Professor: Dr. Kathy Winsted
Office: Goldstein Academic Center in Pleasantville - Rm
121 (PLV)
Graduate Center 538 in White Plains (GC)
Phone Numbers: Pleasantville (PLV): 914/773-3905 (FAX 914/773-3908)
White Plains (GC): 914/422-4158 (FAX 914/422-4311)
Home office: 914/962-3029 (FAX 914/962-2419)
Email address: kwinsted@pace.edu
Web page: http:://webpage.pace.edu/kwinsted
Office Hours:
Monday: 9:00-10:00 PLV, 5:30-6:00 (GC)
Wednesday: 12:15-1:15 (PLV)
Thursday: 10:00-12:30 (PLV)
Class Session: Monday 6:00 - 8:40
Prerequisites: BUS 507
Texts: Customized texts from Harvard Business School Publishing.
VOLUME I: CUSTOMER RELATIONSHIP MANAGEMENT READINGS
After the Sale is Over, Theodore Levitt (1983)
Do You Want to Keep Your Customers Forever?, Pine,
Peppers and Rogers (1995)
A Crash Course in Customer Relationship Management
(2000)
A Framework for Customer Relationship Management,
Winer (2001)
Get Inside the Lives of Your Customers, Seybold
(2001)
Why Satisfied Customers Defect, Jones and Sasser
(2001)
Customer Relationship Management: In B2C Markets,
Often Less is More, Dowling (2002)
Avoid the Perils of CRM, Rigby, Reichheld and Schefter
(2002)
Is Your Company Ready for One-to-one Marketing,
Peppers, Rogers, Dorf (1998)
Preventing the Premature Death of Relationship Marketing,
Fournier, Dobscha, Mick (1999)
VOLUME II: CUSTOMER RELATIONSHIP MANAGEMENT CASE STUDIES
Saturn: A Different Kind of Car Company (1994)
First Direct (A) (1998)
BroadVision (1998)
BroadVision Technology Note (1998)
Siebel Systems (A) (2000)
Alpha Gearing Systems Shanghai Co. Ltd (2000)
Granny’s Goodies (2000)
Alloy.com (2000)
Moore Medical Corporation (2001)
Quest Foods Asia Pacific and the CRM Initiative
(2001)
Customer Profitability and Customer Relationship
Management at RBC Financial Group (2002)
ADDITIONAL READINGS
SERVQUAL: A Multiple-item Scale for Measuring
Customer Perceptions of Service Quality,
Parasuraman, Zeithaml and
Berry (1988), Journal of Retailing, 64(Spring), 12-40.
Smart E-Businesses Don't Dumb Down Customer Relationships,
Erickson (2002),
www.seyboldreports.com,
July.
Taking Customer Care Online, Maples (2002), www.seyboldreports.com,
July.
Tom Siebel of Siebel Systems: High Tech the
Old Fashioned Way, Fryer (2001), Harvard Business
Review, March.
The Service Encounter: Diagnosing Favorable
and Unfavorable Incidents, Bitner, Booms and
Tetreault (1990), Journal
of Marketing, 54(January), 71-84.
September 11, 2001: A CEO's Story, Greenburg
(2002), Harvard Business Review, October, 3-8.
The Customer Revolution (excerpts), Seybold
(2001), Crown Publishing.
The Cluetrain Manifesto (excerpts), Locke,
Levine, Searls, and Weinberger (2001), Perseus Books.
Ace Bank and Cumberland Hotel cases, Rust (1999).
The Five Waves of CRM, Seybold (2002), Patricia
Seybold Group, March 7.
Driving Customer Equity (excerpts), Rust,
Zeithaml and Lemon (2000).
Services Marketing: Integrating Customer
Focus Across the Firm (excerpts), Zeithaml and Bitner
(2000), Irwin-McGraw Hill.
Course Description: This course focuses on
customer relationship management (CRM) and the customer-driven, market-based
management practices that enable a business to attract, satisfy, and retain
customers profitably. Students will learn to properly use CRM to
more accurately evaluate the market place, evaluate competitors and their
positioning, and determine the lifetime value of the customer. The course
will focus on techniques to track market conditions, market performance,
and competition and develop superior customer solutions via benchmarking,
customer analysis and value creation. Rather than using a traditional
textbook, this course uses current articles, white papers, software
and cases that focus on CRM issues. Classroom focus is primarily
on case analysis and discussion.
CRM represents an important paradigm shift for marketing
– away from an acquisition and transaction focus to a retention and relationship
focus. CRM is a philosophy of doing business and a strategic orientation
that focuses on keeping customers and improving customer relationships
rather than acquiring new customers. The rapid expansion of direct
marketing, interactive media and E-commerce has led to an increased focus
on the development of programs designed to cultivate customer relationships
and brand and product loyalty. CRM is an approach to developing these programs
that uses customer satisfaction as a key market performance metric.
Use of CRM is growing rapidly and knowledge of CRM and how to use it effectively
is becoming an increasingly important skill for graduates seeking jobs
in marketing and management disciplines.
Educational Objectives: To provide students with an understanding of:
- The theory behind Customer Relationship Management
(CRM)
- The importance and role of CRM in today’s businesses
- New and evolving business models
- The Lifetime Value of a Customer and related concepts
- How to implement customer satisfaction surveys,
CRM techniques, and customer satisfaction programs
- Application of CRM concepts and techniques to
ecommerce businesses
Grading: Each graded component of the course will be evaluated on a 100 point scale, with each weighted as follows to determine a final grade. Overall grades will be assigned as follows: A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), F (0-69). Grades will be computed based on the following percentages:
Class
Participation/Preparedness 30%
Topic Presentation 10%
Case Analyses (2 @ 15%) 30%
Term Project 30%
Class participation is given a substantial weight. Students are
expected to have a very high level of preparedness for class sessions which
will focus on analysis of articles, case discussions, and debates.
Three written case analyses will be required from each student and will
be weighted at 15% each. A student term project will involve learning
about and analyzing the current customer relationship management practices
at a company to which the student has access (usually where the student
works) and making recommendations about how the company could use CRM procedures
and techniques discussed in the course.
Class Participation/Preparedness: As noted above. particpation and preparedness are worth nearly a third of the class grade. To prepare for each class, students should read the material assigned and answer the questions for the case assigned. While students only need to write up the details of your analysis for two of the cases for grading, each student is expected to take notes on all cases and jot down answers to each of the questions asked. Be sure to have your notes and your written answers to each question in front of you during class. You do not have to hand these in but they will be checked briefly by the professor in most classes and will be part of your participation/preparedness grade. Because so much of the learning in this class will take place through discussions of the cases and readings with others, it is very important that you attend class whenever possible. Therefore, attendance is also an important part of your participation grade. If you need to miss a class, please notify me ahead of time, then submit your notes and answers to the case questions (in brief outline form) to show that you did the work for the class. You can drop these into Blackboard file exchange or email them to me prior to class.
Topic Presentation: Each student will be asked to sign up for one session at which he or she will discuss a personal experience, a business application, or a current article to help illustrate points made in the readings and/or case for that session. (Please note that this does NOT mean presenting the material in the reading or case, but rather applying the material to a specific situation.) This presentation will be graded based on relevance to the readings and topic for the day, additions to or clarification of material read, and quality of presentation. Visual aids, preferably Power Point slides, are encouraged. Each presentation should be no more than fifteen minutes long (they will be timed and cut off at fifteen minutes), with five additional minutes allotted for questions and answers. Students are, of course, encouraged to discuss any additional articles or experiences at any class session.
Written Assignments: This course involves three different types of graded written assignments. Details for each assignment are outlined below. All papers will be graded based on appropriate use of applicable terms from readings and class discussion, responsiveness to the specifics of the assignment, presentation (including organization, appearance, grammar, punctuation, spelling, and readability), thoroughness of analysis, and demonstration of an understanding of the subject matter. Because no exams are given in this course, these assignments, together with participation, need to demonstrate learning that has taken place in the course. Therefore, it is very important to reflect as many of the concepts learned from the readings and cases as possible in each assignment. Late papers will be graded based on a starting grade of 10% off per day for each day or partial day late, unless approved by the instructor prior to the class in which they are due. Use of any work that is found to be not original (plagiarism) will result in a grade of zero on the assignment. Be sure to properly identify and reference any words that are not your own. The department academic honesty policy will apply to all honesty issues.
Case Analyses: Each student will pick three of the eleven cases in the custom casebook to write up and hand in for grading. Questions to be answered for each case are available on the course website and on the Blackboard link for the course. Case analyses should be 5-10 pages long (though no minimum or maximum is required), typed, double-spaced and stapled, and should clearly identify each question being answered (it's useful to use the questions as section headers). If the question asks for an analysis of alternatives, be sure to list all the possible alternative actions, explaining pros and cons of each, and then clearly defend a position with supporting arguments. (Be sure to state an analysis of options independent of your recommended action.). Grading will be based on thoroughness and on understanding of the case and of relevant concepts. Papers are due at the end of the class session in which they are discussed. Late case writeups will not be accepted, nor will handwritten changes or additions. Any student wishing to write a third case may do so and the best two grades will be used. (Clearly, this option is not available to someone not handing in any cases before the last two which are due.) Anyone not handing in two cases by the date the last case is due will receive a zero for the one or two cases missing. All students not selecting to write up a particular case should still write notes for class discussion and be prepared to state and defend a recommended course of action. In lieu of writing up a case analysis (or as a third paper to improve a grade), any student may choose to write up a case based on his or her own experience with CRM. For this option, the written work should include a case that describes a situation that links well to one of more of the readings, a decision to be made with alternative possible courses of action, at least five questions, and a suggested answer for each of the questions.
Company Interviews: Each student will interview a manager
or managers (e.g., chief operating officer, president, general manager,
customer services manager, service quality manager, director of marketing)
and a customer service person or persons in a business. Students
who currently work may wish to analyze their own companies, but any company
can be chosen. Based on these interviews and any other data gathered, each
student will discuss the customer relationship management strategies of
the company. Any differences in perceptions between managers and
customer service personnel should be discussed and analyzed. Papers
should be 15-25 pages in length (though there is no required minimum or
maximum), typed, double-spaced, and should discuss as many of the topics
covered in class and in the assigned reading as possible (highlight
terms and concepts taken from cases and readings in bold throughout
to help me notice your use of a relevant term or concept).
This paper can be considered as a take home final to pull together all
of the material learned in the course and apply it to a real world case.
Headings and subheads should be used throughout the report to clearly divide
up the content (these will probably closely resemble the topics shown in
the course outline) and appendices can be used for any detail that doesn't
fit well within the body of the paper (these should include questions asked,
company data or documents, and perhaps other material). Each student
will have ten minutes to present the most interesting findings of his or
her interview on the last day of class.
Click here for course schedule.