GSBA-528: Marketing Management Spring 2018 Instructor: Rex Kovacevich Office: HOH 622 Office Hours: by appointment Phone: (213) 740-5045 Email: [email protected]COURSE DESCRIPTION Though marketing specialists may assist with particular marketing tasks, critical marketing decisions are a general management responsibility and not something to be delegated. Marketing is about creating value for customers and then capturing part of that value for the organization. Doing marketing well is important since marketing decisions impact an organization’s financial performance on many different levels. The marketing process is relatively straightforward…assessing the market, developing a course of action, implementing a plan, and evaluating the results…but loaded with complexities. This course integrates a common language, and a set of concepts and frameworks to help you analyze marketing situations and develop recommendations. COURSE OBJECTIVES The primary learning outcomes for this course are the following: 1. Demonstrate an understanding of foundational marketing terms, concepts, and frameworks. 2. Develop decision-making skills in marketing by applying a process that incorporates marketing concepts and frameworks within a variety of business environments, including global marketplaces. 3. Develop decision-making skills in marketing by improving critical thinking skills through use of data and logic. 4. Apply quantitative and spreadsheet skills to evaluate marketing problems and develop solutions. The secondary learning outcomes for this course are the following: 5. Refine people and leadership skills by working with others to develop a marketing plan. 6. Demonstrate ethical reasoning skills relating to marketing, and understand social, civic, and professional responsibilities, and aspire to add value to society. COURSE MATERIALS “A Preface to Marketing Management,” 14th edition, by Peter, J. Paul and Donnelly, Jr., James (2015). Published by McGraw Hill Education. Electronic Course Reader containing cases and articles. Enrollment in HBS “Marketing Simulation: Managing Segments and Customers.”
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Individual Case Write-ups 15 5% March 5, 19…April 2, 16, 23 (only 3 needed)
Mid-Term 50 17% April 2
Marketing Simulation 15 5% March 19 – April 9
Team Marketing Plans – 1 30 10% March 19
Team Marketing Plans – 2 60 20% April 25
Final Exam 100 33% April 30
TOTAL 300 100%
CLASS PARTICIPATION
To develop critical thinking and problem-solving skills relating to marketing problems, we will use several
instructional methods in this class, including case discussions. Class participation is an extremely important part of
the learning experience in this course as the richness of the learning experience will be largely dependent upon the
degree of preparation by all students prior to each class session.
A course that incorporates the frequent use of case analyses to illustrate the practical application of concepts and
practices requires the student to diligently and thoroughly prepare cases and actively offer the results of the
analyses and conclusions derived as well as recommendations during each class session. My expectation and that
of your classmates are that you are prepared for all classes and will actively participate in and meaningfully
contribute to class discussions.
In-class participation is a critical part of this course’s learning experience. Cold calling may take place to
encourage active participation and to gain multiple perspectives and points of view, thus lending itself to the
richness of the learning experience. In-class participation grading will be based on students’ demonstrated
willingness to participate and the quality of the comments expressed, rather than quantity. While some students are
far more comfortable than others with class participation, all students should make an effort to contribute
meaningfully.
Students will offer their opinions in group settings many times in their careers; thus, class participation serves to
prepare students for this business experience. The evaluating of in-class participation is based on the following:
Relevance – Does the comment or question meaningfully bear on the subject at hand? Irrelevant or
inappropriate comments can detract from the learning experience.
Responsiveness – Does the comment or question connect to what someone else has said?
Analysis – Is the reasoning employed consistent and logical? Has data from course materials, personal
experience, or general knowledge been employed to support the assertions/findings?
Value – Does the contribution further the understanding of the issues at hand?
Clarity – Is the comment concise and understandable?
During class sessions, I frequently assume the role of a facilitator to encourage a discussion that includes
perspectives from a variety of viewpoints and, secondly, to help pull together prevailing analyses and
recommendations. The direction and quality of a discussion is the collective responsibility of the class.
During discussions, I will evaluate student comments using criteria similar to what is listed below. These points
aren’t meant to add up to your final score, but will be used to compare your overall performance to the performance
of other students, and converted to a 0 to 30 point scale.
3
3 points: Excellent Performance
Initiates information relative to topics discussed
Accurately exhibits knowledge of assignment content
Clarifies points that others may not understand
Raises level of discussion and/or class knowledge with insights
Demonstrates ability to apply, analyze, evaluate & synthesize course material.
Demonstrates willingness to attempt to answer unpopular questions
Builds on other students’ contributions
2 points: Good Performance
Participates in group discussions when asked
Demonstrates knowledge of course material
Offers clear, concise, “good” information during discussions
Offers input, but tends to reiterate the intuitive
Attends class regularly
0 – 1 points: Unacceptable Performance
Fails to participate even when directly asked
Gives no input to discussions
Does not demonstrate knowledge of the readings
Shows up to class: does nothing
Distracts group / class
Irrelevant discussion
Regarding attendance, you need to be here. An eight session term means every class is critical. I will regularly
make note of attendance during the semester. Poor attendance usually correlates with poor participation.
INDIVIDUAL CASE WRITE-UPS
To help prepare for case discussions, each student will submit a write-up for three out of the five
eligible cases by answering the assigned “write-up” question. This hard copy will be due at the
beginning of each case discussion class. The format will be a one page typed write-up (second page is
OK to show any calculations or illustrations).
The three case write-ups will each be worth up to 5 points. These will be graded quickly based on the
following scale:
5 points – Identification of relevant issues, accuracy of facts, writing clarity, relevant use of class
concepts/frameworks (where applicable) and quantitative support (where applicable).
4 points – Missing or weak within 1 of the above criteria.
3 points – Missing or weak within 2 or 3 of the above criteria.
…etc.
MARKETING SIMULATION
One of our case discussions will be based on an interactive case through a marketing simulation that
will incorporate several topics we will cover during the term, but will emphasize the link between
segmentation and marketing-strategy formulation.
We will begin with a couple of practice runs (12 periods each) to help you become acquainted with
the company you’ll be managing. You will then complete a run that will count toward your ranking,
followed by as many runs as you would like to complete where the best run will also be used to
determine your final ranking. Schedule will be the following:
4
March 19 Simulation introduction
March 20 - 27 Practice runs
March 28 - 30 Single “real” run of 13 quarters
April 1 – April 8 Additional runs for “best” score
April 9 Simulation debriefing in class
To encourage a little emotional investment in the simulation, there will be a grade assigned to the play
of the simulation (discussion of the results will count toward participation). This grade will be based
on a ranking of an average of your first round “score” and best subsequent round “score.” The
maximum simulation score that you may earn for each run is 100 points, and calculated as follows:
Result Max. Score Result/Max.
Score
Weighting Contribution to
final score
Market Share 10% 15% 67% 25% 17
Cum. Profit $6 million $10 million 60% 35% 21
Cum. Revenue $40 million $100 million 40% 15% 6
Average Customer
Satisfaction
60%
100%
60%
25%
15
Player Score 100% 59
Grades will then be assigned based on each student’s class rank as follows:
Top 1 15 points
2 - 15 14 points
16 - 30 13 points
31 - 45 12 points
46 - 60 11 points
61 and below
late completion
10 points
8 points
EXAMS
The first exam will be worth 50 points and include 20 multiple-choice questions (2 points each) and 2 essay
questions (5 points each). The final exam will be worth 100 points and include 35 multiple-choice questions (2
points each) and 4 or 5 essay questions totaling 30 points.
TEAM STRATEGIC MARKETING PLAN – Parts 1 (30 points) & 2 (60 points)
Each team will evaluate the performance of an existing product or service of their choice, and develop
recommendations in the form of a marketing plan. Team members’ companies are eligible. Assume
that your team is a marketing consulting firm hired to evaluate and make recommendations to help the
company improve its bottom line. Recommendations will likely center on adjusting the marketing mix
to accomplish one or more of the following: improving marketing-related profit margins, increasing
share of wallet, increasing share of market, and/or pursuing new markets with existing or brand new
products. There will be numerous strategic and tactical routes to reach your objectives, and your
recommendations should correlate with your situation analysis.
Develop teamwork skills and marketing concept knowledge by putting together a comprehensive
strategic marketing plan for an existing product or service.
5
Part 1
Analyze company’s marketing activities to
identify opportunities or threats that need to be
addressed.
Due March 19. 6 – 8 page analysis, plus
additional pages for appendices that might include
exhibits, tables, illustrations, etc. Single-spaced.
References identified based on footnotes in the
American Psychological Association (APA)
format. Suggested outline contained in Appx. B.
30 points, and will be scored based on the grading
summary sheet in Appx. A
Part 2
Develop recommendations to address marketing
priorities identified in part 1 that will improve or
sustain bottom line.
Due April 25. 8 – 10 page (excluding exhibits,
tables, illustrations) recommendations and
feasibility analysis. Single-spaced. References
identified based on APA format footnotes.
Suggested outline contained in Appx. C.
60 points, and will be scored based on the grading
summary sheet in Appx. B
CLASS POLICIES
Class Communications:
Seating Chart: A seating chart will be established by our second class. Please use that seat throughout
the semester so I can get to know you and more accurately evaluate your classroom contributions.
E-mail Responses: For weekdays, my responses will be within 24 hours…and within the same day
most of the time.
Electronic Devices: Laptops are generally not allowed during class, but still bring them as they will be
used intermittently for case discussions and classroom exercises. Cell phones and other electronic
devices should not be used during class.
Obtaining Content for Missed Classes
Office hours aren’t practical for repeating lectures due to missed classes. If you’re absent, start by piecing together missed information from the posted material, the book and the notes of other students. Then see me with any questions you still have. Assignment Submission Policy A hard copy is due at the beginning of class on the assigned due date. Assignments may also be sent via e-mail if you think you are running late or will miss class. There will is a 10% deduction for each 24 hour period late, except the brief written case assignments, which will not be accepted once the case discussion has started.
STATEMENT OF ACADEMIC CONDUCT AND SUPPORT SYSTEMS
Academic integrity:
USC seeks to maintain an optimal learning environment. Students are expected to submit original work.
They have an obligation both to protect their own work from misuse and to avoid using another’s work as
their own. All students are expected to understand and abide by the principles of academic honesty
outlined in the University Student Conduct Code (see University Governance, Section 11.00) of SCampus
(www.usc.edu/scampus or http://scampus.usc.edu). The recommended sanctions for academic integrity
violations can be found in Appendix A of the Student Conduct Code.
How GSBA 528 Contributes to Marshall Graduate Program Learning Goals
Marshall Graduate Program Learning Goals GSBA 528
Objectives that
support goal
Assessment
Method*
Learning Goal #1: Develop Personal Strengths. Our graduates will develop a global and entrepreneurial mindset, lead with
integrity, purpose and ethical perspective, and draw value from diversity
and inclusion.
1.1 Possess personal integrity and a commitment to an organization’s
purpose and core values.
---
---
1.2 Expand awareness with a global and entrepreneurial mindset, drawing
value from diversity and inclusion.
2, 6
case studies
1.3 Exhibit awareness of ethical dimensions and professional standards in
decision making.
6
case studies
Learning Goal #2: Gain Knowledge and Skills. Our graduates will develop a deep understanding of the key functions of
business enterprises and will be able to identify and take advantage of
opportunities in a complex, uncertain and dynamic business environment
using critical and analytical thinking skills.
2.1 Gain knowledge of the key functions of business enterprises.
1
exam
questions
2.2 Acquire advanced skills to understand and analyze significant business
opportunities, which can be complex, uncertain and dynamic.
2, 3, 4
simulation,
case studies
2.3 Use critical and analytical thinking to identify viable options that can
create short-term and long-term value for organizations and their
stakeholders.
2, 3, 4
simulation,
case studies
Learning Goal #3: Motivate and Build High Performing Teams. Our graduates will achieve results by fostering collaboration,
communication and adaptability on individual, team, and organization
levels.
3.1 Motivate and work with colleagues, partners, and other stakeholders to
achieve organizational purposes.
5
marketing
project
3.2 Help build and sustain high-performing teams by infusing teams with a
variety of perspectives, talents, and skills and aligning individual success
with team success and with overall organizational success.
5
marketing
project
3.3 Foster collaboration, communication and adaptability in helping
organizations excel in a changing business landscape.
5
marketing
project
12
COURSE OUTLINE AND ASSIGNMENTS
Understanding Market Dynamics
Class 1 (Feb. 26)
Topics Welcome / class orientation
“The value-adding role of marketing”
Tools: Market data sorting exercise
Pre-Work Text: Ch. 1 – Strategic Planning & the Marketing Management Process
Ch. 13 – Global Marketing
Articles:
Building a Marketing Organization that Drives Growth Today…online at https://www.mckinsey.com/business-functions/marketing-and-sales/our-insights/building-a-marketing-
organization-that-drives-growth-today
Global Brand Management: Best Practices and Learnings from Efforts to Build
the Best Business “Over There"
Case: none
Class 2
(March 5)
Topics
“Understanding customers”
Tools: Customer lifetime value
Pre-Work Text: Ch. 2 – Marketing Research: Process & Systems for Decision Making
Ch. 3 – Consumer Behavior
Ch. 4 – Business, Government & Institutional Buying
Articles:
Know Your Customers’ “Jobs to Be Done”
Customer Centricity
Case:
Case:
“Should you listen to the customer?” (write-up not required)
As you read the case, consider these questions:
Should Delacroix launch a customer research initiative?
Does your current organization conduct customer research? Why or
why not?
“Aqualisa Quartz: Simply a Better Shower”
As you prepare for the discussion, consider the following questions:
What is the problem? Why is the Quartz shower not selling?
(write-up) What is the Quartz value-proposition to plumbers? To
consumers?
Aqualisa currently has three brands - Aqualisa, Gainsborough and
ShowerMax. What is the rationale? Does it make sense?
What should Rawlinson do to build sales momentum for the Quartz