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
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Implement and monitor marketing activities
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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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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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Implement and monitor marketing activities
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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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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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Implement and monitor marketing activities
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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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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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Implement and monitor marketing activities
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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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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.
NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
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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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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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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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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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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”
NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
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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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Implement and monitor marketing activities
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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
NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
UNIT GUIDE
BSBMKG514A
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Implement and monitor marketing activities
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21
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
NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
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Implement and monitor marketing activities
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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,
NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
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Implement and monitor marketing activities
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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
NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
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Implement and monitor marketing activities
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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.
NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
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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
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