Worth 200 points
Imagine that you are pitching your hypothetical service-based company’s marketing plan to the Shark Tank Team for possible investment. Use a tablet, smartphone, laptop, desktop, or traditional video recorder to record a three to five (3-5) minute dynamic video in which you present your full marketing plan from Assignments 1, 2, and 3.
Note: If you are using a tablet or smartphone you will need to email the video file to yourself, then save it to a computer in order to upload to Blackboard. You may want to upload your video to a file sharing service, such as Dropbox, if your email will not let you send a large video file. Dropbox is accessible from all smartphones and tablets from the Dropbox app.
Once you are ready to upload your video to Blackboard, please use the following naming convention in the popup window for your video once it is finished uploading:
Title: Your First Name, Your Last Name – Shark Tank Investment Video Pitch
Tags: MKT500, Shark Tank
Description: First Name, Last Name – MKT500 Assignment 4 (Date Uploaded ex. 5-23-2014)
Note: Check with your professor for any additional instructions. If you do not have access to a video camera or necessary hardware to complete this assignment, please contact your professor.
Note: If you receive an “Error while uploading” message and you are unable to upload your video file, let your instructor know right away. You can send the file in an alternate way such as sending it to your instructor’s email via a file sharing service such as Google Drive, or you can upload your video file to a video sharing service such as YouTube and then send the link to your instructor to view it from. If your video is unable to upload to any of these sources either, your computer may have insufficient bandwidth to upload video, and you should copy the file to a thumb drive and send it from a different computer or mobile device.
Tips to prepare for your video:
Create note cards
Practice in front of a mirror and / or friends
Review materials thoroughly
Create a two to five (2-5) minute video presentation in which you:
Present the major points of your marketing plan.
Project your voice in order to clearly convey your ideas.
Present in a professional manner.
Use technology (e.g., i.e. audio quality, video quality, naming conventions) to convey ideas.
Use voice inflection and proper grammar.
The specific course learning outcomes associated with this assignment are:
Analyze the marketing framework including the concepts of the 5Cs, STP, and 4Ps.
Develop strategies to assess performance and achieve marketing goals.
Create an effective marketing plan.
Examine the marketing science of customer behavior and products in the marketing exchange process and create dynamic strategies for competing.
Evaluate the basis for market segmentation and approaches to segmentation.
Evaluate target customer segments and positioning products within these segments.
Develop branding strategies for existing and new products.
Develop pricing strategies and distribution channels for products.
Analyze integrated marketing communications and its relationship to advertising strategy.
Evaluate marketing research tools involved in the marketing process.
Use technology and information resources to research issues in marketing management.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.
Assignment 4: Part D Your Marketing Plan – Video Presentation
Below 70% F
1. Present the major points of your marketing plan
Did not submit or incompletely presented major points of your marketing plan.
Partially presented the major points of your marketing plan.
Satisfactorily presented the major points of your marketing plan.
Thoroughly presented the major points of your marketing plan.
2. Project your voice in order to clearly convey your ideas.
Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.
Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work
Communicates ideas with proper voice projection. Adequate preparation and delivery.
Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.
3. Present in a professional manner.
The presentation was not delivered in a professional manner. Numerous gaps were found in the presentation.
The presentation was delivered but not professional. Many gaps in the flow of the presentation.
The presentation was delivered in a professional manner. Very few gaps in the flow of the presentation.
The presentation was delivered and was very professional. No gaps in the flow of the presentation.
4. Use technology (e.g., audio quality, video quality, naming conventions) to convey ideas.
Did not submit or incompletely used technology effectively. Audio, video, and naming conventions were missing.
Partially used technology somewhat effectively. Audio, video, and naming conventions were partially covered.
Satisfactorily used technology effectively. Audio, video, and naming conventions were acceptably covered.
Thoroughly used technology very effectively. Audio, video, and naming conventions were perfect.
5. Use voice inflection and proper grammar
Grammar, voice inflection includes more than 5 grammatical errors, mispronunciation errors, etc.
Grammar, voice inflection includes 3-4 grammatical errors, mispronunciation errors, etc.
Grammar, voice inflection includes 2-3 grammatical errors, mispronunciation errors, etc.
Grammar, voice inflection perfect. No errors in the text or audio of presentation.
Munter, M. & Hamilton, L. (2014). Guide to Managerial Communication (10th ed.). Upper Saddle River: Prentice Hall.
Booher, D. (2003). Speak with Confidence! Powerful Presentations that Inform, Inspire and Persuade. New York, NY: McGraw Hill.
Assignment 3: Verbal Communication
Worth 220 points
From quick conversations to phone calls, meetings, formal presentations, and sales pitches, you must employ effective verbal communication skills at all times. While verbal interactions are extremely common, they can also be stressful. Every interaction contains the potential for success…and the danger of failure. To be “on your game” at all times requires purposeful practice, reflection, and adjustment based on input and feedback. No matter what your verbal communication skills are, you can improve them.
In this assignment, you will develop and deliver a verbal communication for the scenario you have identified. Your communication should match your challenge or opportunity. For example, if your challenge is an interview for a new position, you may choose to record yourself answering a few key questions that might be posed by the interviewer.
For the purposes of this course, your video presentation should not exceed 5 minutes. (Your scenario might require a much longer presentation, but limit your response to the key 5 minutes in this case.)
For Part 1, create and deliver a verbal communication (recording your presentation for submission to your instructor) that aligns with your Strategic Communication Plan.
For Part 2, reflect on your presentation, and document your preparation and how you used feedback to refine your verbal communication.
Part 1 – Verbal Communication (video)
Develop and Deliver Your Verbal Communication
Use an impactful opening statement to engage, set context, and/or create relevant meaning for the audience
Use compelling stories/statistics/facts to support your key message
Where appropriate, make your request of the audience clear and actionable
Use visual aids (where necessary) that support and complement your verbal communication, but which do not drive the conversation
Limit recordings to no more than 5 minutes
Demonstrate Professional Presence
Be authentic and genuine in your delivery
Use the appropriate tone and vocabulary for your audience
Use body language and eye contact effectively
Speak concisely with clarity and confidence
Build rapport and connect with your audience to grow the relationship
Dress appropriately and employ an appropriate camera frame (with a neutral background that is free of distractions)
Employ only professionally presented and appropriately prepared visual aids, if used
Reflect on Your Presentation Preparation
Describe the approach you took to plan for your presentation
Explain how you rehearsed for the presentation
Offer suggestions for how you might better prepare in the future
Use Feedback to Refine Your Communication
Describe or list the feedback you received on your verbal communication from the week 8 Discussion Board
Explain how you used the feedback to revise and improve your message and/or delivery
Part 2 – Reflection and Feedback (written)
Professional and APA Formatting Requirements
Your assignment must follow these general APA formatting requirements:
Your document must be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, your name, the professor’s name, the course title, and the date.
The format should be consistent with professional standards. If slides are used, apply slide design best practices (minimal text, appropriate images/charts, and proper grammar and spelling) for an appropriately professional presentation.
Grading for this assignment will be based on the following criteria and evaluation standards:
Assignment 3: Verbal Communication
Below 70% F
1. Develop and Deliver Your Verbal Communication
The student does not include an impactful opening statement and/or does not use compelling stories/statistics/ facts.
Student does not make a clear and actionable request of the audience.
Visual aids, if used, do not complement or support the verbal communication. Recording is longer than five minutes.
The student attempts to make an impactful opening statement and/or uses somewhat compelling stories/statistics/ facts.
Student makes an actionable request of the audience but the request lacks clarity.
Visual aids are somewhat complementary and support the verbal communication to some degree. Recording may be more than five minutes.
The student’s opening statement is adequately impactful and/or uses mostly compelling stories/statistics/ facts.
Student makes a sufficiently clear and actionable request from the audience.
Visual aids, if used, are mostly complementary and support the verbal communication. Recording is no more than five minutes.
The student’s opening statement is highly impactful and/or uses extremely compelling stories/statistics/facts.
Student makes an entirely clear and actionable request of the audience.
Visual aids, if used, are entirely complementary and support the verbal communication. Recording is no more than five minutes.
2. Demonstrate Professional Presence
Student does not demonstrate, or demonstrates incompletely, a level of professional presence.
The verbal communication is inauthentic or uses an inappropriate tone and contextually inappropriate vocabulary is used.
Student fails to build confidence with the audience and does not achieve rapport. Student’s appearance and demeanor are not professional. Visual aids, if used, are unsatisfactory and unprofessional in look and feel.
Student demonstrates a passable level of professional presence.
The verbal communication may be lacking a completely authentic voice, uses a fairly appropriate professional tone for the audience, and uses fairly contextually appropriate vocabulary that helps to build some confidence in the student while maintaining clarity for the audience.
Student attempts to build rapport with the audience and is fairly professional in appearance.
Visual aids, if used, are lacking in professionalism and presentation.
Student demonstrates a moderate level of professional presence.
The verbal communication is mostly authentic, uses a satisfactorily professional tone for the audience, and uses vocabulary that is largely appropriate in context.
Student builds confidence and rapport with the audience while maintaining clarity. Student is mostly professional in appearance.
Visual aids, if used, are satisfactory and professional in look and feel.
Student demonstrates a high level of professional presence.
The verbal communication is authentic, employs an appropriately professional tone for the audience, and makes use of vocabulary that is appropriate in context. Student successfully builds confidence and rapport with the audience.
Student is professional in appearance and presentation.
Visual aids, if used, are professional in look and feel.
3. Reflect on Your Presentation Preparation
The student does not reflect, or reflects incompletely, on the presentation. The student does not provide the necessary information.
The student reflects on the presentation to some degree and provides some, but not enough, information.
The student reflects adequately on the presentation and provides a moderate amount of necessary information.
The student is exceptionally reflective concerning the presentation. The student provides all necessary information.
4. Use Feedback to Refine Your Communication
The student does not describe feedback received.
The student does not explain how feedback was used to revise and improve the written communication.
The student satisfactorily describes or lists feedback received.
The student partially explains how feedback was used to revise and improve the written communication.
The student adequately describes or lists feedback received.
The student sufficiently explains how feedback was used to revise and improve the written communication.
The student accurately describes or lists feedback received.
The student fully explains how feedback was used to revise and improve the written communication.
5. Write in a professional manner using proper grammar, mechanics, spelling, and formatting.
Writing does not meet minimal standards.
Tone is not professional. Communication is wholly lacking in logic, clarity, and/or consistent formatting. Contains many spelling, mechanical, formatting, and/or grammatical errors.
Writing is satisfactory.
Professional tone is developing.
Shows moderate logic, clarity, and/or consistent formatting.
May contain more than a few spelling, grammar, mechanical, or formatting errors.
Writing could be improved, but meets acceptable standards.
Tone is professional.
Shows logic, clarity, and consistent formatting.
May contain few or no spelling, mechanical, and/or grammatical errors. There may be a small formatting error.
Writing is excellent.
Tone is professional and sophisticated. Shows logic, clarity, and consistent formatting. Contains no spelling, mechanical, or grammatical errors, and formatting meets standards.
Resources to Use
Iacobucci, D. (2014). MM4: Marketing management (4th ed.). Mason, OH: South-Western Cengage Learning.
Case Pack MKT500: Marketing Management. Ann Arbor, MI: XanEdu.
Heilman, C. M., Bowman, D., & Wright, G. P. (2000). The evolution of brand preferences and choice behaviors of consumers new to a market. Journal of Marketing Research, 37(2), 139-155. doi:10.1509/jmkr.184.108.40.20628
Johnson, P. (2012). Buzzle: Marketing Mix Strategy. Retrieved from http://www.buzzle.com/articles/marketing-mix-strategy.html
Keller, E., & Fay, B. (2012). Word-of-mouth advocacy: A new key to advertising effectiveness. Journal of Advertising Research, 52(4), 459-464. doi:10.2501/JAR-52-4-459-464
Noseworthy, T., & Trudel, R. (2011). Looks interesting, but what does it do?? Evaluation of incongruent product form depends on positioning. Journal of Marketing Research (JMR), 48(6), 1008-1019. doi:10.1509/jmr.10.0384
PaloAltoSoftware (2013). Free Sample Marketing Plans. Retrieved on June 18, 2013 from http://www.mplans.com/sample_marketing_plans.php
Rocks, S., Gilmore, A., & Carson, D. (2005). Developing strategic marketing through the use of marketing networks. Journal of Strategic Marketing, 13(2), 81-92. doi:10.1080/0965254050008293
Sheth, J. N. (2012). The reincarnation of relationship marketing. Marketing News, 46(16), 11.
Zou, S., & Volz, Y. Z. (2010). An integrated theory of global advertising: An application of the GMS theory. International Journal of Advertising, 29(1), 57-84. doi:10.2501/S0265048709201038
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