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4. What marketing tools described in Chapter 2 are prominent in IBM’s strategic
marketing process?
Answers:
IBM uses several strategic marketing tools described in Chapter 2. For example, IBM
uses SWOT analysis, similar to the exercise students completed in Question 3. Vice
5. What is ‘agile’ marketing at IBM? Why does IBM use the ‘agile’ approach?
Answers:
a. Agile marketing at IBM. IBM’s marketing professionals are adopting an approach
they call “agile marketing.” The approach is inspired by tech industry approaches, and
.
Epilogue
As IBM shifts from from its legacy businesses of hardware and software, to new
Chapter 02 - Developing Successful Organizational and Marketing Strategies
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Chapter 02 - Developing Successful Organizational and Marketing Strategies
ICA 2-1: IN-CLASS ACTIVITY
Calculating a “Fog Index” for Your Own Writing1
Learning Objectives. To have students (1) learn how to calculate a Fog Index and then (2)
calculate the Fog Index for a sample of their own writing to help them improve their writing.
Nature of the Activity. To have students work outside class (1) to calculate a Fog Index for a
sample of their own writing and (2) then share ideas with each other later in class on ways their
writing samples could be made clearer by perhaps lowering their Fog Indexes.
Definitions. Because the class is not yet familiar with marketing terms, instructors may wish to
define the following terms before starting the ICA:
• Fog Index: A linguistics test that measures the readability of an English writing
sample.
Estimated Class Time and Teaching Suggestions.
• During the first class, spend about 10 minutes to explain to students the red call-out
Materials Needed.
• Have students provide a sample of at least 150 words of each student’s writing.
• Copies for each student of the:
• The Excel spreadsheet file ICA02-1FogIndex.xls.
Steps to Teach this ICA.
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1. Skim the following background information before conducting this ICA:
A number of indices have been introduced to try to measure the readability of a
2. Pass out copies of the “What is Your Own Fog Index?” Handout and “Calculating a
3. Give the following mini-lecture about the Fog Index and how to calculate it:
“Good writing is hard work. Throughout our lives, we are called on to write memos,
letters, and reports that need to be easily understood for effective communication.
4. Calculating a Fog Index Handout. Show students how to calculate the Fog Index for
5. In the following class, ask students:
a. To identify what are both the strengths and weaknesses of the Fog Index:
• Strengths. Easy to calculate; fun to be able to equate the result to years of
b. For a show of hands on whether the Fog Index for their own writing sample was
c. What personal writing lessons they may have learned.
Chapter 02 - Developing Successful Organizational and Marketing Strategies
2-45
Chapter 02 - Developing Successful Organizational and Marketing Strategies
2-46
WHAT IS YOUR OWN FOG INDEX? HANDOUT2
Briefly, review this handout on how to calculate a Fog Index using the writing sample below
from The New York Times.
How to Calculate a Fog Index. Let’s calculate a Fog Index for the writing sample below, which
was taken from a recent article in The New York Times newspaper. The topic concerns the changes that
are about to occur in the Graduate Record Exam (GRE), the test needed for admission to many graduate
schools.
“Although the GRE still includes sections on verbal reasoning, quantitative reasoning, and
analytical writing, each section is being revised. The new verbal section, for example, will eliminate
questions on antonyms and analogies. On the quantitative section, the biggest change will be the addition
We can calculate a Fog Index for The New York Times passage using these steps:
1. Select a passage that is about 100 words.
3. Count the number of sentences (S): ...............................................................................5
5. Divide the number of words in the passage by the number of
sentences: ............................................................................. (W ÷S) or (129 ÷5) = 24.0
6. Divide the number of complex words in the passage by the number of words,
then multiply the result by 100: (CW ÷ W) × 100 or (14 ÷ 120) × 100 = ..............11.7
7. Fog Index = [0.4 × ((W ÷ S) + ((CW ÷ W) × 100))]
The Fog Index represents the number of years of schooling the reader needs in order to
Calculating a Fog Index for Your Writing. For the sample of writing you brought to class,
calculate your own Fog Index.
Chapter 02 - Developing Successful Organizational and Marketing Strategies
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CALCULATING A FOG INDEX HANDOUT3
1. Select a passage that is about 100 words.
3. Count the number of sentences (S): ................................... 5
4. Count the number of complex words or polysyllables
6. Divide the number of complex words in the passage
7. Fog Index = [0.4 × ((W ÷ S) + ((CW ÷ W) × 100))]
Chapter 02 - Developing Successful Organizational and Marketing Strategies
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ICA 2-2: IN-CLASS ACTIVITY
Marketing Yourself
Learning Objective. To show students that marketing relates directly to their future by using the
strategic marketing process and marketing mix when preparing for life after graduation.
Nature of the Activity. To have students do a SWOT analysis and goal setting for themselves to
develop a plan that enhances their marketable skills before starting job interviews.
Estimated Class Time and Teaching Suggestions.
• During the first class, spend about 10 minutes to explain the purpose of this ICA.
Materials Needed. Copies for each student of the:
• “Marketing Yourself” handout.
• “The Do-It-Myself Marketing Plan” worksheet.
Steps to Teach this ICA.
2. Ask students about the type of jobs they hope to land after graduation and how they
intend to find these jobs. Most students will describe a “shotgun approach” of aiming
3. After passing out the handouts, explain the importance in marketing themselves by:
a. Doing a situation analysis, which involves taking stock of what they have done
Chapter 02 - Developing Successful Organizational and Marketing Strategies
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• To conduct an internal analysis, ask students to identify some of their
strengths and weaknesses are in terms of the courses taken and grades
• To conduct an external analysis, ask students the following questions:
– Which industries or types of jobs are growing or in demand that may be
opportunities?
4. Have each student specify elements of their marketing mix.
a. What type of “product” do you have to offer? What skill sets do you possess?
c. What “promotion” will be used? How will you inform prospective employers
about yourself?
d. What type of “place” or channel will be used? These include intermediaries such
5. Call on several students and ask them to share portions of their personal marketing
Chapter 02 - Developing Successful Organizational and Marketing Strategies
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MARKETING YOURSELF HANDOUT (1)
Planning Phase
Situation Analysis
• Internal Assessment. What are your strengths and weaknesses? What can you do to
enhance your strengths and minimize your weaknesses? What points of difference or
competitive advantage do YOU have? If you don’t have one, can you develop one?
• External Analysis. What are the trends in the environmental forces that could impact
Focus and Goal Setting
• What are your objectives? Make them specific and measurable!
Marketing Program
• Product. YOU. Know yourself well. Continually improve yourself. Understand how you
can meet the needs of your target market—prospective employers!
• Pricing. What salary and compensation package do you want? What are you willing to
settle for? What’s the average salary received by competitors in your target market?
• Promotion. Very important. Think about the buying process. How will you create
awareness for yourself? What can you do to “break through the clutter” and get the
• Place (Distribution). What channels have you developed to access your target market,
such as associations, personal contacts, professors, etc? Do some careful research on
Chapter 02 - Developing Successful Organizational and Marketing Strategies
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MARKETING YOURSELF HANDOUT (2)
Implementation Phase
Develop a timetable and budget for research, wardrobe, résumés, and travel. Carry out
your program. Contact your target market opportunities. Follow-up consistently. Remember that
looking for a job requires a significant commitment of your time and effort.
Evaluation Phase
Follow-up on all leads. Find out why you did or didn’t make the cut. Ask at an interview
what it was about your résumé that interested them. Even if you don't get the job, you have more
insight. Similarly, when you call to follow-up on those cover letters and résumés that you sent
Resources
• Your college placement office.
• Informational interviewing (a great opportunity to learn more about careers you are
considering while you are still in school and can make some adjustments to your program).
• Internships. Good experience to build your résumé and potential contacts for positions. Even
Chapter 02 - Developing Successful Organizational and Marketing Strategies
THE DO-IT-MYSELF MARKETING PLAN WORKSHEET (1)
STRATEGIC
MARKETING
PROCESS
MY OWN MARKETING PLAN
P
L
A
N
N
I
N
G
P
H
A
Situation
Analysis
(SWOT)
Location of Factor
Kind of Factor
Favorable
Unfavorable
Internal: Me
• Core Values
• Formal Education
• Job Experience
• Motivation
• Other:
My Strengths:
My Weaknesses:
External:
• Economic
• Technical
• Legal
• Other:
Opportunities For Me:
Threats Affecting Me:
Focus
and Goal
Setting
My Goals Upon
Graduation
Personal Goals:
My Desired Position
Job Description:
Organizations, and
Locations
Industries:
Geographical Areas:
My Uniqueness
(Points of Difference)
Personality:
Education & Experience:
Other:
My “Positioning”
How You Compare to Other Job Applicants:
Chapter 02 - Developing Successful Organizational and Marketing Strategies
THE DO-IT-MYSELF MARKETING PLAN WORKSHEET (2)
MARKETING
PROGRAM
MY OWN MARKETING PLAN
P
L
A
N
N
I
N
G
P
H
A
S
E
• Product Strategy
(Actions to Improve My
“Marketability”)
Formal Education/Courses:
Job Experiences/Projects Completed:
Extra-Curricular/Volunteer Activities:
Obstacles To Overcome:
• Price Strategy
Compensation Sought:
• Promotion Strategy
Résumé, Personal Interviews, and Letters/Telephone Calls:
• Place Strategy
Networking for Contacts and References:
I
M
P
L
E
M
E
N
T
A
T
I
O
N
P
H
A
S
• Budget/Schedule
Budget
Deadlines
• Marketing Actions
(Courses to take, summer
jobs to get, résumés to
write, clothes to buy,
travel arrangements to
make, etc.)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Chapter 02 - Developing Successful Organizational and Marketing Strategies
2-54
A
L
U
A
T
I
O
N
P
H
A
S
E
• Corrective Actions
How to Modify Strategy:
Chapter 02 - Developing Successful Organizational and Marketing Strategies
Connect Exercises
Exercise 1: Growth Opportunities at Nike (click and drag)
Activity Summary: In this click and drag activity, students use diversification analysis for Nike
Golf. After reading the brief background information on Nike Golf’s markets and products,
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: Diversification Analysis
Learning Objective: LO 02-04 Discuss how an organization assesses where it is now and where
it seeks to be.
AACSB: Analytical Thinking
Blooms: Analyze
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors can use the Nike Golf diversification analysis activity as a
launch pad for a deeper discussion on how firms use growth strategies to evaluate opportunities.
Exercise 2: The Strategic Marketing Process (click and drag)
Activity Summary: In this click and drag activity, students are exposed to various tasks that
firms must accomplish during the strategic marketing process. The process is presented in five
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: The Strategic Marketing Process
Learning Objectives: LO 02-05 Explain the three steps of the planning phase of the strategic
marketing process.
LO 02-06 Describe the four components of the implementation phase of
the strategic marketing process.
AACSB: Analytical Thinking
2-56
Exercise 3: The Strategic Marketing Process at Kodak (click and drag)
Activity Summary: In this click and drag activity, students evaluate the strategic marketing
process that occurred at Kodak during the development of the digital camera. The strategic
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: The Strategic Marketing Process
Learning Objectives: LO 02-05 Explain the three steps of the planning phase of the strategic
marketing process.
LO 02-06 Describe the four components of the implementation phase of
the strategic marketing process.
LO 02-07 Discuss how managers identify and act on deviations from
plans.
AACSB: Analytical Thinking
Blooms: Analyze
Difficulty Level: 2 Medium
Follow-Up Activity: Since the transition from film photography to digital photography is not the
Exercise 4: Setting Strategic Directions, Growth Strategies (click and drag)
Activity Summary: In this click and drag activity, students complete a business portfolio
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: The BCG Matrix
Learning Objective: LO 02-04 Discuss how an organization assesses where it is now and where
it seeks to be.
AACSB: Analytical Thinking
Blooms: Analyze
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors can follow up this activity with a discussion of the limitations of
the BCG matrix and other planning tools. Consider the limitation of only using market growth
2-57
Exercise 5: iSeeit! Video Case: Marketing Strategy & the Marketing Plan (video case)
Activity Summary: In this straightforward whiteboard animation video, the marketing strategy
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: SWOT Analysis, Steps in Market Segmentation, The Strategic Marketing Process
Learning Objectives: LO 02-05 Explain the three steps of the planning phase of the strategic
marketing process.
LO 02-07 Discuss how managers identify and act on deviations from
plans.
AACSB: Knowledge Application
Blooms: Understand
Difficulty Level: 1 Easy
Follow-Up Activity: Instructors could ask students to imagine that the Coffee Collective was
considering adding a location in their college town or their hometown. Ask the students to
Exercise 6: Putting Smart Strategy to Work (video case)
Activity Summary: This 8-minute video case describes how IBM’s ‘Let’s Put Smart To Work’
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: Strategic Marketing Planning, The Mission Statement
Learning Objective: LO 02-01Describe three kinds of organizations and the three levels of
strategy in them.
LO 02-02 Describe core values, mission, organizational culture, business,
and goals.
LO 02-05 Explain the three steps of the planning phase of the strategic
Chapter 02 - Developing Successful Organizational and Marketing Strategies
2-58
Blooms: Apply
Difficulty Level: 2 Medium
Follow-Up Activity: The instructor could use the IBM video for a starting point for a larger
discussion of organizational foundation, direction, and strategies. In groups or individually,
allow students to identify a favorite firm and then use online resources to research their firm’s
Marketing Analytics Exercise: The Profit Equation
Activity Summary: In this analytics activity, students read a mini-case about a mobile dog
grooming business whose owner is facing the challenge of needing to add new customers to
increase his profit. To find new customers, Kai is evaluating two different promotional options,
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: Marketing Analytics
Learning Objectives: LO 02-03 Explain why managers use marketing dashboards and
marketing metrics.
AACSB: Analytical Thinking
Blooms: Analyze
Difficulty Level: 3 Hard
Profit Equation: Yes
Link to Applying Marketing Metrics: Dollar sales ($)
Follow-Up Activity: The instructor could use the activity to show how promotional expenditures
are related to new customer acquisition and firm profitability. One key takeaway from this
Chapter 02 - Developing Successful Organizational and Marketing Strategies
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