POST GRADUATE DIPLOMA IN MANAGEMENT

Class of: 2021 Term: V

Course Code & Title Marketing Metrics

Credits 1.5

Faculty V. Jayashree

E-mail ID v.jayashree@vjim.edu.in

I. Course Overview

As John Wanamaker1 said a century ago, “Half the money I spend on advertising is wasted; the
trouble is I don't know which half.” Quantifying the efficacy of marketing efforts has been a
challenge for ages. The value of the marketing expenditure is unclear, and this has always
been a challenge for the CEOs and CFOs. Senior marketing executives are working on
adopting more quantitative methods to develop and implement marketing plans and activities.
Hard numbers are required to justify the strategy, tactics and outcomes.

This course provides approaches to measure the effectiveness of marketing expenditures that
can help the marketing managers make better investments. The course provides a framework
to quantify the impact of marketing efforts with attentions to short term and long-term
implications.

II. Course Objectives

The key learning objective is to provide students with an overview of tools and techniques
that can be used to quantify the strategic value of marketing initiatives.

III. Course Learning Outcomes (CLO)

At the end of the course, the students would be able to:

CLO1. Determine which marketing metrics are the most appropriate for a particular industry.
CLO2. Assess the marketing data available to them as input metrics.
CLO3. Calculate the most relevant output metrics.
CLO4. Interpret the marketing performance dashboards.

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7
1
John Wanamaker (1838-1922) was a United States merchant and political figure, generally considered to be the father of
modern advertising. Wanamaker's department store was the first department store in Philadelphia, Pennsylvania, and one of
the first department stores in the United States. In 1995, the Wanamaker's chain was absorbed into Hecht's (now Macy's).
Wanamaker pioneered several retail practices that are now ubiquitous. Wanamaker's guaranteed the quality of its
merchandise in print, allowed its customers to return purchases for a cash refund and offered the first restaurant to be located
inside a department store. Wanamaker also invented the price tag.
 CLO 1 X
CLO 2 X
CLO 3 X
CLO 4 X

1. Text Book
Marketing Metrics: The Definitive Guide to Measuring Marketing Performance, 2 nd Ed.
By Paul W. Farris, Neil Bendle, Philip Pfiefer and David Reibstein(2010), Pearson
Education

2. References:
 Comstock, Beth, Gulati, Ranjay and Liguori, Stephen, “Unleashing the Power of
Marketing”: HBR, October 2010, pages 90-98
 Lehmann, Donald R, Keller, Kevin Lane and Farley, John U., “The Structure of
Survey-Based Brand Metrics” Journal of International Marketing, 2008, Vol.16,
No.4, pp29-56
 MarketingNPV, “Anatomy of a Dashboard Failure”, January 21, 2008
 Mizit, Natalie and Jacabson, Robert, “The Financial Value Impact of Perceptual
Brand Attributes”,JMR 2008
 Burno, Hernan A., Unmish Parthasarathi, and Nisha Singh, ed. (2005). “The changing
face of measurement tools across the PLC,” Does Marketing Measure Up?
Performance Metrics: Practices and Impact, Marketing Science Institute, No. 05-301

3. Assessment Components & Schedule

Sr Components Weightag Schedule Overall Brief Description of the CLO

No. with No. of e of each Weighta Assignment/ Project attainment
Assessments Assessme ge
nt (%)
1. Quiz 1 2.5 Session 3 5 Multiple choice questions CLO1

Quiz 2 2.5 Session 6 CLO2

2. Case 5 Session 9 5 “Harvard Business School CLO4

assignment Executive Education:
Balancing online and
offline marketing”
3. Article review 5 Session 7 5 Lehmann, Donald R, CLO3
Keller, Kevin Lane and
Farley, John U., “The
Structure of Survey-Based
Brand Metrics” Journal of
International Marketing,
2008, Vol.16, No.4, pp29-
56
4. Term paper 10(Repor Session 10 12.5 CLO4
t)+5
(Presenta
tion)

5. Attendance 2.5 2.5

6. End-term 25 20 CLO1,
examination CLO2,CLO3

Total 50

4. Session Plan

Session Topic/Sub Session Details

No. Topic

1 Fundamentals Pedagogy Lecture and discussion on Introduction to Marketing Metrics

of Marketing
Text Chapter 1
Metrics
Book
Comstock, Beth, Gulati, Ranjay and Liguori, Stephen,
“Unleashing the Power of Marketing”: HBR, October 2010,
pages 90-98
CLO 1

SLO Explain that marketing metrics varies as per the industry and
interpret the different metrics for the different industry

2. Customer Text Chapter 2

perspective Book
metrics
Pedagogy PowerPoint presentation, calculations and discussion

CLO 2,3

SLO Explain the concept of share of hearts, minds and markets

3 Customer Text Chapter 5

perspective Book
metrics
Reading MarketingNPV, “Anatomy of a Dashboard Failure”, January
21, 2008
Pedagogy Classroom discussion based on article and PowerPoint
presentation and calculations

CLO 2,3
 SLO Assess the customer worth, customer loyalty and CLV

4 Marketing Text Chapter 4

activities Book
perspective Mizit, Natalie and Jacobson, Robert, “The Financial Value
Impact of Perceptual Brand Attributes”,JMR 2008
metrics
Pedagogy Article discussion and calculations

CLO 2,3,4

SLO Identify the metrics on brand equity.

5 Marketing Text Chapter 6

activities Book
perspective
Pedagogy Classroom discussion based on article and PowerPoint
metrics
presentation and calculations
CLO 2,3,4

SLO Assess how marketers measure the adequacy and effectiveness

of systems that provide customers with reasons and
opportunities to buy the product.
6 Marketing Text Chapter 7
activities Book
perspective
Pedagogy PowerPoint presentation, calculations and discussion
metrics
CLO 2,3,4

SLO Undertake a full-fledged evaluation of pricing strategies and

tactics.
7 Marketing Text Chapter 9
activities Book
perspective
Pedagogy Classroom discussion and calculations
metrics
CLO 2,3,4

SLO Differentiate between media metrics and web-based marketing

metrics
8 to 10 Financial Text Chapter 3
Perspective Book Chapter 10
Metrics
Pedagogy Classroom discussion and calculations
 CLO 2,3

SLO Calculate margins as a percentage of selling price and measure

ROI, ROMI, NPV
11 “Harvard Pedagogy Case Discussion
Business
CLO 1,2,3,4
School
Executive SLO Explain of the importance of marketing metrics in marketing
Education: decision making
Balancing
online and
offline
marketing”

12 Session Wind up Feedback and learning Integration

5. Instructions:
Case Assignment:

This is an individual assignment and each student has to analyse the case.

“Harvard Business School Executive Education: Balancing online and offline marketing”

Your case analysis should look at the following:

1. What are the important problems confronting this firm? This includes anticipating
problems before they occur, so the firm can take steps to prevent them as well as
identifying existing problems.
2. What information do you have that is useful for addressing those problems? What
information would you like, that you do not have?
3. What are the different solutions to these problems? What are the strengths and
weaknesses of each solution?
4. Which solution would you choose and why is it better than the others?
5. How would you implement this solution?
6. If a firm faces several problems, what are the relationships between them and between
he solutions you have chosen?

Article review:
This is an individual assignment and every student is required to read and review the article:

Article: Ailawadi, Kusum, Donald Lehman, Scott Neslin(2003). “Revenue premium as an

outcome measure of brand equity,” Journal of Marketing, Vol. 67, No. 4, 1-17
Guidelines for Reviewing: Here are some things you should consider as you write your
review: Look for the “intellectual plot-line” of the article. As you do this, ask the major
questions that are central to the review process: 1. What is the purpose of this article? 2. Why
is it important to investigate or examine the subject of the article? 3. How are the authors
carrying out the task? Are their methods and comments appropriate and adequate to the task?
4. What do they claim to have found out? Are the findings clearly stated? 5. How does this
advance knowledge in the field?

Term paper guidelines

The team project will illustrate how to determine marketing measures(inputs), how to select
and/or develop measures of marketing effectiveness for the company/firm(outputs) and how
to use the selected outputs to make business decisions.
Each student team will:
1. Select and industry
a. Select a company
b. Describe the firm’s/company’s or business line’s strategy
2. Determine the marketing actions the firm has taken in support of the firm’s or
business’s line strategy.
 Think of the key marketing decisions that the business/firm needs to make and
determine what should be measured ad where the results will be seen.
3. Select upto 10 marketing metrics for a marketing dashboard of the company
a. Explain why you have selected these metrics
b. Explain the interrelationships between these metrics
4. Determine how the product and brand decisions affect the profitable growth for the
firm.
5. Based on the metrics suggest a marketing strategy for the firm.

RUBRICS FOR ASSESSMENT COMPONENT FOR MARKETING METRICS

RUBRICS FOR CO/PO

CRITERIA LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

EXCELLENT ACCOMPLISHED AVERAGE BEGINING
CLO1.
Determine
which Can determine Can understand and Able to Able to
marketing the appropriate differentiate the understand that understand
metrics are the marketing marketing metrics marketing marketing
most metrics for the for the different metrics may be metrics
appropriate for different industries different for
a particular industries different
industry. industries

CLO2. Understand that

Assess the the marketing
marketing data data available is Understand the Marketing data Take
available to also metrics and various marketing may be raw information
them as input use this input data and be able to and requisite from the
metrics. metrics for convert them as computations marketing data
various appropriate input to be done for
computations metrics converting into
input metrics

CLO3. Compute the Adoption of the Know the Understand the

Calculate the relevant output appropriate input formula basic data input
most relevant metrics using metrics for the required to requirements
output metrics. the input computation of the compute the for the
metrics output metrics output metrics computation of
output metrics

CLO4. Interpret the Able to connect Able to assign Understand the

Interpret the metrics and between he various importance to meaning of
marketing present them as metrics in the the various marketing
performance a marketing dashboard terms in the dashboards
dashboards. performance marketing
dashboard dashboard

RUBRICS FOR ASSESSMENT

COMPONENT: QUIZ

CRITERIA Weigtages Developing Approaching Proficient Advanced

Proficiency
 0-1 1-2 2-4 4-5

Conceptual 60% Not clear Can reproduce Understands Can think

understanding about the key the concept the concept beyond the
of marketing terms used and relative and can relate conceptual
metrics and the discussions to the discussion
ability to verbatim examples and can
apply is discussed in relate to
almost null. the classroom areas outside
the
classroom.

Ability to 50% Able to Able to Able to Able to

compute and understand interpret the develop interpret the
interpret the existing metrics output metrics dashboard
marketing metrics
metrics

RUBRICS FOR ASSIGNMENT

CRITERIA Weigtages Poor Fair Good Excellent

Points 0-2 Points 3 - 5 Points 6 – 8 Points 9 –
10
Conceptual 60% Conceptual The content Conceptual Good
understanding clarity is near is relevant, clarity is conceptual
of marketing to null and but the depth evident, and clarity.
metrics has content of the the depth of Evidence of
borrowed concept is not explanation relating the
from covered. presents the concept to
secondary concept with different
sources. relevant areas of
examples. marketing
Ability to 50% Able to Able to Able to Able to
compute and interpret the develop interpret the understand
interpret dashboard output metrics the existing
marketing metrics metrics
metrics

RUBRICS FOR ARTICLE REVIEW

Criteria Weightage 4 - Above Standar 3 - Meets Standar 2 - Approaching Standar 1 - Below Standard

ds ds ds s

Introduction 10% The introduction The introduction The author has a weak The introductory
 has a strong hook has a hook or introductory paragraph, paragraph is not
or attention. This attention grabber. the connection to the topic interesting AND is
could be a strong Includes a good is not clear. Paragraph not relevant to the
concept sentence, a concept sentence includes a weak concept topic. No concept
relevant quotation, and/or interesting sentence or quote. sentence or quote.
statistic, or quote.
question addressed
to the reader.

Quotes and 10% All of the examples Most of the Some of the pieces of Evidence and
Concept are specific, evidence and evidence and examples examples are NOT
Words relevant and full examples are are relevant and include relevant AND/OR
explanations are specific, relevant an explanation. most are not
given. and explanations explained.
are given.

5 W's 25% All supportive Almost all Some supportive facts and Most supportive
facts and statistics supportive facts statistics are reported facts and statistics
are reported and statistics are accurately. Weak were inaccurately
accurately. Article reported accurately. explanation and review reported. Article is
is fully explained Article is mostly that is partially poorly explained
and summarized in explained and plagiarized. and review is mostly
own words. summarized in own plagiarized.
words.

Grammar & 5% Author makes no Author makes 1-3 Author makes 4-6 errors Author makes more
Spelling errors in grammar, errors in grammar, in grammar, sentence than 6 errors in
sentence structure, sentence structure, structure, or spelling that grammar, sentence
or spelling that or spelling that distract the reader from structure, or spelling
distract the reader distract the reader the content. that distract the
from the content. from the content. reader from the
content.

Conclusion 30% The conclusion is The conclusion is Conclusion is weak or There is no

strong and leaves good. Includes the incomplete. Limited conclusion – the
the reader solidly author’s response response and personal paper just ends.
understanding the and personal reaction to the article.
writer’s response reaction to the
and personal article.
reaction to the
article.

Proper 20% Article review is Article review is Article review is typed Article review is not
Format and typed, has a typed, has a but submitted late. typed. No heading.
heading, title, and heading, title, and Incomplete heading and No article is
Organization is submitted on is submitted on title. review has 3 or less attached.
time. review is time. review is paragraphs. Attached item
organized into 4 or organized into 4 is not a current event No title.
more paragraphs. paragraphs. newspaper article and/or it
A challenging Acceptable is not a sufficient length.
newspaper article newspaper article
of sufficient length of sufficient length
is attached. is attached.

RUBRICS FOR GROUP PROJECT

Criteria Weightage Developing Proficient Advanced

Conceptual clarity 20% Reproduce Use different Bring in relative

the concept ideas relating to concepts from
discussed in the concepts other areas or
the class discussed in the disciplines and
verbatim. class room relate to the
project.

Logic and clarity in 20% The choice Appropriate Usable model is

design of the jobs reasoning is developed with
and given and there objective logic
organization is a logical and integrates the
is taken connect between different areas of
haphazardly. every choice implementation in
made. the model itself.

Originality 20% Common Common Unique questions

questions are questions are arise out of the
answered answered with model that are
with unique answers answered by
available specific to the unique answers.
answers with model.
little or no
modification.

Format 10% Uses a Uses a proposed Proposes a new

proposed format with format that brings
format as is. little in more clarity to
modification. the model.

Communication 30% Can Can explain in Can explain the

routinely detail about the model with good
provide subject to command to
information audience with audience who do
about the little knowledge not have any
model to the about the knowledge about
audience subject. the subject.
who
understands
the subject.