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1、Course Background and Syllabus for a Case/Lecture-Oriented CourseBackground: Case Analysis and Case SelectionIf you choose to focus on cases and lectures in the course, selecting the appropriate case(s) is(are) important. Recency, popularity, relevance to the topic, availability of teaching notes, a
2、s well as other supplements such as video and computer software aids, should be considered. Appropriately chosen, cases not only stimulate the mind but also create an in-depth feel for the application of the course material. The Kotler/Keller text will create sensitivity and awareness for what is cr
3、itical and important in the case, and the case will reinforce concepts presented in the text. Cases call for a decision and very often with less than perfect information concerning the problem, the environment, the actors, and the consequences of various actions. As such, the case nurtures managemen
4、t skills although the text and the other application-oriented tools discussed above can diffuse perspective and technical knowledge. There are a number of articles that discuss methods for using the case study approach. The following are suggested:1. “Because Wisdom Cant Be Told,” (Harvard Note 9-45
5、1-005). This article argues for the beneficial effect the case method has on both teachers and students and suggests the proper role of the instructor as a leader of the group.2. “Learning by the Case Method,” (Harvard Note 9-376-241). This article, prepared for executive education, identifies the i
6、ssues to be confronted in the course of reaching a decision. It also provides useful guidelines for individual analysis of a case method teaching generally.3. “Teaching and the Case Method,” (9-387-001), by Roland Christensen. A very useful textbook and instructors guide (5-387-010), available throu
7、gh the Harvard Business School. This book includes text, cases, and readings for classes and seminars.The Harvard Business School Publishing (HBSP) Web site () will provide you with listings of current marketing and marketing management cases, and related materials. HBSP also can package the selecte
8、d cases to accompany the text. This can also be accomplished by visiting the Pearson Custom Publishing Business Web site at .Sample Case Analysis An example of a case analysis follows, that can be utilized early in the course to provide a basis for written cases and class case discussions. If you ch
9、oose to use cases in the course an example is the OHanlon Candy Company that is a medium-size candy company located in the Midwest. In the past two years, its sales and profits have barely held their own. Top management feels that the trouble lies with the sales force because that they do not “work
10、hard or smart enough.” To correct the problem, management plans to introduce a new incentive-compensation system and hire a trainer to educate the sales force in modern merchandising and selling techniques. Before doing this, however, they decide to hire a marketing consultant to carry out a marketi
11、ng audit. The auditor interviews managers, customers, sales representatives and dealers, and examines various sets of data. The auditors findings are as follows: The companys product line consists primarily of 18 products, mostly candy bars. Its two leading brands are mature and account for 76 perce
12、nt of the companys total sales. The company has looked at the fast-developing markets of chocolate snacks but has not made any moves yet. The company recently researched its customer profile. Its products appeal especially to lower-income and older people. Respondents who were asked to assess OBrien
13、s chocolate products in relation to competitors products described them as “average quality and old-fashioned.” OBrien sells its products to candy jobbers and large supermarkets. Its sales force calls on many of the small retailers reached by the candy jobbers, to fortify displays and provide ideas;
14、 its sales force also calls on many small retailers not covered by jobbers. OBrien enjoys good penetration of small retailing, though not in all segments, such as the fast-growing restaurant areas. Its major approach to intermediaries is a “sell-in” strategy discount, exclusive contracts, and stock
15、financing. At the same time, OBrien has not adequately penetrated the mass-merchandise chains. Its competitors rely more heavily on mass-consumer advertising and in-store merchandising and are more successful with the mass merchandisers. OBriens marketing budget is set at 15 percent of its total sal
16、es, compared with competitors budgets of close to 20 percent. Most of the marketing budget supports the sales force, and the remainder supports advertising. Consumer promotions are very limited. The advertising budget is spent primarily in reminder advertising for the companys two leading products.
17、New products are not developed often, and when they are, they are introduced to retailers via a push strategy. The marketing organization is headed by a sales vice-president. Reporting to the sales VP is the sales manager, the market research manager, and the advertising manager. Having come up from
18、 the ranks, the sales VP is partial to sales-force activities and pays less attention to the other marketing functions. The sales force is assigned to territories headed by area managers.The marketing auditor concluded that OBriens problems would not be solved by actions taken to improve its sales f
19、orce. If you were the auditor, what short-term and long-term recommendations would you make to OBriens top management? Short-term recommendations: Examine the current product line and weed out marginal performers with limited growth potential. Shift some marketing expenditures from supporting mature
20、 products to supporting new products. Shift the marketing-mix emphasis from direct selling to national advertising, especially for new products. Conduct a market-profile study of the fastest growing segments of the candy market and develop a plan to break into these areas. Instruct the sales force t
21、o drop some of the smaller outlets and not to take orders for under 20 items. Also, cut out the duplication efforts of sales reps and jobbers calling on the same accounts. Initiate sales-training programs and an improved compensation plan.Medium to long-term recommendations. Hire an experienced mark
22、eting VP from the outside. Set formal and operational marketing objectives. Introduce the product manager concept into the organization. Initiate effective new-product development programs. Develop strong brand names. Find ways to market its brands to chain stores more effectively. Increase the leve
23、l of marketing expenditures to 20 percent of sales. Reorganize the selling function by specializing sales reps by distribution channels. Set sales objectives and base sales compensation on gross profit performance.Note: This analysis is designed to help students recognize some of the marketing and s
24、ales management relationships that can occur in case and applied situations. If students apply the type of thinking utilized in this example, they should be able to improve their approaches to this and other marketing cases and related contemporary business analysis settings. You might suggest that
25、prior to each class students should take a few moments to think about the topics covered in each related chapter, using an approach similar to that utilized in this case. Based on this, they can spend 10 to 15 minutes writing down how the case concepts, theories, and applications integrate and compl
26、ement what she/he has learned. Ask them to be as specific as possible with their analytical notes, bring those notes to class and be prepared to discuss how they have integrated the specific ideas covered in the text, lectures, and discussions, based on the OHanlon case and the auditors comments. In
27、 addition, this case and the apparent questions bring up an important point because it may appear that the questions and issues are somewhat vague and lack focus. This is intentional, because that is the way things operate in the real world. In previous cases and casework, students likely focused on
28、 a specific topic. Here, however, it is up to them to choose a specific focus, reflect on it, show how it relates to what they have already learned or experienced, and examine how they can apply it in the future.MBA students tend to value this exercise. It gives them a chance to discover relationshi
29、ps between what they read and hear and what they experience at work or in internships. After a few weeks of using this approach, they should be able to identify with the course material and begin to comment on how “good the text is,” that they are actually reading the text, and that there is a reaso
30、n why this and other courses are in the business program. Sometimes, the hardest part of the instructors job is to cut off the opening class discussion and move on to new material.This exercise is more difficult for undergraduates because they have had little practical business experience. This acti
31、vity, however, can still be valuable if you ask the students to apply the concepts to their part-time work experiences, campus clubs, or other applied experiences. Note to Instructor: It would be useful to bring this case and/or the analysis back into the course occasionally. For example, if student
32、s deal with the question occasionally it provides an effective way for them to recall and review prior materials, filter it, and discover new applications. Harvard Business School Publishing Case Map Marketing Management, 12th editionCase TitleSource, Number, Length, Teaching NoteGeographical and In
33、dustry Setting, Company Size, Time FrameCase Decision IssueChapter 1: Defining Marketing for the 21st CenturyMarketing James PattersonHBS #9-505-029 18p TN #5-505-033New York, book publishing, $120 million revenues, 5 employees, 2004Can a successful novelist use direct-to-consumer marketing to grow
34、his brand? Considers whether book clubs can be used to build systematically buzz for his new releases. Is it time for a shift to direct mail and one-to-one marketing, or is fame in the book business necessarily won in the limelight of publicity and broadcast marketing? Illustrates the strengths and
35、weaknesses of a demand chain view of a marketing channel and to show the difference between the view of a market that surveys can generate and the view that a panel can generate.CBS Evening NewsHBS #898-086 32pNew York, television, 1,000 employees, 2000 The CBS Evening News looks for options to grow
36、 its franchise.Intuit QuickBooksHBS #501-054 15pCalifornia, software, 1999Intuit QuickBooks, a successful product with a strong brand and an 85% share of retail sales, faces market growth expectations in a mature, slowing market segment. Providing value-added online services to complement the deskto
37、p software was an attractive solution, but should the firm build them in-house or acquire them through partnerships? This case explores the issues related to capturing value.SHBS #800-211 23p TN #801-198Massachusetts, Internet retailing, 46 employees, 1999How should S spend the venture capital money
38、 it attracted? Should the company consolidate its niche position in wine gift giving? Or should it aggressively expand into new gift-giving categories under the “S name?Arrow ElectronicsHBS #598-022 21p TN #500-111North America, electronic parts, 8,000 employees, 1997Deals with the issue of cross-se
39、lling and managing a portfolio of products and services in business markets. Management must decide whether to pursue an opportunity to sell its products through a new e-commerce site, which could threaten the viability of its overall business model.Chapter 2: Developing Marketing Strategies and Pla
40、nsXM Satellite Radio (B)HBS #9-504-065 8p TN #5-504-082Radio, 2002XM Radio has beaten its rival, Sirius, to market and has become the first source for satellite radio. Its performance has revealed that the market for this product is not exactly what the company might have thought. Provides data that
41、 allows students to rethink the initial strategy in light of this fact. Allows the class to view the problem from the perspective of the industry leader. Teaching Purpose: To examine business model selection, new product launches strategy, pricing, and market strategy.ScreamingMedia, Inc.HBS #801-37
42、1 26pNew York, NY, computer-related services, 236 employees, 2000ScreamingMedia, a provider of content syndication and services, must shift its customer base away from Internet start-ups toward more established firms to ensure future profitability. Students must develop a new market strategy and act
43、ion plan for the firm, outlining steps necessary to achieve strategic goals: sales retraining, development of new products and services, and changing the organizational structure.EHBS #701-025 22pLos Angeles, auto, 2000Edmunds began in 1966 as a publisher of new and used vehicle guides and grew into
44、 one of the leading third-party automotive Web sites. This case explores how E gained a competitive edge using strategic partnerships and alliances, as well as careful product positioning and strategy implementation.Matching DellHBS #799-158 31p TN #700-084Global, personal computers, Fortune 500, 19
45、98This case describes the evolution of the personal computer industry, Dells Direct Model for computer manufacturing, marketing, and distribution, and efforts by competitors to match its strategy. Students must formulate strategic plans of action for Dell and its various rivals.Oscar Mayer: Strategi
46、c Marketing PlanningHBS #597-051 14p TN #597-052United States, food, 1995The marketing director of Oscar Mayer faces a series of strategic marketing options regarding established and new products, including budget and capacity allocation decisions.Citibank: Launching the Credit Card in Asia Pacific
47、(A)HBS #9-595-026 25p TN # 5-595-104Singapore, banking, $200 million revenues, 1989Consumer Bank pondered the possibilities of launching a credit card in the Asia Pacific Region. Support was only because of the opportunity to expand the banks customer base from the limited branch expansion allowed by local law. Students make a decision, and if a go decision is made, they work out a comprehensive launch plan. Teaching Purpose: To expose students to services marketing and, more importantly, the notion of acquisition cost and lifetime value of a customer. Also intr
