market intelligence – making data-driven decisions
TRANSCRIPT
Fall 2016 TuTh 9:30am – 11:00am
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UNCMEJO479–MARKETINTELLIGENCE–MAKINGDATA-DRIVENDECISIONS
ProfessorJoAnnSciarrino,Fall2016,TuTh9:30am–11:00am,FFCC
Office–234;OfficeHours–TBD
Email–[email protected];Twitter-@JoSciarrino;Phone–919.843.8297
1.Whowillbenefitfromtakingthiscourse?
MarketIntelligencewillhelpyoumakebetterbusinessdecisionsbygivingyoucontemporaryanalyticaltoolstosolvebrandandadvertisingproblems.Thecourseprovidesinsightintotheneededbackgroundandtoolsforfutureagencyaccountexecutives,plannersandbrand-sidemarketingcommunicationsmanagerswhowillbetheultimateusersofthedata,andwhowilldeterminethescopeanddirectionofresearchconducted.Possessingtheskillstogatherandusemarketintelligenceisvaluableforstudentsplanningcareersinbranding,marketing,orinconsulting,andisafundamentalfunctioninindustrieslikeconsumerpackagedgoods,entertainment,andfinancialservicesandsportsmanagement.Inordertolendrealismtothematerial,thecoursewillintroduceresearchtechniquesanddatausedinlargecompanieslikeCoca-Cola,AT&T,Starbucks,AmericanExpressandHyattHotels.
Thecoursehasthreemajorthemes:
1.Takinggeneralbrand&advertisingproblemsandstructuringthemintermsofspecificquestionsthatcanbeanalyzedorresearched.
2.Understandingprimaryandsecondarysourcesofmarketinsightsinformation,includingissuesindatacollection.
3.Becomingfamiliarwithspecificmarketingresearchtechniquesforanalyzingdataonceithasbeencollectedandusingthoseanalysestomakebettermanagementdecisions.
Specifically,thecoursewillhelpyou:
1. Understandhowmarketinginsightsenhancedecision-makinginareassuchas:advertising,segmentation,positioning,productdevelopment,promotion,etc.
2. Familiarizewiththemostcommonanalyticaltoolsinmarketintelligenceandmarketingresearch.
3. Learntoviewmarketingproblemsandprocessesinwaysthatwillbenefitfrominformeddecision-making.
Theseskillsareimportantnotonlytothosedirectlyinvolvedinmarketinsightsactivities,butalsoto"consumers"ofmarketinsights,particularlyaccountmanagers,plannersandcommunicationsmanagerswhocommissionandevaluatemarketinsightsstudies.Thecoursewillenableyoutoeffectivelyevaluatemarketinsightsproposals;interpret,reviewandcriticizethesubsequentreports;andappraisetheirusefulnesstomanagement.
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Thecoursewillalsoprovideabasisfromwhichyoumaypursueadditionalstudyinmarketresearch.Bytheendofthecourse,youwillhavesomeexperiencewiththeplanningandexecutionofaresearchproject.
2.Willthiscoursehelpmegetajob?
Noindividualcoursecanguaranteeyouajob.However,intoday’sdata-drivenmarketplace,manyagenciesandfirmsarescoutingforgraduateswithproficiencyinusingandgeneratingconsumerandmarketinsightsfromdata.
3.Doothermediaorbusinessschoolsofferasimilarcourse?
ThecoursecontentisbenchmarkedwithsimilarcoursesofferedatotherleadingschoolsincludingKellogg,Chicago,Wharton,Stanford,NewYorkUniversityandEmoryUniversity.Thiscourseborrowselementsfromcourseslikeintroductorymarketinsights,data-drivenmarketing,marketingresearch,etc.Acourselikethisisoftenrequiredformarketingandbrandmanagementintop-tierprograms.
4.Howisthecoursematerialorganized?
Thecourseisbroadlystructuredtofollowthestepsinthemarket-researchprocess.Thetopicsincludeproblemdefinition,researchdesign(exploratory,descriptiveandcausal),data-collectionmethods,questionnairedesignandattitudemeasurement,samplingschemesanddataanalysis.Emphasiswillbegiventoboththequalitativeandquantitativeaspectsofmarketintelligence.
5.Arethereanyrequiredorhighlyrecommendpre-requisitesforthiscourse?
Itishighlyrecommended(thoughnotrequired)thatstudentswillhavealreadycompletedanintroductorymarketingcourseaswellashaveageneralunderstandingofprobabilitytheoryandregression.ProficiencywithMicrosoftExcelsoftwareisalsohighlyrecommended.
6.TextBook–(Optional)
TheOPTIONALtextbookusedforthecourse,isBusinessResearchMethods,byJr.,JosephF.Hair,et.al.YoumayobtainausedbookoneBay(orothersecondmarketsources)forapproximatelyUSD$10;oranewbookonAmazonforapproximatelyUSD$95.Thebookisoptionalbecauseitisasupplementalresourceforthetheoreticalmechanicsoftheanalytical(univariate,bivariateandmultivariate)techniqueswewilldiscussinclass.Youwillgetmoreoutofcourselecturesifyoufamiliarizeyourselfwithanalyticaltechniquesinadvance.
7.Software
WewillbeusingXLStat(anMSExceladd-inthatwillmakethedataanalysisveryeasy).Instructionsoninstallingthissoftwareareinthecoursepackandshouldbedonepriortoourfirstclass.Thesoftwarealsohastechnicalsupportforthosewhoencounterproblemswheninstallingthesoftware.Nosoftwaresupportwillbeofferedduringclass.
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8.CoursePack
Wewilldiscussanumberofarticlesandcasesduringthecourse,thepurposeofwhichistounderstandtheuseofmarketinsightsinactualbusinesssituations.Youwillbeexpectedtoindividuallypreparefordiscussionsinadvanceofclass(pleaserefertodetailedquestionsinAppendixA).Additionally,eachgroupwillsubmitawrittencasefortheNestleRefrigeratedFoods:ContadinaPasta&Pizza(A)case;andeachstudentwillberequiredtosubmittwowrittencasesfromthefollowing:Microsoft,PilgrimBankand1920EvilReturns:BollywoodandSocialMediaMarketing.
Pleaserefertodetailedinstructionsonthecasewrite-upinAppendixA.ThecasescanbepurchasedfromStudentStores.
9.RequiredReadings
Wewilldiscussanumberofarticlesandcasesduringthecourse,thepurposeofwhichistounderstandtheuseofmarketanalyticsinpractice,specificallytheapplicationoftoolsintroducedinthiscourse.
StudentsMUSTbepreparedtodiscusstheseadvancereadings.
Studentsmustpayspecialattentiontoa)keyinsightsb)recommendationsc)strengthsandweaknessofthemarketresearchexercisediscussedineachofthesearticles.
Additionalarticlesmaybedistributedinclassand/orthroughthecourseconference.
10.MarketplaceDevelopments
Asmanagers,youmustpayattentiontoemergingtrendsinthemarketplace.StudentsshouldsubscribetovariousdigitalmediafeedsoftheWallStreetJournal,NewYorkTimes,AdvertisingAge,Fortune,etc.
Atthebeginningofeachclass,studentsareSTRONGLYencouragedtointroduceanddiscussnewsitemstheyhavereadandsharetheirperspectivesonhowthedevelopmentaffectsand/ormaybenefitfromthepracticeofmarketanalytics.
Somenewsarticlesmaybedistributedinclassand/orthroughthecourseconference.
11.LectureHandouts
IwillpostSOMEofthelectureOUTLINEoftheslidesonthecourseWebsite,inmostcaseswithin48hourspostlecture.NOPRINTOUTSwillbeprovided.
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12.Whatisthegradingpolicy?
Thegradesforthecoursewillbecomputedfromthefollowingcomponentsoutoftotal120points:
a.ProgressiveIndividualAssignment(5/10pts) 50points
b.2GroupAssignments(ofequalcontribution)
(EACHgroupmustcomprise4people;maintainsamegroupforsemester)
ResearchProposal 10points
NestleContadinaCaseStudy 10points
c.2IndividualCaseAssignments(Best2outof3) 30points
Microsoft(A)&(B) PilgrimBank 1920EvilReturns:BollywoodandSocialMediaMarketingd.ClassParticipation 20points
Thefinalgradeiscalculatedontheweightedvalueofallcomponents.
Yourindividualassignmentsandcasewrite-upscoreswillbeadjustedbyyourCONTRIBUTIONINDEXasreportedbyyourgroupmembersintheirpeer-evaluationforms.Yourcontributionindexistheaverageofyourcontributionscoresacrossallpeerreports.
Example:IfYOURaveragepeer-evaluationscoreonGroupAssignment1is5/10andyourgrouphasearnedascoreof9/10ontheassignment,YOURgradeonGroupAssignment1is4.5/10.
GradingRubric
Percent Grade>91% A89%-90% A-85%-88% B+81%-84% B78%-80% B-75%-77% C+72%-74% C68%-71% C-65%-67% D+
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13.Whatdotheassignmentscover?
Allassignmentsaredesignedtofacilitateunderstandingofthecoursematerial,i.e.datacollection,analysisandderivingmarketinginsights.Byworkingontheseassignments,studentswillnotonlybeequippedwiththeskillstounderstandgoodmarketresearch,butalsowillgetopportunitytoapplyskillstoareal-worldbrandre-positioningproject.
14.Willtherebeanyreviewsessionstogoovertheassignment/analysisdemoedinclass?
Asneeded,reviewsessionsmaybescheduledatthediscretionoftheinstructorandwillbepostedonthecourseWebsiteandwillbeannouncedinclass.
• SubsequentreviewsessionsscheduledoutsideofnormalclasstimeareNOTmandatorybutareHIGHLYrecommended.
• Theinstructor/TAwillgoovertheanalysisillustratedinclassbutUNDERNOCIRCUMSTANCESwilldoANYpartoftheassignmentforyou.
• TheTAhastheauthoritytonotanswerquestionsfromtheaudiencethatwouldinanywayrevealthesolutionorpartofthesolutiontotheassignment.
Pleaseusethereviewsessionswisely.Studentsbenefitalotfromthesesessionsiftheyhavegoneovertheassignmentandattemptedsomeofthequestionsbeforecomingtothesession.Thatwayonecanusethesessiontoaskusefulclarificationquestionsandbenefitfromtheinstructor/TAgoingovertheanalysisdiscussedinclassearlierintheweek.
15.ClassParticipation
Classparticipationisbasedontwodimensions:(a)thequalityofyourcontributionsinclass,basedonthecoursematerial;and(b)participationinFlipd,anAPPthatcreatesalockscreenthatremovesdistractions,butstillkeepstheuserconnected.Eachoftheseisdescribedindetail,below,aswellasaguideofhowtobestprepareforparticipationinadvanceofacasediscussion.
(a)QualityofParticipation:Gradingclassparticipationisnecessarilysubjective.Someofthecriteriaforevaluatingeffectiveclassparticipationinclude:
1.Istheparticipantprepared?
2.Docommentsshowthoroughevidenceofanalysisofthearticleorthecase?
3.Docommentsaddtoourunderstandingofthesituation?
4.Doestheparticipantgobeyondsimplerepetitionofthearticleorthecasefacts?
5.Docommentsshowanunderstandingoftheories,concept,andanalyticaldevicespresentedinclasslecturesorreadingmaterials?
6.Istheparticipantagoodlistener?
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7.Arethepointsmaderelevanttothediscussion?Aretheylinkedtothecommentsofothers?Istheparticipantwillingtointeractwithotherclassmembers?
8.Istheparticipantaneffectivecommunicator?Areconceptspresentedinaconciseandconvincingfashion?
Keepinmindthatyourgradeforclassparticipationisnotafunctionoftheamountof"airtime"youtakeup.Iwillevaluateyouonhowwellyourespondtomyquestionsandhoweffectivelyyoutakeintoaccountthecommentsandanalysesofyourclassmates.Aspartofyourpreparationforclass,Iaskthatyouformdiscussiongroupstopreparetheassignedcasestudies.Thepurposeofthesegroupsistoassisteachparticipantindevelopinghisorherunderstandingoftheissuesandtopicsraisedinthecases.Thediscussiongroupisausefulandinformalforuminwhichtotestyourideas.Further,yourdiscussiongroupshouldalsobethesamegroupyouworkwithonthegroupwrittencaseassignments,thusallowingyoutobuildyourproblemssolvingskillsasagroupasthetermprogresses.
Thiscourseemphasizesactiveparticipationthroughcasediscussions,hands-onexercises,lecturesandpaneldiscussions.StudentsareexpectedtocontributetodiscussionsinEACHclass.Activeparticipationisavitalcomponentofthiscourse.Thisisyouropportunitytoarticulateyourthoughtsanddemonstratecompetency.Iwillawardamaximumof20participationpointsforthesemester.BelowpleasefindtherubricofhowIgradeparticipationeachclass:
Points Awarded/Week Standard Demonstrated 1 Precise, well-reasoned POV, with citation or reference to course
material or relevant current events; Supports position or question with factual information from course material
0.5 Offers relevant and interesting response to a question posed by instructor or fellow student, with citation or reference to course material.
0.5 Offers relevant and interesting question, with citation or reference to course material.
0 Does not participate, does not actively engage. (b)FlipdParticipation:Flipdparticipationiscompletelyobjective.Eachstudentwillreceive½participationpointforeachclassthatthesmartphoneand/ortabletareengagedinthelockscreenforthedurationoftheclass.TheinstructorandTeachingAssistantwillprovideacodeonthefirstdayofclasstodownloadtheFlipdAPPatnocharge.(c)PreparingforCaseDiscussion
Inpreparingforcasediscussion,Irecommendthatyoureadthecasethreetimes.
1.Thefirstreadingshouldbeaquickrun-throughofthetextinthecase.Itshouldgiveyouafeelingforwhatthecaseisaboutandthetypesofdatacontainedinthecase.
2.Yoursecondreadingshouldbeinmoredepth.Manypeopleliketounderlineorotherwisemarkuptheircasestopickoutimportantpointsthattheyknowwillbeneededlater.Forexample,analyzethecasewithrespecttocustomerbehaviorandtrends,competitor'sbehaviorandtrends,andthefirm'sstrengthsandweaknesses.Onyoursecondreading,carefullyexaminetheexhibitsinthecase.Itisgenerallytruethatthecasewriterhasputtheexhibitsthereforapurpose.Theycontaininformation
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thatwillbeusefulinanalyzingthesituation.Youwilloftenfindthatyouwillneedtoapplysomeanalyticaltechniquetotheexhibitinordertobenefitfromtheinformationintherawdata.Manyofmyquestionswillfocusoninterpretingtheexhibitsinthecaseandassessingtheimplicationsofthesefindings.
3.Onyourthirdreadingyoushouldhaveagoodideaofthefundamentalsofthecase.Nowyouwillbesearchingtounderstandthespecificsituation.Youwillwanttogetattherootcausesofproblemsandgatherdatafromthecasethatwillallowyoutomakespecificactionrecommendations.Beforethethirdreadingyoumaywanttoreviewthediscussionquestionsintheoutlineofclassassignments.Itisduringandafterthethirdreadingthatyoushouldbeabletoprepareyouranswerstothediscussionquestions.Asisoftenthesituationinactualpractice,casesmaynothaveallthedatayouwouldlike.Nevertheless,itiscriticalthatyoudevelopareasonedplanofattackonthebasisofdataavailable.Moreover,youshouldnotattempttofindoutwhathappenedtothecompanyorbusinessasabasisformakingyourdecision.Atnotimeshouldpapersornotesfrompreviousorconcurrentmarketingcoursesbeused.Thesecriteriaapplytobothin-classpreparationandwrittencaseanalysis.
Typicaldirectedquestionscouldinclude:
a.TomcouldyouhelpinterpretExhibit3?InparticularwhatdoescolumnCcapture?
b.MichelledoyouseeaparticularpatternincolumnC?Isthismanageriallyuseful?Ifso,whatactionscouldyoutakeinlightofthisnewinsight?
c.YingusingresultsinExhibit4,thecaseclaims“Blahblahblah…”.Inyouropinionisthisjustified?Ifnotwhynot?Whatwouldyouhaveclaimedinstead?
d.ArundoyouagreewithYing’sclaimthatthemanagerialclaimisnotjustified?Ifso,wouldyoustillgoaheadwiththestrategypursuedinthecaseorwouldyousuggestanothercourseofaction?
Foreachcasestudy,examinethecase(bothtextandexhibits)thoroughlyenoughtobewillingandabletotelltheclasswhatspecificactionsyouwouldrecommendthatthecompanytake,andwhy.
Comeprepared.Thereisnoexcuseforalackofpreparedness.Notonlywillyourclassparticipationgradebehurtifyoudonotrespond,butitwillalsoincreasetheprobabilitythatIwillcoldcallonyoumorethanothersinfutureclasses.
16.WrittenAssignments(GroupandIndividual)
1.GroupAssignmentsaredueatthebeginningofclassonthedayitisdiscussed.
2.Nolatepaperswillbeaccepted.
3.Latepaperscannotbeacceptedbecausetheassignmentsarediscussedinclass.Pleaseanticipatescheduleconflictsandsubmitpapersearlyifnecessary.
4.Allgroupcaseassignmentsshouldbetypewrittenanddouble-spaced(pleaseuse12pointormore).Thereis4-pagelimitonthemaintextandupto6pagesofexhibits,foratotalof10pages.
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5.Putgroupmembernamesonthelastsheet(aftertheexhibits)ofthegroupassignment.
6.IfyourENTIREgroupwillbemissingclass,youareexpectedtosubmityourassignmentwrite-upbeforemidnightthedaybeforetherespectivecaseclass.
TheFormatforaWrittenGroupandIndividualAssignment
1.TheformatforthewrittenassignmentshouldbeinaQ&AformatUNLESSOTHERWISESPECIFIED.
2.Iwillbegradingyourwrite-upsonthequalityandrigorofyouranswerstothequestionsprovidedbyme.
3.Analysisofcase/assignmentdrawingimplicationsfromcasefacts,dataandexhibitsshowinghowitleadstoorsupportsyoursuggestedrecommendations.Thisanalysisneedstobecomprehensive,in-depthandshoulddirectlysupportyourpointofview.
4.Abrieflimitationsparagraphintheendneedstoaddresskeycaveatsandhowargumentscontrarytoyourrecommendationcanbeaddressed.Exhibitsshouldbeprovidedintheappendix(asneeded)tosupportyourassignment.
SomeGeneralGuidelinesforPreparinganEffectiveWrittenAssignmentare
1.Provideacoherent,well-organizedanalysis,notsimplyasetofnotesorbulletspiecedtogether(e.g.,particularattentiononcohesionshouldbemadeongroupassignments).Besuretoredraftandproofreadthereportseveraltimesbeforesubmitting.
2.Beconcise.Aboveall,donotspendtimerehashingorparaphrasingthedetailsgivenintheassignment/case.Concentrateontheinsightsthatyouhavemadefromyouranalysis.
3.Recommendationsshouldbepractical,cost-effective,andappropriatetothetiming(short-termorlong-term)oftheproblemathand.Thesupportinganalysisshouldbethorough,carriedoutcorrectly,andshoulddrawwheneverrelevantonmaterialpresentedinclassorassignedinreadings.
4.Tieyourexhibitstothetextofthereport.Donotsimplyaddextratablesorgraphsto“bulkup”thepaper.Eachexhibitshouldbesufficientlydescribedinthebodyofyourtextsothatthereadercaneasilylinkitsinformationtoyouranalysisandconclusions.Assignments,includingAppendix,shouldneverexceed8pages,double-spaced.
PeerEvaluationForms(TOBESUBMITTEDFOREACHGROUPASSIGNMENT)
1.Peerevaluationsareevaluationsthatthegroupwillmakeabouteachindividualmember'scontributiontothecaseorgroupassignment.
2.Foreachgroupassignment,pleasefilloutagroupformwiththenamesofyourgroupmembersandthenumberofpointsoutof100thatyoufeelshouldbeassignedtoeachgroupmembercommensuratewiththeircontribution.
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3.Iwilltakealloftheindividualscoresforeachpersonineachgroupandaveragethemtodetermineeachindividualmember’scontributiontothecaseorgroupassignment.
4.Peerevaluationsaredueatthetimeofturninginthecaseandcan’tbeturnedinlater.Iwillnotremindyoutoturninyourpeerevaluations,sofailuretodosowillresultinanequalweightforallteammembers.
17.InstructorandTAAvailability
Instructor’sofficehoursarelistedonfirstpageofthisdocument.Shouldyouhavequestionsregardingregularcoursematerial,pleasesendanemailandyouwillreceivearesponsewithin48hours.However,ifyouhaveaquestionaboutanassignment,pleasenotethattheinstructorandTAmaybeencumberedwithmanyquestionsandthereforeallquestionsmustbeasked/submitted72hoursbeforeassignment/casedeadlinestoensurethatyourquestionsareanswered.Ifqueriesarereceivedafterthistime,thereisnoguaranteethattheinstructororTAwillbeabletoanswerinatimelymanner,althoughtheywillendeavortodoso.
18.Make-UpCasesorAlternativeAssignments
ThereareNOmake-upcasesorworkforthiscourse.Missinganyportionoftheoutlinedassignmentsforthecoursewillresultinazeroawardedforthatcomponent.Inextremelyrareandunforeseencircumstances(e.g.,twotimesinmorethantwelveyearsofteaching),studentsmaysubmitawrittenappealtoInstructorforpossiblereconsiderationofthisrule.Assuch,studentsareresponsibleformanagingthepostedduedatesforcasesandassignments,andasitisinthereal-world,willNOTberemindedofdeadlinesinadvance.
19.CodeofConduct
1.Pleasearriveontimesothatwemaystartpromptly.
2.AttendanceandusingFlipdforeveryclassisexpectedbutnotsufficientconditionforanoutstandingparticipationgrade.
3.Sinceeachclassbuildsonthepreviousclass,thereareveryhighexpectationsinthiscourseaboutattendanceandpreparation.
4.IwillassignyouinteamsandthenyouwillsitwithyourteamINTHESAMESPOTthroughoutthesemester.Ithelpsmetrackattendance,conductin-classgroupactivitiesandscoreparticipation.
5.Ifforsomereasonyoumustbeabsent,pleaseletmeknowinadvance,sothatyourabsencewillnotbeunexplained.
6.Inordertoaccommodatelife’sinevitableemergencies,youmaymissnomorethanONEclasswithpriorpermissionoftheinstructor.AbsenceinmorethanONEclasswillresultina2%deductiononclassparticipationperclassmissed.
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7.Pleasetrytocometoclassontimeanddonotleaveearly.Otherwise,yourclassparticipationgradewillbenegativelyaffected.Ifforsomereasonyoudohavetocomelateand/orleaveearly,pleaseletmeknowinadvanceandtrytominimizethedisruptiontoyourclassmates.
8.TheUniversityofNorthCarolinaatChapelHillhashadastudent-administeredhonorsystemandjudicialsystemforover100years.Thesystemistheresponsibilityofstudentsandisregulatedandgovernedbythem,butfacultysharetheresponsibility.Ifyouhavequestionsaboutyourresponsibilityunderthehonorcode,pleasebringthemtoyourinstructororconsultwiththeofficeoftheDeanofStudentsortheInstrumentofStudentJudicialGovernance.Thisdocument,adoptedbytheChancellor,theFacultyCouncil,andtheStudentCongress,containsallpoliciesandprocedurespertainingtothestudenthonorsystem.Yourfullparticipationandobservanceofthehonorcodeisexpected.
SanctionsforAcademicMisconduct:The“usual”sanctionforinstancesofacademicdishonestyisan“F”inthecourse(orassignment)andsuspensionforonefullacademicsemester.Pleasenotethatforinternationalstudents,thismayresultinthelossofyourstudentvisastatus,requiringyoutoleavetheUSAuntilyoursuspensionisover.
Foryourinformation,severalimportantprovisionsoftheHonorCodearehighlighted:AcademicDishonesty.ItshallbetheresponsibilityofEVERYstudentenrolledattheUniversityofNorthCarolinatosupporttheprinciplesofacademicintegrityandtorefrainfromallformsofacademicdishonesty,includingbutnotlimitedto,thefollowing:
1. Plagiarismintheformofdeliberateorrecklessrepresentationofanother’swords,thoughtsorideasasone’sownwithoutattributioninconnectionwithsubmissionofacademicwork,whethergradedorotherwise.
2. Falsification,fabricationormisrepresentationofdata,otherinformation,orcitationsinconnectionwithanacademicassignmentwhethergradedorotherwise.
3. Unauthorizedassistanceorunauthorizedcollaborationinconnectionwithacademicwork,whetherornotforagrade.
4. Cheatingonexaminationsorotheracademicassignments,whethergradedorotherwise,includingbutnotlimitedtothefollowing:
a. Usingunauthorizedmaterialsandmethodsb. Violatingorsubvertingrequirementsgoverningadministrationofexaminationsor
otherelectronicassignments.c. Compromisingthesecurityofexaminationsoracademicassignments.d. Representinganother’sworkasone’sown;or,e. Engaginginotheractionsthatcompromisetheintegrityofthegradingorevaluation
process.f. Assistingoraidinganothertoengageinactsofacademicdishonestyisprohibited.
IfyouhavequestionsaboutthehonorcodeatUNC,IencourageyoutocontacttheOfficeoftheDeanofStudentsat919.966.4042.YouareencouragedtoaskquestionsregardingyourresponsibilityundertheHonorCode.Toeliminateanypossibleconfusion,Instructorexpectsyoutodoyourownworkonindividualassignments.Failuretoadheretothehonorcodewillresultinimmediatedueprocess.
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20.Diversity
TheUniversity’spolicyonProhibitingHarassmentandDiscriminationisoutlinedinthe2011-2012UndergraduateBulletinhttp://www.unc.edu/ugradbulletin/.UNCiscommittedtoprovidinganinclusiveandwelcomingenvironmentforallmembersofourcommunityanddoesnotdiscriminateinofferingaccesstoitseducationalprogramsandactivitiesonthebasisofage,gender,race,color,nationalorigin,religion,creed,disability,veteran’sstatus,sexualorientation,genderidentity,orgenderexpression.21.SpecialAccommodations
Ifyourequirespecialaccommodationstoattendorparticipateinthiscourse,pleaselettheinstructorknowassoonaspossible.IfyouneedinformationaboutdisabilitiesvisittheDepartmentofDisabilityServiceswebsiteathttp://disabilityservices.unc.edu/22.Accreditation
TheSchoolofJournalismandMassCommunication’saccreditingbodyoutlinesanumberofvaluesyoushouldbeawareofandcompetenciesyoushouldbeabletodemonstratebythetimeyougraduatefromourprogram.Learnmoreaboutthemhere:http://www2.ku.edu/~acejmc/PROGRAM/PRINCIPLES.SHTML#vals&compsNosinglecoursecouldpossiblygiveyouallofthesevaluesandcompetencies;butcollectively,ourclassesaredesignedtobuildyourabilitiesineachoftheseareas.Inthisclass,wewilladdressanumberofthevaluesandcompetencies,withspecialemphasisonthelastsixbulletdotsunder"Professionalvaluesandcompetencies"inthelinkabove.
Finally,duetothenatureofthecoursecontent,whichisprimarilygleanedthroughnuancedcaseapplicationanddiscussion,pleasedonotengageinany“cybersurfing”(e.g.,messaging,socialmedia,eCommerce,email,etc.)duringclassfromeitheryoursmartphoneorlaptop.Student“cybersurfing”duringclasslectureshavebeenproventodecreaseawareness,understandingandcomprehension,especiallyinanalyticalandcriticalreasoningdomains(PsychologyToday,2015).Moreover,thereisahighcorrelationofcybersurfingandbelowaveragecoursegrades(Flipd,2014).
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JOMC–MarketIntelligenceCourseSyllabus
Class 1&2:
08/23-08/25
Introduction to Market Intelligence and Quest for Marketing Insight
Pre-work:
Obtain course pack from student stores. Read: • (Optional: Business Research Methods, Chapter 1) • Case: TiVo in 2002: Consumer Behavior (HBS Case 9-502-62) • The Hidden Side of Everything: What the Bagelman Saw • Open Secrets: Enron and the Peril of Too Much Information
Learning Objectives:
1. Understand how marketing insights enhance decision-making by converting data into insights for decisions such as: segmentation, positioning, product development, promotion, advertising response, etc.
2. Introduce you to the most common market intelligence decisions. 3. Learn to view marketing problems and processes in ways that will benefit
from informed decision-making. In-Class Discussion:
1. Course Overview, Expectations and Assignments. 2. Discriminating between facts and insights; Case Discussion: “What the
Bagelman Saw” 3. TiVo Case
Class 3&4:
08/30-09/01
Research Process, Problem, Design, Data Collection and Proposals
Pre-work:
Read: • (Optional: Business Research Methods, Chapters 2, 4-5)
Session Learning Objectives:
1. Understand the marketing research framework and process. 2. Define research problem and identify qualitative or quantitative design
approach. 3. Understand and prescribe data collection methods. 4. Identify, construct and evaluate research proposals.
In-Class Discussion:
1. Research Process, Problem, Design, Data Collection and Proposals. 2. Exploratory, Descriptive and Causal Research. 3. In-Class Team Exercise “Using research methods to solve common research
problems.”
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Class 5&6:
09/06-09/08
Qualitative Methods: Ethnographies, Focus Groups and Depth Interviews
Pre-work:
Read • (Optional: Business Research Methods, 186-197, Chapter 11) • Ethnographic Research: A Key to Strategy HBR (f0903C)
Session Learning Objectives:
1. Understand the key pillars of successful qualitative research methods. 2. Learn how to conduct online discussions and focus groups. 3. Learn how to use ethnographic research to generate marketing insights. In-Class Discussion:
1. Overview, application and usage focus Groups, ethnographies and depth Interviews.
2. Discussion guides for creative development qualitative research. 3. Client Case: “Using traditional qualitative methods to generate marketing
insight in non-profit.”
Class 7&8:
09/13-09/15
Guest Lecture: Jeff Howanek from The Futures Company (09/13)
Qualitative Methods: Ethnographies, Focus Groups and Depth Interviews Continued
Pre-work:
Read • Microsoft (A) & (B) (HBR Case)
Team Assignment One Due 09/13: Revitalization Creative Development Research Proposal
Session Learning Objectives:
1. Understand the key pillars of successful qualitative research methods. 2. Learn how to conduct online discussions and focus groups. 3. Learn how to use ethnographic research to generate marketing insights. In-Class Discussion:
1. Review Revitalization Creative Development Proposal assignment solution.
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Class 9&10:
09/20-09/22
Quantitative Methods: Data Preparation and Descriptive Statistics
Pre-work:
Download XLStat using discount coupon in course pack Read • (Optional: Business Research Methods, Chapter 12)
Individual Case Due 09/20: Microsoft (A) & (B)
Session Learning Objectives:
1. Understand and apply the basics of quantitative methods. 2. Understand the concept of normal distribution, central tendency, and
dispersion. 3. Understand how to use and apply confidence intervals. 4. Learn how to conduct basic descriptive statistic functions in XLStat. In-Class Discussion:
1. Theoretical underpinnings of basic quantitative methods and concepts. 2. Applied illustrations: “Bill Gates Walks Into a Diner,” “You Can’t Buy 2.2
Lattes”, “The Games People Play.” 3. Applied practice: Descriptive statistic functions using XLStat.
Class 11&12:
09/27-09/29
Quantitative Methods: Hypothesis Testing and Introduction to Regression
Pre-work:
Read: • (Optional: Business Research Methods, Chapters 13, pages 348-360, 361-
381) • Forecasting with Regression (HBS 9-894-007) • Case: Pilgrim Bank (A): Customer Profitability” (HBS Case 9-602-104)
Session Learning Objectives:
1. Learn how to prepare and examine data for quantitative analysis. 2. Learn how to construct and test data hypotheses for significance testing. 3. Understand and apply regression concept in XLStat. In-Class Discussion:
1. Applied Practice: “On Statistical Ties and Going Zen: Bit-O-Honey and Splenda”
2. Applied Practice: Fundamentals of regression in XLStat.
Fall 2016 TuTh 9:30am – 11:00am
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Class 13&14:
10/04-10/06
Quantitative Methods: Analyzing Behavioral/Transactional Data
Pre-work:
Read: • (Optional: Business Research Methods, Chapter 14)
Individual Case DUE 10/06: Pilgrim Bank Session Learning Objectives:
1. Learn to use regression to interpret data relationships. 2. Learn to use regression to forecast using individual-level (customer) data. In-Class Discussion:
1. Regression using XLStat to interpret data relationships. 2. Fundamentals of regression in scoring. 3. Review and discuss Pilgrim Bank (A): Customer Profitability (HBS 9-602-
104) 4. Introduction to Analyzing Survey Data.
Class 15:
10/11
Quantitative Methods: Introduction to Analyzing Survey Data
Pre-work: Read: • (Optional: Business Research Methods Pages 197-204 & Chapters 9-10) • Case: “Nestle Refrigerated Foods: Contadina Pasta & Pizza (A)” HBS 9-595-
035
Session Learning Objectives:
1. Understand common quantitative methods of collecting data via surveys for communications/marketing.
2. Understand types and frequently used measurement scales. 3. Learn common pitfalls in survey research. 4. Learn how to derive insights and challenge conclusions from survey
research. In-Class Discussion:
1. Usage and application of common surveys in brand & advertising research. 2. Measurement Scales and Questionnaire Design. 3. Client Case: “AT&T: Using brand and Advertising tracking research to
generate marketing insights.”
10/13 NO CLASS
UNIVERSITY DAY
Fall 2016 TuTh 9:30am – 11:00am
16
Class 16:
10/18
Quantitative Methods: Analyzing Survey Data
Session Learning Objectives:
1. Understand common quantitative methods of collecting data via surveys for communications/marketing.
2. Understand types and frequently used measurement scales. 3. Learn common pitfalls in survey research. 4. Learn how to derive insights and challenge conclusions from survey
research. In-Class Discussion:
1. Usage and application of common surveys in brand & advertising research. 2. Measurement Scales and Questionnaire Design. 3. Client Case: “AT&T: Using brand and Advertising tracking research to
generate marketing insights.”
10/20 NO CLASS FALL BREAK
Class 17&18:
10/25-10/27
Quantitative Methods: Factor & Key Driver Analysis
Pre-work:
Read: • (Optional: Business Research Methods, pages 385-395) • The One Number You Need to Grow (HBR R0312C)
Individual Assignment Distributed: Factor and Key Driver Individual Progressive #1 Distributed
Team Assignment DUE 10/25: Nestle Refrigerated Foods: Contadina Pasta & Pizza Session Learning Objectives:
1. Understand the principles, application and method of Principal Components Factor Analysis.
2. Understand the principles, application and method of conducting a simple Key Driver Analysis.
In-Class Discussion:
1. Factor and Key Driver Analysis overview, application and tutorial. 2. Client Case: “Using Factor and Key Driver Analysis to identify marketing
insight for Cingular Wireless.” 3. Case: “Nestle Refrigerated Foods: Contadina Pasta & Pizza (A)”
Fall 2016 TuTh 9:30am – 11:00am
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Class 19&20:
11/01-11/03
Guest Lecture: Ari Gross (11/03)
Quantitative Methods: Correspondence Analysis
Pre-work:
Read: • Book Chapter: “Blue Ocean Strategy: How to Create Uncontested Market
Space and Render Competition Irrelevant”, Ch 1
Individual Progressive Assignment #1 DUE 11/03: Factor and Key Driver Analysis
Individual Assignment Distributed: Correspondence Analysis Individual Progressive #2 Distributed
Session Learning Objectives:
1. Understand the principles, application and method of Correspondence Analysis.
In-Class Discussion:
1. Review Factor & Key Driver assignment Solution. 2. Correspondence overview, application and tutorial. 3. Client Case: “Using Correspondence Analysis to identify marketing insight in
Airline Travel.” Class 21&22:
11/08-11/10
Quantitative Methods: Cluster Analysis and Multiple Discriminant Analysis
Pre-work:
Read: • (Optional: Business Research Methods, 399-407 & 408-417) • A Note on Cluster Analysis • Perceptual Mapping, A Managers Guide
Individual Progressive Assignment #2 DUE 11/08: Correspondence Analysis
Individual Assignment Distributed: Multiple Discriminant Analysis Individual Progressive Assignment #3
Session Learning Objectives:
1. Understand the principles, application and method of Cluster Analysis. 2. Understand the principles, application and method of Multiple Discriminant
Analysis. 3. Understand how to apply MDS to identify marketing opportunities and
challenges. In-Class Discussion:
1. Review Correspondence Analysis solution. 2. Cluster Analysis overview, application and tutorial. 3. Client Case: “Using Cluster Analysis in segmentation to identify marketing
insight in Travel and Tourism.” 4. Multiple Discriminant Analysis overview, application and tutorial. 5. Client Case: “Using Multiple Discriminant Analysis to find the ‘Blue Ocean’
in Automotive.”
Fall 2016 TuTh 9:30am – 11:00am
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Class 23&24:
11/15-11/17
Quantitative Methods: Digital and Social Media Measurement
Pre-work:
Read: • Advertising Analytics 2.0 • Social Radar https://www.youtube.com/watch?v=31W0lgkPLSI • Slideshare:http://bit.ly/1M66jKY • Web:http://bit.ly/15ZAGSm
Individual Progressive Assignment #3 DUE 11/15: Multiple Discriminant Analysis
Individual Assignment Distributed: Social Media & Display Advertising Analytics Progressive Assignment #4
Session Learning Objectives: 1. Learn Social Media monitoring, measurement and evaluation. 2. Learn and understand display advertising metrics, measurement and
evaluation. 3. How to communicate market intelligence to clients and c-suite.
In-Class Discussion: 1. Social Media monitoring techniques, common measurement dashboards and
how to evaluate display advertising performance. 2. Case: “Social Media Monitoring and Measurement in QSR”
Class 25:
11/22
Quantitative Methods: Digital and Social Media Measurement
Pre-work:
Read: • HBR Case: 1920 Evil Returns: Bollywood and Social Media Marketing
Individual Progressive Assignment #4 DUE 11/22: Social Media & Display Advertising Analysis
Individual Assignment Distributed: Individual Progressive Assignment #5 Distributed
Session Learning Objectives:
1. Become familiar with digital and social media monitoring, measurement and modeling.
2. Understand basic digital marketing metrics. 3. Analyze basic digital marketing metrics with transaction and KPI metrics. In-Class Discussion:
1. Progressive Assignment #4 review. 2. Travel industry website analytics case.
Fall 2016 TuTh 9:30am – 11:00am
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11/24 NO CLASS
THANKSGIVING
Class 26&27:
11/29-12/01
Guest Lecture: Sangeet Pillai (12/01)
Data Science Storytelling: Communicating to C-Suite Pre-work:
Read: • Web:StorytellingThatMovesPeople(HBRBlog,June2003,BronwynFryer)
Individual Assignment Due 11/29: 1920 Evil Returns: Bollywood and Social Media Marketing Session Learning Objectives:
1. Understand the difference between reporting data and data science storytelling.
2. Learn how to successfully communicate research, intelligence and analytic insights to c-suite.
3. Learning how to use Google Analytics.
In-Class Discussion:
1. Successful c-suite communications principles, structure, application and tutorial.
2. Progressive assignment #4 answer key and discussion
Class 28: 12/06
Finding the Blue Ocean: Market Intelligence Course Review & Progressive Assignment Answer Key & Last Lecture Session Learning Objectives:
1. Understand how all the market intelligence tools and applications fit together to drive brand and advertising insights.
2. Learn to effectively communicate market intelligence.
Individual Progressive Assignment #5 DUE 12/06: C-Suite Presentation
In-Class Discussion:
1. Course Review. 2. Progressive Assignment #5 answer key and discussion. 3. The Last Lecture: Lessons I’ve Learned Along The Way
Fall 2016 TuTh 9:30am – 11:00am
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APPENDIXA-CaseDescriptionsandPreparationQuestions
TiVoin2002:ConsumerBehavior(In-CaseDiscussion)
TiVomanagerBrodieKeastisanxioustounderstandthesharpcontrastbetweentheinertiaofprospectsandthedeepemotionalresponseshownbyconvertedusersofTiVo.Afteranoverviewofthecompany'ssituationandproblems,thecasefocusesondifferentkindsofdata(salesresults,satisfactionandusagedata,purchaseinfluence,demographics,attitudedata,andbehavioraldata)andexplainshowthatdataemergedovertimeasthecompanywasmoreandmorepressuredtoexploretheessenceofitsvalueproposition.Thecaseshelpsreadersexaminetheroleofconsumercontrolinconsumption,understandproductsthat"changeyourlife,"chooseresearchmethodsthatmatchthetypeofinsightssought,andexploretherelationshipbetweenconsumerknowledgeandmanagerialaction.
Preparationquestions:
1.WhatisTiVo?Isitmorethanadigitalvideorecorder?Whatimmediateandendbenefitsdoesitprovideconsumers?Isitadisruptivetechnologythatrequiressignificantbehaviormodification?
2.Whatfactorsmadeinitialadoptiondifficult?
3.Whoweretheearlyadopters?DidTiVotargettherightgroup?
4.Fouryearsafterthelaunch,saleswasstillwaybelowwhatwasinitiallyforecasted(abouthalfofeventhemostconservativeestimateof350,000units).BrodieKeastmentionsthat“ThereisamysteryinthesharpcontrastbetweentheinertiaofprospectsandtheevangelicalzealofTiVousers.”Atthetimeofthecase,doyouthinktheproductwasstillintheearlyadopterstageasopposedtothegrowthstage?Whatcanhelpimprovethemomentum?
5.Whatdotheresultsoftheattitudesurveyandthe“logs”reveal?Aretheseresultshelpfulinfiguringoutfuturesegmentationandpositioningstrategies?
6.WhatshouldbeTiVo’scommunicationmessage?Pointtospecificevidenceinthecase,tosupportyourrecommendations.
7.Canyouconvincepotentialconsumersitismorethanaglorifieddigitalrecorder?Pointtospecificevidenceinthecase,tosupportyourrecommendations.
8.Howdothecompetitivelandscape,TiVO’srelationshipwithintermediaries(advertisers,networks,cable&satellitecompanies,contentproducers..)andothernewtechnologicalthreats(HDTV,cableondemandetc.)affectendconsumers’behavior?
Expecteddeliverables:
Thisisnotanassignmenttoturninforagrade,however,youshouldpracticepreparingforthegradedassignmentsbyansweringthecasequestionsasifyouweresubmitting.Correctlyansweringthequestionsassignedrequirestheuseofsupportingcaseexhibitsandinformationfromthecase.Answers
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maybebulletedorinparagraphform,butshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.
PilgrimBank(A)(IndividualAssignment)
Analyzethecaseusingregressionanalysis.DataforthiswillbedistributedviaBlackboardorpostedonWebsite.
Theobjectivesofthiscasearea)tointroducestudentstothenotionofcustomerprofitabilityanditsdeterminants,b)toconsiderdifferenttypesofanalyticmethodsandc)toconductregressionanalysisonrealdatatoassessprofitabilityandothervariablesforasetofbankcustomers.
Preparationquestions:
1.Howmuchdoprofitsvaryacrosscustomers?Providestatisticalsupportforyouranswer.
2.HowdoesPilgrimBankmakemoneyfromitscustomersandhowcanthisexplainthevariationincustomerprofitability?
3.Areonlinecustomersmoreprofitablethanofflinecustomers?Providestatisticalsupportforyouranswer.
4.Whatistheroleofcustomerdemographicsincomparingonlineandofflineprofitability?Providestatisticalsupportforyouranswer.
5.WhatisyourrecommendationtotheseniormanagementteamintermsofPilgrimBank’sonlinechannelpricingstrategy?Shouldthebankchargefees,offerrebatesordonothinginregardstopricingforonlinechanneluse?
Studentsareexpectedtorundescriptivestatistics,cross-tabsandregressionanalysistoanswerthequestionsshownabove.Pleasebringyouranalysistoclassforcasediscussion.
Expecteddeliverables:
AWorddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Supportyouranswerswithanyexhibits,asappropriate.Answerstomostquestionswillrequiresomesupportingstatisticaloutput,whichmayeitherbecopiedandpastedintotheWorddocument;Failuretoshowyourworkforquestionsthatrequire(i.e.,supportingstatisticaloutput)willresultinzeropoints.NameandPIDshouldbewrittenonthebackoftheworddocument.
Fall 2016 TuTh 9:30am – 11:00am
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Microsoft.(A&B)(IndividualAssignment)
ThiscasedetailsthequalitativeresearchtechniquesthatMicrosoftusedwhentargetingthecollege-studentmarket.
Preparationquestions:
Microsoft(A)and(B)Case1. Whataretheresearchobjectivesforthe(B)casetoaddresstheproblem?
2. WhatisthePROBLEMfacingMicrosoftinthecollegestudentmarket(A)and(B)?(Pleasewriteyouranswerastheproblemstatement/purposeforaresearchproposal)
3. Whatarethebenefitsandlimitationsforeachofthe(B)researchmethodsused?Whatadditionalbenefitsandlimitationsnotprovidedinthecaseshouldbeconsidered?
4. Whatresearchmethods(B)wereselectedtoaddresstheresearchobjectives,above?Mapeachofthesemethodstotheappropriateresearchobjective.
5. Whatwerethepotentialshortfallsoftheteam’sresearch?Howwouldyoustructuretheresearchdifferently,ifatall?Whatadditionalinformationorelementswouldyouhaveusedtomaximizethelearninggeneralizabilityandpotential?
6. WheredidtheMicrosoftteamobtainthesampleofstudents(B)toparticipateintheresearch?Howmanyrespondentsdidtheyrecruit?Whatwerethebenefitsandlimitationsofobtainingthesample?Whatspecificproblemscanyouidentifywiththerecruitingsurveythatmayhaveimpactedoverallparticipation?
7. Basedontheresearchasconducted,whatwerethebiggestchallengesfacingMicrosoft?
8. CantheMicrosoftteamusetheresearchconductedtoderiveinsightstopotentiallysolvethePROBLEM?Whyorwhynot?
9. Whattypeofquestionisthe“Planet”exerciseusedinthe(B)caseandwhatdiditrevealaboutMicrosoftOffice’simageinthestudentcommunity?Whatemotions,ifany,didthe“Planet”exerciserevealaboutMicrosoft?
Expecteddeliverables:
Aworddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.
Fall 2016 TuTh 9:30am – 11:00am
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1920EvilReturns(IndividualAssignment)
AmiShah,founderofIntelliAssist,helpedclientstocreatesocialmediamarketingstrategiesfortheirproductsorservicesandassistedthemintheexecutionofthesecampaigns.In2012,ShahhaddesignedthesocialmediamarketingcampaignfortheBollywoodmovie''1920EvilReturns'',whichwasasequeltothemovie1920thatwasreleasedin2008.Thenextmovieinthe1920franchisewasexpectedtobereleasedin2014.Shewasanalyzingtheimpactofthecampaignandwonderedwhethertherightsocialmediamixhadbeenused.Thesocialmediacampaignfor1920evilreturnswasverysuccessfulandshehadthenumberstoshowforit.Activefanengagementandpositiveword-of-mouthalsovalidatedthesuccessofthesocialmediacampaign.However,Shahwonderedwhethershecouldhavedoneitdifferently.Preparationquestions:
1. HowisROIcalculatedfor"1920EvilReturns"SocialMediaMarketing?2. WhatwastheimpactofFacebookandYoutubecampaigns?3. Isthereanyevidence-relatedrelationshipbetweenFacebookengagementandboxoffice
collections?4. Whatisthepotentialimpactofsentimentanalysisontheperformanceofthemovieinthebox
office?5. WhatotherdatashouldhavebeenincludedbyShahandtheteamtomeasuretheperformanceand
effectivenessof"1920EvilReturns"SocialMediaMarketingcampaign?
Expecteddeliverables:
Aworddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.
Nestle’RefrigeratedFoods:ContadinaPasta&Pizza(TeamAssignmentWrite-Up)
NestleCo.'sRefrigeratedFoodsDivisionhasverysuccessfullylauncheditsContadinabrandpastaandsauces.Thenewproducthasachievednearly$100millioninsalesinthreeyears.Thedivisionnowconsidersanextensionintothepizzaline.Thiscaseprovidesadetailedlookattheuseofsimulatedtestmarketstoforecastanewproduct'spotential.Intendedtoprovidestudentswithanin-depthunderstandingofnewproductforecastinginconsumerpackagedgoods.Alsoraisestheunderstandingofmarketingresearchinpastaandpizzalaunchcommercials.
Fall 2016 TuTh 9:30am – 11:00am
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Preparationquestions:
1.UsingtheBASESmodeldescribedinExhibit9,forecasttheestimateddemand(trialandrepeat)forthetwoPizzaoptionsunderconsideration:PizzaandToppingORPizzaonly.
2.WhatcanwelearnfromExhibits13,14and15?
3.HowdoesthePizzaconcepttestdatacomparetothepastaconcepttestdata?Compareandcontrastthepizzaandpastaopportunities.
4.Wouldyoulaunchthepizza?Whyorwhynot?PleaseusethedataandinsightsinthecasetosubstantiateyourPOV.
Expecteddeliverables:
Aworddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Calculationstoestimatetheforecasteddemandshouldbedelineatedspecificallyinsupportingappendix;partialcreditwillbeawardedasappropriate.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.
Fall 2016 TuTh 9:30am – 11:00am
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APPENDIXB-IndividualAssignmentRequirements
Thecourserequireseachstudentcompletes(1)threewrittencaseassignments(Microsoft,PilgrimBankand1920EvilReturns);and(2)fivewrittenprogressiveassignmentparts(whicharepartofaprogressiveanalysisforaglobalbrandrepositioning).
Writtencasesaredueatthestartoftheclassthatthewrittencasewillbediscussed.Nolatepaperswillbeaccepted.PreparationquestionsaredelineatedintheClassOverviewExpectationsDocument.
Theprogressiveassignmentisafive-partseries.Thefirstfourpartsareanalysestounderstand,diagnoseandrecommendanewbrandpositioning.Thefifthandfinalpartsummarizesthemarketingchallenge,identifiesfacts,uncoversthekeyinsightandrecommendsspecificmarketingaction.Therequiredphasesfortheindividualassignmentsareasfollows(pleaseseeCourseSyllabusforduedates):
PhaseI–IndividualAssignmentforFactorAnalysisandKeyDriverAnalysis
Expecteddeliverables:
Aworddocument,withyourstatisticalanalysis’indicatedandthenecessaryinterpretationofyourwork.Afactorsolutionwithnotedeigenvalues,percentvarianceexplained,andrationaleforsolutionnamesshouldbeincluded.Thekeydriveranalysisshouldincludecorrectstandardizedbetasandcorrectrelativecontributions.5pointswillbeawardedforFactorAnalysisand5pointswillbeawardedforKeyDriver.Answersshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.
PhaseII–IndividualAssignmentforCorrespondenceAnalysis
Expecteddeliverables:
Aworddocument,withthecorrespondenceanalysisthatyoucreatedinXLStatdisplayedprominently.Youshouldincludethesquaredcosinesandyourrationaleforwhatattributesyouelectedtoinclude.Youmaydrawonthevectorsbyhand,ifnecessary.Pleasesupporttheanalysiswithaninterpretationofyourfindings.Interpretationshouldbeconciseanddirect.NameandPIDshouldbewrittenonthebackoftheworddocument.
PhaseIII–IndividualAssignmentforClusterAnalysis
Expecteddeliverables:
Aworddocument,withthedendogramthatyoucreatedinXLStatdisplayedprominentlyandgroupsindicated.Aninterpretationoftheclusters,summarystatistics,adescriptionofeachclusterandkeymetricsbyclustershouldbeincluded.Pleasesupporttheanalysiswithaninterpretationofyourfindings.Shouldyouelecttosupportyouranswerswithanyadditionalexhibits,anappendixispermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.
PhaseIV–SocialMediaMonitoringandDisplayAdvertisingPerformanceEvaluation
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Expecteddeliverables:
Aworddocumentthatdetailsananalysisfortheclient,supportedwithdatafromtheYelpandSentimentinformation,aswellastheDoubleClick(DisplayAdvertising)information.Ifanystatisticalassociationsanalysisiselected,pleaseindicate.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Pleaseciteanyoutsidesourcesifused.NameandPIDshouldbewrittenonthebackoftheworddocument.
PhaseV–FinalClientReport
Expecteddeliverables:
Thiswillbeanexecutivelevelpowerpointpresentationofnotmorethan12slides,printedoutandhandedinwith1-2slidesperpage.Youmayincludeadditionalslidesintheappendixforsupportinginformation,butthetotalslidedeck(mainbodyplusappendix)cannotexceed20slides.Eachslideshouldhaveaheadlinethattellsaclear,cohesivestoryfrombeginningtoend.Pointswillbeawardedforcorrectinterpretationofstatisticalanalysis,identifyingthecorrectinsight,andmakingthecorrectclientrecommendation.NameandPIDshouldbewrittenonthebackofthedocument.
AdditionalinformationanddirectionregardingtheProgressiveassignment(includingmandatories,problemconsiderationsandanalysisquestions)willbediscussedinclass.
Fall 2016 TuTh 9:30am – 11:00am
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APPENDIXC-PeerEvaluationForm&StudentProfileForm
(NeedtoaccompanyEACHCasewrite-upandEACHAssignment.Ifnotattached,theinstructorwillassumeequalparticipationbyindividualgroupmembers)
Due:INCLASSwitheachcasewrite-upandassignment
TeamMembers_____________________________________________________________
YourName_________________________________________________________________
PartI.Belowlistsyourresponsibilities,i.e.whatpartsofthecasewrite-up/assignmentyouwereresponsiblefor.Reportalltasks,e.g.whatenvironmentsyouanalyzed,whatpartsoftheresearchanalysisdidyoudeveloped,suggestionsyoumade,copyediting,typing,etc.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Numberofgroupmeetingsyoumissed._____
Numberofgroupmeetingsyouattended,butforwhichyouwere"unprepared."_____
PartII.UNCpridesitselfinhavingfutureleaders,whichamongmanyotherthingsrequiresthatyouprovidehonestandcriticalfeedback;holdyourselfandyourteam-memberstothehighestlevelofintegrityandaccountability.Inthesectionbelow,pleaseevaluatethetotalcontributionoftheothermembersofyourteamasfollows.
Ingivingthemascore,assumethatthereare10pointsavailableforeachmemberoftheteam(otherthanyou).Thus,iftheteamsizeisfour(includingyou),thereare30pointsavailabletodistributeamongyourthreeteammates.Allocatetheminamannerwhichyoubelieveproperlyreflectseachperson'srelativecontributiontothecombineddeliverable.Ifallwerejudgedequal,theneachwouldreceive10points.Note:Youarenottoevaluateyourself-onlyyourteammates.Sincethiswillbeafactorintheirevaluation,pleasegivethiscarefulthought.Yourevaluationsareconfidential.
TeamMembers Points Indicate(Y/N)ifteammemberwaspresentandPREPAREDatan“acceptable”numberof
meetings1. 2. 3. 4. 5. Note:Youshouldmakethisevaluationbyyourself,notjointlywithyourcolleagues.Anyadditionalcommentsyouhavecanbelistedonthebackofthisform.
Fall 2016 TuTh 9:30am – 11:00am
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StudentProfile
Name:
Major:
MarketingandStatisticsCoursesTakenSoFar:
a.Whatdoyoulikemostaboutmarketing?Whatappealstoyouthemostaboutit?
b.Whatdoyouthinkyouwillbenefitfromthemostinthiscourse?
c.Arethereanyspecialtopicsyouwouldespeciallyliketohavecoveredinthisclass?
d.Whataspectofthecourseconcernsyoumost?
e.Doyouhaveanyquestionsorissuesaboutthecoursethatneedfurtherclarification?
f.Pleasedescribeanyexperienceyouhavehadwhereyoucommissioned,conducted,evaluatedorparticipatedinamarketingresearchproject(orprojects).
g.TellmesomethinginterestingaboutyourselforsomethingyouthinkIshouldknow.
Fall 2016 TuTh 9:30am – 11:00am
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APPENDIXD:AEJMCCoreValues
TheAccreditingCouncilonEducationinJournalismandMassCommunications(ACEJMC)requiresthat,irrespectiveoftheirparticularspecialization,allgraduatesshouldbeawareofcertaincorevaluesandcompetencies.Therefore,MarketIntelligenceprovideslectures,cases,discussionsandassignmentsthatreaffirmthefollowingAEJMCcorevalues:
• Understandconceptsandapplytheoriesintheuseandpresentationofimagesandinformation; • Demonstrateanunderstandingofprofessionalethicalprinciplesandworkethicallyinpursuitof
truth,accuracy,fairnessanddiversity; • Thinkcritically,creativelyandindependently; • Conductresearchandevaluateinformationbymethodsappropriatetothecommunications
professionsinwhichtheywork; • Writecorrectlyandclearlyinformsandstylesappropriateforthecommunicationsprofessions,
audiencesandpurposestheyserve; • Applybasicnumericalandstatisticalconcepts; • Applytoolsandtechnologiesappropriateforthecommunicationsprofessionsinwhichthey
work.