GSBA-509a: MARKETING MANAGEMENT
1.5 Units – Term 2 – Fall 2015
Instructor:
Office:
Office Hours:
Phone:
Email:
Miriam Burgos
ACC 226 (Accounting Building, Room 226)
By appointment, anytime Monday to Saturday
(626) 627-3029 – cell – call or text anytime
miriam.burgos@marshall.usc.edu
COURSE DESCRIPTION
The GSBA 509a curriculum will prepare students to:

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Develop insightful, useful market analyses using the foundational 4Ps, 3Cs marketing framework
that will be covered in class. Your understanding of this foundational model in marketing will be
reinforced throughout the term via cases, lectures, and group activities.
Evaluate market dynamics in a variety of industries, organizations and business settings through
situation analysis of the industry/market, competition, and customers;
Analyze primary and secondary research data to make sound marketing and business decisions;
Identify and define viable market segments and develop and introduce products/services that meet
the needs of these segments with excellence, to increase customer and company value within a
variety of industries, firms and types of customers in the global marketplace;
Recognize the importance of customer satisfaction, marketing performance metrics, effective
salesforce management, and the impact of effective marketing on profitability;
Develop an effective Strategic Marketing Plan based on customer expectations of identified
market segments combined with other goals and metrics such as your company’s internal
Marketing ROI requirements; and
Formulate objectives and strategies that increase sales and profitability by identifying market
opportunities that maximize customer and company value and that tie in with each of the 4Ps.
In general terms, the topics that will be covered in the course include:
 Introduction to the Principles of Marketing
 Customer Analysis
 Segmentation, Targeting and Positioning
 Product, Brand and Portfolio Management
 Promotion – Integrated Marketing Communications and Social Media
 Place or Distribution
 Price
 Brand Management and Expansion – real-world applications and examples
 Customer Relationship Management
 New Product Development Methodologies
 Category Management
 Portfolio Analysis (understanding how to evaluate your company’s product assortment, as well as
your choice of categories in which to compete – and how these concepts can also apply in service
industries)
 Marketing in Emerging Markets
 Managing Performance and Marketing Analytics
 Digital Media and Mobile Marketing Strategies
 Multi-Cultural Marketing, International Marketing, and Clustering
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B2B vs. B2C Marketing – differences and similarities
Technology Marketing, such as DOOH – Digital Out-of-Home Advertising
GSBA 509a is also designed to enhance students’ team-building, problem-solving, critical thinking,
leadership, and analytical skills to facilitate their ability to assess and resolve key marketing issues in a global
marketplace.
The culmination of the course will consist of a project portfolio (which will involve revisiting and analyzing
cases completed in 509a, as well as one entirely new case). The project portfolio will require you and your
team to recall and apply the principles and techniques covered throughout the course.
**Please note that your instructor may make minor changes to the course schedule to accommodate
speakers’ schedules, if necessary. In the event that changes are made, you will be notified in class and
via Blackboard far in advance of the change, for your planning purposes.**
COURSE LEARNING OBJECTIVES
The learning outcomes of the course are to acquire the skills and knowledge to:
1. Utilize analytical marketing tools, combined with the 4Ps & 3C’s marketing model, to assess business
problems, make more effective marketing recommendations, and successfully address the marketing
challenges that business leaders face.
2. Develop and present sound, innovative, effective, and ethical strategies that address or resolve
commonly-encountered marketing challenges in the global marketplace.
3. Formulate objectives and strategies that increase sales and profitability by identifying market
opportunities that maximize customer and company value.
4. Assess and resolve key marketing issues, including potential ethical dilemmas, in a global-marketplace
context using global leadership, team-building, problem-solving, critical thinking and analytical skills.
COURSE MATERIALS
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Course Reader of selected book chapters, articles, and cases. (Required)
Kotler, Philip, and Kevin L. Keller. Marketing management, 14th Edition. Upper Saddle River,
N.J: Prentice Hall, 2012. ISBN# 978-0132102926
(Please note: there is a more recent edition of this book but the 14th edition is recommended for
this class because purchasing it will be more economical, and using this edition will not
compromise your understanding of fundamental marketing concepts. This textbook is required for
our course.)
Selected HBR articles. Please see me for specific areas of interest. (Optional – provided by
instructor upon request.)
COURSE METHODOLOGY
A combination of assigned readings, in-class exercises, case analyses, and class discussions will be used to
accomplish the learning objectives for this course. The main purpose of these activities will be to illustrate
real-world applications of fundamental marketing concepts. Students will be challenged to apply their criticalthinking, analytical, problem-solving, and team-building skills. The project portfolio will be an opportunity
for students to reflect on the work they have completed throughout the course. The course will push students
to apply analytical tools and techniques to real-world scenarios to create data-driven solutions for the
marketing challenges presented in class.
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GRADING
The following 1,000 point grading system will be used for the Marketing Management GSBA 509a course:
TOPIC
PERCENTAGE POINTS
OF GRADE
DUE DATE
(SEE CLASS SCHEDULE)
CLASS PARTICIPATION
5%
50
AUGUST 24TH - OCTOBER 7TH
CASE STUDY, CHOOSE 1 OF 3
10%
100
8/28, 9/2, OR 9/30
MID-TERM EXAM
25%
250
MON. 9/21
PROJECT PORTFOLIO
30%
300
FRIDAY, OCTOBER 9TH
FINAL EXAM
30%
300
WEDNESDAY, OCTOBER 14TH, 8-11 AM
TOTAL
100%
1,000
The Marketing Department follows the grading policy of the Marshall Graduate School of
Business. For this course, the grading standard is therefore an average of 3.3.
Final course letter grades will represent how you perform in the class relative to other students, i.e. your grade
will be based on your performance and the target GPA of 3.3. Four items are considered when assigning final
grades:
1.
2.
3.
4.
Your average weighted score as a percentage of the available points for all assignments (the points you
receive divided by the number of points possible).
The overall average percentage score within all cores.
Your ranking among all students in all cores.
Target course GPA of 3.3.
ATTENDANCE
Students are expected to attend all class sessions. Please notify me in advance if you are unable to attend any
class session whenever possible, so that we can make arrangements for you to catch up on the material you
will miss. Discussions are an integral part of your learning experience in this course. The frequency and
quality of your participation in and contribution to these discussions will have a direct and meaningful
relationship to the short- and long-term benefits of the course.
LAPTOP OR OTHER COMMUNCIATION DEVICES POLICY
To maximize the richness of the learning experience, eliminate distractions and to demonstrate the utmost
respect for all, you are expected to refrain from using laptops, smart phones, iPhones, iPads or any other
electronic devices during class. There may (or may not) be some exceptions to this rule if the material we are
covering on a particular day requires the use of a laptop. If that is the case, you will be notified in advance by
your instructor. Otherwise, please refrain from the use of electronic devices in class as listed above.
For additional perspective on this expectation in our course, please refer to the abstract of a very interesting
article recently published in Psychological Science at the following URL:
http://pss.sagepub.com/content/25/6/1159
I can provide a copy of the full article if you would like to have it for your reference.
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The article is titled “The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note
Taking”, and it offers compelling evidence that longhand note-taking is highly beneficial to students’ cognitive
processes, including (and especially) retention.
CLASS PREPARATION
Class participation is an extremely important part of the learning experience in this course. The degree of
preparation by all students prior to each class session will have a direct impact on the quality of interaction
among students during class discussions. Research has shown that in-class discussion and reflection about
readings is essential to cognitive processes such as retention of material. I therefore expect every student to
carefully review and prepare all cases and(or) readings prior to class discussion.
Additionally, a course that incorporates the frequent use of case analyses to illustrate the practical application
of fundamental principles requires the students to carefully formulate data-driven recommendations and
solutions prior to each class session. It follows that my expectation (and that of your classmates) will be that
you arrive prepared for all classes and actively participate in and meaningfully contribute to class discussions.
Please be aware of the fact that “cold-calling” will take place to encourage active participation. In-class
participation grading will be based on students’ demonstrated willingness to participate and the quality of the
comments expressed, rather than quantity. While some students are far more comfortable than others with
class participation, all students should make an effort to contribute meaningfully in every class.
Students will offer their opinions in group settings many times in their careers; thus, class participation serves
to prepare students for this business experience.
The evaluation of in-class participation is based on the following criteria:
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Relevance – Does the comment meaningfully relate to the subject at hand? Irrelevant or inappropriate
comments can detract from the learning experience.
Responsiveness – Does the comment connect to what someone else has said?
Analysis – Is the reasoning employed consistent and logical? Has data from course materials, personal
experience, or general knowledge been employed to support the assertions/findings?
Value – Does the contribution further the understanding of the issues at hand?
Clarity – Is the comment concise and understandable?
To underscore the importance of participation, 5% of the course grade or 50 of 1,000 points are allocated to
class participation. Absences, tardiness and unprofessional conduct will result in the loss of participation
credit.
I will assume the role of a discussion facilitator during class sessions, and I expect each of you to take the
initiative to contribute meaningfully to our group discussions.
Please note that even if a class activity is “ungraded”, it still counts towards your overall participation score in
this course. You will fill out peer evals for certain activities (more details to be provided in class), and your
instructor will use the feedback provided on those peer evals to make a final decision about your participation
score for certain activities.
CASE STUDIES
Case studies offer an excellent opportunity for students to practice and strengthen their critical-thinking skills.
They are also a great opportunity to apply concepts to real-world situations.
In this course, you will submit one case study (you choose one out of three). You will also read and “prepare”
ungraded case studies, but your professor will give you more instructions in class about how to prepare for
ungraded cases (a much more informal process compared to completion of the graded cases).
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MID-TERM EXAM
The mid-term exam will be on Monday, September 21. It will cover key topics from sessions 1 - 8. Details
on the content and format will be discussed in class. This exam represents 25 percent of the final grade or 250
out of 1,000 points.
PROJECT PORTFOLIO ASSIGNMENT (A TEAM PROJECT)
The Project Portfolio is to be submitted via Blackboard by 5:00 p.m. on Friday, October 9th (which is
NOT a day when we have class). The Project Portfolio represents 30 percent of the final grade or 300 out of
1,000 points. A penalty of 10 percent per day will be assessed for late submissions. Additional handouts with
detailed instructions regarding the Project Portfolio will be distributed in class and posted on Blackboard
shortly after our first class session.
The Project Portfolio will be completed in teams. The Portfolio is intended to help you synthesize and retain
the knowledge you have acquired via each of the cases we will cover in class, including the graded one, by
having you revisit each case using prompts provided by your instructor. The final component of the Portfolio
will be one entirely new case analysis that you will complete with your team. A detailed outline of what
should be covered in your Portfolio, as well as the “entirely new” case, will be distributed via Blackboard and
thoroughly explained in class later in the term.
The grade for this assignment may be influenced by each team member’s contributions. Please complete the
peer evaluation form at the end of this syllabus and submit it hard copy, in class, on the day of our final exam
(Oct. 14). Grades for individuals may be impacted based on this assessment. More detail about this policy
will be explained in class.
FINAL EXAM
The final exam for this course will consist of questions on course concepts and their application. It will be
cumulative. The final exam will be on Wednesday, October 14th from 8:00 am to 11:00 am. It constitutes
30 percent of the final grade or 300 out of 1,000 points.
ACADEMIC INTEGRITY
USC seeks to maintain an optimal learning environment. General principles of academic honesty include
the concept of respect for the intellectual property of others, the expectation that individual work will be
submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own
academic work from misuse by others as well as to avoid using another’s work as one’s own. All students
are expected to understand and abide by these principles. SCampus, the Student Guidebook,
(www.usc.edu/scampus or http://scampus.usc.edu) contains the University Student Conduct
Code (see University Governance, Section 11.00), while the recommended sanctions are located in
Appendix A.
Students will be referred to the Office of Student Judicial Affairs and Community Standards for further
review, should there be any suspicion of academic dishonesty. The Review process can be found at:
http://www.usc.edu/student-affairs/SJACS/. Failure to adhere to the academic conduct standards set forth by
these guidelines and our programs will not be tolerated by the USC Marshall community and can lead to
dismissal.
Students must adhere to the USC Marshall Code of Professionalism and Academic Integrity at all times.
Plagiarism is a violation of the Code and may result in a failing grade. The use of unauthorized material,
communication with fellow students during an examination, attempts to benefit from the work of another
student, and similar behavior that defeats the intent of an examination or other class work is unacceptable to
the University. If you have any questions, please contact me for clarification. Where a clear violation has
5
occurred, your work may be disqualified as unacceptable, and you may receive a failing mark on the
paper and/or course.
It is a violation of USC’s Academic Integrity Policies to share course materials with others without
permission from the instructor. No student may record any lecture, class discussion or meeting with me
without my prior express written permission. The word “record” or the act of recording includes, but is not
limited to, any and all means by which sound or visual images can be stored, duplicated or retransmitted
whether by an electro-mechanical, analog, digital, wire, electronic or other device or any other means of signal
encoding. I reserve all rights, including copyright, to my lectures, course syllabi and related materials,
including summaries, PowerPoints, prior exams, answer keys, and all supplementary course materials
available to the students enrolled in my class whether posted on Blackboard or otherwise. They may not be
reproduced, distributed, copied, or disseminated in any media or in any form, including but not limited to all
course note-sharing websites. Exceptions are made for students who have made prior arrangements with DSP
and me.
Students are expected to be familiar with USC’s Academic Integrity Policies (i.e., copying, fraudulent
possession of an exam, plagiarism, submission of purchased papers, submitting the same assignment to more
than one instructor) and be aware of recommended sanctions (i.e., F for the course, F for the assignment, etc.)
associated with violating such policies.
STATEMENT OF ACADEMIC CONDUCT AND SUPPORT SYSTEMS
Academic Conduct
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a
serious academic offense with serious consequences. Please familiarize yourself with the discussion of
plagiarism in SCampus in Section 11, Behavior Violating University Standardshttps://scampus.usc.edu/1100behavior-violating-university-standards-and-appropriate-sanctions/. Other forms of academic dishonesty are
equally unacceptable. See additional information in SCampus and university policies on scientific misconduct,
http://policy.usc.edu/scientific-misconduct/.
Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to
report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public
Safety http://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us. This is important
for the safety whole USC community. Another member of the university community – such as a friend,
classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of
another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7
confidential support, and the sexual assault resource center webpage sarc@usc.edu describes reporting options
and other resources.
Support Systems
A number of USC’s schools provide support for students who need help with scholarly writing. Check with
your advisor or program staff to find out more. Students whose primary language is not English should check
with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops
specifically for international graduate students. The Office of Disability Services and Programs
http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.htmlprovides certification for students
with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes
travel to campus infeasible, USC Emergency Information http://emergency.usc.edu/will provide safety and
other updates, including ways in which instruction will be continued by means of blackboard,
teleconferencing, and other technology.
PROFESSOR/STUDENT INTERACTION
Please feel free to contact me by email, phone or in person if you have any questions about this course. We
can arrange a meeting at a mutually-convenient time if desired. You may contact me via cell phone from 8am
6
to 10pm seven days per week at (626) 627-3029. You may also, of course, email me at any time or see me
after class. If you call me on my cell and I happen to miss your call, please leave me a message with a callback number, and I will return your phone call within 24 hours at the latest.
My philosophy is to create an environment in which you will feel challenged, motivated, and inspired. I will
provide as much feedback as you desire in order to help each of you heighten your level of preparedness as
you move upward and forward in your respective careers. I am excited to be on this journey with you!
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GSBA-509a – MARKETING MANAGEMENT – FALL 2015 CLASS SCHEDULE
SESSION
DATE
TOPICS TO BE COVERED IN LECTURE
AND DISCUSSION
1.
MON.,
8/24
2.
WED.,
8/26
 INTRODUCTION TO COURSE
 P&G INTERNATIONAL MARKETING
VIDEOS – ACCESS EXPLAINED
 FOUNDATIONAL CONCEPTS IN
MARKETING
 DEVELOPING MARKETING
STRATEGIES AND PLANS
 PROFESSIONAL INTEREST CARDS
 “BIG DATA” AND ITS IMPORTANCE TO
MARKETING
 THE TARGET EXAMPLE!
 CAPTURING MARKETING INSIGHTS BY
COLLECTING DATA AND INFORMATION
3.
FRI.,
8/28
 CUSTOMER LIFETIME VALUE (CLTV)
 BRANDING AS IT RELATES TO CRM
 CUSTOMER PROFITABILITY
4.
MON,
8/31
 MARKETING IN THE DIGITAL AGE
 MOBILE MARKETING & TECHNOLOGY
 “SOCIALNOMICS” (ERIK QUALMAN)
(HTTPS://YOUTU.BE/JOTTDMULESU)
– WE WILL VIEW THIS IN CLASS
5.
WED.,
9/2
 THE IMPORTANCE OF MARKETING
RESEARCH
6.
WED.,
9/9
 SEGMENTATION, TARGETING AND
POSITIONING
 DEVELOPING EFFECTIVE INTEGRATED
MARKETING COMMUNICATIONS TO
ASSIGNED READINGS
(ALL READINGS, WITH THE EXCEPTION OF
KOTLER & KELLER TEXTBOOK CHAPTERS, ARE
IN YOUR COURSE READER)
ASSIGNMENTS
DUE
 Chapters 1 and 2 of Marketing
Management textbook by Kotler &
Keller
 Battle of the Beverages Case to be
covered this year as a GMA exercise!!
“Professional Interest Cards”
to be filled out in class – NO
PREPARATION required!
Instructions and cards
provided in class – attendance
is critical.
 “Big Data and Dynamic Customer
Strategy” (CRM chapter by Jeff
Tanner)
 Target “Case”
 Chapter 3 of Marketing Management
 Rosewood Hotels and Resorts:
Branding to Increase Customer
Profitability and Lifetime Value
(Case)
 Chapter 5 of Marketing Management
(includes memo on calculating CLTV)
 Forbes article on software offerings
for marketers
 “Marketing Automation” whitepaper
 Digital Marketing e-book: Redefining
the Customer Experience from
AdClarity
 Amazon, Apple, Facebook, Google
(Case)
 Microsoft Office: Gaining Insight into
the Life of a College Student – Case –
Parts A and B
 Chapter 4 of Marketing Management
 Chapter 8 of Marketing Management
 Chapter 17 of Marketing Management
 STP Case – copies distributed in class
“Washaway Clean” brief case
outline due – to discuss in class
First Case Analysis due (if you
choose this one) – Rosewood –
use Case Analysis Outline
Second Case Analysis due (if
you choose this one) –
Microsoft Office – use Case
Analysis Outline
PROMOTE AND POSITION YOUR
PRODUCTS OR SERVICES
7.
MON.,
9/14
 NEW PRODUCT DEVELOPMENT
 NESTLE GUEST SPEAKERS –
BUTTERFINGER PEANUT BUTTER
CUPS - NPD
8.
WED.,
9/16
 MARKETING IN THE ENTERTAINMENT
INDUSTRY
 GUEST SPEAKER – ENTERTAINMENT
CONSULTANT
9.
MON.,
9/21
 MIDTERM EXAM
 Chapter 20 of Marketing Management
 HBR Article: “A more Rational
Approach to New Product
Development”
 Please note: readings for this class
session are “to be determined”. They
are not in your course reader, but they
will be posted on Blackboard. Your
instructor will make an announcement
about this in class.
 Case will be posted on Blackboard.
MIDTERM EXAM
Midterm Exam
8
10.
WED.,
9/23
 MULTI-CULTURAL MARKETING
 EMERGING MARKETS
 GUEST SPEAKER – BRIEF GUEST
APPEARANCE BY FORMER VW INDIA
CRM MANAGER
 “Diaspora Marketing” from Harvard
Business Review
 Volkswagen in India Case
 Entirely optional reading: Chapter 21
of Marketing Management – chapter
highlights will be covered in lecture
11.
MON..
9/28
 BRAND-PORTFOLIO ANALYSIS – A
CPG EXAMPLE
 MARKETING IN A B2B CONTEXT –
P&G’S RELATIONSHIP WITH
 “P&G Expects Brand Consolidation to be
Over by Summer” from Trefis.com
 “Procter & Gamble selling beauty brands
like Clairol, Covergirl to Coty for $12.5
billion” from fortune.com
 Living case: P&G
 Chapter 7 in Marketing Management
RETAILERS
 CATEGORY MANAGEMENT –
MANUFACTURER AND RETAILER
PERSPECTIVES
12.
WED.,
9/30
 MARKETING ANALYTICS
 ALLOCATION OF MARKETING
RESOURCES
 “Giant Consumer Products: The Sales
Promotion Resource Allocation Decision”
Case
13.
MON.,
10/5
 A CLOSER LOOK AT “PRICING” &
“PLACEMENT” IN THE 4P’S MODEL
14.
WED.,
10/7
 BRAND MANAGEMENT
 BRAND POSITIONING AND BRAND
MANTRAS
 GUEST SPEAKER PANEL
 Chapters 14 and 15 in Marketing
Management
 Discussion of CASE from Chapter 15
 “Customer-Centered Brand Management”
from Harvard Business Review
 Chapter 9 in Marketing Management
 Please also read “Marketing Memo:
Constructing a Brand-Positioning Bull’seye” section in Chapter 10 of Marketing
Management
 Additional reading(one case) pending
confirmation from speaker – not in course
reader – will be posted on Blackboard.
FRI.,
10/9
WED.,
10/14
(NO CLASS MEETING)
FINAL EXAM
FINAL EXAM – 8:00 – 11:00 A.M.
Third Case Analysis due (if
you choose this one) – Giant
Consumer Products – use Case
Analysis Outline
PROJECT PORTFOLIO DUE BY
5PM IN BLACKBOARD
PEER REVIEW FOR PROJECT
PORTFOLIO DUE
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CASE ANALYSIS OUTLINE
1.
ISSUES – A comprehensive list of the underlying issues and problems presented in the case.
2.
SITUATION ANALYSIS – Relevant & available background data on the industry, competition, value chain, customers and the
company.
A. INDUSTRY/MARKET
 Industry/Market size
 Trends
 Technological changes
 Legal/Regulatory issues
B. COMPETITION
 Major participants in the marketplace
 Strategies of major competitors
 Market shares (if available)
C. VALUE CHAIN
ˉ Participants or partners that comprise the value chain (i.e., suppliers, distributors, retailers, customers)
ˉ Constituents or groups that in some way influence the customer experience (media, government, activist
organizations, etc.)
D. CUSTOMER
 Customer needs/perceptions and supporting trends
 Current primary and secondary target markets of each group in the value chain beginning with the
group that immediately follows the manufacturer (or service provider) through the end customer
E. COMPANY
 Description and core competencies of the firm
 Revenue and profit
 Positioning
 Marketing mix for applicable products and/or services
1. Product/Service
2. Promotion – integrated marketing communications (IMC)
3. Place – distribution
4. Pricing
3.
EXPANDED SWOT ANALYSIS - A SWOT analysis that incorporates recommendations designed to maximize the company’s
strengths and opportunities and mitigate weaknesses and threats.
A. STRENGTHS
B. WEAKNESSES
C. OPPORTUNITIES
D. THREATS
E. STRATEGIES TO MAXIMIZE STRENGTHS AND OPPORTUNITIES
F. STRATEGIES TO MITIGATE WEAKNESSES AND THREATS
4.
ALTERNATIVES – An assessment of the viability of alternative recommendations to resolve the issues presented in the case.
5.
RECOMMENDATIONS – A brief summary of the recommendations, a value chain diagram that identifies the key participants, a
description of primary and secondary target markets, quantifiable objectives for the next year’s period, strategies to accomplish
objectives, forecasted P&L, implementation plan and contingency plans if objectives are far exceeded or not met.
A. SUMMARY – A brief synopsis of key overall recommendations
B. VALUE CHAIN – An assessment of participants and activities required to complete the value chain from suppliers to end
customers
C. TARGET MARKETS – A description of primary and secondary target markets for each party in the value chain beginning
with the group that immediately follows the manufacturer (or service provider) through the end customer.
D. OBJECTIVES
 Revenue to include a comparison to the previous year
 Profitability and profit margin as a percentage of sales to include a comparison to the previous year
 Market share (if available)
 Marketing mix – 4 P’s
E. MARKETING STRATEGIES – Marketing strategies to accomplish marketing mix objectives for each of the 4 P’s
F. PROJECTED PROFIT-AND-LOSS STATEMENT – A forecast for the twelve month period immediately following
implementation accompanied by comparative financial information for the previous year, if available
G. IMPLEMENTATION PLAN – Timeline and recommended tactics for plan period.
H. CONTINGENCY PLANS
 Measurements and processes to ensure that the plan is monitored and evaluated.
 Contingency plans if objectives are not met or far exceeded.
6.
LESSONS LEARNED – Identify the lessons learned from the case analysis and how it can be applied to any organization.
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PEER REVIEW for GSBA 509a – PROJECT PORTFOLIO
DUE HARD COPY DURING OUR FINAL EXAM ON OCTOBER 14TH
(Emailed peer reviews cannot be accepted)
Please identify your team, Core and team members for the Project Portfolio that you worked on. Then rate all of your
team members, including yourself, based on the contributions of each team member for the selected assignment according
to the criteria listed below. On a scale of 0 – 2 with 0 equal to “does not meet expectations”, 1 “meets expectations” and 2
“exceeds expectations”, rate each person on each of the five criteria. Lastly, add up the points for each person with the
maximum number of points for each person being 10.
Team:
Core:
Your Name:
Team Members/
Assessment Criteria of
Team Contributions
Team
Member 1
Team
Member 2
Team
Member 3
Team
Member 4
Team
Member 5
Yourself
1. Role Performance
2. Assists Team Members
3. Listening and Discussing
4. Research and
Information Sharing
5. Time Management
Total
If you desire, please comment on the contributions of individual team members to the Project Portfolio.
Comments:
------------------------------------------------ PLEASE DO NOT EMAIL THIS FORM ------------------------------------------------ --
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Appendix VI for GSBA 509a – Marketing Management Core Class
FT MBA Program
COURSE LEARNING OBJECTIVES
The learning outcomes of the course are to acquire the skills and knowledge to:
1. Utilize analytical marketing tools, combined with the 4Ps & 3C’s marketing model, to assess business
problems, make more effective marketing recommendations, and successfully address the marketing
challenges that business leaders face.
2. Develop and present sound, innovative, effective, and ethical strategies that address or resolve
commonly-encountered marketing challenges in the global marketplace.
3. Formulate objectives and strategies that increase sales and profitability by identifying market
opportunities that maximize customer and company value.
4. Assess and resolve key marketing issues, including potential ethical dilemmas, in a global-marketplace context
using global leadership, team-building, problem-solving, critical thinking and analytical skills.
How GSBA 509 Contributes to Student Achievement of USC Marshall’s Six Graduate
Programs Learning Goals
Degree of
GSBA
Emphasis
Objectives
(1=Low,
that
Marshall Graduate Programs Learning Goals
2=Moderate support this
, 3=High)
goal
Learning goal #1: Our graduates will develop a strategic level of
understanding of the key functions of business and be able to
comprehend the relationships between the core business
disciplines in order to make holistic judgments and decisions in
analyzing business situations.
1.1 Students will demonstrate foundational knowledge of core
business disciplines, including their interrelationships.
1.2 Students will analyze business scenarios, such as cases, with a
firm grounding of how each of the core fields play into
decisions made.
1.3 Students will apply theories, models, and frameworks to
analyze relevant markets (e.g. product, capital, commodity,
factor and labor markets).
1.4 Students will show the ability to utilize technologies (e.g.,
spreadsheets, databases, software) relevant to contemporary
business practices in a variety of disciplines and industries.
1.5 Students will demonstrate the ability to utilize interdisciplinary
business skills in case analyses, exams, presentations and
projects, including capstone projects.
3
1 to 4
3
1 and 4
3
2 and 3
3
1
3
1
3
1 to 4
12
Learning goal # 2: Our graduates will develop a global mindset
and a competitive edge in this interdependent, fast-changing,
diverse and volatile world through structured educational
opportunities. They will acquire knowledge, both theoretical
and practical as well as experiential, about America and the rest
of the world, and the economic/financial interdependencies that
signify current geopolitical, economic and financial relationships
that impact business decisions so as to make a difference in the
world.
2.1 Students will understand how local, regional and global
markets interact and are impacted by economic, social and
cultural factors.
2.2 Students will understand that stakeholders, stakeholder
interests, business environments (legal, regulatory, competitor)
and business practices vary across regions of the world.
2.3 Students will demonstrate the ability to evaluate global
business challenges and opportunities through experiential
learning, immersion international trips, case studies,
international business consulting projects and exams.
2
2 and 4
2
2 and 4
2
2 and 4
2
2 and 4
Learning goal 3: Our graduates will demonstrate critical thinking
skills by making the intellectual connection between
quantitative and qualitative tools, theories and context to
provide the basis for proper and effective problem solving and
decision making as well as the development of new and innovative
business opportunities to strategically navigate the complex
demands of the current and dynamic national and international
business environments.
3.1 Students will understand the concepts of critical thinking,
entrepreneurial thinking and creative thinking as drivers of
innovative ideas.
3.2 Students will critically analyze concepts, theories and processes
by stating them in their own words, understanding key
components, identifying assumptions, indicating how they are
similar to and different from others and translating them to the
real world.
3.3 Students will be effective at gathering, storing, and using
qualitative and quantitative data and at using analytical tools
and frameworks to understand and solve business problems.
3.4 Students will demonstrate the ability to anticipate, identify and
solve business problems. They will be able to identify and
assess central problems, identify and evaluate potential
solutions, and translate a chosen solution to an implementation
plan that considers future contingencies.
3.5 Students will demonstrate the ability to be accurate, clear,
expansive (thorough, detailed) and fair-minded in their
thinking.
3.6 Students will demonstrate their ability to apply critical thinking
tools and the USC-CT Framework in designated exercises,
cases, projects and exams.
3
1 to 4
3
2 and 4
2
1, 3 and 4
3
1
3
2
2
1 and 4
2
4
13
Learning Goal 4: Our graduates will develop people and
leadership skills by demonstrating self-awareness, emotional
intelligence, curiosity, visionary and strategic thinking,
teamwork, refection and knowledge transfer skills to promote
their effectiveness as business managers and leaders.
4.1 Students will recognize, understand, and analyze the
motivations and behaviors of stakeholders inside and outside
organizations (e.g., teams, departments, consumers, investors,
auditors).
4.2 Students will be able to demonstrate various emotional
intelligences and leadership skills such as self-awareness, selfmanagement, teamwork and collaboration to better understand
the potential complexities in organizations in papers, exercises,
cases, exams and projects.
4.2 Students will recognize, understand and analyze the roles,
responsibilities and behaviors of effective managers and
leaders in diverse business contexts (e.g., marketing, finance,
accounting, etc.)
4.3 Students will be able to demonstrate the understanding of
visions and values of world-class companies and the impact it
has had on financial results.
4.4 Students will understand factors that contribute to effective
teamwork.
2
2, 3, 4
2
3
2
4
2
2, 3, 4
2
3
2
4
Learning goal 5: Our graduates will demonstrate ethical
reasoning skills, understand social, civic, and professional
responsibilities and aspire to add value to society
5.1 Students will understand professional codes of conduct.
5.2 Students will recognize ethical challenges in business situations
and assess appropriate courses of action.
5.3 Students will be able to apply ethical principles and
professional standards in analyzing situations and making
informed decisions.
5.4 Students will demonstrate an understanding of and
consistently apply the ethical principles and professional
standards related to the business world and show the ability to
express and follow results of independence and the highest
sense of professional ethics.
5.5 Students will demonstrate the ability to research, critically
analyze, synthesize, and evaluate information, including
professional standards for decision making, in the local,
regional and global business environment.
5.6 Students will enhance their appreciation of values of social
responsibility, legal and ethical principles and corporate
governance through the analysis and discussion of pertinent
articles and real business cases, seminars and summits.
3
2, 4
3
4
3
4
3
4
3
4
2
2, 4
3
4
14
Learning Goal #6: Our graduates will be effective
communicators to facilitate information flow in organizational,
social, and intercultural contexts
6.1 Students will identify and assess diverse personal and
organizational communication goals and audience information
needs.
6.2 Students will understand individual and group
communications patterns and dynamics in organizations and
other professional contexts.
6.3 Students will demonstrate an ability to gather and disseminate
information and communicate it clearly, logically, and
persuasively in professional contexts.
6.4 Students will be able to clearly communicate in oral and
written formats the solutions to business issues and problems
accurately and effectively.
1
1 to 4
1
2 to 4
1
4
1
1 to 4
1
1 to 4
15