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Illustrating Business Marketing Concepts through the Value Chain Game

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Title: Illustrating Business Marketing Concepts through the Value Chain Game
Language: English
Authors: Liao-Troth, Sara, Thomas, Stephanie P., Webb, G. Scott
Source: Marketing Education Review. 2015 25(1):59-64.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2015
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Marketing, Business Administration Education, Teaching Methods, Audits (Verification), Transportation, Supply and Demand, Educational Games, Holistic Approach, Barriers, Costs, Salesmanship, Business, Persuasive Discourse, Cooperation
DOI: 10.1080/10528008.2015.999590
ISSN: 1052-8008
Abstract: The Value Chain Game is an activity that helps students to develop a holistic understanding of the processes and challenges in managing the value chain so that customer needs are met. Competing value chains work to produce and sell two products. Seasonal demand, quality defects, transportation delays, and audits offer complexities that represent challenges faced in the selection, production, and distribution of products to customers throughout the value chain. The Value Chain Game integrates the 4 P's (product, price, place, promotion) from the perspective of a chain of organizations instead of a single company. During the activity, students utilize collaboration, pricing, and negotiation skills.
Abstractor: As Provided
Number of References: 15
Entry Date: 2017
Accession Number: EJ1130286
Database: ERIC
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  Value: <anid>AN0102088965;fm401mar.15;2019Feb21.12:42;v2.2.500</anid> <title id="AN0102088965-1">ILLUSTRATING BUSINESS MARKETING CONCEPTS THROUGH THE VALUE CHAIN GAME. </title> <p>The Value Chain Game is an activity that helps students to develop a holistic understanding of the processes and challenges in managing the value chain so that customer needs are met. Competing value chains work to produce and sell two products. Seasonal demand, quality defects, transportation delays, and audits offer complexities that represent challenges faced in the selection, production, and distribution of products to customers throughout the value chain. The Value Chain Game integrates the 4 P's (product, price, place, promotion) from the perspective of a chain of organizations instead of a single company. During the activity, students utilize collaboration, pricing, and negotiation skills.</p> <p>Within business marketing classes, or any marketing class module that involves business-to-business (B2B) markets, students must extend learned marketing concepts such as the marketing mix (4 P's) into the context of a value chain to understand how multiple firms collaborate to create value for customers as well as end consumers (Vitale, Giglierano, & Pfoertsch, [<reflink idref="bib13" id="ref1">13</reflink>]). One challenge in teaching business marketing concepts is that traditional undergraduate students often have limited practical work experience in business markets and therefore approach learning from the perspective of consumers (Hutt & Speh, [<reflink idref="bib6" id="ref2">6</reflink>]). Thus, they may have a limited understanding of the value chain itself, defined as the extended system of value creation that connects a company's supply side with its demand side and stretches across multiple organizations (Vitale, Giglierano, & Pfoertsch, [<reflink idref="bib13" id="ref3">13</reflink>]). This lack of a practical reference may lead to difficulties in integrating their existing marketing knowledge (e.g., how the 4 P's apply for one firm) into a multifirm context, and may lead to a superficial understanding of the real-life problems that arise in managing buyer–supplier relationships as well as in managing both supply and demand needs. Long term, students' lack of practical understanding may also lead to difficulties in translating course-based conceptual knowledge into a concrete plan of action that could be applied to a <emph>real</emph> business situation (Feger & Thomas, [<reflink idref="bib5" id="ref4">5</reflink>]).</p> <p>One high-engagement approach to helping students understand and integrate business course concepts while providing real-world experience in strategic thinking is the use of classroom simulation games (Tanner, Stewart, Totaro, & Hargrave, [<reflink idref="bib10" id="ref5">10</reflink>]). These games help students gain a comprehensive understanding of course material and have been shown to increase students' ability to apply what they learn (Stewart, Williams, Smith-Gratto, Black, & Kane, [<reflink idref="bib9" id="ref6">9</reflink>]).</p> <p>This paper presents The Value Chain Game, a classroom simulation game used to illustrate the value chain that can be run in a typical class session (45 to 75 minutes). The game provides students with a tactile understanding of the interconnected activities within the value chain, creates a shared student experience that grounds future class discussions in a common understanding, and fosters high student engagement levels.</p> <hd id="AN0102088965-2">MOTIVATION</hd> <p>Educators often look for ways to offer their students classroom experiences that can translate into know-how when the students become employed after graduation (Burgess, [<reflink idref="bib3" id="ref7">3</reflink>]). They may also seek innovative teaching methods to increase the levels of student engagement in the classroom (Vander Schee, [<reflink idref="bib12" id="ref8">12</reflink>]). Active-learning techniques are believed to link more positively with student learning than the more traditional lecture approach (Shanahan, Hermans, & Haytko, [<reflink idref="bib8" id="ref9">8</reflink>]) and have been shown to increase levels of class participation, student motivation, and student performance (Drea, Tripp, & Stuenkel, [<reflink idref="bib4" id="ref10">4</reflink>]).</p> <p>Classroom simulations are a common type of active-learning technique (Vander Schee, [<reflink idref="bib11" id="ref11">11</reflink>]). Classroom simulation games have been linked with a greater understanding of important course concepts and aid in the development of critical thinking skills because students can apply and practice learned concepts (Auster & Wylie, [<reflink idref="bib2" id="ref12">2</reflink>]; Stewart et al., [<reflink idref="bib9" id="ref13">9</reflink>]). Previous research has encouraged the use of active learning to teach a diverse range of marketing concepts, such as personal selling, packaging perception, and pricing (Widmier, Loe, & Selden, [<reflink idref="bib14" id="ref14">14</reflink>]; Wooldridge, [<reflink idref="bib15" id="ref15">15</reflink>]). However, for the purpose of providing practical understanding of business-to-business interactions within a value chain, a classroom simulation needs to include the multiple elements of the extended value chain (raw materials to end consumers) and illustrate how activities such as sourcing, producing, pricing, selling, transporting, and returning cumulatively provide value to customers and end consumers.</p> <hd id="AN0102088965-3">THE VALUE CHAIN GAME LEARNING OBJECTIVES AND OVERVIEW</hd> <p>The Value Chain Game is designed to illustrate the processes and decisions that must occur from raw material sourcing to the end consumer product purchase within an extended value chain. Used at the beginning of a class semester, associated learning objectives are for students to apply the 4 P's concept in a multiorganizational value chain to see how they operate in a B2B and B2C (business-to-consumer) context, develop strategies to compete in the production and sales of their chosen product, and understand the interconnected nature of the organizations in the value chain. For use in the latter part of a semester, or for strategically focused upper division capstone courses or graduate classes, additional learning objectives can be to analyze and evaluate in real-time the competitive situation for each functional node, to apply existing knowledge of marketing and supply chain strategies to the assigned value chain, and to understand the importance of information sharing and relationships with other organizations. The game can be played within a typical class session (45 to 75 minutes) with a variety of class sizes.</p> <p>Within the game, students physically role-play different functional nodes within a value chain, each competing with classmates to efficiently and effectively source, produce, price, sell, transport, and return two competing products (a Premium and an Economy version), each experiencing differential demand, within a common market. The value chain consists of eight different nodes: Raw Materials Suppliers, Producers, Agent/Brokers, Logistics and Transportation Providers, Tax Collectors, Retailers, End Consumers, and Recyclers. Three functional nodes (Raw Materials Supplier, Producer, and Agent/Broker) are asked to collaborate as a <emph>supply chain,</emph> which is pitted against another <emph>supply chain</emph>. Each supply chain collectively determines whether to produce a Premium or Economy product, as they can only produce one version at a time. The Premium product includes parts that are more costly than the Economy product, but is worth more to the End Consumers in terms of the points they are incentivized to collect. The three supply chain nodes must utilize the services of Logistics and Transportation Providers, who physically move raw materials and finished goods for each supply chain node. The products are then sold to various Retailers, who in turn directly sell to various End Consumers, who are incentivized to purchase and consume products by turning them into Recyclers for points. A Tax Collector provides a game mechanism to keep each supply chain's inventory management realistic, as penalties are imposed on supply chains that hoard excess inventory. In addition, Recyclers provide a game mechanism to keep goods flowing by breaking products down into raw materials components and also act as a quality check for products, an important but unanticipated value chain issue for students.</p> <p>Although students are asked to individually role-play a specific functional node, in doing so it becomes clear within the game that each node's decisions have an impact on other nodes. If each student within each node does not understand how to variously source, produce, price, sell, transport, and return, the entire class suffers. In particular, product management decisions made by each supply chain impact the availability of product versions for each customer downstream of the supply chain. Pricing decisions made by each functional node (ideally based on cost and demand considerations) impact the End Consumer's final price and the total amount they are able to purchase. Promotions, which often naturally arise in the interactions between various functional nodes, impact the overall rate of flow of goods. The importance of place is illustrated when each node must physically wait for product to conduct their business. Finally, each node must figure out how to work with other nodes in the face of competing goals and incentives. Figure 1 illustrates the nodes and flows of this exercise.</p> <p>Graph: Figure 1 Value Chain Game Flow and Minimum Recommended Participantsa</p> <hd id="AN0102088965-4">THE VALUE CHAIN GAME MATERIALS AND PLAYING THE GAME</hd> <p>To run the Value Chain Game, required materials are large, colorful construction blocks (e.g., Mega Bloks), play money, and separate photocopies of the Rules and Constraints for each functional node and a Demand Schedule. (Detailed instruction sheets and additional instructor materials are available in the online supplementary material.) Within a single class period, the game follows a process of setting up students with instructions on their individual roles and responsibilities, allowing commerce and production to happen, determining the winners of each role (i.e., which retailer made the most profit), and debriefing the events.</p> <hd id="AN0102088965-5">THE VALUE CHAIN GAME DEBRIEF</hd> <p>Because of its familiarity for most marketing students, the marketing mix is a helpful framework in discussing the decisions and strategies that take place during the Value Chain Game.</p> <p> <emph>Product: What product did you start off producing? Why did you select that product?</emph> Students in the supply chain (Raw Materials Supplier, Producer, Agent/Broker) must first determine which product they will produce. Students almost universally attempt to produce the Premium product at first and do not anticipate the difficulties caused by its seasonal demand (in the last 10 minutes, no one will buy the Premium product). Once each supply chain figures out the seasonal nature of the Premium product, they will typically switch to producing the Economy product in the latter part of the game. However, the demand information about end consumer needs and seasonality is often not shared with other members of the value chain. This lack of communication offers the opportunity to highlight the importance of information sharing and contact with suppliers and customers. Students also tend to ignore obvious competitive information. For example, the supply chains tend to make product production decisions based on their own ideas about what customers want and will also fail to observe the other competing supply chain's production activities. Often, we observe that the supply chains will all produce the same product at the same time. Trade-offs in competing based on product differentiation versus price can be highlighted. Quality defects are also a challenge that the students must address. Frustrations can arise if different nodes refuse to take back or refund quality defects. End Consumers are usually the first to figure out the quality defects and they often fail to pass that information back along the value chain so that quality can be checked when raw materials are first being purchased.</p> <p> <emph>Price: How did you calculate your price? Did prices stay the same throughout the game?</emph> Students often find it challenging to determine how much they should charge for their products. This presents an opportunity to discuss the importance of accounting for all the costs that go into the production and movement of a product and determining what overall margin level is acceptable. It is often interesting to have different End Consumers, Retailers, and Supply Chains share their sales price. Students can then discuss how they arrived at those numbers. As the game progresses and competition increases, prices will often fluctuate. Encourage students to discuss how and why this happens.</p> <p> <emph>Promotion: Did anyone negotiate deals or offer special pricing for the promise of future purchases or exclusivity?</emph> Some students will also negotiate different price deals if they work on some sort of agreement on future purchases. This can lead the discussion to look at concepts such as volume discounts when learning about B2B marketing.</p> <p> <emph>Place: What was your sales strategy? For Agents/Brokers, how did you determine which Retailer(s) you wanted to sell products to?</emph> The place discussion can also address how Agents/Brokers first contacted and negotiated with specific Retailers or how Retailers connected with End Consumers. Some students look to wheel and deal with anybody, whereas other students are more focused and targeted. Based on the overall outcome (profit or points), the class can determine which strategy seemed to be more successful and discuss why a strategy was or was not successful. Some supply chains, Retailers, and End Consumers will also negotiate for exclusivity.</p> <hd id="AN0102088965-6">THE VALUE CHAIN GAME EFFECTIVENESS</hd> <p>Table 1 presents the results of a pre- and postexercise survey given to 185 undergraduate marketing students from two large U.S. universities (<emph>N</emph> = 95 + 90). Students were 53.5 percent male, with an average age of 20. An ANOVA (analysis of variance) comparison of students' pre-exercise and postexercise responses shows significant differences in their perceptions of having a "big picture" understanding of how supply chain management works (Q1: <emph>F</emph> = 174.33, <emph>p</emph> = 0.000) as well as in describing the basic problems in managing a supply chain (Q2: <emph>F</emph> = 52.14, <emph>p</emph> = 0.000). In addition, students reported high agreement with positive statements regarding their experience and provided overwhelmingly positive comments. Sample comments include:</p> <p></p> <ulist> <item> "I really liked that the activity was hands on and really jumped into business marketing and supply chain management. It also helped bring the class together in relation to discussions during other parts of the class. Also, the activity was fun! Lastly, I thought of the game we played while reading articles about supply chain management and that really helped."</item> <p></p> <item> "The debriefing period at the end helped me to understand the whole B2B process. When we were able to hear everyone talk about their job, the process made more sense and it was easier to see how everything worked together as a whole. It helped me to understand the importance of everyone working together to make the final product. I now can think of B2B value chains and know the process everything goes to in order to work. I think the activity was a great interactive and fun way of learning about the supply chain."</item> </ulist> <p>Table 1 Evidence of Effectiveness</p> <p> <ephtml> <table><thead><tr><td>Value Chain game survey (<italic>N</italic> = 185)</td></tr><tr><td /><td>Pregame<sup>a</sup></td><td>Postgame<sup>a</sup></td><td /></tr></thead><tbody><tr><td><italic>Pre- and postgame questions</italic></td><td /><td /><td /></tr><tr><td>Q1: I feel that I have a "big picture" understanding of the value chain and how supply chain management works.</td><td>4.62</td><td>6.02</td><td><italic>F</italic> = 174.33, <italic>p</italic> = 0.000</td></tr><tr><td>Q2: I could describe the basic problems in managing a value chain/supply chain.</td><td>4.96</td><td>5.84</td><td><italic>p</italic> = 52.14 <italic>p</italic> = 0.000</td></tr><tr><td><italic>Postgame-only questions</italic></td><td /><td /><td><italic>SD</italic></td></tr><tr><td>Q3: This game improved my understanding of key concepts involved in supply chain management.</td><td>—</td><td>6.22</td><td>0.69</td></tr><tr><td>Q4: I believe I learned more about supply chain management from the game than from traditional lecture/reading assignments.</td><td>—</td><td>6.10</td><td>1.05</td></tr><tr><td>Q5: The game was an engaging classroom exercise.</td><td>—</td><td>6.49</td><td>0.77</td></tr><tr><td>Q6: The game was fun.</td><td>—</td><td>6.21</td><td>0.96</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note.</emph> Survey questions were adapted from Ashenbaum [<reflink idref="bib1" id="ref16">1</reflink>] and Klotz [<reflink idref="bib7" id="ref17">7</reflink>].<sups>a</sups>Level of agreement mean rating with Likert-type scale, where 1 = <emph>strongly disagree</emph> and 7 = <emph>strongly agree.</emph></p> <hd id="AN0102088965-7">CONCLUSION</hd> <p>The Value Chain Game engages students in active classroom participation and brings to life key business marketing concepts. This game adds to the body of previous research by incorporating the 4 P's in a B2B value chain approach instead of a single organization. Often, students ask to repeat the game, hoping for an opportunity to adjust their strategies in the future. The Value Chain game helps students better understand the complexities of coordinating multiple organizations so that all parties profit and succeed.</p> <hd id="AN0102088965-8">SUPPLEMENTAL MATERIAL</hd> <p>Supplemental data for this article can be accessed on the publisher's website.</p> <ref id="AN0102088965-9"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref16" type="bt">1</bibl> <bibtext> Ashenbaum, B. (2010). The twenty-minute just-in-time exercise. Decision Sciences Journal of Innovative Education, 8(1), 269–274.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext> Auster, E. R., & Wylie, K. K. (2006). Creating active learning in the classroom: A systematic approach. Journal of Management Education, 30, 333–353.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref7" type="bt">3</bibl> <bibtext> Burgess, B. (2012). Pop-up retailing: The design, implementation, and five-year evolution of an experiential learning project. Journal of Marketing Education, 34(3), 284–296.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref10" type="bt">4</bibl> <bibtext> Drea, J. T., Tripp, C., & Stuenkel, K. (2005). As assessment of the effectiveness of an in-class game on marketing students' perceptions and learning outcomes. Marketing Education Review, 15(1), 25–33.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref4" type="bt">5</bibl> <bibtext> Feger, A. L., & Thomas, G. A. (2011). Bailing out the Once-ler: Using Dr. Seuss to teach operations management. Decision Sciences Journal of Innovative Education, 9(1), 69–73.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref2" type="bt">6</bibl> <bibtext> Hutt, M. D., & Speh, T. W. (2004). Business marketing education: A distinctive role in the undergraduate curriculum. Fundamentals of Business Marketing Education, 115–138.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref17" type="bt">7</bibl> <bibtext> Klotz, D. (2011). The bicycle assembly line game. Decision Sciences Journal of Innovative Education, 9(3), 371–377.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref9" type="bt">8</bibl> <bibtext> Shanahan, K. J., Hermans, C. M., & Haytko, D. L. (2006). Overcoming apathy and disconnect in marketing courses: Employing karaoke jeopardy as a content retention tool. Marketing Education Review, 16(1), 85–90.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref6" type="bt">9</bibl> <bibtext> Stewart, A. C., Williams, J., Smith-Gratto, K., Black, S. S., & Kane, B. T. (2011). Examining the impact of pedagogy on student application of learning: Acquiring, sharing, and using knowledge for organizational decision making. Decision Sciences Journal of Innovative Education, 9(1), 3–26.</bibtext> </blist> <blist> <bibtext> Tanner, J. R., Stewart, G., Totaro, M. W., & Hargrave, M. (2012). Business simulation games: Effective teaching tools or window dressing? American Journal of Business Education, 5(2), 115–128.</bibtext> </blist> <blist> <bibtext> Vander Schee, B. A. (2011). Marketing feud: An active learning game of (mis)perception. Marketing Education Review, 21(1), 63–68.</bibtext> </blist> <blist> <bibtext> ——— (2012). The influence of new product characteristics on rate of adoption: Increasing student comprehension with the Bidding for Buyers game. Journal of Marketing Education, 34(3), 251–264.</bibtext> </blist> <blist> <bibtext> Vitale, R. P., Giglierano, J., & Pfoertsch, W. (2011). Business-to-Business Marketing: Analysis and Practice. New Jersey: Prentice Hall.</bibtext> </blist> <blist> <bibtext> Widmier, S., Loe, T., & Selden, G. (2007). Using role-play competition to teach selling skills and teamwork. Marketing Education Review, 17(1), 69–78.</bibtext> </blist> <blist> <bibtext> Wooldridge, B. R. (2006). The power of perception: An active/experiential learning exercise for principles of marketing. Marketing Education Review, 16(2), 5–7.</bibtext> </blist> </ref> <aug> <p>By Sara Liao-Troth; Stephanie P. Thomas and G. Scott Webb</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref8"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref14"></nolink> <nolink nlid="nl6" bibid="bib15" firstref="ref15"></nolink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: The Value Chain Game is an activity that helps students to develop a holistic understanding of the processes and challenges in managing the value chain so that customer needs are met. Competing value chains work to produce and sell two products. Seasonal demand, quality defects, transportation delays, and audits offer complexities that represent challenges faced in the selection, production, and distribution of products to customers throughout the value chain. The Value Chain Game integrates the 4 P's (product, price, place, promotion) from the perspective of a chain of organizations instead of a single company. During the activity, students utilize collaboration, pricing, and negotiation skills.
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      – SubjectFull: Business Administration Education
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Supply and Demand
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Costs
        Type: general
      – SubjectFull: Salesmanship
        Type: general
      – SubjectFull: Business
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Cooperation
        Type: general
    Titles:
      – TitleFull: Illustrating Business Marketing Concepts through the Value Chain Game
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Liao-Troth, Sara
      – PersonEntity:
          Name:
            NameFull: Thomas, Stephanie P.
      – PersonEntity:
          Name:
            NameFull: Webb, G. Scott
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 1052-8008
          Numbering:
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              Value: 25
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Marketing Education Review
              Type: main
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