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Strategic Marketing

Gaining Competitive Advantage through Positioning, Branding, and Building Trust

Syllabus MGMT E-6600


Instructor: David A. Shore, PhD Associate Dean Director, Trust Initiative Director, Forces of Change Program Executive Director Center for Continuing Professional Education Harvard University, School of Public Health 401 Park Drive, 3rd Floor East Boston, MA 02228 617-998-1090 dshore@hsph.harvard.edu John L. Teopaco, DBA Lecturer Boston University jteopaco@fas.harvard.edu

Co-Instructor:

Fall 2011 Thursday 5:30 7:30 p.m. (except for holiday 11/24) Location: Sever 210 (Please check the Extension School website for the final classroom assignment before the first class.) Office hours for David Shore: 5:00-5:30 p.m. in the classroom on days teaching, and at 401 Park Drive, by appointment. Also available throughout the course by email and telephone. Office hours for John Teopaco are available by appointment at any time. Snow Cancellations: 617-495-4024, 617-496-NEWS, Harvard Extension Website http://extension.dce.harvard.edu Course Description This course focuses on three core competitive strategies: branding, positioning, and building trust. In todays market, almost any product or service can be transformed into a

8/2/2011

commodity quickly as competitors copy successful products. Students will learn how to position and brand products and services in the marketplace in order to prevent them from being turned into commodities. Case examples will be used to illustrate theory, with special attention paid to the roles of reputation and trust as drivers of both mission and margin. Participants will complete papers and projects. By the conclusion of the course, participants will understand the key variables to a successful strategic marketing/branding campaign. The strength of an organization's brand has an enormous impact on its ability to succeed in the future. Brand equity is a critical strategic weapon in the struggle to gain and hold a competitive edge in the marketplace. Contrary to popular belief, building a brand requires more than strategies for increasing name recognition. Is your organization both prepared and able to distinguish itself in this environment? Do you have specific strategies for achieving a unique and sustainable competitive advantage through branding? Our Branding Boot Campsm will focus on jumping on the brand wagon. These sessions will consider the essence of branding along with the compelling reasons why organizations should invest in branding. We answer the question: why brand is grand. We analyze leading indicators and key strategies of brand dependency as well as outlining the four major categories of brand involvement by consumers. This section will provide insights on how best to leverage the equity in the brand, as we answer the question: when brand is grand. The course will concentrate on building the brand wagon. During this section the focus will be on reverse engineering as we unbundle branding to see what makes it work. We will also examine Shores brand equity indicators with special emphasis on decommoditization and poly-branding. The class will examine reasons why organizations fall off the brand wagon, present case vignettes, and discuss how to prevent brandicide. We will consider measuring the true value of an organizations brand, an intangible asset that can be managed like a tangible asset. We will conclude with strategies and a plan for steering the brand wagon completing the cycle of moving from theory to practice. This interactive course will cover both the strategic and tactical elements necessary to increase market share, build brand equity, and enjoy brand loyalty. At the conclusion of this course you will be able to answer the following six questions: 1) What is branding? 2) Why do I want it? 3) How do I get it? 4) When can I most strategically leverage it? 5) How do I measure it? 6) How do I keep it? Case examples will be used to illustrate theory. Students will also have the opportunity to prepare action plans for immediately moving the brand wagon forward. The evolving roles that reputation and trust play in the success or programs, products, and services will remain a central theme throughout our course.

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*NOTE: Both the pace and direction of the course will be guided in part by the students and current events and therefore we may not cover all topics, nor may we cover them in the order outlined in this syllabus. Education: What Can I Do About It? There is something I don't know That I am supposed to know. I don't know what it is I don't know, And yet I am supposed to know, And I feel I look stupid If I seem both not to know it, And not know what it is I don't know, Therefore I pretend I know it. This is nerve-racking Since I don't know what I must pretend to know. Therefore I must pretend to know everything. I feel you know what I am supposed to know But you can't tell me what it is Because you don't know that I don't know what it is. You may know what I don't know, but not That I don't know it, And I can't tell you. So you will have to tell me everything. --R.D. Laing Knots Course Structure Our course, as a seminar, will employ various forms of active learning including case studies, case vignettes, group exercises, and project presentations. Lectures, readings, and guest speakers will supplement the learning process. Students will be graded on the quality of their active participation and on a range of individual papers and group projects. Case Analysis I hear and I forget. I see and I remember. I do and I understand. - Ancient Proverb Cases provide vehicles for learning diagnostic skills. They illustrate applications of the concepts and frameworks introduced by the assigned readings and class discussions.

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Case studies are instructive in two ways. Initially, they guide pre-class preparation, offering methods to diagnose case problems and issues, to select appropriate forms of analysis (e.g., quantitative, logic, experience, conceptual), and to apply the lessons from case solutions. Before the start of class, each student should be able to recommend concrete measures to the challenges presented in the case study and be capable of defending them based upon solid evidence and coherent analysis. Secondly, case studies illustrate the diversity of approaches to any given problem, encouraging students to realize that others do not always diagnose, analyze, and solve dilemmas in the exact same fashion. This course demands that class members understand alternative approaches, learn from their colleagues, and engage in a constructive dialogue with their peers. To do so requires that participants listen to each other as well as talk in class. Furthermore, we ask that class members defend their position in order that they may fully understand its strengths and weaknesses. There is no single right answer for a case, just as there is rarely a single right decision in actual practice. Analysis comprises more than simply noting and summarizing case facts. Solid analysis applies reasoning to determine how these facts relate to each other, and most importantly, how these facts point to the underlying causes of the case situation. The Case Method of Learning Cases deal with real-world business situations. As such, case discussions provide an effective means of developing the skills necessary to become a more effective professional. The case method of learning requires that each person prepare for the case on his or her own. Typically, cases demand at least two hours of study in order to identify the key issues and root causes of the problems (including quantitative and financial calculations). Class members should be careful to leave enough time to formulate a practicable plan of action, including specific steps and timetables. While there are no right or wrong answers, there are good and bad analyses as well as hasty and impractical recommendations. This course highlights the process of arriving at your own conclusions and recommendations, rewarding those that marshal evidence in the case analysis and apply careful thinking to shared problems. There are two major parts to case preparation: (1) diagnosis and (2) solution. The two should be tightly connected to each other. In the diagnosis, it is critical that you distinguish between the symptoms (case facts) of a problem and the actual problem (causes). The solution should be sound and capable of implementation. After you have prepared for the case individually, it is very beneficial to bounce off your ideas in an informal study group. Aside from polishing off your analysis, a study group session warms you up for the in-class discussion.

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The real discussion of a case takes place during class. Meaningful case discussions depend upon five prerequisite conditions: (1) presence, (2) punctuality, (3) preparation, (4) participation, and (5) pertinence. Each student must be thoroughly familiar with the details of the case and be ready to share his/her views with the class. The case method demands that students challenge each others ideas and collectively build upon the collective deliberations. The instructor, in this format, only facilitates the discussion. The instructor does not judge who or what is right or wrong given the case at hand. The over-riding aim of any case study is to explore the entire range of key issues and to fully articulate the potential pros and cons of the possible measures. At times, it may seem that we are beating a dead horse, but it is most likely that students are still dwelling on the issue. Many case studies present subtle nuances and perspectives; the added discussion often adds value to our understanding the problem and potential solutions. Keep in mind that each individual in class owns the discussion. Therefore, if you feel that there is a more productive direction for the class discussion to go into, it is your responsibility to direct the class there! In-Class Contributions You will be expected to be present for all class sessions and to arrive on time. Your participation grade will reflect your comments made during case discussions and other class discussions. You will be evaluated on your performance for each class. If you absolutely cannot attend class, please let the instructor know in writing in advance. Your in-class contributions are all-important because you will be learning from one another. The instructors role is not to impart wisdom, but to facilitate your learning from each other. Our discussion should not always arrive at some consensus. To the contrary, comments that identify the pros and cons of alternative decisions, and generate a healthy debate are strongly encouraged (and rewarded). While we anticipate vigorous in-class discussion, we demand that arguments always occur at a professional level. No personal attacks or insults will be tolerated. In this spirit, we ask that class members speak only when called upon. Whoever has the floor should receive the full attention of the class; listen to what he or she has to say and build upon the previous speakers comments. Do not raise your hand while someone is speaking. Finally, address your comments to the entire class, not just to the instructor. Grading will be based on quality (depth, insightfulness, contribution to class learning) and quantity (consistency, regularity). Quality counts more. However, one cannot make quality comments without some quantity. Those who do not participate are likely not to get full value from our case discussions. You are expected to come fully prepared and ready to participate for every class. Be prepared to be called upon to open a case by presenting your full analysis and recommendations at the start of class, or to be asked for a comment in the midst of the discussion.

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The grading of class participation is necessarily a subjective exercise. However, some criteria for evaluating effective contributions include: Does the student demonstrate an eagerness to participate? Is the student a good listener? Does he/she build on others comments? Is the student willing to interact with other class members? Are the points made relevant to the discussion? Are they linked to others comments? Do comments demonstrate evidence of in-depth analysis of the case? Do comments add to our understanding of the situation? Do comments make a substantive contribution to the advancement of our analysis? Is there a willingness to test new ideas, or are the comments safe? Do comments show an understanding of concepts or analytical techniques properly applied to the current situation? Is the student presenting insightful quantitative analysis? Is the student presenting ethical considerations and insights?

This course is designed to be a learning experience and a challenging one for both the class members and the instructors. How to Benefit Most From Our Class 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Come to classes regularly and on time. Come to classes despite the New England weather. Find learning, and positive experiences with your classmates and the instructor. Proclaim yourself a willing learner, with the desire to learn and to share. Read your assignments, and read them on time. Volunteer for projects, as participation fosters learning. Join a group and attend the group meetings. If asked by the instructor to give your opinion on a topic, give your best answer. Willingly and unselfishly share your ideas, experiences, and opinions to the class. Go above and beyond the call of duty in participation. Appreciate the opinions and values of your classmates. Turn in your assignments completed well and on time. Respect the basic tenets of confidentiality in this class, where people are encouraged to share their knowledge, experiences, beliefs and fears; and expect that their confidentiality will be respected.

Required Texts Keller, Kevin Lane, Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008). This comprehensive book is available used and online at substantial discounts. It is also available at the Harvard COOP.

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Coursepack (available at the Harvard COOP through XanEdu Publishing) Recommended Text Shore, David A., The Trust Prescription for Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005). The text elaborates on many of the principles that are taught throughout this course and uses the healthcare industry as a case in point. It is available at the Harvard COOP. Grading Paper I Paper II (Final Project) Presentation (Final Project) Preparation and participation Extra Credit option Key Dates for Final Paper/Presentation 9/29/11 Submit topic selected and preliminary list of group members, including names, phone numbers and email addresses, along with indicating group contact person. Submit group abstract and outline of final paper/presentation (indicating which students will have primary responsibility each section) and notice of any change in-group composition. Audio-visual requests to Holly Zellweger (hzellweg@hsph.harvard.edu; 617-998-1088) Presentations Round 1

Due

Percent of Grade

(9/29) 30% (12/15) 40% (12/1; 12/15) 10% 20% 100% (10/27) a 1/3 grade boost

10/27/11

11/10/11

12/1/11 12/15/11

Presentations Round 2 Final Project Papers for all groups due 12/15/11 Final Class Content Matters Written assignments will be assessed heavily on the use of and reference to the professional literature and on other forms of empirical research. A significant amount of the material we will cover will not come from texts, but from lectures and discussions. If you must miss a class, you are responsible for obtaining the class notes and handouts from a classmate. There are no scheduled breaks during class.

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Guidelines for Papers 1. Paper I and the Extra Credit Paper should be 6-8 pages (minimum) in length (typed, double spaced text, and not including the references and appendices appearing at the end of the paper). Please number on each page. Student's name, email address, and telephone number should be on the first page. Papers are due at the start of class. Late papers will not be accepted unless prior approval has been granted by the professor based on illness or previously scheduled travel. One full grade will be deducted for every week or portion of a week that paper is not submitted. Submit two copies of all papers. No folders, covers, or paper clips please. Just staple a corner. The paper should be framed as a report to management. Balance qualitative and quantitative analysis, drawing heavily from the relevant professional literature beyond the class textbook or other assigned readings. The purpose of class texts is to provide background reading. Papers should not rely heavily on these shared assigned readings. All papers must enlist content and references that extend well beyond the required readings. References should appear in a section (as endnotes) after the primary text of the paper, and must include complete citations. A complete citation includes author(s) name, title of book, publication, and/or article, publisher, location of publisher, volume and number, page numbers, and date of publication. When referencing a web site, please provide detailed URL descriptions. Additional guidelines for the final project will be discussed in class.

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Group Projects The Group Project is a major commitment. Group projects provide important career preparation for the marketing student. Marketing professionals frequently collaborate in groups in order to represent an organization. The final Group Project should be considered such an executive level presentation. Choose your group members carefully, assess your compatibility, and get to work early in the semester. Make working plans which include assigning various members responsibilities; and coordinating logistics, group members traveling, and the impact of the holiday break on your progress. The Group Project outline submitted should clearly show which student is responsible for which task or area. If you identify any difficulties in your teams process or other intractable problems, we encourage you to change group composition before the deadline. Please contact Dr. Shore with concerns, questions or problems regarding your Group Project.

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Extra Credit (optional) Assignment See Session V, p. 18 An additional topic option is to select an extra credit topic of particular interest and/or benefit to you. Submit your proposed topic to Dean Shore in advance and receive his approval before starting your paper. Credit 1/3 of a grade higher for final course grade. For example, if your course grade is B and you submit a satisfactory paper, your final course grade will be a B+. If the extra credit paper receives a grade of less than a B, you will not receive any credit for it. Format Individual or small groups (maximum- 3) paper Due Date 10/27/11 Extra credit papers will not be accepted beyond due date. Harvard Extension School Grading Policies Grades reflect the quality and quantity of a students work submitted throughout the term according to the grading standards listed below. Undergraduate- and graduate-credit students may earn the following grades:

A and A grades represent work whose superior quality indicates a full mastery of the subject and, in the case of A, work of extraordinary distinction. There is no grade of A+. B+, B, and B grades represent work of good to very good quality throughout the term; however, it does not merit special distinction. C+, C, and C grades designate an average command of the course material. D+, D, and D- grades indicate work that shows a deficiency in knowledge of the material. E is a failing grade representing work that deserves no credit. E may also be assigned to students who do not submit required work in courses from which they have not officially withdrawn by the withdrawal deadline.

This description is drawn directly from the Harvard Extension School website at http://www.extension.harvard.edu/2009-10/policies/grades/ Harvard Extension School policy is that grades below a B- do not count toward the Certificate Program. Add/Drop You can only add or drop this course through the Harvard Extension School Office. This course is routinely at maximum enrollment.

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Academic Honesty The University and its faculty take challenges to academic honesty very seriously. Instances of plagiarism in which students present someone elses work as their own, whether by downloading material from the Internet, copying passages from a book, or in some other way without full attribution can have serious consequences. Each of you will receive a letter from the Dean of Students reiterating the Extension Schools insistence on academic honest. This course requires the extensive use of published literature, and demands that class members provide complete acknowledgements of all sources. All students are encouraged to review Writing with Sources, prepared by Harvards Expository Writing Program available at the COOP and on-line at http://www.fas.harvard.edu/~expos/index.cgi?section=resources

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Anatomy of a Power Brand A good organization produces excellent programs, products and services. A great one__a power brand__is trusted to consistently deliver excellent programs, products and services that are perceived by consumers to be both relevant and distinctive. Power brands attract new customers more easily and then convert them into loyal, long-term "brand demanders". Power brands enjoy greater share of mind in the marketplace and are able to move beyond to gain a dominant share of heart, with the inevitable success that follows. This course on applied branding will begin by exploring the question, "why brand is grand" for organizations and then examine the key building blocks of power brands and how they can be integrated into an effective branding strategy for your organization. David A. Shore

Brand Trust = Product A brand minus trust (and a trusted reputation) is just a product or service. David A. Shore

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Strategic Marketing
Gaining Competitive Advantage through Positioning, Branding, and Building Trust MGMT E-6600 Fall 2011 Session I D. A. Shore 9/1/11 Course Overview & Introduction

Course Overview & Introduction Worlds Shortest Course on Competitive Advantage Designing and Implementing Brand Strategy

Required Reading Keller, Kevin Lane, Chapter 2, Customer-Based Brand Equity, and Chapter 4, Choosing Brand Elements to Build Brand Equity in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

Assignments Review of Paper I (due 9/29/11) Internal Marketing While traditional marketing targets constituency groups external to an organization, marketing is often required inside the organization. This paper should analyze challenges and strategies for the internal marketing of new initiatives and projects. While the literature may be sparse, you may extrapolate from the general marketing literature. Or Engagement The primary purpose of strategic marketing is to figure out how to effectively engage the target market (prospects and customers). Engagement is one of the most challenging words in business today. There is compelling data suggesting very limited levels of engagement in the workplace and a number of other areas in society: citizenship, medicine, the economy, and education. Examine this pressing challenge and suggest how one might cultivate engagement as a marketing professional. For example, what are the most effective ways to engage target markets in a marketing campaign? (select one of the two options for paper #1)

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Review of Final Group Project Paper and Presentation 12/1/11 Why Marketing Campaigns Fail and How to Prevent This 12/15/11 New Product Development (see Sessions XIII and XV for details)

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Session II J. L. Teopaco Case Synopsis:

9/8/11

Branding Overview

Rose Partyware manufactured a wide variety of paper goodsplates, bowls, cups, napkins, etc.and its CEO, Tom Rose, was now considering a proposal for the biggest strategic initiative in the companys history: the launch of a branded line of party ware. When Rose test marketed the new line, consumers loved it, and retailers pledged their support. Tom felt that establishing a brand would allow the company to stay ahead of competitors. However, the branding initiative was going to cost more than originally anticipated. And, further complicating matters, was the fact that one of Roses biggest customers, Party!, had just decided to offer its customers a complete line of party goods under its own name and wanted Rose to manufacture it. The management team was split on whether Rose should launch its own line. Tom needed to decide: What is the best marketing strategy for Rose Partyware?

Case Preparation Questions: 1. How do consumers buy paper party ware? 2. What do retailers expect from party ware manufacturers? 3. How is retailing consolidation affecting Roses decision? 4. Why havent competitors marketed a branded line? 5. What are the pros and cons of the branding proposal? 6. What are the pros and cons of the private label proposal? 7. How would you implement your recommendationboth internally in the company and with retailers? Article Synopsis: For many firms, the brands associated with their products and/or services are their most valuable assets, and, hence, much management attention is given to designing, communicating, nurturing, and protecting them. This note is designed to provide an understanding of brand management strategies firms use to build, sustain, and leverage their brands. Article Preparation Questions: 1. Products are made in the factory, but brands are created in the mind. Explain. If this is the case, then what is a brand?

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2. What is the value of brands to consumers? 3. According to the article, brand management = meaning management. Explain. What are the challenges of brand management? 4. What is brand equity? What benefits does it offer? 5. What is brand resonance? Required Reading A Rose by Any Other Name (R0303X) Keller, Kevin Lane, Chapter 1, Brands and Brand Management, in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

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Session III J. Margolis Synopsis:

9/15/11

A Brand Built on Trust

In less than a decade, The TriZetto Group, Inc., rose from a start-up with a handful of employees and a compelling business vision to a market leader with a global workforce and more than half a billion in annual revenue. At the heart of TriZettos remarkable growth has been its success in establishing and maintaining a high level of trust with customers, largely health insurers. Trust is essential in this space, as TriZettos software products serve as the foundation on which customer organizations conduct day-to-day business operations such as enrolling members, accurately processing medical claims and managing members care. Building and retaining trust has required not only an ability to understand and meet customers pressing business needs and challenges satisfactorily and consistently, but also an ability to anticipate future needs and challenges, develop appropriate commercial solutions, and deliver these in a timely fashion. Trizetto serves as a case example of how trust can be central to brand-building. Jeff Margolis is founding chief executive officer and chairman of The TriZetto Group, Inc., and executive chairman of Welltok, Inc.

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Session IV J. L. Teopaco

9/22/11

Building a Brand

Synopsis In 2002, the Intel Inside campaign is one of the largest cooperative marketing programs in history, supported by thousands of PC makers. Since the programs inception in 1991, well over $7 billion has been invested in advertising carrying the Intel Inside logo. Consequently, the Intel brand has become one of the most well-known brands in the world; according to various rankings, it is in a class with brands such as Coke, Disney, and McDonalds. Growth in the PC market has tapered off, however, and Intel is now trying to decide whether to extend its Intel Inside branding campaign to other product categories, such as cell phones, PDAs, and so on. The question is whether such a move would risk diluting the brand equity the company has worked so hard to build.

Case Preparation Questions 1. What was the original motivation behind Intels decision to launch the Intel Inside branding campaign? 2. What factors have accounted for the success of the campaign? 3. What are the current problems Intel is facing in the PC market? 4. What has been the brand promise in all of Intels advertising campaigns throughout the years? Lewnes says that the core values of the brand have been constant all along. What are these core values? On the other hand, how has the companys advertising evolved over time? What do you think of the Blue Man Group advertisements? Why does Lewnes consider this campaign to be one of the biggest advertising breakthroughs in the companys ten-year history? Do you agree with the direction the campaign appears to be taking? 5. Should the company extend the Intel Inside branding campaign to other non-PC categories such as cell phones and PDAs? Why or why not? What does Pollace mean when she says, We need to be thinking about computing, which can encompass any number of different devices? 6. More generally, what does it take to brand an ingredient? Can any company pull it off? In any product category?

Required Reading

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Inside Intel Inside (case # 9-502-083) Recommended Reading Keller, Kevin Lane, Chapter 5, Designing Marketing Programs to Build Brand Equity in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

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Session V D. A. Shore R5

9/29/11

Think Differently Things That Matter Most

The late 18th and early 19th century German poet/philosopher Johann Wolfgang von Goethe once said, things that matter most should never be at the mercy of things that matter least. This session will introduce a number of the things that matter most relative to strategic marketing and branding and in so doing will provide context for much of what follows during the balance of our course. We will consider a brand strategy and implementation model. Required Reading Keller, Kevin Lane, Chapter 3, Brand Positioning in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008). (Readings below will be distributed in class) Interview with David A. Shore, How Power Brands Sell More. Selling Power, 2001. Interview with David A. Shore, Job One: Whats at the Heart of Your Brand. Selling Power, 2002.

Assignment Paper I due (9/29/11) Final Project paper/presentation topic and preliminary list of group members due (9/29/11) Review of Extra Credit Paper (due 10/27/11) Things That Matter Most Reputation is a centerpiece in any branding campaign. This paper invites you to consider the importance of reputation, how you get it; how you keep it; how you protect it; and how you measure it. Or, During the first class a formula for understanding trust will be introduced. There are alternate formulas and assessment instruments. Select two or more formulas/assessment instruments describe and discuss.

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(Select one of the two options for Extra Credit Paper)

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Session VI J. L. Teopaco Synopsis:

10/6/11

Leveraging a Brand

Chris Prangel has returned home to West Virginia to manage the marketing operations of the Mountain Man Brewing Company, a family-owned business. Mountain Man brews just one beer, Mountain Man Lager, also known as West Virginias beer, and popular among blue-collar workers. Due to changes in beer drinkers taste preferences, the company is now experiencing declining sales for the first time in its history. In response, Chris wants to launch Mountain Man Light, a light beer formulation of Mountain Man Lager, in the hope of attracting younger drinkers to the brand. However, he encounters resistance from senior managers. Mountain Man Lagers brand equity is a key asset for the company. The question is whether Mountain Man Light will enhance it, detract from it, or irreversibly damage it.

Case Preparation Questions: 1. What has made MMBC successful? What distinguishes it from competitors? 2. What about these factors enabled MMBC to create such a strong brand? 3. What has caused MMBCs decline in spite of its strong brand? 4. Should MMBC introduce a light beer? What are the pros and cons for doing so? 5. Is Mountain Man Light feasible for MMBC? 6. Should MMBC launch Mountain Man Light?

Required Reading: Mountain Man Brewing Company: Bringing the Brand to Light (2069) Keller, Kevin Lane, Chapter 12, Introducing and Naming New Products and Brand Extensions in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008).

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Session VII Aglaia Aimee Tsakirellis

10/13/11

Evolution of the Commercial Brand

The word, logo, originates from the Greek word, logos, meaning a ground, a reason, a tale, a story, an expectation, an opinion, a word. It is a term coined by the Greek philosopher, Heraclitus (ca. 535475 BC) and is widely relevant in the current business world. Today, in Modern English, the word logo typically means a graphic mark, illustration, or emblem used to represent an organization. This logo is also used to directly represent and convey an organizations brand. The traditional role of a brand has always been to establish an organizations identity within its respective industry. Consumers were purchasing items based on their brand awareness and recognition. For example, if your mother always bought Crest toothpaste, chances are you would too only because you were familiar with the name. Therefore, organizations were bombarding consumers with brand awareness campaigns shouting out the brand name and logo at them. In todays marketplace, consumer purchasing has majorly shifted. Consumers purchase items based on a multitude of factors. Thus, the importance of branding has evolved, becoming larger in scope and significance. When a brand is initially being created, a clear set of values need to be created to align the brand with the vision and mission of the organization. This establishes an effective brand identity, and a core foundation for the other elements of the brand. Not only will this resonate internally by connecting members of the organization to the brand, but it will also serve as a communicative tool to make consumers aware of the organizations values, evoking a sense of trust. Today, branding appeals to consumers through numerous components of value including economic, psychological, social, and symbolic. A strong brand needs to evoke positive experiences from the consumers through each of these components. An effective brand today should establish a relationship with the consumer. This relationship should be fueled by the consumers experience with interacting with the brand, and how the brand fulfills the four components of value. Once the components are fueled, the consumer will make a self perception of the brand, and integrate this perception with the brands products or services. As the meaning of the word logo has evolved, the importance and role of the commercial brand has as well. Through this evolution, a direct path to communicate to consumers has opened up and organizations can now position themselves within a market and directly connect with the targeted consumers. The ability to leverage the commercial brand has been expanded, as many organizations have utilized different new-age methods and marketing channels to increase consumer affinity towards the brand. Aglaia Aimee Tsakirellis is Director of Marketing at Cedars Mediterranean Foods, Inc. She can be reached at atsakirellis@cedarsfoods.com

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Session VIII D. A. Shore

10/20/11

The MVP Model

Guiding the Brand Wagon: From Mission to Vision to Values to Positioning and Beyond Mission, vision, and positioning your brand in the minds and hearts of your target markets are the first and single most important competitive marketing strategy. These should not however pop out of the ether. To accomplish this desired brand essence in a prospective market requires a focus on three fundamental questions: Where is your brand now? Where do you want to be in the future? How are you going to get there?

Topics include the essential distinction between brand image and brand identity, conducting a brand diagnostic, developing positioning and repositioning statements, management, and relevant dashboard metrics. Templates will be provided and case vignettes will be highlighted. Positioning Exercise

Required Reading Keller, Kevin Lane, Chapter 7, Leveraging Secondary Associations to Build Brand Equity in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008). Recommended Reading Shore, David A., Chapters 7 & 8, Understanding Branding and Raison dtre: Mission, Visions, and Values, in The Trust Prescription for Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005). Mid-course evaluation

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Session IX D. A. Shore

10/27/11

In Brands We Trust

Trust is the currency of all commerce. This session will examine the various dimensions of trust. What trust is and what it is not. How to acquire it and how to leverage it in strategic marketing, positioning and branding. Special attention will be given to Shores four domains of trust. Recommended Reading Shore, David A., Chapters 5, 6, 9, 10 (5, What Happens When Trust Erodes? 6 Think Differently, 9 The Building Blocks: Increasing Your Trust Capacity, & 10 A Reputation and a Position Based on Trust) in The Trust Prescription for Healthcare: Building Your Reputation with Consumers (Chicago: Health Administration Press, 2005). Assignment Group abstract and outline (detailing individual members responsibilities) of final paper/presentation due, notice of any change in group composition due. (10/27/11) Extra credit paper due. (10/27/11)

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MGMT E-6600 syllabus Strategic Marketing page 24

Session X J. L. Teopaco Synopsis

11/3/11

Re-Branding

Black & Decker was the founder of the power tool industry in the U.S. in 1917 and the overall market leader in 1991. However, in the tradesmen segment, Makita of Japan dominated with 52% market share versus B&Ds 9%. Market research indicates that tradesmen perceive B&D as a household brand, not strong enough for the demands of the job site. Should B&D try to build share in this segment or just focus on maximizing segment profitability through a harvesting strategy? If the objective is to build share, how should B&D do it all the while making sure that B&Ds position in other segments is not jeopardized. Required Reading The Black & Decker Corporation (A): Power Tools Division (case # 9-595-057) Recommended Reading Keller, Kevin Lane, Chapter 11, Designing and Implementing Branding Strategies in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008). Case Preparation Questions 1. Why is Makita outselling B&D 8 to 1 in an account that gives them equal shelf space? (opening paragraph) 2. Why are B&Ds shares of the two professional segmentsIndustrial and Tradesmenso different? (about double in Industrial) Wouldnt you expect them to be similar? 3. What, if anything, do you learn from B&Ds consumer research? 4. Joe Gallis objective is to develop and gain corporate support for a viable program to challenge Makita for leadership in the Tradesmen segment. To gain support, the minimal share objective would have to be nearly 20% within three years, with major share take-away from Makita. How realistic is this? 5. If you think Galli should pursue a build share strategy, what actions do you recommend? Does the DeWalt idea have any merit? How about the sub-branding option?

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MGMT E-6600 syllabus Strategic Marketing page 25

Session XI J. L. Teopaco Case Synopsis

11/10/11

Rejuvenating a Brand

The Snapple case traces 26 years in the life of the Snapple brandfrom its birth, rise to national prominence, acquisition and mismanagement of the brand by Quaker Oats, and a new owners (Triarc Group) attempt to revitalize the brand. In the process, well examine the building and re-building of the brand, some of the pitfalls of branding, and valuing a brand. (Quaker paid $1.7 billion in cash for Snapple.) Required Reading Snapple (case # 9-599-126) Recommended Reading Keller, Kevin Lane, Chapter 13, Managing Brands Over Time in Strategic Brand Management: Building, Measuring, and Managing Brand Equity, 3rd edition. (Upper Saddle River, New Jersey, Prentice Hall, 2008). Case Preparation Questions 1. What is Snapples brand meaning? 2. Focusing on the period of 1972 1993, how did Snapple establish its brand? Why did Snapple flourish when so many small start-up premium fruit drinks stayed small or disappeared? Explore each of the 4Ps of the marketing mix. 3. Now look at the period from 1994 1997. Did Quaker make an error in buying Snapple or did they just manage it badly? 4. Roll forward to 1998. What can Triarcs managers learn from Quakers experience? 5. How should Triarc revive Snapple? Identify the three highest priority initiatives you would start tomorrow if you were in Mike Weinsteins shoes. Justify them.

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MGMT E-6600 syllabus Strategic Marketing page 26

Session XII

11/17/11

Small Group Final Project Preparation

Small Group Final Project Preparation no official class.

*There will be no formal class on 11/17/11. Final project groups will have the opportunity to prepare presentations.

* NOTE: No class will be held on 11/24/11, during the Thanksgiving Day holiday

A young man named John received a parrot as a gift. The parrot had a bad attitude and an even worse vocabulary. Every word out of the bird's mouth was rude, obnoxious and laced with profanity. John tried and tried to change the bird's attitude by consistently saying only polite words, playing soft music and anything else he could think of to clean up the bird's vocabulary. Finally, John exhausted his patience and he yelled at the parrot. The parrot yelled back. John shook the parrot and the parrot got angrier and even ruder. John, in desperation, threw up his hand, grabbed the bird and put him in the freezer. For a few minutes the parrot squawked, kicked, and screamed. Then suddenly there was total quiet. Not a peep was heard for over a minute. Fearing that he'd hurt the parrot, John quickly opened the door to the freezer. The parrot calmly stepped out onto John's outstretched arms and said, I believe I may have offended you with my rude language and actions. I'm sincerely remorseful for my inappropriate transgressions and I fully intend to do everything I can to correct my rude and unforgivable behavior. John was stunned at the change in the bird's attitude. As he was about to ask the parrot what had made such a dramatic change in his behavior, the bird continued, May I ask what the turkey did?

Now that John and his well-chilled parrot are speaking clearly, what is the moral of the story and what would they tell us about the successful implementation of common market responses?

Happy Thanksgiving!

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MGMT E-6600 syllabus Strategic Marketing page 27

Session XIII D. A. Shore Wrap Up and Conclusions

12/1/11

Final Presentations and Wrap Up

Course Evaluations Please fill out the course evaluations for this course at your convenience. They will be available to you online at the Harvard Extension School website. Assignment: Presentations of Final Project by assigned groups: on 12/1 and 12/15 Final Project Papers: all groups papers are due on 12/15

The final two classes will consist of group project presentations. This Final Project, including both the written and presentation components, will account for 50% of each students grade. 40% is weighted to the paper, and 10% is weighted to the presentation. It is expected that papers will be significant, reflecting the weighting of this assignment. It is also expected that presentation will be approximately 15-20 minutes in length. Final Project papers for all groups will be due on the last day of class, 12/15/11. Presentations Why Marketing Campaigns Fail and How to Prevent This (12/1/11) OR New Product Development (12/15/11) Why Marketing Campaigns Fail and How to Prevent This Marketing campaigns are critical to overall enterprise-wide success and frequently consume substantial resources. Yet marketing campaigns fail on a regular basis. Define what failure means to a marketing campaign, and outline critical failure factors (reasons for failure). Categorize and analyze the failure factors. Using the failure factors as a foundation, examine strategies to reduce marketing campaign failure rates. OR New Project Development In only the rarest of circumstances does one get credit for brilliant ideas, unless they are brought to market, that is, implemented. A critical purpose of strategic marketing is to ensure implementation of marketing ideas. Examine models of new project development and detail the practical steps necessary to assure the successful rollout of a project, campaign or other initiative. For example, how do you take a strategic marketing concept and manage implementation so that it goes to market on time and on budget? Please notify Holly Zellweger by 11/10/11 of any specific presentation equipment requests. Holly can be reached at 617-998-1088 or hzellweg@hsph.harvard.edu

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MGMT E-6600 syllabus Strategic Marketing page 28

Session XIV Christina Thompson Lively Case Synopsis

12/8/11

Strategic Marketing for Behavior Change in a Health Care Setting

The Flu Ends with U, so claims a recent influenza vaccination campaign. This week, we consider the role marketing to promote behavior change in the health care setting, though the strategies are transferable to other practice settings. Acting as leadership of the fictitious Midway Health System, we will consider how to market a fairly straightforward initiative: encourage all health care personnel in an organization to get a flu shot. This simple step is critical to ensuring patient safety, and to maintain compliance with industry standards. The Joint Commission is an organization that oversees the accreditation of more than 19,000 health care organizations and programs in the United States. Joint Commission accreditation and certification is recognized nationwide as a symbol of quality that reflects an organizations commitment to meeting certain performance standards. Effective July 1, 2007, the Joint Commission approved new infection control standards (IC.4.15). To comply with the new standards, health care organizations must track influenza vaccination rates of health care personnel. During a recent Joint Committee site visit, the Midway Health System (MHS) employee influenza vaccination program was cited with a Recommendation for Improvement (RFI). The MHS leadership requests that we address this RFI immediately. This is a wake up call to the organization: we must improve our employee influenza vaccination program to ensure the safety of our patients. You have been appointed to an ad hoc committee whose mandate is to increase the influenza vaccination rate from our current level of 61% to 71% by 2013. Required Reading Improving Influenza Vaccination Rates among Healthcare Personnel Case questions 1. Who are the stakeholders at Midway? What do they want, and why? 2. What approaches would you suggest to market this initiative to the health care personnel? 3. How would you align the mission, vision, and values of Midway to your approach?

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MGMT E-6600 syllabus Strategic Marketing page 29

Session XV D. A. Shore Ending Well Exercise

12/15/11

Final Papers, Presentations, and Wrap Up

Course Evaluations Please fill out the course evaluations for this course at your convenience. They will be available to you online at the Harvard Extension School website. Assignments due: Submission of Final Papers for all groups 12/15 Presentations of Final Project by assigned groups for 12/15

See Session XIII for more details on Final Papers and Presentations.

Please notify Holly Zellweger by 11/10/11 of any specific presentation equipment requests. Holly can be reached at 617-998-1088 or hzellweg@hsph.harvard.edu

Safe travels and Happy Holidays! Felices Fiestas! Meilleurs voeux! Frohe Feiertage! Buone Feste! Gldelig jul! Gelukkig Feestdagen! God jul! God helg! Jir Kuil!

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MGMT E-6600 syllabus Strategic Marketing page 30

Notes

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MGMT E-6600 syllabus Strategic Marketing page 31

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