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Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF)
Specification
BTEC specialist qualification First teaching December 2011
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.
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 BA029474
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 3 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 and Evaluation 14
Unit 2: Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing 26
Unit 3: Principles of Personal Responsibilities and How to Develop and Evaluate own Performance at Work 31
Unit 4: Principles of Digital Marketing and Research 40
Unit 5: Principles of Market Research 52
Unit 6: Principles of Marketing Stakeholder Relationships 62
Unit 7: Understanding the Relationship Between Sales and Marketing 70
12 Further information and useful publications 78
13 Professional development and training 79
Annexe A 80
Progression opportunities 80
Annexe B 82
Mapping with NVQ/competence-based qualifications 82
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).
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
2
2 Qualification summary and key information
Qualification title Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF)
QCF Qualification Number (QN) 600/3576/6
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/12/2011
Age range that the qualification is approved for
16-18
19+
Credit value 19
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 134-158
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)
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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 3 Certificate in Principles of Marketing (QCF) is for learners who work in, or want to work in, marketing, for example as a marketing executive, market researcher or events management executive.
It gives learners the opportunity to:
develop knowledge related to marketing, including marketing theory, digital marketing, market research and how to manage stakeholder relationships
learn about the legal framework in which marketing operates and also about how legislation and personal responsibilities govern behaviour in the workplace
achieve a nationally-recognised level 3 qualification.
Apprenticeships
The Council for Administration (CfA) has approved this qualification as a knowledge component for the Advanced Apprenticeship in Marketing.
Progression opportunities through Edexcel qualifications
Learners who have achieved the qualification can progress on to the Edexcel Level 3 NVQ Diploma in Marketing. See Annexe A for further information.
Industry support and recognition
This qualification is supported by the Council for Administration, the SSC for marketing and other business-related areas.
Relationship with National Occupational Standards
This qualification relates to the National Occupational Standards in Marketing. The mapping document in Annexe B shows the links between the units within this qualification and the National Occupational Standards.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
5
4 Qualification structure
Edexcel BTEC Level 3 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 19
Number of mandatory credits that must be achieved 13
Number of optional credits that must be achieved 6
Unit URN Mandatory units Level Credit GLH
1 T/502/9935 Principles of Marketing and Evaluation
3 7 50
2 F/502/8206 Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing
2 2 15
3 D/601/7644 Principles of Personal Responsibilities and How to Develop and Evaluate Own Performance at Work
3 4 32
Unit URN Optional units Level Credit GLH
4 F/502/9937 Principles of Digital Marketing and Research
3 7 50
5 K/502/9933 Principles of Market Research 3 5 40
6 J/502/9938 Principles of Marketing Stakeholder Relationships
3 3 16
7 F/502/8223 Understanding the Relationship Between Sales and Marketing
3 3 21
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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/
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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 learning outcome.
Unit amplification
This section gives further clarification on what a learner needs to know to achieve the assessment criteria. Where brackets are used, they make clear the extent or range of a particular areas of content, while ‘egs’ are used to give exemplification.
Information for tutors
This section gives tutors information on delivery and assessment. It usually contains the following sub-sections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
14
Unit 1: Principles of Marketing and Evaluation
Unit reference number: T/502/9935
QCF level: 3
Credit value: 7
Guided learning hours: 50
Unit aim
This unit gives learners an overview of how marketing works and is an introduction to the other units within the qualification.
Learners will find out about how and why markets are segmented. They will also learn about how to assess marketing opportunities. Finally, they will learn about how to develop and then evaluate marketing strategies.
Essential resources
There are no special resources needed for this unit.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
15
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 t
he
dev
elopm
ent
and a
chie
vem
ent
of
the
mar
keting s
trat
egy
□
To iden
tify
bes
t opport
unitie
s fo
r m
arke
t su
cces
s by
targ
etin
g c
orr
ect
segm
ent
□
To a
llow
tar
get
ing o
f se
gm
ents
with d
iffe
rent
mar
keting
stra
tegie
s
□
To e
nab
le b
ette
r fo
cus
on t
arget
seg
men
t th
rough
mar
keting a
ctiv
itie
s eg
bet
ter
targ
eted
com
munic
atio
ns
1.2
Exp
lain
the
diffe
rence
bet
wee
n
mar
ket
segm
ents
and c
ust
om
er
clas
sifica
tion
□
Cla
ssific
atio
n a
s a
mea
ns
of def
inin
g t
arget
cust
om
er
char
acte
rist
ics
□
Seg
men
ts a
s gro
ups
of cu
stom
ers
shar
ing s
imila
r ch
arac
terist
ics
1.3
Exp
lain
how
the
char
acte
rist
ics,
m
otiva
tions
and b
ehav
iours
of
pote
ntial
tar
get
cust
om
ers
are
iden
tified
□
Cust
om
er info
rmat
ion f
rom
mar
ket
rese
arch
eg a
ttitudes
, bel
iefs
, opin
ions,
purc
has
e in
tentions
□
Obse
rvat
ion o
f beh
avio
ur
□
Dat
a an
alys
is e
g a
nal
ysis
of
loya
lty
card
purc
has
es
□
Inte
lligen
ce f
rom
sta
ff e
g f
eedbac
k re
laye
d v
ia s
ales
sta
ff
1
Under
stan
d t
he
princi
ple
s of
mar
ket
segm
enta
tion
1.4
Exp
lain
how
to c
lust
er c
ust
om
ers
with s
imila
r ch
arac
terist
ics
□
Sim
ilar
char
acte
rist
ics
such
as
age,
gen
der
, in
com
e,
loca
tion,
occ
upat
ion
□
Buyi
ng b
ehav
iour
such
as
purc
has
ing (
what
cust
om
ers
buy,
how
fre
quen
tly,
motiva
tion)
□
Att
itudes
/opin
ions/
inte
ntions
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
16
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
D
escr
ibe
how
to c
onfirm
that
pro
pose
d s
egm
ents
are
rea
l,
dis
tinct
ive,
via
ble
and t
hei
r buyi
ng p
ow
er m
easu
rable
□
Crite
ria
use
d t
o v
alid
ate
segm
ents
(si
ze,
dis
tinct
iven
ess,
ac
cess
ibili
ty,
mea
sura
bili
ty)
□
Met
hods
use
d t
o v
alid
ate
segm
ents
eg f
acto
r an
alys
is,
hie
rarc
hic
al c
lust
erin
g,
CH
AID
anal
ysis
1.6
Exp
lain
how
to e
valu
ate
the
pro
fita
bili
ty a
nd s
tabili
ty o
f m
arke
t se
gm
ents
□
Ass
essi
ng a
chie
vable
prici
ng lev
els
and v
olu
me
of
sale
s lik
ely
□
Tre
nds
in b
uyi
ng o
f si
mila
r pro
duct
s by
sim
ilar
targ
et
cust
om
ers
1.7
D
escr
ibe
how
a r
ange
of
pro
duct
s m
ay a
ppea
l to
diffe
rent
mar
ket
segm
ents
□
Diffe
rentiat
ion o
n b
asis
of
pro
duct
des
ign/i
mag
e/fe
ature
s
□
Eff
ects
of
bra
ndin
g
□
Prem
ium
/mai
nst
ream
/budget
bra
nds
□
Appea
l bas
ed o
n a
ttitudes
/bel
iefs
/opin
ions/
bra
nd v
alues
□
Appea
l bas
ed o
n e
conom
ic/q
ual
ity/
stat
us
orien
tation
1.8
Exp
lain
the
motiva
tors
and
inhib
itors
that
influen
ce
cust
om
er b
ehav
iour
□
Motiva
tors
eg r
efer
ence
gro
ups,
Mas
low
’s h
iera
rchy
of
nee
ds,
sel
f im
age,
pre
vious
exper
ience
□
Inhib
itors
eg p
rice
, neg
ativ
e bra
nd a
ssoci
atio
ns,
pre
vious
exper
ience
1.9
Exp
lain
the
use
of
Cust
om
er
Rel
atio
nsh
ip M
anag
emen
t (C
RM
) □
W
hat
CRM
is
(sys
tem
atic
use
of
tech
nolo
gy
to m
ange
inte
ract
ions
with f
orm
er/c
urr
ent/
pote
ntial
cust
om
ers)
□
Ben
efits
eg h
elps
to info
rm p
roduct
dev
elopm
ent,
en
coura
ges
ret
ention o
f ex
isting c
ust
om
ers,
pro
vides
in
crea
sed e
ffic
iency
, pro
vides
mor
e co
nsi
sten
t se
rvic
e to
the
cust
om
er
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
2.1
D
escr
ibe
the
econom
ic a
nd
buye
r beh
avio
ura
l fa
ctors
to b
e ta
ken into
acc
ount
when
as
sess
ing n
ew m
arke
t opport
unitie
s
□
Beh
avio
ur
bas
ed o
n o
rien
tation (
econom
ic,
stat
us,
qual
ity)
□
Eco
nom
ic f
acto
rs e
g s
tate
of th
e ec
onom
y. im
pac
t on
indiv
idual
’s p
urc
has
ing p
ow
er
□
Price
sen
sitivi
ty (
elas
tici
ty)
□
Role
of
refe
rence
gro
ups
2.2
D
escr
ibe
the
cultura
l fa
ctors
that
ar
e lik
ely
to a
ffec
t cu
stom
ers’
per
ception o
f pro
duct
s an
d/o
r se
rvic
es a
nd s
ales
per
form
ance
□
Role
of
refe
rence
gro
ups
eg f
amily
, fr
iends,
pee
rs
□
Fact
ors
that
influen
ce p
erce
ption e
g lan
guag
e, r
elig
ion,
educa
tion,
aspirat
ions
2.3
Exp
lain
how
to iden
tify
opport
unitie
s an
d t
hre
ats
in n
ew
mar
kets
and f
or
new
pro
duct
s in
ex
isting m
arke
ts
□
How
to u
se P
ort
er’s
5 f
orc
es a
nal
ysis
□
How
to u
se a
SW
OT a
nal
ysis
2.4
Exp
lain
how
com
pet
itor
and
pote
ntial
com
pet
itor
activi
ty m
ay
affe
ct p
roje
cted
sal
es
per
form
ance
□
Pric
e under
cutt
ing
□
Product
dev
elopm
ent
□
Pro
motional
ret
alia
tion
2
Under
stan
d h
ow
to
asse
ss m
arke
t opport
unitie
s fo
r new
pro
duct
s an
d/o
r se
rvic
es
2.5
Exp
lain
the
bas
is o
f re
com
men
dat
ions
to e
xplo
it n
ew
mar
ket
opport
unitie
s
□
Siz
e of
pote
ntial
mar
ket
□
Sust
ainab
ility
of
new
mar
ket
□
Acc
essi
bili
ty o
f new
mar
ket
□
Pro
fita
bili
ty
□
Ext
ent
to w
hic
h n
ew m
arke
t is
def
endab
le
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ou
tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
the
topic
s to
be
addre
ssed
in a
mar
keting
stra
tegy
□
How
the
mar
keting s
trat
egy
fits
within
corp
ora
te s
trat
egy
□
Obje
ctiv
es f
or
each
ele
men
t of
the
mar
keting m
ix
□
Mar
ket-
pro
duct
dev
elopm
ent
eg A
nso
ff m
atrix
□
Ove
rall
stra
tegy
eg P
ort
er’s
gen
eric
str
ateg
ies
of
cost
le
ader
ship
, diffe
rentiat
ion a
nd f
ocu
s
3.2
Exp
lain
the
use
of
mar
ket
anal
yses
to info
rm t
he
dev
elopm
ent
of
a m
arke
ting
stra
tegy
□
Mar
keting a
udit (
inte
rnal
and e
xter
nal
)
□
SW
OT a
nal
ysis
□
PESTEL
anal
ysis
□
Port
er’s
5 f
orc
es a
nal
ysis
□
Port
folio
anal
ysis
(BCG
mat
rix)
3.3
Exp
lain
how
to e
valu
ate
risk
s to
th
e ac
hie
vem
ent
of
obje
ctiv
es
□
Ris
k ra
ting b
ased
on lik
elih
ood v
ersu
s risk
rat
ing b
ased
on
impac
t
□
Ris
k-ra
ting s
yste
ms
eg r
isk
mat
rixe
s
3
Under
stan
d t
he
princi
ple
s of
mar
keting s
trat
egy
dev
elopm
ent
3.4
D
escr
ibe
how
to f
ore
cast
sal
es
by
pro
duct
and/o
r se
rvic
e □
Pr
oje
ctio
n o
f pas
t sa
les
to iden
tify
tre
nds
□
Qual
itat
ive
dat
a to
info
rm f
ore
cast
reg
ardin
g b
ehav
ioura
l fa
ctors
(purc
has
e in
tention,
attitu
des
to e
xist
ing/p
ropose
d
pro
duct
/ser
vice
)
□
Anal
ysis
of
sale
s per
form
ance
of
sim
ilar
pro
duct
s/se
rvic
es
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Ass
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t cr
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it a
mp
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cati
on
3.5
Exp
lain
how
to p
rese
nt
a m
arke
ting s
trat
egy
incl
udin
g
aim
s, o
bje
ctiv
es,
actions,
ac
counta
bili
ties
, re
sourc
es,
budget
s an
d f
ore
cast
s
□
Aim
s (o
vera
ll direc
tion o
f st
rate
gy)
□
Obje
ctiv
es (
spec
ific
short
er-t
erm
outc
om
es lin
ked t
o o
vera
ll co
rpora
te s
trat
egy)
□
Act
ions
(how
obje
ctiv
es w
ill b
e ac
hie
ved)
□
Acc
ounta
bili
ties
(w
ho is
resp
onsi
ble
for
what
)
□
Res
ourc
es (
hum
an,
mat
eria
ls,
equip
men
t, t
ime)
□
Budget
s (f
inan
cial
res
ourc
es)
□
Fore
cast
s (p
lanned
per
form
ance
usi
ng indic
ators
to b
e m
easu
red a
gai
nst
act
ual
per
form
ance
)
3.6
Exp
lain
the
import
ance
of
engag
ing s
take
hold
ers
in t
he
dev
elopm
ent
of
a m
arke
ting
stra
tegy
□
Diffe
rent
inte
rnal
sta
kehold
ers
that
mig
ht
be
engag
ed e
g
oper
atio
ns/
pro
duct
ion d
epar
tmen
t, f
inan
ce,
cust
om
er
serv
ices
, IT
, H
R
□
Val
ue
of
engag
ing w
ith t
hes
e st
akeh
old
ers
(by
mak
ing u
se
of
thei
r ex
per
tise
, by
ensu
ring b
uy-
in a
cross
the
org
anis
atio
n)
3.7
Exp
lain
the
signific
ance
of
cust
om
er loya
lty
to t
he
achie
vem
ent
of
mar
keting
obje
ctiv
es a
nd s
trat
egy
□
Obje
ctiv
es info
rmed
by
under
stan
din
g b
ehav
iour
of
loya
l cu
stom
ers
□
Rel
iance
of
stra
tegy
imple
men
tation o
n m
ainta
inin
g
cust
om
er b
ase
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ertifica
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ialis
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atio
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Pri
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arke
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Iss
ue
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uar
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imited
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ing
ou
tco
mes
Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.8
Exp
lain
how
to s
et p
erfo
rman
ce
indic
ators
and e
valu
atio
n
arra
ngem
ents
that
are
cap
able
of
mea
suring r
eturn
s on
inve
stm
ent
□
Iden
tify
ing c
ritica
l su
cces
s fa
ctors
bas
ed o
n o
bje
ctiv
es t
hat
se
t out
what
must
be
done
for
the
stra
tegy
to b
e su
cces
sful
□
Import
ance
of
sett
ing K
ey P
erfo
rman
ce I
ndic
ators
that
re
late
cle
arly
to t
he
mar
keting o
bje
ctiv
es a
nd p
rovi
de
use
ful
dat
a
□
Asp
ects
of
mar
keting p
erfo
rman
ce t
hat
can
be
mea
sure
d e
g
cust
om
er s
atis
fact
ion,
bra
nd h
ealth,
volu
mes
of
enquirie
s or
sale
s
□
Mea
suring a
ctual
per
form
ance
agai
nst
pla
nned
obje
ctiv
es,
incl
udin
g r
eturn
s on inve
stm
ent
usi
ng a
ppra
isal
met
hods
eg
pay
bac
k, a
vera
ge
rate
of
retu
rn,
net
pre
sent
valu
e
4.1
Exp
lain
the
import
ance
of
conduct
ing t
he
eval
uat
ion in
acco
rdan
ce w
ith t
he
spec
ific
atio
n
□
To judge
how
succ
essf
ul th
e st
rate
gy
has
bee
n
□
To a
llow
eff
ective
eva
luat
ion w
hic
h c
an info
rm f
utu
re
stra
tegy
4
Under
stan
d h
ow
to
eval
uat
e th
e ef
fect
iven
ess
of
a m
arke
ting s
trat
egy
4.2
D
escr
ibe
the
fact
ors
to b
e ta
ken
into
acc
ount
in t
he
eval
uat
ion o
f th
e ef
fect
iven
ess
of
a m
arke
ting
stra
tegy
□
Origin
al o
bje
ctiv
es f
or
the
stra
tegy
□
Rel
ativ
e im
port
ance
of
the
diffe
rent
obje
ctiv
es
□
What
per
form
ance
mea
sure
s hav
e bee
n c
hose
n
□
How
the
mar
keting s
trat
egy
rela
tes
to o
vera
ll co
rpora
te
stra
tegy
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ertifica
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arke
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Iss
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uar
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Ass
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it a
mp
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cati
on
4.3
Exp
lain
the
stre
ngth
s an
d
wea
knes
ses
of
diffe
rent
eval
uat
ion m
ethods
□
Finan
cial
met
hods
such
as
sale
s/pro
fit
figure
s (e
asy
to
calc
ula
te b
ut
can b
e cr
ude
and s
o h
ide
under
lyin
g
pro
ble
ms)
□
Cust
om
er f
eedbac
k (c
an g
ive
valid
fin
din
gs,
but
it c
an b
e difficu
lt t
o a
nal
yse
qual
itat
ive
dat
a)
□
Mea
suring r
esponse
rat
es s
uch
as
volu
me
of
enquirie
s gen
erat
ed f
rom
pro
motions/
adve
rts
or
web
site
‘hits’
(ea
sy
to a
nal
yse
dat
a, b
ut
dat
a m
ay b
e oner
ous
to c
olle
ct a
nd
may
not
conve
rt into
sal
es)
4.4
D
escr
ibe
how
to iden
tify
tre
nds
and t
hem
es f
rom
eva
luat
ion
dat
a
□
Use
of
longitudin
al s
tudie
s to
iden
tify
tre
nds
from
tim
e se
ries
dat
a
□
Use
of
cross
-sec
tional
stu
die
s to
look
at s
imila
r/par
alle
l m
arke
ts
□
Use
of
envi
ronm
enta
l sc
annin
g t
o id
entify
ext
ernal
fac
tors
th
at c
an a
id e
valu
atio
n e
g P
ESTEL
anal
ysis
4.5
Exp
lain
how
to e
nsu
re t
he
relia
bili
ty a
nd v
alid
ity
of
eval
uat
ion d
ata
□
How
to e
nsu
re v
alid
ity
eg b
y usi
ng c
olle
ctio
n/a
nal
ysis
m
ethods
that
are
appro
priat
e to
the
type
of
dat
a, b
y usi
ng
met
hods
that
are
appro
priat
e fo
r th
e obje
ctiv
es t
hat
are
bei
ng e
valu
ated
, by
usi
ng m
ix o
f dat
a co
llect
ion m
ethods
□
How
to e
nsu
re r
elia
bili
ty o
f dat
a eg
car
eful des
ign o
f m
easu
rem
ent
inst
rum
ents
bef
ore
use
, dat
a cl
eansi
ng a
fter
dat
a is
colle
cted
, m
ethods
to c
hec
k dat
a fo
r co
nsi
sten
cy
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uar
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it a
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on
4.6
Exp
lain
how
to a
chie
ve a
n
acce
pta
ble
lev
el o
f st
atis
tica
l co
nfiden
ce
□
Conce
pt
of
‘confiden
ce lev
el’ as
a m
easu
re o
f how
re
pre
senta
tive
the
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)
4.7
Exp
lain
how
to a
ddre
ss c
ritica
l is
sues
rev
eale
d b
y ev
aluat
ion
□
Dec
isio
ns
about
amen
din
g m
arke
ting s
trat
egy
with
refe
rence
to t
he
4Ps
or
7Ps
□
Ass
essi
ng r
isks
and b
enef
its
of
mak
ing e
ach d
ecis
ion
4.8
Exp
lain
the
import
ance
of
just
ifyi
ng r
ecom
men
dat
ions
and
concl
usi
ons
with e
viden
ce
□
To a
void
opin
ion-b
ased
‘hunch
es’
□
To s
upport
neg
otiat
ion f
or
reso
urc
es e
g f
inan
cial
, st
aff
□
To leg
itim
ise
actions
take
n a
s a
resu
lt o
f st
rate
gy
imple
men
tation
4.9
Exp
lain
the
use
of
impac
t an
alys
is in t
he
eval
uat
ion
pro
cess
□
To iden
tify
pote
ntial
im
pac
ts o
n o
ther
are
as o
f busi
nes
s
□
To iden
tify
pote
ntial
res
ourc
e is
sues
fro
m w
ithin
the
org
anis
atio
n
□
To p
rovi
de
a fu
ller
pic
ture
of w
her
e in
direc
t co
nse
quen
ces
mig
ht
aris
e
BA029474 –
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ific
atio
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Edex
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evel
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ertifica
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pec
ialis
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ific
atio
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Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
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duca
tion L
imited
2012
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
0
Exp
lain
the
import
ance
of
mar
keting t
o t
he
achie
vem
ent
of
busi
nes
s obje
ctiv
es a
nd
stra
tegie
s
□
Mar
keting s
trat
egie
s ar
e der
ived
fro
m o
vera
ll busi
nes
s st
rate
gie
s
□
Mar
keting o
bje
ctiv
es im
pac
t on o
ther
busi
nes
s obje
ctiv
es e
g
finan
cial
, pro
duct
ion,
oper
atio
ns,
hum
an r
esourc
es
□
Mar
keting s
trat
egie
s su
pport
ach
ieve
men
t of
busi
nes
s st
rate
gie
s an
d o
bje
ctiv
es
□
Ris
k of
failu
re in b
usi
nes
s st
rate
gy
if m
arke
ting s
trat
egy
fails
4.1
1
Des
crib
e th
e lin
ks b
etw
een
corp
ora
te s
oci
al r
esponsi
bili
ty
(CSR)
and m
arke
ting s
trat
egie
s
□
Incr
easi
ng d
eman
d f
rom
the
mar
ket
for
soci
ally
-res
ponsi
ble
beh
avio
ur
□
CSR a
s a
way
of
enhan
cing c
orp
ora
te im
age
□
Import
ance
of
usi
ng m
arke
ting s
trat
egy
to c
ontr
ibute
to
ove
rall
CSR g
oal
s of
org
anis
atio
n
□
Import
ance
of
usi
ng m
arke
ting a
ctiv
itie
s to
rai
se a
war
enes
s am
ong c
onsu
mer
s, s
taff a
nd o
ther
sta
kehold
ers
of
CSR
activi
ties
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
24
Information for tutors
Delivery
This unit will develop learners’ understanding of general marketing theory and some key management techniques to support marketing strategy and activities.
This unit is substantial, with a large amount of content, so it is important to appreciate the interrelated nature of its content, which should be reflected in how it is delivered.
Delivery will preferably include liberal use of case studies or real life examples of marketing and marketing management, depending on the availability and context of the requisite resources.
For assessment criterion 4.1, ‘the original specification’ should be interpreted as meaning why it is important to judge the success of the strategy with reference to its original objectives.
This unit has links to other units. For example, learning outcome 4 overlaps with learning outcome 4 from Unit 5: Principles of Market Research.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Assessment evidence can be covered in one integrated report, based one or more specific businesses. Alternatively the learning outcomes may be covered in separate pieces of work. For example, learning outcomes 1 and 2 could be covered in a report on a real business, while learning outcomes 3 and 4 could be scenario-based to allow full coverage, for example asking the learner to give advice to a business.
Learning outcomes 1 and 2
These learning outcomes can to some extent be integrated so that 1.1, 1.2, 1.3, 1.4, 1.7 and 1.8 could be covered in a report based on how a business segments and defines its target market (1.1, 1.2) and which customer characteristics learners consider to be relevant in doing so. Learners must include at least one characteristic, one motivation and one example of consumer behaviour that would define the organisation’s target customer (1.3, 1.4).
The report needs to include an analysis of how marketing effort is targeted at a specific segment and how the company uses information about customer motivations and inhibitors to do this (1.8). This must also discuss differentiation and branding within this process (1.7). It must also cover the role and implementation of customer relationship management in the chosen business (1.9). The report also needs to contain a discussion on how the viability of a segment can be assessed (1.5 and 1.6).
Learning outcome 2
This could use the same business example to describe and analyse the external factors that need to be taken into account when devising marketing strategies for new potential markets.
The report must include at least three buyer behaviours and one economic factor (2.1) and 2 cultural factors (2.2).
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
25
An environmental analysis, using at least a 5 forces and a SWOT analysis, must be included and developed to assess new market opportunities and how the business might respond through marketing strategies (2.3, 2.4, 2.5). This can also be used to cover assessment criteria 3.1 and 3.2, but they would need to include the additional models and concepts specified.
Learning outcomes 3 and 4
If access to an appropriate business is available, these learning outcomes could be used to explain the marketing strategy and system for evaluation of a real company. If not, they could be covered using a fictitious, scenario-based business for which a marketing strategy and management plan could be designed.
The marketing strategy chosen must include a discussion of the role of key stakeholders (from those listed in 3.6) and focus on customer relationship building (3.7 and 4.11). This would also be an appropriate point at which to address 4.10 to explain how marketing strategy relates to longer-term corporate strategy.
Assessment criteria 3.3, 3.4 and 3.5 must incorporate all the bullet points listed in the Unit Amplification to give a full picture of the wider implications of strategy implementation. Assessment criterion 3.8 needs to be addressed using at least one method of performance measurement and one of investment appraisal.
How data is used to identify trends, and hence opportunities, could be covered here (4.4), including a discussion on the factors to be aware of when devising strategies based data in terms of reliability and validity.
Monitoring and control is covered in learning outcome 4, so the management plan could be continued with a discussion of how the performance of a marketing strategy can be evaluated. For 4.1, the importance of evaluating any plans needs to be covered with particular reference to marketing.
An explanation of the practical aspects of monitoring and evaluation must include specific criteria according to the focus of the marketing strategy for example increased sales, new product development, awareness of brand (4.2). Similarly, the choice of evaluation method (4.3) must be justified in order to show a recognition of strengths and weaknesses of different methods.
For assessment criteria 4.6, 4.7, 4.8 and 4.9, the use of market research information and factors which need to be taken into account should be explained in terms of ensuring the quality of data, the soundness of conclusions and the impact of recommendations. This needs to include a discussion of actions that can be taken to ensure the best quality decisions can be made within the limits of the available resources.
Indicative resource materials
Textbooks
Blythe J – Essentials of Marketing (Financial Times/Prentice Hall, 2005) ISBN 0273693581
Brassington F and Pettitt S – Principles of Marketing (Financial Times/Prentice Hall, 2007) ISBN 0273657917
Websites
www.marketingteacher.com Teaching resources on marketing.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
26
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.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
27
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
29
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
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
30
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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
31
Unit 3: Principles of Personal Responsibilities and How to Develop and Evaluate own Performance at Work
Unit reference number: D/601/7644
QCF level: 3
Credit value: 4
Guided learning hours: 32
Unit aim
The aim of this unit is to develop learners’ understanding of a range of topics connected to working in a business environment. A large part of this unit deals with employment rights and responsibilities, and health and safety. Learners will also explore several topics that are critical in any workplace, including: effective communication; performance management; and how to deal with problems.
Essential resources
There are no special resources needed for this unit.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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 an
d
thei
r purp
ose
□
Mai
n p
oin
ts in s
tate
men
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,
notice
per
iod)
□
Purp
ose
(is
contr
actu
al a
gre
emen
t bet
wee
n e
mplo
yer
and
emplo
yee,
set
s out
duties
and c
onditio
ns
clea
rly,
cuts
out
dis
pute
s at
a lat
er d
ate)
1.2
O
utlin
e th
e m
ain p
oin
ts o
f le
gis
lation a
ffec
ting e
mplo
yers
an
d e
mplo
yees
and t
hei
r purp
ose
, in
cludin
g a
nti-
dis
crim
inat
ion a
nd e
ntitlem
ent
legis
lation
□
Rig
ht
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
Equal
ity
Act
2010
□
Pay
rights
(m
inim
um
wag
e, s
ick
pay
, re
dundan
cy p
ay)
□
Rig
ht
to p
aid t
ime
off
(holid
ay,
mat
ernity/
pat
ernity/
adoption lea
ve)
□
Rig
ht
to m
inim
um
notice
per
iods
□
Rig
ht
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
□
Rig
ht
to r
eques
t flex
ible
work
ing
1
Under
stan
d t
he
emplo
ymen
t rights
an
d r
esponsi
bili
ties
of
the
emplo
yee
and e
mplo
yer
and
thei
r purp
ose
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
(org
anis
atio
n 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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
Exp
lain
the
purp
ose
and
funct
ions
of
repre
senta
tive
bodie
s th
at s
upport
em
plo
yees
□
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
Exp
lain
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
Exp
lain
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)
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
failu
re t
o
com
ply
eg p
rose
cution,
litig
atio
n,
dis
ruption a
nd lost
pro
duct
ivity,
sec
urity
bre
aches
3.1
Exp
lain
the
reas
ons
for
pla
nnin
g
and p
rioritisi
ng o
wn w
ork
□
Rea
sons
for
pla
nnin
g e
g t
o a
llow
for
bet
ter
monitoring o
f pro
gre
ss b
y se
lf a
nd o
ther
s, t
o m
eet
dea
dlin
es,
to h
elp
bre
ak u
p lar
ger
tas
ks into
man
agea
ble
chunks
□
Rea
sons
for
prioritisa
tion e
g t
o f
ocu
s on m
ost
im
port
ant
task
s, t
o m
ake
effici
ent
use
of
tim
e
3.2
Id
entify
way
s of
pla
nnin
g a
nd
prioritisi
ng o
wn w
ork
□
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
3.3
Exp
lain
the
purp
ose
of
keep
ing
oth
er p
eople
info
rmed
about
pro
gre
ss
□
Purp
ose
s eg
to a
llow
pro
gre
ss t
o be
monitore
d,
to m
otiva
te
self a
nd h
elp a
void
pro
cras
tinat
ion,
to e
nsu
re p
roble
ms
can
be
iden
tified
and r
ectified
bef
ore
it
is t
oo lat
e
3
Under
stan
d h
ow
to
man
age
ow
n w
ork
3.4
D
escr
ibe
met
hods
of
dea
ling
with p
ress
ure
in a
busi
nes
s en
viro
nm
ent
□
Org
anis
atio
n s
kills
eg k
eepin
g o
n t
op o
f w
ork
, pla
nnin
g a
nd
prioritisa
tion
□
Inte
rper
sonal
ski
lls e
g n
egotiat
ing d
eadlin
es,
not
bei
ng
afra
id t
o s
eek
hel
p,
del
egat
ion
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
4.1
Exp
lain
the
purp
ose
of
continuousl
y ev
aluat
ing a
nd
impro
ving o
wn p
erfo
rman
ce in a
busi
nes
s en
viro
nm
ent
□
To f
ulfil
ow
n r
esponsi
bili
ties
and m
eet
nee
ds
of
the
org
anis
atio
n
□
To iden
tify
ow
n t
rain
ing n
eeds
□
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
4.2
D
escr
ibe
way
s of
eval
uat
ing a
nd
impro
ving o
wn p
erfo
rman
ce 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
4.3
Exp
lain
the
purp
ose
of
enco
ura
gin
g a
nd a
ccep
ting
feed
bac
k fr
om
oth
ers
□
Info
rmal
sourc
es o
f fe
edbac
k eg
lin
e m
anag
er,
colle
agues
, cu
stom
ers
□
Form
al s
ourc
es o
f fe
edbac
k eg
appra
isal
s, p
erfo
rman
ce
revi
ews
□
Purp
ose
of
enco
ura
gin
g a
nd a
ccep
ting f
eedbac
k eg
can
hel
p
iden
tify
asp
ects
of
per
form
ance
to im
pro
ve,
can m
otiva
te
when
fee
dbac
k is
posi
tive
4
Under
stan
d h
ow
to
eval
uat
e an
d
impro
ve o
wn
per
form
ance
in a
busi
nes
s en
viro
nm
ent
4.4
Exp
lain
diffe
rent
types
of
care
er
pat
hw
ays
and r
ole
s av
aila
ble
□
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
5.1
D
escr
ibe
the
types
of
pro
ble
ms
that
may
occ
ur
with o
wn w
ork
□
Pr
oble
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
5.2
Exp
lain
way
s of
dea
ling w
ith
pro
ble
ms
that
may
occ
ur
with
ow
n w
ork
□
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,
follo
win
g o
rgan
isat
ional
pro
cedure
s
5
Under
stan
d t
he
types
of
pro
ble
ms
that
may
occ
ur
with o
wn w
ork
and
how
to d
eal w
ith
them
5.3
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 s
uffic
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
6
Under
stan
d t
he
dec
isio
n m
akin
g
pro
cess
6.1
Exp
lain
key
sta
ges
in t
he
dec
isio
n-m
akin
g p
roce
ss
□
A d
ecis
ion m
akin
g m
odel
: (1
) def
ine
the
issu
e (2
) gat
her
re
leva
nt
fact
s (3
) id
entify
options
(4)
choose
bes
t option
□
‘Pro
s an
d c
ons’
dec
isio
n m
akin
g w
hen
consi
der
ing
alte
rnat
ive
options
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
6.2
Exp
lain
the
purp
ose
of
not
exce
edin
g o
wn lim
its
of
auth
ority
in m
akin
g d
ecis
ions
□
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
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
38
Information for tutors
Delivery
In learning outcomes 1 and 2, learners do not need to be taught the names and dates of key legislation, only how the legislation affects them. It would be beneficial for learners to see examples of contracts, handbooks and policies if available.
There are also opportunities to link delivery of learning outcomes 3, 4, 5 and 6 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 3.2) and in applying the principles of performance management (assessment criterion 4.2).
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, learners must identify four main points from a contract of employment and the overall purpose of this document.
For 1.2, learners must outline at least four main points of the legislation.
To meet 1.3, learners must identify at least two internal and two external sources of information.
For 1.4 learners must explain the purpose and functions of at least one representative body.
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.
Learning outcome 2
It is recommended that assessment criteria for learning outcome 2 are integrated, with learners relating the 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 explain at least two employer responsibilities and two employee responsibilities.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
39
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.
Learning outcomes 3, 4, 5 and 6
When assessing learning outcomes 3, 4, 5 and 6, tutors should look for ways of assessing criteria holistically. For example, assessment criteria 3.1, 3.2 and 6.1 can easily be assessed together, as could 3.4, 5.1, 5.2 and 5.3.
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 3.1, learners must explain at least one reason for planning and one for prioritisation. The methods in 3.2 cannot be distinctly divided into planning and prioritisation, and so any two methods can be identified. Learners must explain at least two purposes in 3.3 and at least two methods in 3.4.
To meet 4.1, learners must explain at least one purpose of continuously evaluating and improving own performance at work. For 4.2, learners must describe at least three ways of improving performance. For 4.3, any one purpose will be sufficient. For criterion 4.4, learners must identify at least three broad career pathways in marketing, preferably those that interest them most.
To cover 5.1 and 5.2, learners must deal with at least one problem in each of the three categories. To meet 5.3, 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.
For 6.1, learners should show an understanding of both the decision-making sequence and also the pros/cons approach which can be used when faced with two courses of action. For 6.2, they should explain the purpose of not exceeding authority limits with reference to ‘positive reasons’ and to the avoidance of negative consequences.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
40
Unit 4: Principles of Digital Marketing and Research
Unit reference number: F/502/9937
QCF level: 3
Credit value: 7
Guided learning hours: 50
Unit aim
This unit gives learners an overview of digital marketing. They 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.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
41
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
to s
upport
mar
keting
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
for
diffe
rent
mar
keting
applic
atio
ns
□
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
and
requirem
ents
of
dig
ital
mar
keting
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
42
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 a
sim
ilar
cust
om
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
des
ign
requirem
ents
of
dat
a ca
ptu
re
and r
eport
ing s
yste
ms
for
dig
ital
m
arke
ting
□
Des
ign r
equirem
ents
eg a
ccura
cy,
relia
bili
ty,
cost
ef
fect
iven
ess,
fitnes
s fo
r purp
ose
incl
udin
g m
anag
emen
t in
form
atio
n r
equirem
ents
1.7
Exp
lain
the
import
ance
of
eval
uat
ing t
he
impac
t of
dig
ital
m
arke
ting a
ctiv
itie
s
□
Way
s in
whic
h im
pac
t ca
n b
e ev
aluat
ed e
g h
as it
met
aim
s an
d o
bje
ctiv
es,
did
it
work
, did
it
achie
ve w
hat
was
pla
nned
, w
ere
ther
e an
y unfo
rese
en b
enef
its
or
pro
ble
ms
□
Import
ance
of
eval
uat
ing im
pac
t, e
g t
o a
sses
s how
effec
tive
th
e cu
rren
t st
rate
gy
is,
to a
llow
the
stra
tegy
to b
e ad
apte
d
if n
eces
sary
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
2.1
Exp
lain
the
import
ance
of
sear
ch
engin
e optim
isat
ion
□
Import
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
2.2
D
escr
ibe
how
to c
alcu
late
the
cost
-effic
iency
of
SEO
□
By
com
par
ing c
ost
of
SEO
with t
he
valu
e of
sale
s gen
erat
ed
2.3
Exp
lain
the
use
of
met
a ta
gs,
w
ebsi
te c
odes
and k
eyw
ord
s □
U
se o
f m
eta
tags
to p
rovi
de
additio
nal
info
rmat
ion a
bout
a w
eb p
age,
incl
udin
g w
ebsi
te t
itle
, w
ebsi
te d
escr
iption,
web
site
key
word
s
□
The
role
of
gen
eric
ter
ms
and k
eyw
ord
s, a
nd s
pec
ific
ter
ms
and k
eyw
ord
s th
at t
arget
your
busi
nes
s
□
Choosi
ng t
arget
ed k
eyw
ord
s an
d t
hei
r pla
cem
ent
on w
eb
pag
es
2.4
Exp
lain
the
use
of
offsi
te S
EO
in
optim
isin
g m
arke
ting
effe
ctiv
enes
s
□
Cre
atin
g inco
min
g lin
ks t
o y
our
web
site
fro
m o
ther
sites
eg
via
dis
trib
ution o
f ar
ticl
es a
nd p
ress
rel
ease
s, w
eb d
irec
tory
su
bm
issi
ons,
blo
g c
om
men
ting,
soci
al n
etw
ork
bookm
arki
ng
2
Under
stan
d t
he
princi
ple
s of
sear
ch e
ngin
e optim
isat
ion (
SEO
)
2.5
Exp
lain
the
des
ign p
rinci
ple
s of
resp
onse
sys
tem
s □
M
eeting t
he
nee
ds
of
the
busi
nes
s in
ter
ms
of
colle
ctin
g
resp
onse
s eg
that
conta
in s
uff
icie
nt
cust
om
er info
rmat
ion,
that
can
be
han
dle
d in a
ccord
ance
with c
urr
ent
legis
lation,
that
can
be
man
aged
within
curr
ent
reso
urc
es
□
Mee
ting c
ust
om
er n
eeds
in t
erm
s of
tech
nolo
gic
al
requirem
ents
and b
y al
low
ing t
hem
to r
espond w
ith a
m
inim
um
of
effo
rt
□
Mee
ting c
ust
om
er n
eeds
by
allo
win
g t
hem
to g
et t
he
resu
lts
they
wan
t eg
to s
ign u
p t
o a
new
ser
vice
, to
exp
ress
an
inte
rest
, to
req
ues
t fu
rther
info
rmat
ion,
to o
pt
out
of
furt
her
com
munic
atio
n
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
2.6
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
the
scope
for
cust
om
isin
g s
earc
h-r
elat
ed
inte
rnet
fac
ilities
to e
nab
le t
he
iden
tifica
tion a
nd r
etriev
al o
f ta
rget
ed info
rmat
ion
□
Usi
ng c
ust
om
ised
sea
rch e
ngin
es t
o im
pro
ve t
he
rele
vance
of
inte
rnet
sea
rches
□
Spec
ifyi
ng a
nd p
re-s
elec
ting s
ites
for
use
in c
ust
om
sea
rch
engin
es
3.2
Exp
lain
the
adva
nta
ges
and
dis
adva
nta
ges
of diffe
rent
dat
a m
inin
g t
echniq
ues
□
Dat
a-m
inin
g t
echniq
ues
eg c
lust
er d
etec
tion,
segm
enta
tion,
affinity
anal
ysis
, m
arke
t bas
ket
anal
ysis
, lin
k an
alys
is
□
Adva
nta
ges
and d
isad
vanta
ges
of
diffe
rent
dat
a m
inin
g
tech
niq
ues
eg f
lexi
bili
ty,
rele
vance
to
mar
ket/
busi
nes
s/pro
duct
, re
liabili
ty
3
Under
stan
d t
he
princi
ple
s of
mar
keting
rese
arch
usi
ng t
he
inte
rnet
3.3
Exp
lain
how
to u
se m
ultip
le-
table
rel
atio
nal
dat
abas
es
□
To a
nal
yse
busi
nes
s eg
in t
erm
s of
sale
s pat
tern
s an
d
tren
ds,
iden
tify
ing p
urc
has
ing c
om
bin
atio
ns
for
cross
-sel
ling
opport
unitie
s, iden
tify
ing o
pport
unitie
s fo
r upse
lling
□
To a
nal
yse
cust
om
ers
eg b
y gro
upin
g b
ased
on c
om
mon
beh
avio
ur
pat
tern
s, b
y an
alys
ing s
pen
d,
by
anal
ysin
g
freq
uen
cy o
f purc
has
e, b
y lin
king p
urc
has
ing p
atte
rns
acro
ss t
able
s
□
To a
nal
yse
cust
om
er b
ehav
iour
eg in t
erm
s of
how
they
nav
igat
e th
e w
ebsi
te,
to iden
tify
sel
ling o
pport
unitie
s, t
o
iden
tify
any
wea
knes
ses
in t
he
web
site
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
3.4
Exp
lain
how
to e
nsu
re t
he
valid
ity
and r
elia
bili
ty o
f in
form
atio
n r
etriev
ed f
rom
the
inte
rnet
□
By
chec
king c
urr
ency
of
info
rmat
ion
□
By
asse
ssin
g h
ow
tru
stw
ort
hy
the
sourc
e is
□
By
asse
ssin
g if
info
rmat
ion is
bas
ed o
n f
act
or
opin
ions
□
By
asse
ssin
g v
alid
ity
and r
elia
bili
ty o
f an
y dat
a re
port
ed e
g
appro
priat
enes
s of
dat
a co
llect
ion/a
nal
ysis
met
hods
4.1
Exp
lain
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
des
ign r
equirem
ents
of
a CRM
sys
tem
□
Cust
om
er d
etai
ls e
g n
ame,
addre
ss,
conta
ct d
etai
ls,
□
Cust
om
er h
isto
ry s
uch
eg w
hat
they
buy,
when
they
buy,
re
sponse
to p
rom
otion,
com
munic
atio
n
□
Sys
tem
req
uirem
ents
eg f
lexi
bili
ty,
ease
of
dat
a in
put,
ac
cess
, se
curity
4.3
D
escr
ibe
the
char
acte
rist
ics
of
an e
ffec
tive
dig
ital
mar
keting
dev
ice
□
Dig
ital
mar
keting d
evic
es e
g w
ebsi
tes,
em
ail sy
stem
s, S
MS,
soci
al m
edia
□
Eff
ective
nes
s (e
ffec
t on c
ust
om
ers,
abili
ty t
o c
om
munic
ate
mes
sage,
inte
roper
abili
ty,
cost
)
4
Under
stan
d t
he
princi
ple
s of
dig
ital
m
arke
ting d
evic
e an
d m
essa
ge
des
ign
4.4
D
escr
ibe
the
char
acte
rist
ics
of
an e
ffec
tive
dig
ital
res
ponse
sy
stem
□
Dig
ital
res
ponse
sys
tem
s eg
em
bed
ded
lin
ks in e
mai
ls,
web
site
reg
istr
atio
n s
yste
ms,
SM
S s
hort
codes
, quic
k re
sponse
(Q
R)
codes
□
Eff
ective
nes
s (e
ffec
t on c
ust
om
ers,
abili
ty t
o c
om
munic
ate
mes
sage,
inte
roper
abili
ty,
cost
)
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
4.5
Exp
lain
the
requirem
ents
, ad
vanta
ges
and d
isad
vanta
ges
of
diffe
rent
trac
king s
yste
ms
□
Req
uirem
ents
eg e
ase
of
use
, ac
cura
cy,
bei
ng u
nobtr
usi
ve,
stay
ing leg
al
□
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
4.6
Exp
lain
how
to o
verc
om
e th
e bar
rier
s pose
d b
y non-
inte
roper
able
tec
hnolo
gie
s
□
By
des
ignin
g/p
roduci
ng s
epar
ate
mar
keting
dev
ices
/mes
sages
for
each
tec
hnolo
gic
al p
latf
orm
□
By
usi
ng o
nly
the
most
popula
r te
chnolo
gic
al p
latf
orm
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
the
implic
atio
ns
for
the
use
of
dig
ital
tec
hnolo
gy
of
cam
pai
gns
that
are
aim
ed a
t re
tention,
acquis
itio
n a
nd
conve
rsio
n
□
Implic
atio
ns
of
cam
pai
gns
focu
sed o
n r
eten
tion e
g r
egula
r co
mm
unic
atio
n,
usi
ng r
ewar
ds
and s
pec
ial offer
s, u
se o
f opt-
in e
mai
ls,
use
of
‘kee
p m
e si
gned
in’ fo
r vi
sito
rs t
o
web
site
, offer
ing r
emin
der
ser
vice
for
cust
om
ers
who f
org
et
thei
r ID
or
pas
sword
□
Implic
atio
ns
of
cam
pai
gns
focu
sed o
n a
cquis
itio
n e
g u
se o
f so
cial
net
work
ing t
o d
rive
tra
ffic
to a
web
site
, se
arch
en
gin
e optim
isat
ion
□
Implic
atio
ns
of
cam
pai
gns
focu
sed o
n c
onve
rsio
n e
g
sim
plif
ying t
he
pro
cess
of
buyi
ng a
nd m
akin
g p
aym
ents
, re
movi
ng t
he
nee
d f
or
keyi
ng-i
n d
etai
ls f
or
each
ord
er b
y usi
ng log-i
n t
o s
tore
and r
ecov
er c
ust
om
er d
etai
ls s
ecure
ly
□
Usi
ng t
he
right
dig
ital
tec
hnolo
gy
for
the
mar
ket,
mak
ing
the
mes
sage
rele
vant
to t
he
reci
pie
nt,
ach
ievi
ng a
bal
ance
bet
wee
n b
eing a
nnoyi
ng a
nd info
rmat
ive,
the
abili
ty o
f th
e ca
mpai
gn t
o a
chie
ve its
aim
5
Under
stan
d h
ow
to
use
dig
ital
te
chnolo
gy
for
mar
keting
purp
ose
s
5.2
Exp
lain
met
hods
of
man
agin
g
dig
ital
dat
abas
es incl
udin
g
per
mis
sion m
arke
ting a
nd t
he
applic
atio
n o
f su
ppre
ssio
ns/
opt-
outs
□
Diffe
rent
cate
gories
of
cust
om
er p
refe
rence
s fo
r per
mis
sion
mar
keting (
opt-
ins,
opt-
outs
, so
ft o
pt-
ins)
□
Import
ance
of
usi
ng a
dat
abas
e th
at c
an r
ecord
cust
om
er
pre
fere
nce
s
□
Def
initio
n o
f ‘s
uppre
ssio
n’ (a
sys
tem
of m
atch
ing c
onsu
mer
re
cord
s ag
ainst
indust
ry d
ata
file
s to
rem
ove
those
who
cannot
or
will
not
resp
ond)
□
When
suppre
ssio
ns
are
use
d,
eg d
ecea
sed c
ust
om
ers,
cu
stom
ers
who h
ave
opte
d o
ut,
cust
om
ers
who h
ave
move
d
addre
ss
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
5.3
Exp
lain
the
adva
nta
ges
and
dis
adva
nta
ges
of diffe
rent
dig
ital
te
chnolo
gie
s an
d c
om
bin
atio
n o
f te
chnolo
gie
s fo
r a
range
of
mar
keting a
pplic
atio
ns
□
Dig
ital
tec
hnolo
gie
s eg
web
site
s, s
oci
al m
edia
, em
ail,
mobile
phones
□
Mar
keting a
pplic
atio
ns
such
as
adve
rtis
ing,
public
rel
atio
ns,
bra
ndin
g,
selli
ng
□
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
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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 this 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.
When teaching assessment criterion 2.5, it should be noted that the content does not relate specifically to search engine optimisation. It relates instead to the types of digital response system mentioned in the Unit Amplification for 4.4. Similarly, despite the reference in learning outcome 3 to ‘the internet’. assessment criteria 3.2 and 3.3 should in fact be interpreted more broadly in terms of data handling.
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, 1.6 and 1.7, allowing learners to say something about each of the bulleted points for each assessment criterion.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 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 assessment criteria in learning outcomes 4 and 5.
Learning outcome 2
One way of meeting assessment criteria 2.1, 2.2 and 2.4 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. The use of meta tags, website codes and keywords (assessment criterion 2.3) and the pros and cons of links (2.6) could also be done as an explanation to someone who has a low awareness of this issue.
Assessment criterion 2.5 does not relate directly to SEO and could be assessed more conveniently alongside assessment criterion 4.4 (see below).
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 meet 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 of a business or product within a given market. The use of market research data for the analysis and profiling of customers is another way of approaching this learning outcome.
The basic outline of the proposal would meet assessment criterion 3.1. This could be supported by pros and cons of different data-mining techniques (3.2), with a final explanation of how the validity and reliability of the information retrieved could be confirmed (3.4).
Assessment criterion 3.3 does not relate directly to the use of the internet for market research, but can be assessed alongside the rest of learning outcome 3 as it still relates to the gathering and analysis of data for research purposes.
Learning outcomes 4 and 5
The business or case study used in learning outcome 1 could also be used as the basis for 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 the learners’ research and investigations into digital marketing in a business or organisation.
Alternatively, 4.1-4.6 (as well as 2.5) and 5.1-5.3 could be presented as a report to someone who has 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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
51
Indicative resource materials
Website
www.businesslink.gov.uk Information and advice on business, including digital marketing
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
52
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.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
53
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)
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
54
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
will
it
be
use
d f
or
□
What
is
the
bes
t m
ix o
f m
ethods
to a
chie
ve t
he
most
use
ful
outc
om
e 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
rsuis
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
2.7
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
3.1
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)
3
Under
stan
d t
he
princi
ple
s of
mar
keting d
ata
colle
ctio
n
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
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
4
Under
stan
d t
he
princi
ple
s of
mar
keting d
ata
inte
rpre
tation a
nd
eval
uat
ion
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)
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
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)
4.4
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
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)
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
4.8
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
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
60
Information for tutors
Delivery
This unit should be taken after Unit 1: Principles of Marketing and Evaluation.
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.
This unit has links to other units. For example learning outcome 4 overlaps with learning outcome 4 from Unit 1: Principles of Marketing and Evaluation.
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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
61
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.
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
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
62
Unit 6: Principles of Marketing Stakeholder Relationships
Unit reference number: J/502/9938
QCF level: 3
Credit value: 3
Guided learning hours: 16
Unit aim
This unit will give learners an understanding of the importance and nature of stakeholder relationships. It will also help them to understand how to build, manage, monitor and control these relationships.
Essential resources
There are no special resources needed for this unit.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
63
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
bas
is o
n w
hic
h t
he
nee
d f
or
mar
keting s
take
hold
er
rela
tionsh
ips
are
iden
tified
and
prioritise
d
□
Key
sta
kehold
er iden
tifica
tion e
g
cust
om
ers/
ow
ner
s/sh
areh
old
ers/
em
plo
yees
/supplie
rs/c
om
munity
gro
ups
□
Rel
ativ
e im
port
ance
of
stak
ehold
ers
in r
elat
ion t
o b
usi
nes
s su
cces
s
1.2
Exp
lain
the
use
of
stak
ehold
er
map
pin
g in d
evel
opin
g w
ays
of
build
ing r
elat
ionsh
ips
□
Use
of
stak
ehold
er m
appin
g g
rids
eg inte
rest
ver
sus
pow
er
□
How
to p
rioritise
rel
atio
nsh
ips
on b
asis
of
map
pin
g e
g
monitor/
keep
info
rmed
/kee
p s
atis
fied
/man
age
close
ly
1.3
D
escr
ibe
the
nat
ure
of
inte
rest
of
diffe
rent
stak
ehold
er g
roups
and h
ow
this
aff
ects
the
nat
ure
of
rela
tionsh
ips
and
com
munic
atio
ns
□
Diffe
rent
purp
ose
s of
mar
keting c
om
munic
atio
n e
g t
o
info
rm,
to r
eass
ure
, to
per
suad
e
□
Key
asp
ects
to c
onsi
der
about
stak
ehold
ers
eg p
osi
tion o
n
inte
rest
/pow
er g
rid,
motiva
tions,
curr
ent
opin
ions,
what
in
fluen
ces
thei
r opin
ion,
what
info
rmat
ion t
hey
wan
t to
kn
ow
□
How
thes
e as
pec
ts a
ffec
t co
mm
unic
atio
n w
ith s
take
hold
ers
eg f
requen
cy,
leve
l of
det
ail, m
ethod
1
Under
stan
d
mar
keting
stak
ehold
er
rela
tionsh
ips
1.4
Exp
lain
the
signific
ance
of
stak
ehold
ers
to t
he
achie
vem
ent
of
the
ove
rall
mar
keting s
trat
egy
□
Impac
t of
diffe
rent
stak
ehold
ers
in a
chie
vem
ent
of
the
mar
keting s
trat
egy
□
Posi
tive
im
pac
ts e
g e
ndors
emen
t of
pro
duct
or
com
pan
y
□
Neg
ativ
e im
pac
ts e
g p
ress
ure
gro
up a
ctiv
ity
agai
nst
the
com
pan
y
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
D
escr
ibe
the
feat
ure
s of
the
mar
ket
in w
hic
h s
take
hold
ers
oper
ate
□
Leve
l of
com
pet
itio
n
□
Act
ivitie
s of
com
pet
itors
□
Rel
ativ
e m
arke
t sh
are
and m
arke
t gro
wth
□
Leve
l of
pote
ntial
for
neg
ativ
e im
pac
t of
com
pan
y’s
activi
ties
1.6
D
escr
ibe
how
to e
stab
lish
stak
ehold
ers’
att
itudes
to a
n
org
anis
atio
n
□
Prim
ary
rese
arch
eg inte
rvie
ws,
ques
tionnai
res,
fee
dbac
k fo
rms,
focu
s gro
ups
□
Sec
ondar
y re
sear
ch e
g n
ewsp
aper
art
icle
s, o
nlin
e fo
rum
s
1.7
D
escr
ibe
actu
al a
nd p
ote
ntial
sy
ner
gie
s an
d c
onflic
ts b
etw
een
clie
nts
and o
ther
sta
kehold
ers
□
Way
s in
whic
h d
iffe
rent
stak
ehold
ers
hav
e co
mm
on
inte
rest
s
□
Way
s in
whic
h d
iffe
rent
stak
ehold
ers
hav
e co
nflic
ting
inte
rest
s
2.1
Exp
lain
how
to iden
tify
com
mon
goal
s an
d p
ote
ntial
syn
ergy
bet
wee
n s
take
hold
ers
and a
n
org
anis
atio
n
□
By
esta
blis
hin
g n
eeds
and e
xpec
tations
of
diffe
rent
stak
ehold
ers
□
By
clar
ifyi
ng g
oal
s an
d c
onst
rain
ts o
f th
e org
anis
atio
n in
rela
tion t
o m
arke
ting s
trat
egy
eg m
arke
ting
obje
ctiv
es/r
esourc
e ca
pab
ilities
/fin
anci
al c
onst
rain
ts
□
Com
munic
atio
n a
nd,
wher
e nec
essa
ry,
neg
otiat
ion w
ith
stak
ehold
ers
to d
iscu
ss c
olla
bora
tion
2
Under
stan
d h
ow
to
build
and m
anag
e m
arke
ting
stak
ehold
er
rela
tionsh
ips
2.2
Exp
lain
the
import
ance
of
engag
ing s
take
hold
ers
in
mar
keting a
ctiv
itie
s
□
How
engag
emen
t ca
n b
e use
d t
o id
entify
opport
unitie
s to
im
pro
ve c
orp
ora
te/b
rand im
age
□
How
engag
emen
t ca
n b
e use
d t
o a
void
dam
age
to
bra
nd/c
om
pan
y im
age
□
How
engag
emen
t ca
n lea
d t
o bet
ter
info
rmed
dec
isio
n
mak
ing
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
2.3
Exp
lain
the
bas
is u
pon w
hic
h
stak
ehold
er c
om
munic
atio
ns
pla
ns
are
dev
eloped
□
How
com
munic
atio
ns
obje
ctiv
es r
elat
e to
mar
keting
obje
ctiv
es
□
Import
ance
of
iden
tify
ing t
he
most
effec
tive
met
hods
of
com
munic
atio
n w
ith e
ach s
take
hold
er
□
How
the
com
munic
atio
ns
will
be
monitore
d a
nd r
evie
wed
2.4
Exp
lain
the
requirem
ents
of
a co
mpet
itor
man
agem
ent
stra
tegy
□
Gat
her
ing info
rmat
ion a
bout
com
pet
itors
eg m
arke
t sh
are
□
Anal
ysis
of
com
pet
itio
n u
sing r
elev
ant
tools
eg S
WO
T,
Anso
ff,
Port
er’s
5 f
orc
es
□
Pla
nnin
g w
ays
of
dea
ling w
ith t
he
com
pet
itio
n
2.5
Exp
lain
the
import
ance
of
agre
eing c
om
mon o
bje
ctiv
es
with c
lients
□
How
agre
emen
t al
low
s st
rate
gy
to b
e im
ple
men
ted
effici
ently
and e
ffec
tive
ly
□
How
it
allo
ws
a se
nse
of
ow
ner
ship
to b
e es
tablis
hed
□
How
it
can r
esult in les
s co
nflic
t an
d/o
r dis
agre
emen
t
□
Can
hel
p iden
tify
opport
unitie
s/th
reat
s
2.6
D
escr
ibe
the
scope
of
gen
eral
ist
and s
pec
ialis
t per
sonnel
that
can
be
dep
loye
d in s
upport
of
build
ing long t
erm
rel
atio
nsh
ips
with c
lients
□
Import
ance
of
tota
l m
arke
ting a
ppro
ach,
invo
lvin
g s
taff
in
diffe
rent
funct
ions
within
the
com
pan
y
□
Use
of
spec
ialis
ts s
uch
as
PR c
om
pan
ies/
cris
is m
anag
emen
t co
mpan
ies
to m
anag
e re
lationsh
ips
□
Use
of
CRM
com
pan
ies
to m
anag
e te
chnolo
gy-
bas
ed
syst
ems
3
Under
stan
d h
ow
to
monitor
and
contr
ol m
arke
ting
stak
ehold
er
rela
tionsh
ips
3.1
Exp
lain
the
use
of
key
per
form
ance
indic
ators
(KPI
s)
and s
ucc
ess
criter
ia in
monitoring t
he
effe
ctiv
enes
s of
stak
ehold
er r
elat
ionsh
ips
□
Obje
ctiv
e se
ttin
g a
s a
pre
limin
ary
pro
cess
to s
etting u
p
per
form
ance
man
agem
ent
□
Iden
tify
ing c
ritica
l su
cces
s fa
ctors
that
will
det
erm
ine
succ
ess
of
stak
ehold
er r
elat
ionsh
ip m
anag
emen
t
□
KPI
s der
ived
fro
m c
ritica
l su
cces
s fa
ctors
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
3.2
D
escr
ibe
met
hods
of
monitoring
the
ongoin
g e
ffec
tive
nes
s of
stak
ehold
er r
elat
ionsh
ips
□
Envi
ronm
enta
l sc
annin
g e
g u
se o
f in
tern
et f
or
tren
ds
in
opin
ions
□
Cust
om
er f
eedbac
k sy
stem
s
□
CRM
sys
tem
s to
rec
ord
cust
om
er p
urc
has
ing b
ehav
iour
□
Mee
tings
and o
ther
com
munic
atio
ns
with s
take
hold
ers
3.3
Exp
lain
the
import
ance
of
effe
ctiv
e st
akeh
old
er
com
munic
atio
ns
and f
eedbac
k sy
stem
□
Import
ance
of
effe
ctiv
e co
mm
unic
atio
ns
eg t
o s
ecure
su
pport
□
Import
ance
of
effe
ctiv
e fe
edbac
k sy
stem
s eg
to a
llow
them
to
influen
ce p
lans,
to a
void
inap
pro
priat
e or
unin
form
ed
resp
onse
□
Conse
quen
ces
of
inef
fect
ive
com
munic
atio
n
3.4
Exp
lain
how
chan
ges
in t
he
mar
ket
envi
ronm
ent
in w
hic
h
stak
ehold
ers
oper
ate
may
hav
e an
im
pac
t on r
elat
ionsh
ips
□
Chan
ges
in b
ehav
iour
or
attitu
des
bec
ause
of
exte
rnal
fa
ctors
eg e
conom
ic f
acto
rs/b
ad p
ublic
ity
about
par
ticu
lar
issu
es lea
din
g t
o c
han
ged
per
ceptions
□
Chan
ges
in a
ctiv
itie
s of
com
pet
itors
□
Chan
ges
fro
m inte
rnal
fac
tors
eg c
om
pan
y ch
anges
/str
ateg
ic c
han
ges
3.5
Exp
lain
how
to d
evel
op
stra
tegie
s an
d p
lans
that
ad
dre
ss c
han
gin
g s
take
hold
er
attitu
des
and n
eeds
□
By
iden
tify
ing d
rivi
ng a
nd r
esis
ting f
acto
rs
□
By
des
ignin
g m
arke
ting s
trat
egie
s ar
ound s
take
hold
er
attitu
des
/nee
ds
□
By
invo
lvin
g s
take
hold
ers
in t
he
dev
elopm
ent
of
stra
tegie
s an
d p
lans
thro
ugh c
onsu
ltat
ion/p
artici
pat
ion
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
3.6
Exp
lain
how
to d
evel
op r
eport
ing
syst
ems
that
mee
t ag
reed
su
cces
s cr
iter
ia
□
By
esta
blis
hin
g r
evie
win
g p
roce
ss w
ithin
pla
nnin
g c
ycle
□
By
contingen
cy p
lannin
g t
o a
llow
alter
nat
ive
actions
to
addre
ss d
igre
ssio
n f
rom
pla
nned
pro
gre
ss
□
By
mea
suring p
lanned
pro
gre
ss a
gai
nst
act
ual
pro
gre
ss
3.7
Exp
lain
the
import
ance
of
revi
ewin
g t
he
effe
ctiv
enes
s of
colla
bora
tive
arr
angem
ents
with
stak
ehold
ers
□
Poss
ibili
ty o
f ch
anges
in r
elat
ionsh
ips
due
to e
xter
nal
fa
ctors
□
To e
nsu
re a
ll par
ties
are
in a
gre
emen
t
□
To e
nsu
re s
mooth
im
ple
men
tation o
f st
rate
gie
s
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
68
Information for tutors
Delivery
The subject matter in this unit can be wide ranging, and it would be easy to become sidetracked. Delivery therefore needs focus on the purpose of stakeholder relationship management in relation to those stakeholders who have the most impact on the business.
It is assumed that learners will already be familiar with general marketing theory as covered in Unit 1: Principles of Marketing and Evaluation and/or experience of marketing.
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 method for this unit, although alternatives could be used, such as a mixture of written work and oral presentation. A report based on a real organisation would also be appropriate. This could be one that the learner is familiar with or one that they have investigated through case studies or publicly-available sources.
The important thing to remember in this unit is that the learner needs to show that they understand the complex nature of stakeholder relationships. This arises in part from the fact that any one organisation could have a number of stakeholder groups whose objectives are in conflict with those of the company and with each other. Community groups, for example, might want to block plans for a new supermarket where shareholders or employees might want development to go ahead.
It would be unrealistic for an assessment to cover all stakeholder relationships, so it must concentrate on those stakeholders that are most relevant for the company chosen. Learners need to agree the choice of organisation with their tutor to ensure that they will have enough information to complete the assessment fully.
Because much of this unit deals with how stakeholder relationships are managed, a written report could be produced, explaining how and why this aspect of marketing is of such relevance in business today.
Learning outcome 1
The company’s stakeholders (at least three) must be identified and mapped (in accordance with 1.2 and 1.3) and there needs to be some degree of assessment of their relative importance to the organisation (1.1).
For 1.4, the impact of these stakeholders on the overall marketing strategy must be explained, covering both positive and negative aspects. This could then be linked to 1.5, describing the nature of the market in which the company operates.
If in the learner’s judgement (based on and justified by the use of evidence from examples) there are existing synergies between specific stakeholders and the company, these must be described in 1.7. If there are no such synergies, then the learner needs to describe potential for this to happen and how. These discussions need to include consideration of how the attitudes of stakeholders to the organisation are, or could be, established (1.6).
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
69
Learning outcome 2
For 2.1, 2.2 and 2.3, the goals of at least three named stakeholders, and how the company engages these stakeholders in marketing activities through planned communications, need to be included.
Assessment criteria 2.4 and 2.5 concentrate on two key groups: competitors and clients. Assessment evidence must cover something from each of the bullet points in the Unit Amplification.
For 2.6, learners must describe how at least one type of generalist and one type of specialist personnel might be involved in managing stakeholder relationships.
Learning outcome 3
This learning outcome deals with the planning and maintenance of marketing stakeholder relationships. Some key management processes must be explained within this context, using examples of how this can be carried out in practice.
For 3.1, learners must give at least three critical success factors that will determine the success of stakeholder relationship management and at least two KPIs for each of these.
Links need to be made to learning outcomes 1 and 2 in this part of the assessment which includes environmental scanning and a description of how to collect and use information that will support strategies (3.2 and 3.4).
The purpose of using communication with stakeholders and responding appropriately must be clear to cover assessment criteria 3.3 and 3.5. Examples of how this might be carried out should be included to support this.
The final aspect of monitoring and control of stakeholder relationships is concerned with establishing an effective and appropriate reporting system which could be one that is in place or one that the learner recommends (3.6). Similarly, to meet 3.7, the explanation needs to cover how a reviewing system either works or could work, and why it is important.
Indicative resource materials
Textbooks
Blythe J – Essentials of Marketing (Financial Times/Prentice Hall, 2005) ISBN 0273693581
Brassington F and Pettitt S – Principles of Marketing (Financial Times/Prentice Hall, 2007) ISBN 0273657917
Anderson K and Kerr C – Customer Relationship Management (McGraw Hill Professional, 2001) ISBN 0071379541
Journals
International Journal of Marketing
Journal of Marketing
Journal of Relationship Management
Websites
www.marketingteacher.com Teaching resources on marketing.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
70
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.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
71
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 in t
erm
s ca
n 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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
72
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
2.6
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)
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
3.8
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
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
76
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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
77
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
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
78
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
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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.
BA029474 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Principles of Marketing – Issue 1 – January 2012 © Pearson Education Limited 2012
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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:
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GCSE 0844 576 0027
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The Diploma 0844 576 0028
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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.
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
80
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)
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
81
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
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
82
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
3 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 3 N
VQ
Dip
lom
a in
Mar
keting.
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
Anal
yse
com
pet
itor
activi
ty
#
2
Contr
ibute
to t
he
dev
elopm
ent
of
a m
arke
ting p
lan
#
#
3
Eva
luat
e an
d im
pro
ve o
wn p
erfo
rman
ce in a
busi
nes
s en
viro
nm
ent
#
#
4
Work
with o
ther
peo
ple
in a
busi
nes
s en
viro
nm
ent
#
#
5
Conduct
mar
ket
rese
arch
6
Eva
luat
e m
arke
t re
sear
ch d
ata
#
#
7
Contr
ibute
to t
he
pre
par
atio
n o
f a
mar
keting s
trat
egy
#
#
8
Contr
ibute
to t
he
dev
elopm
ent
of
new
pro
duct
s an
d/o
r se
rvic
es
#
#
9
Mai
nta
in a
port
folio
of
pro
duct
s an
d/o
r se
rvic
es
#
10
Des
ign m
arke
ting p
rom
otions
#
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 2012 ©
Pea
rson E
duca
tion L
imited
2012
83
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
11
Imple
men
t a
mar
keting p
lan
#
#
12
Eva
luat
e th
e ef
fect
iven
ess
of a
mar
keting p
lan
#
#
13
Dev
elop a
n a
dve
rtis
ing c
ampai
gn
#
14
Spec
ify
the
des
ign r
equirem
ent
for
mar
keting d
atab
ases
15
Man
age
outs
ourc
ed m
arke
ting s
upplie
r re
lationsh
ips
#
16
Use
dig
ital
tec
hnolo
gy
for
mar
keting p
urp
ose
s
#
17
Use
dig
ital
and s
oci
al m
edia
in m
arke
ting c
ampai
gns
#
#
18
Dev
elop w
ork
ing r
elat
ionsh
ips
With c
olle
agues
and s
take
hold
ers
#
19
Contr
ibute
to r
unnin
g a
pro
ject
#
20
Contr
ibute
to innova
tion in a
busi
nes
s en
viro
nm
ent
21
Dev
elop a
pre
senta
tion
22
Del
iver
a p
rese
nta
tion
23
Agre
e a
budget
24
Man
age
budget
s
#
25
Prep
are
spec
ific
atio
ns
for
contr
acts
#
26
Contr
ibute
to d
ecis
ion-m
akin
g in a
busi
nes
s en
viro
nm
ent
27
Mak
e dec
isio
ns
in a
busi
nes
s en
viro
nm
ent
28
Neg
otiat
e in
a b
usi
nes
s en
viro
nm
ent
BA029474 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
1 –
Jan
uar
y 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
29
Plan
and o
rgan
ise
an e
vent
#
30
Co-o
rdin
ate
an e
vent
31
Chai
r m
eetings
32
Plan
, al
loca
te a
nd m
onitor
work
of
a te
am
33
Pres
enta
tion s
oft
war
e (L
2)
34
Pres
enta
tion s
oft
war
e (L
3)
35
Spre
adsh
eet
soft
war
e (L
2)
36
Spre
adsh
eet
soft
war
e (L
3)
37
Usi
ng c
olla
bora
tive
tec
hnolo
gie
s (L
2)
38
Usi
ng c
olla
bora
tive
tec
hnolo
gie
s (L
3)
39
Web
site
soft
war
e (L
2)
40
Web
site
soft
war
e (L
3)
41
Bes
poke
soft
war
e (L
2)
#
42
Bes
poke
soft
war
e (L
3)
ma0
4011
2:\L
T\PD
\Spe
cial
ist
qual
s\BA
0294
74 B
TEC
Spec
L3
Cert
in P
oM.d
oc.1
-91/
1
Publications Code BA029474 January 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 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121