Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF) · 2020-01-08 · The Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF) is for learners who work

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.


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)


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.


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.


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


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.


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.


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.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/�


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.


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.


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/


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.


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.


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.

http://register.ofqual.gov.uk/Unit/Details/T_502_9935�

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

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

18

Learn

ing

ou

tco

mes

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

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

19

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Exp

lain

how

to 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

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

20

Learn

ing

ou

tco

mes

Ass

ess

men

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

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

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

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

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

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

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 –

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

23

Learn

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


24


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).


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.


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.

http://www.marketingteacher.com/�


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


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


http://register.ofqual.gov.uk/Unit/Details/F_502_8206�

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


30


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


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.


Website

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


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


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


http://register.ofqual.gov.uk/Unit/Details/D_601_7644�

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


38


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


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.


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.


40

Unit 4: Principles of Digital Marketing and Research


QCF level: 3

Credit value: 7


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



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


49


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


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.


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.


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.


51


Website

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


52

Unit 5: Principles of Market Research

Unit reference number: K/502/9933

QCF level: 3

Credit value: 5


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


http://register.ofqual.gov.uk/Unit/Details/K_502_9933�

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


60


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


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.


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.


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.


Textbooks

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


62

Unit 6: Principles of Marketing Stakeholder Relationships

Unit reference number: J/502/9938

QCF level: 3

Credit value: 3


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


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


68


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


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).


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.


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.

http://www.marketingteacher.com/�


70

Unit 7: Understanding the Relationship Between Sales and Marketing


QCF level: 3

Credit value: 3


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



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


76


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


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.


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.


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


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

Equality Policy

Information Manual (updated annually)

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually).

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

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


http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/publications/home.aspx�


79

13 Professional development and training

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

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

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building Functional Skills into your programme

building in effective and efficient quality assurance systems.

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

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Edexcel may monitor calls for quality and training purposes.

The training we provide:

is practical – ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

http://www.edexcel.com/resources/training/Pages/home.aspx�

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


Documents

Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF) · 2020-01-08 · The Edexcel BTEC Level 3 Certificate in Principles of Marketing (QCF) is for learners who work