HCS 539 Week 6 Learning Team Assignment Health Care Marketing Plan Presentation

Sample Answer for HCS 539 Week 6 Learning Team Assignment Health Care Marketing Plan Presentation Included After Question

Create a hypothetical health care organization or social program, using a real organization or program as a model, and develop a comprehensive marketing plan to market it. Examples include cancer hospitals, home health agencies, nursing homes, durable medical equipment companies, weight loss programs, and insurance programs.
Develop a comprehensive marketing plan to market your organization or program.
Create a 20- to 25-slide Microsoft® PowerPoint® presentation, with speaker’s notes, detailing your plan. Speaker’s notes must be between 100 to 200 words per slide. Include the following:
Background information

What is the name of the organization or program?
What is the geographic location?
What is the organizational mission?
Industry background: Describe the industry’s historical background.
Situational SWOT analysis: Assess the organization’s environment. Address why your marketing plan is necessary. Include the following:
Strengths (internal)
Weaknesses (internal)
Opportunities (external)
Threats (external)
Market research
Why must market research be conducted?
What kind of data will you use: primary, secondary, or both? Why?
Marketing objectives: List your quantifiable marketing objectives.
Explain what you want to achieve.
Define estimated dates by which you want to achieve those goals
Marketing strategies: Describe the general approach or best way to meet your objectives.
Consumer analysis
Determine the demographics of the program’s potential consumers.
Determine the psychographics of the program’s potential consumers.
Identify common consumer behaviors of the program’s potential consumers.
Target market
Determine the primary market: What are the characteristics of the primary market?
Determine the secondary market: What are the characteristics of the secondary market?
Market segmentation: How will you segment the market? Why?
Competitive analysis
Identify your competitors.
Briefly describe your competitors’ strategies.
The four Ps
Product
What types of products, programs, or services are involved, as in a good, service, or idea?
What are the features? How is it positioned and differentiated from the competitors?
How is the product, program, or service identified, as in brand name, label, or packaging?
Place
What are the channels of distribution?
Where are the facilities located?
Pricing
What aspects must be considered in developing pricing?
Determine a suggested selling price.
Promotion
How will you promote the organization or program?
Personal selling
Advertising
Media mix: television, magazines, outdoor, direct mail, radio, or website
Slogan and message
Sales promotion activities: trade show or promotional materials
Public relations
Regulations: Identify the regulations that affect your plan.
Social marketing strategies
Ethics and patient privacy
Monitoring the plan: Create a way to monitor and evaluate your plan’s success.

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HCS 539 Week 6 Learning Team Assignment Health Care Marketing Plan Presentation Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.