Mgmte660 Strategic Mkt Harvard

7/30/2009

Syllabus MGMT E-6600

Instructor: David A. Shore, PhD Associate Dean Director, Trust Initiative Director, Forces of Change Program Executive Director Center for Continuing Professional Education Harvard University, School of Public Health 1613 Tremont Street Boston, MA 02120 617-998-1090, 617-998-1089 (fax) [email protected] Co-Instructor: John L. Teopaco, DBA Lecturer Boston University

[email protected] Fall 2009 Thursday 5:30 – 7:30 p.m. (except for holiday 11/26/09) Location: Sever 208 (Please check the Extension School website for the final classroom assignment before the first class.) Office hours for David Shore: 5:00-5:30 p.m. in the classroom on days teaching, and at 1613 Tremont Street, by appointment. Also available throughout the course by email and telephone. Office hours for John Teopaco are available by appointment at any time. Snow Cancellations: 617-495-4024, 617-496-NEWS, Harvard Extension Website http://extension.dce.harvard.edu Course Description

Strategic Marketing Gaining Competitive Advantage through Positioning, Branding, and Building Trust

_______________________________________________ MGMT E-6600 syllabus Strategic Marketing page 2

This course focuses on three core competitive strategies: branding, positioning, and building trust. In today’s market, almost any product or service can be transformed into a commodity quickly as competitors copy successful products. Students will learn how to position and brand products and services in the marketplace in order to prevent them from being turned into commodities. Case examples will be used to illustrate theory, with special attention paid to the roles of reputation and trust as drivers of both mission and margin. Participants will complete papers and projects. By the conclusion of the course, participants will understand the key variables to a successful strategic marketing/branding campaign. The strength of an organization's brand has an enormous impact on its ability to succeed in the future. Brand equity is a critical strategic weapon in the struggle to gain and hold a competitive edge in the marketplace. Contrary to popular belief, building a brand requires more than strategies for increasing name recognition. Is your organization both prepared and able to distinguish itself in this environment? Do you have specific strategies for achieving a unique and sustainable competitive advantage through branding? Our Branding Boot Campsm will focus on jumping on the brand wagon. This section will consider the essence of branding along with the compelling reasons why organizations should invest in branding. We answer the question: why brand is grand. We analyze leading indicators and key strategies of brand dependency as well as outlining the four major categories of brand involvement by consumers. This section will provide insights on how best to leverage the equity in the brand, as we answer the question: when brand is grand. The course will concentrate on building the brand wagon. During this section the focus will be on reverse engineering as we unbundle branding to see what makes it work. We will also examine Shore’s brand equity indictors with special emphasis on decommoditization and poly-branding. The class will examine reasons why organizations fall off the brand wagon, present case vignettes, and discuss how to prevent brandicide. We will consider measuring the true value of an organization’s brand, an intangible asset that can be managed like a tangible asset. We will conclude with strategies and a plan for steering the brand wagon – completing the cycle of moving from theory to practice. This interactive course will cover both the strategic and tactical elements necessary to increase market share, build brand equity, and enjoy brand loyalty. At the conclusion of this course you will be able to answer the following six questions: 1) What is branding? 2) Why do I want it? 3) How do I get it? 4) When can I most strategically leverage it? 5) How do I measure it? 6) How do I keep it? Case examples will be used to illustrate theory. Students will also have the opportunity to prepare action plans for immediately moving the brand wagon forward. The evolving


roles that reputation and trust play in the success or programs, products, and services will remain a central theme throughout our course. *NOTE: Both the pace and direction of the course will be guided in part by the students and current events and therefore we may not cover all topics, nor may we cover them in the order outlined in this syllabus. Education: What Can I Do About It? There is something I don't know That I am supposed to know. I don't know what it is I don't know, And yet I am supposed to know, And I feel I look stupid If I seem both not to know it, And not know what it is I don't know, Therefore I pretend I know it. This is nerve-racking Since I don't know what I must pretend to know. Therefore I must pretend to know everything. I feel you know what I am supposed to know But you can't tell me what it is Because you don't know that I don't know what it is. You may know what I don't know, but not That I don't know it, And I can't tell you. So you will have to tell me everything. --R.D. Laing Knots Course Structure Our course, as a seminar, will employ various forms of active learning including case studies, case vignettes, group exercises, and project presentations. Lectures, readings, and guest speakers will supplement the learning process. Students will be graded on the quality of their active participation and on a range of individual papers and group projects. Case Analysis


I hear and I forget. I see and I remember. I do and I understand. - Ancient Proverb Cases provide vehicles for learning diagnostic skills. They illustrate applications of the concepts and frameworks introduced by the assigned readings and class discussions. Case studies are instructive in two ways. Initially, they guide pre-class preparation, offering methods to diagnose case problems and issues, to select appropriate forms of analysis (e.g., quantitative, logic, experience, conceptual), and to apply the lessons from case solutions. Before the start of class, each student should be able to recommend concrete measures to the challenges presented in the case study and be capable of defending them based upon solid evidence and coherent analysis. Secondly, case studies illustrate the diversity of approaches to any given problem, encouraging students to realize that others do not always diagnose, analyze, and solve dilemmas in the exact same fashion. This course demands that class members understand alternative approaches, learn from their colleagues, and engage in a constructive dialogue with their peers. To do so requires that participants listen to each other as well as talk in class. Furthermore, we ask that class members defend their position in order that they may fully understand its strengths and weaknesses. There is no single right answer for a case, just as there is rarely a single right decision in actual practice. Analysis comprises more than simply noting and summarizing case facts. Solid analysis applies reasoning to determine how these facts relate to each other, and most importantly, how these facts point to the underlying causes of the case situation. The Case Method of Learning Cases deal with real-world business situations. As such, case discussions provide an effective means of developing the skills necessary to become a more effective professional. The case method of learning requires that each person prepare for the case on his or her own. Typically, cases demand at least two hours of study in order to identify the key issues and root causes of the problems (including quantitative and financial calculations). Class members should be careful to leave enough time to formulate a practicable plan of action, including specific steps and timetables. While there are no right or wrong answers, there are good and bad analyses as well as hasty and impractical recommendations. This course highlights the process of arriving at your own conclusions and recommendations, rewarding those that marshal evidence in the case analysis and apply careful thinking to shared problems. There are two major parts to case preparation: (1) diagnosis and (2) solution. The two should be tightly connected to each other. In the diagnosis, it is critical that you distinguish between the symptoms (case facts) of a problem and the actual problem (causes). The solution should be sound and capable of implementation.


After you have prepared for the case individually, it is very beneficial to “bounce off” your ideas in an informal study group. Aside from polishing off your analysis, a study group session “warms you up” for the in-class discussion. The real discussion of a case takes place during class. Meaningful case discussions depend upon five prerequisite conditions: (1) presence, (2) punctuality, (3) preparation, (4) participation, and (5) pertinence. Each student must be thoroughly familiar with the details of the case and be ready to share his/her views with the class. The case method demands that students challenge each other’s ideas and collectively build upon the collective deliberations. The instructor, in this format, only facilitates the discussion. The instructor does not judge who or what is “right or wrong” given the case at hand. The over-riding aim of any case study is to explore the entire range of key issues and to fully articulate the potential pros and cons of the possible measures. At times, it may seem that we are “beating a dead horse,” but it is most likely that students are still dwelling on the issue. Many case studies present subtle nuances and perspectives; the added discussion often adds value to our understanding the problem and potential solutions. Keep in mind that each individual in class “owns” the discussion. Therefore, if you feel that there is a more productive direction for the class discussion to go into, it is your responsibility to direct the class there! In-Class Contributions You will be expected to be present for all class sessions and to arrive on time. Your participation grade will reflect your comments made during case discussions and other class discussions. You will be evaluated on your performance for each class. If you absolutely cannot attend class, please let the instructor know in writing in advance. Your in-class contributions are all-important because you will be learning from one another. The instructor’s role is not to “impart wisdom,” but to facilitate your learning from each other. Our discussion should not always arrive at some consensus. To the contrary, comments that identify the pros and cons of alternative decisions, and generate a healthy debate are strongly encouraged (and rewarded). While we anticipate vigorous in-class discussion, we demand that arguments always occur at a professional level. No personal attacks or insults will be tolerated. In this spirit, we ask that class members speak only when called upon. Whoever has the floor should receive the full attention of the class; listen to what he or she has to say and build upon the previous speakers’ comments. Do not raise your hand while someone is speaking. Finally, address your comments to the entire class, not just to the instructor. Grading will be based on quality (depth, insightfulness, contribution to class learning) and quantity (consistency, regularity). Quality counts more. However, one cannot make quality comments without some quantity. Those who do not participate are likely not to get full value from our case discussions.


You are expected to come fully prepared and ready to participate for every class. Be prepared to be called upon to “open” a case by presenting your full analysis and recommendations at the start of class, or to be asked for a comment in the midst of the discussion. The grading of class participation is necessarily a subjective exercise. However, some criteria for evaluating effective contributions include:

• Does the student demonstrate an eagerness to participate? • Is the student a good listener? Does he/she build on others’ comments? • Is the student willing to interact with other class members? • Are the points made relevant to the discussion? Are they linked to others’

comments? • Do comments demonstrate evidence of in-depth analysis of the case? • Do comments add to our understanding of the situation? • Do comments make a substantive contribution to the advancement of our

analysis? • Is there a willingness to test new ideas, or are the comments “safe?” • Do comments show an understanding of concepts or analytical techniques

properly applied to the current situation? • Is the student presenting insightful quantitative analysis? • Is the student presenting ethical considerations and insights?

This course is designed to be a learning experience — and a challenging one— for both the class members and the instructors. How to Benefit Most From Our Class

1. Come to classes regularly and on time. 2. Come to classes despite the New England weather. 3. Find learning, and positive experiences with your classmates and the instructor. 4. Proclaim yourself a willing learner, with the desire to learn and to share. 5. Read your assignments, and read them on time. 6. Volunteer for projects, as participation fosters learning. Join a group and attend

the group meetings. 7. If asked by the instructor to give your opinion on a topic, give your best answer. 8. Willingly and unselfishly share your ideas, experiences, and opinions to the class. 9. Go above and beyond the call of duty in participation. 10. Appreciate the opinions and values of your classmates. 11. Turn in your assignments completed well and on time. 12. Respect the basic tenets of confidentiality in this class, where people are

encouraged to share their knowledge, experiences, beliefs and fears; and expect that their confidentiality will be respected.


Required Texts Shore, David A., The Trust Prescription for Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005).

The text elaborates on many of the principles that are taught throughout this course and uses the healthcare industry as a case in point. It is available at the Harvard COOP.

Keller, Kevin Lane, Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

This comprehensive book is available used and online at substantial discounts. It is also available at the Harvard COOP

Coursepack (available at the Harvard COOP through http://www.xanedu.com/) Grading Due Percent of Grade Paper I (10/8) 30% Paper II (Final Project) (12/10; 12/17) 40% Presentation (Final Project) (12/10; 12/17) 10% Preparation and participation 20%

100% Extra Credit option (10/29) a 1/3 grade boost Key Dates for Final Paper/Presentation 10/15/09 Submit topic selected and preliminary list of group members, including

names, phone numbers and email addresses, along with indicating group contact person.

10/29/09 Submit group abstract and outline of final paper/presentation (indicating

which students will have primary responsibility each section) and notice of any change in-group composition.

11/19/09 Audio-visual requests to Holly Zellweger ([email protected];

617-998-1088) 12/10/09 Presentations/Papers – Round 1 12/17/09 Presentations/Papers – Round 2 Final Class


Content Matters Written assignments will be assessed heavily on the use of and reference to the professional literature and on other forms of empirical research. A significant amount of the material we will cover will not come from texts, but from lectures and discussions. If you must miss a class, you are responsible for obtaining the class notes and handouts from a classmate. There are no scheduled breaks during class. Guidelines for Papers 1. Papers I and the Extra Credit Paper should be 6-8 pages (minimum) in length

(typed, double spaced text, and not including the references and appendices appearing at the end of the paper). Please number on each page.

2. Student's name, email address, and telephone number should be on the first page. 3. Papers are due at the start of class. Late papers will not be accepted unless prior

approval has been granted by the professor based on illness or previously scheduled travel. One full grade will be deducted for every week or portion of a week that paper is not submitted.

4. Submit two copies of all papers. 5. No folders, covers, or paper clips please. Just staple a corner. 6. The paper should be framed as a report to management. 7. Balance qualitative and quantitative analysis, drawing heavily from the relevant

professional literature beyond the class textbook or other assigned readings. The purpose of class texts is to provide background reading. Papers should not rely heavily on these shared assigned readings. All papers must enlist content and references that extend well beyond the required readings.

8. References should appear in a section (as endnotes) after the primary text of the paper, and must include complete citations. A complete citation includes author(s) name, title of book, publication, and/or article, publisher, location of publisher, volume and number, page numbers, and date of publication. When referencing a web site, please provide detailed URL descriptions.

9. Additional guidelines for the final project will be discussed in class. Group Projects The Group Project is a major commitment. Group projects provide important career preparation for the marketing student. Marketing professionals frequently collaborate in groups in order to represent an organization. The final Group Project should be considered such an executive level presentation. Choose your group members carefully, assess your compatibility, and get to work early in the semester. Make working plans which include assigning various members’ responsibilities; and coordinating logistics, group members traveling, and the impact of the holiday break on your progress. The Group Project outline submitted should clearly show which student is responsible for which task or area. If you identify any difficulties in your team’s process or other


intractable problems, we encourage you to change group composition before the deadline. Please contact Dr. Shore with concerns, questions or problems regarding your Group Project. Extra Credit (optional) Assignment – See Session II, p. 13 An additional topic option is to select an extra credit topic of particular interest and/or benefit to you. Submit your proposed topic to Dean Shore in advance and receive his approval before starting your paper. Credit –1/3 of a grade higher for final course grade. For example, if your course grade is B and you submit a satisfactory paper, your final course grade will be a B+. If the extra credit paper receives a grade of less than a B, you will not receive any credit for it. Format – Individual or small groups (maximum- 3) paper Due Date – 10/29/09 Extra credit papers will not be accepted beyond due date. Harvard Extension School Grading Policies Grades reflect the quality and quantity of a student’s work submitted throughout the term according to the grading standards listed below. Undergraduate- and graduate-credit students may earn the following grades:

• A and A− grades represent work whose superior quality indicates a full mastery of the subject and, in the case of A, work of extraordinary distinction. There is no grade of A+.

• B+, B, and B− grades represent work of good to very good quality throughout the term; however, it does not merit special distinction.

• C+, C, and C− grades designate an average command of the course material.

• D+, D, and D- grades indicate work that shows a deficiency in knowledge of the material.

• E is a failing grade representing work that deserves no credit. E may also be assigned to students who do not submit required work in courses from which they have not officially withdrawn by the withdrawal deadline.

This description is drawn directly from the Harvard Extension School website at http://www.extension.harvard.edu/2009-10/policies/grades/


Harvard Extension School policy is that grades below a B- do not count toward the Certificate Program. Add/Drop You can only add or drop this course through the Harvard Extension School Office. This course is routinely at maximum enrollment. Academic Honesty The University and its faculty take challenges to academic honesty very seriously. Instances of plagiarism — in which students present someone else’s work as their own, whether by downloading material from the Internet, copying passages from a book, or in some other way without full attribution — can have serious consequences. Each of you will receive a letter from the Dean of Students reiterating the Extension School’s insistence on academic honest. This course requires the extensive use of published literature, and demands that class members provide complete acknowledgements of all sources. All students are encouraged to review Writing with Sources, prepared by Harvard’s Expository Writing Program— available at the COOP and on-line at http://www.fas.harvard.edu/~expos/index.cgi?section=resources


Anatomy of a Power Brand A good organization produces excellent programs, products and services. A great one__a power brand__is trusted to consistently deliver excellent programs, products and services that are perceived by consumers to be both relevant and distinctive. Power brands attract new customers more easily and then convert them into loyal, long-term "brand demanders". Power brands enjoy greater share of mind in the marketplace and are able to move beyond to gain a dominant share of heart, with the inevitable success that follows. This course on applied branding will begin by exploring the question, "why brand is grand" for organizations and then examine the key building blocks of power brands and how they can be integrated into an effective branding strategy for your organization. —David A. Shore

A brand minus trust (and a trusted reputation) is just a product or service.

—David A. Shore

Brand – Trust = Product


Strategic Marketing Gaining Competitive Advantage through Positioning, Branding, and Building Trust

MGMT E-6600

Fall 2009 Session I 9/3/09 Course Overview D. A. Shore & Introduction • Course Overview & Introduction • World’s Shortest Course on Competitive Advantage Required Reading Keller, Kevin Lane, Chapter 1, “Brands and Brand Management” in Strategic Brand

Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).


Session II 9/10/09 Overview & D. A. Shore Introduction • Course Overview & Introduction, Part II Required Reading Keller, Kevin Lane, Chapter 2, “Customer-Based Brand Equity,” and Chapter 4,

“Choosing Brand Elements to Build Brand Equity” in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Assignment Review of Paper I (due 10/8/09) The Role of MV2 in Strategic Planning At its most fundamental level, brands make a promise to the consumer and the consumer trusts the brand to fulfill this promise. This paper should provide a review and analysis of the guiding principle of mission, vision and value and the critical role they play in the strategic planning process. Or The primary purpose of strategic marketing is to figure out how to effectively engage the target market (prospects and customers). Engagement is one of the most challenging words in business today. There is compelling data suggesting very limited levels of engagement in the workplace and a number of other areas in society: citizenship, medicine, the economy, and education. Examine this pressing challenge and suggest how one might cultivate engagement as a marketing professional. For example, what are the most effective ways to engage target markets in a marketing campaign? (select one of the two options for paper #1) Review of Extra Credit Paper (due 10/29/09) Things That Matter Most Reputation is a centerpiece in any branding campaign. This paper invites you to consider the importance of reputation, how you get it; how you keep it; how you protect it; and how you measure it. Or,


During the first class a formula for understanding trust will be introduced. There are alternate formulas and assessment instruments. Select two or more formulas/assessment instruments— describe and discuss. (Select one of the two options for Extra Credit Paper) Review of Final Paper/Presentation 12/10/09 — The Intangibles 12/17/09 — New Product Development (see p.28 for details)


Session III 9/17/09 Designing and J. L. Teopaco Implementing Brand Strategy Case Synopsis Black & Decker was the founder of the power tool industry in the U.S. in 1917 and the overall market leader in 1991. However, in the “tradesmen segment,” Makita of Japan dominated with 52% market share versus B&D’s 9%. Market research indicates that tradesmen perceive B&D as a household brand, not strong enough for the demands of the job site. Should B&D try to build share in this segment or just focus on maximizing segment profitability through a harvesting strategy? If the objective is to build share, how should B&D do it – all the while making sure that B&D’s position in other segments is not jeopardized. Required Readings: The Black & Decker Corporation (A): Power Tools Division

(case # 595057) Recommended Reading: Keller, Kevin Lane, Chapter 5, “Designing Marketing Programs to Build Brand Equity”

in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Case Preparation Questions 1. Why is Makita outselling B&D 8 to 1 in an account that gives them equal shelf space? (opening paragraph) 2. Why are B&D’s shares of the two professional segments—Industrial and Tradesmen—so different? (about double in Industrial) Wouldn’t you expect them to be similar? 3. What, if anything, do you learn from B&D’s consumer research? 4. Joe Galli’s objective is “to develop and gain corporate support for a viable program to challenge Makita for leadership” in the Tradesmen segment. To gain support, the minimal share objective would have to be “nearly 20% within three years, with major share ‘take-away’ from Makita.” How realistic is this? 5. If you think Galli should pursue a “build share” strategy, what actions do you recommend? Does the DeWalt idea have any merit? How about the sub-branding option?


6. Be specific about what you would do and remember you have at least three audiences to please:

• The end consumer, i.e., the Tradesmen

• Retailer

• Nolan Archibald and Gary DiCamillo


Session IV 9/24/09 Think Differently D. A. Shore Things That Matter Most R5 + Trust The late 18th and early 19th century German poet/philosopher Johann Wolfgang von Goethe once said, “things that matter most should never be at the mercy of things that matter least.” This session will introduce a number of the “things that matter most” relative to strategic marketing and branding and in so doing will provide context for much of what follows during the balance of our course. We will consider a brand strategy and implementation model. Required Readings Keller, Kevin Lane, Chapter 3, “Brand Positioning” in Strategic Brand Management:

Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Shore, David A., Chapter 6, “Think Differently,” in The Trust Prescription for

Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005).

(Readings below will be distributed in class) Interview with David A. Shore, “How Power Brands Sell More.” Selling Power, 2001. Interview with David A. Shore, “Job One: What’s at the Heart of Your Brand.” Selling Power, 2002. Recommended Reading Shore, David A., Chapter 5, “What Happens When Trust Erodes?” in The Trust

Prescription for Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005).


Session V 10/1/09 Leveraging J. L. Teopaco Brand Equity Case Synopsis The management of Levi Strauss, the largest clothing manufacturer in the world, was planning its entry into a new market – men’s suits. Levi’s management was facing a number of issues related to the introduction of the new line, provisionally called “Levi Tailored Classics,” including target market selection, positioning, branding, product, distribution, pricing, and promotion policies. Relying on extensive consumer research, the management wanted to introduce the new line with a marketing strategy that would ensure its market acceptance and long-term success. Required Readings: Levi Strauss: Strategy for a New Line (I’ll distribute in class.) Recommended Reading Keller, Kevin Lane, Chapter 12, “Introducing and Naming New Products and Brand

Extensions” in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Case Preparation Questions 1. Are suits a viable product concept for Levi Strauss? Why? Why not? 2. Who buys suits? How do they buy? When? Why? Where? Compare the buying behaviors of the members of the market segments identified by Levi management. What are the implications of your answers to the target market selection question? 3. Evaluate the market segments identified by Levi management. What criteria are appropriate for selecting a target? Do you agree with the company’s choice of target market? Why or why not? 4. Who would be Levi’s competition? What would be Levi’s competitive advantage? 5. What is Levi’s brand meaning? How did Levi establish its brand? How extendable is it to suits? 6. Select the most appropriate target segment(s). For this segment(s), develop your position on each of the marketing strategy (mix) questions posed at the end of the case.


Session VI 10/8/09 The MVP Model D. A. Shore Guiding the Brand Wagon: From Mission to Vision to Values to Positioning and Beyond Mission, vision, and positioning your brand in the minds and hearts of your target markets are the first and single most important competitive marketing strategy. These should not however pop out of the ether. To accomplish this desired brand essence in a prospective market requires a focus on three fundamental questions:

• Where is your brand now? • Where do you want to be in the future? • How are you going to get there?

Topics include the essential distinction between brand image and brand identity, conducting a brand diagnostic, developing positioning and repositioning statements, management, and relevant dashboard metrics. Templates will be provided and case vignettes will be highlighted.

• Positioning Exercise Required Reading Keller, Kevin Lane, Chapter 7, “Leveraging Secondary Associations to Build Brand

Equity” in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Shore, David A., Chapters 7 & 8, “Understanding Branding” and “Raison d’Être:

Mission, Visions, and Values,” in The Trust Prescription for Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005).

• Mid-course evaluation Assignment Paper I due (10/8/09) Final Project paper/presentation topic and preliminary list of group members due (10/8/09)


Session VII 10/15/09 Shifting the S. Davis Marketing Dialog Based upon concepts from The Shift: The Transformation of Today's Marketers into Tomorrow's Growth Drivers, Davis will focus on the five shifts highlighted in the book. They are designed to help marketers start shifting the internal dialog first, followed closely by the external dialog. Traditional marketers today live in a short-term world, built on an ever- narrowing platform of marketing communications and promotions. They are often limited to running agency relationships and enabling the sales force, and are constantly being squeezed for funds they do not have. But the days of marketing strategies and business strategies being created separate and apart from one another are coming to an end. The best marketers are now creating integrated perspectives that start with the growth aspirations of the entire organization. Marketers and the C-suite can take action to allow CMOs to engage better with the executive team and ultimately ensure that they take a leadership role when it comes to the overall growth strategy. In this talk, Davis will outline how marketing executives can become successful catalysts for growth within their organization. He will provide advice and practical tools which will allow you to devise new and better ways to win over new customers while building deeper and more meaningful relationships with current customers - all while keeping competitors at bay. Case discussions will be included throughout the conversation, including examples from Staples, United, Best Buy and GE. Scott Davis’s Biography Scott has 20 years of brand, marketing strategy, and new product development experience that he has brought to bear for many Prophet clients, including GE, Best Buy, NBC Universal, Blue Cross Blue Shield, Johnson and Johnson, ExxonMobil, The Wrigley Company, Boeing, and Allstate. Scott is the author of Brand Asset Management: Driving Profitable Growth Through Your Brands (2000), named one of the top 30 books of 2000 by Executive Book Summaries. Scott has authored two subsequent books: Building the Brand-Driven Business: Operationalize Your Brand to Drive Profitable Growth (2002), and The Shift: The Transformation of Today's Marketers into Tomorrow's Growth Drivers (2009). His previous work experience includes 12 years at Kuczmarski & Associates (K&A), an innovation and branding consulting company, where he was Senior Partner and founder of the Brand Asset Management™ practice. Prior to K&A, Scott worked at Procter & Gamble, where he focused on a number of top global brands. Scott is an Adjunct Professor at the Kellogg School of Management at Northwestern University. Required Reading David, Scott, Introduction and Chapter 1, The Shift: The Transformation of Today’s Marketers Into Tomorrow’s Growth Leaders (San Francisco, Jossey-Bass, 2009) pp 1-64. Available online at: http://www.prophet.com/downloads/books/Shift_Intro.pdf


Recommended: Podcast interviews with Scott Davis on “Live with Jay” (July 9 and July 22, 2009) Audio available online at: http://www.prophet.com/insights/webcasts


Session VIII 10/22/09 Integrating Marketing J. L. Teopaco Communications to Build Brand Equity Case Synopsis Marketing communications play a central role in building brands. These communications typically include television advertising and other forms of commercial promotions. In the BMW case, we will examine the power of “non-traditional” marketing tactics, such as movie product placements, public relations events, and appearances of the product on TV and radio shows, in effecting a brand image shift. In particular, we shall see how this “new marketing paradigm” is applied in a new product launch. Required Reading: Launching the BMW Z3 Roadster (case # 597002) Recommended Reading: Keller, Kevin Lane, Chapter 6, “Integrating Marketing Communications to Build Brand

Equity” in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Case Preparation Questions 1. At the time just prior to the Z3 launch, what was BMW’s brand meaning? 2. Was the Z3 launch a “big deal” to BMW? Why or why not? 3. Assess the various elements of the Z3 launch marketing plan. What was the rationale for each element? 4. Why have a 60%/40% non-traditional/traditional marketing plan for the Z3? What are the benefits and risks of non-traditional marketing? 5. Helmut Panke has engaged you as a consultant on the design of the Phase II plan. What specific objective(s) would you set? What tactics would you employ?


Session IX 10/29/09 In Brands We Trust D. A. Shore Trust is the currency of all commerce. This session will examine the various dimensions of trust. What trust is and what it is not. How to acquire it and how to leverage it in strategic marketing, positioning and branding. Special attention will be given to Shore’s four domains of trust. Required Reading Shore, David A., Chapters 9 & 10, “The Building Blocks: Increasing Your Trust

Capacity,” and “A Reputation – and a Position – Based on Trust,” in, The Trust Prescription for Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005).

Assignment Group abstract and outline (detailing individual member’s responsibilities) of final paper/presentation due, notice of any change in group composition due. (10/29/09) Extra credit paper due. (10/29/09)


Session X 11/5/09 The Activation Process: C. T. Lively From Ideas to Implementation "If you can dream it, you can do it." While inspiring, Walt Disney's advice is far easier said than done. There is nothing more elemental to the work of leaders than creating results. All too often, results are not achieved simply because there is not an effective process to get to “go.” Ideally, markets tend to correct their own shortcomings, and health care, by any measure, is replete with proposed remedies. Each "solution" arrives with a near evangelical zeal and with the promise of curing all that ails the system. In medicine, the path from bench to bedside is often long and protracted. For patients, the road to (better) health is paved with good intentions. Similarly, many brilliant ideas flounder due to lack of activation and implementation. Leaders typically get little credit for brilliant ideas unless they can also bring them to market. What is needed both within stakeholder groups and between stakeholder groups is a set of mechanisms for activation. This interactive session will place special emphasis on the pre-launch and initial launch components within the project lifecycle. We will spotlight four prerequisites necessary to overcome pervasive inertia, resulting in greater organizational effectiveness and efficiency. This week’s readings and discussions posits that the Comprehensive Activation & Management Program (CAMP) can comprise one of the unique and powerful strategies for the evolving marketplace. CAMP details the steps necessary to increase the likelihood of success for new initiatives by moving beyond a state of acquiescence and to a process of activation. Christina Thompson Lively is a Research Associate at the Harvard School of Public Health’s Center for Continuing Professional Education. Required Readings Reiter-Palmona, Roni and Jody J. Illies, “Understanding Leadership from a Creative

Problem-Solving Perspective,” The Leadership Quarterly 15 (2004): 55–77. Berwick, Donald, “Disseminating Innovations in Health Care,” JAMA 289: 15 (2003):

1969-1976. Questions to “Think With” 1. What steps must leaders take to move from ideation (idea generation) to activation and implementation? 2. What criteria can leaders incorporate into the environment to promote creativity?


Session XI 11/12/09 Rejuvenating J. L. Teopaco Brand Equity Case Synopsis The Snapple case traces 26 years in the life of the Snapple brand—from its birth, rise to national prominence, acquisition and mismanagement of the brand by Quaker Oats, and a new owner’s (Triarc Group) attempt to revitalize the brand. In the process, we’ll examine the building and re-building of the brand, some of the pitfalls of branding, and valuing a brand. (Quaker paid $1.7 billion in cash for Snapple.) Required Reading: Snapple (case # 599126) Recommended Reading: Keller, Kevin Lane, Chapter 13, “Managing Brands Over Time” in Strategic Brand

Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Case Preparation Questions 1. What is Snapple’s brand meaning? 2. Focusing on the period of 1972 – 1993, how did Snapple establish its brand? Why did Snapple flourish when so many small start-up premium fruit drinks stayed small or disappeared? Explore each of the 4Ps of the marketing mix. 3. Now look at the period from 1994 – 1997. Did Quaker make an error in buying Snapple or did they just manage it badly? 4. Roll forward to 1998. What can Triarc’s managers learn from Quaker’s experience? 5. How should Triarc revive Snapple? Identify the three highest priority initiatives you would start tomorrow if you were in Mike Weinstein’s shoes. Justify them.


Session XII 11/19/09 Global Branding J. L. Teopaco Case Synopsis Espoir Cosmetics has received a tantalizing offer: sponsorship of the sequel to the Hollywood hit Diana’s She Devils. For Natasha Singh, the U.S.-based company’s global marketing officer, the movie is an ideal vehicle for global brand building. As the film is released in each country, Espoir can launch tie-in lipsticks and nail polishes. But some of Espoir’s regional executives don’t see it that way. Should Espoir take its new branding initiative global? Required Reading: The Global Brand Face-Off (case # R0306X) Recommended Reading: Keller, Kevin Lane, Chapter 14, “Managing Brands Over Geographic Boundaries and

Market Segments” in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Case Preparation Questions 1. What is a global brand? 2. What are the advantages of a global branding initiative for Espoir? 3. How can Singh keep Espoir’s marketing programs relevant to local markets while she leverages global benefits? 4. How should Singh manage the tension between globalization and remaining locally relevant in terms of both strategy and execution? 5. What should be headquarters’ and local managements’ roles in shaping the global marketing agenda? * NOTE: No class will be held on 11/26/09, during the Thanksgiving Day holiday


A young man named John received a parrot as a gift. The parrot had a bad attitude and an even worse vocabulary. Every word out of the bird's mouth was rude, obnoxious and laced with profanity. John tried and tried to change the bird's attitude by consistently saying only polite words, playing soft music and anything else he could think of to “clean up” the bird's vocabulary. Finally, John exhausted his patience and he yelled at the parrot. The parrot yelled back. John shook the parrot and the parrot got angrier and even ruder. John, in desperation, threw up his hand, grabbed the bird and put him in the freezer. For a few minutes the parrot squawked, kicked, and screamed. Then suddenly there was total quiet. Not a peep was heard for over a minute. Fearing that he'd hurt the parrot, John quickly opened the door to the freezer. The parrot calmly stepped out onto John's outstretched arms and said, “I believe I may have offended you with my rude language and actions. I'm sincerely remorseful for my inappropriate transgressions and I fully intend to do everything I can to correct my rude and unforgivable behavior.” John was stunned at the change in the bird's attitude. As he was about to ask the parrot what had made such a dramatic change in his behavior, the bird continued, “May I ask what the turkey did?”

Now that John and his well-chilled parrot are speaking clearly, what is the moral of the story and what would they tell us about the successful implementation of common market responses? Happy Thanksgiving!


Session XIII 12/3/09 Small Group D. A. Shore Final Project Preparation • Small Group Final Project Preparation – no official class. *There will be no formal class on 12/3/09. Final project groups will have the opportunity to prepare presentations.


Session XIV, XV 12/10/09, 12/17/09 Final Papers, Presentations, D. A. Shore and Wrap Up

• Wrap Up and Conclusions

• Ending Well Exercise Course Evaluations Please fill out the course evaluations for this course at your convenience. They will be available to you online at the Harvard Extension School website. Assignments • Submission of Final Papers • Presentations of Final Project The final two classes will consist of group project presentations. This Final Project, including both the written and presentation components, will account for 50% of each student’s grade. 45% is weighted to the paper, and 10% is weighted to the presentation. It is expected that papers will be significant, reflecting the weighting of this assignment. It is also expected that presentation will be approximately 10-15 minutes in length. Final Paper and Project due (12/10/09 and 12/17/09) — The Intangibles (12/10/09) OR New Product Development (12/17/09) The Intangibles Increasingly products and services are perceived as having little demonstrable difference—of having parity. At the same time the value of intangible assets as a percentage of the overall valuation of organizations keeps growing. Study the expanding role and impact of intangibles and provide a primer on the topic. OR New Project Development In only the rarest of circumstances does one get credit for brilliant ideas, unless they are brought to market, that is, implemented. A critical purpose of strategic marketing is to ensure implementation of marketing ideas. Examine models of new project development and detail the practical steps necessary to assure the successful rollout of a project, campaign or other initiative. For example, how do you take a strategic marketing concept and manage implementation so that it goes to market on time and on budget? Please notify Holly Zellweger by 11/19/09 of any specific presentation equipment requests. Holly can be reached at 617-998-1088 or [email protected]


Safe travels and Happy Holidays! Felices Fiestas! Meilleurs voeux! Frohe Feiertage! Buone Feste! Glædelig jul! Gelukkig Feestdagen! God jul! God helg! Jiérì Kuàilè!


Notes

Dooooooooooooooooooodle

Mgmte660 Strategic Mkt Harvard

Documents