Marketing Planning and Problem Solving[MKTG 490; Fall 2006; Dr. Carter]*** CASE ANALYSIS AND STRATEGIC CRITICAL THINKING SECTION ***Introduction:Welcome to the second section of our Marketing Planning adventure! Now that you have hopefully mastered thebasic concepts, core definitions, and application techniques from the first section of the course, we are able toproceed towards greater “real world” critical thinking. In practice, marketing managers plan for a specificorganization and apply strategic marketing concepts to achieve desired objectives. Likewise, as we enter the secondphase of the course, your chosen organizational marketing objectives will guide your concept application and not theanswers from the text test-bank. For this reason, my “low risk” classroom approach was used to provide ample opportunity for observing andlearning how to apply text concepts. Those of you who conducted your responsibilities like adults participated in asufficient number of sessions to gain instructional direction and proficiency with this concept application process.Those of you who merely regarded non-required attendance as a chance to miss class chose to allocate your time ina less adult manner, and will now be at a disadvantage in performing the kinds of critical thinking required tocomplete the case analysis in this second section of the course. Still, I will avail myself to assist you and move youtowards becoming mature learners  For the case analysis assignments, three strategic concept sets are aligned to guide you in the progression ofmarketing planning from market intelligence/research to “map” market demand [ch. 4 -- HOW TO GATHERINTELLIGENCE], to customer behavior analysis to “map” the key dimensions influencing customer/brand value[chs. 5 & 9 and 6 & 7 -- WHAT TO GATHER INTELLIGENCE ON], and finally to “map” profiles of target marketcustomers -- including their ideal brand perceptions [chs. 8 & 10 – WHY INTELLIGENCE IS GATHERED]. I have selected four “case analysis” organizations from the actual endeavors of your classmates. (By the way,PLEASE e-mail your detailed bios) The four organizations will serve as in-class work groups to share “best-practices” in concept application techniques. However, the assignments are individual and you should prepare tocomplete submissions with your own original content and ideas. Because this second section of class assesses yourcritical thinking skills, participation in work-groups is required, and evidence of your contribution to the process oflearning case analysis techniques will have to be submitted along with the final assignment report. In-class participation will allow that evidence to be in the form of responses to questions or other constructivecomment contributions. However, should you opt to not attend several class sessions during the “case analysis”module, you will have to submit (attach) e-mail transcripts of concept application process contributions thattranspired between you and other work group members. Case study and critical thinking is a subjective skill that cannot be learned from textbooks. Small group best-practice sharing and collaborative learning are the proven methods for acquiring this proficiency. Accordingly, youare accountable for participating in this process as well as the final case analysis report product.In order to facilitate a deeper consideration of both the concepts and your case focus in-class discussions will beinformed by the Wall Street Journal’s “market intelligence mapping” – to which I will orient you on the first fullcase study class session Monday 10/9. Our Wall Street Journal “scans” are included in the critical thinking processrequirements for which you are each individually accountable [Please sign the WSJ subscription list to assure thatyou can participate as required].MOST IMPORTANT, as is my style, I expect you to HAVE FUN WHILE LEARNING and the four case studygroups are selected to make the assignment both varied and interesting. Select your preferred organization andmarket focus from the four options listed below. We will use random objective methods (e.g., coin toss) to addressinstances of too many or too few students selecting particular organizations.Case Study Organization/Market Focus:a) Education – CSUB Extended University and online education market.b) Esthetics – CSUB Todd Madigan Gallery and campus/community arts market.c) Entertainment – American Film Institute (AFI) and digital media content market. d) Enterprise – Bakersfield Blitz and sports marketing/merchandising market.1Marketing Planning and Problem Solving[MKTG 490; Fall 2006; Dr. Carter]*** CASE ANALYSIS AND STRATEGIC CRITICAL THINKING SECTION ***The three case-study assignment requirements are itemized based on required text chapter concepts deliverables on the following pages.2Marketing Planning and Problem Solving[MKTG 490; Fall 2006; Dr. Carter]*** CASE ANALYSIS AND STRATEGIC CRITICAL THINKING SECTION ***CASE #1: Chapter 4: Marketing Research & Demand Forecasting (10 points) [MONDAY 10/9 & WEDNESDAY 10/11 -- DUE FRIDAY OCTOBER 13TH (by e-mail)]a) Read text chapter 4 and focus on learning how to “do” marketingresearch/information system and demand forecasting tasks.b) Perform “broad secondary information assessment” to discover present factsabout your organization’s market and required “core competencies.” The WallStreet Journal will be your primary source, but additional online searches shouldbe conducted as well.c) Complete a “primary marketing research” plan by following each step of Figure4.1, the Marketing Research Process. Based on secondary information findings,determine a specific “research problem,” “hypothesis,” and “research plan.”Then, without actually gathering information, speculate about what types of dataanalysis and findings you expect to produce to support your organization’smarketing planning decisions.d) Compose a “future market demand forecasting model” using techniquesdescribed in chapter 4, and the spreadsheet template provided on the coursewebsite. Focus on three primary demand function factors; company marketingeffort, industry/competitive conditions