Student did a thorough SWOT analysis, sought external sources to document and drew insightful conclusions. Student addressed most of the environmental factors, may have missed one or two obvious factors;

Student did a thorough SWOT analysis, sought external sources to document and drew insightful conclusions. Student addressed most of the environmental factors, may have missed one or two obvious factors; drew appropriate conclusions. Student addressed only a few of the environmental factors, did not draw conclusions from analysis. Student did not demonstrate an understanding of environmental analysis. Student clearly identified an appropriate target market using multiple segmentation criteria and criteria for effective target market selection. Student demonstrated an adequate understanding of Value Use of exyernal Researcharget marketing, may have missed a few market segmentation characteristics, or did not adhere to the criteria for effective target market selection. Student addressed only a few of the environmental factors, did not draw conclusions from analysis. Student did not demonstrate an understanding of target market selection Student clearly understands the importance of a value proposition and positioning, and was able to apply these concepts to an organization by fully addressing competitive influences. Student demonstrated an adequate understanding of the value proposition and positioning; may not have clearly applied it to the organization.   Discussed competitors’ value propositions leading to a positioning strategy. Student demonstrated a rudimentary understanding of value proposition concept, but may have described the wrong value proposition based on the competitive analysis, or did not discuss the competitive influences leading to a positioning strategy. Student did not demonstrate an understanding of value proposition or positioning Student clearly understands the product strategy concept as it applies to the organization, able to map the patient experience and quality issues.  Makes sufficient product recommendations. Student sufficiently outlined the product strategy in some detail, somewhat less sufficiently for the issue of the patient experience and the issue of quality. Made minor product recommendation. Student briefly outlined the product strategy, did not focus on the patient experience and the issue of quality. Did not make any product recommendations. Student did not demonstrate an understanding of product strategy Student clearly demonstrates an understanding of distribution strategy as applied to a health service, clearly outlining the value channels associated with the health service. Makes recommendations to improve the value to patient/client. Student demonstrated an adequate understanding of distribution strategy and was able to identify how health services products get to the consumer.  May not make recommendations. Student demonstrated a rudimentary understanding of distribution strategy. Student did not demonstrate an understanding of distribution strategy Student clearly understood the organization’s pricing strategy and fully discussed issues of transparency and reference based pricing as applies to the organization, made appropriate recommendations for pricing improvements. Student described organization’s pricing strategy, discussed the issues of transparency and referenced based pricing as applies to the organization, but did not make any recommendations for pricing improvements. Student described organization’s pricing strategy, discussed the issues of pricing for the organization, and did not make any recommendations to improve customer focus of pricing strategy Student described organization’s pricing strategy but did not show any insight in terms of the pricing strategy’s customer focus. Student clearly understood the current promotion strategy, identified at least three promotion mix tools used, described the adequacy of the current message and creative strategy, and made appropriate recommendations for promotion strategy improvements. Student described current promotion strategy, able to identify at least two of the promotion tools currently used, attempted to describe the message and creative strategy. Student described current promotion strategy and made a recommendation without discussing the basis for the recommendation. Student only described current promotion strategy, did not make recommendations. Student provided significant details on how to measure the success of the marketing objectives. Student provided sufficient details regarding measurement of marketing objectives. Student provided limited details on how marketing objectives can be measured, or provided measurements but not related to marketing objectives. Student did not provide details on how marketing objectives can be measured Presentation was of professional quality, effective use of the Power Point format to clearly communicate ideas. Effectively used exhibits to support and complement main ideas in the presentation. Presentation was generally clean and demonstrated good power point skills. Presentation had some typos and, other grammatical distractions. Demonstrated adequate Power Point skills but needs improvement in presenting information in this format. Presentation was replete with typos and other grammatical distractions.  Demonstrated very weak Power Point skills. Student documented via endnotes all major findings from external sources, was able to relate multiple sources, prepared endnotes and bibliography following an acceptable college-level style guide. Student referred to external sources to document support for the presentation, but left several key statements unattributed. Used an appropriate college level style for endnotes and bibliography Student referred to two or three sources of information in preparing the presentation but did not attribute them in endnotes.  May have an incomplete bibliography or not prepared in an acceptable college style guide. Student relied only on the one source of external information such as the organization’s website.  Did not endnote.  Did not provide a bibliography.

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