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Mar 221 Spring 2021

Criteria for Grading Second Team Project: The Creative Phase (please see special instructions at the beginning of this document for asynchronous classes only)

Team member names:

SPECIAL INSTRUCTIONS FOR ASYCHRONOUS CLASSES and SYNCHRONOUS CLASSES:

I want students taking an Asynchronous class to have the same complete experience that students receive who take a more traditional class with face to face interaction. Throughout this document, which is based on the more traditional classes, please ignore material that is not relevant for you (such as the need to submit a binder because you will submit your material electronically instead). All that follows should be guided by the following 3 modifications: All online classes will follow the instructions noted below, but with the following exceptions:

1. You will not be submitting a binder but you do need to submit the two PowerPoints reflecting your in the room presentation and your leave behind and you do need to submit your script (in a word document) that accompanies your presenters’ remarks and electronic (scanned) copy of your source materials if from other external sources or pdfs of other source material and you do have to provide yellow highlighted sections of each of your sources where you are excerpting the sources in your presentation (see below regarding the highlighting of source materials).

2. Your presentations: You will not be presenting to your professor in a live fashion but rather, you will record your presentation using ZOOM (go to pace.zoom.us or zoom.com for details how to download and use ZOOM). You will record your presentation (to get it close to perfect, feel free to do it several times on your own until you are proud of your work). You will send the video recording to your professor by the due date.

3. Your professor may send emails to you with questions in need of answers after he reviews your materials and you will be provided with a date when your answers are due to be provided to your professor

General Comments about your work (grading rubric criteria appear at the end for your reference):

Grading Process: Step #1: All teams will be ranked; Step #2: The best team is given a grade reflective of whether or not it has COMPLETELY SATISFIED (emphasis on the word “completely”) all of the criteria noted below; Step #3: Each team further down the ranking process will receive at least 2 to 4 points below the team immediately ranked above. The lowest ranked team if it has poorly satisfied the criteria could receive a grade as low as a 60 to 70 (but some teams in the past have received a grade as low as a 50) and the highest ranked team typically receives 88 to 94 (but some have received 100 and other teams, at the same time, have also obtained grades above 90). The average grade for this stage is a B (85) with a range of 74 to 94

Completely Satisfactory = Total Quality and Quantity

Grading Components: Categories

1. ADMINISTRATIVE ELEMENTS CONCERNING WHAT IS SUBMITTED Each team to submit a binder (binders to be provided to students by the professor). The cover of the binder should have all team members’ names on it and all materials in the binder should have team members’ names so that the team can be identified if material is separated from the binder. The binder should have real tabs (not slips of paper) for each section of your work. Each hard copy piece of paper should NOT be placed in a plastic sleeve as it is difficult to enter hand written comments on the plastic sleeve. The binder should have a disk or thumb drive (which is NOT returnable unless an individual’s name is on it and he or she asks for it on the day of the final exam) with all materials on it (with a team member name or number on it too), including electronic copies of your 1) in-class presentation 2) your script 3) your leave behind, 4) your primary research questions asked during any interviews with target. Hard copy material should include: hard copy of your in-class presentation, hard copy of your leave behind, and hard copies of your supporting articles and sources and research materials in addition to documentation noted below. The thumb drive should be attached very securely to the binder so that is cannot fall out of the binder. Your support materials should be highlighted in yellow for the sections that were used to populate material in the in-class presentation and/or the leave behind version of the presentation. In terms of script, a typed copy of each presenter’s spoken words for each slide’s TALKING POINTS. In other words, the script should reflect APPROXIMATELY what each presenter will be saying for each numbered slide. Material submitted on time (not even a minute late) and comprehensive in scope of analysis, utilizing terms and concepts of our course of study. In terms of the slides: Note: Each slide must have the name(s) of the team members who worked on that slide in the lower right hand corner. Be sure each slide has a page number on it for all presentations. In the electronic binder, please arrange to have each slide populate the entire slide image…do not put multiple slides on the same slide so that it becomes hard to read the material.

2. THE PRESENTATION In terms of the presentation: Note: Each slide must have the name(s) of the team members who worked on that slide in the lower right hand corner. Command of material during oral presentation (notes are acceptable, but reading from a script is to be completely avoided because it suggests a lack of full understanding of the materials and issues). VERY IMPORTANT: all members of the team are responsible for the presentation BUT the only people who actually present should be people who are comfortable presenting…all team members do not have to present. Further, no team should allow any member to present who has not been at rehearsals. Any presenter who is hesitant or unclear about what he or she should be presenting will cost the entire team major points. The presentation SHOULD NOT BE too short or too long. It must be between 12 and 13 minutes. If too short (less than 12 minutes), you will have missed taking advantage of the opportunity to sell your ideas and if too long, you clearly did not rehearse enough. You will be requested to terminate your presentation once 13 minutes have elapsed. No extra time will be granted. Hence it is imperative that all presenters rehearse together … and be in sync with each other and aware of the time constraints during the actual presentation. Did you use declarative sentences in your leave behind so that it is a professional presentation? (Look at the Brand Marketing Team campaigns, particularly the recent campaigns, for how those campaigns use declarative sentences in the leave behinds/campaign plans books). Here is a link to the team site: http://webpage.pace.edu/paceadteam/index.htm Here is a link to most but not all team campaigns: http://webpage.pace.edu/paceadteam/campaigns.htm

3. RESEARCH TO SUPPORT YOUR STRATEGY Quality and quantity of secondary source materials and articles representing the topic will be strongly evaluated. Be sure to include at least 3 trade publications and at least 3 scholarly (peer reviewed) articles that address the topic. Anything less than that (and there should be quite a lot more) will negatively affect your grade by at least 10 points. You want your team to show that it has done rigorous research on the topic. To achieve this, as you work on your project, ask yourselves questions such as the following: Is the logic behind your recommendations unassailable? That is, can someone easily make a case against your logic? Did you do an in-depth situation analysis that contributed to your creative strategy brief? Did your work leverage substantial off-the-shelf quantitative research that impacted your creative strategy brief? Did your work include excerpts from interviews you did or someone else did with experts that impacted your creative strategy brief? Did you provide and document qualitative research (one on one interviews, ethnographic research, small group interviews) that contributed to your creative strategy brief? Did you do small-scale quantitative research (15 to 20 interviews) that contributed to your creative strategy brief

4. THE CREATIVE STRATEGY BRIEF Did you conduct research to determine who is the target audience or the target audiences? Even if the client has provided to you the target audience definition, did you go beyond that definition to find what group, within the target audience, should receive higher priority treatment? Did you define and profile the target audience in great detail and, in so doing, provide data that justified your selection/choice of the target audience(s). Did you conduct a second phase of research to better understand the target audience? Did you conduct research exclusively with the target audience so that you are able to provide an insight that is supported by the research above and that was and is truly “insightful” and has a real “aha” factor within it? And have you proven that it is RELEVANT for most members of the target audience(s)? Does your primary message/Unique Selling Proposition complement your insight? That is, is it directly linked to your insight? Did you provide a reason to believe/support for your message that is believable? Did you do research to support your identification of the several other components of the creative strategy brief by sharing the research that supports those other components? (These could include but are NOT limited to target audience problem, brand problem, brand advantage, brand disadvantage, positioning, tone, tagline, etc.…)

5. DID YOU ADDRESS FEEDBACK FROM YOUR PROFESSOR TO FIX ISSUES/PROBLEMS ASSOCIATED WITH THE FIRST TEAM PROJECT AND EXTEND AND LEVERAGE ANY OF THE STRONG POINTS IN IT? (Please see criteria above from first team project). This is your opportunity to do make adjustments.

6. Did you provide a well-articulated organizing idea in a succinct manner that meets all of the criteria of a great organizing idea (see the criteria that will be provided by your professor and be sure to address the criteria completely as your professor will be referring to that criteria in evaluating your organizing idea)?

7. Did you develop a wide variety of creative units that are consistent with your organizing idea. These could include (but only if you think that they are relevant) video material/television, audio material/radio, print, digital, out of home (which can include but not limited to billboards, bus shelters, airport walls, clubs/bar forms media, planes with banners, balloons, and so many other kinds of out of home) Did you include detailed paid, owned and earned media tactics that are in synch with your organizing idea? In effect, do all of your ideas provide synergy and feel as if they are all derived from one organizing idea (which is what you want to achieve) or do they appear to be piecemeal and not a total program (which is what you do not want to achieve)? Did you include very well described and detailed paid media tactics that are in synch with your organizing idea and which minimize media waste? Did you include very well described and detailed owned media tactics that are in synch with your organizing idea and which minimize waste? Remember, owned media tactics can include a wide variety of tactics, to include BUT NOT LIMITED to leveraging, events and experiential marketing, existing or new social media platforms and initiating new ways to engage prospects via social media, creating a cause related marketing idea, branded entertainment/product placement, creating a microsite, leveraging an existing partnership or creating a new partnership, engaging in substantive content marketing initiatives across all forms of media, and, many other tactics. Did you include very well described and detailed earned media tactics that are in synch with your organizing idea and which minimize waste? Remember, earned media tactics are driven by public relations initiatives and are not limited to just content marketing or influencers.

8. Did you provide a thorough return on investment analysis of the budget recommendation including budget brackets?

9. Did you provide future recommendations where the campaign could evolve to in later years?

IMPORTANT INSTRUCTION TO DOCUMENT MATERIALS IN YOUR BINDER:

While the presentation version should not have sources on the slide (your leave behind will have sources at the bottom of the slide), I do expect you to know who or what the sources are when you present and/or when you are asked about them after the presentation in a Q&A session you have with me or if I send your team an email with my questions.  Of course, you MUST cite your sources at the bottom of each of your slides on your leave behind version of your presentation. In the leave behind version of your presentation, you will refer to a variety of materials at the bottom of the page where you are entering the name of your source material. Each source at the bottom should have a number. The first source entered will have the number “1” precede the source information. The second source will have the number “2” and so on. Your binder will also have hard copies of your source material in a separate section of the binder. On the actual source material, you need to highlight in yellow materials you used where that material is referenced in your leave behind. So, for example, if you refer to a quote or to a statistic in the leave behind (and list the source at the bottom with a number that precedes it), when one turns to the hard copy of the source material in your binder, the part you are referring to in the leave behind should be highlighted in yellow on the source material. When you do enter source material information in your leave behind, be sure to put a number at the bottom and then enter that same number in the source material in your leave behind so that the material can be matched up. So, for example, if you list 12 sources in your leave behind version of your presentation, then, the last source at the bottom of the presentation should have the number 12 in front of it and the number 12 should also be entered on the page in the section where the original source can be found. Importantly, in large font in very close proximity to the source material in the back of the binder, you should put a number that is the same number that appears in the leave behind at the bottom of the leave behind page, so that I can tie the source material highlighted in yellow back to the what appears at the bottom of a leave behind page.

REMINDERS CONCERNING PRESENTATIONS/SUBMISSIONS:

This augments what has already been shared with you or will be shared with you or the syllabus and if there is any difference between this document and what you have been previously been told, this document should take precedence and be considered the controlling document

Time:

Going under or over your time limit is not beneficial to your presentation. I will not pay attention to any material which is over the time limit. It is OK to have a note card in your hand to refer to but it is NOT OK to read notes word for word. Again, if I detect that a presenter is reading from a script, the entire team will lose 10 points. So…rehearse. Going too far under the time limit is also a problem as you are leaving time that could have been used to better sell your recommendations.

Issues with the presentation and the leave behind:

Put declarative sentences in the topic of the slide…do not just use a label to inform the audience what the slide is about such as “Consumer research”. That is NOT a declarative sentence. Instead, use a declarative sentence that summarizes the meaning of the material on the slide and that is what is meant by a declarative sentence. See the Ad Team/Brand Marketing team campaigns which are found in a pdf on the team website for examples.

You can use a type of slide with one or two words on them which tell the audience what section is coming next. That is often called a segue or bridge slide.

Your presentation must tell a story…if a reader were to read just the declarative sentences, would it tell a story and tell the reader what you learned and what your recommendations are all about?

Differences between a leave behind slide and a presentation slide

There are two main types of slides: 1) the slides presented in a room with an audience, often referenced as the “in the room presentation” and the 2) leave behind, which, as its name suggests, are the slides that people review after the presentation has been completed. Other members of a client organization that could not be in the room for the actual in the room presentation read the leave behind to find out what was said. Members of the client team that were in the room for the presentation read it as a review to jog their memory as to what was said.

1. Leave behind has sources referenced at the bottom

2. Leave behind has more words or more material on the slide

3. Leave behind has more slides

4. Both types of slide, however, make good use of declarative sentences that tell a story

5. In a leave behind, the declarative sentence is at the top and in the body of the slide there might be a graph or multiple graphs, words or bullets and sub-bullets or pictures or logos or quotations from expert sources or designs or, in effect, anything that reinforces and supports the assertion associated with the declarative sentence.

6. In an “in the room” presentation, the declarative sentence usually appears in the middle of the slide and the presenter in effect, talks to the slide and provides the information that will likely be seen in the leave behind version of the slide.

7. Often, in a presentation, a leave behind slide is constructed in such a way that the leave behind slide becomes more than two or three slides in the oral presentation (the pitch).

The data in the leave behind must prove what you have provided in your presentation.

Names must be on everything

Flash Drive/Memory stick must be labeled

Do not include material in the presentation and or the leave behind that is “interesting” or “nice to know” but only include material that supports the presentation of your findings and recommendations…findings lead to recommendations

For example:

Do not waste your time presenting a SWOT Analysis if you do not follow it immediately with an implication or recommendation

The physical references/sources in your project should only be in the back of your tabs NOT CLEAR – DO YOU MEAN “BINDER”? …print out all of your sources and highlight the printout of the source material that supports your slides. For example, in the print out of a source in the back of the binder, you can note with a yellow highlight on the printout that “this supports slide #10 of the leave behind”.

Make the material that supports your presentation with research easy to find and just do not fill the material in the sources used tab section of the binder with a lot of filler material that was not used in your presentation

Provide the most credible sources to prove your point