Tech-level Business Scheme of Work Marketing Unit 5: Customer communications Unit type: Internally assessed

Transcription

1 Tech-level Business Scheme of Work Marketing Unit 5: Customer communications Unit type: Internally assessed Guidance Notes: This Scheme of Work (SoW) illustrates how the unit content could be delivered using a three term, 10 weeks per term, approach. Consideration should be given to the content in other units within this qualification when planning your unit and lessons. The content in some units for example would benefit from being covered prior to others especially the knowledge and theory elements contained within the externally assessed units. Where units are externally assessed, it is advised that the learner takes the exam in June of the first year so there is the potential for a re-take in the second year. Remember learners will be putting the theory learned into practice in all internally assessed units and they are more likely to succeed in the external examination if they have embedded their learning. The January series during the learner s second year of study would give an opportunity to re-sit if necessary. Within this unit, learners will be presented with an opportunity to successfully evidence the transferable skills of Research (PO4, P8) and Communication (oral) (PO5, P11) to the required standard in order to achieve the qualification. The required standards and associated recording documentation for all transferable skills covered within this qualification can be found at aqa.org.uk AQA Education (AQA) is a registered charity (number ) and a company limited by guarantee registered in England and Wales (number ). Our registered address is AQA, Devas Street, Manchester M15 6EX.

2 1 PO1 introduction and customer contexts (P1) Understand the importance of successful customer communications in terms of gaining market share. Understand the distinction between customers and consumers. Understand the distinction between prospects and customers. Autumn Term Tutor to introduce the main themes of the unit by outlining two or three successful and less successful/troubled marketing communications campaigns familiar to learners eg apple iphone ( and some examples from Sony PS ( the-history-of-playstation-ads-ps3/). Performance during school/college product launch activity. Oral and written communication skills when carrying out product launch activity. Learners to reflect on the elements of a successful marketing communications campaign and Tutor to emphasise importance of audience, message and effective delivery of message. Concept of market share as a way of measuring Choose option 2 of 39

3 success of a campaign. Tutor to introduce idea of loyal customers, differentiating between consumers, prospects and repeat customers. Tutor to display a range of well-known company logos cutting across segments (eg income, age, location) and learners to identify those that mean something to them and those that don t. Learners to outline what the familiar logos represent to them. Tutor to return to idea of repeat customers and loyalty. Opportunity to identify main themes of the unit and to map the progress learners will make over the year. Opportunity to flag up links between this unit and units 1 and 3 (depending on sequencing of delivery). Learners, working in groups, given challenge of launching a new product (good or service) within their school/college eg new canteen menu. Choose option 3 of 39

4 2 PO1 characteristics of B2C customers (P1/M1) Understand the influences on consumer buying behaviour. Understand the product (goods and services) adoption process. Understand the consumer decisionmaking process. Be able to describe the characteristics of B2C customers. Learners given three alternative messages, and associated campaign outlines, and asked to select favourite. Learners to justify choice and comment on how they might add to/modify the message and campaign. Tutor to return to theme of customer v consumer and prospect v customer. Tutor to return to one of the introductory case studies (eg Apple iphone) and to outline the various factors influencing consumer buying behaviour eg price/income, perceived need, social trends, influence of family/friends and psychological forces. Tutor to use same case study to outline the product adoption process (awareness, interest, evaluation, trial, adoption/rejection) emphasising the psychological journey made by consumers as they become loyal customers. Assignment 1 part completion of P1. Tutor to present learners with the challenge of purchasing a complex product (eg a TV) Choose option 4 of 39

5 available through the Internet (eg Amazon and other online retailers). Learners work in groups with each group being provided with a profile of their customer type (eg family with children, older couple where children have left home, year old living on own etc) and a specific budget. Learners to feedback choice and to explain their decision making process. Tutor to emphasise the often complex nature of decision making, but also outline the ways in which consumers take cognitive short-cuts when purchasing everyday items. This could be emphasised by considering the tactics used by supermarkets (colours/signage, product shelf position, offers etc). Tutor to return to theme of effective communication and how the nature of the communication varies according to product type, consumer characteristics (age, income, stage in life-cycle etc; nature of products purchased eg complex, simple; high Choose option 5 of 39

6 involvement/low involvement). 3 PO1 characteristics of B2B customers (P1/M1) Understand the influences on organisational buying behaviour. Understand the business buying process and the importance of defining the organisational decisionmaking unit. Be able to describe the characteristics of B2B customers. Be able to compare and contrast the characteristics of B2B and B2C customers. Learners to individually tackle final consumer (B2C) aspect of assessment criterion P1 by describing two to three different B2C customer contexts of their choosing eg someone buying a second hand car. Tutor to introduce link business (which could be a local branch of a national/international business, not-for-profit or for-profit, primarily providing a good or a service eg supermarket, charity, high street retailer etc). Tutor to contrast buyer decision making process of B2Bs with that of B2Cs by outlining the range of purchasing decisions the business needs to carry out. This could be presented as contrast between routine purchases and more tactical/strategic purchases. The meaning and importance of defining the organisational decision-making unit could then be introduced. Tutor to prepare learners for visit from link Assignment 1 completion of P1. Assignment 1 completion of M1. Choose option 6 of 39

7 business representatives ie outlining their role and purchasing authority within the organisation. Learners, working in groups, to take part in an activity moderated by tutor and link business representatives. Learners act as sales representatives of three to four different businesses selling a range of products from everyday items used by the link business to more complex purchases involving higher level decision making within the link business. For each round of the activity, learners to identify who they would contact within the link business (from a list provided), what selling message they would use and how they might communicate the message (media choice). Tutor and link business representatives to comment on group choices at the end of each 10 minute round. After 3 to 4 rounds, plenary session where link business representatives outline key Choose option 7 of 39

8 influences on B2B buying decisions. 4 PO1 the role of segmentation and targeting (benefits and strategies) (P2/M2) Understand the meaning of customer segmentation. Understand the benefits of segmentation to the organisation and its customers. Understand generic target market strategies. Learners to individually tackle B2B aspect of assessment criterion P1 by describing one to two different B2B customer contexts based on the link business. Learners to individually complete M1 using contexts from P1. Tutor to review importance of understanding the characteristics, motivations and purchasing authority of prospective customers. Tutor to underline the importance of effective communication and how this fundamentally depends on the target audience. Tutor to refer to Unit 1 link, where segmentation may well have been covered prior to the delivery of this unit. Idea of segmentation introduced as a way of summarising issues covered in weeks 1 to 4 of this unit ie know your customers! Review of research supporting P2 and M2. Learners to investigate benefits to the link business, and its customers, of segmentation: Choose option 8 of 39

9 learners, working in groups, provided with fact sheets about the link business s customer segments and asked to align products sold by the business to particular segments. Tutor to use concept of mass/niche marketing strategies to highlight the difficulties of deciding how many segments and types of segments any business should target (possible link to Unit 1). Concepts of concentrated, differentiated and undifferentiated target market strategies can then be illustrated using, for example, the coffee shop market. 5 PO1 the role of segmentation and targeting Understand the criteria for effective segmentation of customers. Understand the main methods of Learners to individually investigate a national/international business of their choice to identify benefits/use of segmentation by that business. Tutor to refine idea of segmentation by considering the criteria for effective segmentation. Learners to reflect on the extent Assignment 1 completion of P2 Choose option 9 of 39

10 (methods) (P2/M2) segmenting B2C and B2B markets. Be able to explain segmentation methods in real contexts. Be able to examine and summarise how segmentation benefits an existing organisation and its customers. to which the segments they considered in week 4 fit these criteria. Tutor to outline the main methods of segmentation used in both B2C and B2B markets. Tutor to provide key notes outlining the different methods (again, with possible links to Unit 1) and learners asked to reflect on the different approaches used for B2C as opposed to B2B by considering the contexts covered in weeks 1 to 4. Possible extension activity: could businesses be characterised as individuals or families in their own right and might B2C segmentation methods be applicable in these cases eg Waitrose, Tesco, Aldi and ASDA. and M2. Learners to individually complete criteria P2 and M2 based on the link business and the national/international business they researched in week 4. Choose option 10 of 39

11 6 PO2 types of customer relationships and customer loyalty (P3) Understand the three types of customer relationships. Understand the meaning of customer loyalty. Understand the meaning and uses of the loyalty ladder concept. Be able to research and explain different types of customer relationships in real business contexts. Tutor to outline key theme of this section of the specification customer loyalty. This can be introduced through the idea of the types of customer relationships ie from transactional to collaborative. Learners to consider whether their relationship with businesses is ever anything more than transactional tutor to prompt and illustrate longer term relationships (even if it is just the school/college!). Assignment 1 completion of P3. Tutor to refer back to week 1 and the difference between a consumer, a prospective customer and a customer. Idea of the loyalty ladder introduced (see, for example, Links to buyer behaviour covered in weeks 2 and 3 could be made by the tutor. Learners encouraged to see this as less of a ladder and more of a road-map /journey that you might want to take customers on. A critical article, such as Choose option 11 of 39

12 could be given to learners who are then asked to reflect on whether businesses should develop and achieve customer loyalty in 100% of their customers? 7 PO2 customer relationships and CRM (P4) Understand the meaning and benefits of customer retention. Understand the lifetime value of customer relationships. Understand the meaning of Customer Relationship Management (CRM). Understand the importance of customer satisfaction and how customer service needs can be defined. Learners to investigate different types of customer relationships within businesses from weeks 1 to 5 (including the link business) and individually complete criterion P3. Please note: this is a potentially complex section of the unit. Tutors are encouraged to present the concepts of lifetime value and CRM in practical and common sense ways! This section should be led predominantly by the tutor. Tutor, building on from week 6, to ask learners to consider whether all customers are equal should a business devote more time to developing relationships with some more valuable customers? Are all customers equally Assignment 1 completion of P4. Possible numeracy skills in relation to calculating lifetime value of customers eg net present value. Choose option 12 of 39

13 Be able to explain the benefits to an organisation of managing customer relationships. important? How can a business develop its relationship with higher value (ie more profitable) customers? Is this worth it? Tutor to use examples from different market sectors eg supermarkets and sports car retailers. Concept of measuring net profit lifetime value of customers could be considered, but with caution! Link business to present its own views on customer lifetime value (perhaps via the Tutor) and some of the difficulties it faces in using the concept ie how do they identify their most valuable customers? Issue of customer retention rates can then be considered and seen as the key variable eg is a high churn rate (low retention rate) acceptable/inevitable for some segments? Tutor to outline meaning of customer Choose option 13 of 39

14 8 PO2 tools to manage and develop customer relationships (data and segmentation) (M3/D1) Understand the use and role of technology in CRM. Understand the different tools that can be used to manage and develop customer relationships use of data and segmentation. Be able to research and analyse tools that can be used to manage relationships in a real business relationship management (CRM) and to provide learners with information on some of the processes used by the link business to manage customer relationships this could be through a fact-sheet. This fact-sheet should also address issues of defining customer service needs ie for valuable customers, what does the business do to define customer service requirements? Learners to complete criterion P4 based on evidence from link business or another business of their choice. Tutor to review importance of CRM in terms of increasing a business s profits. Importance of defining useful customer segments and collecting relevant data about these segments should be stressed by the tutor (referring back to week 5). Tutor to outline the range of technology used by businesses to gather useful customer relationship data eg point of sale technology and Review of research supporting M3 and D1. Choose option 14 of 39

15 context. web technology ( is a source of up to date information on this). 9 PO2 tools to manage and develop customer relationships (marketing communications and branding) (M3/D1) Understand the different tools that can be used to manage and develop customer relationships marketing communications and branding. Be able to analyse tools that can be used to manage relationships in a real business context. Be able to evaluate ways in which the use of technology has changed the nature of CRM. Learners to individually investigate the data collected by the link business on its customers what data is collected and how it is collected. Link business to provide this information. Learners to consider how this data could help the business to develop profitable customer relationships. Tutor to review concepts of effective communication and key messages from week 1, relating this to managing and developing customer relationships. Learners reminded of the logo exercise and tutor to define meaning of brands, illustrating this with to the logos used in the week 1 exercise. Learners, working in groups, to investigate meaning and use of brand management by one or two businesses and, in particular, the Assignment 1 completion of M3 and D1. Choose option 15 of 39

16 impact web technology and social media has had on the ability of a business to manage its brand image ( provides a source of information here). Groups to present findings to class. Link business to present information on how it uses marketing communications and branding to develop customer relationships perhaps through a presentation by representatives. 10 PO2 monitoring customer satisfaction (M4) Understand the ways in which a business can monitor customer satisfaction customer satisfaction index, monitoring complaints, feedback from defecting customers and the use of mystery shoppers. Understand the meaning and importance of benchmarking Learners to individually complete criteria M3 and D1 using findings from weeks 8 and 9 and additional independent research. Tutor to outline how businesses measure customer satisfaction (from list in the specification), illustrating this through, for example, retail examples (eg high street fashion retailers). Tutor to outline meaning and importance of benchmarking. As with customer lifetime value, Assignment 1 completion of M4. Review of progress. Choose option 16 of 39

17 customer satisfaction performance. Be able to analyse data that could be used to monitor and develop customer relationships in a real business context. this is also a difficult area benchmarking, in reality, is quite difficult and businesses often take misleading shortcuts. Learners should be made aware of the difficulty of establishing useful benchmarks internet research will provide examples of this. Link business to provide information on ways in which it monitors customer satisfaction and the extent to benchmarks customer satisfaction. Learners to individually reflect on this information in relation to monitoring and developing customer relationships. Learners to individually complete criterion M4 using examples from the link business or another business of their choice (eg a high street retailer in which they work part-time). At this stage, the tutor can review the completion of Assignment 1 by individual Choose option 17 of 39

18 learners. 11 PO3 marketing communications fit within the overall marketing mix and the importance of objectives (P5) Understand the importance to business of developing an appropriate marketing mix (7Ps). Understand the use and role of objectives in developing an appropriate marketing mix, including the hierarchy of organisational objectives. Understand the relationship between external communications (promotional activities) and the other elements of the marketing mix. Be able to explain how marketing communications fit within the marketing mix for real business contexts. Spring Term Please note: Unit 3 covers all aspects of the marketing mix. Tutor to review content of weeks 1 to 10, focussing on the themes of communication, segmentation and customer lifetime value. Relevance of concepts to the link business underlined. Tutor to briefly outline meaning of hierarchy of objectives eg through a pyramid diagram ( ives.htm). Tutor to review/introduce concept of 7Ps and how this should be tailored to specific marketing objectives and be integrated (ie each element supporting the other). Three to four broad Assignment 2 completion of P5. Choose option 18 of 39

19 examples (from a range of markets, including the link business) could be used to illustrate this. Tutor to illustrate hierarchy of objectives and 7Ps through a case study (eg returning back to Apple iphone 5 or 6). Learners to individually identify aspects of 7Ps and how promotional activities (marketing communications) formed a part of the integrated marketing mix eg by mapping aspects of promotion to other aspects of the marketing mix such as product and price using a word table. Learners should also consider the nature of the target market (segment(s)). 12 PO3 external marketing communications Understand the difference between push, pull and profile communications strategies. Learners to individually complete criterion P5 based on the case study (eg Apple iphone). Tutor and linked business representatives to run a workshop for learners where examples of marketing communications campaigns are given Assignment 2 completion of P6. Choose option 19 of 39

20 campaigns (P6) Be aware of the external environment factors that influence the structure and content of marketing communications campaigns. Understand why marketing communications campaigns need to consider: o the characteristics of the target market o the organisation s brand and values. Be able to describe competitor activities that influence external marketing communications. to learners working in groups. The workshop would be organised in three sessions during the week Session 1 meaning and differences between push, pull and profile strategies. Learners to outline one strategy given a scenario provided by the link business. Session 2 link business to characterise the external environment (including economic, social and competitive) factors influencing a specific marketing communications campaign. Learners to analyse how these factors might influence a marketing campaign scenario presented by the link business. Session 3 link business to present learners with a specific marketing problem it currently faces in relation to Choose option 20 of 39

21 competitors (eg launching a new product or improving the way it is meeting a segment s needs). Learners to outline a communications campaign (from a menu of promotional activities) which takes into account the characteristics of the target market (from information provided) and considers the link business s brand values (inferred by the learners!). 13 PO3 role and benefits of external marketing communications (DRIP focus) (M5) Understand how marketing communications help to differentiate, reinforce, inform and persuade (DRIP). Understand the benefits to organisations of effective marketing communications. Learners to individually complete criterion P6 based on information gained from the workshops. Tutor to review experiences gained from previous week s workshops. Theme of communication reiterated and illustrated through learners own experiences of persuading family members to do something for them! Concept of DRIP used to organise the process of persuasion and illustrated through case study Assignment 2 completion of M5. Choose option 21 of 39

22 Be able to explain the role and benefits of external marketing communications (in terms of DRIP) using real business contexts. used in week 11. Learners to investigate three to four mini-case studies of marketing communications campaigns (ie outlines representing timing and sequencing of campaigns) for familiar markets (tutor to research in advance eg similar to information provided by Learners to use DRIP concept to characterise the effectiveness of the campaigns. Learners to individually research a marketing communications campaign of their choice and to complete criterion M5. Note the business chosen must have some competitors which can be researched in order to support D2. The business used could be the link business. Choose option 22 of 39

23 14 PO3 role and benefits of external marketing communications (AIDA focus) (D2) Understand how to use the AIDA model to analyse the structure and timing of marketing communications campaigns. Be able to compare and contrast the marketing communications approaches of businesses competing in the same market. Tutor to introduce AIDA model. Time should be taken to ensure that learners see this as an analytical tool rather than a descriptive one ie as a way of analysing the possible content, timing and sequencing of a marketing communications campaign. Tutor to use one detailed case study (perhaps expanding on those used in week 13) to illustrate the meaning of attention, interest, desire and action. Assignment 2 completion of D2. 15 PO4 the marketing communications mix Be aware of the components of marketing communications (promotional) mix. Understand how the marketing Individual learners to return to the portfolio evidence produced for M5 and to investigate at least one competitor s marketing communications activities. Learners to use the AIDA model to complete D2. Tutor to introduce this section of the specification (weeks 15 to 20) as a development of weeks ie looking at the components and execution of marketing communications Outcomes of peer review. Choose option 23 of 39

24 communications mix is used, including the need to vary the components of the mix. Understand the difference between above the line and below the line marketing communications. campaigns in greater detail. This section should be seen as a skills development phase and should be workshop based ie giving learners hands-on experience of proposing marketing communications mixes. Tutor to outline weeks 16 to 20 and to reinforce AIDA as a key analytical tool. Tutor to outline all of the components of the marketing communications mix presenting these as part of a communications tool box and reviewing the importance of sequencing and timing. Tutor to outline the meaning and difference between above the line and below the line marketing communications, illustrating this in terms of the use of the various tools within the marketing communications toolbox. Learners to carry out a peer review of their understanding of concepts covered in weeks 1 to 14 and tutor to support as necessary. Choose option 24 of 39

25 16 PO4 the uses of advertising and PR (public relations) within a marketing communications campaign (P7) Understand the different types of advertising available to businesses. Understand the uses of advertising within marketing communications campaigns. Understand the meaning of public relations. Understand the uses of public relations within marketing communications campaigns. Tutor to outline media used in advertising: television and cinema (local and national) print (newspapers, magazines, posters) radio (local and national) internet (including video and social media) and SMS. Tutor to illustrate differences between persuasive and informative advertising. Link business to provide examples/illustrations of its own advertising. Review of research supporting P7. Learners to individually research additional examples from markets of interest to them and to build a resource file. Learners to describe examples in terms of how each example was used within a marketing communications campaign (all evidence contributing to P7). Choose option 25 of 39

26 17 PO4 the uses of sales promotion within a marketing communications campaign (P7) Understand the meaning of sales promotion and the range of sales promotions used by businesses. Understand how businesses use sales promotions to prompt customer purchases, retain customers and generate additional spending by them. Be able to describe the uses of advertising, sales promotion and public relations within the marketing communication campaign of a real Tutor to define public relations and to illustrate with to link business. Learners to research own examples linked to their chosen markets, adding these to their resource file and annotating in terms of how each example was used within a marketing communications campaign (all evidence contributing to P7). Tutor to outline the range of sales promotion techniques available to businesses, illustrating the ways in which can be communicated to customers (eg in-store, , websites and social media). Learners to consider the extent to which these techniques support transactional, longer-term and collaborative relationships. Learners to consider the role of sales promotion techniques in CRM. Link business to run a 1 hour workshop on sales promotion, illustrating the range of sales promotion techniques used. Learners to Assignment 2 completion of P7. Choose option 26 of 39

27 business. categorise techniques in terms of prompting sales, retaining customers and generating additional spending. Link business representatives to review outcomes and illustrate one or two campaigns, specifying why the sales techniques were used. 18 PO4 online and social media marketing communications tools (P8) Be aware of the range of online tools used in marketing communications. Understand how business use online and social media in marketing communications. Understand the key benefits and issues to businesses of using online Learners to individually research additional examples from markets of interest to them and to build a resource file. Learners to describe examples in terms of how each example was used within a marketing communications campaign (all evidence contributing to P7). Individual learners to complete criterion P7. Tutor to review ways in which businesses use websites and social media in marketing communications provides up to date information on this and learners will also be a source of information! Link business to provide examples of its own use Assignment 2 completion of P8. The task in Assignment 2 must be substantial enough to allow for a research study to be The transferable skill of research is assessed to the required standard using the AQA transferable skill standard, available from aqa.org.uk. Choose option 27 of 39

28 and social media tools. Be able to research the uses of online and social media marketing communications tools. of online and social media in marketing communications. Learners to assess the effectiveness of the business s use of online tools. Learners to review resource file from weeks 17 and 18 in terms of evidence of businesses using online tools (website and social media). Learners to add to resource file as necessary and to complete criterion P8 by undertaking a research study on the uses of online and social media marketing. undertaken to the required standard, eg, Design and conduct a research study on the effective uses of online and social media communications tools. 19 PO4 direct marketing (P9) Be aware of the main methods of direct marketing. Understand the benefits to businesses of direct marketing and when it might be used. Understand the issues businesses The research should be carried out to the required standard, available from aqa.org.uk Tutor to define direct marketing and outline the ways in which direct marketing can be delivered eg direct sales, mail, , online, mobile phone, coupons, telemarketing etc. Tutor to outline the requirements of direct Assignment 2 completion of P9. Review of research supporting M6. Choose option 28 of 39

29 face when using customer data related to direct marketing. Be able to explain why it is important to keep direct marketing data up-todate, confidential and secure. marketing ie database, selection process, message design and delivery. Tutor to provide fact sheet in relation to issues businesses face when sourcing, maintaining and operating direct marketing databases. Learners to individually complete criterion P9. Link business to provide information on its use of direct marketing. 20 PO4 personal selling (M6) Understand how businesses use personal selling techniques including face to face and telesales methods. Understand how personal selling is used in B2B and B2C contexts. Be able to investigate the benefits and uses of direct marketing and Learners to add to resource file from weeks using AIDA to analyse ways in which examples of direct marketing are used and how they benefit specific businesses. Link business/tutor to run two 1 hour workshops on personal selling techniques both face to face and telesales. Link business to focus on different approaches taken in relation to B2B and B2C markets. Learners to practice techniques during the workshops. Assignment 2 completion of M6. Review of progress. Communication skills during practical workshop sessions. Choose option 29 of 39

30 personal selling in real business contexts. Learners to reflect on the problems/benefits of personal selling using AIDA as an analytical framework, individually updating their resource file and completing M6. At this stage, the tutor can review the completion of Assignment 2 by individual learners. 21 PO5 SMART objectives for a communications campaign (P10) Understand the meaning of SMART objectives. Understand the importance of SMART objectives in campaign planning and management. Be able to identify SMART objectives for a specific communications campaign for a selected business. Summer Term Tutor to review toolkit for marketing communications, the importance of having specific objectives for a marketing communications campaign and the use of AIDA to consider the timing and sequencing of marketing communications tools within a campaign. Learners to carry out a peer review of their understanding of concepts covered in weeks 15 to 20. Outcomes of peer review. Assignment 3 completion P10. Tutor to introduce concept of SMART objectives Choose option 30 of 39

31 and how they are essential to the monitoring of structured (sequenced and timed) marketing communications campaigns. Tutor to outline one or two hypothetical campaigns to illustrate the use of SMART objectives. Link business representatives to present three to four marketing communications campaign briefs to learners ie purpose of campaign, including hierarchy of objectives, and an initial idea of the budget likely to be provided. 22 PO5 messaging for a marketing Understand the meaning and importance of communications Learners to individually identify SMART objectives (contributing to criterion P10) for one of these campaigns which are validated by tutor/representatives but which are to be seen as contingent upon outcomes of later research ie individual learners may well modify these objectives. Tutor to illustrate meaning and importance of communications messages within a campaign by Review of research Choose option 31 of 39

32 communications campaign messages within marketing communications campaigns. Understand why and how communications messages should fit with businesses brand values. referring back to two or three examples used in previous weeks. Tutor to highlight problems that occur when messages clash with brand values (eg budget product message for a business with luxury brand values). Tutor to illustrate how mood boards or mind-mapping software can be used to think about alternative messages. supporting P PO5 messaging for a marketing Understand the key issues faced when determining an appropriate Link business to provide information (directly or indirectly) on its history, brand values and intended target markets (for each of the campaign briefs). Individual learners to begin researching possible appropriate communications messages for their chosen campaign by considering the target market and the link business s brand values. Learners to construct theme/mood boards visually illustrating their possible messages eg using a word document or mind-mapping software. Learners to continue working on their possible messages during this workshop week. Review of research Choose option 32 of 39

33 communications campaign 24 PO5 recommendations for an appropriate marketing communications mix for a communications message for a marketing communications campaign. Understand the importance of defining the market segment(s) at which marketing communications campaigns are targeted. Be able to determine communications messages for marketing communications campaigns. Understand how to align the marketing communications mix to target market(s) and objectives of a marketing communications campaign. Understand the importance of ensuring that the marketing Tutor and link business representatives to provide constructive feedback in relation to target market and brand values. Tutor to encourage creativity in learners but also to remind learners that the message must be clear and aligned to both the target market and the link business s brand values. Individual learners to select best message and use software to begin their presentation of the marketing communications campaign message (continuing to use word/mind-mapping software or using presentation software). Tutor to discuss the difficulties of delivering a campaign message and achieving its objectives ie the need to move from a creative phase to a structured phase in terms of the choice and sequencing of marketing communications activities. Possible use of spreadsheet or GANTT software could be discussed, but this will be of supporting P11. Choose option 33 of 39

34 campaign 25 PO5 recommendations for an appropriate marketing communications mix for a campaign (P11) communications mix supports the other elements of the marketing mix. Be able to produce and present a clear message using a mix of marketing communications for a campaign for a selected business. greater importance in PO6 (weeks 26 to 30). Learners to select the range of marketing communications activities they will use within their campaign, bearing in mind the likely budget available and the SMART objectives of the campaign. Learners to broadly categorise each activity in terms of AIDA and begin to think broadly about their timing and sequencing. Learners to compile illustrative examples of the activities in preparation for the completion of criterion P11 During this workshop week, individual learners should produce their presentation of a clear campaign message using a mix of marketing communications. This should be produced in a professional format capable of being presented to the client (ie the link business) eg an illustrated report or a PowerPoint presentation with hand-outs. Learners will be assessed to the required standard for the transferable skill Assignment 3 (Task 2) completion of P11. The transferable skill of communication is assessed using the AQA required transferable skill standard, available from aqa.org.uk Choose option 34 of 39

35 26 PO6 budgeting for a marketing communications campaign (see week 30 for managing budgets) Understand the role and importance of budgeting in planning a marketing communications campaign. Understand the approaches taken by businesses when setting budgets for a marketing communications campaigns: o objective/task o competitive parity o percentage of sales o affordability o incremental o zero-based. Understand the key influences on marketing communications campaign budgets. of communication (oral), available from aqa.org.uk Tutor to outline purpose of weeks 26 to 30 ie how to produce a budgeted schedule of a marketing communications campaign. Tutor to discuss issue of budgeting whilst an illustrative budget has been provided for learners, it will be up to them to communicate with the link business to determine the actual budget. Tutor to illustrate the meaning of the different methods used by businesses to determine budgets, stressing that affordability is likely to be the chosen method unless the learner can demonstrate otherwise! Learners provided with information, relevant to their chosen campaign, provided by the link business. Individual learners to write a pitch for a specific budget range providing an initial justification for this budget. Different budget ranges provided by the business with associated Review of research supporting P12, M7 and D3. Written communication skills when writing pitch for budget. Choose option 35 of 39

36 27 PO6 scheduling and resourcing a marketing communications campaign Understand the importance of the following issues when scheduling and resourcing a marketing communications campaign: o internal communications o alignment of stakeholders o briefing customer-facing staff o o use of external agencies ensuring consistency (of message and against brand values). likelihood of being accepted! Learners made aware of the fact that budget size is less important than final profit generated by the campaign ie low budget may well be better than high budget. Learners provided with decisions from link business (or tutor!) with regard to budget range for their campaigns. Final detailed budget to be determined by learners at a later date. Tutor to outline the importance of internal communications, alignment of stakeholders, customer-facing staff, external agencies and consistency (message and brand values) when scheduling and resourcing marketing communications activities within a campaign. This should be presented in practical terms ie as a check list of issues that need to be considered. Link business representatives could, if possible, present a talk on these issues. Review of research supporting P12, M7 and D3. Choose option 36 of 39

37 28 PO6 scheduling and resourcing a marketing communications campaign Understand the meaning of a media schedule. Understand key considerations when scheduling marketing communications activities to support a campaign. Understand the importance of integrating marketing communications activities. Learners to use checklist against their proposed marketing communications activities to identify key issues in relation to the execution of the campaign. Tutor to return to the planning tool (spreadsheet or GANTT) and to illustrate how this can be used to illustrate the timing and sequencing of the marketing communications activities. Learners to begin process of scheduling and costing the activities. Learners to use AIDA to analyse the sequencing and timing of the activities, keeping a record of their analyses ie the importance of integrating marketing communications activities. Review of research supporting P12, M7 and D3. Learners to use checklist from week 27 to ensure that key issues identified then have been addressed in the schedule. Choose option 37 of 39

38 29 PO6 scheduling and resourcing a marketing communications campaign (P12/M7/D3) Be able to schedule a marketing communications campaign for a selected business and identify the resources needed to support it. Be able to produce a budget for a marketing communications campaign for a selected business. Be able to justify the proposed budget in relation to the expected outcomes for a selected business. Learners to continue refining their marketing communications campaign schedule. Learners to complete criteria P12, M7 and D3 by producing a professional report aimed at the link business. Assignment 3 completion of P12, M7 and D3. 30 PO6 measuring and evaluating the effectiveness of a campaign (P13) Understand the importance of monitoring and evaluating marketing communications campaigns. Understand the issues faced by businesses when managing a budget for a marketing communications campaign. Understand how businesses can measure and review the effectiveness of marketing communications activities used by a Tutor to outline how budget learners produced in week 29 can be used to monitor and evaluate each learners marketing communications campaign. Link business to run a workshop session where the issues faced by the business during the delivery of one or two specific campaigns are discussed. Learners to reflect on their own campaigns to consider how their effectiveness Assignment 3 completion of P13. Choose option 38 of 39

39 marketing communications campaign. Be able to explain how the effectiveness of a marketing communications campaign could be measured and evaluated. could be measured and evaluated. Learners to individually complete criterion P13. At this stage, the tutor can review the completion of Assignment 3 by individual learners. Choose option 39 of 39