout, soit en partie.
[6] Ecrit en 1880. Depuis 1893 plusieurs Etats ont donné aux
femmes le droit de vote politique. En 1920, l’article de la Constitution
qui accorde le droit de vote aux femmes de l’Amérique a été voté.
[7] Volume Lamarre, 4, rue Antoine Dubois.
[8]Mesdames Elisabeth Renaud dans l’Isère, Marguerite Durand
dans le 9e arrondissement, Madeleine Pelletier le 8e, de Maguerie le
6e, Caroline Kauffmann Arria Ly à Toulouse.
Par la loi de 1917, la femme peut être tutrice et faire partie des
[9]
conseils de famille.
[10]Depuis 1901, la femme peut témoigner en justice et servir de
témoin.
[11] Mort en janvier 1914.
[12]Ecrit avant 1914. En 1919, 7 octobre. La Chambre a voté une
proposition de loi instaurant le vote et l’éligibilité des Femmes par 340
voix contre 95.
[13] Se rappeler que ce livre a été écrit avant la grande guerre.
[14] Écrit avant 1914.
[15] Les femmes peuvent ester en justice par la loi de 1900.
[16] Ecrit avant la grande guerre.
[17]La loi nouvelle portera que: «La femme française qui épouse
un étranger conserve sa nationalité, à moins qu’elle ne déclare
expressément dans l’acte de mariage, vouloir acquérir la nationalité
de son mari.»
[18] En 1879.
[19] En 1904.
1919. Loi des 8 heures de travail par jour. 2 août 1919 dans la
[20]
Marine marchande. 24 juin 1919. Loi réduisant les 8 heures pour les
Mineurs.
[21]Projet de loi tendant à modifier l’article 30 de la loi du 27 juin
1914, pour l’Admission des femmes aux emplois de sous-inspectrices
départementales de l’Assistance publique.
[22] En 1920, Jules Guesde a déposé à la Chambre une loi
tendant à faire proclamer l’égalité civile et politique entre tous les
français.
[23] Leur chef a depuis reconnu son erreur et a fait une campagne
patriotique ardente; ses adeptes, éclairés eux aussi, sont morts en
héros sur nos champs de bataille.
TABLE DES MATIERES
Pages.
Au lecteur. I
Hubertine Auclert. 1
I.—La Réforme électorale. 93
II.—Le vote et l’éligibilité pour les femmes. 105
III.—Enquête sur la représentation des femmes
au Parlement. 123
IV.—Pétition réclamant la représentation intégrale
de la nation. 145
V.—Les réformateurs de la loi électorale. Premier
contact avec la Commission de la réforme
électorale. 158
VI.— L’annulement politique des femmes est un
obstacle au progrès. 180
VII.—La cherté de la vie est due à l’exclusion des
femmes de l’administration des affaires
publiques. 204
VIII.—Les intérêts de la France mis en péril par les
hommes. 213
IX.— La France menacée par ses multiples
cabarets. 218
X.—Psychologie féminine. 226
XI.— Le rôle des femmes et leur devoir dans la
société. 232
XII.—Les femmes sont moins en France que les
roulures de Bagne. 242
XIII.—La femme en France est moins que
l’étranger. 248
XIV.—Sentiments et systèmes. L’âge et le sexe. 261
XV.—La besogne ménagère. Travail domestique 272
rétribué.
XVI.—Les Mères doivent voter. 296
XVII. La fonction maternelle rétribuée.
— 306
XVIII. L’enfant doit-il porter le nom de la mère?
— Matriarcat. 311
XIX.—Les Mères et la dépopulation. 317
XX.—La femme en état de légitime défense. 323
XXI.—Pour les primitifs l’enfant est une valeur.
Pour les civilisés l’enfant est une charge. 327
XXII. Les mères plus mal traitées que les animaux
— reproducteurs. 330
XXIII. La société n’assure pas l’existence de sa
— perpétuatrice. 333
XXIV. Les risques de la maternité.
— 337
XXV. L’enfant source de profits pour l’homme.
— 342
XXVI. L’abandon de l’enfant.
— 346
XXVII. Rétablissons l’armoire tournante. Le tour
— discret. 352
XXVIII. Le Socialisme n’aurait pas pour résultat
— l’affranchissement de la femme. 359
XXIX. La République personnifiée par la femme.
— 365
XXX. La Patrie et les Femmes.
— 368
XXXI. Le désarmement des hommes amènera le
— désarmement des peuples. 373
XXXII. Le vote des Femmes à l’étranger.
— 387
Au lecteur
Cette version numérisée reproduit dans son intégralité la

version originale. Les erreurs manifestes de typographie ont été
corrigées.
La couverture est illustrée par une peinture de Jean Béraud.
Elle appartient au domaine public.
Saint-Amand (Cher).—Imprimerie Bussière.

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Chapter 8 ♦ Customer Relationship Management (CRM) 8-1

1 Define customer relationship management

2 Explain how to identify customer relationships within the organization

3 Understand interactions with the current customer base

4 Outline the process of capturing customer data

5 Describe the use of technology to store and integrate customer data

8-2 Copyright © 2013 Nelson Education Limited

7 Explain the process of leveraging customer information throughout the organization

campaign management empowerment predictive modelling

LESSON PLAN FOR LECTURE

Brief Outline and Suggested PowerPoint Slides:

Learning Outcomes and Topics PowerPoint Slides

2 Explain how to identify customer 11 & 12: Identify Customer Relationships

Chapter 8 ♦ Customer Relationship Management (CRM) 8-3

7 Explain the process of leveraging 37–39: Leverage Customer Information

LESSON PLAN FOR VIDEO

VIDEO REVIEW EXERCISE

Chapter 8 ♦ Customer Relationship Management (CRM) 8-5

LESSON PLAN FOR GROUP WORK

8-6 Copyright © 2013 Nelson Education Limited

Chapter 8 ♦ Customer Relationship Management (CRM) 8-7

1. Identify the six components of the CRM process.

DIRECT MAIL ASSIGNMENT

COMPANY CLIP VIDEO ASSIGNMENT: Method—Spreading the News

8-10 Copyright © 2013 Nelson Education Limited

CASE ASSIGNMENT: Petco.com

Petco.com: Turning Negative Reviews into Positive Sales

Chapter 8 ♦ Customer Relationship Management (CRM) 8-11

8-12 Copyright © 2013 Nelson Education Limited

ALTERNATE CASE ASSIGNMENT: Kroger

Chapter 8 ♦ Customer Relationship Management (CRM) 8-13

GREAT IDEAS FOR TEACHING CHAPTER 8

8-14 Copyright © 2013 Nelson Education Limited

• What is the value source from the customer vantage point?

• What is the main competitive threat to this Web business?

Competitive Advantage—Is It Sustainable?

• How is the delivery system redefined?

• What is the likely competitor response to this Web benefit structure?

Chapter 8 ♦ Customer Relationship Management (CRM) 8-15

Save the Slugs, Inc.

Dear Mrs. Aida Lester

February 27, 1997

Ms. Linda Latchkey

Dear Ms. Latchkey

P.S. Ms. Latchkey, thanks for caring for our children.

The Society of Animal Protection

Mr. Bill Cash

Chapter 8 ♦ Customer Relationship Management (CRM) 8-17

Dr. Rott Weiler, DVM

8-18 Copyright © 2013 Nelson Education Limited

Chapter 8 ♦ Customer Relationship Management (CRM) 8-19

COMPANY CLIP VIDEO - RALEIGH

COMPANY CLIP VIDEO - R. J. JULIA BOOKSELLERS

8-20 Copyright © 2013 Nelson Education Limited

Amérique du Nord (105.000.000 habitants, 44.639.189 femmes).