Pearson BTEC Level 3 Certificate in Principles of Marketing

Transcription

1 Pearson BTEC Level 3 Certificate in Principles of Marketing Specification BTEC specialist qualification First teaching December 2011 Issue 2

2 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com This specification is Issue 2. Key changes are listed in the summary table on the next page. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com This qualification was previously known as: Pearson BTEC Level 3 Certificate in Principles of Marketing (QCF) The QN remains the same. References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. ISBN All the material in this publication is copyright Pearson Education Limited 2017

3 Summary of Pearson BTEC Level 3 Certificate in Principles of Marketing specification Issue 2 changes Summary of changes made between previous Issue 1 and this current Issue 2 Page/section number All references to QCF have been removed throughout the specification Throughout Definition of TQT added Section 1 Definition of sizes of qualifications aligned to TQT Section 1 TQT value added Section 2 GLH range removed and replaced with lowest GLH value for the Section 2 shortest route through the qualification Reference to credit transfer within the QCF removed Section 6 QCF references removed from unit titles and unit levels in all units Section 11 Guided learning definition updated Section 11 Earlier issue(s) show(s) previous changes. If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

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5 Contents 1 Introducing BTEC Specialist qualifications 1 What are BTEC Specialist qualifications? 1 Sizes of Specialist qualifications 1 2 Qualification summary and key information 2 Qualification title and Qualification Number 3 Objective of the qualification 3 Apprenticeships 3 Progression opportunities through Pearson qualifications 3 Industry support and recognition 3 Relationship with National Occupational Standards 3 3 Centre resource requirements 4 4 Qualification structure 5 Pearson BTEC Level 3 Certificate in Principles of Marketing 5 5 Assessment 6 6 Recognising prior learning and achievement 7 Recognition of Prior Learning 7 7 Quality assurance of centres 8 8 Programme delivery 9 9 Access and recruitment Access to qualifications for learners with disabilities or specific needs Units 12 Unit format 12 Unit title 12 Unit reference number 12 Level 12 Credit value 12 Guided learning hours 12 Unit aim 12 Essential resources 12 Learning outcomes 13

6 Assessment criteria 13 Unit amplification 13 Information for tutors 13 Unit 1: Principles of Marketing and Evaluation 14 Unit 2: Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing 26 Unit 3: Principles of Personal Responsibilities and How to Develop and Evaluate own Performance at Work 31 Unit 4: Principles of Digital Marketing and Research 40 Unit 5: Principles of Market Research 52 Unit 6: Principles of Marketing Stakeholder Relationships 62 Unit 7: Understanding the Relationship Between Sales and Marketing Further information and useful publications Professional development and training 79 Annexe A 80 Progression opportunities 80 Annexe B 82 Mapping with NVQ/competence-based qualifications 82

7 Purpose of this specification This specification gives information about: the qualification s objective any other qualification that a learner must have completed before taking this qualification any prior knowledge, skills or understanding which the learner is required to have before taking the qualification any units that a learner must have completed before the qualification will be awarded and any optional routes any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth) the method of any assessment and any associated requirements relating to it the criteria against which a learner s level of attainment will be measured (such as assessment criteria).

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9 1 Introducing BTEC Specialist qualifications What are BTEC Specialist qualifications? BTEC Specialist qualifications are work-related qualifications available from Entry to Level 3 in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment in a specific occupational area. The qualifications also provide career development opportunities for those already in work. The qualifications may be offered as full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications. Sizes of Specialist qualifications For all regulated qualifications, we specify a total number of hours that learners are expected to undertake in order to complete and show achievement for the qualification this is the Total Qualification Time (TQT). The TQT value indicates the size of a qualification. Within the TQT, we identify the number of Guided Learning Hours (GLH) that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study. As well as guided learning, there may be other required learning that is directed by tutors or assessors. This includes, for example, private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research. As well as TQT and GLH, qualifications can also have a credit value equal to one tenth of TQT, rounded to the nearest whole number. TQT and credit values are assigned after consultation with users of the qualifications. BTEC Specialist qualifications are available in the following sizes: Award a qualification with a TQT value of 120 or less (equivalent to a range of 1 12 credits) Certificate a qualification with a TQT value in the range of (equivalent to a range of credits) Diploma a qualification with a TQT value of 370 or more (equivalent to 37 credits and above). 1

10 2 Qualification summary and key information Qualification title Pearson BTEC Level 3 Certificate in Principles of Marketing Qualification Number (QN) 600/3576/6 Date registrations can be made 01/12/2011 Age range that the qualification is approved for Credit value 19 Assessment Total Qualification Time (TQT) 190 Guided learning hours 134 Grading information Entry requirements Centre-devised assessment (internal assessment) The qualification and units are at pass grade. No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment) 2

11 Qualification title and Qualification Number Centres will need to use the Qualification Number (QN) when they seek public funding for their learners. The qualification title, unit titles and QN are given on each learner s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in our UK Information Manual, available on our website, qualifications.pearson.com Objective of the qualification The Pearson BTEC Level 3 Certificate in Principles of Marketing is for learners who work in, or want to work in, marketing, for example as a marketing executive, market researcher or events management executive. It gives learners the opportunity to: develop knowledge related to marketing, including marketing theory, digital marketing, market research and how to manage stakeholder relationships learn about the legal framework in which marketing operates and also about how legislation and personal responsibilities govern behaviour in the workplace achieve a nationally-recognised level 3 qualification. Apprenticeships The Council for Administration (CfA) has approved this qualification as a knowledge component for the Advanced Apprenticeship in Marketing. Progression opportunities through Pearson qualifications Learners who have achieved the qualification can progress on to the Pearson Edexcel Level 3 NVQ Diploma in Marketing. See Annexe A for further information. Industry support and recognition This qualification is supported by the Council for Administration, the SSC for marketing and other business-related areas. Relationship with National Occupational Standards This qualification relates to the National Occupational Standards in Marketing. The mapping document in Annexe B shows the links between the units within this qualification and the National Occupational Standards. 3

12 3 Centre resource requirements As part of the approval process, centres must make sure that the resource requirements listed below are in place before offering the qualification. Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification. Staff involved in the assessment process must have relevant expertise and occupational experience. There must be systems in place to ensure the continuing professional development for staff delivering the qualification. Centres must have appropriate health and safety policies in place. 4

13 4 Qualification structure Pearson BTEC Level 3 Certificate in Principles of Marketing The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification. Minimum number of credits that must be achieved 19 Number of mandatory credits that must be achieved 13 Number of optional credits that must be achieved 6 Unit URN Mandatory units Level Credit GLH 1 T/502/9935 Principles of Marketing and Evaluation 2 F/502/8206 Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing 3 D/601/7644 Principles of Personal Responsibilities and How to Develop and Evaluate Own Performance at Work Unit URN Optional units Level Credit GLH 4 F/502/9937 Principles of Digital Marketing and Research K/502/9933 Principles of Market Research J/502/9938 Principles of Marketing Stakeholder Relationships 7 F/502/8223 Understanding the Relationship Between Sales and Marketing

14 5 Assessment The table below gives a summary of the assessment methods used in the qualification. Units All units Assessment method Centre-devised assessment Centre-devised assessment (internal assessment) Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria. Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted. Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit. Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria. Centres are encouraged to give learners realistic scenarios and maximise the use of practical activities in delivery and assessment. Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid over assessment. Further guidance about internal assessment is on the Pearson website. See Section 12: Further information and useful publications for further details. 6

15 6 Recognising prior learning and achievement Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Pearson encourages centres to recognise learners previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website, qualifications.pearson.com 7

16 7 Quality assurance of centres Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below. 1 Delivery of the qualification as part of a BTEC Apprenticeship ( single click registration): an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions. 2 Delivery of the qualification outside the Apprenticeship: an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems Lead Internal Verifier accreditation this involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, each year we will allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area. For further details please see the UK Vocational Quality Assurance Handbook on our website, qualifications.pearson.com 8

17 8 Programme delivery Centres are free to offer the qualification using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units. Those planning the programme should aim to enhance the vocational nature of the qualification by: liaising with employers to make sure a course is relevant to learners specific needs accessing and using non-confidential data and documents from learners workplaces developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector giving learners the opportunity to apply their learning in practical activities including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment making full use of the variety of experience of work and life that learners bring to the programme. 9

18 9 Access and recruitment Pearson s policy regarding access to our qualifications is that: they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all those wishing to access the qualifications. Centres are required to recruit learners to BTEC Specialist qualifications with integrity. Applicants will need relevant information and advice about the qualification to make sure it meets their needs. Centres should review the applicant s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification. For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section

19 10 Access to qualifications for learners with disabilities or specific needs Equality and fairness are central to our work. Pearson s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner. We are committed to making sure that: learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information on reasonable adjustments and special consideration in Section 4, Assessment. Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments. 11

20 11 Units Unit format Units have the following sections. Unit title This is the formal title of the unit that will appear on the learner s certificate. Unit reference number Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications. Level All units and qualifications have a level assigned to them. The level assigned is informed by the level descriptors defined by Ofqual, the qualifications regulator. Credit value When a learner achieves a unit, they gain the specified number of credits. Guided learning hours Guided Learning Hours (GLH) is the number of hours that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study. Unit aim This gives a summary of what the unit aims to do. Essential resources This section lists any specialist resources that are needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification. 12

21 Learning outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. Assessment criteria The assessment criteria specify the standard required by the learner to achieve the learning outcome. Unit amplification This section gives further clarification on what a learner needs to know to achieve the assessment criteria. Where brackets are used, they make clear the extent or range of a particular areas of content, while egs are used to give exemplification. Information for tutors This section gives tutors information on delivery and assessment. It usually contains the following sub-sections. Delivery explains the content s relationship to the learning outcomes and offers guidance on possible approaches to delivery. Assessment gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria. Indicative resource materials lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites. 13

22 Unit 1: Principles of Marketing and Evaluation Unit reference number: T/502/9935 Level: 3 Credit value: 7 Guided learning hours: 50 Unit aim This unit gives learners an overview of how marketing works and is an introduction to the other units within the qualification. Learners will find out about how and why markets are segmented. They will also learn about how to assess marketing opportunities. Finally, they will learn about how to develop and then evaluate marketing strategies. Essential resources There are no special resources needed for this unit. 14

23 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Understand the principles of market segmentation 1.1 Explain the importance of defining market segments to the development and achievement of the marketing strategy To identify best opportunities for market success by targeting correct segment To allow targeting of segments with different marketing strategies To enable better focus on target segment through marketing activities eg better targeted communications 1.2 Explain the difference between market segments and customer classification Classification as a means of defining target customer characteristics Segments as groups of customers sharing similar characteristics 1.3 Explain how the characteristics, motivations and behaviours of potential target customers are identified Customer information from market research eg attitudes, beliefs, opinions, purchase intentions Observation of behaviour Data analysis eg analysis of loyalty card purchases Intelligence from staff eg feedback relayed via sales staff 1.4 Explain how to cluster customers with similar characteristics Similar characteristics such as age, gender, income, location, occupation Buying behaviour such as purchasing (what customers buy, how frequently, motivation) Attitudes/opinions/intentions 15

24 Learning outcomes Assessment criteria Unit amplification 1.5 Describe how to confirm that proposed segments are real, distinctive, viable and their buying power measurable 1.6 Explain how to evaluate the profitability and stability of market segments 1.7 Describe how a range of products may appeal to different market segments 1.8 Explain the motivators and inhibitors that influence customer behaviour 1.9 Explain the use of Customer Relationship Management (CRM) Criteria used to validate segments (size, distinctiveness, accessibility, measurability) Methods used to validate segments eg factor analysis, hierarchical clustering, CHAID analysis Assessing achievable pricing levels and volume of sales likely Trends in buying of similar products by similar target customers Differentiation on basis of product design/image/features Effects of branding Premium/mainstream/budget brands Appeal based on attitudes/beliefs/opinions/brand values Appeal based on economic/quality/status orientation Motivators eg reference groups, Maslow s hierarchy of needs, self image, previous experience Inhibitors eg price, negative brand associations, previous experience What CRM is (systematic use of technology to mange interactions with former/current/potential customers) Benefits eg helps to inform product development, encourages retention of existing customers, provides increased efficiency, provides more consistent service to the customer 16

25 Learning outcomes Assessment criteria Unit amplification 2 Understand how to assess market opportunities for new products and/or services 2.1 Describe the economic and buyer behavioural factors to be taken into account when assessing new market opportunities Behaviour based on orientation (economic, status, quality) Economic factors eg state of the economy. impact on individual s purchasing power Price sensitivity (elasticity) Role of reference groups 2.2 Describe the cultural factors that are likely to affect customers perception of products and/or services and sales performance Role of reference groups eg family, friends, peers Factors that influence perception eg language, religion, education, aspirations 2.3 Explain how to identify opportunities and threats in new markets and for new products in existing markets How to use Porter s 5 forces analysis How to use a SWOT analysis 2.4 Explain how competitor and potential competitor activity may affect projected sales performance Price undercutting Product development Promotional retaliation 2.5 Explain the basis of recommendations to exploit new market opportunities Size of potential market Sustainability of new market Accessibility of new market Profitability Extent to which new market is defendable 17

26 Learning outcomes Assessment criteria Unit amplification 3 Understand the principles of marketing strategy development 3.1 Describe the topics to be addressed in a marketing strategy How the marketing strategy fits within corporate strategy Objectives for each element of the marketing mix Market-product development eg Ansoff matrix Overall strategy eg Porter s generic strategies of cost leadership, differentiation and focus 3.2 Explain the use of market analyses to inform the development of a marketing strategy Marketing audit (internal and external) SWOT analysis PESTEL analysis Porter s 5 forces analysis Portfolio analysis (BCG matrix) 3.3 Explain how to evaluate risks to the achievement of objectives Risk rating based on likelihood versus risk rating based on impact Risk-rating systems eg risk matrixes 3.4 Describe how to forecast sales by product and/or service Projection of past sales to identify trends Qualitative data to inform forecast regarding behavioural factors (purchase intention, attitudes to existing/proposed product/service) Analysis of sales performance of similar products/services 18

27 Learning outcomes Assessment criteria Unit amplification 3.5 Explain how to present a marketing strategy including aims, objectives, actions, accountabilities, resources, budgets and forecasts 3.6 Explain the importance of engaging stakeholders in the development of a marketing strategy 3.7 Explain the significance of customer loyalty to the achievement of marketing objectives and strategy Aims (overall direction of strategy) Objectives (specific shorter-term outcomes linked to overall corporate strategy) Actions (how objectives will be achieved) Accountabilities (who is responsible for what) Resources (human, materials, equipment, time) Budgets (financial resources) Forecasts (planned performance using indicators to be measured against actual performance) Different internal stakeholders that might be engaged eg operations/production department, finance, customer services, IT, HR Value of engaging with these stakeholders (by making use of their expertise, by ensuring buy-in across the organisation) Objectives informed by understanding behaviour of loyal customers Reliance of strategy implementation on maintaining customer base 19

28 Learning outcomes Assessment criteria Unit amplification 3.8 Explain how to set performance indicators and evaluation arrangements that are capable of measuring returns on investment Identifying critical success factors based on objectives that set out what must be done for the strategy to be successful Importance of setting Key Performance Indicators that relate clearly to the marketing objectives and provide useful data Aspects of marketing performance that can be measured eg customer satisfaction, brand health, volumes of enquiries or sales Measuring actual performance against planned objectives, including returns on investment using appraisal methods eg payback, average rate of return, net present value 4 Understand how to evaluate the effectiveness of a marketing strategy 4.1 Explain the importance of conducting the evaluation in accordance with the specification 4.2 Describe the factors to be taken into account in the evaluation of the effectiveness of a marketing strategy To judge how successful the strategy has been To allow effective evaluation which can inform future strategy Original objectives for the strategy Relative importance of the different objectives What performance measures have been chosen How the marketing strategy relates to overall corporate strategy 20

29 Learning outcomes Assessment criteria Unit amplification 4.3 Explain the strengths and weaknesses of different evaluation methods 4.4 Describe how to identify trends and themes from evaluation data 4.5 Explain how to ensure the reliability and validity of evaluation data Financial methods such as sales/profit figures (easy to calculate but can be crude and so hide underlying problems) Customer feedback (can give valid findings, but it can be difficult to analyse qualitative data) Measuring response rates such as volume of enquiries generated from promotions/adverts or website hits (easy to analyse data, but data may be onerous to collect and may not convert into sales) Use of longitudinal studies to identify trends from time series data Use of cross-sectional studies to look at similar/parallel markets Use of environmental scanning to identify external factors that can aid evaluation eg PESTEL analysis How to ensure validity eg by using collection/analysis methods that are appropriate to the type of data, by using methods that are appropriate for the objectives that are being evaluated, by using mix of data collection methods How to ensure reliability of data eg careful design of measurement instruments before use, data cleansing after data is collected, methods to check data for consistency 21

30 Learning outcomes Assessment criteria Unit amplification 4.6 Explain how to achieve an acceptable level of statistical confidence 4.7 Explain how to address critical issues revealed by evaluation 4.8 Explain the importance of justifying recommendations and conclusions with evidence 4.9 Explain the use of impact analysis in the evaluation process Concept of confidence level as a measure of how representative the data is Concept of confidence interval as margin of error in responses Impact of sample size on confidence intervals (increase in sample size results in decreased confidence interval) Impact of sample size on confidence level (increase in sample size results in higher confidence level) Decisions about amending marketing strategy with reference to the 4Ps or 7Ps Assessing risks and benefits of making each decision To avoid opinion-based hunches To support negotiation for resources eg financial, staff To legitimise actions taken as a result of strategy implementation To identify potential impacts on other areas of business To identify potential resource issues from within the organisation To provide a fuller picture of where indirect consequences might arise 22

31 Learning outcomes Assessment criteria Unit amplification 4.10 Explain the importance of marketing to the achievement of business objectives and strategies 4.11 Describe the links between corporate social responsibility (CSR) and marketing strategies Marketing strategies are derived from overall business strategies Marketing objectives impact on other business objectives eg financial, production, operations, human resources Marketing strategies support achievement of business strategies and objectives Risk of failure in business strategy if marketing strategy fails Increasing demand from the market for socially-responsible behaviour CSR as a way of enhancing corporate image Importance of using marketing strategy to contribute to overall CSR goals of organisation Importance of using marketing activities to raise awareness among consumers, staff and other stakeholders of CSR activities 23

32 Information for tutors Delivery This unit will develop learners understanding of general marketing theory and some key management techniques to support marketing strategy and activities. This unit is substantial, with a large amount of content, so it is important to appreciate the interrelated nature of its content, which should be reflected in how it is delivered. Delivery will preferably include liberal use of case studies or real life examples of marketing and marketing management, depending on the availability and context of the requisite resources. For assessment criterion 4.1, the original specification should be interpreted as meaning why it is important to judge the success of the strategy with reference to its original objectives. This unit has links to other units. For example, learning outcome 4 overlaps with learning outcome 4 from Unit 5: Principles of Market Research. Assessment The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. Assessment evidence can be covered in one integrated report, based one or more specific businesses. Alternatively the learning outcomes may be covered in separate pieces of work. For example, learning outcomes 1 and 2 could be covered in a report on a real business, while learning outcomes 3 and 4 could be scenario-based to allow full coverage, for example asking the learner to give advice to a business. Learning outcomes 1 and 2 These learning outcomes can to some extent be integrated so that 1.1, 1.2, 1.3, 1.4, 1.7 and 1.8 could be covered in a report based on how a business segments and defines its target market (1.1, 1.2) and which customer characteristics learners consider to be relevant in doing so. Learners must include at least one characteristic, one motivation and one example of consumer behaviour that would define the organisation s target customer (1.3, 1.4). The report needs to include an analysis of how marketing effort is targeted at a specific segment and how the company uses information about customer motivations and inhibitors to do this (1.8). This must also discuss differentiation and branding within this process (1.7). It must also cover the role and implementation of customer relationship management in the chosen business (1.9). The report also needs to contain a discussion on how the viability of a segment can be assessed (1.5 and 1.6). Learning outcome 2 This could use the same business example to describe and analyse the external factors that need to be taken into account when devising marketing strategies for new potential markets. The report must include at least three buyer behaviours and one economic factor (2.1) and 2 cultural factors (2.2). 24

33 An environmental analysis, using at least a 5 forces and a SWOT analysis, must be included and developed to assess new market opportunities and how the business might respond through marketing strategies (2.3, 2.4, 2.5). This can also be used to cover assessment criteria 3.1 and 3.2, but they would need to include the additional models and concepts specified. Learning outcomes 3 and 4 If access to an appropriate business is available, these learning outcomes could be used to explain the marketing strategy and system for evaluation of a real company. If not, they could be covered using a fictitious, scenario-based business for which a marketing strategy and management plan could be designed. The marketing strategy chosen must include a discussion of the role of key stakeholders (from those listed in 3.6) and focus on customer relationship building (3.7 and 4.11). This would also be an appropriate point at which to address 4.10 to explain how marketing strategy relates to longer-term corporate strategy. Assessment criteria 3.3, 3.4 and 3.5 must incorporate all the bullet points listed in the Unit Amplification to give a full picture of the wider implications of strategy implementation. Assessment criterion 3.8 needs to be addressed using at least one method of performance measurement and one of investment appraisal. How data is used to identify trends, and hence opportunities, could be covered here (4.4), including a discussion on the factors to be aware of when devising strategies based data in terms of reliability and validity. Monitoring and control is covered in learning outcome 4, so the management plan could be continued with a discussion of how the performance of a marketing strategy can be evaluated. For 4.1, the importance of evaluating any plans needs to be covered with particular reference to marketing. An explanation of the practical aspects of monitoring and evaluation must include specific criteria according to the focus of the marketing strategy for example increased sales, new product development, awareness of brand (4.2). Similarly, the choice of evaluation method (4.3) must be justified in order to show a recognition of strengths and weaknesses of different methods. For assessment criteria 4.6, 4.7, 4.8 and 4.9, the use of market research information and factors which need to be taken into account should be explained in terms of ensuring the quality of data, the soundness of conclusions and the impact of recommendations. This needs to include a discussion of actions that can be taken to ensure the best quality decisions can be made within the limits of the available resources. Indicative resource materials Textbooks Blythe J Essentials of Marketing (Financial Times/Prentice Hall, 2005) ISBN Brassington F and Pettitt S Principles of Marketing (Financial Times/Prentice Hall, 2007) ISBN Websites Teaching resources on marketing. 25

34 Unit 2: Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing Unit reference number: F/502/8206 Level: 2 Credit value: 2 Guided learning hours: 15 Unit aim This unit is about understanding an organisation s procedures for dealing with legal, regulatory and ethical requirements relating to sales or marketing, and the legal, regulatory and ethical limits of the role. Essential resources There are no special resources needed for this unit. 26

35 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Understand an organisation s procedures for dealing with legal, regulatory and ethical requirements relating to sales or marketing 1.1 Describe an organisation s procedures for raising legal, regulatory and ethical concerns 1.2 Explain the scope of legal, regulatory and ethical requirements in sales or marketing Sources of information on organisational procedures eg staff handbook Relevant factors to bear in mind (who to raise concerns with, methods for raising concerns, whether procedures vary depending on nature and seriousness of concerns) Scope internally (in dealings with colleagues) Scope externally (in dealings with clients, customers, suppliers, others such as industry regulators) 1.3 Explain how the legal, regulatory and ethical requirements relate to the business of selling or marketing Legal requirement to treat customers fairly Sales and marketing activities impacted on in relation to dealings with customers (terms within contracts, sales techniques, organisations use of customer data, information provided by organisations about products and services when marketing them, information provided to customers during distance selling, unfair practices) 1.4 Describe internal and external sources of information on legal, regulatory and ethical requirements Internal sources eg employee handbook, organisational policies and procedures, line manager, human resources External sources eg government bodies, industry regulators, industry codes of practice, trade associations, specialist companies 27

36 Learning outcomes Assessment criteria Unit amplification 1.5 Explain how an ethical approach affects organisations in the sales or marketing environment How being seen to be ethical can improve image and increase business Role of marketing in answering ethical questions in relation to a product or service eg who was involved in producing it, where it was produced, what resources were used, what environmental impact it has 1.6 Explain the importance of contract law in sales Relevant features that must be present for a sales contract to exist (an offer, an acceptance, consideration) What can invalidate a sales contract (misrepresentation, duress used by salesperson, unfair contract terms, incapacity of person accepting a contract, mistakes in the contract, failure to carry out terms contained in the contract) 2 Understand the legal, regulatory and ethical limits of the sales or marketing role 2.1 Explain the legal, regulatory and ethical requirements relevant to the role E-Commerce Regulations and their impact on marketing Consumer Protection From Unfair Trading Regulations and their impact on marketing Data protection legislation and its impact on how organisations hold data on customers The Equality Act and its impact on advertising (need to avoid unfavourable treatment of people based on a protected characteristic) Copyright legislation and its impact on the creation of marketing materials Impact of any codes of practice relevant to the sector eg pharmaceutical, telecommunications 28

37 Learning outcomes Assessment criteria Unit amplification 2.2 Describe the potential consequences of not complying with legal, regulatory or ethical requirements 2.3 Explain the importance of working within the limits of the role, responsibilities and authority For an individual (disciplinary action, legal action) For an organisation (legal action, damage to staff morale, damage to reputation, lost business) Positive reasons eg to ensure organisational procedures are complied with, to ensure decisions are taken by people appropriately qualified to make them To avoid negative repercussions of exceeding limits of authority eg negative consequences for organisation, effect on working relationships, possible disciplinary action 2.4 Explain the process for reporting legal, regulatory and ethical concerns A typical reporting process eg (1) concern reported (2) issue investigated (3) action taken if appropriate 2.5 Explain the importance of clarity of communication with the customer to ensure common understanding of agreements and expectations Centrality of clear communication in managing customer expectations Importance of avoiding misleading marketing (to comply with sales regulations, to avoid the risk of invalidating agreements) Importance of providing clear information to comply with relevant legislation eg Distance Selling Regulations 29

38 Information for tutors Delivery The delivery of this unit should be contextualised using real examples. It could focus on a single organisation or sector that is relevant to the needs and interests of learners, as long as it provides scope to cover the learning outcomes. It would be preferable, however, if delivery (in contrast to assessment) could use a range of examples drawn from different sectors. There is considerable overlap between learning outcome 1 and learning outcome 2 and the most effective approach would be to treat them holistically. So for example, it would be best to cover procedures for raising legal, regulatory and ethical concerns (1.1) together with the process for reporting legal, regulatory and ethical concerns (2.4). Similarly, it would make sense to deliver 1.2, 1.3, 1.6, 2.1, 2.2 and 2.5 together as they all relate to the scope and impact of legal, regulatory and ethical concerns. Assessment The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. As with delivery, it would make sense to look for ways of grouping assessment criteria together so that learners can deal with several assessment criteria simultaneously. For each assessment criterion in learning outcomes 1 and 2, evidence should focus on a single organisation. If for some reason the organisation chosen does not provide sufficient scope for the learner to meet all the assessment criteria, then a different organisation could be used where required. For both learning outcomes, evidence could be presented as a report or handbook, written to provide guidance to new staff on these matters. Other approaches could also be used, but where possible the number of pieces of assessment evidence should be kept to a minimum to ensure that learning and assessment is coherent. The organisation chosen will dictate the extent and nature of some of the assessment evidence produced, for example in relation to the processes and procedures for reporting concerns (1.1 and 2.4). With assessment criteria 1.6 and 2.1, learners should make clear which of the Unit Amplification is relevant to the organisation. If a bullet point is thought not to be relevant (for example if there are no e-commerce activities), learners must cover it in some other way. For example, they could present a brief report on the implications for the organisation of moving into a different area of business. Indicative resource materials Website Information and advice on business, including legal issues. 30

39 Unit 3: Principles of Personal Responsibilities and How to Develop and Evaluate own Performance at Work Unit reference number: D/601/7644 Level: 3 Credit value: 4 Guided learning hours: 32 Unit aim The aim of this unit is to develop learners understanding of a range of topics connected to working in a business environment. A large part of this unit deals with employment rights and responsibilities, and health and safety. Learners will also explore several topics that are critical in any workplace, including: effective communication; performance management; and how to deal with problems. Essential resources There are no special resources needed for this unit. 31

40 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Understand the employment rights and responsibilities of the employee and employer and their purpose 1.1 Identify the main points of contracts of employment and their purpose Main points in statement (employer s name, job title, when employment began, pay, working hours, holidays, sickness, notice period) Purpose (is contractual agreement between employer and employee, sets out duties and conditions clearly, cuts out disputes at a later date) 1.2 Outline the main points of legislation affecting employers and employees and their purpose, including antidiscrimination and entitlement legislation Right to have a minimum statement of employment terms Prohibition of unfair treatment in workplace for people with protected characteristics under Equality Act 2010 Pay rights (minimum wage, sick pay, redundancy pay) Right to paid time off (holiday, maternity/paternity/adoption leave) Right to minimum notice periods Right not to have to work more than 48 hours a week, unless opting out Protection from unfair dismissal Right to request flexible working 1.3 Identify where to find information on employment rights and responsibilities both internally and externally Internal (organisation manual/handbook, HR, trade union representative) External eg Business Link, Citizens Advice Bureau, DirectGov, trade unions 32

41 Learning outcomes Assessment criteria Unit amplification 1.4 Explain the purpose and functions of representative bodies that support employees Role of trade unions and staff associations eg to protect interests of employees, to negotiate with management, to provide legal assistance Role of professional bodies eg to provide legal advice, access to information and training, support in career development 1.5 Explain employer and employee responsibilities for equality and diversity in a business environment Employer responsibilities (to comply with equal opportunities legislation, to ensure staff follow antidiscrimination policies, to have grievance procedures available) Employee responsibilities (to comply with legislation and organisational policies, to report problems, to treat colleagues with respect) 1.6 Explain the benefits of making sure equality and diversity procedures are followed in a business environment Increased employee satisfaction, leading to better performance Allowing the employer to attract and retain the best talent Allowing the employer to make use of its diverse workforce to understand customers and win new business Reducing risk of discrimination claims, costs and bad publicity 2 Understand the purpose of health, safety and security procedures in a business environment 2.1 Explain employer and employee responsibilities for health, safety and security in a business environment Employer responsibilities (to make the workplace safe, to minimise health risks, to provide employees with relevant training and equipment, to have in place health/safety/emergency facilities and procedures) Employee responsibilities (to take care of own and others health and safety, to follow employer s health and safety procedures, to report accidents and hazards) 33