Ugba 106 Summer 2019 Provisional February PDF

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ugba

Business Administration 106

106

Sec 3: Tu/W/Th 8 – 10:30 a.m. Ch135 Sec 4: Tu/W/Th 1 – 3:30 p.m. Ch135 3 Units, Exam In Class

Marketing

Haas School of Business Undergraduate Program Summer 2019 David Robinson

Web Site Course materials are on bCourses.berkeley.edu for this course.

Course Structure In Summer Sessions, courses meet over 6 weeks (instead of the usual 14-week semester). There are 3 class sessions each week, each lasting 2.5 hours. The classes will be broken up into Lectures and Case Classes.

Instructional Team Members Instructor: David Robinson

Reader:

e-mail is the best communication channel

[email protected] Office hours: in Haas F 502 Tue & Thurs 10:30 to 11:30 a.m. or by appointment .berkeley.edu

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Course Objectives This is the core marketing course for the Haas Undergraduate Program and it also appeals to non-majors who have had at least one previous business course. The aim of the course is to provide a rigorous and comprehensive introduction to contemporary marketing practice. The specific objectives of the course are:        

To introduce you to the concepts and terminology of modern marketing management To teach current marketing vocabulary so that you can recall and apply correct definitions from memory To train you to analyze complex business situations in real time and to teach you the tools used by marketing managers To improve your skills in problem identification including the ability to determine what is most-important To teach you to make immediate decisions under conditions of uncertainty or incomplete knowledge To improve your professional skills of oral presentation and concise writing To introduce you to the techniques of marketing research To give you experience working in a team.

Many of you will have studied marketing before in a Principles of Business course. To motivate your learning this semester,  

Think like a manager: Assess all possible options in a situation and don’t be afraid to make choices. Focus on implementation —what would a manager actually do to achieve results given the strategy you propose?

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Course Materials 1. Marketing: An Introduction 13th edition, G. Armstrong and P. Kotler, Prentice-Hall, 2017 ISBN 978-0134149530 This is available for semester-rental or as an e-book (go to www.mypearsonstore.com and choose “subscription”). The 12th edition is acceptable but you should make an effort to compare it with 13/e and see if there’s anything you’ve missed. [Most “International Editions” are the similar as the US edition—but I cannot tell you whether that is the same as 13th edition, US, as I don’t know what you are looking at. Your “International Edition” could just be a reprint but might be a copy of something completely out-of-date.] 2. Articles posted to bCourses Articles posted to the course website should be considered “assigned”. That is, I may write an exam question based on them. 3. Study.Net Cases: We use an online system to deliver the cases we need for this course: STUDY.NET. To view the cases assigned for this course, you must register at STUDY.NET and pay their fee about $59.86. When you are registered, you’ll have a choice between printing out the cases (at the expense of paper and ink) or you can have S*N print the cases and ship them to you by priority mail (this works well) for an additional fee of about $19.60 (if the price shows as the total of these, $79.46, S*N has automatically added the print-forme option. You can remove it from your cart at checkout.) You must be careful not to violate © copyright:  Do not photocopy a case for anyone else or use a copy from someone else. 4. MS-Word or other robust word processing program that can save to .doc or .docx format. MS-Word has a spell-checker and a grammar checker. If you use a non-standard word processing program you lose out on the automatic review provided in MS-Word. As a registered Berkeley student you should be able to download the campus-licensed MS version of MS-Office: https://software.berkeley.edu/MS-DL-instructions

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Assignments There is a reasonably demanding work-load in this course, consistent with the campus standards: in addition to the class hours, you should expect to put in two hours of reading, study, group meetings and preparation for each unit of credit. With 7.5 hours in class each week, that means an expectation of an average of additional 15 hours of work outside the classroom each week. Due dates: The date that each work product is shown in this syllabus on the Timetable and on the Assignment on bCourses. Late work gets zero points. Read the information on bCourses: There is a detailed description of each assignment on bCourses, including the grading Rubric that will be use in the assessment of your work and shows the point-weighting for sections. Scroll down below the Assignment to see the Rubric.

Name Card and Bio Sheet Name Card: follow the instructions on Modules>Semester Resources. You must have your name card up in each class, so print a few spares in case you lose your original. The Bio Sheet is an opportunity for you to communicate some background — as much or as little as you choose to disclose—and also maps the 2 forms of your name (as registered and familiar name). There is a template on the Assignment which you are to use and then upload to bCourses. [There are no grade points for these 2 tasks but you will be assessed a penalty against Class Participation if they are not done correctly on time.]

Exams There will be 2 multiple choice exams held in class on the dates shown on the Timetable. The exams will ask questions about material from the lectures and textbook. There will not be any specific questions from the cases discussed in class, but the situation of a case might be used as a context to pose a question from lecture or text material. The first exam covers the material to date and the second exam is largely on the material from the second part of the course, but should be considered “cumulative” for all the material taught in the course. For each exam you need a blank Scantron type 882 form.

5 To show you the format and level of our exams, I will post previous exams under Modules>Semester Resources on bCourses.

Written Assignments There are two individual briefs and one group brief due. Begin by reading “How to write” on bCourses Modules>Semester Resources. Due date & time: Briefs are due before the start of your class on the day shown in the Timetable below. Late work is not accepted. Method of Submission: Upload to bCourses. Individual Brief Format: Your work should be in an MS-Word file. If you submit as .pdf or in any non-standard word processor, it cannot be marked up in the grading process. The instructions for each Assignment will give the page limit and other details. For individual briefs your brief and the exhibits must be individual work— remember: no shared exhibits or files. You must not consult previous students’ work posted online – remember we can see this too. It’s a serious violation of academic integrity that would result in serious penalties. Don’t do it. Group Brief: For the Group brief, your Group will submit a single document, with all names shown at the beginning. The person with the last name closest to the beginning of the alphabet is the person responsible for uploading the group brief. Group Brief Format: We will use the PowerPoint “deck” approach to this project. See specific instructions on the assignment. Guidance and assistance: The Assignment will give you specific instructions for each task. Read the case, answer the questions and edit your work. If there is a glitch in the case I will make an Announcement – be sure to read all Announcements. If you are “stuck” on a case, please see me in office hours for guidance on how to analyze the case, work the numbers and present your recommendations. If you are unclear on instructions, you should send a question to [email protected]. Grading written work: Your briefs are graded by graduate student Readers. If there are substantial differences in the grading across multiple graders on the same case, I will smooth the grades. Each brief will be graded on a 20point scale but counts 10 percent. As soon as the graded briefs are released

6 you can see the Reader’s markup and scoring for each part of the brief on bCourses>Grades. You can only appeal a grade if there is a clear misreading of what you wrote. I will be responsible for any appeals. Please bring your graded work into my office hours (on your laptop) if you have any question about your score.

Group Presentation Within each Section, we will form 10 Groups of about 6 team members. You choose with whom you will work but the specific case (and hence the date of presentation) is assigned by random drawing. Your team will present one of the cases marked G-1 to G-10 in the Timetable. 

You are to take the role of a group of consultants presenting to the Board of Directors of the firm in the case. (Correctly taking the role is a key success factor in making a compelling presentation.)



In a Board, some members will know more about the issue than you, and all will be generally familiar with the firm and its situation. But some members will have had only a slight opportunity to read materials before a meeting. Leading them through the situation, your analysis and recommendations requires considerable skill to hit the right level of detail, without endlessly reciting case facts. Of course, the same is true for your classmates—some of them will have had two more finance courses than you and will be ready with tough questions; most will have read the case and know the facts; and a few may have skip-read on the way into class. Try to appeal to all these segments.

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Each member of the group will present part of the talk. This is difficult to do in practice, but is very effective if the group is wellrehearsed and the changeovers are seamless. If you are not a Haas major, you will want to come up to speed on PowerPoint and presentation skills.  Team members should be able to speak effectively from their slides and should not read from a script.

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The classroom projection system may have difficulty connecting to your computer – have your presentation available on Google Drive and on a flash drive (“thumb drive”).

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The standard of presentation in the course is very high. The level of presentation varies from very good to truly astounding: Some groups make mock ad campaigns or have substantial multi-media presentations.

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You should be prepared for a Question & Answer session at the end of your presentation. Effectively handling the Q&A is part or your grade.



You do not need to write up a brief. However, you should hand your Instructor a “tangible” when you present:  black & white printout of your slides, 6/page.

Coaching for group presentations: Once the cases are assigned you should come into office hours to  discuss the case to make sure you are on the right track in your analysis. Please read the case and have at least one group meeting before you come in or the discussion will not be meaningful. Grading Group Presentations: The grading criteria for the Group Presentations are posted on the course web site. I will give you feedback on your presentation. A common concern is that groups who present later in the semester have an advantage over groups that present early in the semester. I assess each presentation on what one can reasonably expect from a group at this point in the semester. “Free Rider” Problem: In the business world (and in business school!) your success depends on the results of your team as a whole. So I prefer to give the same grade to all members of a Group, understanding that some individuals may have made a greater or lesser contribution to a particular piece of work. However, if you feel that your Group has a “free-rider” (for example, someone who is not-turning up to meetings or who is unprepared) you should first ask the Instructor to mediate. It’s important to contact your Instructor as soon as the problem arises, not right before your presentation date. If this is unsuccessful, the remaining members of the group should document their concern, with each member writing and signing an individual on-paper Memo (not an e-mail, and not a group “pile-on”); the instructor will then ask the alleged free rider for a written response. After careful consideration, the Instructor may adjust an individual’s grade downwards.

Class Participation I will assign your Class Participation (CP) grade. A perfect score depends on three P’s: Preparation, Presence and Participation. Preparation: A key component of this grade is your ability to demonstrate that you have apprehended the case facts and can apply analytic thinking to the business situation. Class Participation score measures whether you have read and analyzed cases before they are presented in class. Presence: The acceptable standard is that you may miss up to two classes,

8 for any reason. Missed classes greater than two will substantially reduce your CP score. If you arrive late or otherwise disrupt the learning environment for other people your CP score will be reduced. Participation: If you attend class and are silent there is no basis for assessing your understanding of the material and you will receive a very low CP score. If you find it uncomfortable to speak up in class, visit your instructor in office hours and work on this skill. If you want to know how you are doing on this component you can discuss your performance to date with your instructor at any point in the semester.  If you merely attend but don’t speak up you will receive a very low CP score. Please see bCourses for videos on how to maximize your Class Participation score. If you fail to have your Name Card up in class you will lose points.

Summary of Grading One midterm Final exam Two individual briefs Group brief Group presentation Class participation

15% 25 % 20 % 10 % 10 % 20 %

How Course Grades Are Assigned Whole versus Part: You have to reasonably attempt and complete all the constituent parts of the course to earn a passing grade. That is, if you score high on several tasks but skip one task, you may still be awarded an “F”. Course grade distribution: I assign A, B, C grades by class rank across both of my Sections. The Haas School has adopted a mandatory average grade policy with the average awarded grade being no higher than 3.4 on the 4.00 scale for core courses such as this.

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Policies bCourses Announcements: I’ll use the bCourses “announcements” feature to update you on the course. In general, bCourses will send you an e-mail when there is a new announcement. But that only works if you have the correct e-mail registered. Contact: E-mail is the preferred method of communication in the Haas School. Please  use a proper e-mail program when you write to me, i.e. don’t use the messaging feature within bCourses (I need to keep copies of transactions on the course.)

Policy on Recording Many students at the Haas School are not native speakers of English. I lecture at a speed that assumes you have the PowerPoint notes in front of you on your laptop or printed out. However, if you are having difficulty catching technical terms or definitions it is acceptable for you to make an audio recording of lecture. This must be for your own personal use only, may not be copied, lent, uploaded or sold in any form. You may not use video recording. For case discussions, you should not record; pay close attention to discussion and ask people to repeat or explain things that are not clear.

No laptops out when cases are discussed: You are welcome to use your laptop to take notes during lectures, using the lecture notes posted on bCourses. However, laptops are distracting when we are discussing cases. Even though cases are distributed electronically, the only way to seriously study a case is to have it  printed out on paper. Eating in class: Eating in class is distracting, makes the room messy and gives an unprofessional atmosphere. Please plan your day so you don’t eat in class.

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Prompt arrival: Late arrival to class does not just rob you of part of your tuition dollar—it disrupts class for people who did arrive on time. Please make sure you are in class on time.

Name cards: Please use your name card in all classes. Academic Integrity: We have a duty to provide you with a course that is structured so that we minimize the possibility of cheating, and all students in the course have an affirmative duty to work hard to avoid cheating, and to avoid the appearance of cheating. For example, you should not have to be reminded not to wear headphones during an exam, not to have a cell phone out and visible, and so on. You have a duty to ensure that your books and notes are away before you enter an exam room. Please do not talk for any reason in an exam room, except by raising your hand and being called on by a proctor. For ugba-106, the most important parts of your duty are to be clear about the level of cooperation that is permissible in group and individual work, below. Some of the cases used in this course will have been used in previous iterations of ugba-106. Almost all of the cases will have been used at some point in the past at another university, and many students have posted their briefs on the web as examples of their writing.  It is foolish and a violation of academic integrity to read a case brief written by someone else. If you clip phrases or exhibits from someone else’s work you will be reported to the Office of Student Judicial affairs with a recommendation for maximum sanction. If you read a brief written by someone else “to get some ideas” you probably won’t learn much from this course, and you will likely make mistakes: We use cases for specific teaching purposes that may be different from how the case was used in the past.  You must not use “social learning” sites to look at previously written case briefs or grading notes. Remember, your instructors can look at those sites too and detect work that is suspiciously perfect. The question of how much outside research is permissible, is complex, but not impossible to understand. The rules adopted by most MBA programs (and that we will follow here) are:

11 1. Stay in the time of the case. Example, if you happen to know that the Internet was broadly adopted by consumers in the late 1990s, you should not use that to “solve” a case where in the mid-1990s a firm’s management would not have known this. 2. You can use any information that would be reasonably available to managers of the firm at that time. For example, if the case doesn’t state the population of Ireland, you could assume that managers could’ve looked that up and you can use the Internet to find a reasonable figure. Documentation of sources: Most cases should be answered only from the material in the case. If you do look up additional information, to protect yourself from an unwarranted charge of plagiarism, you should carefully document your source for any material that did not come from the case, the textbook or the lectures for this course. For other material, use the Endnote function in MS-Word, and use an extra page outside any page limit. You can use any reasonable format for references—we are not doctrinaire—and for information from the web, just clip the URL and include it. Standard for individual work: Case work requires some complex rules about what is and is-not acceptable. With the exception of the group briefs, individual written work must be all your own. However, even for individual briefs, we encourage you to prepare the case by discussing it with your group. The standard is simply this:  Once your fingers touch the keyboar...