Course Title: Undertake marketing activities
Part B: Course Detail
Teaching Period: Term1 2013
Course Code: MKTG7835C
Course Title: Undertake marketing activities
School: 650T TAFE Business
Campus: City Campus
Program: C4222 - Certificate IV in International Trade
Course Contact : Tim Wallis
Course Contact Phone: +61 3 9925 5423
Course Contact Email:firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 50
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This unit covers general and basic marketing and promotional activities that do not require detailed or complex planning or implementation. It could be undertaken as part of a broader role of a person in a small enterprise, or as part of a marketing plan for a larger enterprise.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
BSBMKG414B Undertake marketing activities
1. Research marketing information
1.1. Research the concept of marketing as it applies to the organisation
2. Plan marketing activities
2.1. Undertake analysis of collected basic marketing information
3. Implement marketing activities
3.1. Determine and access resources required for work activities
4. Review marketing activities
4.1. Measure and record outcomes of marketing activities
Students will be able to demonstrate:
- literacy skills to read a variety of texts, to prepare general information and papers, and to write formal and informal letters according to target audience
- planning skills to develop implementation schedules
- problem-solving skills to address issues which may affect plans and their implementation.
Details of Learning Activities
A range of learning activities are planned for this course including self-paced and collaborative class room based activities.
The self-based activities will be delivered through various technology platforms and will include student contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.
The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practice skills in a simulated workplace environment.
This course is co-delivered with MKTG5952C Promote Products and Services
1. Pre-training review and program familiarisation
• Other students
• Where to get support
• Student responsibilities
• Course requirements
• Course support documents
• Overview of assessment requirements
• Submission requirements
• Resubmission policy
2. Define Marketing
3. Review of Marketing and introduction to Marketing Reserach
4. Review of Marketing Research and introduction to Marketing Strategy
5. Review of Marketing Strategy and introduction to Policy and Procedures
7. Policy and Procedures Review and Workshop
8. Individual feedback sessions
9. Review of Weeks 1 to 8 followed by Test
10. Market Analysis and introduction to Marketing Plans
11. Review of Marketing Analysis and Workshop on Marketing Plans
12. Review of Marketing Plans and work on Major Project
13. Presentation of Draft Project in group sessions
14. Submission of Major Project
15. Presentations by group in class for Major Project
Czinkota, Michael et al, 2008, International Marketing: asia pacific edition, Thompson Learning, USA
Overview of Assessment
The student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment methods.
Assessments will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises, presentations and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.
You are required to complete 3 tasks. You must successfully complete all 3 tasks to be deemed competent in this unit.
TASK 1 (Due Date: End of week Four (Mini quiz – Weeks One, Two and Three content)
TASK 2 (Due Date: End of Week Nine (Mini Assessment – Draft Marketing Plan) For this you need to undertake the following:
1. Go to http://www.business.gov.au
2. Check down the menu on the left hand side and select Market research and statistics
3. Click on Develop a Marketing Plan
4. Read the information under Develop a marketing plan and from this list the elements that should be included in your plan and input relevant information to the Draft Marketing Plan.
TASK 3 (Due Date: End of Week Fourteen (Major Assessment)
For this assessment task you need to draw upon what you have learned in this unit.
The above task will be presented in report format and assessment detail will be placed on blackboard
Note: Both written assessments must be submitted electronically
Method of assessment The following assessment methods are appropriate for this unit:
• direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate
• review of work activity plans for marketing activities
• analysis of responses to case studies and scenarios
• observation of presentations
• oral or written questioning to assess knowledge of marketing techniques and strategies
• analysis of documentation outlining the outcomes of marketing activities
• review of marketing activity reports.
Critical aspects of assessment
The critical aspects of assessment are:
• Validity – the assessment tool is designed and implemented so that it measures performance accurately and precisely
• Reliability – the assessment tool is designed and implemented so that the measurements received are consistent over a period of time or a number of assessment events
• Fairness – the assessment tool is designed and implemented so that it is non-discriminatory and unambiguous
• Flexibility – the assessment tool is designed to allow for its application in a range of different contexts and conditions, and uses a range of methodologies.
Assessment may incorporate a variety of methods including in-class exercises, problem-solving exercises, assignments, group or individual projects, presentations and written or practical tests, as well as homework activities.
Assessment tasks may need to be submitted via Blackboard.
• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at http://rmit.edu.au/browse;ID=ls0ydfokry9rz website.
• Always retain a copy of your assessment tasks. (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.
Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying.
You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.
Please refer to the Final Grades table below.
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.
The grading is according to the following criteria:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to the task
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
We are looking for depth of understanding of the key concepts and knowledge required in the assessments system. You should be able to demonstrate a thorough understanding of all requirements in all the assessment tasks.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
We are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of problems that can arise in managing pertinent issues and how these might be addressed.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
If required by the teacher we would expect to see ongoing uploading of information into Pebble Pad that is relevant to the unit, full utilisation of Pebble Pad and Blackboard as per course requirements and timely submission of all required assessment tasks.
5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
We expect to see contributions to relevant discussions and scheduled Collaborate sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach to management issues in the workplace.
Final Grades table:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did Not Submit for assessment
Further information regarding the application of the grading criteria will be provided by your teacher.
Other activities may be workplace-based or simulate work practices. These may include the production of technical requirements documents, direct observation of workplace practices and the presentation of a portfolio of evidence. This portfolio may include documents, photographs, video and/or audio files.
Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.
Full details on how this course is assessed against the Unit elements and performance criteria plus critical aspects of evidence can be found in the Learning and Assessment Tool available from your course teacher.
The total number of scheduled hours of teaching, learning and assessment involved in this course includes all planned activities including face to face classes, lectures. Workshops and seminars; workplace visits, on line learning and other forms of structured teaching and learning. The total scheduled hours also covers the amount of effort required to undertake, evaluate and complete all assessment requirements, including observation of work performance, discussions with supervisors and others providing third party evidence and one on one and group assessment sessions with students.
Regardless of the mode of delivery, it represents a guide to the relative teaching time and student effort required to successfully complete a particular competency/module. This may include the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Course Overview: Access Course Overview