GSBA-509a: MARKETING MANAGEMENT1.5 Units – Term 2 – Fall 2015

Instructor: Miriam BurgosOffice: ACC 226 (Accounting Building, Room 226)Office Hours: By appointment, anytime Monday to SaturdayPhone: (626) 627-3029 – cell – call or text anytimeEmail: miriam.burgos@marshall.usc.edu

COURSE DESCRIPTION

The GSBA 509a curriculum will prepare students to:

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

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

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 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. 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 OF

GRADE

POINTS

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.      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).2.      The overall average percentage score within all cores. 3.      Your ranking among all students in all cores.4.      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/25/6/1159I 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:

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 includethe concept of respect for the intellectual property of others, the expectation that individual work will besubmitted unless otherwise allowed by an instructor, and the obligations both to protect one’s ownacademic work from misuse by others as well as to avoid using another’s work as one’s own. All studentsare 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 ConductCode (see University Governance, Section 11.00), while the recommended sanctions are located inAppendix A.

Students will be referred to the Office of Student Judicial Affairs and Community Standards for furtherreview, 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

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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/1100-behavior-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

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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 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-509a – MARKETING MANAGEMENT – FALL 2015 CLASS SCHEDULE

SESSION DATE TOPICS TO BE COVERED IN LECTURE AND DISCUSSION

ASSIGNED READINGS(ALL READINGS, WITH THE EXCEPTION OF

KOTLER & KELLER TEXTBOOK CHAPTERS, ARE IN YOUR COURSE READER)

ASSIGNMENTSDUE

1. MON., 8/24

INTRODUCTION TO COURSE P&G INTERNATIONAL MARKETING

VIDEOS – ACCESS EXPLAINED FOUNDATIONAL CONCEPTS IN

MARKETING DEVELOPING MARKETING

STRATEGIES AND PLANS PROFESSIONAL INTEREST CARDS

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.

2. WED., 8/26

“BIG DATA” AND ITS IMPORTANCE TO MARKETING

THE TARGET EXAMPLE! CAPTURING MARKETING INSIGHTS

BY COLLECTING DATA AND INFORMATION

“Big Data and Dynamic Customer Strategy” (CRM chapter by Jeff Tanner)

Target “Case” Chapter 3 of Marketing Management

“Washaway Clean” brief case outline due – to discuss in class

3. FRI.,8/28

CUSTOMER LIFETIME VALUE (CLTV)

BRANDING AS IT RELATES TO CRM CUSTOMER PROFITABILITY

Rosewood Hotels and Resorts: Branding to Increase Customer Profitability and Lifetime Value (Case)

Chapter 5 of Marketing Management (includes memo on calculating CLTV)

First Case Analysis due (if you choose this one) – Rosewood – use Case Analysis Outline

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

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)

5. WED.,9/2

THE IMPORTANCE OF MARKETING RESEARCH

Microsoft Office: Gaining Insight into the Life of a College Student – Case – Parts A and B

Chapter 4 of Marketing Management

Second Case Analysis due (if you choose this one) – Microsoft Office – use Case Analysis Outline

6. WED.,9/9

SEGMENTATION, TARGETING AND POSITIONING

DEVELOPING EFFECTIVE INTEGRATED MARKETING COMMUNICATIONS TO PROMOTE AND POSITION YOUR PRODUCTS OR SERVICES

Chapter 8 of Marketing Management Chapter 17 of Marketing Management STP Case – copies distributed in class

7. MON.,9/14

NEW PRODUCT DEVELOPMENT NESTLE GUEST SPEAKERS –

BUTTERFINGER PEANUT BUTTER CUPS - NPD

Chapter 20 of Marketing Management HBR Article: “A more Rational

Approach to New Product Development”

8. WED.,9/16

MARKETING IN THE ENTERTAINMENT INDUSTRY

GUEST SPEAKER – ENTERTAINMENT CONSULTANT

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.9. MON.,

9/21 MIDTERM EXAM MIDTERM EXAM Midterm Exam

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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 RETAILERS

CATEGORY MANAGEMENT – MANUFACTURER AND RETAILER PERSPECTIVES

“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

12. WED.,9/30

MARKETING ANALYTICS ALLOCATION OF MARKETING

RESOURCES

“Giant Consumer Products: The Sales Promotion Resource Allocation Decision” Case

Third Case Analysis due (if you choose this one) – Giant Consumer Products – use Case Analysis Outline

13. MON.,10/5

A CLOSER LOOK AT “PRICING” & “PLACEMENT” IN THE 4P’S MODEL

Chapters 14 and 15 in Marketing Management

Discussion of CASE from Chapter 1514. WED.,

10/7 BRAND MANAGEMENT BRAND POSITIONING AND BRAND

MANTRAS GUEST SPEAKER PANEL

“Customer-Centered Brand Management” from Harvard Business Review

Chapter 9 in Marketing Management Please also read “Marketing Memo:

Constructing a Brand-Positioning Bull’s-eye” 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

(NO CLASS MEETING) PROJECT PORTFOLIO DUE BY 5PM IN BLACKBOARD

WED.,10/14

FINAL EXAM FINAL EXAM – 8:00 – 11:00 A.M. PEER REVIEW FOR PROJECT PORTFOLIO DUE

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CASE ANALYSIS OUTLINE1. 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 CHAINˉ 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/Service2. 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. STRENGTHSB. WEAKNESSESC. OPPORTUNITIESD. THREATSE. STRATEGIES TO MAXIMIZE STRENGTHS AND OPPORTUNITIESF. 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 recommendationsB. VALUE CHAIN – An assessment of participants and activities required to complete the value chain from suppliers to end

customersC. 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 PORTFOLIODUE 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 ClassFT 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

 Marshall Graduate Programs Learning Goals

Degree of Emphasis(1=Low, 2=Moder

ate, 3=High)

GSBA Objective

s that support this 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.

3 1 to 4

1.1 Students will demonstrate foundational knowledge of core business disciplines, including their interrelationships.

3 1 and 4

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.

3 2 and 3

1.3 Students will apply theories, models, and frameworks to analyze relevant markets (e.g. product, capital, commodity, factor and labor markets).

3 1

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.

3 1

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

Learning goal # 2: Our graduates will develop a global mindset and a competitive edge in this interdependent, fast-changing, diverse and volatile

2 2 and 4

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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 and 4

2.2 Students will understand that stakeholders, stakeholder interests, business environments (legal, regulatory, competitor) and business practices vary across regions of the world.

2 2 and 4

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

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 to 4

3.1 Students will understand the concepts of critical thinking, entrepreneurial thinking and creative thinking as drivers of innovative ideas.

3 2 and 4

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.

2 1, 3 and 4

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 1

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 2

3.5 Students will demonstrate the ability to be accurate, clear, expansive (thorough, detailed) and fair-minded in their thinking.

2 1 and 4

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3.6 Students will demonstrate their ability to apply critical thinking tools and the USC-CT Framework in designated exercises, cases, projects and exams.

2 4

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.

2 2, 3, 4

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).

2 3

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.

2 4

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.)

2 2, 3, 4

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.

2 3

4.4 Students will understand factors that contribute to effective teamwork.

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

3 2, 4

5.1 Students will understand professional codes of conduct.

3 4

5.2 Students will recognize ethical challenges in business situations and assess appropriate courses of action.

3 4

5.3 Students will be able to apply ethical principles and professional standards in analyzing situations and making informed decisions.

3 4

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.

3 4

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.

2 2, 4

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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 4

Learning Goal #6: Our graduates will be effective communicators to facilitate information flow in organizational, social, and intercultural contexts

1 1 to 4

6.1 Students will identify and assess diverse personal and organizational communication goals and audience information needs.

1 2 to 4

6.2 Students will understand individual and group communications patterns and dynamics in organizations and other professional contexts.

1 4

6.3 Students will demonstrate an ability to gather and disseminate information and communicate it clearly, logically, and persuasively in professional contexts.

1 1 to 4

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

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