Thrift spotting is a company started by a couple, Norman and Teagan Humphreys, in Prince Edward Island in 2016. Their operation was simple: they would act as a hub to spot quality items on sale in thrift shops, and link potential consumers to the deals they found. After a short while, they began purchasing thrifted items themselves, improving them, and selling them online as upgraded thrifted items.
For the first quarter of 2016, when linking customers to products was the business’ only role, Thriftspotting grew modestly with a small but passionate local following. In the second quarter, the company was featured on the national news, and interest began to grow. Groups similar to Thriftspotting began to pop up across Canada, and the company knew it would have to move quickly to distinguish itself from competitors. To that end, the Humphreys began to establish themselves on social media.
In order to track potential thrift finds, the Humphreys turned to those burgeoning social media accounts, and also tracked customers purchases in order to gauge the most highly valued items. Work on customization was outsourced to small seaming companies, while the original designs were still produced by the Humphreys.
The Humphreys moved to get feedback from customers by offering surveys to gauge their satisfaction with the company, and invited feedback through social media. The hashtag #MyThriftCreation began to trend, and the company quickly seized on it, encouraging customers to share their finds and their own designs when they customized or upgraded their thrifted clothing. However, as Teagan pointed out, #MyThriftCreation was taking from a core component of their business, and encouraging the customers to do it for free.
In order to keep pace, the Humphreys conceived of a few different solutions. They could focus on their original role as spotting thrift deals, which was becoming increasing difficult as they scaled to different locales and thrift chains across Canada. They could monetize custom creation, selling thrift ideas as part of a crowdfunded initiative through books and e-mail how-to packets, to support the DIY aspect of their business. Alternatively, they could accept one of several offers from major thrift store chains like Value Village, who have plans to incorporate the thriftspotting approach while tying it to a singular brand.
- How can Thriftspotting use social media to increase the scope of its business and the satisfaction of its customers?
- What data is Thriftspotting collecting, and what data should they collect? Why? Consider how it could translate to information, knowledge and business intelligence.
- Assume you are the CEO of Thriftspotting when it becomes an overnight success. What steps do you take to establish, improve or simplify workflow?
- What metrics can be implemented to measure the success of the company? Consider going beyond customer satisfaction and examining how and why these customers will be satisfied.
- What potential pitfalls and benefits exist with the three options the Humphreys are considering for the future of their business? Is one option the best, or is there another approach they have not yet considered?
- How does Thriftspotting leverage the web to support its business? How could they further take advantage of their role as an e-business?
- Is Thriftspotting a disruptive or sustaining technology? Can it evolve from one to the other? Explain.
1999). Hart and Risley (1975) discussed that peers in a naturalistic setting can also provide the instruction. This could not only aid the advancement of verbal skills with autistic children, but it could also promote social interaction. McGee and Daly (2007) discussed that there is evidence that incidental teaching and stimulus-fading techniques can enhance autistic children’s communication in a socially meaningful way. A study was done that evaluated peer incidental teaching as a way to increase peer interactions by children with ASD (McGee, Almeida, Sulzer-Azaroff, and Feldman, 1992). The study gave a typical child something to say that would elicit a response from their peer with ASD (McGee et al., 1992). Three typical preschoolers were trained and paired with three children with ASD in a natural free play environment (McGee et al., 1992). There was adult supervision that was systematically faded throughout the sessions, which resulted in increase reciprocal interactions among the peers (McGee et al., 1992). Evidence showed that peer incidental teaching was effective in improving and enhancing reciprocal interactions among children with autism and their typical peers (McGee et al., 1992). Expansion of Incidental Teaching Methods Incidental teaching is the most common among speech and verbal words and phrases. It is proven to help a child engage with toys, respond in social settings, social tolerance of peers, and imitation of peers (McGee et al., 1999). Hart and Risley (1975) discussed that children were able to develop compound sentences on their own based on the teaching procedures of incidental teaching. Incidental teaching encourages the use of conversational language because of the use in generalized settings with different people (McGee & Daly, 2007). It is evident how successful incidental teaching is in the realm of functional language interactions. However, McGee, Krantz, and McClannahan (1986) completed an extension of incidental teaching procedures of Hart and Risley (1975) to teach reading instruction for autistic children. The study consisted of two autistic children, one who was five years old, and another who was thirteen years old (McGee et al., 1986). The study used visual discriminations of printed stimuli in response to auditory cues within the activity and the measurements were based on maintenance of sight-word reading skills, generalizations of visual discriminations to a reading understanding task, and a transfer of stimulus materials and response modes (McGee et al., 1986).>GET ANSWER