Course
Information*
• Course:
90877 - Healthcare Marketing
• Offering:
Mini 1 (6 units)
• Location:
HBH Hall 1001
• Time:
Wednesday 6:00 pm – 8:50 pm
• Dates:
Wednesday, August 27, 2014 – First Class
Thursday, October 8, 2014 - Final Class
Final Exam: Week of October 13th
Final grades due – October 22, 2014 by 4pm
• Instructor: James Jordan
Distinguished Service Professor of Healthcare & Biotechnology Management
Sr. Director, Healthcare and Biotechnology and Programs
Office 1104C Hamburg Hall
Phone: 412-268-9952
Email: jfjordan@andrew.cmu.edu
• Teaching Assistant: Alicia Varughese
Phone: 814-935-0348
Email: avarughese@plsg.com
• Office hours – Tuesday and Wednesday afternoons
Prerequisites (if
applicable)
This is an advanced course in which students are expected to understand and interpret financial
statements. A previous Finance or Accounting course is required.
Description*
Marketing is an organizational function and a set of processes for creating, communicating, and
delivering value. In this course, students will gain a perspective on how the function of marketing links
within an overall business system. The components of a marketing plan, the strategic plan, the brand
plan and the business plan are detailed.
Utilizing the textbook “Health Care Marketing – Tools and Techniques”, the student will gain an
understanding of specific tools and techniques healthcare marketers use to gaining understanding. Past
students have commented that working knowledge of these tools was of great benefit during job
interviews.
Healthcare is one of the most complex and highly regulated markets in the world. A real-world project
(marketing plan and brand plan) will require student teams to both integrate with each other in addition
to the customer. This real world situation will demonstrate the student’s ability to navigate the
healthcare value chain and think critically to create a winning strategy.
Course Materials
(if applicable)
1. Book:
2. Marketing (Quick study Reference Guide) at Amazon
Page 2 of 8
Evaluation*
Method
Five mechanisms will be used to evaluate student performance during the course:
•
•
•
•
•
•
•
Participation 10%
Attendance 10%
Peer Reviews 10%
Weekly program plan & communication updates 10%
Two tests at 15% each for a total of 30% for both tests
Homework Grid 10%
Industry presentation 30%
Participation: Participation will be assessed through three objective measures: class attendance,
showing up for class on time and not leaving early, and speaking aloud during class.
Attendance: If a student cannot attend a class they should send the instructor an e-mail to let him
know they are unable to attend. This course requires significant group work and meets for 3-hours.
Missing more than two sessions will result in a full grade loss, missing three sessions a grade and a half
loss. More than two sessions will result in a failed grade. Each lecture will contain two parts, missing
one of two parts is considered missing half a session. Missing two parts equals one session.
Peer Reviews: There is significant team interaction and there will be two individual assessment forms
submitted; one near the middle of the course and the other submitted at the end. Having two feedback
mechanisms allows student to obtain feedback and initiate corrective action if needed.
In this class, teams may terminate students who are not engaged in the team. There is a defined process
for termination. Since the project is 30% of the grade and peer reviews are another 10%, terminated
students will start at a 60% grade and attaining 100% of the special project can not deliver better than a
B- for the overall course.
Weekly Updates: Like in the real world teams must update teammates on expectations, other subteams for coordination and the customer for delivery. A process will be provided and weekly updates
will be required by 5pm Tuesday prior to class. Plans not delivered by email to the TA by 5pm will
receive a zero.
Tests: There will be two short tests.
Homework Grid: A homework assignment will be required.
Team Selection: There will be a major group activity in this course. Given the need to have balanced
teams, teams will be comprised of assignment students from the professor. As diverse functional
backgrounds are necessary for a balanced team, the professor will take some discretion in team balance.
For example, someone who has had finance/accounting should be on each team.
Industry Presentation: There will be a group assignment and presentation. Only one assignment
needs to be turned in per group and the team can decide how best to present. The final score will be
based on the group grade.
Page 3 of 8
Learning/Course
Objectives*
Objective # 1:
According to the American Marketing Association “Marketing is an organizational function and a set
of processes for creating, communicating, and delivering value to customers and for managing
customer relationships in ways that benefit the organization and its stakeholders.”
Consider that this definition can be broken into two components. Referring to the department or
organizational function of marketing as a little “m” and referring to an organizations set of processes to
create, communicate and deliver beneficial value as big “M”.
To demonstrate the concept of big “M”, this course will work on a Marketing and Branding Plan
project for the Veterans Engineering Resource Center (VERC) to bring to life marketing concepts,
principles and ways of thinking. To create a real-life environment, students will be broken into teams
and focused upon a specific VERC function sub-project.
Teams will do what their real-life counterparts do; determine the market opportunities via the creation
of marketing plan and develop a brand plan to facilitate communication towards achieving the
marketing plans objective.
Learning Objective # 1:
Establishing a Marketing and Branding Plan within a real organization requires students to apply theory
to a real-world situation. Like their real-world counterparts, student sub-teams will simultaneously be
required to collaborate with each other while also focused on a customer objective. Project updates are
due weekly so student progress is tested and marketing skills are under the watchful eye of a training
coach.
Students learn about all aspects of little “m” and big “M” by following the life cycle of a new service
line and reacting to the VERC marketplace.
As big “M” requires a total view of the organization, teamwork among marketing with other functions
is critical. This project promotes better decision making by helping the student see how marketing
decisions are interconnected and must be managed as a whole.
Students are faced with the pressures of delivering their project within a time line while simultaneously
needing to deliver customer value to VERC.
Assessment Methodology # 1:
Results of decisions will get customer feedback from VERC. At the end of the project, each team will
be evaluated on their performance based upon:
•
•
•
•
Marketing plan or a brand Plan
Final report to VERC
Strategic thinking and tactical execution
Market performance:
Assessment Method # 2:
Weekly program updates are required (counting for 10%) to aid students in an organized project, aids
communication within the team and with VERC Point-of-Contact.
Assessment Method # 3:
The ability to lead, follow and work in teams is measured via two Peer Reviews. The first is given half
way through the course so students may receive feedback and have an opportunity to improve. A final
Page 4 of 8
Peer Review allows for progress measurement.
Course Objective # 2:
The first two lectures provide students with a perspective of how the function of marketing links within
an overall business system. The content of the marketing plan, the strategic plan, the brand plans and
the business plans are discussed in detail.
Utilizing the textbook “Health Care Marketing – Tools and Techniques”, the student will gain an
understanding of the mechanisms healthcare marketers use to gaining an understanding of their markets
and discipline.
Learning Objective # 2:
The book is written from the perspective of the healthcare marketing professional and presents a series
of 39 essential marketing tools and demonstrates their application in the healthcare environment.
There are six major parts to this curriculum:
1.
Product development & portfolio analysis tools
2.
Branding & identity management tools
3.
Target marketing tools
4.
Consumer behavior & product promotions
5.
Environmental analysis & competitive assessment tools
6.
Marketing management tools
Utilizing the structure of the business systems lectures, discussion sessions orient the student toward
providing the tools and techniques necessary to analyze and understand how to prepare a strategy and
their corresponding tactics to win against the competition.
These tools and techniques are a necessary pre-requisite for the student to have in their toolbox to
effectively analyze the healthcare segment selected for their Course Objective # 3 presentation.
Assessment Methodology # 1 & 2:
Tests:
Two tests will be given based upon a selection of questions from the book. The test will demonstrate
that the student understands how the specific tool functions. Examples of potential quiz questions can
be found at:
http://webbrain.com/brainpage/brain/2AC30181-2B23-4908-EA1F-04C2962999AD#-89
Homework:
The tests demonstrate that the student knows how the specific tool functions. The homework
assignment is designed for the student to demonstrate their knowledge of when to use each tool by
indicating its applicability amongst the appropriate strategic and tactical systems.
Page 5 of 8
Strategic Systems
Marketing
Plan
Chapter
Strategic Plan
Brand Plan
Business Plan
Tactical Systems
Strategic
Project Mgmt
Scorecarding
Tactical Plan
Program
Management
Process
Management
Communicatio
n Plan
Fcst &
Budgeting
Performance
Measurement
& Indicators
Product Dev'l & Portfolio Analysis Tools
1
Product Life Cycle
2
Booz, Allen & Hamilton's New Product Process
3
George Day's R-W-W Screen
4
Theodore Levitt's Total Product Concept
5
BCG Growth/Share Matrix
6
GE Strategic Business-Planning Grid
7
Igor Ansoff's Product-Market Expansion Grid
Branding & Identity Management Tools
8
Schmitt & Simonson's Driver's of Identity Mgmt
9
Calder & Reagan's Brand Design Model
10
Martin Lindstrom 5-D Brand Sensogram
11
Lederer & Hill's Brand Portfolio
12
Kevin Lane Keller's Brand Report Card
13
David Taylor's Brand Stretch Spectrum
Target Marketing Tools
14
15
The Market-Product Grid
Kotler & Trias de Bes' Lateral Marketing Strategy
16
Kim & Mauborgne's Blue Ocean Strategy
17
Kotler's Segment-by-Segment Invasion
18
19
The Perceptual Maps
Ries & Trout Product Ladder
Consumer Behavior & Product Promotions Tools
20
Abraham Maslow's Hieracrcy of Needs
21
Everett Rogers Diffusion of Innovation
22
23
The DAGMAR Marketing Communications
Ralpel & Raphel's Loyalty Ladder
24
Bernd Schmitt's CEM Framework
25
Osgood, Suci & Tannembaum's Semantic Differential
Environmental & Competitive Analysis Tools
26
The PEST Analysis
27
The SWOT Analysis
28
Porter's Five Forces Model
29
Lehmann & Winer's Levels of Competitiion Model
30
Mintzberg & Van der Heyden's Organigraph
Marketing Management Tools
31
Leonard Berry's Success Sustainability Model
32
George Day's Market Orientation Model
33
Blake & Mouton's Sales Grid
Marketing Strategy & Mgmt Tools
34
35
Porter's Value Chain
Porter's Generic Strategies
36
37
Kaplan & Norton's Balanced Scorecard
Kaplan & Norton's Strategy Map
38
39
Reis & Trout Marketing Warfare Strategies
Kotler's Marketing Plan
This grid is available at:
http://webbrain.com/brainpage/brain/2AC30181-2B23-4908-EA1F-04C2962999AD#-124
Grading Scale*
A+
A
A-
99.0-100%
94.0-98.9%
91.0-93.9%
B+
B
B-
88.0-90.9%
84.0-87.9%
81.0-83.9%
C+
C
C-
78.0-80.9%
74.0-77.9%
71.0-73.9%
The grade of A+ is reserved for truly exceptional performance.
Grading
Rubric/explanation
of grades *
Participation*(10%)
John
Tom
Jack'
George
Howard
Course/Topical
Outline:*
Program*Plans*&*Communication*Updates*(10%)
Test*1*(15%) Test*2*(15%)
Homework*(10%)
Peer*Reviews*(10%)
Industry*Presentation
Final*Grade
Name
(score'out'of'10'pts)
Class'#'2
Class'#'3
Class'#'4
Class'#'5
Class'#'6
10
10
10
10
10
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
out'of'15'points out'of'15'points out'of'10'points Peer'Review'1 Peer'Review'1
15.0
14.0
13.0
12.0
9.0
15.0
14.0
13.0
12.0
9.0
10.0
10.0
10.0
10.0
10.0
5
5
5
5
4
5.0
5.0
5.0
3.0
4.0
30%
30.0
26.0
25.0
14.0
22.0
100.0
94.0
91.0
76.0
78.0
Below is an overview of the course outline. Specific details on the content of each lecture can be found
at the Blackboard sight.
Page 6 of 8
Topic
Required
Pre-Work
Deliverables
Class # 1
Part 1: Foundational Concepts
1. Course Overview
2. Geo-tracking slides
3. Marketing Plan Overview
4. Strategic Plan Overview
5. Brand Plan Overview
Part 2: VERC Project Overview
Part 3: Team Breakouts
Class # 2
Part 1: Foundational Concepts
• Marketing Plan example
• Brand Plan example
• StraTactic Grid
Part 2: Marketing Communications & Control
Part 3: Team Breakouts
Book Chapters 1-7
1. Team meets POC
2. Team Charter &
Program Plan
submitted
Class # 3
Part 1: Product Dev’l & Portfolio Analysis
Part 2: Branding & Identity Tools
Part 3: Team Breakouts
Book Chapters 8-13
3. Final PowerPoint
outlined proposed
Class # 4
Part 1: Target Marketing Tools
Part 2: Test
Part 3:Team Breakouts
Book Chapters 14-19
4. 1st Homework Due
5. 1st Peer Review Due
6. Program Plan Update
Class # 5
•
Part 1:
Consumer Behavior & Product Promotions
• Environmental Analysis & Competitive
Assessment
Part 2:
• Marketing Mgmt Tools
• Marketing Strategy & Planning Tools
Book Chapters 20-25
7. Program Plan Update
8. Message outline due
w/ POC signature or
email approval
Class # 6
Part 1: Test
Part 2: Team Presentations – 2 teams
Book Chapters 26-39
Peer Reviews
Class # 7
Team Presentations – 4 teams
9. Homework Due
10.
Final
Presentations
11.
Peer Reviews
12.
Final
Presentations
Final
Presentation to VERC Management
!
Page 7 of 8
• Team leader selected
• Program manager
selected
• PowerPoint manager
selected
Plagiarism and
cheating notice*
Plagiarism and other forms of academic misrepresentation are taken extremely seriously.
Misrepresentation of another’s work as one’s own is widely recognized as among the most serious
violations. The violation is clearly flagrant when it occurs as plagiarism on a required paper or
assignment or as cheating on an examination, regardless of whether it is a take-home or in-class
examination. The punishment for such offenses can involve expulsion from the program. There are
many other ways in which a violation can occur.
Academic Dishonesty: Students are expected to maintain the highest ethical standards inside and
outside the classroom. Cheating on exams and term papers (i.e. plagiarism and unauthorized
collaboration) is obviously discouraged and will be treated appropriately. The usual penalty for
violations is a failing grade for the particular assignment in question; however, in some instances, such
actions may result in a failing grade for the course.
Course Policies &
Expectations *
Policies concerning attendance, participation, tardiness, academic integrity, missing homework, missed
exams, recording classroom activities, food in class, laptop use, etc. Describe your expectations for
student behavior (e.g., respectful consideration of one another’s perspectives, open-mindedness,
creative risk-taking). Let students know what they can expect from you (e.g., your availability for
meetings or e-mail communication).
*Required in all syllabi.
Page 8 of 8