Automotive Case Project Directions
**** AUTOMOTIVE CASE PROJECT DIRECTIONS ****
[MKTG.6000; Dr. Carter; Winter 2007]
Introduction:
The automotive case-study project is a cumulative course assignment that provides students with a more hands-on method for learning and applying text concepts. This project is addressed in both the methodology section and schedule sections of your course syllabus. In particular, the course schedule outlines the sequence of project activities that are performed each session, as well as the project deliverables in terms of both applying text concepts and articulating marketing strategy. Therefore the tasks highlighted in this orientation guide reinforce the cumulative case study process described in the syllabus.
The automotive case is divided into two sections that take slightly different approaches towards imparting critical thinking, analytical skills, and strategic problem solving skills.
The first section addresses “Market Examining” concepts with the strategic framing sequence of; (a) company/competitive analysis, (b) customer/brand alignment, and (c) market targeting/positioning attainment. This sequence imparts skills for constructing the frame of a marketing planning house, and is approached in a methodical manner.
1)“Company briefs” are provided to help script logical strategy decisions related to the assigned chapter concepts. In order to demonstrate an ability to grasp strategy/concept insights, each team should adhere to the topics conveyed in their “company briefs.”
2)Likewise, “industry briefs” help coordinate the competitive exchange of strategy/concept decisions using common themes that are related to aspects of each team’s “company brief.”
3)An incremental discussion method is used to guide case session interaction in the first section. Team comments are made in a step-by-step manner, according to the text concept frameworks presented by the Professor. Although teams are permitted to make overlapping concept comments, the emphasis is on effectively describing marketing strategies for particular concepts.
The first section is assessed by a Midterm Market Examining Group Report (Due Monday February 26thby e-mail, 25 points), with a group chart appendix documenting session decisions. The Midterm Report should review the case decisions and competitive responses to describe in 5 to 7 double-spaced pages; (a) how your team’s performance demonstrated effective text concept application, and (b) how your team’s performance resulted in strategic marketing automotive industry advantages.
The second section of the automotive case study project addresses “Market Planning” concepts with the strategic forming sequence of marketing mix elements; (a) product/service decisions, (b) place/channel decisions, (c) price/cost decisions, (d) promotions/communication decisions, (e) customer relationship decisions, (f) global and ethical considerations. This sequence imparts skills for completing the form of a marketing planning home, and is approached in a dynamic manner.
1)Although an “industry brief” is provided to coordinate and steer the progression of market events, each team supplies its own original “company brief” – comprised of two relevant articles or web content. Teams do NOT conduct research, but rather informally scan sources to support strategy/concept decisions.
2)However, case session interaction is not compartmentalized by text concept category. Instead, teams should prepare a combined marketing mix strategy covering selected concepts from all of the assigned chapters comprising the Marketing Plan format.
3)In terms of task scheduling, the first two sessions address the four “marketing mix” elements, whereas the remaining three sessions enable teams to advance their draft Marketing Plan strategies which encompass marketing environment, target customer profiles, customer relationship, global, and ethical factors.
4)Teams should prepare case decisions/responses that address multiple strategy elements in a fluid and integrated manner. This “real world” context for market planning frees teams to create their own unique automotive strategies for the specific market event context presented in the “industry brief.” Groups will also make formal oral presentations that pre-view their marketing plans during the final class session.
5)Out of class work and team study collaboration must be prioritized, because in-class discussion primarily summarizes and synthesizes marketing mix, global, and ethical strategy/concept learning covering an extensive amount of text content and marketing planning possibility.
The second section is assessed by a Final Marketing Plan (Due March 16th by e-mail, 35 points), with a group chart appendix documenting session decisions and a “company brief” bibliography. TheFinal Marketing Plan is prepared according to a specific format that will be provided at the beginning of the second section. In addition, the Final Marketing Plan describes each team’s proposed FUTURE marketing mix, customer relationship, global, and ethical considerations – NOT present strategy decisions. In other words, the second section of the course responds to current market events by advancing forward looking marketing planning strategies.
Automotive Case-Study Pre-Requisites:
Students complete the following tasks to participate in the automotive case-study project:
1)Form a team of three or four students and select one of six automotive companies/groups –Daimler-Chrysler, Ford, General Motors, Toyota, European Autos, and Asian Autos.
2)Complete a team profile with contact data and document a “Preliminary Scan” applying concepts selectively from chapters 1 (foundation), 3 (environment), 4 (research, metrics, demand forecasting), 6 (B2C behavior), 7 (B2B/G behavior). Present a summary orally to the class, and e-mail a typed report to Prof. Carter.
3)Assign team member(s) the task of maintaining the “company” chart to record (a) initial auto company group market positions based on “company briefs,” (b) market events as news articles from the “industry brief,” (c) auto company group marketing strategy decisions as text concept applications, and (d) responses to competing company decisions. See the course website’s auto case “company chart” spreadsheet link. It is also advisable that one team member bring a laptop for completing in-class work activity.
4)Assign team member(s) the task of maintaining attendance/participation records for each team member. Student attendance is a real factor in the auto case-study grade and should be taken seriously by all group members. However, students should treat attendance as a “real world” situation that can be accounted for by e-mail or other forms of communication, which enable contributions to be performed. Professor Carter should be notified immediately if any group member does not adhere to attendance/participation requirements.
5)Prepare to participate in auto case-study marketing strategy decisions by studying assigned text chapter concepts PRIOR to EACH CLASS SESSION (see syllabus). Each group member can be questioned by Prof. Carter regarding strategic concept application questions, and should prepare their own individual automotive market planning ideas – including responses to competing companies.
6)Conduct the automotive case sessions like an ongoing marketing strategy “game” that requires your team to plan its own moves based on the “company brief,” as well as to decide on strategic/conceptual responses to competing team moves based on the “industry brief” and assigned text chapters. However, within the case process, actual market events and automotive company information is NOT the focus of team decisions. Instead, the entire decision sphere is comprised of articles included in the “company brief” and “industry brief” – as well as basic company/industry website data. Teams should apply text concepts and prepare case decisions solely based upon these course case materials. This limitation allows the case process to evolve as a more standardized simulation, with each team privy to similar information and student decision effectiveness assessed upon the same set of market intelligence.
Automotive Case-Study Group Process:
Each class session will consist of between one and three marketing strategy decisions directly related to assigned text chapter concept(s). Group members will collaborate to complete the following activities for case study class sessions:
1)Before class review the “company brief” and access basic company website data [not research] to establish the range and focus of marketing strategy decisions.
2)Before class determine how assigned text chapter concepts will be applied to support the company’s marketing strategy decisions.
3)Before class read the “industry brief” market events to formulate marketing strategy decisions and concept applications that achieve competitive advantage.
4)In class present the team’s market strategy and concept application decisions as part of the automotive case study sessions.
5)In class strategically respond in class sessions to competing company actions after reaching a team consensus on strategic and conceptual approaches.
6)After class document (a) initial company positions “1,” (b) marketing strategy decisions “3,” and (c) competitive responses “4” -- including concept applications in the team’s case-study chart. E-mail the completed team chart to Prof. Carter by Saturday @ 5pm each week for entry into the cumulative class chart.
7)In class participate in the weekly Thursday “round table” session to review and discuss marketing strategy and concept lessons.
8)Out of class e-mail Prof. Carter any questions or concerns regarding the case study process to clarify your understanding and improve your avid participation.
Automotive Market Links – for basic data only (not research)
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