BSBMKG514A Implement and monitor marketing activities

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NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
1


Unit Guide


Unit Title:

Implement and monitor

marketing activities

Unit Code:

BSB
MKG514A

Version Number:

1

Implementation Date:

01
-
Jan
-
2008

Unit Sponsor:

Business Arts and Info Tech

Product Developer:

Business Arts and Info Tech

Program Area:

Advertising Marketing and Public Relations

Product Level:

Available For State
-
wide Delivery

Last Updated:


Nominal Student Teacher
Hours:

40

Nominal Student Hours:

40



The Unit Guide supports delivery of this unit of competency. It:


1. Provid
es teachers with advice to facilitate learning, and to collect and assess evidence for reporting


achievement of the unit of competency;


2. Supports Institute and teacher compliance with AQTF standards;


3. Informs course planning, monitoring and

continuous improvement, and outcome reporting;


4. Provides learning and assessment information for students through the Student Assessment Guide(SAG).


Teachers and other users may select and print one or more sections, or select and print the whole


u
nit guide.

Part

Contents

You will find information, such as:

1

Introduction

• Unit Purpose

• Grading

• Nominal delivery hours

• Early warning("key alerts") of issues important for delivery of training
and evidence collection

2

Unit of Comp
etency

information

• The complete text of the unit of competency. This may be from a
training package or be a locally developed unit by TAFE NSW or other
RTO.

The definitive source of training package units is the National Training
Information Service
database

www.ntis.gov.au

3

Assessment Information

• Web links to generic "Policy & Guidelines".

• Guidelines for the collection of sufficient evidence for the learner's
achievement of the unit of competency

• Suggested tools for evidence collec
tion in different training and
assessment contexts

• How to record and report the outcomes of assessment of a learner's
evidence

4

Delivery Information

• Web links to generic "Policy & Guidelines".

• Strategies for learning facilitation for st
udents in different training
contexts, including strategies for integrated delivery

• OH & S and Environmental protection issues

• Delivery in specific contexts

5

Resources

• Teaching and learning resources: books, electronic media, Internet
an
d Intranet resources

• Teacher and assessor requirements

• Physical resources

• Student purchases

6

Administrative Data

• Data for program planning, monitoring and outcome reporting

• Copyright


NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
2


1. INTRODUCTION



1.1

Unit Purpose


On
su
ccessful
completion of

this unit you should be able to implement and monitor
marketing activities and specifically to:


1.

implement marketing activities described in a marketing plan,

2.

monitor
the
effectiveness
of marketing strategies and tactics
in meeting
organisational marketing
objectives, and

3.

evaluate and
take action to improve marketing performance.



1.2 Grading


Grade Code:


72




1.3 Hours


Nominal Student Teacher Hours:


40

Nominal Student Hours:


40


Duration Comments


1.4 Key Alerts


1.5 Enr
olment Requirements

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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
3



2. UNIT OF COMPETENCY INFORMATION


2.1 Unit Descriptor



2.2 Elements of Competency and Performance Criteria



2.3 Range Statement



2.4 Evidence Guide






2.5 Pre
-
requisites


Combiner

Unit Code

Name









2.6 Co
-
requisite
s


Combiner

Unit Code

Name









2.7 AQF Unit Level


Level:




2.8 Unit Weighting


Weight:

0


2.9 Additional Information from the Training Package


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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
4

3. ASSESSMENT INFORMATION


Teachers are required to be aware of all policies and guidelines, AQT
F standards

and legislative requirements for assessment of this unit of competency. These

policies and guidelines can be accessed from the Policies & Guidelines

link on the unit details page of CIDO or the DET intranet Unit Guide

(Writer's Manual) website
at:
https://detwww.det.nsw.edu.au/tsss/edusyssupport/cis/unitguide/poliguid/index.htm


To assess this unit the learner and trainer should have access to a work
place or
simulated workplace as well as appropriate documentation and resources normally used
in the workplace.


This unit could be assessed on its own or in combination with other units re
levant to the
job function
. Assessment tasks may be designed to inc
lude more than one unit however
completion of each unit must be reported individually.



Assessor judgement and holistic assessment are emphasised in this unit. The focus is the
clustering and integration of areas of knowledge, skills and attitude against
the unit
purpose, rather than on a checklist or atomistic approach.


Teachers, trainers and assessors should be mindful of the background and needs of
individuals of any target group when preparing students for assessment and during
assessment activities.
In particular, the teacher, trainer and/or assessor should ensure
that assessment practice is gender inclusive, does not disadvantage students of non
-
English speaking background and does not disadvantage students with disabilities.
Assessment practices sho
uld also cater for the particular workplace characteristics and
needs of worker students.


An assessment plan should be developed for this unit that specifies the assessment
strategies that will be used and how these strategies link to this unit of compete
ncy.
Additionally, recognition strategies should be specified when planning assessment.




Reasonable Adjustment


The Commonwealth Disability Discrimination Act (1992) makes it unlawful to treat
people with a disability less fairly than people without a di
sability
.


In the context of this
unit
, the principle of Reasonable Adjustment is applied to ensure that participants with a
disability have equitable access to all aspects of the learning situation.


For assessment,
this means that artificial barriers to
their demonstrating competence are removed.


Examples of reasonable adjustment in assessment include:

-

provision of an oral assessment, rather than a written assessment

-

provision of extra time

-

use of an interpreter

-

use of adaptive technology.


The f
ocus of the adjusted assessment should be on enabling the participants to
demonstrate that they have achieved the unit purpose, rather than on the method used.



3.1 Guidelines for the collection of sufficient evidence


The gathering, collection and recor
ding of all evidence must meet the Australian Quality
Training Framework requirements.



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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
5

Sufficient evidence must be c
ollected to determine a student’
s competence (i.e. to the
standard expected in the workplace). This should be made up of direct, indirect
and
supplementary evidence that is collected in a workplace or simulated workplace
environment.



Assessment of this unit requires the assessor to make a judgement that the unit of
competency has been achieved in accordance with the specifications shown in

this
document. To fully comply with the Australian Quality Training Framework (AQTF) the
asse
ssor needs to compare a student’
s evidence with the elements of competency, the
associated performance criteria, the range of variables statement and the evidence

guide
from the unit of competency. See
S
ection 2
of this Unit Guide
for details.



3.2 Suggested Assessment Strategies


Strategies used must ensure that assessment is fair, valid, reliable and consistent and
should be gathered on a number of occasions, i
n a variety of contexts and situations.
The strategies chosen should suit particular workplaces and student needs.





Sufficient evidence must be c
ollected to determine a student’
s competence. This should
be made up of direct, indirect and supplementary e
vidence that is collected in an
appropriate workplace or simulated workplace environment.



Evidence collection should occur in a workplace wherever possible.



Suggested assessment strategies should include:




Direct Evidence Sources:

An observation of

the student in a workplace,
a simulated workplace or both

(eg. practical demonstrations, practical tests, skills challenges, role plays).



Indirect Evidence Sources:

Other evidence students provide from a workplace
-

(eg. third party reports, work
proje
cts, workplace documents, skills books/journals)



Supplementary Evidence Sources:

Other evidence students provide to verify their ability
-

(eg. oral questioning,

interviews,
written questions, assignments, projects, case studies, video, photos, personal
statements).



Note that the three evidence sources shown above can also be used when

developing a recognition strategy. The strategy developed should be structured to
minimise time and cost for both assessors and students while ensuring that competence
i
s currently held regardless of how, when or where the learning occurred.


Assessment resources provide a means of collecting the evidence that assessors use in
making jud
gements about whether students

have achieved competency. In some cases,
assessors may
use prepared assessment materials or alternatively, may develop their
own assessment materials to meet the needs of their clients.


If using prepared assessment materials, assessors should ensure that the

materials are benchmarked, or mapped, against the c
urrent version of this

Unit of Competency. This can be done by checking that the materials are listed on the
National Training Information Service (
http://www.ntis.gov.au
).


When developing their own assessment mater
ials, assessors must ensure that:


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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


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6



the materials are benchmarked against the selected Unit(s) of Competency in
the
Business Services Training

Package

(BSB
07)
;



the materials are appropriate to the assessment needs of the client/s;



the materials are validate
d to ensure that assessors can gather sufficient, valid and
reliable information to make assessment decisions against the Competency
Standards;



the materials and processes meet the AQTF Assessment Requirements for RTOs.


Where assessors develop their own a
ssessment tools, they need to decide

whether to base tools around individual units of competency or the requirements of a job
role or task as the focus. Where the job is used to structure assessment the assessment
tool/s covers multiple units. The option o
f multiple unit assessments is relevant where
the tools are being developed for a given workplace. In this case it is essential to identify
how competencies are combined and applied to work activities.


The intent and content of assessment tasks must rela
te to the requirements of this unit.
Individual assessment tasks should be constructed to ensure the evidence a student
provides is a measure of several aspects of competence, ie, task, contingency
management and work environment skills as well as simple s
kill performance. The
assessment tasks should then be administered and marked using consistent criteria that
take into account any grading requirements.


To meet the requirements of the Australian Quality Training Framework, Registered
Training Organisatio
ns are required to ensure that assessment tasks are designed and
administered, and subsequently reviewed as part of quality improvement processes to
ensure that assessment events are manageable, efficient and economical, and that
assessment items are fair,

valid, reliable and consistent.


The teacher, trainer and/or assessor
should ensure he/she knows the I
nstitute's policies
and practices regarding assessment validation processes. They should also comply with
policies relating to assessment records require
d for internal and external auditing.


Communicating Assessment Requirements
t
o Students

Teachers must ensure that students are:




provided with
the Student Assessment Guide for this
unit




advised of
assessment

tasks and the assessment
timetable

for this un
it



advised of
recognition opportunities



provided with information pertaining to
their rights and responsibilities, including
reporting and appeals mechanisms


For this unit it is recommended that learners be req
uired to:




W
rite a
marketing implementation p
lan

which includes:


o

Implementation objectives

o

Organizational Preparedness

o

Key stakeholders.

o

Implementation Schedule

o

Budgets

o

Define the metrics, measurements and control processes

o

Key risks and strategies for managing these risks




Design an implement
ation control system

which includes:



o

Establish
ment of

standards for measuring progress towards the plan
ned

objectives.

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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


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o

Measure actual performance, compare it with the plan and diagnose any
variance.

o

Gathering and analysing f
urther market research
:




Env
ironmental scanning to identify any significant changes in the
marketplace, and



Internal audits of the firm to see whether performance has been
affected by, for example, changes in personnel, funding and
technology.

o

Determine any corrective action


Disc
ussion, individual feedback and formative assessment should form part of the above.


3.3 Recording and Reporting of Assessment


The following assessment table is a suggested assessment strategy for in class/off job
delivery. Teachers can vary this assessm
ent strategy to best meet the needs of the
learners, while ensuring that the Unit Purpose is met.


Assessment Table


Assessment
Method/Tool
No

Assessment Method/Tool

Aspects of
Evidence

Weighting

%

1


2

Write a

Marketing Strategy

Implementation plan


De
sign an Implementation
Control System


Element
1


Element
2
/3




50
%


50
%






3.3.1 Criteria for performance level grading


To receive a PASS grade the learner must
:




Accurately identify
and prioritise marketing strategies



Describe the
Marketing mix a
ctivities
in terms of implementation requirements



Apply
an implementation
tool



Design an implementation schedule



Establish
methods for measuring performance



Prepare

a written
implementation plan

and present it to his/her peers.



Design an implementation c
ontrol system in a written report



To receive a CREDIT grade the learner must
:




Meet
all the criteria of a pass grade



Describe and analyse the Marketing mix activities and
associate

them with

responsibilities, budgets, and timetables.



Demonstrate
superio
r analysis
of

organizational preparedness
to implement the
plan and offer solutions



Design an
in
-
depth
implementation schedule
and that give greater insight into the
allocation of timeframes and resources



Establish standards for measuring progress towards

the plan objectives.

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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
8



Describe how to m
easure performance, compare it with the plan and
identify any
gaps in performance
.



Prepare a
professional quality
written
implementation plan

which demonstrates
high level presentation techniques



Design an implement
ation control system in a

high quality

written report


To receive a DISTINCTION grade the learner must




Meet
all the criteria of a credit grade



Demonstrate
a knowledge of the underlying theoretical basis to
marketing
planning, implementation and control a
nd
how it can be applied to varying
situations



Demonstrate an in
-
depth understanding of implementation planning techniques



Demonstrate

an ability to plan, organise and control
the implementation process
with minimal supervision



Produces
clearly superior an
alysis of data



Presents
reports of desk
-
top publishing quality with complete audio/visual
support for presentation.



3.4 Recognition


Recognition of Prior Learning (RPL)
is the appraisal of sufficient, valid, and authentic
evidence of a person's existing

skills

and
knowledge

to enable judgements to be made
on whether competence

in the unit

has been achieved.


RPL

is a form of assessment
used to determine whether a person has achieved the required level of competence
through formal learning, informal learn
ing, work experience or life experience.


Students who wish to apply
for
RPL of this unit of competency must produce evidence
that they have
satisfied the assessment requirements for this unit, either by previous
completion of
study

or by work based experi
ence.


Applicants
for RPL
may be required to
complete the assessment for this unit.



To grant RPL, an assessor must be confident that the perso
n is currently competent in
the

endorsed industry competency standard. The minimum granted by recognition of
pri
or experience and learning will be the whole unit of competence.
Partial recognition of
a unit cannot be granted. Teachers should consult with their Head Teacher before
proceeding with requests for RPL.



3.4.1 Unit Equivalence Arrangements


3.4.2 Pre
-
arr
anged RPL


3.5 Assessment in specific contexts


3.6 Assessment Requirements for Students


Introduction


Assessment is a process that will require you to provide evidence that you have achieved
the knowledge and skills required in this unit of competency
. Successful completion of
this unit is based on the assessment of your demonstrated competence in a workplace or
simulated workplace environment.


How do you complete this unit?

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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
9


You can complete this unit by demonstrating competence. To do this you must

provide
evidence that you can:


1.

Implement marketing strategies and tactics

2.

Monitor marketing strategies and tactics

3.

Evaluate and improve marketing performance



What evidence will you be asked to supply?


You may be requested to:




W
rite a
marketing implem
entation plan which includes:


o

Implementation objectives

o

Organizational Preparedness

o

Key stakeholders.

o

Implementation Schedule

o

Budgets

o

Define the metrics, measurements and control processes

o

Key risks and strategies for managing these risks




Design an

implementation control system which includes:



o

Establish
ment of

standards for measuring progress towards the plan
ned

objectives.

o

Measure actual performance, compare it with the plan and diagnose any
variance.

o

Gathering and analysing f
urther market resea
rch
:




Environmental scanning to identify any significant changes in the
marketplace, and



Internal audits of the firm to see whether performance has been
affected by, for example, changes in personnel, funding and
technology.

o

Determine any corrective acti
on


Your teacher will advise you of the specific assessment requirements for this unit.


This is a graded unit.

To receive a PASS grade the learner must
:




Accurately identify
and prioritise marketing strategies



Describe the Marketing mix activities in ter
ms of implementation requirements



Apply an implementation tool



Design an implementation schedule



Establish methods for measuring performance



Prepare a written
implementation plan

and present it to his/her peers.



Design an implementation control system in

a written report



To receive a CREDIT grade the learner must
:




Meet all the criteria of a pass grade



Describe and analyse the Marketing mix activities and associate them with
responsibilities, budgets, and timetables.

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UNIT GUIDE




BSBMKG514A
-
Implement and monitor marketing activities


Page:
10



Demonstrate superior analysis
of or
ganizational preparedness to implement the
plan and offer solutions



Design an in
-
depth implementation schedule
and that give greater insight into the
allocation of timeframes and resources



Establish standards for measuring progress towards the plan object
ives.



Describe how to measure performance, compare it with the plan and identify any
gaps in performance.



Prepare a
professional quality
written
implementation plan

which demonstrates
high level presentation techniques



Design an implementation control sy
stem in a high quality written report


To receive a DISTINCTION grade the learner must




Meet all the criteria of a credit grade



Demonstrate a knowledge of the underlying theoretical basis to
marketing
planning, implementation and control and
how it can be

applied to varying
situations



Demonstrate an in
-
depth understanding of implementation planning techniques



Demonstrate

an ability to plan, organise and control
the implementation process
with minimal supervision



Produces clearly superior analysis of data



P
resents reports of desk
-
top publishing quality with complete audio/visual
support for presentation.




4. DELIVERY INFORMATION


Teachers are required to be aware of all policies and guidelines, AQTF standards

and legislative requirements for delivery of t
his unit of competency. These

policies and guidelines can be accessed from the Policies & Guidelines

link on the unit details page of CIDO or the DET intranet Unit Guide (Writer's

Manual) website at:
https://detwww.det.nsw.edu.au/tsss/edusyssupport/cis/unitguide/poliguid/index.htm


This section should be read in conjunction with Section 3, Assessment and

Section 5, Resources.


A range of learning strategies sho
uld be used to cater for differences in learning styles.
These may include brief modified lectures, group discussions, practical demonstration
and student exercises, group work, peer assessment, completion of student work
-
books
and learner demonstration.



This unit lends itself to experiential learning. There should be ongoing discussion on the
assessment tasks, allowing learners to share their experiences. Brainstorming sessions
on commonly experienced problems may also be worthwhile.



It is important th
at learners receive feedback from each task they complete to enhance
learner achievement.



Learners should demonstrate by answering questions and participating in discussion that
they have the required underpinning knowledge required in this unit.



Regar
dless of the delivery strategy every effort must be made to relate training

to the student's workplace in order to strengthen the connection between the

acquisition and application of knowledge and skills.

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BSBMKG514A
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Implement and monitor marketing activities


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In particular the delivery strategy should:




cate
r for the needs and circumstances of the learners



provide access to recognition processes to allow the current skills of students to be
recognised.



identify any required gap training that flows from the recognition process



adjust delivery strategies accor
ding to the outcomes of the recognition process



foster the development and assessment of Key Competencies.



provide opportunities for students to practice the required skills and gain feedback
on their performance.



provide opportunities for students to ga
ther evidence of their competence.



arrange for workplace skills development and assessment where applicable.


Teachers should also familiarise themselves with the special requirements of particular
target groups of students and adjust learning and assessme
nt strategies accordingly.

These target groups may include:




TVET students



existing workers



the disabled



Centrelink referred people



disadvantaged youth



Aboriginal and Torres Strait Islanders



LBOTE students



other disadvantaged groups or individuals


Th
e del
ivery of this u
nit can be integrated with other units (see
below
for details). When
this is appropriate, delivery strategies should be adapted to the scope of all
units

selected, providing that the requirements of any individual unit of competency are
achi
eved. In
such integrated approaches the I
nstitute must ensure that records of
delivery and assessment are carefully maintained and secured

for each unit of
competency
, so that AQTF compliance requirements can be met in any internal and
external auditing pr
ocesses that may occur.


This unit can be taught on or off
-
the
-
job and is suitable for face
-
to
-
face delivery in a
classroom or other similar venue.


4.1 Delivery Strategies



This unit is focused
providing
students

with

skills
that will help them
to under
stand
what
happens after the marketing plan is written

to ensure the marketing plan is carried out
effectively
. It outlines how to analyse
the contents of
a

marketing plan
;

prioritise and
then implement the marketing strategies outlined in the plan
; resour
ce the marketing
plan;
always

monitor and evaluate the performance of marketing strategies and
continually develop effective response measures and control the outcomes
.


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Implement and monitor marketing activities


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Primarily this
unit is about imparting the skills that students need to be able to a
c
hiev
e

marketing efficiencies
. Therefore, the course is delivery strategies draw on a

combination of
marketing skills and operations management
.


The following table will assist teachers in planning to deliver this unit and ensure that the
critical aspects

of
Implementing and Monitoring
M
arketing
A
ctivities
content are
consistently applied. Th
is
table
has been structured into
eight

(
8
) topic areas
:



Teachers are advised to use this topic list to plan lesson delivery.


Topic


Coverage


1
. Introduction to

m
arket
ing

implementation and
monitoring



Definition
s



Marketing Planning



Implementation plan
ning



Marketing Monitoring



Five Components of Marketing Management
(overview)


1.

Planning

2.

Research

3.

Implementation

4.

Control

5.

Evaluation


The
strategic
m
arket
ing

plan
ning process

(overview)

-

The sections of the marketing plan, their
strategic function and what each section contains:




M
arketing
objective



Situation Analysis



SWOT Analysis



Marketing Strategy



Marketing tactics



Implementation Plan



Marketing Control


Clarify

Marketing Planning Concepts:




Clarify the nature of the work that needs to be
carried out in order for a marketing plan to be
turned from concept to reality.



Identify key stakeholders in the marketing
planning and implementation process



Differentiate betw
een marketing strategy and
marketing tactics;



D
iscuss the
importance of implementation and
control to successful marketing planning.



Discuss the importance of ensuring marketing
plans are consistently updated throughout the
marketing implementation and c
ontrol process


Introduction to the Marketing Implementation
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Implement and monitor marketing activities


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Process:




What is marketing implementation and monitoring



Overview of how companies implement, organize,
and control their marketing efforts.



How it relate
s

to the marketing management and
planni
ng process.





2
.
Th
e

Implementation

P
rocess




Definitions:




Marketing Strategy



Marketing Tactics



Target Audience



Positioning



Marketing Mix


Identify the marketing mix actions.


The marketing mix a
ctivities

need to be clearly identified
and associat
ed with r
esponsibilities,
b
udgets, and
t
imetables
:




Product Strategies

o

Product

policy factors

o

Product management

techniques

o

Product

strategy


o

Product activities

o

Person
responsible

o

Budget

o

Other resources needed

o

Target completion date




Promotion Strategies

o

Promotion

policy factors

o

Promotion

techniques

o

Promotion

strategy

o

Promotion

activities

o

Person
responsible

o

Budget

o

Other resources needed

o

Target completion date




Pricing Strategies

o

Pricing policy factors

o

Pricing techniques

o

Pricing strategy

o

Pricing

activities

o

Person
responsible

o

Budget

o

Other resources needed

o

Target completion date




Place Strategies

o

Place and distribution policy

o

Supply Chain Intermediaries

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Implement and monitor marketing activities


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o

Logistics

o

Place and distribution
strategy

o

P
lace

activities



Person responsible



Budget



Other resources needed



Target completion date


From the marketing plan identify the various target
market(s):


o

Demographic characteristics

o

Geographic characteristics

o

Psychographic characteristics

o

Basic needs and benefits sought

o

Purchasing/shopping characteristics

o

Consumption/di
sposition characteristics



Steps in the marketing i
m
plementation process:


Marketing implementation
process
turns strategies and
plans into marketing actions that address who, where,
when and how.



1.

Clarify the i
mplementation
o
bjective
s

-

clarify
what
is to be achieved


2.

Analyse and Asse
s
s
Organizational Preparedness




Budget
s


Identify the budget, expenditure
plan, and budget variance for accomplishing
the
implementation
.




Personnel


Identify key stakeholders. Clarify
the organisations management str
ucture.
Define the
implementation

staffing
requirements, including competencies tha
t are
needed for completing the
implementation
.


3.

Design an
Implementation Schedule


A timeline
marketing activities


4.

Conduct a f
inancial analysis

of the implementation
s
trategy to ensure activities are carried out within
budget, that the
projections and forecasted results

are feasible



5.

Define the m
etrics, measurements and control
processes

that will be applied to this
implementation process.


6.

A list of key risks and str
ategies for managing
these risks


7.

Write an Implementation Plan

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Implementation problems


Marketing is done in a world of constant change.
Marketing strategies don’t go to plan, events happen that
undermine the success of the strategy or the
implementation

may be ineffective. Problems include:





Internal problems e.g change of management



External problems e.g. changing competition



Poor planning



Poor intelligence



Poor execution



Key success factors

of
marketing implementation:



1.

Schedule
d



Activities are

completed on or ahead
of schedule.

2.

Scope


The work

fully and correctly
estimated,
and is completed.

3.

Budget


Costs for completing the
implementation

are realistically estimated and achieved.

4.

Issues


Any
issues that pose risk or impact to the
implemen
tation
are identified.

5.

Communication


A communication strategy is
developed in order to ensure r
elevant information
is shared with all stakeholders on a regular basis.

6.

Quality


Marketing objectives
are met or
exceeded by the completion of the
implement
ation

7.

Risk


Potential problems are identified early, and
their impacts are minimized.




3
. Implementation
and
Monitoring
Tools

and
Techniques


Definitions




Quality Management Tools and Techniques



Marketing Models



Implementation
tools



Project management

techniques


The PDCA Cycle


The marketing planning, implementation and control
process aligns with the
PDCA or Deming Cycle developed
by W Edwards Deming
.

o

P PLAN the change

o

D DO implement the change

o

C CHECK that the change is having the
desired ef
fects

o

A ACT to follow up and make adjustment
as necessary

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Implementation and Monitoring Tools and
Techniques


Marketers use a variety of project management
techniques to ensure
the implementation process
ac
hieve
s

the

required

objectives while keeping to

established schedules and budgets.

Tools that can be
applied to the process:




The McKinsey 7Ss model


to assess organisational
preparedness for implementation



Financial tools



Cause and effect charts



PERT charts



Gantt charts



Event Chain Diagrams



Run
charts



Project Cycle Optimisation



Participatory Impact Pathways Analysis (An
approach for developing common understanding
and consensus amongst project participants and
stakeholders as to how the project will achieve its
goal)




4
.
Implementation
Commu
nication
Strategy



Definitions
:




Key Stakeholders



Team Building



Networking



Internal marketing



Communication Strategy



Organisational Culture



Organisational Structure
s and hierarchy



Management Styles



Competencies



Work skills



Employee buy
-
in


The Importance

of a Communication Strategy
.


The best strategic plans in the world are not likely to be
successful if they are not effectively communicated to
those who must implement them: the employees.
O
utstanding strategies are worthless if they cannot be put
into e
ffect. As Piercy and Morgan (1991) stated:

“The reality that the marketing executive faces is
that implementing plans and strategies
successfully is often dependant on managers and
employees who are far removed from the
excitement of creating new marketing

strategies
-

people like service engineers, customer service
staff, field sales personnel, and so on”

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T
he Four Gears Process

The Four Gears Process (Ridlon, 2002)is

a

tool

for
successfully implementing improvement projects.
It is
divided

into four stages
; s
tage 1 gets the right people
involved
;

s
tage 2 and part of Stage 3 support
s

good
people

dynamics
; t
he rest of
s
tage 3 and
s
tage 4 involve
actually implementing a change


1. Initiate collaboration
-

Figure out who needs

to be involved, how

they need to b
e

involved, and
how to

involve them


2. Demonstrate integrity

-

Work to establish

trust and

understanding of

shared concerns.

Consider diverse

perceptions through

open
discussion and

debate


3. Generate understanding

-

Frame the

marketing implementation ac
tivities
, develop

implementation

solution
s
, and

input to
a
n

implementation plan


4. Create commitment

-

Align the

organization
and

assess commitment to

action

The Implementation Communication Strategy

Overview:

The implementation communication plan must
r
ecognize that organizations are made up of social,
communicative human beings who can achieve great
things together only after they recognize that it is to their
benefit to come together cooperatively and
communicatively.


Goal:

The goal of the Implementat
ion Communication
Strategy is to:

1.

Gain the support of key decision makers and
facilitators

2.

Obtain employee commitment to making the
marketing plan work by involving them in the
“ownership” of the plan and reward them on the
plans attainment

3.

Train staff to

ensure they have the skills and
abilities to effectively carry out the plan


Components

of
the Implementation

Communication
Strategy
:



Identification of key stakeholders and audiences



Identification of key issues



Identification of key messages



Developm
ent of communication and marketing
tools



Ensuring ready access to information

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Developing strategies for stakeholder information
sharing



Ensuring successes are shared

Implementation Communication Strategy
-

checklist



Agree the implementation strategy



Agr
ee a timeframe



Set up a team of stakeholders



Establish good project management



Personalise the case for change



Ensure participation



Create a sense of purpose and urgency to tackle
real problems which have prevented progress in
the past



Motivate



Be
prepared

for conflict



Be willing to negotiate



Anticipate stress



Build skills



Build in the capacity for learning



Monitor and evaluate


5
.
Developing an
Implementation plan


Definitions:




The Implementation Plan



Deliverables



Resource planning



Schedule



Timeframes



Ri
sk management


The Implementation Plan includes




Strategy


Describe the
key marketing strategies


target audience and marketing mix variables




Deliverables


Identify the major deliverables that
will be provided through the course of the
implementation p
rocess
.



Resource Plan


Identify the resource assumptions
associated with the program plan.



Schedule


Provide a Gantt chart of the proposed
schedule



Risk management Plan


Risk Management


Definition:
Risk management is a systematic process of
making a
realistic evaluation of the true level of risks to
your
marketing strategies
.


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Process:
Before risks can be properly managed they
need to be identified
-

you can begin with these
questions:



What can go wrong?



What can we do to prevent it?



What do we do

if it happens?


A risk management plan should include
:



risk management tasks,



responsibilities,



activities and



budget



6
.
The
Marketing
Control

Process

Introduction:


The control process is essential for guiding the
implementation of the
marketing
pl
an. Without control,
you will not be able to determine whether your plans are
achieving their objectives or make decisions about
improving and

revising them.


Definitions:




Marketing Control: Steps that an organization
takes to ensure that its marketing p
lans are
successful.



Marketing Metrics



Marketing ROI



Marketing Contingency Planning



A
ctual performance



P
lanned performance



V
ariance



Types of marketing control


1.

Broad performance measures such as
:



sales results,



market share,



costs
-
to
-
sales and



overa
ll financial performance.


Such measures help you evaluate the overall
effectiveness of your business and identify issues that
are impeding performance.


2.
Profitability.



Gross and net profit margins.



Contribution margin.



Return on investment, assets

or equity.



You may want to measure the monthly and annual
profit
-
and
-
loss results of each product, line and
category, as well as each market, segment or
distribution channel.


3.
Productivity.

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This usually covers the efficiency of the salesforce,
promo
tions, channels of distribution and logistics,
as well as product management.


4
.

Performance towards achieving the more narrowly
defined objectives set for each marketing mix strategy
:



Product performance standards

Price performance standards

Distributi
on performance standards

Promotion performance standards



Design your implementation control system


1.

R
eview the objectives identified in the marketing
plan.

2.

Establish standards for measuring progress
towards the plan objectives.

3.

Measure actual performanc
e, compare it with the
plan and diagnose any variance.

4.

Further market research.

5.

Environmental scanning to identify any significant
changes in the marketplace, and

6.

Internal audits of the firm to see whether
performance has been affected by, for example,
changes in personnel, funding and technology.

7.

Determine any corrective action



7
.
Progress Reporting


Definition
s
:




Monitoring

marketing
activity
performance



A
nalysing marketing performance



Managing
Implementation progress



Workflow/Data Flow/Process
Mapping


The Implementation Progress Report

The goals are to:


1.

Ensure implementation is progressing toward
expected objectives.

2.

Identify and resolve implementation
-
related
issues.

3.

Reinforce the responsibility and accountability
of resources to the impl
ementation plan.

4.

Communicate implementation progress to
stakeholders


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The contents of this report include:





Progress during the period.



Accomplishments and deliverables submitted.



S
chedule variance (if any).



B
udget variance (if any).



Any
issues.



Pl
ans for next period.



Methods of communicating The Implementation
Progress Report
:




Individual rewards and recognition



Team rewards



Team meetings



Newsletters



E
-
mails



Scheduled progress meetings



Report dissemination




8. Improve Marketing
performance


D
efinitions:




Quantitative marketing



Issue Management



S
olution modifications



Refine Marketing Strategies



The process for achieving marketing performance
improvements
:


1.

Identify possible opportunities for improvement

2.

Conduct

research

to develop possible
marketing
performance improvement

strategies:

2a.
Gather
Customer and Employee
feedback:


2b
.

Use Issue Management to Review
processes
:


3.

Environmental scanning to identify any significant
ch
anges in the marketplace

4.

Internal audits of the firm to see wh
ether
performance has been affected by, for example,
changes in personnel, funding and technology.

5.

Determine any corrective action

6.

Document recommendations

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7.

Communicate

recommendations




Delivery strategies should provide learners with the opportunity t
o develop the skills and
knowledge listed in the unit purpose through a blend of theory and practical activities.

Delivery strategies for this unit should complement the assessment events.


The delivery of unit can be completed in diverse and interesting w
ays at it draws on
numerous marketing, project management and planning techniques.

Primarily however,
the content should be delivered in the form
modified lectures followed by discussion and
practice exercises.


Here are a list of
suggested
discussion topi
cs and practise exercises:


1.

The unit should begin by analysing real life marketing plans to assess the
purpose, objectives and strategies. Numerous marketing plans are available
through the TAFE library or if the student may locate an existing marketing pl
an.
It is important that the student does have access to a plan in order to be able to
better understand the relationship between marketing planning and
implementation.


2.

There are a number of flowchart
s

available showing schematically how marketing
strateg
y can be implemented. This is a valuable baseline process for the students
to use.
Students could be asked to memorise and draw part so the flowchart on
the board. They could also physically form the flowchart
-

each person standing
at the correct point i
n the chart and describing that step.


3.

A case study could be used to allow student to
attempt to convert the
marketing
mix
strategies into activities defined by task,
responsibilities, budget, and
time
frame.


4.

Students could be asked to research and presen
t
a variety of project
management techniques

that can support the

implementation process
. Students
can be randomly allocated any of the following tools
:




The McKinsey 7Ss model



Cause and effect charts



PERT charts



Gantt charts



Event Chain Diag
rams



Run charts



Project Cycle Optimisation



Participatory Impact Pathways Analysis


5.

Communicating the plan. Give the student an easy, student applicable
implementation strategy


for example: “TAFE is going to bring in a compulsory
uniform for all

business studies students. From 1
st

Jan all students are required to
wear formal work clothes


business suits for males and business work wear for
females. A student clothing code has been written. How would you go about
communicating this change? How mi
ght you get “buy in” for this strategy?


6.

Students could be asked to research and present a variety of marketing control
data:



Sales

results,



Market

share,

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Costs
-
to
-
sales

and



Overall

financial performance.



Gross and net profit margins.



Con
tribution margin.



Return on investment, assets or equity.



Productivity



7.

A case study could be used to allow student to attempt to d
esign
an

implementation control system

and in particular to diagnose variance to planned
performance and establish way
s of modifying marketing activities


8.

Issue

management
-
Have a brain stormi
ng session to identify problems, issues
and anything that could go wrong with the implementation

process.


9.

Design a questionnaire to assess the impact of a new marketing strategy
on
consumers and employees.



4.2 Environmental Responsibilities


Teachers and trainers should consider any impact on the environment that teaching of
this unit could cause.


Learning and assessment events should be designed to avoid
excessive consumption

of materials and resources, and to recycle materials whenever
possible.


Wastes should be disposed of in accordance with current legislation and
enterprise practice.


Materials used should be stored safely and in accordance with
enterprise practice. The u
sage and recording of any chemicals or medicines used in this
unit

should be carried out within the relevant legislative requirements.



4.3 Occupational Health and Safety


Teachers are required to be aware of OHS policies and guidelines, and

legislative

requirements. These policies and guidelines can be accessed from the

Policy & Guidelines link on the unit details page of CIDO or the DET

intranet Unit Guide (Writer's Manual) website at:
https://detwww.det.nsw.edu.au/tsss/edusyssupport/cis/unitguide/poliguid/index.htm


4.4 Associated Legislation and Policy Information


4.5 Delivery in specific contexts


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5. RESOURCES


5.1 Teaching and Learning Resources


B
efore developing resources teachers should check with their supervisor for

current
material.


Recommended Text


There is no single text that covers all the aspects of this unit.

However, a good quality marketing
planning text would be suitable


the sectio
n pertaining to implementation of the plan. For
example:


Wilson Richard M. S. (Author), Gilligan Colin (Author)
Strategic Marketing Management
, Third
Edition: planning, implementation and control
Paperback: 882 pages

Publisher: Butterworth
-
Heinemann; 3 e
dition (January 12, 2005)

ISBN
-
10: 0750659386 ISBN
-
13: 978
-
0750659383

This is an extensive text that covers all aspects
of marketing management, marketing planning, marketing implementation and controls.

Sections
4 and 5 are particular to implementation a
nd control. This wide
-
ranging methodological text

uses
an array of models and techniques to support understanding
.



The following resources may

assist sourcing/developing
delivery
materials

for this unit:


(a)
Useful Websites




Australian Marketing Institu
te (AMI)

www.ami.org.au

P
rovides information about codes of conduct etc
and access to topical articles




Marketing Teacher

www.marketingteacher.com

This is a FREE Lesson sto
re. All of the key marketing topics from many marketing
courses are here. Note: examples are not Australian




National Training Information Service (NTIS)

www.ntis.gov.au

provides information about the units of competen
cy




(b)
Books





Farris P. W., Neil T.; Bendle, Phillip E. P.;

David
J. R.; (2006);
Marketing Metrics: 50+
Metrics Every Executive Should Master
;
Wharton School Publish
ing.


Fifield P.;

Marketing Strategy Masterclass
: Implementing Market Strategies

Pu
blisher: Butterworth
-
Heinemann


McDonald
M.; (2007);

Marketing Plans, Sixth Edition: How to prepare them, how
to use them
;

Butterworth
-
Heine
mann.



(c)
Journals & periodicals




Marketing Power (articles and case studies)

http://www.marketingpower.com/content1053.php



(d)
Videos
/DVDs

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Remember to check your campus library for a current list of videos on buyer behaviour.





An introduction to marketing plans : [videorecording] how to prepare
the
m, how to use them

Malcolm

McDonald.

Publication info: [
Cranfield University
, 2005
].

Physical descrip: 1 videodisc (189 min.) sd., col. ; 4 3/4 in.

Summary: This video discusses the marketing process, the marketing

planning process, audits, objectives and

strategies, plans, information,

forecasting, organizing, and designing a system.




Developing a business plan [videorecording].

Publication info: Warriewood, N.S.W. : Classroom Video, c2004.

Physical descrip: 1 videodisc (18 min.) : sd., col. ; 4 3/4 in. +

teacher's notes.

Credits: Written & produced by Brenden Dannaher

Summary: Using a case study of a newly established restaurant,

this video investigates: what a business plan is and

why it is important;
different types of business

plans; the key elements o
f a business plan; vision
and

mission statements; operations, marketing, finance,

the executive
summary; common planning tools
-
SWOT

analysis, break
-
even analysis and
the importance of

regularly evaluating the business plan.

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5.2 Teacher and Assessor Requir
ements


AQTF 2007, Standard 1 requires the RTO to provide quality training and

assessment across all of its operations.


http://www.training.com.au/portal/sit
e/public/menuitem.91cdbaeb7a2bc0e2cd9ae7861



In particular:

Element 1.3 requires that staff are consistent with the requirements of the

Training Package or accredited course and the RTO's own training and

assessment strategies (page 13, Users' Guide to t
he Essential Standards for

Registration).


Element 1.4 requires that training and assessment are conducted by trainers and

assessors who:

a) have the necessary training and assessment competencies as determined by


the National Quality Council or its su
ccessors, and

b) have the relevant vocational competencies at least to the level being


delivered or assessed. (Appendix 2, page 61, Users' Guide to the Essential


Standards for Registration).



5.3 Essential Physical Resources




Access to a workplace
or simulated
workplace



Teacher prepared hand
-
outs which provide information about the unit purpose

and
assessment criteria



Overhead transparencies, overhead projector and trolley



Laptop and projector (light
-
pro)



VCR/DVD and monitor



Access to a photocopier



Access to the internet



Access to library holdings of marketing plans






5.4 Student Resource Requirements


Your teacher will advise you of any resources, including text books, which you will
require for this unit.



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6. ADMINISTRATIVE



6.1 Unit Code




6.2 Unit Title





6.3 Version Number





6.4 Implementation Date





6.5 Availability Status





6.6 Training Packages





6.7 Unit Sponsor





6.8 Program Area





6.9 Product Developer





6.10 Field of Education





6.11 Animal Use Category





6.1
2 Nominal Student Teacher Hours





6.13 Nominal Student Hours





6.14 Annual Hours Curriculum





6.15 Selected Study Program





6.16 Locally Developed





6.17 Copyright Statement



6.18 Copyright Licensing and Franchising



6.19 RAM Category