Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF)

Specification

BTEC specialist qualification First teaching December 2011 Issue 2

Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.

Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.

This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. Edexcel 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 going to publication.

Authorised by Martin Stretton Prepared by Roger Field

Publications Code BA033546

All the material in this publication is copyright © Pearson Education Limited 2012

Contents

1 Introducing BTEC Specialist qualifications 1 

What are BTEC Specialist qualifications? 1 

2 Qualification summary and key information 2 

QCF qualification title and Qualification Number 3 

Objective of the qualification 3 

Apprenticeships 3 

Progression opportunities through Edexcel qualifications 3 

Industry support and recognition 3 

Relationship with National Occupational Standards 3 

3 Centre resource requirements 4 

4 Qualification structure 5 

Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF) 5 

5 Assessment 6 

6 Recognising prior learning and achievement 7 

Recognition of Prior Learning 7 

Credit transfer 7 

7 Quality assurance of centres 8 

8 Programme delivery 9 

9 Access and recruitment 10 

10 Access to qualifications for learners with disabilities or specific needs 11 

11 Units 12 

Unit format 12 

Unit title 12 

Unit reference number 12 

QCF level 12 

Credit value 12 

Guided learning hours 12 

Unit aim 12 

Essential resources 12 

Learning outcomes 13 

Assessment criteria 13 

Unit amplification 13 

Information for tutors 13 

Unit 1:  Principles of Marketing Theory 15 

Unit 2:  Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing 25 

Unit 3:  Principles of Personal Responsibilities and Working in a Business Environment 31 

Unit 4:  Principles of Digital Marketing 41 

Unit 5:  Principles of Market Research 53 

Unit 6:  Principles of Customer Relationships 63 

Unit 7:  Understanding the Relationship Between Sales and Marketing 71 

12 Further information and useful publications 79 

13 Professional development and training 80 

Annexe A 81 

Progression opportunities 81 

Annexe B 83 

Mapping with NVQ/competence-based qualifications 83 

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).

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

1

1 Introducing BTEC Specialist qualifications

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks (previously known as ‘Technical Certificates’).

There are three sizes of BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

2

2 Qualification summary and key information

Qualification title Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF)

QCF Qualification Number (QN) 600/3575/4

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/12/2011

Age range that the qualification is approved for

14-16

16-18

19+

Credit value 15

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 116-117

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 9, Access and Recruitment)

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

3

QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website (www.edexcel.com/iwantto/Pages/info-manual.aspx)

Objective of the qualification

The Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF) is for learners who work in, or want to work in, marketing, for example as a marketing assistant, market research assistant or events management assistant.

It gives learners the opportunity to:

develop knowledge related to marketing, including marketing theory, digital marketing, market research and how to manage customer 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 2 qualification.

Apprenticeships

The Council for Administration (CfA) has approved this qualification as a knowledge component for the Intermediate Apprenticeship in Marketing.

Progression opportunities through Edexcel qualifications

Learners who have achieved the qualification can progress on to the Edexcel Level 2 NVQ Certificate in Marketing and then the Edexcel Level 3 BTEC Certificate in Principles of 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.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

4

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.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

5

4 Qualification structure

Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF)

The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 15

Number of mandatory credits that must be achieved 10

Number of optional credits that must be achieved 5

Unit URN Mandatory units Level Credit GLH

1 D/502/9928 Principles of Marketing Theory 2 4 30

2 F/502/8206 Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing

2 2 15

3 L/601/7638 Principles of Personal Responsibilities and Working in a Business Environment

2 4 32

Unit URN Optional units Level Credit GLH

4 D/502/9931 Principles of Digital Marketing 2 5 40

5 K/502/9933 Principles of Market Research 3 5 40

6 K/503/8194 Principles of Customer Relationships

2 3 18

7 F/502/8223 Understanding the Relationship Between Sales and Marketing

3 3 21

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

6

5 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units 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 Edexcel website. See Section 12: Further information and useful publications for further details.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

7

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.

Edexcel 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 the policy document Recognition of Prior Learning Policy, available on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification, or awarded by a different awarding organisation, towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

8

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. Edexcel 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 Edexcel 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, we will annually allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website www.edexcel.com.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

9

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.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

10

9 Access and recruitment

Edexcel’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 10.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

11

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should 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.

Details on how to make adjustments for learners with protected characteristics are in the policy document Access arrangements reasonable adjustments and special considerations, which is on our website, www.edexcel.com/Policies/

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

12

11 Units

Unit format

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

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 Edexcel to offer the qualification.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

13

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 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.

Unit amplification

This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.

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.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

14

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

15

Unit 1: Principles of Marketing Theory

Unit reference number: D/502/9928

QCF level: 2

Credit value: 4

Guided learning hours: 30

Unit aim

This unit gives learners an overview of how marketing works and is an introduction to the other units in the qualification.

Learners will find out about how and why markets are segmented. They will also learn about the value of marketing, including the importance of branding. Finally, they will learn about the impact of socially responsible marketing.

Essential resources

There are no special resources needed for this unit.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

16

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

import

ance

of

def

inin

g m

arke

t se

gm

ents

□

To iden

tify

pote

ntial

tar

get

cust

om

ers

□

To a

void

was

te o

f ef

fort

and r

esourc

es in t

arget

ing

cust

om

ers

unlik

ely

to b

uy

your

pro

duct

s

□

To a

sses

s se

gm

ent

viab

ility

and e

nab

le s

egm

ent

to b

e se

lect

ed f

or

targ

etin

g (

size

, su

stai

nab

ility

, pro

fita

bili

ty,

acce

ssib

ility

)

1.2

D

escr

ibe

the

diffe

rence

bet

wee

n

mar

ket

segm

ents

and c

ust

om

er

clas

sifica

tions

□

‘Mar

ket

segm

ents

’ as

a d

efin

ed h

om

ogen

eous

gro

ups

of

cust

om

ers

likel

y to

res

pond in a

sim

ilar

and p

redic

table

way

to

mar

keting s

tim

uli

□

Cla

ssific

atio

ns

as a

way

of at

trib

uting p

articu

lar

attitu

des

/tra

its/

beh

avio

urs

to a

cust

om

er t

ype

eg A

corn

, 4

Cs,

soci

o-e

conom

ic c

lass

ific

atio

ns

1

Under

stan

d h

ow

to

segm

ent

the

mar

ket

1.3

Exp

lain

how

to c

lust

er c

ust

om

ers

with s

imila

r ch

arac

terist

ics

□

Diffe

rent

bas

es o

f cl

assi

fica

tion (

soci

o-e

conom

ic,

dem

ogra

phic

, geo

gra

phic

, psy

chogra

phic

, beh

avio

ura

l)

□

Com

bin

atio

n o

f cl

assi

fica

tions

as a

more

com

ple

te a

ppro

ach

□

Purp

ose

of

clas

sify

ing c

ust

om

ers

(to iden

tify

a

hom

ogen

eous

gro

up)

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

17

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

D

escr

ibe

how

a r

ange

of

pro

duct

s m

ay a

ppea

l to

diffe

rent

mar

ket

segm

ents

□

How

pro

duct

s ar

e diffe

rentiat

ed b

y im

age/

des

ign/p

rice

le

vel/

funct

ional

ity

□

How

consu

mer

s m

ake

dec

isio

ns

bas

ed o

n t

hei

r par

ticu

lar

nee

ds

eg p

rice

, qual

ity,

sta

tus

□

How

to t

arget

diffe

rent

cust

om

ers

eg F

ines

t ve

rus

Bas

ic

1.5

D

escr

ibe

the

import

ance

of

valid

an

d r

elia

ble

mar

keting d

ata

to

segm

enting t

he

mar

ket

□

Def

initio

n o

f ‘rel

iable

’ as

dat

a th

at is

accu

rate

, co

nsi

sten

t an

d r

eplic

able

□

Def

initio

n o

f ‘v

alid

’ as

whet

her

the

dat

a m

easu

res

what

it

is

inte

nded

to m

easu

re

□

Import

ance

of

valid

ity

and r

elia

bili

ty in m

arke

ting d

ata

(to

under

stan

d p

ote

ntial

mar

ket,

to a

sses

s ap

pro

priat

enes

s of

des

ign/a

dve

rtis

emen

ts/p

rici

ng,

to a

void

was

te o

f re

sourc

es)

1.6

Exp

lain

the

stre

ngth

s an

d

wea

knes

ses

of

diffe

rent

mar

keting d

ata

colle

ctio

n

met

hods

□

Cost

ver

sus

effe

ctiv

enes

s of prim

ary

met

hods

eg f

ace-

to-

face

inte

rvie

ws,

ques

tionnai

res,

tel

ephone

surv

eys,

inte

rnet

su

rvey

s, f

ocu

s gro

ups

□

Def

initio

n o

f se

condar

y dat

a as

dat

a al

read

y co

llect

ed w

ithin

or

outs

ide

the

org

anis

atio

n

□

Val

ue

of

seco

ndar

y dat

a in

pro

vidin

g b

ackg

round

info

rmat

ion a

nd t

rend a

nal

ysis

□

Pro

ble

ms

of

rele

vance

and r

elia

bili

ty o

f so

urc

es o

f se

condar

y dat

a

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

18

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.7

D

escr

ibe

the

use

of

Cust

om

er

Rel

atio

nsh

ip M

anag

emen

t (C

RM

) ac

tivi

ties

and s

yste

ms

□

Def

initio

n o

f CRM

as

a co

nce

pt

□

Rel

atio

nsh

ip m

arke

ting a

s a

way

of

mai

nta

inin

g a

nd

build

ing long-t

erm

rel

atio

nsh

ips

with c

ust

om

ers

□

CRM

sys

tem

s in

pra

ctic

e eg

loya

lty

card

s as

a w

ay o

f en

coura

gin

g r

epea

t cu

stom

□

CRM

sys

tem

s as

a w

ay o

f gat

her

ing m

arke

ting info

rmat

ion

□

Usi

ng C

RM

sys

tem

s to

dev

elop m

arke

ting s

trat

egie

s an

d

enco

ura

ge

bra

nd loya

lty

2.1

D

escr

ibe

the

role

of

mar

keting in

enhan

cing t

he

sale

of

pro

duct

s an

d/o

r se

rvic

es

□

The

4Ps

of

the

mar

keting m

ix (

pro

duct

, price

, pro

motion,

pla

ce)

□

The

7Ps

of

the

exte

nded

-ser

vice

mix

(pro

duct

, price

, pro

motion,

pla

ce,

peo

ple

, pro

cess

es,

phys

ical

evi

den

ce)

□

How

the

mix

is

inte

gra

ted

□

How

to u

se f

acto

rs o

ther

than

prici

ng t

o p

ersu

ade

consu

mer

s to

buy

eg u

niq

ue

selli

ng p

oin

ts,

pro

motion o

f im

age

□

How

to m

eet

cust

om

er n

eeds

and e

xpec

tations

thro

ugh

pro

motion/p

roduct

dev

elopm

ent/

dis

trib

ution d

ecis

ions

□

How

to u

se r

elat

ionsh

ip m

arke

ting t

o e

nco

ura

ge

loya

lty

2

Under

stan

d t

he

valu

e of

mar

keting

2.2

Exp

lain

the

signific

ance

of

cust

om

er loya

lty

to t

he

achie

vem

ent

of

mar

keting

obje

ctiv

es

□

Ret

ainin

g c

ust

om

ers

is les

s ex

pen

sive

than

try

ing t

o g

ain

new

ones

□

Addin

g v

alue

eg t

hro

ugh b

rand e

xten

sion/n

ew p

roduct

dev

elopm

ent

in r

esponse

to d

eman

d

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

19

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Exp

lain

the

role

of

per

form

ance

in

dic

ators

and e

valu

atio

n

arra

ngem

ents

□

To a

llow

per

form

ance

to b

e m

easu

red a

gai

nst

outc

om

es e

g

pla

nned

sal

es o

ver

a sp

ecific

tim

e per

iod

□

Part

of

pla

nnin

g c

ycle

(pla

n,

imple

men

t, r

evie

w,

amen

d)

□

To iden

tify

when

corr

ective

mea

sure

s m

ight

nee

d t

o b

e ta

ken

2.4

D

escr

ibe

the

fact

ors

to b

e ta

ken

into

acc

ount

when

ass

essi

ng t

he

cost

and v

alue

of

mar

keting

activi

ties

□

Cost

of

activi

ties

□

Tim

ing o

f ac

tivi

ties

□

Sch

edulin

g o

f ac

tivi

ties

to s

upport

eac

h o

ther

eg P

R a

nd

adve

rtis

ing c

ampai

gn t

o s

upport

new

pro

duct

lau

nch

□

Set

ting o

bje

ctiv

es t

o m

easu

re f

inan

cial

per

form

ance

eg

sale

s pro

motion c

ampai

gn

2.5

Exp

lain

the

signific

ance

of

bra

nd

and r

eputa

tion t

o s

ales

per

form

ance

□

How

str

ong b

rands

can a

dd v

alue

for

the

com

pan

y

□

How

dam

aged

rep

uta

tions

can s

erio

usl

y af

fect

the

valu

e of

bra

nds

3

Under

stan

d t

he

princi

ple

s of

soci

ally

res

ponsi

ble

m

arke

ting

3.1

Exp

lain

the

scope

and p

urp

ose

of

soci

ally

res

ponsi

ble

mar

keting □

In

crea

sing im

port

ance

of

soci

ally

res

ponsi

ble

mar

keting in

term

s of

corp

ora

te im

age/

corp

ora

te s

oci

al r

esponsi

bili

ty

(CSR)

□

Cat

egories

within

the

conce

pt

of

soci

ally

-res

ponsi

ble

m

arke

ting e

g f

air

trad

e, c

hild

exp

loitat

ion,

envi

ronm

enta

l co

nce

rns

□

Role

of

soci

al r

esponsi

bili

ty in m

eeting c

ust

om

er

expec

tations

□

Effec

t of

bei

ng s

een a

s so

cial

ly r

esponsi

ble

or

irre

sponsi

ble

on b

rand im

age

and s

ubse

quen

t finan

cial

per

form

ance

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

20

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Exp

lain

the

import

ance

of

invo

lvin

g s

take

hold

ers

in s

oci

ally

re

sponsi

ble

mar

keting a

ctiv

itie

s

□

Invo

lvin

g s

take

hold

ers

as a

res

ponse

to incr

easi

ng

cust

om

er a

war

enes

s of w

ider

soci

al iss

ues

□

Invo

lvem

ent

thro

ugh t

he

dis

trib

ution c

hai

n a

nd s

upplie

rs’

role

in b

ehav

ing in a

soci

ally

res

ponsi

ble

man

ner

□

Consu

ltin

g k

ey inte

rest

gro

ups

in m

arke

ting d

ecis

ions

eg

char

itie

s, e

nvi

ronm

enta

l pre

ssure

gro

ups

□

Ben

efits

of

invo

lvin

g s

take

hold

ers

eg e

nhan

cing c

orp

ora

te

imag

e

3.3

Exp

lain

how

core

val

ues

are

ex

pre

ssed

thro

ugh c

oher

ent

bra

ndin

g a

nd c

hose

n

com

munic

atio

n m

ethods

□

Use

of

languag

e eg

slo

gan

s or

pro

duct

des

crip

tions

□

Use

of

visu

al im

ages

, co

lours

and m

usi

c to

conve

y em

otion

and c

onsi

sten

cy o

f im

age/

valu

es

□

Use

of

nar

rative

eg f

ood p

roduce

rs/r

etai

lers

exp

lain

ing h

ow

an

imal

s ar

e re

ared

or

pro

duct

s gro

wn

3.4

Exp

lain

the

requirem

ents

of

soci

ally

res

ponsi

ble

mar

keting

cam

pai

gns

□

Ensu

ring a

dher

ence

to s

tandar

ds

regar

din

g p

articu

lar

soci

al

resp

onsi

bili

ties

□

Avo

idin

g m

arke

ting c

ampai

gns

that

hav

e neg

ativ

e im

pac

t eg

on h

ealth,

on t

he

envi

ronm

ent

□

Monitoring o

f per

form

ance

of

the

cam

pai

gn a

gai

nst

soci

al

resp

onsi

bili

ty o

bje

ctiv

es

□

Usi

ng m

arke

ting c

om

munic

atio

ns

to r

einfo

rce

soci

al

resp

onsi

bili

ty

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

21

Information for tutors

Delivery

This unit provides the foundation for the other units in this level 2 qualification. The focus of the unit is on how marketing is used to target customers through differentiation using the marketing mix. Case studies would help learners to apply theory in context. A range of examples would be the most effective way of doing this, incorporating different types of business in terms of size, industry and sector. Another option would be for learners to come up with a new product and to show how they would research the market, target customers, develop the marketing mix and manage the process, including CRM, in a ‘what if’ scenario. Businesses could also be invited to speak to learners about their marketing.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

For all assessment criteria, assessment evidence could be presented as a written report on a particular business or comparison of businesses.

Learning outcomes could also be covered by a written report covering some of the assessment criteria, supported by an oral or poster presentation covering the rest.

Learners could choose their own businesses to investigate or they could be given a specific scenario, depending on available resources and learners’ needs/interests.

Learning outcome 1

Learners must show they understand the importance of segmentation and the consequences of failing to segment accurately. Assessment criteria 1.1, 1.2, 1.3 and 1.4 should preferably be assessed together. The idea of segmentation and targeting through differentiation is fundamental to success in marketing so this should be the focus of the assessment.

For 1.1, learners’ explanations should include a comparison of how different specific organisations target differently.

For 1.2, 1.3 and 1.4, learners need to show that they understand that, in practice, classifications are a shorthand, or simplification, for trying to describe the target customer in a meaningful way, and that there are different ways of doing this. So a mixture of different ways approaches to classify customers is more likely to be used in practice. Learners must show some awareness not just about what the companies do but also why.

Because segmentation is based on information gathered from the market, to meet assessment criteria 1.5 and 1.6 learners should explain how companies can carry out market research to inform this process, highlighting the importance of ensuring that good quality, useful data is obtained. This could be done using information from particular businesses, although this may be difficult to obtain. However, these assessment criteria could also be covered using a practical exercise such as designing a survey for a fictitious business, which could be assessed separately.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

22

For 1.7, learners could pick a specific business, ideally one that has been used for 1.1, 1.2 and 1.3 and 1.4, to describe how it uses information to manage relationships with customers. This may be done most easily using a business that uses a loyalty card system, but other examples could be used.

Learning outcome 2

Learning outcome 2 could be assessed using the same business as in learning outcome 1 to explore how marketing activities are carried out in practice and how theory is applied. Alternatively, learners could use a fictitious business as a project, and could cover the assessment criteria by devising a business idea and explaining how they would market their product.

Because the assessment criteria follow on from those in learning outcome 1, the assessment for learning outcome 2 should allow learners to demonstrate this development.

For 2.1 and 2.5, the range of marketing mix elements and the significance of branding/reputation should be related to the chosen real or fictitious business.

Assessment criterion 2.2 is a development of 1.7, and is an opportunity to explain why customer loyalty is so important to a particular organisation.

2.3 and 2.4 introduce the management of the process and the role of performance indicators in achieving objectives. A schedule of marketing activities (particularly product development, product launch and promotional campaigns) could be used to show how this process is managed in practice.

Learning outcome 3

It may be possible to use the same business as used in learning outcomes 1 and 2 or the learners’ own business idea. If not, this learning outcome can be covered by investigating a specific business which is involved in socially responsible marketing. Examples could be a large organisation such as the Co-op or a Fair Trade brand, such as Clipper. All assessment criteria should preferably be covered in an integrated way to ensure coherence.

Learners could produce a written report on the business or a presentation.

Learners’ explanations should show that they understand what socially responsible marketing means (3.1) and they must include reference to at least three key stakeholders and the desired impact of marketing activities on these stakeholders (3.2, 3.3 and 3.4).

Indicative resource materials

Textbooks

Dibb S and Simkin L – Marketing Essentials (Cengage Learning, 2008) ISBN 9781408011508

Journals

International Journal of Marketing

Journal of Marketing

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

23

Websites

www.cim.co.uk Chartered Institute of Marketing: organisation for professional marketers.

www.marketingteacher.com Teaching resources on marketing.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

24

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

25

Unit 2: Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing

Unit reference number: F/502/8206

QCF 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.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

26

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

an o

rgan

isat

ion’s

pro

cedure

s fo

r ra

isin

g leg

al,

regula

tory

and e

thic

al c

once

rns

□

Sourc

es o

f in

form

atio

n o

n o

rgan

isat

ional

pro

cedure

s eg

st

aff

han

dbook

□

Rel

evan

t fa

ctors

to b

ear

in m

ind (

who t

o r

aise

conce

rns

with,

met

hods

for

rais

ing c

once

rns,

whet

her

pro

cedure

s va

ry d

epen

din

g o

n n

ature

and s

erio

usn

ess

of

conce

rns)

1.2

Exp

lain

the

scope

of

legal

, re

gula

tory

and e

thic

al

requirem

ents

in s

ales

or

mar

keting

□

Sco

pe

inte

rnal

ly (

in d

ealin

gs

with c

olle

agues

)

□

Sco

pe

exte

rnal

ly (

in d

ealin

gs

with c

lients

, cu

stom

ers,

su

pplie

rs,

oth

ers

such

as

indust

ry r

egula

tors

)

1.3

Exp

lain

how

the

legal

, re

gula

tory

an

d e

thic

al r

equirem

ents

rel

ate

to t

he

busi

nes

s of

selli

ng o

r m

arke

ting

□

Legal

req

uirem

ent

to t

reat

cust

om

ers

fairly

□

Sal

es a

nd m

arke

ting a

ctiv

itie

s im

pac

ted o

n in r

elat

ion t

o

dea

lings

with c

ust

om

ers

(ter

ms

within

contr

acts

, sa

les

tech

niq

ues

, org

anis

atio

ns’

use

of

cust

om

er d

ata,

in

form

atio

n p

rovi

ded

by

org

anis

atio

ns

about

pro

duct

s an

d

serv

ices

when

mar

keting t

hem

, in

form

atio

n p

rovi

ded

to

cust

om

ers

during d

ista

nce

sel

ling,

unfa

ir p

ract

ices

)

1

Under

stan

d a

n

org

anis

atio

n’s

pro

cedure

s fo

r dea

ling w

ith leg

al,

regula

tory

and

ethic

al

requirem

ents

re

lating t

o s

ales

or

mar

keting

1.4

D

escr

ibe

inte

rnal

and e

xter

nal

so

urc

es o

f in

form

atio

n o

n leg

al,

regula

tory

and e

thic

al

requirem

ents

□

Inte

rnal

sourc

es e

g e

mplo

yee

han

dbook,

org

anis

atio

nal

polic

ies

and p

roce

dure

s, lin

e m

anag

er,

hum

an r

esourc

es

□

Ext

ernal

sourc

es e

g g

ove

rnm

ent

bodie

s, indust

ry

regula

tors

, in

dust

ry c

odes

of pra

ctic

e, t

rade

asso

ciat

ions,

sp

ecia

list

com

pan

ies

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Exp

lain

how

an ‘et

hic

al

appro

ach’ af

fect

s org

anis

atio

ns

in t

he

sale

s or

mar

keting

envi

ronm

ent

□

How

bei

ng s

een t

o b

e et

hic

al c

an im

pro

ve im

age

and

incr

ease

busi

nes

s

□

Role

of

mar

keting in a

nsw

erin

g e

thic

al q

ues

tions

in r

elat

ion

to a

pro

duct

or

serv

ice

eg w

ho w

as invo

lved

in p

roduci

ng it,

w

her

e it w

as p

roduce

d,

what

res

ourc

es w

ere

use

d,

what

en

viro

nm

enta

l im

pac

t it h

as

1.6

Exp

lain

the

import

ance

of

contr

act

law

in s

ales

□

Rel

evan

t fe

ature

s th

at m

ust

be

pre

sent

for

a sa

les

contr

act

to e

xist

(an

offer

, an

acc

epta

nce

, co

nsi

der

atio

n)

□

What

can

inva

lidat

e a

sale

s co

ntr

act

(mis

repre

senta

tion,

dure

ss u

sed b

y sa

lesp

erso

n,

unfa

ir c

ontr

act

term

s,

inca

pac

ity

of

per

son a

ccep

ting a

contr

act,

mis

take

s in

the

contr

act,

fai

lure

to c

arry

out

term

s co

nta

ined

in t

he

contr

act)

2

Under

stan

d t

he

legal

, re

gula

tory

an

d e

thic

al lim

its

of

the

sale

s or

mar

keting r

ole

2.1

Exp

lain

the

legal

, re

gula

tory

and

ethic

al r

equirem

ents

rel

evan

t to

th

e ro

le

□

E-C

om

mer

ce R

egula

tions

and t

hei

r im

pac

t on e

mai

l m

arke

ting

□

Consu

mer

Pro

tect

ion F

rom

Unfa

ir T

radin

g R

egula

tions

and

thei

r im

pac

t on m

arke

ting

□

Dat

a pro

tect

ion leg

isla

tion a

nd its

im

pac

t on h

ow

org

anis

atio

ns

hold

dat

a on c

ust

om

ers

□

The

Equal

ity

Act

and its

im

pac

t on a

dve

rtis

ing (

nee

d t

o

avoid

unfa

voura

ble

tre

atm

ent

of

peo

ple

bas

ed o

n a

pro

tect

ed c

har

acte

rist

ic)

□

Copyr

ight

legis

lation a

nd its

im

pac

t on t

he

crea

tion o

f m

arke

ting m

ater

ials

□

Impac

t of

any

codes

of

pra

ctic

e re

leva

nt

to t

he

sect

or

eg

phar

mac

eutica

l, t

elec

om

munic

atio

ns

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

D

escr

ibe

the

pote

ntial

co

nse

quen

ces

of

not

com

ply

ing

with leg

al,

regula

tory

or

ethic

al

requirem

ents

□

For

an indiv

idual

(dis

ciplin

ary

action,

legal

act

ion)

□

For

an o

rgan

isat

ion (

legal

act

ion,

dam

age

to s

taff m

ora

le,

dam

age

to r

eputa

tion,

lost

busi

nes

s)

2.3

Exp

lain

the

import

ance

of

work

ing w

ithin

the

limits

of

the

role

, re

sponsi

bili

ties

and

auth

ority

□

Posi

tive

rea

sons

eg t

o e

nsu

re o

rgan

isat

ional

pro

cedure

s ar

e co

mplie

d w

ith,

to e

nsu

re d

ecis

ions

are

take

n b

y peo

ple

ap

pro

priat

ely

qual

ifie

d t

o m

ake

them

□

To a

void

neg

ativ

e re

per

cuss

ions

of

exce

edin

g lim

its

of

auth

ority

eg n

egat

ive

conse

quen

ces

for

org

anis

atio

n,

effe

ct

on w

ork

ing r

elat

ionsh

ips,

poss

ible

dis

ciplin

ary

action

2.4

Exp

lain

the

pro

cess

for

report

ing

legal

, re

gula

tory

and e

thic

al

conce

rns

□

A t

ypic

al r

eport

ing p

roce

ss e

g (

1)

conce

rn r

eport

ed (

2)

issu

e in

vest

igat

ed (

3)

action t

aken

if

appro

priat

e

2.5

Exp

lain

the

import

ance

of

clar

ity

of

com

munic

atio

n w

ith t

he

cust

om

er t

o e

nsu

re c

om

mon

under

stan

din

g o

f ag

reem

ents

an

d e

xpec

tations

□

Cen

tral

ity

of

clea

r co

mm

unic

atio

n in m

anag

ing c

ust

om

er

expec

tations

□

Import

ance

of

avoid

ing m

isle

adin

g m

arke

ting (

to c

om

ply

w

ith s

ales

reg

ula

tions,

to a

void

the

risk

of

inva

lidat

ing

agre

emen

ts)

□

Import

ance

of

pro

vidin

g c

lear

info

rmat

ion t

o c

om

ply

with

rele

vant

legis

lation e

g D

ista

nce

Sel

ling R

egula

tions

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

29

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

www.businesslink.gov.uk Information and advice on business, including legal issues.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

30

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

31

Unit 3: Principles of Personal Responsibilities and Working in a Business Environment

Unit reference number: L/601/7638

QCF level: 2

Credit value: 4

Guided learning hours: 32

Unit aim

This unit gives learners an understanding of number of topics connected to working in a business environment. A major part of this unit is related to the law and concerns 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.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

32

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

mai

n p

oin

ts o

f co

ntr

acts

of

emplo

ymen

t □

M

ain p

oin

ts in s

tate

men

t of

emplo

ymen

t (e

mplo

yer’s

nam

e,

job t

itle

, w

hen

em

plo

ymen

t beg

an,

pay

, w

ork

ing h

ours

, holid

ays,

sic

knes

s, n

otice

per

iod)

1.2

Id

entify

the

mai

n p

oin

ts o

f le

gis

lation a

ffec

ting e

mplo

yers

an

d e

mplo

yees

□

The

right

to h

ave

a m

inim

um

sta

tem

ent

of

emplo

ymen

t te

rms

□

Pro

hib

itio

n o

f unfa

ir t

reat

men

t in

work

pla

ce f

or

peo

ple

with

‘pro

tect

ed c

har

acte

rist

ics’

under

the

Equal

ity

Act

2010

□

Pay

rights

(m

inim

um

wag

e, s

ick

pay

, re

dundan

cy p

ay)

□

The

right

to p

aid t

ime

off

(holid

ay,

mat

ernity/

pat

ernity/

adoption lea

ve)

□

The

right

to m

inim

um

notice

per

iods

□

The

right

not

to h

ave

to w

ork

more

than

48 h

ours

a w

eek,

unle

ss o

pting o

ut

□

Prote

ctio

n f

rom

unfa

ir d

ism

issa

l

□

The

right

to r

eques

t flex

ible

work

ing

1

Know

the

emplo

ymen

t rights

an

d r

esponsi

bili

ties

of

the

emplo

yee

and e

mplo

yer

1.3

Id

entify

wher

e to

fin

d

info

rmat

ion o

n e

mplo

ymen

t rights

and r

esponsi

bili

ties

both

in

tern

ally

and e

xter

nal

ly

□

Inte

rnal

eg o

rgan

isat

ion m

anual

/han

dbook,

HR,

trad

e unio

n

repre

senta

tive

□

Ext

ernal

eg B

usi

nes

s Li

nk,

Citiz

ens

Advi

ce B

ure

au,

Direc

tGov,

tra

de

unio

ns

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

D

escr

ibe

how

rep

rese

nta

tive

bodie

s ca

n s

upport

the

emplo

yee

□

Role

of

trad

e unio

ns

and s

taff a

ssoci

atio

ns

eg t

o p

rote

ct

inte

rest

s of

emplo

yees

, to

neg

otiat

e w

ith m

anag

emen

t, t

o

pro

vide

legal

ass

ista

nce

□

Role

of

pro

fess

ional

bodie

s eg

to p

rovi

de

legal

advi

ce,

acce

ss t

o info

rmat

ion a

nd t

rain

ing,

support

in c

aree

r dev

elopm

ent

1.5

Id

entify

em

plo

yer

and e

mplo

yee

resp

onsi

bili

ties

for

equal

ity

and

div

ersi

ty in a

busi

nes

s en

viro

nm

ent

□

Em

plo

yer

resp

onsi

bili

ties

(to

com

ply

with e

qual

opport

unitie

s le

gis

lation,

to e

nsu

re s

taff

follo

w a

nti-

dis

crim

inat

ion p

olic

ies,

to h

ave

griev

ance

pro

cedure

s av

aila

ble

)

□

Em

plo

yee

resp

onsi

bili

ties

(to

com

ply

with leg

isla

tion a

nd

org

anis

atio

nal

polic

ies,

to r

eport

pro

ble

ms,

to t

reat

co

lleag

ues

with r

espec

t)

1.6

Exp

lain

the

ben

efits

of

mak

ing

sure

equal

ity

and d

iver

sity

pro

cedure

s ar

e fo

llow

ed in a

busi

nes

s en

viro

nm

ent

□

Incr

ease

d e

mplo

yee

satisf

action,

lead

ing t

o b

ette

r per

form

ance

□

Allo

win

g t

he

emplo

yer

to a

ttra

ct a

nd r

etai

n t

he

bes

t ta

lent

□

Allo

win

g t

he

emplo

yer

to m

ake

use

of

its

div

erse

work

forc

e to

under

stan

d c

ust

om

ers

and w

in n

ew b

usi

nes

s

□

Red

uci

ng r

isk

of

dis

crim

inat

ion c

laim

s, c

ost

s an

d b

ad

public

ity

2

Under

stan

d t

he

purp

ose

of

hea

lth,

safe

ty a

nd s

ecurity

pro

cedure

s in

a

busi

nes

s en

viro

nm

ent

2.1

Id

entify

em

plo

yer

and e

mplo

yee

resp

onsi

bili

ties

for

hea

lth,

safe

ty

and s

ecurity

in a

busi

nes

s en

viro

nm

ent

□

Em

plo

yer

resp

onsi

bili

ties

(to

mak

e th

e w

ork

pla

ce s

afe,

to

min

imis

e hea

lth r

isks

, to

pro

vide

emplo

yees

with r

elev

ant

trai

nin

g a

nd e

quip

men

t, t

o h

ave

in p

lace

hea

lth/s

afet

y/em

ergen

cy f

acili

ties

and p

roce

dure

s)

□

Em

plo

yee

resp

onsi

bili

ties

(to

tak

e ca

re o

f ow

n a

nd o

ther

s’

hea

lth a

nd s

afet

y, t

o f

ollo

w e

mplo

yer’s

hea

lth a

nd s

afet

y pro

cedure

s, t

o r

eport

acc

iden

ts a

nd h

azar

ds)

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Exp

lain

the

purp

ose

of

follo

win

g

hea

lth,

safe

ty a

nd s

ecurity

pro

cedure

s in

a b

usi

nes

s en

viro

nm

ent

□

To c

om

ply

with leg

isla

tion

□

To m

ainta

in w

elfa

re o

f se

lf,

colle

agues

and c

ust

om

ers

□

To a

void

poss

ible

rep

ercu

ssio

ns

for

busi

nes

s of

faili

ng t

o

com

ply

eg p

rose

cution,

litig

atio

n,

dis

ruption a

nd lost

pro

duct

ivity,

sec

urity

bre

aches

2.3

Id

entify

way

s of

mai

nta

inin

g a

sa

fe a

nd s

ecure

envi

ronm

ent

in

a busi

nes

s en

viro

nm

ent

□

By

follo

win

g o

rgan

isat

ional

saf

ety

polic

ies

and p

roce

dure

s

□

By

usi

ng e

quip

men

t in

lin

e w

ith m

anufa

cture

rs’ in

stru

ctio

ns

□

By

bei

ng a

lert

to a

nd r

eport

ing p

ote

ntial

saf

ety

haz

ards

and

secu

rity

bre

aches

□

Mea

sure

s to

kee

p info

rmat

ion s

ecure

eg d

ata

and d

ocu

men

t st

ora

ge

pro

cedure

s, u

se o

f pas

sword

s, a

cces

s co

ntr

ol

pro

cedure

s fo

r vi

sito

rs

3.1

D

escr

ibe

diffe

rent

met

hods

of

com

munic

atio

n

□

Writt

en c

om

munic

atio

n e

g let

ters

, em

ails

, te

xt m

essa

ges

, post

ers

□

Spoke

n c

om

munic

atio

n e

g t

elep

hone,

fac

e to

fac

e

□

Vis

ual

com

munic

atio

n e

g t

ypogra

phy,

im

ages

, co

lour

□

Non-v

erbal

com

munic

atio

n e

g g

estu

re,

eye

conta

ct,

faci

al

expre

ssio

n,

par

alan

guag

e

3

Under

stan

d h

ow

to

com

munic

ate

effe

ctiv

ely

with

oth

ers

3.2

Exp

lain

how

to c

hoose

the

most

ap

pro

priat

e m

ethod o

f co

mm

unic

atin

g w

ith o

ther

s

□

Choosi

ng a

met

hod t

o s

uit m

essa

ge

conte

nt

(purp

ose

, fo

rmal

ity,

est

ablis

hed

conve

ntions,

one-

way

ver

sus

two-

way

com

munic

atio

n)

□

Conve

nie

nce

/pre

fere

nce

s of

mes

sage

sender

and r

ecip

ient

□

Consi

der

ing a

ny

requirem

ents

for

spee

d o

r per

man

ent

reco

rd

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

D

escr

ibe

way

s of

active

ly

liste

nin

g

□

List

enin

g c

aref

ully

to t

he

mes

sage

□

Payi

ng a

tten

tion t

o b

ody

languag

e an

d n

on-v

erbal

cues

□

Para

phra

sing a

nd c

larify

ing w

her

e nec

essa

ry

□

Not

inte

rrupting

4.1

Exp

lain

the

purp

ose

of

agre

eing

stan

dar

ds

for

ow

n w

ork

with

oth

ers

□

To c

larify

inst

ruct

ions,

exp

ecta

tions

and r

esponsi

bili

ties

□

To e

nsu

re w

ork

is

carr

ied o

ut

to a

ppro

priat

e st

andar

ds

□

To a

llow

tar

get

s to

be

set

and p

erfo

rman

ce m

easu

red

4.2

Exp

lain

the

purp

ose

of

taki

ng o

n

new

chal

lenges

and a

dap

ting t

o

chan

ge

□

To r

espond t

o c

han

gin

g n

eeds

of

the

org

anis

atio

n

□

To d

evel

op o

wn k

now

ledge/

skill

s an

d k

eep m

otiva

tion h

igh

□

To incr

ease

chan

ces

of

job r

eten

tion a

nd c

aree

r dev

elopm

ent

4

Under

stan

d h

ow

to

work

with a

nd

support

colle

agues

4.3

Exp

lain

the

purp

ose

of

trea

ting

oth

ers

with h

ones

ty a

nd

consi

der

atio

n

□

To m

ake

for

a m

ore

har

monio

us

work

ing e

nvi

ronm

ent

□

To m

ake

team

work

ing m

ore

effic

ient

□

To e

nco

ura

ge

open

nes

s eg

will

ingnes

s to

ask

for

hel

p o

r ad

mit m

ista

kes

5.1

Exp

lain

the

purp

ose

of

mee

ting

work

sta

ndar

ds

and d

eadlin

es

when

com

ple

ting t

asks

□

For

the

org

anis

atio

n e

g t

o m

eet

requirem

ents

of

org

anis

atio

n a

nd c

ust

om

ers,

to e

nhan

ce r

eputa

tion o

f org

anis

atio

n

□

For

self e

g t

o m

eet

targ

ets,

to b

uild

confiden

ce w

ith

colle

agues

5

Know

how

to p

lan

ow

n w

ork

and b

e ac

counta

ble

to

oth

ers

5.2

Id

entify

way

s of

pla

nnin

g o

wn

work

□

Appro

aches

to t

ask

prioritisa

tion e

g u

rgen

cy v

ersu

s im

port

ance

□

Bas

ic t

ask

pla

nnin

g s

yste

ms

eg c

alen

dar

s, t

o-d

o lis

ts

□

Proje

ct p

lannin

g t

ools

eg f

low

char

ts,

Gan

tt c

har

ts

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

Com

par

e w

ays

of

keep

ing o

ther

peo

ple

info

rmed

about

pro

gre

ss

□

Pros

and c

ons

of

diffe

rent

met

hods

eg m

eetings,

em

ails

, re

port

s

6.1

Exp

lain

the

purp

ose

of

continuousl

y im

pro

ving o

wn

per

form

ance

in a

busi

nes

s en

viro

nm

ent

□

To m

eet

nee

ds

of

the

org

anis

atio

n

□

To d

evel

op o

wn k

now

ledge/

skill

s an

d m

ainta

in p

erso

nal

sa

tisf

action

□

To incr

ease

chan

ces

of

job r

eten

tion a

nd c

aree

r dev

elopm

ent

6.2

D

escr

ibe

way

s of

impro

ving o

wn

per

form

ance

in a

busi

nes

s en

viro

nm

ent

□

Perf

orm

ance

man

agem

ent

(SM

ART o

bje

ctiv

es,

appra

isal

s,

dev

elopm

ent

pla

ns)

□

Form

al a

nd info

rmal

tra

inin

g a

t or

outs

ide

work

pla

ce

□

Lear

nin

g f

rom

colle

agues

eg info

rmal

lea

rnin

g f

rom

lin

e m

anag

er/c

olle

agues

, co

achin

g a

nd m

ento

ring,

work

sh

adow

ing

6

Under

stan

d t

he

purp

ose

of

impro

ving o

wn

per

form

ance

in a

busi

nes

s en

viro

nm

ent

and

how

to d

o s

o

6.3

Id

entify

diffe

rent

types

of

care

er

pat

hw

ays

that

are

ava

ilable

□

Typ

ical

car

eer

pat

hw

ays

in m

arke

ting e

g m

arke

t re

sear

ch,

adve

rtis

ing,

e-m

arke

ting,

bra

nd m

anag

emen

t, d

irec

t m

arke

ting,

public

rel

atio

ns

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Id

entify

the

types

of

pro

ble

ms

that

may

occ

ur

in a

busi

nes

s en

viro

nm

ent

□

Proble

ms

with t

asks

eg insu

ffic

ient

tim

e/re

sourc

es,

lack

of

nec

essa

ry s

kills

, ex

cess

ive

work

load

, te

chnolo

gy

pro

ble

ms

□

Pro

ble

ms

with w

ork

ing e

nvi

ronm

ent

eg d

istr

actions,

nois

e

□

Proble

ms

with p

eople

eg d

iffe

ring c

om

munic

atio

n s

tyle

s,

per

sonal

ity

clas

hes

7.2

Id

entify

the

types

of

pro

ble

ms

that

may

occ

ur

in a

busi

nes

s en

viro

nm

ent

□

Pro

ble

ms

with t

asks

eg t

alki

ng t

o lin

e m

anag

er,

re-

prioritisa

tion o

f ta

sks,

re-

neg

otiat

ion o

f dea

dlin

es,

trai

nin

g

□

Pro

ble

ms

with w

ork

ing e

nvi

ronm

ent

or

peo

ple

eg lea

rnin

g

to d

eal w

ith n

ois

e an

d d

istr

actions

□

Pro

ble

ms

with p

eople

eg s

eeki

ng h

elp f

rom

lin

e m

anag

er o

r hum

an r

esourc

es w

hen

req

uired

, fo

llow

ing o

rgan

isat

ional

pro

cedure

s

7

Under

stan

d t

he

types

of

pro

ble

ms

that

may

occ

ur

in

a busi

nes

s en

viro

nm

ent

and

how

to d

eal w

ith

them

7.3

Exp

lain

how

and w

hen

to r

efer

pro

ble

ms

to r

elev

ant

colle

agues

□

Rec

ognis

ing w

hen

pro

ble

m h

as a

suffic

iently

neg

ativ

e im

pac

t on s

elf

or

work

that

it

should

be

refe

rred

□

Rec

ognis

ing w

hic

h c

olle

agues

can

hel

p w

ith w

hic

h p

roble

ms

□

Know

ing w

hic

h p

roble

ms

should

be

report

ed a

nd

org

anis

atio

nal

rep

ort

ing p

roce

dure

s

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

38

Information for tutors

Delivery

There are opportunities to link the delivery of this unit to other units in this qualification. For example, learning outcome 3 (which covers the theory of communication) could be taught alongside learning outcomes in units that deal with practical communication in a marketing context, such as learning outcome 5 in Unit 4: Principles of Digital Marketing.

In learning outcomes 1 and 2, learners do not need to be taught about the names and dates of key legislation, only how the legislation affects them. It would be beneficial for learners to see real examples of contracts, handbooks and policies if available.

In learning outcome 3, learners would benefit from having the opportunity to assess the effectiveness of different forms of communication using the criteria they have been taught, and also to put into practice the active listening techniques.

There are also opportunities to link the delivery of learning outcomes 4, 5 and 6 so as to take advantage of the overlap in content between them. There are opportunities for learners to apply their knowledge, for example through practical planning and prioritisation activities (assessment criterion 5.2) and in applying the principles of performance management (assessment criterion 6.2).

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

For all assessment criteria, evidence could be in writing. Alternatively, evidence could be collected orally in response to questions, with the assessor noting down learners’ answers. It may be possible to assess the unit through professional discussion, with a signed witness statement. Evidence could be based on scenarios such as staff induction or staff training. If this method is used, then the assessor should ensure that the signed statement includes sufficient detail to support the assessment decisions for all the criteria assessed in this way.

Learning outcome 1

For learning outcome 1, learners should not just simply list different legislation, procedures and representative bodies, but should relate them to a specific organisation to put them in context.

To meet 1.1 and 1.2, learners must identify four main points in a contract of employment and the legislation respectively.

To meet 1.3, learners must identify at least two internal and two external sources of information.

For 1.4, learners must describe how at least one representative body can help the employee.

To meet 1.5, learners must give at least two employer responsibilities and two employee responsibilities in relation to equality and diversity.

For 1.6, learners must relate the benefits to an organisation, using information provided by the tutor or that they have researched themselves.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

39

Learning outcome 2

It is recommended that the assessment criteria for learning outcome 2 are integrated, with learners relating their evidence to a specific organisation and job role that they have researched.

To meet 2.1, learners should not reproduce large chunks of health, safety and security information verbatim from company handbooks, but they must identify at least two employer responsibilities and two employee responsibilities.

For 2.2, learners must explain the purpose of following at least one health and safety procedure and at least one security procedure (as identified in assessment criterion 2.3). This must include reference to the possible repercussions of not following the procedures.

To meet 2.3 learners must identify three ways an employee can help maintain a safe and secure environment.

Learning outcome 3

Assessment of 3.1 and 3.2 should preferably be integrated. Learners must describe one spoken and one written method of communication, explaining when each would be appropriate. Some context for the communication should be provided by the tutor.

The best way of assessing 3.3 would be for learners to assess someone else’s active listening skills (for example a recorded interview), describing how they did or did not demonstrate the relevant skills. This need not be in a business context.

Learning outcomes 4, 5, 6 and 7

When assessing learning outcomes 4, 5, 6 and 7, tutors should look for ways of assessing criteria holistically. Particular opportunities for this exist with the following groups of assessment criteria: 4.1, 5.1, 5.2 and 5.3; 4.2, 6.1 and 6.2; 4.3, 7.1, 7.2 and 7.3. Learners could draw on their own experiences or they could interview people working in suitable roles. In all cases, they should contextualise their assignment to relate to particular job roles and organisations. In all cases, learners are not restricted to the information supplied in the Unit Amplification.

To meet 4.1, 4.2 and 4.3, learners must explain at least one purpose for each assessment criterion.

To meet 5.1, learners must explain one purpose each from the employee and organisational perspective. For 5.2, learners must identify at least two methods for planning work. For 5.3, learners must compare different ways of keeping others informed of progress, comparing the benefits and limitations of at least two different ways. These should be related to a particular scenario.

To meet 6.1, learners must explain at least one purpose of continuously improving one’s own performance at work. For 6.2, learners must describe at least three ways of improving performance. For 6.3, learners must identify at least three broad career pathways in marketing, preferably those that interest them most.

To meet 7.1 and 7.2, learners must deal with at least one problem in each of the three categories. To meet 7.3, learners could either show how they would deal with a particular problem or demonstrate that they understand the underlying principles involved in deciding how to deal with any workplace problem.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

40

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

41

Unit 4: Principles of Digital Marketing

Unit reference number: D/502/9931

QCF level: 2

Credit value: 5

Guided learning hours: 40

Unit aim

This unit gives learners an overview of digital marketing. Learners will find out about the role of digital marketing, search engine optimisation and how digital marketing devices and technology are used.

Essential resources

There are no special resources needed for this unit.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

42

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

role

of

dig

ital

m

arke

ting w

ithin

the

ove

rall

mar

keting s

trat

egy

□

Com

monly

use

d d

igital

mar

keting d

evic

es (

com

pan

y w

ebsi

tes

and o

nlin

e ad

vert

isin

g,

emai

l m

arke

ting,

soci

al

med

ia,

mobile

phone

mar

keting)

□

Role

of

dig

ital

mar

keting t

o e

ither

lea

d a

mar

keting s

trat

egy

(prim

ary

use

of

dig

ital

mar

keting)

or

support

a m

arke

ting

stra

tegy

(supple

men

tary

use

of

dig

ital

mar

keting)

1.2

Exp

lain

the

stre

ngth

s an

d

wea

knes

ses

of

dig

ital

mar

keting □

Str

ength

s co

mpar

ed w

ith t

raditio

nal

non-d

igital

mar

keting

met

hods

eg im

med

iacy

, m

ay p

rovi

de

bet

ter

opport

unitie

s fo

r in

tera

ctio

n,

resp

onse

s ca

n b

e m

easu

red e

asily

, per

ceiv

ed t

o b

e m

ore

moder

n,

bet

ter

for

reac

hin

g a

yo

unger

dem

ogra

phic

, ca

n b

e ch

eaper

, ca

n h

ave

gre

ater

re

ach

□

Wea

knes

ses

com

par

ed w

ith t

raditio

nal

non-d

igital

m

arke

ting m

ethods

eg m

ay n

ot

reac

h t

arget

audie

nce

, m

ay

not

be

appro

priat

e fo

r th

e busi

nes

s or

pro

duct

, poss

ible

te

chnolo

gy

cost

s

1

Under

stan

d t

he

role

of dig

ital

m

arke

ting

1.3

Exp

lain

the

import

ance

of

targ

eted

dig

ital

mar

keting

□

Effec

ts o

n c

ust

om

ers

if t

arget

ed c

orr

ectly

(to d

rive

tra

ffic

to

pro

duct

or

web

site

, to

mak

e sa

les)

□

Eff

ects

on r

ecip

ients

if

targ

eted

wro

ngly

(co

st,

neg

ativ

e re

sponse

s, o

pport

unitie

s cr

eate

d f

or

com

pet

itors

)

□

Import

ance

of

usi

ng t

he

right

med

ia t

o r

each

tar

get

mar

ket

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

D

escr

ibe

the

sourc

es o

f dat

a lis

ts

for

use

in t

arget

ing c

ust

om

ers

and p

ote

ntial

cust

om

ers

□

How

to d

evel

op lis

ts f

rom

ow

n r

esourc

es e

g b

ased

on

cust

om

er r

ecord

s/en

quirie

s, r

esponse

s to

pro

motions,

prim

ary

mar

ket

rese

arch

□

Use

of

per

mis

sion m

arke

ting in t

he

dev

elopm

ent

of

cust

om

er lis

ts

□

Sourc

es o

f bought-

in lis

ts f

rom

eg m

arke

ting o

rgan

isat

ions

with s

imila

r cu

stom

er p

rofile

, m

arke

t re

sear

ch

org

anis

atio

ns,

lis

t bro

kers

1.5

Exp

lain

the

legal

req

uirem

ents

an

d im

plic

atio

ns

of

dig

ital

m

arke

ting

□

Curr

ent

legis

lation r

elat

ing t

o p

riva

cy,

consu

mer

pro

tect

ion,

conte

nt

of

dig

ital

mar

keting m

ater

ial, d

iver

sity

, co

pyr

ight

□

How

to k

eep d

igital

mar

keting a

ctiv

ity

within

the

const

rain

ts

of

legis

lation (

hav

ing a

n a

war

enes

s of

const

rain

ts,

chec

king

mat

eria

l bef

ore

it

goes

liv

e, m

onitoring d

uring c

ampai

gn,

ensu

ring s

ecure

sys

tem

s fo

r m

anag

ing c

ust

om

er d

ata)

1.6

D

escr

ibe

the

import

ance

of

dig

ital

dat

a ca

ptu

re s

yste

ms

for

dig

ital

mar

keting

□

Use

of

web

anal

ytic

s to

ass

ess

how

a w

ebsi

te is

per

form

ing

eg t

o m

easu

re t

raffic

, to

anal

yse

cust

om

er n

avig

atio

n,

to

mea

sure

conve

rsio

n r

ates

, to

tra

ck c

ust

om

er w

eb u

se o

ver

tim

e

2.1

D

escr

ibe

the

use

of

SEO

□

The

use

of

org

anic

SEO

eg u

se o

f ke

yword

s, c

ross

-lin

king,

regula

r updat

es

□

The

use

of

pay

per

clic

k SEO

2

Under

stan

d t

he

use

of

sear

ch

engin

e optim

isat

ion (

SEO

) 2.2

Exp

lain

the

import

ance

of

SEO

□

Im

port

ance

eg t

o im

pro

ve v

isib

ility

, to

incr

ease

web

tra

ffic

, fo

r co

mpet

itiv

e ad

vanta

ge

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Exp

lain

the

adva

nta

ges

and

dis

adva

nta

ges

of

links

to o

ther

w

ebsi

tes

□

Adva

nta

ges

of

hav

ing lin

ks t

o o

ther

web

site

s eg

cust

om

ers

can f

ind it

use

ful, b

uild

s re

lationsh

ips

with o

ther

web

site

s,

can lea

d t

o r

ecip

roca

l lin

ks a

nd t

her

eby

impro

ve s

earc

h

engin

e ra

nki

ngs

□

Dis

adva

nta

ges

of

hav

ing lin

ks t

o o

ther

web

site

s eg

tak

es

traf

fic

away

fro

m y

our

web

site

, re

sourc

e im

plic

atio

ns

of

nee

din

g t

o v

et w

ebsi

tes

for

inap

pro

priat

e co

nte

nt

and k

eep

links

updat

ed

3.1

Exp

lain

how

to u

se s

earc

h-

rela

ted inte

rnet

fac

ilities

to

enab

le t

he

iden

tifica

tion a

nd

retr

ieva

l of

targ

eted

info

rmat

ion

□

How

to u

se s

earc

h e

ngin

es e

ffec

tive

ly e

g u

se o

f m

ultip

le-

word

sea

rches

/quota

tion m

arks

/min

us

sign,

how

to r

estr

ict

sear

ches

to a

par

ticu

lar

web

site

or

dom

ain

3.2

Exp

lain

the

adva

nta

ges

and

dis

adva

nta

ges

of

diffe

rent

inte

rnet

dat

a co

llect

ion s

ourc

es

□

Public

bodie

s eg

gove

rnm

ent

dep

artm

ents

, O

ffic

e of

Nat

ional

Sta

tist

ics

□

Priv

ate

and n

on-g

ove

rnm

enta

l org

anis

atio

ns

eg m

arke

t re

sear

ch o

rgan

isat

ions,

tra

de

asso

ciat

ions

□

Poss

ible

adva

nta

ges

and d

isad

vanta

ges

of

diffe

rent

inte

rnet

so

urc

es e

g e

ase

of

acce

ss, co

st,

accu

racy

, in

dep

enden

ce,

curr

ency

3

Under

stan

d t

he

requirem

ents

of

mar

keting

rese

arch

usi

ng t

he

inte

rnet

3.3

Exp

lain

the

import

ance

of

confirm

ing t

he

accu

racy

of

info

rmat

ion r

etriev

ed f

rom

the

inte

rnet

□

To e

nsu

re info

rmat

ion is

curr

ent,

val

id a

nd r

elia

ble

□

Rep

ercu

ssio

ns

of

not

ensu

ring info

rmat

ion is

accu

rate

eg

mar

keting d

ecis

ions

mig

ht

be

bas

ed o

n f

alse

ass

um

ptions

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

the

pote

ntial

use

s of

a Cust

om

er R

elat

ionsh

ip

Man

agem

ent

(CRM

) sy

stem

□

Rel

atio

nsh

ip m

arke

ting a

s a

way

of

mai

nta

inin

g a

nd

build

ing long-t

erm

rel

atio

nsh

ips

with c

ust

om

ers

□

CRM

sys

tem

s in

pra

ctic

e eg

loya

lty

card

s as

a w

ay o

f en

coura

gin

g r

epea

t cu

stom

□

CRM

sys

tem

s as

a w

ay o

f gat

her

ing m

arke

ting info

rmat

ion

□

Usi

ng C

RM

sys

tem

s to

dev

elop m

arke

ting s

trat

egie

s an

d

enco

ura

ge

bra

nd loya

lty

4.2

Exp

lain

the

import

ance

of

dat

a cl

eansi

ng

□

To e

nsu

re c

ust

om

er d

ata

is u

seab

le e

g b

y re

ctifyi

ng

inputt

ing e

rrors

, by

rem

ovi

ng inac

cura

te info

rmat

ion,

by

keep

ing c

ust

om

er c

onta

ct d

etai

ls u

p t

o d

ate

□

To c

om

ply

with d

ata

pro

tect

ion leg

isla

tion

4

Under

stan

d t

he

use

s of

dig

ital

m

arke

ting d

evic

es

and m

essa

ges

4.3

D

escr

ibe

the

use

of

dig

ital

m

arke

ting d

evic

es

□

Use

of

com

pan

y w

ebsi

tes

eg t

o p

rovi

de

info

rmat

ion a

bout

the

busi

nes

s, t

o c

omm

unic

ate

with c

ust

om

ers,

to p

rom

ote

pro

duct

s, t

o s

ell direc

tly

to c

ust

om

ers

□

Use

of

emai

l sy

stem

s fo

r co

mm

unic

atin

g w

ith c

ust

om

ers

and p

rom

oting t

he

busi

nes

s eg

em

ail new

slet

ters

, e-

cast

s

□

Use

of

mobile

phones

eg t

o p

rovi

de

info

rmat

ion,

to p

ublic

ise

offer

s, t

o a

llow

cust

om

ers

to e

nte

r pro

motions

inst

antly

□

Use

of

soci

al m

edia

eg t

o g

ener

ate

bra

nd loya

lty,

to

pro

duce

rep

eat

busi

nes

s, t

o lau

nch

new

pro

duct

s

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

D

escr

ibe

the

use

of

dig

ital

re

sponse

sys

tem

s □

U

se o

f em

bed

ded

lin

ks in e

mai

ls e

g t

o a

ctiv

ate

emai

l su

bsc

riptions,

to d

irec

t cu

stom

ers

tow

ards

web

site

s

□

Use

of

web

site

reg

istr

atio

n s

yste

ms

eg t

o a

cces

s re

strict

ed

info

rmat

ion,

to a

cces

s pro

motions,

to r

egis

ter

for

emai

l updat

es,

to e

nte

r co

mpet

itio

ns

□

Use

of

SM

S s

hort

codes

eg t

o r

espond t

o a

n o

ffer

, to

re

ques

t m

ore

info

rmat

ion,

to r

eques

t a

call

bac

k

□

Use

of

quic

k re

sponse

(Q

R)

codes

eg t

o lin

k cu

stom

ers’

m

obile

phones

direc

t to

com

pan

y w

ebsi

te,

to g

ive

cust

om

ers

direc

t ac

cess

to

additio

nal

info

rmat

ion

4.5

Exp

lain

the

adva

nta

ges

and

dis

adva

nta

ges

of

diffe

rent

trac

king s

yste

ms

□

Adva

nta

ges

of

usi

ng c

ooki

es e

g a

re s

ent

auto

mat

ical

ly,

impro

ve c

ust

om

er e

xper

ience

by

rem

ember

ing p

refe

rence

s

□

Dis

adva

nta

ges

of

usi

ng c

ooki

es e

g s

om

e use

rs h

ave

priva

cy

conce

rns,

if

blo

cked

then

web

site

funct

ional

ity

may

be

reduce

d,

can b

e use

d for

secu

rity

att

acks

□

Adva

nta

ges

of

a w

ebsi

te log-i

n s

yste

m e

g w

ork

s ev

en if

cooki

es d

isab

led,

use

ful fo

r st

oring p

erso

nal

dat

a se

cure

ly

□

Dis

adva

nta

ges

of

a w

ebsi

te log-i

n s

yste

m e

g r

equires

effort

fr

om

cust

om

ers

and s

o m

ight

be

off

putt

ing

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Exp

lain

how

to u

se a

CRM

sy

stem

□

H

ow

CRM

is

use

d in p

ract

ice

eg t

o c

aptu

re info

rmat

ion,

to

store

info

rmat

ion c

entr

ally

in a

n e

asily

acc

essi

ble

way

, to

an

alys

e dat

a, t

o a

llow

the

org

anis

atio

n t

o iden

tify

and

conta

ct p

articu

lar

gro

ups

of

cust

om

ers

5.2

Exp

lain

how

to m

ainta

in t

he

curr

ency

and a

ccura

cy o

f dig

ital

dat

abas

es

□

Use

of

active

met

hods

eg e

mai

l re

ques

ts a

nd r

emin

der

s to

ch

eck

and u

pdat

e dat

a, c

onta

ctin

g d

atab

ase

by

phone

for

verb

al c

onfirm

atio

n o

f dat

a, u

sing o

ffic

ial so

urc

es s

uch

as

censu

s or

elec

tora

l re

gis

ter

□

Use

of

pas

sive

met

hods

eg e

nco

ura

gin

g c

ust

om

ers

to c

hec

k an

d c

onfirm

that

dat

a hel

d a

bout

them

is

corr

ect,

use

of

self-c

om

ple

tion q

ues

tionnai

res,

use

of

pro

motions

whic

h

require

com

ple

tion o

f co

nta

ct d

etai

ls t

o a

ctiv

ate

5.3

Exp

lain

the

adva

nta

ges

and

dis

adva

nta

ges

of diffe

rent

dig

ital

te

chnolo

gie

s

□

Diffe

rent

dig

ital

tec

hnolo

gie

s eg

web

site

s, s

oci

al m

edia

, em

ail, m

obile

phones

□

Adva

nta

ges

and d

isad

vanta

ges

of

diffe

rent

dig

ital

te

chnolo

gie

s eg

fle

xibili

ty,

how

eff

ective

ly d

iffe

rent

tech

nolo

gie

s ca

n a

cces

s ac

tual

/pote

ntial

cust

om

ers,

opport

unity

for

cust

om

ers

to r

espond t

o m

essa

ges

on t

he

diffe

rent

dig

ital

tec

hnolo

gie

s, c

ost

of dev

elopin

g d

igital

m

essa

ges

for

diffe

rent

dig

ital

tec

hnolo

gie

s

5

Under

stan

d h

ow

to

use

dig

ital

te

chnolo

gy

for

mar

keting

purp

ose

s

5.4

D

escr

ibe

the

import

ance

of

tailo

ring m

essa

ges

to d

iffe

rent

dig

ital

med

ia

□

Why

mes

sages

nee

d t

o b

e ta

ilore

d t

o d

iffe

rent

dig

ital

med

ia

eg s

cree

n s

ize

and d

ispla

y pro

per

ties

, how

use

r in

tera

cts

with t

he

dig

ital

med

ia,

how

use

rs c

an r

espond t

o m

essa

ge

once

rec

eive

d

□

Adva

nta

ges

of

dev

elopin

g m

essa

ges

that

are

inte

roper

able

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.5

Exp

lain

the

pote

ntial

for

mar

keting t

o s

oci

al n

etw

ork

ing

site

s

□

Mai

n f

eatu

res

of

soci

al n

etw

ork

ing s

ites

eg F

aceb

ook,

Li

nke

dIn

, Tw

itte

r, Y

ouTube

□

Use

of

soci

al n

etw

ork

ing s

ites

for

mar

keting e

g c

ust

om

er

engag

emen

t, t

arget

ing e

arly

adopte

rs,

vira

l m

arke

ting,

gro

win

g c

ust

om

er b

ase,

cre

atin

g inte

rest

aro

und y

our

bra

nd/p

roduct

/busi

nes

s

5.6

Exp

lain

how

to p

reve

nt

mar

keting m

essa

ges

bei

ng

iden

tified

as

‘spam

’

□

How

diffe

rent

tact

ics

are

use

d e

g c

onfirm

ing p

erm

issi

on is

giv

en b

y re

cipie

nt,

rem

indin

g r

ecip

ient

to a

dd b

usi

nes

s to

lis

t of

‘saf

e’ c

onta

cts

so t

hat

mes

sage

is n

ot

reje

cted

by

conta

ct’s

com

pute

r se

curity

sys

tem

□

Ste

ps

that

can

be

take

n d

uring d

evel

opm

ent

and p

roduct

ion

of

mar

keting m

essa

ge

eg a

void

ing o

bvi

ous

trig

ger

word

s in

em

ail su

bje

ct lin

e, k

eepin

g c

onte

nt

frie

ndly

and

conve

rsat

ional

, not

atta

chin

g e

xecu

table

file

s, t

rial

ling

mes

sage

bef

ore

mas

s usa

ge

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

49

Information for tutors

Delivery

Most learners will have already had access to computers, mobile phones and the internet, and so they will also have been on the receiving end of a range of digital marketing. Tutors can make use of this experience when delivering the unit.

The learning outcomes for this unit are all based on understanding, which means that purely theory-based delivery could be used, but it will be more interesting for learners and result in better understanding if there are practical activities and access to digital marketing in action. This is particularly relevant for learning outcome 2, concerning the use of search engine optimisation (SEO) and learning outcome 5, the use digital technology for marketing purposes. It will add value to their experience if learners can visit organisations which are actively engaged in the use of digital technology for their marketing. Centres could also try and arrange for visiting speakers from relevant organisations. This will give learners an opportunity to ask questions about the use of digital technology in a marketing context, about the advantages and disadvantages of SEO and so on.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

For all the assessment criteria, evidence could be done in writing as reports or case studies which show how organisations use digital technology for marketing purposes. This could be achieved by focusing on a single organisation, or by collecting information from different organisations. It is also possible to cover the assessment criteria using more than one assessment approach, for example a written report together with an oral presentation, a poster presentation or by using appropriate digital media. Learners could choose their own businesses to investigate or they could be given a specific scenario or case histories.

Where explanations are required, learners should support them with evidence. Descriptions should also be in the context of application rather than purely theoretical. Suggestions for approaches to assessment are given below. These are not prescriptive and other approaches could be used.

Learning outcome 1

This learning outcome may appear to be larger than others in this unit, but it provides overarching knowledge which the learner can draw on in the other learning outcomes.

Assessment criterion 1.1 will need a context, based on the marketing strategy for either a real business or a case study. The context used for 1.1 should preferably be chosen so that it will also provide sufficient research and study opportunities for 1.2, 1.3, 1.4 and 1.6, allowing learners to say something about each of the bulleted points in the Unit Amplification. 1.2 should include both strengths and weaknesses and not just be one sided.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

50

The explanation for 1.5 could be based on the context used for other assessment criteria, or set against the digital business environment as a whole. Learners do not need to know the detail of every aspect of legislation which protects and constrains digital marketing. However, they need an awareness of how to manage digital marketing activity within legal constraints, and the consequences of ignoring current legislation.

The business or case study used in learning outcome 1 could also be used as the basis for meeting the criteria in learning outcomes 4 and 5.

Learning outcome 2

One way of meeting assessment criteria 2.1 and 2.2 would be for learners to present a case for the use of SEO, and its importance in the current and future business world, to a senior member of the business management who has low awareness or is sceptical of the need for SEO. Explaining the advantages and disadvantages for a business of having links with other websites (assessment criterion 2.3) could also be achieved through an explanation to someone who has a low awareness of this issue.

Learning outcome 3

One approach to meeting the assessment criteria in this learning outcome would be for learners to put together a proposal for using the internet to answer the needs of a market research project. Ideas for the research project could include producing market research data to support given marketing activity, to identify new markets, to quantify markets, or to establish the strength (or not) of a business or product within a given market.

The basic outline of the proposal would meet assessment criterion 3.1, and the proposal could be supported by advantages and disadvantages of using an internet- based approach (3.2), with a final explanation of how the accuracy of the information retrieved could be confirmed (3.3).

Learning outcomes 4 and 5

The business or case study used in learning outcome 1 could also be used as the basis for meeting the assessment criteria in learning outcomes 4 and 5.

Using the bullet points in the Unit Amplification as a checklist, a detailed report or case study could be put together, based on learners’ research and investigations into digital marketing in a business or organisation.

Alternatively, 4.2, 4.5, 5.3, 5.4, 5.5 and 5.6 could be presented as a report to someone who has a low awareness of digital marketing but wants to find out more about the subject and start to use digital marketing to promote and develop their business or products. Again, the bullet points in the Unit Amplification could be used as a checklist to form the basis of this report. Learners need to be familiar with the current use of digital marketing devices and messages and how they fit with the overall marketing strategy of different organisations. Learners should be encouraged to seek out and investigate a range of different digital marketing devices, so that they can begin to understand the way each is used, its strengths and weaknesses and how it influences marketing messages.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

51

Indicative resource materials

Websites

www.businesslink.gov.uk Information and advice on business, including digital marketing

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

52

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

53

Unit 5: Principles of Market Research

Unit reference number: K/502/9933

QCF level: 3

Credit value: 5

Guided learning hours: 40

Unit aim

This unit gives learners an overview of why and how to carry out market research. This includes how to decide if market research is needed and how to choose appropriate research methods, objectives and evaluation criteria. The unit also covers the principles of data collection and how to interpret and evaluate the data collected.

Essential resources

There are no special resources needed for this unit.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

54

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

how

to iden

tify

the

nee

d f

or

mar

ket

rese

arch

and

the

sourc

es o

f ev

iden

ce t

o

support

this

□

When

res

earc

h m

ay b

e nee

ded

eg t

o iden

tify

tar

get

m

arke

ts,

to iden

tify

nee

ds

and w

ants

of

targ

et c

ust

om

ers,

to

tes

t id

eas,

to u

nder

stan

d c

om

pet

itors

bet

ter,

to

under

stan

d m

arke

t si

ze/s

truct

ure

/tre

nds

□

Sourc

es o

f ev

iden

ce t

hat

confirm

res

earc

h is

nee

ded

eg

sale

s figure

s, c

om

pet

itor

activi

ty,

obse

rved

chan

ges

in

nat

ure

of

the

mar

ket

1.2

D

escr

ibe

the

bas

is f

or

scopin

g

the

rese

arch

and iden

tify

ing

linka

ges

, in

terd

epen

den

cies

and

the

poss

ible

im

pac

t of

one

elem

ent

on o

ther

s

□

Link

with m

arke

ting o

bje

ctiv

es (

scope

of

rese

arch

dep

ends

on t

he

mar

keting o

bje

ctiv

es s

et)

□

Res

earc

h m

ay b

e ca

rrie

d o

ut

on a

ny

elem

ent

from

the

mar

keting m

ix e

g t

he

impac

t of

pro

duct

dev

elopm

ent

on

prici

ng o

pport

unitie

s

□

Mar

keting r

esea

rch a

s a

continuous

activi

ty w

hic

h a

llow

s th

e m

arke

t an

d t

he

mar

keting e

nvi

ronm

ent

to b

e sc

anned

1.3

Exp

lain

how

to

set

rese

arch

par

amet

ers,

aim

s an

d

eval

uat

ion c

rite

ria

□

Bas

ed o

n s

pec

ific

and lim

ited

aim

s to

enab

le e

ffec

tive

pro

cess

ing/a

nal

ysis

/eva

luat

ion in t

erm

s of tim

esca

les,

siz

e of

sam

ple

, an

d u

sefu

lnes

s to

the

dec

isio

n-m

akin

g p

roce

ss

1

Under

stan

d t

he

bas

is o

n w

hic

h

mar

ket

rese

arch

is

com

mis

sioned

1.4

Exp

lain

the

import

ance

of

invo

lvin

g s

take

hold

ers

in t

he

def

initio

n o

f re

sear

ch t

o b

e ca

rrie

d o

ut

□

Whic

h inte

rnal

sta

kehold

ers

can b

e in

volv

ed e

g s

ales

dep

artm

ent,

cust

om

er s

ervi

ces,

R&

D,

finan

ce

□

Ben

efits

of

stak

ehold

er invo

lvem

ent

(to h

elp t

o d

efin

e th

e purp

ose

, to

influen

ce r

esea

rch m

ethodolo

gy

use

d,

to b

ring

diffe

rent

and v

aluab

le p

ersp

ective

s to

res

earc

h d

esig

n)

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Exp

lain

how

to e

valu

ate

diffe

rent

options

for

conduct

ing t

he

rese

arch

□

What

info

rmat

ion is

nee

ded

and w

hat

it

will

be

use

d f

or

□

What

the

bes

t m

ix o

f m

ethods

is w

ithin

const

rain

ts (

valid

ity

and r

elia

bili

ty,

tim

e/hum

an/f

inan

cial

res

ourc

es a

vaila

ble

)

□

If t

he

choic

e of

sam

ple

appro

priat

e eg

rep

rese

nta

tive

nes

s,

size

□

Cost

s ve

rsus

ben

efits

2.1

Exp

lain

how

to

set

rese

arch

obje

ctiv

es,

tim

esca

les,

budget

an

d r

esourc

e re

quirem

ents

and

succ

ess

criter

ia

□

How

to s

et o

bje

ctiv

es (

SM

ART o

bje

ctiv

es,

obje

ctiv

es lin

ked

to p

urp

ose

and d

esired

outc

om

es,

stak

ehold

er

requirem

ents

)

□

How

to s

et t

imes

cale

s (h

ow

to d

ivid

e an

d a

lloca

te t

ime

to

diffe

rent

stag

es o

f th

e re

sear

ch,

import

ance

of

build

ing in

contingen

cy t

ime,

im

port

ance

of

liais

on w

ith inte

rnal

st

akeh

old

ers

to iden

tify

when

res

ults

are

nee

ded

)

□

What

res

ourc

es a

re n

eeded

eg f

inan

cial

, st

aff,

outs

ide

agen

cies

□

How

to s

et s

ucc

ess

criter

ia in t

erm

s of

rese

arch

obje

ctiv

es

eg q

uan

tity

and q

ual

ity

of dat

a co

llect

ed,

clar

ity

of

concl

usi

ons

dra

wn

2

Under

stan

d h

ow

to

des

ign m

arke

t re

sear

ch p

roje

cts

2.2

Exp

lain

how

to s

pec

ify

the

char

acte

rist

ics

and s

ize

of

the

sam

ple

to b

e re

sear

ched

in

acco

rdan

ce w

ith t

he

rese

arch

ai

ms

and o

bje

ctiv

es

□

Import

ance

of

def

inin

g t

he

targ

et p

opula

tion

□

Char

acte

rist

ics

bas

ed o

n r

elev

ant

fact

ors

eg s

oci

o-

econom

ic/d

emogra

phic

/psy

chogra

phic

cla

ssific

atio

ns,

buye

r beh

avio

urs

/att

itudes

/opin

ions

□

What

sam

ple

siz

e w

ill y

ield

bes

t in

form

atio

n t

o b

e su

ffic

iently

accu

rate

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

D

escr

ibe

the

fact

ors

to b

e ta

ken

into

acc

ount

when

sel

ecting

rese

arch

inst

rum

ents

that

are

fit

for

purp

ose

□

Nat

ure

of

enquiry

(exp

lora

tory

ver

sus

des

crip

tive

)

□

Mar

keting/b

usi

nes

s obje

ctiv

es t

hat

will

be

info

rmed

by

the

rese

arch

□

Finan

cial

fac

tors

(ef

fici

ency

and e

ffec

tive

nes

s of

rese

arch

des

ign,

budget

const

rain

ts)

2.4

Exp

lain

how

to e

nsu

re t

he

suitab

ility

of

met

hods

chose

n t

o

conduct

res

earc

h

□

Pilo

ting o

f re

sear

ch inst

rum

ents

□

Tes

ting f

or

lack

of

bia

s

2.5

Exp

lain

the

stre

ngth

s an

d

limitat

ions

of

quan

tita

tive

and

qual

itat

ive

rese

arch

□

Quan

tita

tive

res

earc

h s

tren

gth

s (g

ives

dat

a on w

hat

hap

pen

s an

d f

actu

al d

ata,

ten

ds

to b

e re

liable

, ca

n b

e ve

ry

cost

effec

tive

and s

o a

llow

s lo

ts o

f dat

a to

be

colle

cted

quite

chea

ply

, ca

n b

e ea

sier

to p

roce

ss)

□

Quan

tita

tive

res

earc

h lim

itat

ions

(does

not

read

ily y

ield

beh

avio

ura

l fa

ctors

, oft

en e

xclu

des

rea

l-lif

e fa

ctors

and s

o

tends

to b

e le

ss v

alid

)

□

Qual

itat

ive

rese

arch

str

ength

s (c

an g

ive

‘ric

her

’ dat

a th

an

quan

tita

tive

res

earc

h t

hat

ref

lect

s re

ality

bet

ter,

suited

to

captu

ring info

rmat

ion a

bout

opin

ions)

□

Qual

itat

ive

rese

arch

lim

itat

ions

(ten

ds

to b

e le

ss r

elia

ble

, te

nds

to c

ost

more

to g

ather

usi

ng m

ore

exp

ensi

ve/l

abour-

inte

nsi

ve m

ethods,

is

more

difficu

lt t

o p

roce

ss a

s ju

dgem

ent

nee

ds

to b

e use

d t

o a

nal

yse

findin

gs)

2.6

Exp

lain

how

ris

ks inher

ent

in

mar

ket

rese

arch

may

be

addre

ssed

□

Use

of

pro

ject

-pla

nnin

g t

ools

to e

nsu

re r

esea

rch m

eets

obje

ctiv

es,

budget

s an

d t

imes

cale

s

□

Use

of

spec

ialis

t m

arke

t re

sear

ch a

gen

cies

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

57

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.7

Exp

lain

how

to e

nsu

re t

hat

re

sear

ch d

ata

colle

cted

is

valid

an

d r

elia

ble

□

Sam

plin

g m

ethods

eg s

imple

ran

dom

, st

ratified

ran

dom

, cl

ust

er,

syst

emat

ic

□

How

to d

esig

n s

urv

ey q

ues

tions

to e

limin

ate

bia

s

□

Ben

efits

of

tria

ngula

tion (

to p

rovi

de

a bal

ance

d a

ppro

ach

that

should

giv

e a

bet

ter

ove

rall

pic

ture

, to

allo

w f

or

unusu

al/u

nex

pec

ted o

utc

om

es t

o b

e pic

ked u

p)

2.8

D

escr

ibe

the

use

s of

the

rese

arch

outp

uts

□

D

ecis

ions

regar

din

g t

he

mar

ket

eg s

ize,

gro

wth

, se

gm

enta

tion

□

Perf

orm

ance

mea

sure

men

t eg

new

pro

duct

dev

elopm

ent,

new

mar

ket

dev

elopm

ent,

adve

rtis

ing c

ampai

gns

□

Str

ateg

y pla

nnin

g e

g o

vers

eas

mar

ket

entr

y, r

etal

iation t

o

com

pet

itor

activi

ty,

resp

onse

to s

take

hold

er c

once

rns

2.9

Exp

lain

how

to o

bta

in a

ppro

val

to t

he

pro

pose

d r

esea

rch

□

How

to p

ut

a pro

posa

l to

get

her

eg o

bje

ctiv

es,

reso

urc

es,

ben

efits

□

Import

ance

of

dis

cuss

ing w

ith k

ey s

take

hold

ers

eg s

enio

r m

anag

emen

t, f

inan

ce,

mar

keting s

taff

3

Under

stan

d t

he

princi

ple

s of

mar

keting d

ata

colle

ctio

n

3.1

Exp

lain

the

diffe

rence

bet

wee

n

prim

ary

and s

econdar

y re

sear

ch

and h

ow

this

aff

ects

dat

a co

llect

ion m

ethods

and

inte

rpre

tation

□

Prim

ary/

fiel

d r

esea

rch r

equires

dat

a co

llect

ion (

dat

a co

llect

ion f

ocu

sed o

n c

orr

ect

sele

ctio

n o

f re

pre

senta

tive

sa

mple

, cl

ear

obje

ctiv

es f

ocu

sed o

n p

lanned

mar

keting

outc

om

es)

□

Sec

ondar

y/des

k re

sear

ch u

ses

dat

a al

read

y co

llect

ed

(pro

vides

bac

kgro

und a

nd/o

r lo

ngitudin

al/c

ross

-sec

tional

in

form

atio

n,

not

spec

ific

ally

focu

sed o

n o

wn r

esea

rch

obje

ctiv

es)

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

D

escr

ibe

the

import

ance

of

usi

ng

rese

arch

inst

rum

ents

corr

ectly

□

To a

void

mis

take

s eg

bia

s an

d inac

cura

cies

□

To e

nsu

re c

ontinuous

rese

arch

can

be

carr

ied o

ut

to

pro

duce

acc

ura

te t

rend/c

om

par

ison d

ata

3.3

Exp

lain

the

role

of

dat

a co

llect

ion in a

mar

ket

rese

arch

pro

ject

□

To p

rovi

de

direc

t in

form

atio

n t

hat

can

be

anal

ysed

3.4

Exp

lain

how

to a

ddre

ss p

roble

ms

aris

ing in d

ata

colle

ctio

n (

eg

insu

ffic

iency

of

repre

senta

tive

sa

mple

, unre

liable

or

inva

lid

dat

a)

□

Use

of

diffe

rent

met

hods

to t

est

elem

ents

of

rese

arch

such

as

dis

trib

ution o

r va

lid c

orr

elat

ion

□

Additio

nal

res

earc

h if

pro

ble

ms

are

found e

g incr

ease

sa

mple

siz

e, r

evis

ions

to r

esea

rch inst

rum

ents

3.5

Exp

lain

the

import

ance

of

accu

rate

dat

a re

cord

ing

□

Typ

es o

f pro

ble

ms

that

can

occ

ur

with d

ata

colle

ctio

n a

nd

reco

rdin

g e

g f

ailu

re t

o t

ransc

ribe

inte

rvie

ws

corr

ectly,

co

rrupte

d d

ata

sets

□

Rep

ercu

ssio

ns

of

failu

re t

o e

nsu

re a

ccura

te d

ata

colle

ctio

n

eg o

rgan

isat

ion m

ight

bas

e ke

y st

rate

gic

dec

isio

ns

on

inva

lid r

esults

3.6

Exp

lain

mar

keting d

ata

stora

ge,

se

curity

and a

cces

s re

quirem

ents

□

Ele

ctro

nic

sto

rage

and t

he

use

of

secu

re s

yste

ms

□

Dat

a pro

tect

ion leg

isla

tion c

onsi

der

atio

ns

in r

elat

ion t

o

per

sonal

dat

a an

d s

ensi

tive

per

sonal

dat

a

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

the

volu

me

of

dat

a nee

ded

to e

nsu

re s

tatist

ical

co

nfiden

ce

□

Conce

pt

of

‘confiden

ce lev

el’ as

a m

easu

re o

f how

re

pre

senta

tive

dat

a is

□

Conce

pt

of

‘confiden

ce inte

rval

’ as

mar

gin

of

erro

r in

re

sponse

s

□

Impac

t of

sam

ple

siz

e on c

onfiden

ce inte

rval

s (i

ncr

ease

in

sam

ple

siz

e re

sults

in d

ecre

ased

confiden

ce inte

rval

)

□

Impac

t of

sam

ple

siz

e on c

onfiden

ce lev

el (

incr

ease

in

sam

ple

siz

e re

sults

in h

igher

confiden

ce lev

el)

4.2

Exp

lain

how

to e

valu

ate

the

qual

ity,

rel

iabili

ty a

nd v

alid

ity

of

mar

ket

rese

arch

dat

a

□

Scr

eenin

g o

f dat

a fo

r in

valid

res

ponse

s

□

Corr

elat

ions

of

sim

ilar

ques

tions

to c

hec

k co

nsi

sten

cy

□

Chec

king f

or

contr

adic

tory

res

ponse

s

□

Chec

king f

or

unusu

al/o

utlie

r re

sponse

s

4.3

D

escr

ibe

the

use

(s)

of

mar

ket

rese

arch

□

W

hat

mar

ket

rese

arch

can

be

use

d t

o m

easu

re (

beh

avio

ur,

ch

arac

terist

ics,

poss

essi

ons,

att

itudes

/opin

ions)

□

Mai

n t

ypes

of

dat

a th

at c

an b

e gen

erat

ed (

nom

inal

, ord

inal

, in

terv

al)

4

Under

stan

d t

he

princi

ple

s of

mar

keting d

ata

inte

rpre

tation a

nd

eval

uat

ion

4.4

Exp

lain

the

applic

atio

n,

stre

ngth

s an

d w

eakn

esse

s of

diffe

rent

dat

a an

alys

is m

ethods

□

Import

ance

of

usi

ng a

met

hod a

ppro

priat

e fo

r ty

pe

of

dat

a

□

Str

ength

s an

d w

eakn

esse

s of

mea

sure

s of

centr

al t

enden

cy

and d

isper

sal (m

ean,

mode,

med

ian,

range,

sta

ndar

d

dev

iation)

□

Use

of

table

s/gra

phs

to p

rese

nt

dat

a

□

How

to a

nal

yse

qual

itat

ive

dat

a by

cate

gorisi

ng a

nd

freq

uen

cy c

ounts

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

60

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.5

Exp

lain

the

use

of

stat

istica

l to

ols

to iden

tify

tre

nds,

cau

ses

and c

orr

elat

ions

in m

arke

ting

dat

a

□

Diffe

rence

bet

wee

n p

osi

tive

and n

egat

ive

corr

elat

ions

□

Use

of

corr

elat

ion t

o e

stab

lish s

tren

gth

of

rela

tionsh

ip

bet

wee

n t

wo v

aria

ble

s eg

thro

ugh d

ata-

min

ing

□

How

exp

erim

enta

l dat

a ca

n b

e co

llect

ed t

o e

stab

lish

causa

tion e

g m

easu

ring im

pac

t of

diffe

rent

price

s on s

ales

vo

lum

e

□

Why

stat

istica

l to

ols

are

use

d t

o c

hec

k fo

r st

atis

tica

lly

signific

ant

causa

l re

lationsh

ips

□

Why

it is

use

ful to

cal

cula

te t

rends

from

tim

e se

ries

dat

a (t

o

show

direc

tion c

lear

ly b

y el

imin

atin

g f

luct

uat

ions,

to a

llow

fo

reca

stin

g into

the

futu

re)

4.8

Exp

lain

the

stre

ngth

s an

d

wea

knes

ses

of

diffe

rent

dat

a ev

aluat

ion m

ethods

□

Str

ength

s of

dat

a ev

aluat

ion m

ethods

eg c

an p

rovi

de

info

rmat

ion a

bout

rela

tionsh

ips

bet

wee

n d

iffe

rent

variab

les,

so

me

met

hods

can g

ener

ate

clea

r vi

sual

rep

rese

nta

tions

□

Wea

knes

ses

of

dat

a ev

aluat

ion m

ethods

eg t

ype

and

dis

trib

ution o

f dat

a m

ay n

ot

be

suitab

le f

or

a giv

en d

ata

eval

uat

ion m

ethod,

som

e dat

a ev

aluat

ion m

ethods

may

not

be

suitab

le f

or

smal

l dat

a se

ts

4.9

Exp

lain

the

bas

is o

n w

hic

h t

o

reac

h c

oncl

usi

ons

as t

o t

he

use

fuln

ess

of

the

rese

arch

□

Whet

her

dat

a pro

vided

suffic

ient

info

rmat

ion t

o m

eet

the

rese

arch

obje

ctiv

es

□

Whet

her

res

earc

h a

ided

mar

keting d

ecis

ions

as p

lanned

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

61

Information for tutors

Delivery

This unit should be delivered after Unit 1: Principles of Marketing Theory.

Although this unit is about the theory rather than the practice of market research, providing learners with an opportunity to carry out a small scale research project would help them to better understand the theory. This is particularly important in, for example, research design where the pitfalls of choosing inappropriate or badly-designed research instruments can seriously affect outcomes.

For 4.1, learners are not required to know how to calculate the volume of data needed to ensure statistical significance as formulas can be used to do this, but they do need to be taught about the key concepts of confidence levels, confidence intervals and sample size effects. Similarly, 4.4 and 4.5 require learners to know about the tools/methods rather than being able to use them.

When delivering 4.6, tutors should choose at least two different data evaluation methods (for example cluster analysis, factor analysis) that are relevant to the needs of their learners. The actual advantages and disadvantages taught will depend on the techniques.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

An appropriate assessment approach would be for learners to design a market research project based on a real or imaginary company. The need to cover theory-based criteria will also require some written explanation of how the process was undertaken and some management issues (such as obtaining agreement).

Learning outcome 1

This learning outcome is concerned with establishing the need for market research and what the scope and limits will be.

Assessment criteria 1.1, 1.2, 1.3 and 1.4 could be based on a real situation or a scenario. Precisely what the scope is (1.2) and what links and interdependencies there are depends on the particular research project planned. The choice of situation/example needs to allow learners to say something about each of the bullet points in the Unit Amplification for 1.1-1.4.

1.5 deals with choice of options for carrying out the research so all aspects of this criterion must be covered.

Learning outcome 2

This follows from learning outcome 1 and would be best approached through designing a market research project. This could be based on the one explored for learning outcome 1.

Assessment criteria 2.1, 2.2, 2.3, 2.8 and 2.9 need to cover what is to be researched, why it is to be researched, how it fits into overall corporate strategy, how objectives and how parameters are set, and how the research would be resourced. Specific aspects (such as objectives, resources, populations, stakeholders) will determine the extent of coverage of the Unit Amplification for these assessment criteria.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

62

At this point assessment criterion 4.3 could also be covered to show how the findings will be used and also 4.7 in terms of how the results are intended to be used to make marketing decisions.

Assessment criteria 2.4, 2.5, 2.6 and 2.7 deal with the implementation of market research and how to ensure accurate, reliable and valid results are obtained so as to make sound marketing decisions. This section would preferably include the research proposal and an explanation of how risks and potential problems of undertaking research would be minimised or mitigated against.

For 2.4, 2.5 and 2.6, measures to ensure that the research mix is appropriate must be explained. For 2.5, this needs to include an explanation of the role of qualitative and quantitative research and factors which must be taken into account (at least three in each case). It is important that 2.4 is fully covered, especially the need to pilot surveys and how to avoid bias in the results.

Learning outcomes 3 and 4

Within a research proposal, justification of the choice of methods and methodology could be used to show how research theory underpins practice in order to cover the assessment criteria in learning outcome 3.

Assessment of learning outcome 4 can be linked to the research proposal. So for example, learners can explain the volume of data that will need to be collected (4.1), how the quality, reliability and validity of the data will be evaluated (4.2), which (of at least two in each case) analysis/tools/evaluation methods will be used and why (4.4, 4.5 and 4.6). The nature of the data will determine the coverage of the Unit Amplification for these assessment criteria.

Indicative resource materials

Textbooks

Proctor T – Essentials of Marketing Research (Financial Times/Prentice Hall, 2000) ISBN 0273642006

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

63

Unit 6: Principles of Customer Relationships

Unit reference number: K/503/8194

QCF level: 2

Credit value: 3

Guided learning hours: 18

Unit aim

This unit teaches learners about customer relationships. The first part of the unit is about how to understand customers, their needs and wants. The remainder of the unit focuses on how organisations act on this understanding to manage relationships with customers.

Essential resources

There are no special resources needed for this unit.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

64

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

import

ance

of

under

stan

din

g c

ust

om

ers’

wan

ts

and n

eeds

□

The

diffe

rence

bet

wee

n n

eeds

and w

ants

□

Conse

quen

ces

of

faili

ng t

o m

eet

nee

ds

and w

ants

eg f

allin

g

sale

s, b

rand s

witch

ing,

dam

age

to im

age

1.2

Exp

lain

the

role

of

segm

enta

tion

in iden

tify

ing c

ust

om

ers’

lik

ely

wan

ts a

nd n

eeds

□

What

seg

men

tation is

□

How

nee

ds-

bas

ed s

egm

enta

tion c

an b

e use

d t

o iden

tify

nee

ds

and w

ants

1.3

D

escr

ibe

the

fact

ors

that

m

otiva

te c

ust

om

ers

to b

uy

□

Sta

ges

of

purc

has

e beh

avio

ur

(pro

ble

m/n

eed r

ecognitio

n,

info

rmat

ion s

earc

h,

eval

uat

ion o

f options,

purc

has

e dec

isio

n)

□

Prac

tica

l fa

ctors

that

influen

ce d

ecis

ion e

g p

rice

, fe

ature

s,

relia

bili

ty

□

Em

otional

fac

tors

that

influen

ce d

ecis

ion e

g s

tatu

s, p

eer

pre

ssure

□

Rel

evan

ce o

f M

aslo

w’s

hie

rarc

hy

of

nee

ds

1

Under

stan

d

cust

om

ers

and

thei

r nee

ds

1.4

Exp

lain

the

import

ance

of

seek

ing c

ust

om

er f

eedbac

k on

per

form

ance

, pro

duct

s an

d/o

r se

rvic

es

□

To h

elp iden

tify

pro

ble

ms/

issu

es t

o r

esolv

e to

mee

t cu

stom

er n

eeds

□

To s

how

cust

om

ers

that

thei

r opin

ions

are

valu

ed

□

To c

om

par

e org

anis

atio

nal

per

form

ance

in r

elat

ion t

o

com

pet

itors

□

To iden

tify

cust

om

ers

who a

re a

t risk

of

leav

ing

□

To h

elp p

lan a

nd d

esig

n f

utu

re m

arke

ting a

ctiv

itie

s

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

an o

rgan

isat

ion’s

m

arke

ting o

bje

ctiv

es a

nd

activi

ties

□

Obje

ctiv

es f

or

all el

emen

ts o

f th

e m

arke

ting m

ix (

new

pro

duct

dev

elopm

ent/

sale

s/dis

trib

ution d

ecis

ions)

□

Poss

ible

mar

keting a

ctiv

itie

s eg

adve

rtis

ing,

onlin

e m

arke

ting,

sponso

rship

, direc

t m

ail, p

ublic

rel

atio

ns

2.2

Exp

lain

the

import

ance

of

dev

elopin

g c

ust

om

er s

ervi

ce

pla

ns

and c

ust

om

er r

elat

ionsh

ip

pla

ns

□

Role

and im

port

ance

of

cust

om

er r

elat

ionsh

ip p

lans

(to

man

age

cust

om

er r

elat

ionsh

ips,

to m

eet

cust

om

er n

eeds

and e

nco

ura

ge

loya

lty,

to a

llow

an o

rgan

isat

ion t

o t

arget

re

sourc

es a

t m

ore

pro

fita

ble

cust

om

ers)

□

Role

and im

port

ance

of

cust

om

er s

ervi

ce p

lans

(to m

ake

clea

r to

cust

om

ers

what

they

can

exp

ect,

to p

rovi

de

use

ful

info

rmat

ion t

o c

ust

om

ers

such

as

conta

ct d

etai

ls,

to e

nsu

re

staf

f kn

ow

what

is

expec

ted o

f th

em)

2.3

D

escr

ibe

an o

rgan

isat

ion’s

sy

stem

for

rela

tionsh

ip

man

agem

ent

□

What

cust

om

er info

rmat

ion is

colle

cted

and h

ow

it

is u

sed

□

What

tec

hnolo

gy

syst

ems

are

use

d

2.4

D

escr

ibe

an o

rgan

isat

ion’s

cu

stom

er c

are

pro

gra

mm

e □

Pu

rpose

and f

eatu

res

of

the

org

anis

atio

n’s

cust

om

er c

are

staf

f tr

ainin

g p

rogra

mm

e

2.5

D

escr

ibe

the

syst

em f

or

com

munic

atin

g w

ith c

ust

om

ers

□

Met

hods

and p

urp

ose

of

com

munic

atio

n

□

Sta

ff invo

lved

in c

om

munic

atio

n

2.6

Exp

lain

the

import

ance

of

a co

nsi

sten

t le

vel of

serv

ice

□

Role

of

a co

nsi

sten

t le

vel of

cust

om

er s

ervi

ce in m

eeting

cust

om

er e

xpec

tations

□

Rep

ercu

ssio

ns

of

failu

re t

o en

sure

consi

sten

cy e

g

dis

satisf

ied c

ust

om

ers,

rep

uta

tional

dam

age,

lost

sal

es

2

Under

stan

d a

n

org

anis

atio

n’s

re

sponse

s to

cu

stom

er

rela

tionsh

ips

2.7

Exp

lain

the

link

bet

wee

n

cust

om

er s

atis

fact

ion a

nd s

ales

gro

wth

□

Eff

ects

of

hig

h lev

els

of

cust

om

er s

atis

fact

ion (

repea

t busi

nes

s fr

om

exi

stin

g c

ust

om

ers,

new

cust

om

ers

attr

acte

d

by

reco

mm

endat

ions/

reputa

tion)

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.8

Exp

lain

the

import

ance

of

usi

ng

cust

om

er f

eedbac

k to

enhan

ce

per

form

ance

, pro

duct

s an

d/o

r se

rvic

es

□

To iden

tify

pro

ble

ms

and iss

ues

that

nee

d t

o b

e re

solv

ed

□

To e

nsu

re c

ust

om

ers

can s

ee t

hat

the

org

anis

atio

n is

liste

nin

g t

o t

hem

□

To e

nco

ura

ge

loya

lty

and r

educe

ris

k of

cust

om

ers

leav

ing

3.1

Exp

lain

the

conce

pt

and

princi

ple

s of

rela

tionsh

ip

man

agem

ent

□

Mai

nta

inin

g a

nd b

uild

ing c

ust

om

er r

elat

ionsh

ips

to

max

imis

e lo

ng-t

erm

val

ue

of

the

cust

om

er

□

Under

stan

din

g a

nd m

eeting c

han

gin

g c

ust

om

er n

eeds

and

wan

ts

3.2

Exp

lain

the

import

ance

of

keep

ing p

rom

ises

mad

e to

cu

stom

ers

□

Build

s co

nfiden

ce a

nd e

nco

ura

ges

continued

cust

om

□

Rep

ercu

ssio

ns

of

failu

re t

o k

eep p

rom

ises

(m

ajor

sourc

e of

cust

om

er d

issa

tisf

action,

loss

of

trust

)

3.3

Exp

lain

the

import

ance

of

bal

anci

ng c

ust

om

ers’

nee

ds

with

those

of

the

org

anis

atio

n

□

Import

ance

of

mee

ting c

ust

om

ers’

nee

ds

to r

etai

n a

nd w

in

busi

nes

s

□

Import

ance

of

mee

ting o

rgan

isat

ion’s

ow

n n

eeds

eg t

o

mak

e bes

t use

of

limited

res

ourc

es,

to o

per

ate

effici

ently,

to

max

imis

e re

turn

s

3

Under

stan

d t

he

princi

ple

s of

cust

om

er

rela

tionsh

ip

man

agem

ent

3.4

Exp

lain

the

import

ance

of

keep

ing c

ust

om

ers

info

rmed

of

pro

gre

ss,

pro

ble

ms,

iss

ues

and

the

actions

under

take

n in

support

of

them

□

Import

ance

of

keep

ing c

ust

om

ers

info

rmed

of

pro

gre

ss,

pro

ble

ms,

iss

ues

and a

ctio

ns

eg t

o m

anag

e cu

stom

er

expec

tations,

to m

inim

ise

cust

om

er f

rust

ration,

to

dem

onst

rate

a p

roac

tive

appro

ach t

o c

ust

om

er r

elat

ions

□

Import

ance

of

expla

inin

g s

olu

tions

to p

roble

ms,

rat

her

than

ex

cuse

s

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Exp

lain

how

to

iden

tify

added

va

lue

that

could

be

offer

ed t

o

cust

om

ers

□

Use

of

cust

om

er f

eedbac

k an

d b

ehav

iour

anal

ysis

to iden

tify

w

hat

cust

om

ers

valu

e

□

Dev

elopin

g p

roduct

s/ad

din

g s

ervi

ces

to e

nhan

ce v

alue

and

enco

ura

ge

furt

her

cust

om

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

68

Information for tutors

Delivery

This unit lends itself to the use of real world case studies. It is recommended that examples used show how organisations relate to their customers through customer relationship management systems.

Customer relationship management (CRM) is often thought to relate to large-scale organisations, especially in the retail and services industries, but the principles underpinning CRM are also important for smaller businesses where customer relationships are managed less formally, for example a hairdressers or vegetable box delivery business. CRM also applies to organisations that may not have paying customers, for example national and local governmental organisations. The important point here is the idea that building and maintaining customer relationships is part of an overall strategy to ensure business survival and success. For this reason it would be advisable for learners to investigate a range of different types of organisations.

In relation to assessment criterion 2.4, the term ‘customer care programme’ should be understood as referring to training programmes in how to deliver good customer care that organisations provide to their staff.

There are links with other units. In particular, customer relationship management in learning outcome 3 overlaps with assessment criteria 4.1 and 5.1 in Unit 4: Principles of Digital Marketing.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

Evidence for this unit could be provided using a written report. It could also include an oral or poster presentation.

Learner work should preferably include evidence of how one or more real organisations manage customer relationships to demonstrate application of theory in context. For learning outcome 2, the assessment criteria should ideally be restricted to one organisation.

Learning outcome 1

Assessment criteria 1.1, 1.2 and 1.4 could be linked to relate to a specific organisation or to several organisations. For 1.3, examples should be given of at least two emotional and two practical factors for a named product or service.

Learning outcome 2

This learning outcome is about how a named organisation develops and maintains customer relationships. How learners approach this will vary according to their choice of organisation so it must be one which will allow the learner to meet the assessment criteria. How much of the Unit Amplification for each assessment criterion is covered will also depend on the organisation chosen.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

69

Assessment criterion 2.1 sets the scene. Learners should provide a brief description of the organisation’s marketing objectives and activities. In 2.2 they must describe the use of customer relationship plans and customer service plans, preferably linking them with how they help the organisation to meet its marketing objectives. This could be through any or all of the marketing mix elements, according to the choice of organisation. Assessment criteria 2.6, 2.7 and 2.8 would fit well here as the ‘why’ of good customer service, before moving on to the ‘how’ which is dealt with in 2.3, 2.4 and 2.5.

Learning outcome 3

Learning outcome 3 covers the importance of customer relationship management in the marketing of products or services. Assessment should preferably use examples drawn from one or more organisations to discuss the principles of CRM. This gives the learner an opportunity to discuss the main purpose of CRM (3.1), how it fits in with long term goals, the need for the business to be profitable and the ongoing nature of customer relationships (3.2, 3.3 and 3.4). For 3.5, the learner must give at least one example of how added value opportunities might present themselves through the management of customer expectations.

Indicative resource materials

Textbook

Anderson K Kerr C – Customer Relationship Management (McGraw Hill, 2002) ISBN 0071379541

Journal

Journal of Relationship Management

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

70

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

71

Unit 7: Understanding the Relationship Between Sales and Marketing

Unit reference number: F/502/8223

QCF level: 3

Credit value: 3

Guided learning hours: 21

Unit aim

This unit gives learners an understanding of the relationship between sales and marketing in business. It covers the impact of organisational structures on sales and marketing. It also includes how sales and marketing can work together and the problems that can occur. Finally, the unit deals with the impact of sales and marketing on product development.

Essential resources

There are no special resources needed for this unit.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

72

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

feat

ure

s of

diffe

rent

org

anis

atio

nal

str

uct

ure

s □

H

iera

rchic

al (

top d

ow

n r

eport

ing t

hro

ugh t

he

line,

oft

en

funct

ional

ly d

efin

ed,

centr

alis

ed d

ecis

ion m

akin

g)

□

Mat

rix

(sep

arat

e units

whic

h m

ay b

e div

isio

nal

, m

ore

flex

ible

and a

uto

nom

ous,

dec

entr

alis

ed d

ecis

ion-m

akin

g)

□

Flat

str

uct

ure

s (w

ide

span

of co

ntr

ol, f

ewer

rep

ort

ing lin

es,

easi

er d

ecis

ion m

akin

g,

limited

by

size

of

the

org

anis

atio

n)

1

Under

stan

d t

he

impac

t of

diffe

rent

org

anis

atio

nal

st

ruct

ure

s on s

ales

an

d m

arke

ting

funct

ions

1.2

Exp

lain

the

effe

ct o

f diffe

rent

org

anis

atio

nal

str

uct

ure

s on

sale

s an

d m

arke

ting f

unct

ions

and t

hei

r per

form

ance

□

Com

munic

atio

ns

effe

ct (

how

diffe

rent

stru

cture

s af

fect

how

quic

kly

dec

isio

ns

about

sale

s an

d m

arke

ting c

an b

e co

mm

unic

ated

, how

diffe

rent

stru

cture

s af

fect

the

abili

ty o

f se

nio

r st

aff

to s

tay

in t

ouch

with r

ealit

y on t

he

gro

und)

□

Contr

ol ef

fect

(how

diffe

rent

stru

cture

s en

able

or

inhib

it t

he

sale

s an

d m

arke

ting f

unct

ions

in t

erm

s of

dec

isio

ns

and

auth

ority

)

2

Under

stan

d t

he

inte

rfac

e bet

wee

n

sale

s an

d

mar

keting

funct

ions

2.1

Exp

lain

the

role

and

resp

onsi

bili

ties

of

sale

s per

sonnel

□

Iden

tify

ing s

ales

opport

unitie

s

□

Clo

sing s

ales

□

Ach

ievi

ng s

ales

tar

get

s

□

Sal

es p

lannin

g

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Exp

lain

the

role

and

resp

onsi

bili

ties

of

mar

keting

per

sonnel

□

Iden

tify

ing m

arke

ting o

pport

unitie

s

□

Car

ryin

g o

ut

mar

keting r

esea

rch

□

Iden

tify

ing a

nd im

ple

men

ting p

roduct

dev

elopm

ent

opport

unitie

s

□

Mar

ket

dev

elopm

ent

in n

ew o

r ex

isting m

arke

ts

□

Pro

motional

role

s eg

adve

rtis

ing,

PR a

nd s

ales

□

Dis

trib

ution a

ctiv

itie

s

2.3

D

escr

ibe

area

s of

syner

gy

bet

wee

n t

he

sale

s an

d

mar

keting f

unct

ions

□

Sal

es a

s par

t of

the

pro

motional

mix

to e

nco

ura

ge

purc

has

e an

d s

ales

obje

ctiv

es

□

Direc

t in

tera

ctio

n b

etw

een s

ales

sta

ff a

nd t

he

cust

om

er

use

d t

o info

rm m

arke

ting d

ecis

ions

eg g

aps

in t

he

mar

ket

or

pro

duct

dev

elopm

ent

opport

unitie

s

2.4

D

escr

ibe

the

ben

efits

of

colla

bora

tive

work

ing t

o t

he

per

form

ance

of

an o

rgan

isat

ion

□

Sal

es s

taff c

an p

rovi

de

insi

ghts

into

cust

om

er n

eeds,

ex

pec

tations

and p

urc

has

ing b

ehav

iour

to info

rm s

trat

egy

□

Sal

es s

taff

can

iden

tify

opport

unitie

s fo

r pro

duct

or

mar

ket

dev

elopm

ent

□

Ben

efits

of

allo

win

g s

ales

sta

ff t

o h

ave

input

into

mar

keting

stra

tegy

(more

effec

tive

str

ateg

y, m

ore

motiva

ted s

ales

st

aff)

2.5

Exp

lain

pote

ntial

cau

ses

of

fric

tion b

etw

een t

he

sale

s an

d

mar

keting f

unct

ions

□

Diffe

rence

s bet

wee

n s

hort

er-t

erm

sal

es o

bje

ctiv

es a

nd

longer

-ter

m m

arke

ting o

bje

ctiv

es e

g s

ales

sta

ff w

ant

to

offer

dis

counts

to c

lose

the

dea

l

□

Lack

of

under

stan

din

g o

f sp

ecific

sal

es c

onditio

ns

by

mar

keting f

unct

ion,

eg loca

l m

arke

t co

nditio

ns

□

Are

as o

f co

nflic

t ar

isin

g f

rom

ove

rlap

pin

g d

ecis

ion-m

akin

g

resp

onsi

bili

ties

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

D

escr

ibe

mutu

ally

acc

epta

ble

so

lutions

to iden

tified

sourc

es o

f fr

iction

□

Invo

lvem

ent

of

sale

s per

sonnel

in m

arke

ting d

ecis

ion

mak

ing a

nd p

lannin

g

□

Est

ablis

hin

g r

egula

r co

mm

unic

atio

ns

bet

wee

n t

he

funct

ions

so t

hat

fin

e tu

nin

g t

o loc

al p

lannin

g c

ould

be

done

□

Reg

ula

r updat

es p

rovi

ded

to info

rm s

ales

per

sonnel

about

thei

r ro

le in a

chie

vem

ent/

pro

gre

ss o

f m

arke

ting o

bje

ctiv

es

□

Cla

rify

ing a

nd a

gre

eing a

reas

of

resp

onsi

bili

ty a

nd a

uth

ority

w

her

e th

ese

ove

rlap

3.1

D

escr

ibe

the

pro

duct

dev

elopm

ent

pro

cess

□

G

ener

atin

g idea

s fo

r new

pro

duct

s or

impro

vem

ents

to

exis

ting p

roduct

s

□

Eva

luat

ion a

nd s

cree

nin

g t

o t

ry o

ut

diffe

rent

idea

s

□

Feas

ibili

ty a

nd b

usi

nes

s an

alys

is e

g f

inan

cial

/cap

acity

□

Product

dev

elopm

ent,

tes

ting a

nd lau

nch

3.2

Exp

lain

the

role

of

sale

s an

d

mar

keting in t

he

pro

duct

dev

elopm

ent

pro

cess

□

Iden

tifica

tion o

f opport

unitie

s or

gap

s in

the

mar

ket

from

cu

stom

er e

xper

ience

□

Exp

lora

tion o

f new

idea

s an

d t

esting t

he

mar

ket

3.3

Exp

lain

the

mar

ket

feat

ure

s an

d

tren

ds

rela

ting t

o a

pro

duct

or

serv

ice

□

Mar

ket

size

(cu

rren

t an

d p

revi

ous)

□

Mar

ket

gro

wth

(st

age,

rat

e an

d p

ote

ntial

)

□

Exi

stin

g a

nd p

ote

ntial

com

pet

itors

□

Mar

ket

posi

tion

3

Under

stan

d t

he

impac

t of

sale

s an

d m

arke

ting o

n

pro

duct

dev

elopm

ent

pro

cess

es

3.4

D

escr

ibe

the

char

acte

rist

ics

and

ben

efits

of

a pro

duct

or

serv

ice

□

Char

acte

rist

ics

(des

crip

tive

fea

ture

s of

the

pro

duct

or

serv

ice)

□

Ben

efits

(what

the

pro

duct

or

serv

ice

can d

o f

or

the

cust

om

er)

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Exp

lain

the

wan

ts a

nd n

eeds

of

an o

rgan

isat

ion’s

cust

om

er b

ase

□

Wan

ts a

s su

bje

ctiv

e (c

om

ing fro

m p

revi

ous

exper

ience

, m

arke

ting a

ctiv

itie

s, r

ecom

men

dat

ions

of

oth

ers,

em

otional

purc

has

e)

□

Nee

ds

as o

bje

ctiv

e (p

ract

ical

, ra

tional

purc

has

e)

□

Bas

ed o

n r

esea

rch into

pre

vious

purc

has

e beh

avio

ur

and

inte

ntions

for

futu

re p

urc

has

e

3.6

D

escr

ibe

how

to p

repar

e a

busi

nes

s ca

se f

or

a pro

duct

or

serv

ice

□

Finan

cial

fac

tors

(co

sts

and p

roje

cted

ret

urn

s)

□

Mar

keting f

acto

rs (

is t

her

e a

viab

le m

arke

t? w

ho is

the

targ

et m

arke

t?)

□

Product

ion/o

per

atio

ns

(is

ther

e ca

pac

ity

and/o

r ex

per

tise

in

pro

duct

ion/o

per

atio

ns?

)

□

Pers

onnel

fac

tors

(ar

e th

ere

staf

fing iss

ues

that

nee

d t

o b

e dea

lt w

ith?)

□

Plan

nin

g (

pre

dic

ted s

ales

volu

mes

, tim

esca

les

and

obje

ctiv

es)

3.7

D

escr

ibe

how

to f

ore

cast

sal

es o

f a

pro

duct

or

serv

ice

□

Curr

ent

busi

nes

s en

viro

nm

ent

eg P

EST f

acto

rs,

tren

ds

in

purc

has

ing b

ehav

iour

□

Exi

stin

g c

ust

om

er n

um

ber

s an

d t

urn

ove

r

□

Ave

rage

sale

s fo

r ea

ch c

ust

om

er e

ach m

onth

□

Det

erm

inin

g t

rends

from

pro

ject

ion o

f ex

isting d

ata

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.8

Exp

lain

the

import

ance

and u

se

of

cust

om

er f

eedbac

k in

rel

atio

n

to p

roduct

dev

elopm

ent

□

Giv

es info

rmat

ion a

bout

cust

om

er s

atis

fact

ion a

nd

dis

satisf

action w

ith c

urr

ent

pro

duct

□

Pro

vides

val

id (

real

-life)

info

rmat

ion a

bout

cust

om

er

exper

ience

s

□

Use

for

impro

ving p

roduct

des

ign/i

den

tify

opport

unitie

s

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

77

Information for tutors

Delivery

This unit deals with the practicalities of managing the sales process as well as the recognition of the sales function within the broader marketing context. The key point to be emphasised in the delivery of this unit is the interdependence between these functions.

Ideally, this unit will be delivered using a mix of theory-based learning together with the use of real-life experience of the selling environment or relevant case studies.

Learning outcomes 1 and 2 deal with general theory about sales and marketing and their context within the organisation. Learning outcome 3 will, ideally, be delivered using examples of the exploration of customer needs and wants, and meeting these, using specific organisations as case studies.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

One or more written reports would be an obvious choice of assessment vehicle for this unit, but alternatives could be used such as a mixture of written work and oral presentation.

Learning outcome 1

This learning outcome could be evidenced using a report describing organisational structures and their features and how the sales and marketing functions are affected by the structure. This would include how organisational structure can facilitate or inhibit the management and performance of sales and marketing (1.1 and 1.2). Knowledge should preferably be demonstrated with reference to one or more specific organisations.

Learning outcome 2

This learning outcome deals with what sales and marketing staff do and how their roles are connected. A single report covering all the assessment criteria could be produced, starting with their roles (2.1 and 2.2), followed by how they work together (2.3), the benefits of doing so (2.4), the problems that can occur (2.5) and how these can be solved.

Learning outcome 3

The most effective way of evidencing this learning outcome might be to base it on one or more real-life examples which deal with the successful development of products or services in response to customer needs and wants. Learners should be encouraged to discuss their choice with their tutor to make sure it is appropriate and sufficient. Assessment criteria 3.1, 3.2, 3.3, 3.4, 3.5 and 3.8 can be covered in an integrated way as shown below.

The first section of the report could include an explanation of the market features and trends as listed in 3.3. This would include a competitor analysis which could include one of a number of possible models, such as Porter’s 5 forces analysis and positioning maps.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

78

An explanation of how customer needs and wants are met by the product or service could be included in the next part covering 3.4 and 3.5. How customer feedback is used in product development and the role of sales and marketing staff in this process could be covered together by integrating 3.2 and 3.8. These can then be contextualised in the description of each stage of the product development process (3.1).

3.7 is about the forecasting process so this could be approached by carrying out a forecast based on an existing product or service or a ‘what if’ scenario if all the information (such as sales data) is not available. The Unit Amplification needs to be covered fully to describe the basic steps to go through in forecasting sales.

The completion of assessment criteria 3.1-3.5 and 3.7 will then inform the preparation of a business case for 3.6 which is the culmination of the product (service) development process. Again, a real example, including recommendations of what could have been done differently, if necessary, will allow theory to be applied.

Indicative resource materials

Textbook

Jobber D and Lancaster G – Selling and Sales Management (Financial Times Press, 2009) ISBN-10: 0273720651

Journals

Journal of Marketing Management

Journal of Sales and Marketing Management

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

79

12 Further information and useful publications

For further information about the qualification featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may monitored for quality and training purposes) or visit our website (www.edexcel.com).

Related information and publications include:

Access arrangements reasonable adjustments and special considerations

Equality Policy

Information Manual (updated annually)

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually).

Publications on the quality assurance of BTEC qualifications are on our website at: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to: www.edexcel.com/resources/publications/home.aspx.

BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012

80

13 Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building Functional Skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website www.edexcel.com/training. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Edexcel may monitor calls for quality and training purposes.

The training we provide:

is practical – ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

81

An

nexe A

Pro

gre

ssio

n o

pp

ort

un

itie

s

Thes

e ar

e ex

ample

s of

pro

gre

ssio

n o

ppor

tunitie

s to

oth

er E

dex

cel qual

ific

atio

ns

rele

vant

to t

he

mar

keting s

ecto

r.

Level

Gen

era

l q

uali

fica

tio

ns

(G

CS

Es,

GC

Es)

an

d

Dip

lom

as

BTEC

Fir

sts/

Nati

on

als

/

Hig

her

Nati

on

als

B

TEC

Sp

eci

ali

st/

P

rofe

ssio

nal q

uali

fica

tio

ns

NV

Q/

com

pete

nce

-base

d

qu

ali

fica

tio

ns

3

Edex

cel Le

vel 3 P

rinci

pal

Le

arnin

g in B

usi

nes

s,

Adm

inis

trat

ion a

nd F

inan

ce

Edex

cel G

CE in A

pplie

d

Busi

nes

s

Edex

cel G

CE in B

usi

nes

s Stu

die

s

Edex

cel BTEC N

atio

nal

Aw

ard/C

ertifica

te/D

iplo

ma

in

Busi

nes

s (Q

CF)

Edex

cel BTEC L

evel

3

Cer

tifica

te in M

arke

ting (

QCF)

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Mar

keting (

QCF)

2

Edex

cel Le

vel 2 P

rinci

pal

Le

arnin

g in B

usi

nes

s,

Adm

inis

trat

ion a

nd F

inan

ce

Edex

cel G

CSE in A

pplie

d

Busi

nes

s

Edex

cel G

CSE in B

usi

nes

s Stu

die

s

Edex

cel BTEC F

irst

Aw

ard/C

ertifica

te/D

iplo

ma

in

Busi

nes

s (Q

CF)

Edex

cel BTEC L

evel

2

Cer

tifica

te in M

arke

ting (

QCF)

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in M

arke

ting (

QCF)

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

82

Level

Gen

era

l q

uali

fica

tio

ns

(G

CS

Es,

GC

Es)

an

d

Dip

lom

as

BTEC

Fir

sts/

Nati

on

als

/

Hig

her

Nati

on

als

B

TEC

Sp

eci

ali

st/

P

rofe

ssio

nal q

uali

fica

tio

ns

NV

Q/

com

pete

nce

-base

d

qu

ali

fica

tio

ns

1

Edex

cel Le

vel 1 P

rinci

pal

Le

arnin

g in B

usi

nes

s,

Adm

inis

trat

ion a

nd F

inan

ce

Edex

cel G

CSE in A

pplie

d

Busi

nes

s

Edex

cel G

CSE in B

usi

nes

s Stu

die

s

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

83

An

nexe B

Map

pin

g w

ith

NV

Q/

com

pete

nce

-base

d q

ualifi

cati

on

s

The

grid b

elow

map

s th

e kn

ow

ledge

cove

red in t

he

Edex

cel BTEC L

evel

2 C

ertifica

te in P

rinci

ple

s of

Mar

keting a

gai

nst

the

under

pin

nin

g

know

ledge

of

the

Edex

cel Le

vel 2 N

VQ

Cer

tifica

te in M

arke

ting.

Cen

tres

can

use

this

map

pin

g w

hen

pla

nnin

g h

olis

tic

del

iver

y an

d a

sses

smen

t ac

tivi

ties

.

KEY

#

indic

ates

par

tial

cove

rage

of

know

ledge

in t

he

NVQ

unit

A b

lank

spac

e in

dic

ates

no c

ove

rage

of

the

know

ledge

BTEC

Sp

eci

alist

un

its

NV

Q u

nit

s

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

1

Colle

ct a

nd o

rgan

ise

mar

ket

rese

arch

dat

a #

#

#

2

Contr

ibute

to m

easu

ring t

he

mar

keting r

esponse

#

#

3

Work

with o

ther

peo

ple

in a

busi

nes

s en

viro

nm

ent

#

#

4

Impro

ve o

wn p

erfo

rman

ce in a

busi

nes

s en

viro

nm

ent

#

5

Contr

ibute

to c

onduct

ing d

irec

t m

arke

ting

cam

pai

gns

#

#

6

Use

dig

ital

and s

oci

al m

edia

in m

arke

ting c

ampai

gns

#

#

7

Anal

yse

com

pet

itor

activi

ty

#

8

Support

the

co-o

rdin

atio

n o

f an

eve

nt

BA033546 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Pri

nci

ple

s of M

arke

ting –

Iss

ue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

84

BTEC

Sp

eci

alist

un

its

NV

Q u

nit

s

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

9

Dat

abas

e so

ftw

are

(L1)

10

Web

site

soft

war

e (L

1)

11

Bes

poke

soft

war

e (L

1)

12

Pres

enta

tion s

oft

war

e (L

1)

13

Usi

ng c

olla

bora

tive

tec

hnolo

gie

s (L

1)

14

Dat

abas

e so

ftw

are

(L2)

15

Web

site

soft

war

e (L

2)

16

Bes

poke

soft

war

e (L

2)

17

Pres

enta

tion s

oft

war

e (L

2)

18

Usi

ng c

olla

bora

tive

tec

hnolo

gie

s (L

2)

19

Word

pro

cess

ing s

oft

war

e (L

2)

20

Dev

elop c

ust

om

er r

elat

ionsh

ips

#

#

21

Des

ign a

nd p

roduce

docu

men

ts in a

busi

nes

s en

viro

nm

ent

22

Plan

and o

rgan

ise

an e

vent

23

Co-o

rdin

ate

an e

vent

sb29

0812

\LT\

PD\S

peci

alis

t qu

als\

BA03

3546

_BTE

C_Sp

lt_L

2_Ce

rt_P

oM_I

ssue

_2\B

A033

546_

BTEC

_Spl

t_L2

_Cer

t_Po

M_I

ssue

_2.d

oc.1

-91/

1

Publications Code BA033546 September 2012 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 egistered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121