APPENDIX A
Role-Play Exercises
Why Use Role-Play Exercises?
The role-play exercise, or simulation, is an activity in which the class is divided into teams of
five to six students each. The students read a very short case situation and are then assigned
roles in the simulated organization. They are provided with varying levels of information
about the scenario. The teams then interact to provide recommended courses of action
representing short-term, mid-term, and long-term consideration. Each team experiences the
group dynamics and tension that can occur between different departments and individuals
seeking to protect their own interests.
The role-play exercise is a teaching tool that provides students with a realistic experience in
a simulated organizational setting. This tool can help students recognize important issues
that companies, managers, and employees may face on a daily basis. Beyond a case analysis
approach, these exercises simulate the complexities of relationships and incomplete
information that are pervasive in an organizational setting. Also, the exercises seek to
enhance inherent conflicts between certain departments within the organization.
Additionally, the exercises provided include an ethical component to help students
recognize the ethical, legal, and social dimensions of decision making in marketing
organizations. Therefore, a key goal is to improve individual awareness of the complexities
involved in making marketing decisions. Finally, we hope to gain students’ absolute
involvement and participation in class. By participating in simulation exercises, students
can develop their leadership skills and engage in problem solving activities directly related
to marketing issues.
Instructions for Classroom Use
The role-play exercise complements and enhances traditional approaches to marketing
learning experiences because it:0
1. Gives students the opportunity to practice making decisions that have marketing
consequences
2. Simulates the power, pressures, and information sharing that affects decision making
at upper levels in an organization
3. Provides students with a team-based experience enriching their skills and
understanding of group processes and dynamics
,4. Uses a debriefing and feedback period to allow for the exploration of complex and
controversial issues in marketing decision making
These exercises can be used in classes of any size, as the instructor can run independent
role-play case teams to fit the class size. A sample implementation process is provided
below.
Implementation in a 50-75 minute class period0
1. Develop teams of five members (depending on roles used). If only three to four
participants are available per team, the roles that appear most important and complex
should be selected for members of the team.
2. Have each person read the role-play exercise background page as an introduction to
the exercise.
3. Assign each person a role to play and give him or her the specific role description to
review. Ask each person (role) to present his or her feedback and interaction with the
group based on the role description assigned.
4. Indicate the desired outcome of the process (for example, press conference, written
and/or oral presentation of short-term, mid-range, and long-term plan
recommendations to address the issues, etc.).
5. Allow the teams to proceed without interruption for at least 45 minutes, depending on
the outcome specified above. The instructor may visit teams to answer questions and
stimulate discussion on key issues.
6. Create a classroom situation appropriate for teams to share their insights, decisions, or
recommendations. The instructor may require each team to turn in a written report.
7. Link exercise issues, process, and outcomes, to experiences in the course and learning
objectives. Debrief the class about the alternatives, team perspectives, and potential
implications. Discuss issues that emerge commonly and appear to provide significant
insights in helping the organization deal with the issues.
Teaching Overview on National Farm and Garden Exercise
The National Farm and Garden role-play exercise was designed with the goal of giving
students the opportunity to use their knowledge and skills in solving a dilemma related to a
product defect. The simulation centers around a garden tiller that has a safety protection
guard that is difficult to reattach after cleaning. There have been incidents of injuries to
,animals and children when the tiller is run without the guard. Various functional members
of the organization have to be prepared for a meeting and to make recommendations for
dealing with the negative publicity and possible legal liability associated with damages
related to product use. The class should be looking not only at the right thing to do, but also
at how to implement the decision.
The students’ recommendations should consider product recalls and classes to properly
address cleaning and reinstallation of the guard. Relabeling the instructions to clarify the
reattachment process for the guard should also be addressed. For the longer term, the
company should consider a product redesign to provide a more foolproof mechanism for
attaching the guard. Also, there is a need to evaluate the public relations damage and legal
liability associated with product injury cases.
, ROLE-PLAY EXERCISE ONE
National Farm and Garden, Inc.
Background
(everyone reads)
National Farm and Garden, Inc. (NFG) was incorporated in Nebraska in 1935 and has been a
leading supplier of farming equipment for more than 60 years. Over the last five years,
however, demand for NFG’s flagship product, the Ultra Tiller, has been declining. To make
matters worse, NFG’s market lead was overtaken by the competition for the first time two
years ago.
Last year, NFG expanded its product line with the “Turbo Tiller,” a highly advertised and
much anticipated upgrade to the Ultra Tiller. The product launch was timed to coincide with
last year’s fall tilling season. Due to the timing of the release, the research and development
process was shortened, and the manufacturing department was pressed to produce high
numbers to meet anticipated demand. All responsible divisions approved the product
launch and schedule. In order to release the product as scheduled, however, the
manufacturing department was forced to employ the safety shield design from the Ultra
Tiller. When attached, the shield protects the user from the tilling blades; however, it is
necessary to remove the shield in order to clean the product. Because of differences
between the Ultra and Turbo models, the Turbo’s shield is very difficult to reattach after
cleaning and the process requires specialized tools. Owners can have the supplier make
modifications on site or at the sales location, or leave the shielding off and continue
operation. All product documentation warns against operating the tiller without the
shielding, and the product itself has three distinct warning labels on it. Modifications are
now available that allow for the shield to be removed and replaced quite easily, and these
modifications are covered by the factory warranty. However, most owners have elected to
operate the Turbo Tiller without the safety shielding after its first cleaning.
Over the last year, a number of farm animals (chickens, cats, a dog, and two goats) have
been killed by Turbo Tillers being operated without the guard. Two weeks ago, a 7-year-old
Nebraska boy riding on the back of an unshielded tiller fell off. When the tiller caught the
sleeve of his shirt, his arm was permanently mangled, requiring amputation. One of the
child’s parents owns the local newspaper, which ran a story about the accident on the front
page of the local paper the next day. NFG’s CEO has called an emergency meeting with the
company’s divisional vice president, director of product development, director of
manufacturing, director of sales, and vice president of public relations to discuss the
situation and develop a plan of action.
All rights reserved. Copyright by O.C. Ferrell and Linda Ferrell. The research and conceptual
assistance of Larry Gonzales, Pat Hansen, Heidi Hollenbeck, Marilynn Hill, Michael Mitchell, Craig
Hurst, Bill Haskins, and Dana Schubert is gratefully acknowledged.
Role-Play Exercises
Why Use Role-Play Exercises?
The role-play exercise, or simulation, is an activity in which the class is divided into teams of
five to six students each. The students read a very short case situation and are then assigned
roles in the simulated organization. They are provided with varying levels of information
about the scenario. The teams then interact to provide recommended courses of action
representing short-term, mid-term, and long-term consideration. Each team experiences the
group dynamics and tension that can occur between different departments and individuals
seeking to protect their own interests.
The role-play exercise is a teaching tool that provides students with a realistic experience in
a simulated organizational setting. This tool can help students recognize important issues
that companies, managers, and employees may face on a daily basis. Beyond a case analysis
approach, these exercises simulate the complexities of relationships and incomplete
information that are pervasive in an organizational setting. Also, the exercises seek to
enhance inherent conflicts between certain departments within the organization.
Additionally, the exercises provided include an ethical component to help students
recognize the ethical, legal, and social dimensions of decision making in marketing
organizations. Therefore, a key goal is to improve individual awareness of the complexities
involved in making marketing decisions. Finally, we hope to gain students’ absolute
involvement and participation in class. By participating in simulation exercises, students
can develop their leadership skills and engage in problem solving activities directly related
to marketing issues.
Instructions for Classroom Use
The role-play exercise complements and enhances traditional approaches to marketing
learning experiences because it:0
1. Gives students the opportunity to practice making decisions that have marketing
consequences
2. Simulates the power, pressures, and information sharing that affects decision making
at upper levels in an organization
3. Provides students with a team-based experience enriching their skills and
understanding of group processes and dynamics
,4. Uses a debriefing and feedback period to allow for the exploration of complex and
controversial issues in marketing decision making
These exercises can be used in classes of any size, as the instructor can run independent
role-play case teams to fit the class size. A sample implementation process is provided
below.
Implementation in a 50-75 minute class period0
1. Develop teams of five members (depending on roles used). If only three to four
participants are available per team, the roles that appear most important and complex
should be selected for members of the team.
2. Have each person read the role-play exercise background page as an introduction to
the exercise.
3. Assign each person a role to play and give him or her the specific role description to
review. Ask each person (role) to present his or her feedback and interaction with the
group based on the role description assigned.
4. Indicate the desired outcome of the process (for example, press conference, written
and/or oral presentation of short-term, mid-range, and long-term plan
recommendations to address the issues, etc.).
5. Allow the teams to proceed without interruption for at least 45 minutes, depending on
the outcome specified above. The instructor may visit teams to answer questions and
stimulate discussion on key issues.
6. Create a classroom situation appropriate for teams to share their insights, decisions, or
recommendations. The instructor may require each team to turn in a written report.
7. Link exercise issues, process, and outcomes, to experiences in the course and learning
objectives. Debrief the class about the alternatives, team perspectives, and potential
implications. Discuss issues that emerge commonly and appear to provide significant
insights in helping the organization deal with the issues.
Teaching Overview on National Farm and Garden Exercise
The National Farm and Garden role-play exercise was designed with the goal of giving
students the opportunity to use their knowledge and skills in solving a dilemma related to a
product defect. The simulation centers around a garden tiller that has a safety protection
guard that is difficult to reattach after cleaning. There have been incidents of injuries to
,animals and children when the tiller is run without the guard. Various functional members
of the organization have to be prepared for a meeting and to make recommendations for
dealing with the negative publicity and possible legal liability associated with damages
related to product use. The class should be looking not only at the right thing to do, but also
at how to implement the decision.
The students’ recommendations should consider product recalls and classes to properly
address cleaning and reinstallation of the guard. Relabeling the instructions to clarify the
reattachment process for the guard should also be addressed. For the longer term, the
company should consider a product redesign to provide a more foolproof mechanism for
attaching the guard. Also, there is a need to evaluate the public relations damage and legal
liability associated with product injury cases.
, ROLE-PLAY EXERCISE ONE
National Farm and Garden, Inc.
Background
(everyone reads)
National Farm and Garden, Inc. (NFG) was incorporated in Nebraska in 1935 and has been a
leading supplier of farming equipment for more than 60 years. Over the last five years,
however, demand for NFG’s flagship product, the Ultra Tiller, has been declining. To make
matters worse, NFG’s market lead was overtaken by the competition for the first time two
years ago.
Last year, NFG expanded its product line with the “Turbo Tiller,” a highly advertised and
much anticipated upgrade to the Ultra Tiller. The product launch was timed to coincide with
last year’s fall tilling season. Due to the timing of the release, the research and development
process was shortened, and the manufacturing department was pressed to produce high
numbers to meet anticipated demand. All responsible divisions approved the product
launch and schedule. In order to release the product as scheduled, however, the
manufacturing department was forced to employ the safety shield design from the Ultra
Tiller. When attached, the shield protects the user from the tilling blades; however, it is
necessary to remove the shield in order to clean the product. Because of differences
between the Ultra and Turbo models, the Turbo’s shield is very difficult to reattach after
cleaning and the process requires specialized tools. Owners can have the supplier make
modifications on site or at the sales location, or leave the shielding off and continue
operation. All product documentation warns against operating the tiller without the
shielding, and the product itself has three distinct warning labels on it. Modifications are
now available that allow for the shield to be removed and replaced quite easily, and these
modifications are covered by the factory warranty. However, most owners have elected to
operate the Turbo Tiller without the safety shielding after its first cleaning.
Over the last year, a number of farm animals (chickens, cats, a dog, and two goats) have
been killed by Turbo Tillers being operated without the guard. Two weeks ago, a 7-year-old
Nebraska boy riding on the back of an unshielded tiller fell off. When the tiller caught the
sleeve of his shirt, his arm was permanently mangled, requiring amputation. One of the
child’s parents owns the local newspaper, which ran a story about the accident on the front
page of the local paper the next day. NFG’s CEO has called an emergency meeting with the
company’s divisional vice president, director of product development, director of
manufacturing, director of sales, and vice president of public relations to discuss the
situation and develop a plan of action.
All rights reserved. Copyright by O.C. Ferrell and Linda Ferrell. The research and conceptual
assistance of Larry Gonzales, Pat Hansen, Heidi Hollenbeck, Marilynn Hill, Michael Mitchell, Craig
Hurst, Bill Haskins, and Dana Schubert is gratefully acknowledged.
