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\,., trade areas of individual businesses layered on the same map and try to draw a "typical" <br /> trade area for convenience businesses and one for destination businesses. <br /> • Have individual participants shade on the map where they think the convenience and <br /> destination trade areas lie. Again,small communities may have one trade area. <br /> • Bring the group to a consensus about the trade area(s)for the overall business district. <br /> Consider using a map displayed on a computer projector for discussion and shade in this <br /> master copy as you elicit feedback from the group.Start by gaining agreement on a core <br /> area and work for consensus,working around the core area to define the extent of the <br /> trade area in each direction (north,south,east, and west).Ask questions like"At what <br /> point would a customer choose to travel to community A rather than your community?" <br /> • Some potential pitfalls of the mapping exercise approach are the potential for one or <br /> two strong-willed participants to dominate the exercise and the tendency for <br /> community merchants to inflate their trade area(s).The primary counter to these issues <br /> is to emphasize that the purpose for the exercise is to define a reasonable trade area(s) <br /> for the entire business district(not one or two merchants). <br /> The following map illustrates the development of a single trade area for the rural community of <br /> Barnesville, Minnesota. Maps provided to focus groups typically include: major roads;zip code <br /> boundaries;distances from center of community; and nearby community names.These <br /> elements are included in the map to give enough geographic context so participants can make <br /> an informed decision.This is an example of how participants used some of the map elements, <br /> `, such as a 10-mile ring or highway network,to determine the best fitting zip code trade area. <br /> Zip Codes Describing Trade Area (Shade Area) Resulting from Business Owners Focus Group <br /> I -..r. <br /> ...,. <br /> e..esai <br /> - is, <br /> a • wands <br /> ■■ -.- <br /> IR- <br /> 7 <br />