UNIVERSITY OF SOUTHERN CALIFORNIA
MARSHALL GRADUATE SCHOOL OF BUSINESS
GSBA 509B – MARKETING MANAGEMENT
FALL 2014
__________________________________________________________________________________________________
PROFESSOR:
Miriam Burgos
TELEPHONE:
(626) 627-3029 – cell
E-MAIL:
miriam.burgos@marshall.usc.edu
OFFICE:
ACC 226 (Accounting Building, Room 226)
OFFICE HOURS: By appointment, anytime Monday to Saturday
__________________________________________________________________________________________________
COURSE DESCRIPTION
While GSBA 509A is focused on the principles of marketing, GSBA 509B will be focused on Marketing Management
(with an emphasis on the hands-on application of marketing principles covered in 509A). The course is designed to
enhance and expand upon the fundamental marketing skills developed in GSBA509A and to impart more advanced
marketing knowledge, skills and techniques for developing and executing sound, innovative, effective marketing
strategies.
This course combines the fundamental marketing principles covered in GSBA509A with real-world cases and exercises
designed to reinforce the skills that business leaders must have in order to develop and implement successful marketing
strategies in a global marketplace. The culmination of the course will consist of a project portfolio (which will involve
revisiting and analyzing cases completed in 509b, as well as one entirely new case). The project portfolio will require you
to recall and apply the principles and techniques covered throughout the course.
COURSE LEARNING OBJECTIVES
The learning outcomes of the course are to acquire the skills and knowledge to:
1.
Utilize analytical marketing tools 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 commonlyencountered 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.
TOPICS COVERED IN THIS COURSE
Topics that will be covered in the course include the following:
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Customer Relationship Management
New Product Development
Brand Management
Category Management
Portfolio Analysis
Marketing in Emerging Markets
Managing Performance and Marketing Analytics
Digital Media and Mobile Marketing Strategy
Multi-Cultural Marketing
Technology Marketing
B2B Sales & Marketing
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COURSE MATERIALS

Course Reader of selected book chapters, articles, and cases, available through USC Bookstore. (Required)

Selected HBR articles. Please see me for specific areas of interest. (Optional)
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 the
fundamental marketing concepts covered in 509A. Students will be challenged to apply their critical-thinking, 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, and further apply their critical-thinking skills. 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.
GRADING
The following 1,000 point grading system will be used for the Marketing Management GSBA 509B course:
TOPIC
PERCENTAGE
OF GRADE
POINTS
CLASS PARTICIPATION
10%
100
NOVEMBER 5TH TO DECEMBER 11TH
CASE STUDY, CHOOSE 1 OF 2
5%
50
TUES. 11/10 – OR – TUES. 12/9
MID-TERM EXAM
25%
250
MON. 12/1
PROJECT PORTFOLIO
30%
300
THURS. 12/11*
FINAL EXAM
30%
300
TUESDAY, DECEMBER 16TH, 1-4 PM
100%
1,000
TOTAL
DUE DATE
(SEE CLASS SCHEDULE)
* Please note that you may have two deliverables due in the same week on 12/9 and 12/11 if you choose the second
case. Please refer to detailed class schedule for additional information. Your instructor will provide detailed advice
during the first few weeks of the term regarding how to best manage your time towards the end of the course in the
event that you select Case 2 as a deliverable.
The Marketing Department follows the grading policy of the Marshall Graduate School of Business. For this
course, the grading standard is an average 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 COMMUNICATION 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.
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
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I can provide a copy of the full article if you would like to have it for your reference.
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
As in 509A, 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 certain
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 bear on 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?
For each in-class session two (2) points will be awarded to a student for relevant and meaningful participation, one (1)
point for modest contributions to the class and zero (0) points for no participation or not attending class. Absences,
tardiness and unprofessional conduct will result in the loss of participation credit.
To underscore the importance of participation, ten (10) percent of the course grade or 100 of 1,000 points are allocated to
class participation.
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 activities such as Battle of the Beverages and Washaway Clean, although ungraded, do count towards your
overall participation score in this course. You will fill out peer evals for those activities – see end of syllabus for forms.
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 two). For either of the case studies (regardless of
which one you select), you will use the Case Analysis Outline that should already be familiar to you from 509A. 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).
GUIDELINES FOR EFFECTIVE CASE ANALYSES
Some general guidelines for preparing an effective case analysis follow:
 Identify all of the major issues in the case that need to be raised to conduct a thorough analysis.
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Address the questions that your professor will provide for each case.
Provide a logical, coherent, well-organized analysis. Your analysis should be consistent across the marketing mix
(4 P’s) elements. It should read as the work of a single author rather than a collection of disjointed and
inconsistent recommendations.
Focus your specific recommendations on the important issues in the case.
Recommendations should be practical, cost-effective, and time-sensitive (classified as short-term or long-term, or
a combination thereof). The supporting analysis should be thorough, carried out correctly, and drawn—whenever
relevant—from material presented in class, assigned readings and outside resources if desired.
Avoid making recommendations that cannot be supported with any information or data from assigned readings,
outside resources, material presented in class, etc. Every recommendation you make must be accompanied by
supporting analysis. (This will be an expectation in real-world business settings as well!)
MID-TERM EXAM
The mid-term exam will be on Monday, December 1st. It will cover key topics from sessions 1 - 6. 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 Thursday, December 11th. 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.
The grade for this assignment may be influenced by each team member’s contributions. Please complete the peer
evaluation form on page 13 of this syllabus and submit it hard copy, in class, on 12/11. 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,
but with an emphasis on sessions 8 – 14. The final exam will be on Tuesday, December 16th from 1pm to 4pm. It
constitutes 30 percent of the final grade or 300 out of 1,000 points.
CRITICAL THINKING INITIATIVE
The USC Marshall Critical Thinking Initiative is a school-wide effort to reinforce your critical thinking skills in order to
help you be a more successful problem solver in class and in the workplace. This means that your courses will challenge
you to engage in a variety of learning activities which are designed to help you apply your critical thinking skills in a
disciplined and structured manner so that you can continue to excel in your career. Your ability to think critically is an
important part of the evaluation/grading process in this course. The centerpiece of Marshall’s critical thinking initiative is
a website that contains instructional materials and videos. During the course of the semester, your instructor may direct
you to specific resources on this website: http://info.marshall.usc.edu/faculty/critthink/Pages/default.aspx
STATEMENT ON 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/1100-behavior-violating-universitystandards-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/.
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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.html provides 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.
ACADEMIC INTEGRITY
Students must adhere to the USC Marshall Code of Professionalism and Academic Integrity at all times. Plagiarism is a
violation of the Code and will 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 or course assistants for clarification. Where a clear violation has occurred, I may disqualify your work as
unacceptable and assign a failing mark on the paper and/or course.
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/studentaffairs/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.
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 notesharing 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.
STUDENTS WITH DISABILITIES
Any student requesting academic accommodations based on a disability is expected to register with Disability Services
and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP and
should be delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. – 5:30
p.m., Monday through Friday. The telephone number is (213) 740-0776.
RETURNING GRADED PAPERWORK
Unclaimed, returned paperwork will be discarded after four (4) weeks and, hence, will be unavailable should students
pursue an appeal following the receipt of their grades.
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 to 10pm seven days per
5
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 call-back 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 509B – MARKETING MANAGEMENT – FALL 2014 CLASS SCHEDULE
TOPICS TO BE COVERED IN LECTURE
AND DISCUSSION
SESSION
DATE
1.
WED.,
11/5
 INTRODUCTION TO COURSE
 P&G SIGNAL CONFERENCE VIDEOS
 EXPLANATION OF “BOTB”
2.
MON.,
11/10
 CUSTOMER LIFETIME VALUE (CLTV)
 CRM
 CUSTOMER PROFITABILITY
3.
TUE.,
11/11
 MARKETING IN THE DIGITAL AGE
 MOBILE MARKETING & TECHNOLOGY
 “SOCIALNOMICS” (ERIK QUALMAN)
(HTTP://YOUTU.BE/ZXPA4DNVD3C)
4.
THURS.,
11/13
 “BIG DATA” AND ITS IMPORTANCE TO
MARKETING
 REVIEW OF “WASHAWAY CLEAN”
MATERIALS & DATA FOR CATEGORY
MANAGEMENT EXERCISE NEXT WEEK
 CATEGORY MANAGEMENT
 USC-CT FRAMEWORK TO BE USED
FOR IN-CLASS EXERCISE
5.
MON.,
11/17
6.
WED.,
11/19
 BATTLE OF THE BEVERAGES
MON.,
11/24
MON.,
12/1
TUES.,
12/2
 NEW PRODUCT DEVELOPMENT IN
ACTION! – REVOLUTION PROBIOTICS
7.
8.
9.
COMPETITION
ASSIGNED READINGS AND COURSE
REQUIREMENTS
Please read “Battle of the Beverages”
(BOTB) Instructions (to be presented on
11/19 in teams). Instructions will be
distributed in class and posted on
Blackboard, not in course reader.
 Rosewood Hotels and Resorts:
Branding to Increase Customer
Profitability and Lifetime Value
(Case)
 Forbes articles on software offerings
for marketers, and 2014 Marketing
Trends.
 Talentzoo.com article on “Hot
Marketing Topics for 2014.”
 “Marketing Automation” whitepaper
 “Amazon, Apple, Facebook, and
Google” Case
“Big Data and Dynamic Customer
Strategy” (CRM chapter by Jeff Tanner)
Please arrive in class having read all
“Washaway Clean” materials, which were
distributed and explained last week in
class – peer evals due!
Please arrive in class having read and
prepared all BOTB materials and
deliverables – peer evals due!
ASSIGNMENTS
DUE
First Case Analysis due (if you
choose this one) – Rosewood –
use Case Analysis Outline
Please come prepared for the
Washaway Clean in-class
exercise, per the instructions.
(Not graded, but counts toward
participation.)
BOTB presentations and judging
will take place today. (Not
graded, but counts toward
participation.)
Revolution Probiotics materials (not in
course reader – will be on Blackboard)
MID-TERM EXAM
 MARKETING IN THE ENTERTAINMENT
INDUSTRY
 GUEST SPEAKER – ENTERTAINMENT
“Use Research to Optimize Decisions”
from Creating Blockbusters book, in
course reader
CONSULTANT AND AUTHOR
 MULTI-CULTURAL MARKETING
 EMERGING MARKETS
“Diaspora Marketing” from Harvard
Business Review
THURS..
12/4
 PORTFOLIO ANALYSIS IN THE CPG
Procter & Gamble Organization 2005
case, parts (A) and (B)
12.
TUES.,
12/9
 A LOOK AT MARKETING ANALYTICS
 ALLOCATION OF MARKETING
RESOURCES
 BRIEF REVIEW OF B2B SALES
“Giant Consumer Products: The Sales
Promotion Resource Allocation Decision”
Case
13.
WED.,
12/10
THURS.,
12/11
TUES.,
12/16
 BRAND MANAGEMENT
“Customer-Centered Brand Management”
from Harvard Business Review
No reading
10.
WED.,
12/3
11.
14.
INDUSTRY
 BRIEF REVIEW OF COURSE IN
PREPARATION FOR FINAL EXAM
FINAL EXAM
FINAL EXAM – 1:00 – 4:00 P.M.
7
Second Case Analysis due (if
you choose this one) – Giant
Consumer Products – use Case
Analysis Outline
PROJECT PORTFOLIO DUE BY
5PM IN BLACKBOARD
CASE ANALYSIS OUTLINE
1.
ISSUES – A comprehensive list of the underlying issues and problems presented in the case.
2.
SITUATION ANALYSIS – Relevant 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 at least the two previous years, 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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WASHAWAY CLEAN – PEER REVIEW FORM
(Recall that Washaway Clean is ungraded – for participation credit only,
but your active participation is still required)
DUE HARD COPY IN CLASS ON 11/17
(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 ------------------------------------------------9
10
BATTLE OF THE BEVERAGES – PEER REVIEW FORM
(Recall that BOTB is ungraded – for participation credit only, but your active participation is still required)
DUE HARD COPY IN CLASS ON 11/19
(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 ------------------------------------------------11
12
PEER REVIEW for GSBA 509B – PROJECT PORTFOLIO
DUE HARD COPY IN CLASS ON 12/11
(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 --------------------------------------------------
13
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APPENDIX – CONTRIBUTION OF GSBA 509B – PRINCIPLES OF MARKETING TO STUDENT ACHIEVEMENT
USC MARSHALL’S AACSB SIX GRADUATE PROGRAM LEARNING GOALS
GSBA509A – PRINCIPLES OF MARKETING LEARNING OBJECTIVES 1-4
1.
Utilize analytical marketing tools 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 commonlyencountered 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 GSBA509B – PRINCIPLES OF MARKETING CONTRIBUTES TO STUDENT ACHIEVEMENT OF
USC MARSHALL’S SIX GRADUATE PROGRAMS LEARNING GOALS
MARSHALL GRADUATE PROGRAMS LEARNING GOALS
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.
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.
15
DEGREE OF
EMPHASIS
GSBA509B
OBJECTIVES
(1=LOW,
2=MODERATE,
3=HIGH)
THAT SUPPORT
THIS GOAL
3
Supported by
GSBA509B
Learning
Objectives 1-4
1-4
3
1-4
3
1-4
2
1-4
2
1-4
3
3
Supported by
GSBA509B
Learning
Objectives 1-4
3
1-4
2
1-4
3
1-4
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.
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, self-management, 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.
3
Supported by
GSBA509B
Learning
Objectives 1-4
3
1-4
3
1-4
3
1-4
3
1-4
3
1-4
3
1-4
1
Supported by
GSBA509B
Learning
Objectives 1-4
1
1-4
1
4
1
1-4
1
1-4
1
4
Learning goal 5: Our graduates will demonstrate ethical reasoning skills,
understand social, civic, and professional responsibilities and aspire to add
value to society
1
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,
1
2
Supported by
GSBA509B
Learning
Objective 4
4
4
2
4
1
4
16
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.
2
4
1
2
Learning Goal #6: Our graduates will be effective communicators to facilitate
information flow in organizational, social, and intercultural contexts
2
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.
2
Supported by
GSBA509B
Learning
Objective 4
4
1
4
3
4
3
4
17