JAIPURIA INSTITUTE OF MANAGEMENT, NOIDA

PGDM (G-SM-M); TRIMESTER V; ACADEMIC YEAR 2019-20

Course Code and title MKT 508 Retail Marketing

Credits 3
Term and Year V Term, 2019 -20
Course Pre-requisite(s) Marketing Management
Course Requirement(s) Knowledge of Basic Marketing & Economics
Terminologies
Course Schedule (day and time of class) Time Table Slot here
Classroom # (Location)
Course Instructor Dr. Poonam Sharma / Prof. B. D. Nathani
Course Instructor Email Poonam.sharma@jaipuria.ac.in
Course Instructor Phone (Office) 348
Student Consultation Hours 11:00am – 3:00pm
Office location First floor

*Key terminologies of Retail Mix, Category Management, Merchandise assortment, Visual

Merchandising, Omnichannel Retailing, EDLP and Hi-Low Pricing,

1. Course Overview

MKTG 508 has been designed to provide an introduction to the field of Retailing. The course focuses on
the fundamental principles of Retailing as a domain of study and decision making. This course provides
a strong foundation in specific aspects of retail marketing. The purpose of this course is twofold: first to
develop an understanding about concepts, methods and future of retail marketing as well as the
managerial issues involved and secondly their application and evaluation in contextual settings. The
course, therefore, aims to provide a comprehensive grounding in many facets of retailing, including:
location strategy, store layout decision, designing merchandise, pricing and promotional aspects.

During the course of studying MKTG 508 students are expected to comprehend and critique the
concepts of retailing and the ever changing business models and formats. Overall, this course provides
learning necessary for taking up management level career in progressive retailing formats such as super
markets, departmental stores, chain stores, mega retail stores and franchisees. This course will facilitate
retail entrepreneurship in the new upcoming retail formats visible in the market place.

2. Course Learning Outcomes (CLO)

At the end of the course, the students should be able to:

CLO 1: Illustrate core concepts and trends in Retail (K)
CLO 2: Apply Retail Mix strategies for decision making (K)
CLO 3: Analyze given Retail formats/models and strategies (S)

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4. Text Book

Michael Levy, Barton A Weitz, Ajay Pandit – 8th ed., Retailing Management. New Delhi:
McGraw Companies

5. Assessment Tasks

Assessment Item Description Weightage CLO

Mystery Audit Students are required to carry a 15 CLO 2

mystery audit for a brand of
choice and submit the audit
report. Instructor will assign the
brands to the students to carry
out the audit.

Prototype Students are required to 15 CLO 2

Development prototype design of VM of a
product / style and explain to
the class

Quiz Students are required to 10 CLO1

undergo two MCQ based quiz
and best of two shall be
selected for grading

Retail Project In order to facilitate practical 20 CLO 3

learning, the students would be
working on a hands-on project
that can be completed by
visiting a retail outlet. This
would be a group activity.

End Term Students are required to undergo hall 40 CLO 3

examination which will consist of case;
application based situational questions
conceptual questions from entire
syllabus

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 All assessment items to have a description, weightage, and must be mapped on to the relevant CLOs.

Assessment Task Description

1. Mystery Audit
Weightage: 15% (refer Rubric of evaluation at the end).
Description: Students are required to carry a mystery audit for a brand of choice and submit
the audit report. Instructor will assign the brands to the students to carry out the audit.
Expectation from students: Conducting the assigned audit, making report, and presentation
Suggested time to devote to this task: 1-2 Week
Submission details: Soft copy upload on LMS
Feedback and return of work: Script cannot be returned, but feedback will be given
immediately after assessment.
Pre/In/beyond class: beyond class

2. Prototype Development
Weightage: 15% (refer Rubric of evaluation at the end).
Description: Students are required to prototype design of VM of a product / style and explain
to the class
Expectation from students: Prototype design
Suggested time to devote to this task: 1-2 Week
Submission details: Prototype using waste material in class
Feedback and return of work: Script cannot be returned, but feedback will be given
immediately after assessment.
Pre/In/beyond class: Pre & In class

3. Quiz
Weightage: 10%
Description: Students are required to undergo two MCQ based quiz and best of two shall be
selected for grading
Expectation from students: Understanding of concepts and its applications
Suggested time to devote to this task: 1 day
Submission details: Moodle based
Feedback and return of work: Feedback will be given immediately after assessment.
Pre/In/beyond class: Beyond class

4. Retail Project
Weightage: 20%
Description: In order to facilitate practical learning, the students would be working on a
handson project that can be completed by visiting a retail outlet. This would be a group
activity.
Expectation from students: Kindly pick up one Retail Outlet of your choice & collect as much
information as you can about the same taking the following points into consideration:

1. Are the stores in the most appropriate Site & locations? Strategy adopted by the store.

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 2. Trade Area Analysis
3. Target Market of the store
4. In general, are the store layout, design and visual merchandising techniques used consistent
with the exterior of the store and location?
5. Is the store’s ambience consistent with the merchandise presented and the customer’s
expectations?
6. Does the store look like it needs to be re-designed? Do you think it needs a face lift, update,
remodel, or renovation?
7. To what extent are the store’s layout, design, and merchandising techniques flexible?
8. Notice the lighting. Does it do a good job in highlighting merchandise, structuring space,
capturing a mood, and downplaying unwanted features?
9. Are the fixtures consistent with the merchandise and the overall ambience of the store? Are
they flexible?
10. Evaluate the store’s signage. Does it do an effective job in selling merchandise?
11. Has the retailer used any theatrical effects to help sell merchandise?
12. Does the store layout help draw people through the store?
13. Evaluate the retailer’s use of empty space.
14. Has the retailer taken advantage of the opportunity to sell merchandise in feature areas?
15. Does the store make creative use of wall space?
16. What type of layout does the store use? Is it appropriate for the type of store? Would another
type of layout be better?
17. Ask the store manager how the profitability of space is evaluated; for example, profit per
square foot. Is there a better approach?
18. Ask the store manager how space is assigned to merchandise. Critically evaluate the answer.
19. Ask the store manager if planograms are used. If so, try to determine what factors are
considered when putting together a planogram.
20. Has the retailer employed any techniques for achieving greater space productivity, such as
using the cube, downsizing gondolas and racks, and minimizing non-selling space?
21. What method has the retailer used for organizing merchandise? Is this the best way? Suggest
appropriate changes.

There would be detailed discussions in the class regarding every aspect of the project. At the
end of the course each group needs to present their project work.
Suggested time to devote to this task: 2-4 weeks
Submission details: Moodle based & classroom presentation
Feedback and return of work: Feedback will be given immediately after assessment.
Pre/In/beyond class: Pre and In class

5. End Term Examination

Weightage: 40%
Description: Students are required to undergo hall examination which will consist of case;
application based situational questions conceptual questions from entire syllabus Expectation
from students: deep domain knowledge
Suggested time to devote to this task: 4- 8 weeks
Submission details: Written exam

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 Feedback and return of work: Feedback will be given immediately after assessment.
Pre/In/beyond class: Beyond class

6. Mapping of Assessment Components with CLOs

Mystery Prototype
Quiz Retail Project End Term
Audit development
CLO 1: X
Illustrate core
concepts and
trends in Retail
Environment (K)

CLO 2: Apply X X
Retail Mix
strategies for
decision making
(K)

CLO 3: Analyze X X
given Retail
formats/models
and strategies (S)

7. Session Plan
Session Topic Readings Pedagogy Learning CLO
(Chapter No. Outcomes
&Pp.)/ Cases

Module I – Introduction to Retailing

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1 Introduction to Text, Ch1, Pp.5-8 Discussion + To understand CLO1
the world of Video functions of
Retailing and retailers and
Emerging Evolution of understanding
Scenario Retail background
(Elements of information on
Retail Mix) https://www.yout world of retailing
ube.com/watch?v
=7MUYfpHy8m8
Transformation Growth and Future
of Retailing –
of Organized
Unorganized – Reading –
Organized - retailing.
Decoding Value
Online.

Creation in retail – 2018

Report

http://www.rai.net
.in/E-
Mailers/Knowled ge-
Report-
RLS2018/DecodingValu
e-Creationin-Retail-
RAIBCG.pdf

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 2 Types of Text, Ch. 2, Pp Class room To describe and CLO1
retailers: Store 39-52 exercise on understand
Based retail formats different types of
retailers.
• Food
retailers

• General Challenges
Merchan associated
dise with different
Retailers formats.

• Big Box/
Flagship
Stores

• Services
Retailing

• Types of
ownershi
p

3 Non Store Text, Ch. 2, Pp Discussion To describe and CLO1

Based 53-67 understand Non-
Retailing / store based
Online Retailing retailer.

4 FDI in Reading: FDI in Class discussion To understand FDI CLO1

Retailing : India – Latest based on and its impact on
Regulations and Reports Readings retail industry
Opportunities

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5 Understanding Text, Ch. 4, Video & To develop CLO1
and analyzing Pp.105-113 Reading based understanding of
the Retail discussions the new age retail
Consumer consumers.
Video – New Age
retailing
To decipher the
decision making
https://www.yout process of
ube.com/watch?v consumer in retail
=gRqmqK4TEak environment.

Retail trends 2018

– Deloitte report

https://www2.del
oitte.com/content/
dam/Deloitte/uk/
Documents/consu
mer-
business/deloitteuk-
retail-
trends2018.pdf

Module II – Strategic Issues in Retail Business

6 Retail Strategic Text Ch. 5, Pp. 168 Discussion To learn the process CLO 1 &
Planning – 178 strategic planning 2

and identifying
crucial success
factors.

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7 Retail Location Text,Ch7,Pp 219- Location To understand the CLO2 & 3
Decision 236 analysis location strategy for
exercise retail outlets.

8 Selecting the Case: Hutch Case discussion Understanding store CLO 2 &
Retail store locating a new location strategy 3
location store Text-Pp. with the help of a
694-700 case.

Identify and
analyze factors
affecting store
location
decisions.

9 ECR: Category Text Ch. 12 Pp. Guest Session To learn the CLO1
Management 383-384 concept of category
management and
comprehend the
same.

Understand the
utility of Category
Management.

10 ECR: Category Case: Borkar Case discussion To learn the CLO 2& 3
Management Super Store concept of category
management and

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 comprehend the
same

Understand the
utility of Category
Management.

11 ECR: Supply Text Ch. 10 Pp. Discussion To learn the CLO1

Chain 319 -326 concept of SCM
Management and comprehend
the same

Module III – Operational Issues in Retail Business

12 Retail Pricing: Text,Ch14,Pp469 Case Discussion To address the issue CLO 1, 2

Considerations -470 of how retailers set & 3
in setting retail and adjust prices
prices
Case: How Much
for a Good Smell To understand and
Text-Pp. 716-717 evaluate the effect
of various factors
on pricing
decisions.

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 13 Retail Shrinkage Library To address the issue CLO 1,2
Exercise of distribution and
Ethics in Retail
channel hygiene –
Application of
Models

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 14 Customer Text,Ch11, Pp. Guest Session To understand what CLO 2
Relationship 363-70 constructs loyalty
Management / and what are the
Customer requirements for a
Service successful CRM
Strategies program

Customer
Loyalty
Programs

15 Store Layout & Text,Ch17, Pp. Case Discussion To see and CLO 2 &
Design 589-597 visualize store 3
Designs using
various methods.
Case: Shoppers
Stop / Prerna
Store Selection of best
store layout based
on key factors of
store.

16 Visual Text, Ch 17, Project on To understand CLO2 & 3

Merchandising Pp.604-610 theme based implementation
& Semiotics porotypes issues associated
with the stores like
visual merchandise

Module IV: Recent Trends in Retail Marketing

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 17 Retail Branding Text,Ch15,Pp Lecture & Case To look at the CLO2
& 503-525 discussion approaches that
Communication retailers take to
Mix build their brand
image and

Case: Promoting communicate with

a Sale Text- Pp. their customers
717-718

18 Retail Scenario Case Studies – Discussion & Retail scenario CLO 1,2
Analysis Latest Scenario Debrief analysis to have
better
understanding
about the
concepts/challenges
faced and its
practical
implications/solutio
ns

19 Retail Scenario Discussion & Discussion & Retail scenario CLO 1,2
Analysis debrief Debrief analysis to have
better
understanding
about the
concepts/challenges
faced and its
practical
implications/solutio
ns

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 20 Visit to Retail Field Visit Field Visit Live store visits of CLO3
Outlets – Mall variety of stores to
Retailers understand retail
marketing mix.

21 Visit to Retail Field Visit Field Visit Live store visits of CLO3
Outlets –/ High variety of stores to
Street retailers understand retail
marketing mix.

22 Visit to Retail Field Visit Field Visit Live store visits of CLO3
Outlets –/ High variety of stores to
Street retailers understand retail
marketing mix.

23 E- Tailing in Reading: Retail Hands on To comprehend the CLO 1,3

India Industry Outlook Exercise new age retail
Survey format and
understand the
complexities

New age To appraise

technology students with latest
in retailing technology in the
field of retailing

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 24 Rationale of Text,Ch13,Pp To understand the CLO 2
Private Label 433-439 growing importance
of private label
Future of Private
brands & future of
Label
Video – Retailing retailing
in 2020

Future of Retail
Marketing –
Green Retailing

8. Time budgeting in course planning:

Please note that while assigning activities and planning teaching schedules following table may
be of help. The weightage of items in the table is prescriptive and may vary according to course
requirement. Yet it is indicative of how student time per course can be budgeted:
Time
Activity Description
Budgeted
Classes 2-3 hours per week for 12 weeks 30 hours
Reading Prescribed readings and making notes 30 hours
Preparation of set questions,
Including shared and group exercises 15 hours
exercises and problems
Preparation of assignment Reading and writing 15 hours
Study and revision for test and end
Self-preparations 15 hours
of Trimester examination
TOTAL 105 hours

9. References:

• Berman, B., Evans, J., & Mathur.M. (2011). Retail Management: A Strategic Approach.
New Delhi: Pearson Education.
• Biyani, K. (2007). It Happened in India. New Delhi: Rupa & Co.
• Uniyal D., Sinha P. (2018), Managing Retailing, 3rd Edition, Oxford Higher Education

Internet Resources

• www.indiaretailnews.com
It provides comprehensive coverage of the retail news and its implications on Indian retail.
It can be accessed for updates on current retail events.
• www.retailingtoday.com
It offers holistic understanding in the area of retailing. It can be accessed for opinions of
retail experts on thematic topics.

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 • www.rai.net.in
It provides the best practices followed by Indian retailers for customer’s delight. It can be
accessed for knowledge in the area of modern retail, retail research and retail benchmarks
in Indian context.
• www.etretail.com
ET edition on latest from the world of Indian and international retailing, in fact students
can subscribe to daily mailer.

Instructions:

Students will be expected to maintain a daily log of their learning and make an action plan. The
continuous evaluation tools would be implemented as per schedule and collected for evaluation.

Students are encouraged to visit videos available on Impartus, you tube on TED talks, and readings
available at websites like course era, etc.
10. Rubrics for Assessment Tasks

1. Rubrics for Quiz, and End term

Excellen Goo Fair
t d Points 1-
Points 9 – Points 5– 4
10 8
Exemplar Proficien Minima
y t l
90% or more Between 60 – Between 30 –
answers are 80% answers 50% answers are
correct. Most of are correct. correct. Many of
concepts are clear Majority of the concepts are
and understood concepts are clear and
by the student. clear and understood by
understood by student.
student.

2. Assessment Rubrics: Retail Project Presentations

Criteria Poor Average Excellent

Performan performance 9- performan
ce 15 ce 16 -20
1 -8

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 Group No Group Excellent
Dynamics demon members team work
(4 Marks) strated appear to have and group
coordin contributed, dynamics
ation however
coordination
missing
Communic Most Group Group
ation group members members
(4 Marks) membe conveyed conveyed
rs clearly clearly
could The arguments The
not were not well arguments
convey developed were not
clearly well
what developed
they and
had to presented
share forcefully

Structure Present Basic Excellent

(4 Marks) ation recommended structure,
lacked structure was good flow,
clear followed clear logic
structur
e
Justificatio No Clarity of Clarity on
n clarity segments STP, data
(4 Marks) of available, provided
segmen target market in support,
ts approach and clear
availab positioning justificatio
le, n of the
target choices
market made in
approa STP
ch and
positio
ning

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 Overall The group The group The group
defense of was not explained the was able to
the Retail able to marketing plan clearly
Project clearly Members defend the
(4 Marks) defend the appeared marketing plan
marketi disjointed and Strong and
ng plan clear clear
reasoning justificatio n
missing provided

3. Design Project Assessment Rubric

Poor Average Good
Topic
1-7 Marks 8-12 Marks 13-15 Marks
(Weight)

Design Some Clear and

Problem understandin complete
g of problem. Overall understandin
and
Major sound g of design
Boundari understandi
es deficiencies goal and
that will ng of the constraints.
impact the problem and
quality of constraints.
3 Marks
solution. Does not
significantly
impair
solution.

Alternative Final design

Serious approaches achieved after
Alternativ deficiencies in identified to review of
e Designs exploring and some reasonable
identifying degree. alternatives.
2 Marks alternative
designs.

Minimal Computer– Computer–

application aided tools aided tools are
Use of and use of used with used
Aided appropriate moderate effectively to
Tools tools. effectivenes develop and
s to develop analyze
3 Marks designs. designs.

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 Barely capable of Design meets Design meets or
achieving desired desired objectives. exceeds desired
objectives. objectives.
Moderately
Minimal effective utilization Effective
Final utilization of of resource implementati on of
Design resource conservatio n and resource conservation
conservation and recycle potentials. and recycle strategies.
4 Marks recycle potentials.

Serious deficiencies Sound conclusions Insightful, supported

in support for stated reached based on conclusions and
Interpreta tion of conclusions. achieved results. recommendat ions.
Results

3 Marks

4. Mystery Audit Assignment Rubrics

Mystery Audit Assignment Rubrics

Good Excellent Remarks

Inadequate
(0-6) (6.5-10.5) (11-15)

Audit
Report(Group)

(5 Marks)

Knowledge Student 1
(Individual)
Student 2
(4 Marks)
Student 3

Student 4

Student 5

Student 1

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 Presentation Skills Student 2
(Individual)
Student 3
(4 Marks)
Student 4

Student 5

Query Handling
(Group)

(2 Marks)

11. Institute’s Policy Statements

It is the responsibility of every student to be aware of the requirements for this course, and
understand the specific details included in this document. It is emphasized that this course
requires a significant commitment outside of formal class contact. The learning tasks in this
course may include classes (lectures or seminars), required reading, the preparation of answers
to set questions, exercises and problems and self-study. In addition, students may be required to
complete an assignment, test or examination.

12. LMS-Moodle/Impartus:

LMS-Moodle/Impartus is used to host course resources for all courses. Students can download
lecture, additional reading materials and tutorial notes to support class participation.

13. Late Submission

Assessment tasks submitted after the due date, without prior approval/arrangement, will be not
be accepted. Requests for extension of time must be made with the faculty member concerned
and based on Special Consideration guidelines.

14. Plagiarism:

Plagiarism is looked at as the presentation of the expressed thought or work of another person
as though it is one's own without properly acknowledging that person. Cases of plagiarism will
be dealt with according to Plagiarism Policy of the institute. It is advisable that students should
read Student Handbook for detailed guidelines. It is also advisable that students must not allow
other students to copy their work and must take care to safeguard against this happening. In
cases of copying, normally all students involved will be penalized equally; an exception will be
if the student can demonstrate the work is their own and they took reasonable care to safeguard
against copying.

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