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BSB60215 Advanced Diploma of Business

BSBMKG608 Develop Organisational

Marketing Objectives

LEARNER’S GUIDE

Mode | Classroom Delivery

BSBMKG608 Develop Organisational Marketing Objectives

Supporting: BSB60215 Advanced Diploma of Business; May also support other qualifications based on respective packaging rules

© Skillworks Australia Pty Ltd, 2018

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Provided under license from Skillworks Australia Pty Ltd. All rights reserved.

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Learner’s Guide | V

Validation History

Date & Place Validation Team Summary Outcomes Action Responsibility

A complete validation report is filed and available for reference.

Version History

Date Version Changes in this Version Implemented on Authority

Table of Contents

1. Introduction 5

2. Unit Overview 5

3. Competency Standards 6

AQF Descriptor 6

4. Delivery Plan 10

Delivery Arrangement 10

Delivery Conditions 10

Lesson Topics and Plan 10

Suggested Learner Resources 12

5. Assessment Plan 19

Assessment Method 19

Submission of Work 20

Assessment Tasks and Schedule 21

6. Assessment Tasks 22

Assessment Task 1: 22

Assessment Task 2:……………………………………………………………………………………………………………………………… 2 4 Assessment Task 3:……………………………………………………………………………………………………………. ………………..27

7. Academic Policies and Processes………………………………………………………………………………………………………. 29

Learner’s Guide | V

Unit of Competency : BSBMKG608 Develop Organisational Marketing Objectives

Total Delivery Hours : TBA

Schedule : TBA

Cluster/Term : TBA

1. Introduction

Welcome to the learner’s guide for this unit of competency for the qualification BSB60215 Advanced Diploma of Business. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

? Provide you with information on delivery schedule and plan of this unit

? Ensure the you understand how students will be assessed in this unit

? Provide information on assessment methods, strategies, and evidence requirements

? Provide information on learning activities and assessment tasks

? List resources which may assist in student learning and assessment tasks

This unit also incorporates Foundation Skills that are embedded within the competency elements.

2. Unit Overview

This unit describes the skills and knowledge required to conduct a strategic analysis to develop organisational marketing objectives. This involves reviewing the organisation’s internal and external environments, evaluating past and current marketing performance, and exploring and evaluating new marketing opportunities.

It applies to senior marketing professionals who are responsible for providing strategic direction to the marketing function of an organisation. Their responsibilities include analysing information on internal and external business and marketing environment; examining current marketing performance; identifying new marketing opportunities arising from emerging trends; and devising strategies to achieve overall business objectives.

Individuals operating at this level generally conduct these activities using information gathered by people working under their direct and indirect supervision at lower levels of the organisation.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

? Identify strategic direction

? Review marketing performance

? Scope marketing opportunities

? Formulate marketing objectives

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

This unit has a NO prerequisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the

Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.

3. Competency Standards

This unit is derived from the Business Service training package BSB for the qualification BSB60215 Advanced Diploma of Business.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide. They can also be viewed at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.

AQF Descriptor

The Advanced Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of an Advanced Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

? Analyse information to complete a range of activities

? Interpret and transmit solutions to unpredictable and sometimes complex problems ??Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Element Performance Criteria

1. Identify strategic direction 1.1 Confirm organisation’s mission, vision, purpose and values from current organisational materials or from owners, directors or senior management

1.2 Analyse strategic organisational documents to identify organisational directions and targets

1.3 Complete a situational analysis identifying factors impacting the direction and performance of the business

1.4 Identify legal and ethical requirements for the organisation 1.5 Document and confirm strategic direction of the organisation with owners, directors or senior management, and identify its impact on marketing activities

2. Review marketing performance 2.1 Evaluate effectiveness of previous marketing and positioning strategies to identify lessons learned

2.2 Analyse current key products or services and major markets for strengths, weaknesses, opportunities and threats

2.3 Evaluate previous marketing opportunities captured by the organisation, and examine and document their profitability

2.4 Evaluate marketing performance against previous objectives, targets to identify critical success factors, and areas for improvement

3. Scope marketing opportunities 3.1 Identify and analyse marketing opportunities for viability and likely contribution to the business

3.2 Use an assessment of external factors, costs, benefits, risks and opportunities to determine scope of each marketing opportunity

3.3 Analyse opportunities for likely fit with organisational goals and capabilities

3.4 Evaluate each opportunity to determine its likely impact on current business and customer base

4. Formulate marketing objectives 4.1 Develop objectives in consultation with key internal stakeholders that are attainable and measurable, and that identify nature and extent of what is to be achieved

4.2 Ensure objectives are consistent with forecast needs of the business and market

4.3 Ensure objectives are compatible with the organisation’s projected capabilities, resources and financial position

4.4 Ensure objectives are compatible with the organisation’s direction and purpose, and meet legal and ethical requirements

BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives

Learner’s Guide | V 3.0 | Sept 2020

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4.5 Formulate long-term strategic objectives and related key performance indicators by product or service, market segment and overall

4.6 Develop a risk management strategy to identify risks and manage contingencies, and to ensure marketing objectives are met in accordance with overall organisational requirements

4.7 Document marketing objectives

Performance Evidence

Evidence of the ability to:

??Develop marketing objectives for an organisation including:

o Undertaking strategic analysis reviewing current marketing performance o Formulating short and long-term marketing objectives ??Develop a marketing risk management strategy.

Knowledge Evidence

The following knowledge must be assessed as part of this unit:

? Summarise financial management techniques

? Identify and provide overview of key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

? Analyse organisational structure, policies, procedures, products or services and overall strategic plans of an organisation

? Discuss principles and concepts of marketing and evaluation methodologies ??Compare and contrast strategic, operational and tactical analysis techniques.

BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives

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4. Delivery Plan

Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning and/or project sessions. Within the class room environment, delivery is supported by classroom-based activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a class-room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class-room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

? Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in-class activities and tasks are planned

? On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency

? This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners

? The learners have the responsibility to maintain the required attendance and participate in all the inclass activities and assessment/project tasks to be able to develop the required skills and knowledge.

? The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas

? On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.

BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives

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The following topics are covered in the classroom training sessions. The topics for this unit include;

Lesson Topics Activities

1-2 Unit Outline, assessment plan and information, assessment conditions

Key concepts and definitions

Harvard Referencing System: Guidelines and examples

Organisational structure: Examples of different structures

Understanding organisational dynamics: Policies, procedures, ethical and legal guidelines

Marketing Planning process: The perspectives of strategic and business planning

Legislative framework surrounding marketing activities;

Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice

Australian Government Policy Framework for Consumer Protection in Electronic Commerce

Copyright laws

Defamation laws

Anti-discrimination legislation and principles of equal opportunity, equity, and diversity Privacy laws

Trade Practices Act Make a checklist of legal requirements for a marketing campaign of your choice

Discuss: How marketing strategy aligns with other organisational plans?

Review and discuss: Sample strategic and business plan: What is the key marketing strategy?

3-4 Mission and vision statements: Examples

Organisational values and fundamental beliefs

Legal and ethical requirements

Understanding organisational goals and objectives

Understanding organisational strategy

Corporate, business and department level strategies

Outside-in and inside-out strategy

Factors impacting on the direction and performance of the business:

Competitive analysis, market analysis, productivity or profitability analysis

Critical success factors: Business and marketing

Strategic focus and direction for organisations

Examples and discussion Download and review mission statements from famous companies: Discuss in your group

Analysis and

Discussion:

Starbucks: The

Famous Strategic Change Memo from 2007

5-6 Principles and concepts of marketing

Evaluating a marketing program

The ROI of Marketing

Strategic, operational and tactical analysis techniques

Evaluating marketing performance against objectives

Marketing evaluation and analysis tools

The concept of SWOT analysis

Conducting a marketing SWOT analysis

Examples and discussion Case Study Analysis and discussion: Google

Conduct a SWOT

Analysis: Kellogg’s

LCM Snack Bar

Campaign in

Australia

BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives

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7 Evaluating marketing performance:

Comparative analysis

Competitive analysis

Life cycle models

Product portfolio analysis

Value chain analysis

Identifying Marketing opportunities: Examples

Assessing new marketing opportunities: External factors, costs, benefits, risks and opportunities

Aligning marketing opportunities with organisational objective Case Study Analysis and discussion: A Critical Analysis

AMEX’s Facebook Performance

Examples of comparative and competitive analysis

Product life cycle:

Smart Phone

8-9 Developing marketing objectives

SMART principle

Internal consultative process for organisational alignment

Short-term and long-term objectives

Developing KPIs for measurement of effectiveness of the objectives Meeting legal and ethical requirements

Understanding and estimating marketing contingencies Developing strategies for managing marketing risk

Examples of risk management techniques and discussion Develop marketing objectives for a new product launch in the market

Review and discussion: Marketing objectives: Apple, eBay, Nestle etc.

10 Review and revision

Student Q&A, class discussion Assessment follow up and feedback

Suggested Learner Resources

Kotler P. and Keller K., 2008, Marketing Management (13th Ed.), Prentice Hall, New Jersey

Kotler P., Armstrong G., 2007, Principles of Marketing (12th Edition), Princeton Hall, New Jersey

Ferrell O. C., 2007, Marketing Strategy (4th Ed.), South-Western College, Boston

Flexible Learning Network:

http://tle.tafevc.com.au/toolbox/access/search.do?method=basic&qs.query=marketing General Reference Sites:

Mind Tools: http://www.mindtools.com/ Business Balls: http://www.businessballs.com/ http://skills.business.qld.gov.au/running/marketing.htm http://www.smallbusiness.wa.gov.au/marketing http://marketingprinciples.com.au/ http://www.ami.org.au/ http://www.marketingmag.com.au/ http://marketing.about.com/

Harvard Referencing System Guide:

BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives

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http://www.unisa.edu.au/ltu/students/study/referencing/harvard.pdf http://www.swinburne.edu.au/lib/researchhelp/harvard_system.htm

Misc. Videos and Online Channels

Khan Academy Channel https://www.youtube.com/user/khanacademy

#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g

TED Talks https://www.youtube.com/user/TEDtalksDirector/channels

Massachusetts Institute of Technology Channel https://www.youtube.com/user/MIT

Google for Education https://www.youtube.com/user/eduatgoogle

Referencing Guide

Harvard Referencing Generator: http://www.harvardgenerator.com/ http://www.citethisforme.com/au/referencing-generator/harvard

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.5 Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

? To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements

? To provide feedback to the learners/trainees indicating the areas of improvement and professional

development

? To measure the effectiveness of the delivery plan and evaluate the learning outcomes

The required assessment criteria are provided in each assessment task for learner’s information.

Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency

and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

? Written Assessment Tasks

? Practical/Analytical Tasks

? Short Questions and Answers

? Projects

? Observation

? Integrated Assessment

The Written Assessment Tasks have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being

undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally

BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives

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provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.

The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The Short Questions and Answers is generally designed to assess the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and identify specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge assessment will be in written format as specified in the task description.

Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

? Workplace Verification through RPL application

? Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

# Assessment Task/Activity Type Assessment Method

1 Case Study: Kellogg’s – Using Aims and Objectives to Create a Business Strategy Individual Written

2 Case Study: Marketing Performance and Strategic Direction Individual Written

3 Project: Identify Marketing Opportunities and Develop Objectives Individual /

Team Written

These assessment tasks/activities have been described in detail in the following section.

Task schedule to be advised by trainer/assessor based on the lesson and session plans.

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6. Assessment Tasks

Assessment Task 1:

Assessment Task Case Study: Kellogg’s – Using Aims and Objectives to Create a Business Strategy

Schedule TBA

Outcomes Assessed Performance Criteria:

1.2, 1.3, 2.1

Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

Kellogg, founded in 1906, is one of the leading companies in the world with familiar house hold brand names including Kelloggs Corn Flakes, Frosted Flakes, Corn Pops, and Rice Krispies. While the company competes in the cereal market globally, it is also well placed in snacks and cookies (Keebler, Cheez-It, and Famous Amos) sector, along with convenience foods such as Eggo waffles and Nutri-Grain and Bear Naked cereal bars. Its products are sold in more than 180 countries worldwide.

Kellogg has a 42% market share of the value of the UK’s breakfast cereal market. The company has developed a range of products for the segments within this market, targeted at all age groups over three years old. This includes 39 brands of cereals as well as different types of cereal bars.

This case study looks at how aims and objectives have been used to create a strategy which gives Kellogg a unique position in the minds of its consumers.

Read the attached case (Case Study: “Kellogg’s – Using Aims and Objectives to Create a Business Strategy”) and answer the following questions;

1. Explain what is meant by a premium brand

2. Describe the difference between an aim and an objective

3. Outline the purpose of Kellogg’s work with the ASA

4. Using examples to support your answer, evaluate how Kellogg communicates and discuss how this enables it to position its brand

Instructions:

? Read the attached case study

? Complete the analysis during an in-class designated assessment session in presence of an assessor ??Ask for help if need any clarification

? Review assessor feedback

? Improve the answers if needed

? Submit for final assessment

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have

addressed all of the criteria in your work.

? Answered all the case study questions in presence of an assessor

? The answers are within the context of the case situation and reflect understanding of the organisational marketing processes

? Answers are succinct and adequately address the questions

? Supported answers with examples where needed

? Raised queries, if needed, and improved the answers based on the trainer feedback

? Described the concept of a premium brand with an appropriate example

? Described company’s aims and objectives behind its marketing campaign

? Described how aims are different from objectives

? Described Kellogg’s use of SMART principles in defining its objectives

? Identified factors that contributed to Kellogg’s relationship with other organisations such as ASA and helped formulate a brand strategy

? Explained how Kellogg’s strategic initiatives help it achieve its strategic objectives

? Described how Kellogg’s communicated a message about a balanced lifestyle to its consumers

? Described the community activities that supported Kellogg’s lifestyle message

? Discussed how consumers, given the right information, have made informed choices about food and living healthily

Submission Guidelines

Submit:

? Completed case study answers

Assessment Task 2:

Assessment Task Case Study: Marketing Performance and Strategic Direction

Schedule TBA

Outcomes Assessed Performance Criteria:

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4

Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

Example Case Study (Other similar case studies can be used):

Tourism Queensland is a statutory body under the Statutory Bodies Financial Arrangements Act 1982 and the Financial Accountability Act 2009. Tourism Queensland’s goal is to be one of Australia’s lead creative organisations, providing support to all operators and protecting and growing jobs for our industry (tq.com.au).

Tourism Queensland’s primary goals are to:

? Increase leisure visitor expenditure

? Maximise market share

? Increase dispersal to benefit all Queensland regions, and

? Maximise sustainable tourism growth for the social and environmental benefit of all Queenslanders.

In this assessment task, you will be required to read and evaluate Tourism Queensland’s Performance Report for the current year; in particular its global marketing strategy and initiatives. Due to unprecedented adverse weather conditions throughout December and January, Tourism Queensland was forced to quickly re-assess its marketing activity for the second half of the year. A disaster recovery program was designed to address the widespread devastation experienced by destinations the length and breadth of the State and to achieve its critical aims.

Based on the Performance Report provided, complete the following tasks;

Visit TQ website and download its Strategic Plan, and;

a) Describe its corporate structure

b) Describe its purpose, mission, and values; explain how the values influence its market approach c) Describe TQ’s vision

d) Summarise TQ’s target markets and its approach to marketing

e) Describe the key drivers of its key strategic tourism goal for marketing and promotion

f) Analyse performance measures and explain their effectiveness in evaluating TQ’s marketing performance in your own understanding

g) Summarise key strategies and provide your own view on their effectiveness

h) Identify key factors impacting on the direction and performance of TQ’s strategic plan

i) Describe critical success factors for TQ and note any areas of improvement in your opinion

j) Using the 2011 Annual report (available on TQ website), calculate Return on Assets (ROA), and percentage of marketing expenses over overall expenditures; Explain what the ration result means

k) Research and provide a brief (maximum 2 pages) environmental analysis of the tourism sector in Australia and potential challenges faced by TQ

Note: If the case organisation is changed, DEVELOP similar tasks that align with the assessment criteria. Provide a copy of the new task in a separate copy to the course coordinator.

Your analysis will ideally be written in a report format with appropriate headings and subheadings where needed to develop a structure. The analysis should be succinct, focussed and devoid of excessive cut-andpaste. All external sources must be cited using the Harvard Referencing System.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work;

? Used appropriate context and references for the task

? All relevant ideas, concepts, and theories covered with clear explanation, and with clear perspective and context

? Evidence of consistency, synthesis and logical presentation of concepts throughout the work

? Use of financial analyse reflect understanding and application of basic financial analysis techniques

? Used organisation’s website and online resources to gather the required information

? Described organisation’s purpose and mission and explained how they reflect organisation’s underlying philosophy and approach to its mission

? Summarised case organisation’s corporate structure and outlined key departments and positions

? Explained how the organisational values underpins its approach to business

? Analysed organisation’s strategic plan and summarised its vision in own words; explain how the vision aligns with its overall purpose and focus

? Provided an overview of organisation’s target market and explained its market share and revenues from the given charts/information

? Analysed how the commercial or strategic partnerships drive its marketing and promotion objective; the analysis presents core ideas/concepts in own words

? Analysed the strategic marketing partnerships as a driver of its marketing and promotion objective; the analysis presents core ideas/concepts in own words

? Analysed experience development as a driver of its marketing and promotion objective; the analysis presents core ideas/concepts in own words

? Analysed the relevant marketing (e.g. event marketing) and development as drivers of its marketing and promotion objective; the analysis presents core ideas/concepts in own words

? Analysed KPIs and outcomes for the marketing and promotion objectives and explained their effectiveness in own words and understanding

? Described organisation’s strategic approach and identified factors that influence its strategic direction ??Calculated and explained the ROA ratio

? Calculated the total marketing expenses in comparison to other expenditure reflecting the percentage share the company invests in its marketing efforts

? Provided an environmental scan of the relevant sector (e.g. tourism sector in Australia) and explained how it impact’s organisation’s strategic position

? Cited all external references using an appropriate referencing system

? The paper is presented as a formal business document with a cover page, table of contents and a coherent structure

Submission Guidelines

Submit:

? Written paper in hard and electronic copies with an assignment cover sheet

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Assessment Task 3:

Assessment Task Project: Identify Marketing Opportunities and Develop Objectives

Schedule TBA

Outcomes Assessed Performance Criteria:

1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5,

4.6, 4.7

Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

For this assessment task, you will assume the role of a Marketing Manager working for the case organisation used in Assessment Task 2 (e.g. Tourism Queensland). You have been given the task to identify new marketing opportunities in the current business/competitive environment and develop organisational marketing

objectives for a new campaign. Your trainer/assessor will play the role of your supervisor and can be consulted for advice and suggestions. Your paper should ideally cover;

? Executive Summary

? Background/Context

? Summary of the previous campaign (Performance Report used in Assessment Task 2)

? Situation Analysis (from Assessment Task 3)

? New Marketing opportunities

o External factors

o Internal Impact

o Costs

o Likely Benefits

o Risks and Contingencies (Risk management strategies) o Feasibility for Implementation

? Marketing Goals and Objectives

? Marketing SWOT Analysis

? Key Stakeholders

? Key Performance Indicators

? Legal and Ethical Considerations

The above is a suggested structure and may be modified according to individual preferences. However, ensure that all of the points mentioned are covered in your paper.

The paper should be written as a formal business document, ideally as a proposal for management approval, with appropriate structure including a table of contents. A marketing opportunity is a newly identified process through which a firm can uniquely address need, want, or demand trend of the market. The marketing objectives are a set of achievable and measurable goals with a set timeline. As you will not have full access to the organisation’s internal documents, the SWOT can be prepared based on reasonable assumptions supported by the available information on the case organisation’s website, performance reports, and annual reports.

Students who have access to their workplace documents with due permissions from the management may complete this task based on their own organisation. Prior approval must be sought with the trainer/assessor if they wish to do so.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have

addressed all of the criteria in your work;

? Used appropriate context and references for the task

? All relevant ideas, concepts, and theories covered with clear explanation, and with clear perspective

and context

? Evidence of consistency, synthesis and logical presentation of concepts throughout the work

? Succinctly summarised organisation’s marketing performance drawn from its current performance report

? Provided an environmental scan of the tourism sector in Australia and explained how it impact’s organisation’s strategic position

? identified factors impacting on the direction and performance of the business

? Developed a conceptual role play context and consulted with the trainer/assessor for advice and approvals emulating a real-world practice

? Executive summary provides a concise overview of the paper/proposal and its key features

? New marketing opportunities as identified are consistent with organisation’s overall strategic

direction and vision

? New marketing opportunities are realistic and provide a viable mean of implementing them in a real-

life environment

? Demonstrated a reasonable degree of research and analysis in scanning the environment and identifying new opportunities

? Each opportunity is supported by a cost-benefit analysis

? External and internal factors impacting the new opportunities are articulated with the support of

examples and references

? The SWOT analysis provides an internal analysis of strengths and weaknesses and an external analysis of opportunities and threats

? Likely benefits to organisation by implementation of new opportunities is supported by valid rationale and examples/scenarios where possible

? Possible risks are identified, and contingency developed to manage the risks

? Used an appropriate risk management template/technique reflecting a common business practice/approach to risk management

? Key stakeholder and internal consultation and approval process are established based on

organisational structure

? Developed organisational marketing objectives based on the new opportunities

? Objectives are specific, measurable, achievable, realistic, and time bound

? KPIs are developed as measures of performance for each objective

? KPIs are realistic and within the scope of the new marketing opportunities identified

? Used both qualitative and quantitative KPIs as appropriate

? Made references to relevant legislative requirements and highlighted ethical considerations for

implementation of marketing objectives

? Articulated how the marketing objectives fit within organisation’s strategic approach and vision

? Cited all external references using an appropriate referencing system

? The paper is presented as a formal business document with a cover page, table of contents and a coherent structure

Submission Guidelines

Submit:

??Written paper in hard and electronic copies with an assignment cover sheet

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

7. Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

? Language, literacy and numeracy (LLN)

? Assistive technology

? Additional materials or tutorials

? Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

? Personal support services, e.g. a reader, Auslan interpreter, a scribe

? assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards

? modifying the presentation method, e.g. visual, oral, print, electronic

? adjustments to timeframes, e.g. providing materials prior to class, extended time limits ??adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

? Formal training (conducted by industry or educational institutions in Australia or overseas)

? Work experience

? Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

1. Present evidence of their achievement; and/or

2. Undertake a challenge test; and/or

3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.