Vanguard University
School for Professional Studies
Degree Program
Strategic Marketing Management
BUOM 485
Student Guide
JK 01/15
Strategic Marketing Management: Faculty Guide
Vanguard University
TABLE OF CONTENTS
INTRODUCTION
Course description ............................................................................................................................ 2
Course Learning Outcomes and Matrix ............................................................................................ 2
Program Learning Outcomes and Matrix .......................................................................................... 4
Text and Materials............................................................................................................................. 6
Student Evaluation and Evaluation Criteria ...................................................................................... 6
Course Overview ............................................................................................................................... 7
Course Policies .................................................................................................................................. 8
Logistics Chart .................................................................................................................................. 11
STUDENT ASSIGNMENTS ………………………………………………………………………12
WEEKLY CLASS FORMAT
Week One .......................................................................................................................................... 13
Week Two ......................................................................................................................................... 19
Week Three ....................................................................................................................................... 20
Week Four ......................................................................................................................................... 21
Week Five ......................................................................................................................................... 22
QUESTIONS FOR SELECTED TEXT CASES
Breeder’s Own Pet Foods, Inc. .......................................................................................................... 23
Dermavescent Laboratories, Inc. ...................................................................................................... 23
Procter & Gamble, Inc.: Scope.......................................................................................................... 23
Frito-Lay Company: Cracker Jack .................................................................................................... 24
Cadbury Beverages, Inc.: CRUSH Brand ....................................................................................... 24
Drypers Corporation: National Television Advertising Campaign ................................................... 24
CUTCO Corporation ......................................................................................................................... 25
Pyramid Door, Inc. ............................................................................................................................ 25
EMI Group, PLC: CD Pricing in the Recorded Music Industry ……………………………………25
Southwest Airlines ............................................................................................................................ 26
Hi-Value Supermarkets: Everyday Low Pricing ............................................................................... 26
Burroughs Wellcome Company: Retrovir......................................................................................... 27
Coleman Museum of Art and History ............................................................................................... 27
Frito-Lay, Inc.: Sun Chips™ Multigrain Snacks............................................................................... 27
Jolson Automotive Hoist ................................................................................................................... 28
APPENDIX
Recommended Case Analysis Format............................................................................................... 29
Case Analysis Evaluation .................................................................................................................. 34
Course Final Project .......................................................................................................................... 36
Oral and Written Presentation Rubrics ............................................................................................. 38
COURSE DESCRIPTION
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Strategic Marketing Management: Faculty Guide
Vanguard University
Strategic Marketing Management serves as an advanced marketing case course for students in the PS
program. This course expands on a foundation related to the primary components of marketing including
market segmentation, research, product/service, branding, price, marketing communication, and market
channel strategies. The course offers a case study approach with large and small group discussion and
presentations. A mix of global, e-based, profit, non-profit, goods and services related organizations are
studied. The primary focus is on application of concepts learned and stimulation of critical thinking skills
such as analysis, synthesis, and evaluation. This course allows students to use their personal work
experiences and to hone their managerial decision-making skills.
COURSE LEARNING OUTCOMES

Examine the interplay of variables in “real-world” situations, identify issues, perform necessary
analyses, consider alternative courses of action, and come to a set of well-supported
recommendations.

Review basic marketing concepts, expand on his/her foundation of marketing knowledge, and gain
experience in applying these concepts to business situations.

Demonstrate basic business financial analysis skills and use to solve problems.

Participate and work effectively in smaller project groups for purpose of formulating and
communicating strategic actions in precisely defined formats.

Assume the role of the decision-maker: define a business issue and assess the business risk of
alternative courses of action, and think strategically about the short and long-term impact of a
recommended option.

Develop a capacity to identify actual problems (vs. symptoms) and to identify the critical pieces of
information that contribute to the problem. In this process, the student must sift through data to
extract key insights and disregard extraneous information.

Recall and integrate learning from courses previously taken in a variety of disciplines and apply
his/her knowledge in a practical, financially sound, ethically-based, Christian-oriented way to
solve complex strategic issues.
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BUOM 485 STRATEGIC MARKETING MANAGEMENT
Course Learning Outcome Matrix
Examine the
interplay of
variables in “realworld” situations,
identify issues,
perform necessary
analyses, consider
alternative courses
of action, and
come to a set of
well-supported
recommendations.
Review basic
marketing
concepts,
expand on
his/her
foundation of
marketing
knowledge,
and gain
experience in
applying
these
concepts to
business
situations.
Demonstrate
basic business
financial
analysis skills
and use to
solve
problems.
X
X
X
Assignments
Oral Case
Reviews
Math
Questions
Individual
Case Analyses
Group Case
Analysis
Project
Group Oral
Presentation
and Written
Case Analysis
Group Process
Assessment
Participate and
work
effectively in
smaller project
groups for
purpose of
formulating
and
communicatin
g strategic
actions in
precisely
defined
formats.
Assume the role
of the decisionmaker: define a
business issue
and assess the
business risk of
alternative
courses of
action, and
think
strategically
about the short
and long-term
impact of a
recommended
option.
Develop a
capacity to
identify actual
problems (vs.
symptoms) and
to identify the
critical pieces
of information
that contribute
to the problem.
In this process,
the student must
sift through data
to extract key
insights and
disregard
extraneous
information.
X
X
Recall and
integrate
learning
from courses
previously
taken in a
variety of
disciplines
and apply
his/her
knowledge
in a
practical,
financiallysound,
ethicallybased,
Christianoriented way
to solve
complex
strategic
issues.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Department of Business and Management
Organizational Management Major
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Strategic Marketing Management: Faculty Guide
Vanguard University
Program Learning Outcomes
PLO 1 - Communication: Students will be able to organize thoughts and compose ideas to demonstrate
articulate written, oral, listening, visual, and media skills for effective presentation to varying audiences
a.
persuasively explain qualitative and quantitative analysis of business issues using appropriate
media
b. analyze, critique, and judge the value and contribution of written work
c. actively listen to effectively facilitate interaction and understanding
d. make effective presentations
PLO 2 - Management and Teamwork: Students will be able to work with others in diverse and crossfunctional environments and manage and lead teams to achieve stated objectives
a. plan and manage meetings and projects
b. manage interpersonal and group dynamics to effectively work with diverse teams
c. know and adapt their own strengths and weaknesses in working with others
d. work effectively in diverse settings and managing creative conflict and intra-group differences
e. make positive individual contributions to teamwork
f. demonstrate collaborative problem solving
PLO 3 - Thinking (critical, strategic, creative) and problem solving: Students will demonstrate
excellence in critical thinking, problem-solving, analysis, and strategic planning so as to be able to link
data, knowledge and insight to make sound strategic decisions on a timely basis
a. solve diverse and unstructured problems in unfamiliar settings
b. obtain relevant information from internal and external sources (research)
c. approach issues both quantitatively and qualitatively
d. link data and transfer knowledge and insight from one situation to another
e. present a logical and persuasive analysis of a business situation in written and oral forms
PLO 4 - Ethical Reasoning and Spiritual Formation: Students will be able to engage in ethical
reflection, evaluate ethical issues, and apply ethical principles and moral values in decision-making
a. apply professional codes of conduct to act as guides for ethical decision making
b. demonstrate an understanding of key ethical value systems and their approaches to contemporary
global challenges
c. use the moral values of their faith as a foundation for applying the principles of ethical and legal
conduct in business, including where ethical practice may appear to conflict with financial and
strategic objectives
d. engage in activities to deepen the understanding of the relation of the professional discipline and
the Christian faith
PLO 5 - Decision Making: Students will conduct research and apply analytical decision-making skills to
identify structure and solve business problems
a. incorporate their Christian worldview or faith tradition in strategic and critical decisions
b. conduct decision modeling considering root causes from multiple perspectives, gather & weigh
evidence, develop alternative solutions, derive conclusions and recommendations, evaluate results
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Strategic Marketing Management: Faculty Guide
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PLO 6 - Business Tools and Technology: Students will exhibit technical expertise and demonstrate the
use of information technology as a tactical and strategic resource for business professionals
a. apply conceptual and functional computer literacy
b. use appropriate technological skills including: word processing, spreadsheets, database,
collaborative software, and the Internet as research tools and apply them to the analysis of business
decision situations
c. discuss the moral and ethical implications of society's increasing reliance on technology
BUOM 485 STRATEGIC MARKETING MANAGEMENT
Program Learning Outcome Matrix
Assignments
Oral Case
Reviews
Math
Questions
Individual
Case Analyses
Group Case
Analysis
Project
Group Oral
Presentation
and Written
Case Analysis
Group Process
Assessment
PLO 1 Communicat
ion: Students
will be able to
organize
thoughts and
compose
ideas to
demonstrate
articulate
written, oral,
listening,
visual, and
media skills
for effective
presentation
to varying
audiences
X
PLO 2 Management
and
Teamwork:
Students will be
able to work
with others in
diverse and
cross-functional
environments
and manage and
lead teams to
achieve stated
objectives
PLO 3 - Thinking
and problem
solving: Students
will demonstrate
excellence in critical
thinking, problemsolving, analysis,
and strategic
planning so as to be
able to link data,
knowledge and
insight to make
sound strategic
decisions on a
timely basis
PLO 4 - Ethical
Reasoning and
Spiritual
Formation:
Students will be
able to engage in
ethical reflection,
evaluate ethical
issues, and apply
ethical principles
and moral values
in decisionmaking
X
X
PLO 5 Decision
Making:
Students will
conduct research
and apply
analytical
decision-making
skills to identify
structure and
solve business
problems
PLO 6 Business Tools
and
Technology:
Students will
exhibit
technical
expertise and
demonstrate the
use of
information
technology as a
tactical and
strategic
resource for
business
professionals
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
TEXTS AND MATERIALS
Required texts:
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Strategic Marketing Management: Faculty Guide
Vanguard University
Kerin, Roger A. and Peterson, Robert A. Strategic Marketing Problems, Cases and Comments.
Thirteenth Edition. Upper Saddle River, NJ: Prentice Hall, 2007. ISBN-13 978-0-13-274725-7
STUDENT EVALUATION
Percentages
Grade
Significance
GPA
93-100%
90-92.9%
87-89.9%
83-86.9%
80-82.9%
77-79.9%
73-76.9%
70-72.9%
67-69.9%
63-66.9%
60-62.9%
00-59.9%
A
AB+
B
BC+
C
CD+
D
DF
Exceptional
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
Above Average
Average
Below Average
Failure
EVALUATION CRITERIA
Breakdown:
1.
Attendance/Participation
Attendance
Participation
2.
5%
10%
Case Assignments
Week Two
Week Three
Week Four
10 %
10 %
10 %
3.
Chapter 2 Math Exercises (6 @ 3 points each)
18 %
4.
Final Group Project
Oral presentation
Written Analysis
Case Questions
Individual Grade
12 %
10 %
7%
8%
Total
100 %
OVERVIEW
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Strategic Marketing Management: Faculty Guide
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Case analysis remains one of the predominant methods of instruction in most graduate and many
undergraduate programs today. A case study brings real-life business problems into the classroom and
places the student in the role of decision-maker. This approach to study presents the student with the
same challenges all decision-makers face today – human/financial/physical resource constraints and
incomplete information. The issues considered are relevant, intellectually and emotionally engaging, and
highly interactive. This process creates a challenging learning environment encouraging students to share
their opinions and perspectives and to learn from one another.
To get the most from the cases, students must participate fully. This includes approximately eight to
twelve hours per week on the case assignment: reading, re-reading, analyzing, creating
charts/graphs/financial statements, and succinctly summarizing the case analysis in a written document.
Specific cases to be covered may be chosen by the instructor, except for case one which is noted in the
guide so that students come to the first class having read the case. The instructor may choose to use the
case questions provided in this guide for the week three assignment or may choose to assign another case.
Class participation is of critical importance in a case course and hence, a strong working knowledge of the
case issues will allow for richer and more productive class discussions. Students taking Strategic
Marketing Management will have completed introductory marketing and accounting courses and should
incorporate their knowledge of marketing, marketing concepts, marketing vocabulary, and financial
analysis into the case analyses.
In addition to the cases done as homework assignments, students will spend time in class delving deeper
into the case they have prepared. Upon submission of each individual case, time is made available to
thoroughly discuss the various issues and facts from which alternatives could have been developed and
supported. It is crucial that all students take an active role in the classroom discussion and be able to
factually defend their conclusions. It is in this time that students are able to grow in their decision-making
skills. The instructor may provide students with handouts (some provided in this Faculty Guide and
others available in the Instructor’s Manual) to highlight calculations and assessments of data that may add
to the understanding of the case and provide new aspects of case analysis that can be incorporated into
future analyses. On in-class case handouts, students may work individually at first, detailing their own
answers to the questions posed and then in a group to share their insights and generate a group set of
recommendations. This approach encourages productive group discussions and reduces negative issues
resulting from group-think.
Cases will provide students with in-depth exposure to a variety of industries and companies and will hone
their decision-making skills. Students, however, may find some of the financial analyses and Chapter 2
exercises somewhat daunting. This should not restrict their ability to analyze cases although some may
focus primarily on more qualitative issues. Instructors are encouraged to cover all the financial exercises
of Chapter 2, as these are foundational analytics required for any comprehensive business analysis. A
good time to cover these extra financial issues is at the end of the fifth week lecture should time be
available.
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It is up to the individual instructor’s discretion as to whether students should be allowed to use
information from outside sources (books, news articles, Internet, etc.) when analyzing cases. Most often,
the information in the case is all that is allowed until after the analysis has been completed. The rationale
for this is simple: in a perfect world, one could always seek out more information, but the case method
model represents that point in time when a decision must be made with the assembled information as
contained in the case.
COURSE POLICIES
Students are responsible for downloading the School for Graduate and Professional Studies Course
Policies Guide for Onsite courses, located on the PS website under Curriculum. All policies pertain
to this course. Attendance and Late Policy only are reprinted below. Students should download,
and Instructors review, the full set of course policies found on the university website.
ATTENDANCE AND TARDY POLICY
You must attend class on time and remain present until dismissed. Class attendance is necessary in order
to complete the course. Unlike traditional courses, the School for Graduate and Professional Studies relies
on the dynamics of class interaction and group processing in order to integrate and apply the learning of
academic content. This model also emphasizes the development and practice of interpersonal
communication skills and teamwork (e.g., group problem solving and negotiation). The format therefore
necessitates class attendance. In practical terms, one course session is equivalent to three weeks of
traditional semester course work.
Due to the concentrated scheduling and the emphasis upon participatory learning, students need
to be in attendance every week. Students who miss more than one class meeting (or more than five
class hours) in any given course will automatically receive a failing grade and need to retake the
course to obtain a passing grade. If an instructor deems that a student’s second absence was
under extremely unavoidable and unusual circumstances (i.e., an auto accident), the professor
may file an academic petition on behalf of the student to the Dean of PS. If the academic petition
is approved, the instructor may give the student a “W” (Withdrawal) grade in place of a failing
grade. The student will still be required to retake the course.
Students who arrive late disturb the class. At the professor’s discretion, students who arrive late may not
receive participation points for the unit covered. Students who are habitually late may be asked to drop the
course.
LATE PAPER POLICY
You are responsible for submitting assignments on time (by 6:00 pm). Unless authorized by the Professor
in advance, no credit will be given for assignments not turned in when due.

WRITTEN ASSIGNMENTS
All assignments are due as noted in this guide. Answers to questions must be in the student’s own
words. Examples, when requested, should be the student’s own and not a retelling of text
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Strategic Marketing Management: Faculty Guide
Vanguard University
examples. Thoroughness, logic, strategy and appropriate use of course concepts are expected.
Case studies require analysis, rationale, and support for recommendations. All work must be
neatly typed and prepared before class. Hand written work will not be accepted unless as noted by
the Instructor for unique situations (e.g. T/F and multiple choice answers to quiz questions.)
Oral Case Reviews: A vital part of the student learning experience occurs during the in-class case
discussion that follows the submittal of each individual case. Students are asked to be able to
intelligently discuss the results of their analysis. They should be able to state the recommendation
as well as reasons for their rejection of other alternatives. Given that other students will have
differing views, a lively discussion is very possible. This “assignment” carries no points on the
scoring chart, but is primarily where the Participation score is earned.
Math Questions: Students are Chapter 2 math questions as assigned. For full credit, math work
must be shown alongside the answer. Answers that do not have supporting work will not receive
full credit.
Individual Case Analyses: Students are asked to prepare, in writing and for class discussion, their
analysis of cases, as assigned. Students should read Chapter 3 of the text for the author’s
recommendation of how best to approach case analysis. A variation, while very similar, follows in
this curriculum guide for how best to approach a case. A written document, including exhibits,
will be completed for each case assigned. A required format for the written document is outlined
at the end of this curriculum guide.
Group Case Analysis and Presentation:
Students will be assigned groups on week one of the course. Each group will be responsible for a
comprehensive written analysis of a case, an oral presentation of their analysis and
recommendations, and management of the class discussion regarding the case. All groups will
present in class on week five.
Group (oral) Presentation: In week five, student groups will each present their analysis of
the assigned case. This case will be assigned week one of the course and groups will be
formed. Each group will have the opportunity to work together for a period of time in class
each week (for weeks 2-4). In week five, each group will present their case analysis orally.
The group will also manage the classroom discussion of their case presentation. All
members of the group will participate and their assigned roles will be noted in the
individual assessment write-up.
Written Case Analysis: Each group will prepare a written document analyzing the case.
Format of this written document will follow the format as noted in the appendix of this
guide. This is due one week following the close of the course. No late papers will be
accepted.
Individual Assessment Write-up: Each student is asked to write a document outlining the
contributions of each member of the group, including his/her own contributions. The
assessment will include the group dynamics based on the writer’s evaluation of the group
member and his/her contributions to the group process, the case analysis, the oral
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Strategic Marketing Management: Faculty Guide
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presentation, and the written document. All assessment documents are confidential. While
there are no points for this assessment, failure to submit or lack of a thorough submission
for this assessment will forfeit some or all of the individual points assigned by the
instructor.
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LOGISTICS CHART
Hour
1
Week 2
Week 3
Review Chapter Review
2 exercise #2
Chapter 2
exercise #3
Review case
assignment due Review case
week 2
assignment due
week 3
Week 4
Week 5
Review Chapter Review
2 exercise #4
Chapter 2
exercise #5
Review
Lecture and
assignment due
week 4
Discuss
Chapter 4
Continue with
Continue with
case assignment case
Review
assignment
review.
Continue with
case
assignment
review.
Review
relevant
concepts of
Chapter 2
Review
relevant
concepts of
Chapter 2
Review
relevant
concepts of
Chapter 2.
Break
Break
Break
Break
3
Lecture and
Discussion on
Chapter 10 and
case analysis
approach
Group meetings Group meetings Group meetings Final Oral
for final project for final project for final project Presentations
4
Introduce final
project, form
groups,
begin in-class
introduction of
first case.
Lecture and
Discuss
Chapter 5
2
Week 1
Intro to course
Discuss
Chapters 1-3
and Appendix
case. Review
homework
exercise
Chapter 2 #1
Discuss case
one assignment
Lecture and
Discuss
Chapter 6
Lecture and
discuss
Chapter 9
Break
Lecture and
Final Oral
discuss Chapter Presentations
7&8
Preview case
Review case
Discuss and
assignment due assignment due practice key
week 3
week 4
elements of
successful oral
presentations
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Strategic Marketing Management: Faculty Guide
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STUDENT ASSIGNMENTS
WEEK ONE
1. Read
a. Chapters 1 – 3 in Strategic Marketing Problems, Cases and Comments
b. Chapter 10, pages 617-625 only
c. Jolson Automotive Hoist: The Market-Entry Decision case pg 626, be prepared to discuss
Use case questions, noted in week one section below, to guide analysis.
2. Complete exercise #1 on page 50 – SHOW ALL WORK
WEEK TWO
1. Complete exercise #2 on page 51 of text. – SHOW ALL WORK
2. Prepare written case analysis (or other work) as assigned by Instructor.
3. Read Chapter 5 pages 133-148 and be prepared to discuss marketing concepts.
WEEK THREE
1. Complete exercise #3 on page 51 of text. – SHOW ALL WORK
2. Complete assignment week 3 as assigned by Instructor.
3. Read Chapter 6 pages, 281-293 and be prepared to discuss marketing concepts.
WEEK FOUR
1. Complete exercise #4 on page 52 of text. SHOW ALL WORK
2. Prepare written case analysis (or other work) as assigned by Instructor.
3. Read Chapters 7 pages 361-376 and Chapter 8, pages 453 – 462 and be prepared to discuss.
WEEK FIVE
1. Complete exercise #5 on pages 49-50 of text. SHOW ALL WORK
2. Read Chapter 4, pages 67-79 and Chapter 9 pages 553-562 and be prepared to discuss.
3. Students will present final project orally, written report to be completed within one week
ONE WEEK AFTER END OF COURSE
1. Individually, students will each complete exercise #6 from Chapter 2.
2. Individually, students will each write a confidential one-page assessment of the group dynamics.
This should include the student’s assessment of the contributions of each member of his/her group
as well as his/herself. Each student is asked to note group members’ contributions and allocate 0
to 8 points for each group member (as well as him/herself.) The Instructor will weigh the input
and assign individual grades.
3. As a group, each group will turn in one written report to include:
a. Part 1: answers to case questions as noted in curriculum guide.
b. Part 2: standard form case analysis and exhibits. (It is assumed students will aggregate
written reports from each student to form the final paper. However, the final paper should
read as one cohesive document regarding content and format (font, paper, etc.) See
discussion of final case analysis in this curriculum guide.
12
WEEK ONE
WEEK ONE
1. Read
a. Chapters 1 – 3 in Strategic Marketing Problems, Cases and Comments
b. Chapter 10, pages 617-625 only
c. Jolson Automotive Hoist: The Market-Entry Decision case pg 626 and be prepared to
discuss (Note: a review of Appendix, pages 687 – 702 may help in preparing to discuss
Jolson Automotive.)
2. Complete exercise #1 on pages 50 – SHOW ALL WORK
3. In-class students form groups for final case as assigned by instructor.
WEEK ONE CASE QUESTIONS
Jolson Automotive Hoist: The Market-Entry Decision
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. What factors have contributed to Jolson’s success to date?
2. Which opportunity, greater penetration of the U.S. market or entering Europe, would you
recommend Jolson pursue?
3. If Jolson was entering the European market, what entry strategy would you recommend and why?
4. What approach should Jolson Automotive take for next year?
LEARNING ACTIVITIES
Learning objective
 Review basic marketing concepts.
 Understand the financial aspects of marketing management.
 Understand the basic considerations in comprehensive case analysis.
 Evaluate opportunities and threats in entering international markets.
 Learn to calculate market share and percent change (increase or decrease.)
Strategic Marketing Management: Student Guide
Vanguard University
Jolson Automotive
Total Hoist Market and Jolson Automotive Share (Units)
North America
1997
Total Hoists*
Scissor Hoists*
Jolson Sales**
Jolson Share of
Total Hoists
Jolson Share of
Scissor Hoists
*
**
From Case Exhibit 3
From Case Exhibit 2
How can this analysis be used?
1998
% Change ’97‘98
1999
% Change ’98‘99
Strategic Marketing Management: Student Guide
Vanguard University
Jolson Automotive
Jolson Automotive Hoists Sales by Channel (Most Recent Year)
Channel &
Percent
Sales
Unit
Sales
Avg Retail
Price
Direct Sales
25%*
Canadian
Distributors
US
Wholesaler
Total
* Case page 631, second paragraphHow can this analysis be used?
% Received by
Jolson
Sales = Avg retail price * %
received * units
Percent of Total
Sales
Strategic Marketing Management: Student Guide
Vanguard University
Jolson Automotive Hoist
European Market Entry Options
General Benefits
Licensing
Joint Venture
Direct Investment or
Local Manufacturing
How can this analysis be used?
General
Disadvantages
Jolson Major
Benefits
Jolson Major
Disadvantages
Jolson Automotive Hoist
SWOT Analysis Part A– Internal Factors
Internal Factor
Management/ Human
Resources
Strengths
Ideas for Building
Upon these Strengths
Weaknesses
Ideas for Minimizing or
Shoring-up Upon these
Weaknesses
How can this analysis be used?
Marketing Mix 4P’s
Manufacturing/ Physical
Resources
Research and
Development
Financial Resources
[Type text]
Strategic Marketing Management: Student Guide
Vanguard University
Jolson Automotive Hoist
SWOT Analysis Part B– External Factors
Economy
Competition
Consumer/ Social
Cultural
Technology
Political/ Legal
Media
Opportunities
Ideas for
Capitalizing on
Opportunities
Threats
Ideas for
Minimizing or
Overcoming
Threats
How can this analysis be used?
18
WEEK TWO
Assignments Due
1. Complete exercise #2 from Chapter 2 of text. – SHOW ALL WORK
2. Prepare written case analysis (or other work) as assigned by Instructor.
3. Read Chapter 5 pages 133-148 and be prepared to discuss marketing concepts
WEEK TWO
LEARNING ACTIVITIES
Learning objectives

Introduce students to common issues in product management; namely the role of packaging in the
marketing mix and product life cycle management.

Give students an opportunity to interpret qualitative information and quantitative data when
assessing a new product introduction.

Examine the pros and cons of line extensions and franchise extension as a matter of product
policy.

Understand Brand Equity and Brand Management strategies.

Allow students to identify relevant and sunk costs in a marketing decision.
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WEEK THREE
Assignments Due
1. Complete exercise #3 from Chapter 2. – SHOW ALL WORK
2. Complete assignment week 3 as assigned by Instructor.
3. Read Chapter 6 pages, 281-293 and be prepared to discuss marketing concepts.
WEEK THREE
LEARNING ACTIVITIES
Learning objectives

Illustrate some of the behavioral aspects of product/brand management and how the different
viewpoints held by sales, market research, finance, advertising, and other professionals, require
consideration.

Understand the concept of a sensitivity analysis and its use to evaluate pricing reductions against
marketing communication budget increases.

Understand marketing communication budgeting approaches.
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Understand marketing communication with web-based technology.

Understand the integrated marketing communication mix.
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WEEK FOUR
Assignments Due
1. Complete exercise #4 from Chapter 2 of text. SHOW ALL WORK
2. Prepare written case analysis (or other work) as assigned by Instructor – note case questions at
end of curriculum guide for text cases.
3. Read Chapter 7, pages 361-376 and Chapter 8, pages 453-462 and be prepared to discuss
marketing concepts.
WEEK FOUR
LEARNING ACTIVITIES
Learning objectives
 Understand the supply chain concept and its alignment with marketing strategies.
 Understand Dual Distribution and Multi-channel marketing.
 Understand channel modification.
 Understand pricing considerations.
 Allow students to evaluate pricing strategies (e.g. skimming) including the role of
demand, cost, competition, and the economic and social effects of price changes.
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WEEK FIVE
Assignments Due
1. Complete exercise #5 from Chapter 2 of text. SHOW ALL WORK
2. Read Chapter 4, pages 67-79 and Chapter 9 pages 553-562 and be prepared to discuss
marketing concepts.
3. Students will present final project orally, written report to be completed within one week
WEEK FIVE
LEARNING ACTIVITIES
Learning objectives

Understand the differences between strategic control and operations control.

Understand the strategic issues relative to an organization’s decisions of where to compete, how
to compete, and when to compete.

Discuss the issues central to the design and execution of comprehensive marketing programs.
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QUESTIONS FOR SELECTED TEXT CASES
Breeder’s Own Pet Foods, Inc.
As part of your case analysis, prepare to discuss the following questions regarding this case:
1.
2.
3.
4.
5.
6.
7.
How would you describe the household dog food market?
How might one segment the dog food market and where dies Show Circuit fit?
How might Show Circuit be positioned in the dog food market?
What is the market potential for Show Circuit?
What are the marketing program economics of Show Circuit?
What does an appraisal of the introductory promotion program tell us?
Should the promotion program be accepted, rejected, or modified?
Dermavescent Laboratories, Inc.
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. Based on Soft and Silky’s sales performance through 2000, results from the focus group
studies, and the performance of analogous products, should the aerosol container concept be
pursued further?
2. What are the economics of the 5 ½ ounce tube container, 5 ½ ounce aerosol container, and the
1- ounce aerosol container?
3. Assuming the research firm’s four forecasts for the combined products shown in Exhibit 5 are
reasonable, what incremental contribution can be expected in 2001 for the Soft and Silky brand
for each forecast?
4. What are the pros/cons of commissioning the test market recommended by the research firm
and Heather Courtwright?
5. What action would you take in this situation?
Procter and Gamble, Inc.: Scope
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. What significant changes have occurred in the Canadian mouthwash market in the past three
years?
2. How would you evaluate the performance of Scope over the past three years?
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3. What are the pros and cons of the options available to Scope?
4. Prepare a marketing plan for the forthcoming year.
Frito-Lay Company: Cracker Jack
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. Why has Borden Foods decided to sell Cracker Jack?
2. Why is Frito-Lay considering the purchase of Cracker Jack?
3. What might a SWOT analysis for Cracker Jack look like based on an assessment of the ReadyTo-Eat caramel popcorn category, Borden’s experience with the brand, and Frito-Lay’s own
research? What are the implications for Frito-Lay?
4. How should Cracker Jack be marketed as a Frito-Lay brand?
5. How much do you think Borden Foods wants for Cracker Jack?
6. What is the “fair market value” for Cracker Jack as a Frito-Lay brand?
7. How much should Frito-Lay bid for Cracker Jack?
Cadbury Beverages, Inc.: CRUSH Brand
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. How would you characterize the carbonated soft drink industry in the United States?
2. How would you describe changes in the orange category during the period 1985 to 1989? What
can be learned from these changes?
3. What is Cadbury Beverages relative competitive position in the U.S. soft drink industry? In
the orange category?
4. Based on your assessment of the soft drink industry, the orange-flavored category, and the
competitive situation of Cadbury Beverages and orange CRUSH, what is your
recommendation for positioning orange CRUSH?
5. What objectives should be set for the CRUSH advertising and promotion program? What
strategies should be pursued?
6. How much should be spent for advertising and promotion to relaunch orange CRUSH?
7. Prepare a pro forma income statement similar to that shown in Exhibit 3 in the case including a
forecast of total dollar sales, total expenses, and finally, a pretax cash profit for orange
CRUSH.
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Drypers Corporation: National Television Advertising Campaign
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. How would you characterize the U.S. disposable diaper and training pant market?
2. How would you characterize the Drypers Corporation competitive position and marketing effort
in the U.S. disposable diaper and training pant market? What might a SWOT analysis look
like?
3. Is there an advertising opportunity for Drypers brand?
4. Is the $10 million expenditure for a national television advertising campaign too high, too low,
or about right?
5. What is your assessment of the short and long-term sales and brand-building effect and profit
impact of the national advertising campaign?
Questions for Drypers Follow-on Case
Provide to students with copy of the follow-on case after the initial case has been analyzed and
discussed.
1. How would you judge the impact of the national television advertising campaign?
2. Should Drypers Corporation again spend $10 million for national television advertising in
1999? Why or why not?
CUTCO Corporation
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. What is direct selling?
2. How would one respectively characterize CUTCO Corporation and Vector Marketing
Corporation?
3. How is CUTCO cutlery marketed?
4. What factors should be considered when evaluating the possible growth drivers?
5. What growth driver(s) should serve as a strategic focus? Why?
Pyramid Door, Inc.
As part of your case analysis, prepare to discuss the following questions regarding this case:
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1. What is the marketing environment for Pyramid Door?
2. How would you characterize Pyramid Door’s current distribution network and performance?
3. What are the pros and cons of the alternative distribution initiatives proposed given the 2006
advertising and promotion plan and sales objective?
EMI Group, PLC: CD Pricing in the Recorded Music Industry
As part of your case analysis, prepare to discuss the following questions regarding this case:
1.
2.
3.
4.
5.
6.
7.
8.
9.
How would you characterize the U.S. recorded music industry in 2003?
What are the primary elements of UMG’s plan to reinvigorate the record business?
How might UMG’s plan reinvigorate the record business?
Is UMG’s initiative really designed to reinvigorate the record business as claimed, or is it a grab
for share in a declining market as some industry analysts suggest?
What is the likelihood of a price war?
What effect will UMG’s initiative have on its CD contribution margin and on retailers’ CD
gross profit margin?
What CD unit volume increase will be necessary for UMG to break even on its initiative?
What are the pros and cons and the sales and profit impact of EMI’s alternative courses of
action?
How should EMI respond to UMG’s initiative?
Southwest Airlines
As part of your case analysis, prepare to discuss the following questions regarding this case: (Instructor
may want to copy pg 515 of Instructor’s Manual for students)
1. How would you characterize the airline industry in the early 1990’s?
2. How can the “economics” of the airline industry be used to explain the performance of
individual airlines and the industry as a whole?
3. How is it that Southwest Airlines as a whole has been able to consistently grow and prosper in
the U.S. passenger airline industry?
4. How would you describe United’s goals, objectives, and strategy for “Shuttle By United?”
5. How has Southwest Airlines responded to the “Shuttle By United” initiative? What
assessments can be made about Southwest’s market and financial position on competitive
routes based on 1994 Fourth Quarter results?
6. What assessments can be made about the “Shuttle By United” market and financial position
based on 1994 Fourth Quarter results?
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7. Based on your assessments, how would you interpret United’s decision to (a) discontinue
Shuttle By United” service for the Oakland-Ontario market and (b) raise the one-way walk-up
first class and coach fare on all 14 “Shuttle By United” routes by $10.00?
8. How should Southwest Airlines respond, if at all, to the “Shuttle By United” decision to change
its service and price? Why?
Hi-Value Supermarket: Everyday Low Pricing
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. How would you characterize the supermarket competitive environment in Centralia?
2. How would you characterize Hi-Value Supermarket’s competitive positioning in Centralia?
3. How might everyday low pricing affect Hi-Value Supermarket’s competitive situation in
Centralia? Will EDLP increase visits? Will EDLP increase spending per visit?
4. What are the pros and cons of an EDLP strategy for Hi-Value Supermarkets in Centralia?
5. What are the economics of EDLP for Hi-Value Supermarkets in Centralia?
6. What action(s) would you propose for Hi-Value Supermarkets in Centralia?
Burroughs Wellcome Company: Retrovir
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. How would you describe the situation related to the AIDS epidemic in the United States?
2. How would you characterize the R&D efforts undertaken by Burroughs Wellcome to develop
Retrovir?
3. What arguments can be made on the basis of demand, cost, and competitive conditions to
justify the pricing of Retrovir?
4. What arguments can be made on the basis of ethical grounds and a social responsibility
perspective for the pricing of Retrovir?
5. How profitable has Retrovir been for Burroughs Wellcome?
6. Should Burroughs Wellcome reduce the price of Retrovir below $120 for 100 capsules? If yes,
why and when? If no, why not?
Coleman Museum of Art and History
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. What exactly is the Coleman Museum of Art and History?
2. What is the “image” of the Coleman Museum of Art and History? Why is image important for
a museum?
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3. How would you rate the overall performance of the Coleman Museum of Art and History?
4. What are the roles and financial expectations for a museum’s auxiliary activities and how are
these activities performing?
5. What recommendations should Mr. Mercer and Mr. Pate make to the Coleman Museum’s
Board of Trustees?
6. Prepare a pro forma income statement lie that shown in Exhibit 2 in the case which includes
expected revenues and costs for 2005.
Frito-Lay, Inc: Sun Chips™ Multigrain Snacks
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. How would you categorize the snack chip category and Frito-Lay’s competitive position n the
category?
2. What specific challenges and risks does Frito-Lay face in marketing SunChips and what are the
implications of each?
3. What insights can be drawn from Frito-Lay’s prior experience with multigrain smacks?
4. What conclusions can be drawn from research on SunChip’s consumer acceptance and sales
potential prior to the Minneapolis-St. Paul test market?
5. What is your assessment of the SunChips’ test market results?
6. Given your assessment of the test market results, what actions should Dwight Riskey
recommend to Frito-Lay’s top executives?
Jolson Automotive Hoist: The Market-Entry Decision
As part of your case analysis, prepare to discuss the following questions regarding this case:
1. What factors have contributed to Jolson Automotive Hoist’s success to date?
2. Which opportunity, greater penetration of the U. S. market or entering Europe, would you
recommend Jolson pursue?
3. If Jolson was entering the European market, which entry strategy would you recommend?
Why?
4. What approach should Jolson Automotive Hoist take for next year?
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APPENDIX
REQUIRED CASE ANALYSIS FORMAT
For Written Case Analyses
FORMAT
 Six to Ten page document: three to five page summary plus charts/graphs/tables –
charts/graphs/tables must be embedded in the document where referenced and appropriately and
professionally sized.
 Times Roman, 12 pt font, single spaced within sections, double-spaced between sections, one-inch
margins. Label each section as noted in the Written Document Format section. Use APA format
which includes a cover page as well as a Reference Page of all sources consulted or cited.
 Be specific, make every word count.
 Write in the third person (“The recommendation is” vs. “I recommend”).
 You are the external, professional consultant chosen by the case company to identify and address
the company situation.
 This is a professional document. It represents your consulting firm and your reputation in the
industry is tied to the content of your work primarily, but also to its presentation. The document
should look professional, have no typos, use business terminology (and text/course terminology,)
appropriate grammar and punctuation. Proof-read your document!
PROCESS
 Read the text Chapter 3 to understand the recommended case analysis process. Use the case
preparation details to build the data for the written document.
 Read the case twice (or more) – the first time for familiarity with the situation and issues involved;
the second time to assess the facts. Look at exhibits carefully and insure an understanding of the
information in each exhibit. Read the case as many times as necessary to achieve a general
understanding the issue facing the decision-maker.
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Identify what criteria you will use to make a recommendation. Consider sales growth, market
share, costs, ease of implementation, likely competitive reaction, likely customer reaction as some,
but not all, possible criteria factors.
Gather as many relevant facts as the case permits.
Make a preliminary hypothesis/diagnosis of the issues.
Analyze the data: conduct a thorough analysis of the facts and the numbers – crunch the numbers –
consider: financial ratios, profit margins, cost per unit, rates of return, financial strength of the
organization, marketing, production, managerial competence, strategic successes and failures,
resource capabilities, is the organization capitalizing on its resource strengths and competencies,
competitive advantage, competitive forces – keep in mind the tools and techniques learned in all
courses in the business program.
Form your opinion.
Ask the question “Why” – review your analysis and make sure you can defend and support your
diagnosis and judgments.
Prepare a written document.
Keep in mind:
o Do not rely on opinion and generalizations – you must present an analysis and the
evidence to back-up your conclusions.
o Avoid the tendency to rely on personal choice. For example, because you personally
like or have done something does not mean that it is the best course for the specific case
issue.
o For any quantitative calculations – present the material in a chart or graph or table. Cite
some of the key numbers in the body of the report and refer the reader to the exhibits for
more detail.
o Demonstrate that you understand the strategic concepts and analytical tools you have
learned – use them in your report.
o Avoid a one-sided argument that omits all information unfavorable to your conclusion.
Also avoid phrases such as: “I think,” “I believe,” and “I feel.” Instead use “The
analysis shows.”
WRITTEN DOCUMENT FORMAT
I. Introduction
Situation – (A) begin the section with an overview of the company’s current
situation/circumstances, its strategy, and the steps it has taken previously relevant to the case
analysis. Focus only on the relevant facts and avoid recounting all the facts and information in
the case. Conclude with a discussion of the problem/issue facing the company (see note
below).
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(B) Assess the issues within the company now. What are their strengths, weaknesses,
opportunities and threats? This will be useful later in determining good alternatives.
Problem(s)/critical issue(s) to be addressed – this should provide a sharply focused diagnosis
of the issues facing the organization and exactly what needs to be addressed – it should be clear
and complete. Be careful to differentiate symptoms from problems (while loss of market share
or decreasing profitability may be problems for a manager, they are actually symptoms of
underlying problems for the company.) Differentiate short term from long-term problems.
Differentiate important vs. urgent issues. Keep in mind that issues that are important (vs.
urgent) have a significant effect on: profitability, strategic direction of the company, source of
competitive advantage, morale of the company’s employees, and/or customer satisfaction.
Your task here is to:
 In two sentences or less, identify and succinctly state the problem the firm faces. It is
recommended that students follow the problem statement framework on p. 56 of the
text.
 Briefly state how it is that the organization is in this position.
 Clearly and directly identify the importance of why the firm should allocate resources to
this decision now. Why is it urgent and what possible consequences will develop
should no decision be made?
II. Analysis and Evaluation
Decision Criteria – identify key decision criteria against which you will evaluate strategic
alternatives (i.e. time for implementation, tangible costs, acceptability to management, increase
market share, be consistent with the current corporate strategy, improve profitability, improve
employee morale or turnover, be within the company’s current resources and capabilities, be
within the company’s future resources and capabilities). The criterion should be listed in bullet
format and must be measurable and related to the problem statement. Ensure that criteria bullet
points are not ambiguous and, as written, would be clearly understood by everyone in the
organization.
Strategic Alternatives - there would not be a managerial problem if there were not alternatives
facing management. Some alternatives may be mutually exclusive, while others may not be.
To maintain status quo can be an alternative (but may not be one of the top three.) In this
section, state what you consider as the top three (numbered) alternative solutions. Make sure
the alternatives are distinct, relevant, and viable – each one is a real option and each is different
from the other. List these alternatives concisely; do not discuss or analyze each one in this
section. These may be options outlined in the case or ones you, as consultant to the company,
deem appropriate as alternative strategies to use to address the identified issue(s). A helpful
exhibit is to create a chart that evaluates the pros and cons of each alternative against the
criteria listed.
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Analyze and Evaluate the Alternatives – this is an analysis of the case data and is usually the
hardest part of the document. The objective is to determine the cause of the problem(s) and the
effect it is having on the company - analyze and assess the alternatives identified to resolve the
problem(s).
 Provide a detailed analysis of the problems identified in the Introduction Section.
 Assess each alternative – consider the fiscal impact of each alternative (cash flow,
employee resources, capital outlay, etc.)
 In the analysis, apply theories and models from the text.
 Support conclusions and /or assumptions with specific references to the case.
 Consider human resources, financial resources, physical resources, processes, and the
company’s Christian world view.
 Consider the mission of the firm.
 Evaluate the capacity of the firm (financial, production, and marketing).
 Describe the competitive environment (analyze the product offering(s), structure of the
market--concentration, number of competitors, characteristics of consumers, buyer
behavior, the firm's differential advantage, government regulations and their effect upon
the firm, and other influences).
 Indicate the direction in which the firm is moving – for example: market penetration,
market development, product development, diversification, or other strategies.
 Crunch the numbers – a thorough assessment of the case exhibits will help the student
discover the story told by the data (which may not always be the same as what
management recounts in the case.)
 Develop the exhibits/back-up support to present more clearly the main points from the
analysis.
 For each alternative, analyze how it relates to the decision criteria factors previously
identified. Wherever possible, use case facts to support how the alternative satisfies the
criteria point.
III. Recommendations and Implementation
Recommendations – provide a set of specific recommendations. The recommendations should
meet the decision criteria and address the problem/issues identified and analyzed. The
recommendations should follow logically from the analysis and should offer a reasonable
prospect for success. The company must be financially able to carry out the recommendation.
The recommendation must be acceptable to the persons involved and doable based on the
organization’s competence and the prevailing market and environmental constraints. Be alert to
the downside risks of the recommendation as well as the upside potential.
In this part of the document, you should also specifically address what you consider to be
management’s biggest concern with your recommendation. This is an opportunity to (1) show
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management that you considered the issue of concern and (2) the rationale you used to
recommend a different direction from that concern.
Implementation/Action Plan - describe the procedure for implementation of your
recommendation. This section should offer enough detail so that a manger who agrees to the
recommendation would know exactly how to implement the plan. Show appropriate costs, time
schedules, research, personnel requirements, media schedules, and/or other key activities.
Identify who, what, when, and how in your recommended plan of action. Consider the
immediate term (0 to 6 months,) the midterm (6 to 18 months,) and the longer term (18 to 36
months.) As a guideline, at least 12 action steps should be listed. One should be the first step
management should take after their decision. The others can be from any of the time periods
above, but must be clearly stated.
IV. Back-up Support
Exhibits – include a minimum of five new exhibits (chart/graph/table) used in the support of
the recommendation. These exhibits should be labeled “Exhibit 1,” “Exhibit 2,” “Exhibit 3,’
etc. embedded into the body of the document close to its point of reference. Clearly label each
chart, axis, column, row, etc. Include a short statement below the exhibit (but as part of the
exhibit) what the information is telling the reader. The point of this statement is to direct the
reader to the most pertinent information. Note data sources.
 Two exhibits must be a financial/numbers graph/chart/table/cost benefit - an analysis of
financial data. Note that the reprinting of text data will not “count” as one of the
exhibits unless some new data is derived from the calculations.
 The other exhibits may be any type such as the business strategy diamond, a complete 5
forces analysis, the RBV internal audit model, IFE Matrix, EFE Matrix, competitive
profile matrix, a SWOT analysis, a pro/con chart of the alternatives. At least one
exhibit must be a text-specific matrix or model other than a SWOT or pro/con chart.
 It is likely there will be more than five exhibits and more than two quantitative exhibits.
Each of the exhibits must be referenced in the body of the document to highlight the learning
that comes from the analysis completed in the exhibit and how this learning is/can be applied to
the issues being addressed in the analysis. – What does this information tell the reader? – How
did the analysis done in this chart/graph help with resolving the issue? – What insights does it
provide?
Note: for full credit the exhibits must be comprehensive (i.e. a full and complete SWOT
analysis, not one or two strengths, weaknesses, opportunities and threats,) and the financial
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charts/tables must be new calculations using case data, not just a pie or bar chart created from
existing data – the exhibits bring added value and are developed from your insights.
Exhibits are expected to be professional in appearance and for maximum score should be in the
appropriate format e.g. calculation exhibits created in Excel and embedded.
Case Analysis Evaluation
(May be adjusted per Instructor)
Written Case Analysis Evaluation
I. Introduction
o Situation 8%
 Introduction to situation and organizational strategy
 Steps previously taken
 Current strengths, weaknesses, opportunities, threats
 Adequately set the stage for the Problem Statement
o
I.
Problem(s)/Critical Issue(s) 8%
 Succinct problem statement.
 Diagnosis/ assessment of issues facing the organization
 How organization has arrived at this point
 Importance of allocating resources/addressing the issue
Analysis and Evaluation
a. Decision Criteria 5%
 Measurable, reasonable, thorough, relevant to the problem
______
______
______
o
Strategic Alternatives 5%
 Concise, relevant, actionable, aligned with decision criteria
______
o
Analysis and Evaluation of Alternatives 24%
 Comprehensive, quantitative and qualitative analyses
 Synthesize key elements from case data.
 Assess each alternative-several paragraphs each.
 Apply course concepts and strategies from text.
 Use business strategy vocabulary and terminology. Avoid slang!
 Support with appropriate data/charts/graphs.
 Reference all exhibits.
 Logical, strong rationale, thorough, well supported.
______
II. Recommendations and Implementation
o Recommendations 10%
 Convinces management to follow the recommendation
______
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Why were two of the alternatives not chosen
Why is the alternative chosen the best
Tie back to decision criteria and organizational capacity and competencies
Logical, strong rationale, thorough
Implementation/Action Plan 10%
 Outlines actions, responsibility, timing, benefits
 Shows costs, research, personnel, media schedules, etc.
 Identifies the who, what, when, and how of the recommendation
 Cover short/mid/long term time frames.
______
III. Back-up Support
______
o Exhibits 25%
 Minimum 5 Case exhibits. No limit on Text exhibits.
 Quantitative/financial charts mandatory
 SWOT, Pro/Con, etc.
 Referenced in the document
 Insightful, new knowledge
 Exhibits that are text book data only, label as Text Exhibit #__ (these are additional to the 5
required new exhibits.
 Title, source, and label charts appropriately
IV. Format 5%
______
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
Presentation, spelling, grammar, punctuation, follow directions
Professional appearance of the document – suitable for management
Use of business strategy concepts/terminology/vocabulary.
Individual score of 100% towards assignment
(Assignment is 10% of course grade)
Turnitin similarity index %
______
______
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Strategic Marketing Management
Course Final
Oral Presentation
I. Analysis 35%
o Insightful evaluation of case issues
o Thorough/comprehensive
o Identification of best alternatives available
o Use of course vocabulary
______
II. Logic 25%
o Solid background presented to ground the audience
o Ease of understanding presentation flow
o Well organized material
______
III. Discussion 20%
o Elicit discussion questions and respond appropriately
o Exhibit in-depth understanding of case issues
o Clearly communicates knowledge of case
______
IV. Presentation 20%
o Manage time efficiently
o Confident, enthusiastic, professional, command of audience
o Appropriate presentation skills (eye contact, not reading slides, clear)
o Appropriate media used to communicate clearly.
______
Individual score of 100% towards assignment
(Assignment is 12% of course grade)
______
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Written Case Analysis Evaluation
I. Introduction
o Situation 8%
 Introduction to situation and organizational strategy
 Steps previously taken
 Current strengths, weaknesses, opportunities, threats
 Adequately set the stage for the Problem Statement
o
Problem(s)/Critical Issue(s) 8%
 Succinct problem statement.
 Diagnosis/ assessment of issues facing the organization
 How organization has arrived at this point
 Importance of allocating resources/addressing the issue
V. Analysis and Evaluation
a. Decision Criteria 5%
 Measurable, reasonable, thorough, relevant to the problem
o
o
______
______
______
Strategic Alternatives 5%
______
 Concise, relevant, actionable, aligned with decision criteria
Analysis and Evaluation of Alternatives 24%
______
 Comprehensive, quantitative and qualitative analyses
 Synthesize key elements from case data.
 Assess each alternative-several paragraphs each.
 Apply course concepts and strategies from text.
 Use business strategy vocabulary and terminology. Avoid slang!
 Support with appropriate data/charts/graphs.
 Reference all exhibits.
 Logical, strong rationale, thorough, well supported.
VI. Recommendations and Implementation
o Recommendations 10%
______
 Convinces management to follow the recommendation
 Why were two of the alternatives not chosen
 Why is the alternative chosen the best
 Tie back to decision criteria and organizational capacity and competencies
 Logical, strong rationale, thorough
o
Implementation/Action Plan 10%
 Outlines actions, responsibility, timing, benefits
 Shows costs, research, personnel, media schedules, etc.
 Identifies the who, what, when, and how of the recommendation
 Cover short/mid/long term time frames.
VII. Back-up Support
o Exhibits 25%
 Minimum 5 Case exhibits. No limit on Text exhibits.
 Quantitative/financial charts mandatory
 SWOT, Pro/Con, etc.
______
______
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Strategic Marketing Management: Student Guide
University




VIII.
Vanguard
Referenced in the document
Insightful, new knowledge
Exhibits that are text book data only, label as Text Exhibit #__ (these are additional to the 5
required new exhibits.
Title, source, and label charts appropriately
Format 5%
 Presentation, spelling, grammar, punctuation, follow directions
 Professional appearance of the document – suitable for management
 Use of business strategy concepts/terminology/vocabulary.
______
Individual score of 100% towards assignment
(Assignment is 10% of course grade)
______
Turnitin similarity index %
______
Oral Presentation Rubric
Criteria
Analysis- 35% weight
90% - 100%
Clearly thought
through case data and
identified best
alternatives.
80% - 89%
One alternative is not
top choice.
70% - 79%
Two alternatives are
not best options.
< 69%
Alternatives are not top
options.
1-2 alternatives are
discussed superficially.
Two alternatives are
casually reviewed.
Review of alternatives
is shallow
Lacking some
knowledge regarding
1-2 alternatives.
Knowledge level of
case information is
very weak.
Exhibits little
knowledge of case
data.
Flow of presentation is
logical/not disjointed.
Presentation is mostly
logical, but there are
some periods of lack of
clarity.
Presentation is disjointed and not
cohesively connected.
Presentation is
scattered and appears
to be put together at
last minute.
Methodically addresses
the case issues in wellorganized sequence.
Some major issues are
not reviewed and/or
sequencing is not clear.
Major issues are not
well-reviewed and/or
heavy focus on minor
issues.
Comprehensive and
covers case data
thoroughly.
Very knowledgeable
about issues within the
case.
Logic- 25% weight
Major issues are
treated equally with
minor issues.
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Strategic Marketing Management: Student Guide
Recommendation is
solidly based on flow
of previous
information.
Keeps audience
attention throughout
entire presentation.
Discussion- 20 points
Presentation-20%
weight
Recommendation is
logical outcome, but
some elements of
confusion are present.
Loses audience
occasionally, but able
to immediately correct.
Vanguard University
Recommendation looks
to be an afterthought.
Treated as “just
another section”
instead of logical
conclusion.
Recommendation looks
to be the easiest answer
to the problem.
Loses audience
repeatedly.
Audience not engaged.
Allows for questions
and all are answered
professionally and
accurately.
Not all questions that
should be answered are
answered.
Several questions are
not answered well.
Audience questions
indicate a lack of
clarity of presentation.
Most of audience
unable to understand
the presentation.
Thoroughly
communicates a deep
understanding of the
case issues.
Communicates a good
understanding of the
case issues.
Communicates some
understanding of case
issues.
Fails to communicate
an understanding of
case issues.
Avoid use of slang.
Some use of slang.
Slang use is readily
apparent and overused.
Presentation is very
impacted by lack of
professionalism.
Keep audience
attention and
communicates intricate
data clearly.
Keep audience
attention and
communicates most
data clearly.
Audience attention was
lost occasionally.
Some data not clearly
presented.
Audience was lost in
presentation. Some
unintended laughing
during presentation.
Very professional and
commands respect of
audience.
Some lack of
professionalism in
either appearance or
presentation.
Analysis is demeaned
by lack of
professionalism in the
presentation.
Sloppy presentation.
Little to no
professional conduct.
Support materials do
not add to the
discussion and/or are
not covered well.
Support materials
detract from
presentatiaon.
Support materials are
relevant, clearly
understood, and
properly explained.
Support materials are
good, understandable
and covered by
explanation.
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Strategic Marketing Management: Student Guide
Vanguard University
Written Case Analysis Rubric
Criteria
Situation- 8 % weight
90% - 100%
Includes industry,
competitive, company
history well.
80% - 89%
Lacks some industry,
competitive, company
history information.
Properly and logically
sets up the problem
statement.
Randomly addresses
the background
without some regard
for problem
Accurately addresses
the steps previously
taken by the firm.
Accurately covers
current SWOT
Problem/Issueweight
8%
Previous steps are not
complete.
SWOT is not
complete.
70% - 79%
Background
information is not
complete. Some
information not
relevant
< 69%
Background
information is mostly
incomplete and
interspersed with
irrelevant information.
Facts are stated without
regard to the problem.
Nothing provided to
set up problem
statement.
Sketchy coverage of
step previously taken.
Previous steps are
missing.
SWOT is inaccurate or
missing.
Succinctly, logically,
and clearly states the
problem facing the
firm.
Problem statement not
succinct or properly
set.
2-3 SWOT
components missing
and/or hard to follow.
Problem not clear.
Can be too short or too
long.
Clearly states how it is
Some lack of clarity as
Little clarity of how it
Problem statement is
missing.
No correlation to how
the firm is in this
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Strategic Marketing Management: Student Guide
Decision Criteria 5%
weight
Alternatives-5%
weight
Analysis- 24% weight
that the firm is in this
situation.
to how the firm is in
this position.
is that the firm is in this
position.
Appropriately stresses
the urgency of a
decision. “Makes
management sweat.”
Attempts to create a
sense of urgency, but
“little sweat.”
Identifies the top
criteria points that need
to be considered by
management for this
decision.
Identifies 3 viable and
distinctly separate
alternative courses of
action.
Analysis of each
alternative is detailed.
Identifies some of top
criteria factors.
Does not create a sense
of urgency. Typically
writes as if this is a
report on choices of
action and not
recommendations.
Criteria factors
presented are not
complete.
Uses empirical case
data in the analysis of
each and derives new
data using case facts.
Uses exhibits as
references in the
analysis.
Analyzes each
alternative with each
criteria point.
Appropriately uses text
models and/or
information in the
analysis.
Recommendation 10%
weight
Vanguard University
Uses business
terminology
throughout.
Clearly identifies the
recommended
alternative.
position.
Urgency statement
missing.
Criteria factors are
missing or not relevant
to case.
One of the alternatives
is not relevant.
Two alternatives are
not relevant.
Alternatives are
missing or not
relevant.
Analysis of one
alternative is
incomplete.
Analysis of two
alternatives is
incomplete.
Alternatives are not
analyzed.
Uses case data facts to
support one or two
alternatives, but not
all. Some use of
intuition and/or
anecdotes.
Fails to use case data
to support alternatives.
Heavy use of anecdotes
or intuition.
Little case data is used.
Analysis consists of
personal history,
anecdotes, intuition.
Exhibits are largely
ignored in documents.
Exhibits are not
referenced.
Uses some criteria
points in some of the
alternative analysis.
Criteria factors are
missing in each
alternative analysis.
If used, text models are
not accurate or
relevant.
If used, text models are
misused
One exhibit is not
referenced and largely
ignored in the analysis.
Includes most criteria
points in each
alternative analysis.
Some use of text
models used, but either
not relevant or
properly used.
Some slang used.
Recommended
alternative is present,
but hard to discern.
Slang use is a
distraction.
Recommendation is
not one of the
alternatives presented.
Absence of business
terminology in lieu of
slang.
Recommendation is
missing.
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Strategic Marketing Management: Student Guide
Implementation- 10%
weight
Exhibits- 25% weight
Vanguard University
Clearly communicates
why the alternative was
selected, but does not
re-analyze it.
Uses this part to reanalyze the case.
Superficially identifies
why the alternative was
chosen.
Does not address why
the alternative was
chosen.
Succinctly reviews
why the other
alternatives were
rejected.
Re-analyzes rejected
alternatives.
Superficially identifies
why the two were
rejected.
Does not address why
the two alternatives
were rejected.
Misidentifies
managements biggest
concern.
Superficially addresses
a concern of
management.
Does not address any
concerns of
management.
Identifies some action
steps.
Covers only one or two
action steps.
Covers one or no
action steps.
Clearly identifies the
first step.
First step is not best
choice available.
First step wrong or not
clearly presented.
First step is ignored.
Shows parties
responsible, timing,
key activities for each
step.
Lacking some key
elements of each step.
Other elements of
implementation are
mostly missing.
No other elements are
listed for each step.
Information is easy to
comprehend.
Information is
unnecessarily
confusing.
Information is very
hard to follow.
Five exhibits
minimum.
Includes three-four
exhibits.
Includes one or two
exhibits.
Information is very
confusing and likely
ignored by decisionmaker.
Exhibits are missing or
irrelevant.
One “numbers” exhibit
is misused or not used.
“Numbers” exhibits are
reprint of case data.
“Numbers” exhibit are
missing.
Accurately addresses
managements
anticipated concern.
Identifies at least 6
action steps for
management to follow.
Minimum two exhibits
“numbers” that include
new information.
Exhibits are clearly
referenced within the
document.
Exhibits are properly
embedded
Exhibits have
professional
appearance
Exhibits are not
referenced within the
document.
Some exhibits are
referenced within the
document.
Few exhibits are
referenced within the
document.
Exhibits are
embedded, but not in
proper location
Few exhibits are
embedded.
Exhibits are not
embedded.
Some exhibits lack
professional
appearance
Exhibits appear as
afterthought and are
not professional in
appearance.
Exhibits appear
unprofessional.
42
Strategic Marketing Management: Student Guide
Exhibits created using
word/pages/excel,
/numbers or the like
Format- 5% weight
Exhibits include usage
of textbook models.
Format follows Student
Guides requirements.
Professional document.
Suitable to present to a
CEO.
Vanguard University
Some exhibits lack
proper computer
program usage.
Majority of exhibits
lack proper computer
program usage.
No use of computer
program in exhibit
creation.
Textbook models are
not used.
Textbook models are
not used.
Textbook models are
not used.
Some format elements
are inconsistent.
Many format elements
are inconsistent.
Document lacks some
professionalism.
Document is somewhat
unprofessional in
appearance.
Format does not follow
guideline requirements
and is very
inconsistent.
Document in
unprofessional in
appearance and is not
suitable for
presentation to an
outside party.
43