BU.430.730.xx – Course Name – Instructor’s Name – Page 2 of 11
/Analysis for Product and Services Innovation
2 CreditsBU.430.730 (include section number)
(Note: each section must have a separate syllabus.)
Class Day/Time & Start/End date
Semester
Class Location
BU.430.730.xx – Course Name – Instructor’s Name – Page 2 of 11
Instructor
Full Name
Contact Information
BU.430.730.xx – Course Name – Instructor’s Name – Page 2 of 11
Phone Number: (###) ###-####
E-mail Address:
BU.430.730.xx – Course Name – Instructor’s Name – Page 2 of 11
Office Hours
Day/s Times
Required Text and Learning Materials
There is no one textbook to purchase for this class. Cases, articles and some textbook chapters can be purchased at https://cb.hbsp.harvard.edu/cbmp/access/27424365. Other textbook chapters are available through the library reserves.
1. Trott P. (2012). Innovation Management and New Product Development. Prentice Hall
2. Ulrich K.T. and Eppinger S.D. (2012). Product Design and Development. McGraw-Hill Irwin
3. Cooper R.G. (2011) Winning at New Products: Accelerating the Process From Idea to Launch. Perseus Publishing (available for free via the library website)
4. Wong H.Y., Radel K, Ramsaran-Fowdar R. (2011) Building a Marketing Plan. Business Expert Press.
Cases
1. Innovation at the Lego Group (A & B) (IMD382)
2. Gaming the Gamers: Using Experience Maps to Develop Revenue-Generating Insights (KEL675)
3. Healing through Humor: Mixing Mental Health, Comedy, and Business (W13454)
4. Portland Trail Blazers (UV2971)
5. Montreaux Chocolate USA: Are Americans ready for Healthy Dark Chocolate? (914501)
6. Le Petite Chef (602080)
7. State Bank of India: “SMS Unhappy” (ISB001)
Articles
1. Dolan R.J. (2001) Analyzing Consumer Perceptions (599110)
2. Wilcox R.T. (2003) A Practical Guide to Conjoint Analysis (UV0406)
3. Dolan R.J. (2001) Analyzing Consumer Preferences (599112)
4. Grönlund, J., Sjödin, D.R., and Frishammar J. (2010). Open Innovation and the Stage-Gate Process: A Revised Model for New Product Development.
5. Berry L.L., Shankar V., Parish J.T., Cadwallader S., Dotzel T. (2006) Creating New Markets Through Service Innovation (SMR195)
6. Bettencourt L.A., Brown S.W., Sirianni N.J. (2013) The Secret to True Service Innovation
7. Bettencourt L.A. and Ulwick A.W. (2008). The Customer-Centered Innovation Map
Blackboard Site
A Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for Blackboard is available at 1-866-669-6138.
Course Evaluation
As a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously because we depend on your feedback to help us improve so you and your colleagues will benefit. Information on how to complete the evaluation will be provided towards the end of the course.
Disability Services
Johns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Carey Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Rachel Pickett in the Disability Services office by phone at 410-234-9243, by fax at 443-529-1552, or email: .
Important Academic Policies and Services
· Honor Code
· Statement of Diversity and Inclusion
· Student Success Center
· Inclement Weather Policy
Students are strongly encouraged to consult the Johns Hopkins Carey Business School Student Handbook and Academic Catalog and the School website http://carey.jhu.edu/students/student-resources/university-and-school-policies/ for detailed information regarding the above items.
Course Description
The course focuses on the management of new product development processes and explores how companies introduce new products into the marketplace. Students investigate the implications of new product development and deployment with respect to the firm's core competencies. Topics include the design and management of new product development life cycles including processes, outsourcing, distributed design, as well as the services needed for product/service introduction.
Prerequisite(s)
BU.410.620 Marketing Management AND BU.510.601 Statistical Analysis
Course Overview
This course focuses on the strategy for introduction of new products and services as well as specific market research techniques that are employed in the domain of new products and services. Most of marketing decisions require a mixture of qualitative insights and quantitative experimentation, and the world of innovation and new products involves an even greater degree of holistic thinking. This course primarily concentrates on qualitative and quantitative tools, equipping students with an understanding of ways to structure and perform analysis at early stages of innovation and product/service development.
Student Learning Objectives for This Course
All Carey graduates are expected to demonstrate competence on four Learning Goals, operationalized in eight Learning Objectives. These learning goals and objectives are supported by the courses Carey offers. For a complete list of Carey learning goals and objectives, please refer to the website http://carey.jhu.edu/faculty-research/learning-at-carey/learning-assessment.
The learning objectives for this course are:
1. Discuss and explain the processes involved in new product development (NPD) and new service development (NSD).
2. Apply processes involved in NPD and NSD, including qualitative and quantitative techniques, to development of a new product or service.
3. Analyze and interpret consumer research data and communicate a proposed solution for a new product or service
Attendance Policy
Please refer to attendance policy under Assignments.
Assignments
All students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online. Students who fail to complete and submit the pledge will have a registrar’s hold on their account. Please contact the student services office via email if you have any questions.
Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.
All assignments must be submitted on BLACKBOARD unless otherwise stated. Other forms of submissions will NOT be accepted.
Individual Assignments
1. Weekly Attendance and Participation
There are four components to the attendance and participation grade:
1) Attendance: Students are expected to attend all classes. There will be no excused absenses except under extentuating circumstances such as a death in the family or the birth of a child. Please schedule all meetings, interviews and/or travel plans keeping class time in mind.
2) Punctuality: Students are excepected to arrive to class on early or on time. Tardiness will reflect negatively on your grade. Remember that the “bus” is always going to be late. It is your responsibility to catch the earlier one to ensure timely arrival.
3) Preparation and Level of Engagement: Students are expected to have read the cases and required readings before attending class and are expected to take a proactive stance with respect to class contributions. While the instructor may sometimes use cold calling, students should not expect this to be sufficient for opportunities to make substantive contributions. Discussions are to be directed to the class rather than the instructor. Cell phones should be turned off and put away. Laptops and tablets can be used to follow slides, complete in-class assignments or quizzes and take notes only. Emailing or web-surfing in class will reflect negatively on your level of engagement.
4) Weekly in-class reflection: At the end of each class, students will be given 10 minutes to answer the questions given below on Blackboard. In answering the questions, students must draw from the classroom discussion. These reflections are due at the end of each class.
Class Contributions
· Who contributed the most to the discussion with new insights, observations and questions i.e. who did you learn the most from and why?
· What do you think was the most important takeaway message from today’s class readings or discussions?
Your Contributions
· What was the most valuable contribution you made to today’s discussion?
· What would you like to say that you didn’t get a chance to say during the session?
2. Conjoint Analysis Assignment - Due Week 4
Read the “A Practical Guide to Conjoint Analysis” along with the case “Portland Trail Blazers” and answer the following questions. For each question, provide calculations that support your answer.
1. Which attribute does the conjoint analysis indicate is most important in the overall purchase decision for tickets of the Portland Trail Blazers?
2. What does the conjoint analysis suggest about the size of the ticket packages?
3. Can any pricing decisions about the ticket packages be made from the conjoint analysis? What useful information can you get about pricing (hint: look at the price and location together)?
4. Is it worth giving away any of the promotional items for free?
5. Provide three concrete recommendations to the management of the Portland Trail Blazers to help increase revenues through ticket sales.
3. Weekly Case/Reading Write-ups – Weeks 1-3, 5-7
There will be a weekly case-write up before each class where you will answer 2-4 questions about the cases and/or required readings. Answers will be limited to 200 words per question. These write-ups must be submitted via Turnitin on Blackboard by 9pm the night before the class. An exception will be made for the first class where you are allowed to submit a paper copy at the beginning of class.
Team Assignments
Students will form teams of 3-6 (depending on class size) for these assignments
4. New Product or Service Idea Assignment – Due Week 2
Identify an S&P500 company for which you want to develop a new and innovative product or service. The product or service must address an unmet need in the marketplace and must fit with the company’s vision, established brand and portfolio, customer base, partners, and channels. Submit a proposal (2 pages max, 12pt Times New Roman, 1 inch margins, not including references and/or sketches) that includes but is not limited to discussion of the following:
· Description of the company, its vision, major products or services, customer base, partners, and any new innovations in the pipeline (through news media).
· Details of the idea for a new product or service and how it fits with the companies core competencies (synergies).
· The unmet customer needs the product or service addresses (must be verified through primary or secondary consumer research or expert opinion).
· Key benefits and attributes of value to consumers, and
· Points of differentiation among competition.
5. Progress Report for Final Project – Due Week 5
This progress report should be in the form of a slide deck that contains but is not limited to the following information:
· Description of the company, its vision, major products, any new innovations in the pipeline (through news media), its core competencies, strengths and weaknesses.
· Description of the novel and feasible product/service idea identified in Week 2 (and approved by instructor)
· An identified target market and the needs of the target market (through primary or secondary consumer research or expert opinion).
· Current substitute and competing products and the unmet need. Clearly state the differentiating factors of this product or service, including all key benefits and attributes.
· Preliminary calculations of the market size and provide a 3-year sales forecast (include excel spreadsheet). If the product or service cannibalizes on an existing offering, be sure to take into consideration how sales of that product will be affected.
· Company resources required for commercialization (e.g. sales force training, new channels, new partnerships)
Feedback will be provided on this progress report by Week 5 to ensure success in the final project.
6. Final Project – Due Week 8
The goal of this assignment is apply concepts learned in class to the idea that your team came up with in Week 2. The project will be presented in front of the entire class. The length of the presentation will vary depending on the size of the class (approx.15-20 min). In addition to the presentation, student teams are required to submit an executive slide deck with all supporting material and references. This deck will be longer and more detailed than the presentation deck such that a person who was not present at the presentation would be able to fully understand the analysis. The analysis should include improved materials from the progress report assignment as well as:
· Ideas for the design of the product or service.
· A mini-marketing plan that includes testing and launch plans.
Evaluation and Grading
Assignment* / Learning Objectives / WeightAttendance and participation / 1 / 20%
New Product or Service Idea Assignment / 1 - 4 / 10%
Conjoint Analysis Assignment / 3 / 15%
Weekly Case Write-ups (Weeks 1- 3, 5- 7) / 1, 3, 4 / 20%
Progress Report for Final Project / 1 - 4 / 5%
Final Project / 1 - 4 / 30%
Total / 100%
*Your individual and team contributions to learning will be evaluated according to the rubrics attached after the course calendar. All of your work is graded on a 3-point scale. To earn a “B” you must perform consistently, in every class and on every assignment, at the level of a 2 or above. To earn an “A” you must perform, in every class and on every assignment, at a level of 3. 0 points are given when an assignment is not submitted or submitted late.
3 points = A (Exemplary); 2 points = B (Proficient); 1 point = C (Needs Significant Improvement); 0 points = F
Important Notes about Grading Policy:
The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the Carey Business School Student Handbook for grade appeal information http://carey.jhu.edu/students/student-handbook-and-academic-catalog/
Tentative Course Calendar**The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.
Week / Content / Reading / DueArticles/Text / Cases
1 / Introductions and Syllabus Review
Overview of New Product and Services Development
· Product Life-cycle
· Types of innovations
· Importance of NPD and NPS
· Differences between NPD and NPS
· Process of product and services development
· Stage-Gate Process
· Value of Marketing in NPD - Marketer’s role in stages of development
Product Failure
· Why new products fail.
Project Selection / Syllabus
Trott, Chapter 1
Cooper, Chapters 4, 5 / Innovation at the Lego Group (A & B) / Case Write-up due in class
2 / Opportunity Identification and Idea Generation
· Working with Lead Users
· Identifying customers
· User Wants and Needs
· Customer Insight generation
· Persona and User Scenarios
· Attributes and perceptual gap maps
· Feature Fatigue
· Involving the customer / Analyzing Consumer Perceptions
Open Innovation and the Stage-Gate Process: A Revised Model for New Product Development.
Optional
Creating New Markets Through Service Innovation
The Customer-Centered Innovation Map
The secret to true service innovation
Ulrich & Eppinger, Chapters 3, 5
Cooper, Chapter 6 / Gaming the Gamers: Using Experience Maps to Develop Revenue-Generating Insights / New Product or Service Idea assignment due
Case Write-up due before class
3 / Market Assessment, Sales Forecasting
· Sizing the market
· Forecasting using different models (ATAR, Bass Models)
· Market Adoption
· Competitive Analysis
· Concept testing / Wongl, Chapters 3 & 4 / Healing Through Humor: Mixing Mental Health, Comedy, and Business / Case Write-up due before class
4 / Product Design & Development:
· Concept Testing
· Conjoint Analysis
· Seeking customer input
· Prototyping / A Practical Guide to Conjoint Analysis
Analyzing Consumer Preferences / Portland Trail Blazers / Conjoint Analysis assignment due the night before class
5 / Financial Decision Making and Portfolio Management
· Financial Resource allocation for new products and services / Cooper, Chapter 8
Trott, Chapter 9 / Le Petite Chef / Progress Report for project due
Case Write-up due before class
6 / Market Testing & Validation
· Customer Tests
· Designing Customer Test markets
· Preference Tests
· Beta trials
· Final trials
Measuring Results / Cooper, Chapter 8 / Montreaux Chocolate USA: Are Americans ready for Healthy Dark Chocolate? / Case Write-up due before class
7 / Product Commercialization & Launch / Cooper, Chapter 10 / State Bank of India: “SMS Unhappy” / Case Write-up due before class
8 / Final Presentations (length depends on number of teams but approx. 10-15min each) / Final Presentations Due
Rubrics