DEVELOPMENT PROJECT ( PRESENTATION)

ASSESSMENT 3

Qualification Code / Name:

BSB61915 Advanced Diploma of Leadership and Management

Competency Code / Unit(s):

BSBMKG609 Develop a marketing plan.

Student's full legal name: name:

Student ID:

Assessor’s name:

Assessment Overview

Purpose of Assessment:

This is a Summative Assessment designed to provide evidence of the student’s ability to:

Performance Evidence:

· devise, document and present a marketing plan including:

· evaluation of marketing opportunity options

· marketing strategies that utilise existing strengths and opportunities and develop resources and expertise as needed to meet objectives

· marketing tactics that are legal, ethical, achievable and can be reviewed

· costs, scheduling, responsibilities and accountabilities for tactics

· strategic use of marketing approaches and marketing mix

· rationale for objectives and chosen strategies and tactics

· adjust marketing plan in response to feedback from key stakeholders and disseminate for implementation

Knowledge Evidence:

· summarise organisational structure, products and services and overall strategic and marketing objectives

· explain processes to ensure marketing strategies, approaches and marketing mix align to organisation’s objectives and are legal, ethical and achievable

· outline the legislative and regulatory context of the organisation as relevant to the marketing plan

It covers the content of the Learner Guide: BSBMKG609 Develop a marketing plan. Comprehensive mapping of key components of task to Unit of Competency is included in the Unit Mapping Guide for BSBMKG609 Develop a marketing plan.

Target Group:

The target group is international students undertaking BSB61915 ADVANCED DIPLOMA OF LEADERSHIP AND MANAGEMENT

Response Format:

(may tick more than one item)

(Oral Response

(Written Response

( Performance/Demonstration

☐ Create Output

☐ Other (please specify) << insert text>>

Assessment Conditions:

Location

☐ In-Class: Exam Conditions

( In-Class: Supervised

(n-Class: Unsupervised

☐Workplace: IIBIT Observed

☐ Workplace: Third Party Observation

☐ Other (please specify) << insert text>>

Assessment Conditions Specified by the Assessment Requirements

( Access to resources, such as:

· common office equipment, technology, software and consumables

· current financial services industry economic literature and research

☐ Access to case-studies, or where possible, real situations

☐ Access to the opportunity to interact with others

Your trainer can assist you to have access to any of the above documents

Time Restrictions

The time allocated for the completion of this assessment item is Week 9.

Restrictions on the administration of the assessment item

( No restrictions; assigned member of teaching staff may administer

☐ There are specific assessor qualifications/and or training required

Material/Resources Required:

· Units of Competence

· Learner guides

· Trainers presentation materials

· Aids and materials defined by the assessment conditions (refer to separate inventory and session plans)

· Guidance notes

Assessor Intervention:

Prior to the assessments the learners will be orientated to the assessment environment. Learners will be familiarized with:

· the equipment available,

· the Assessment environment

· the location of commonly used equipment

· the facility-specific policies that may impact on the assessment

· Software required

· Submission procedure

Learners are allowed to ask questions about any aspects of the assessment environment.

The assessors use the full description of the marking criteria to determine whether a performance indicator was demonstrated.

An assessor will speak with the candidate at any time during the Assessment to manage any risks or reasonable adjustments.

Reasonable Adjustments:

The types of reasonable adjustment permitted for this assessment item should not affect the standard of skills required in the workplace. Examples of reasonable adjustments in assessments may cover the following;

Teaching Tools & Environment

· substitute alternative tasks

· note-taking support

· Present information in a range of media

· adapt the physical environment and equipment, for example, audio-visual aids, specific furniture

· ergonomic chair/desk

Learning Materials

· course material in alternate formats—electronic, large print, braille

Assessments

· Extend or modify timeframes for assessment.

· use of laptop for assessments

· alternate assessment tasks

· Use oral assessments ( presentations, recorded responses, and telephone sessions) as alternatives to written tasks

· Provide sufficient feedback on the progress of individual learners regarding their learning goals.

(Note that IIBIT cannot Substitute English to assess the learner.).Please refer Reasonable Adjustment guidelines more details.

What do I need to hand in for this task?

Have I completed this?

Draft marketing plan

(

Final marketing plan

(

Student Name

Student ID

Student’s Declaration:

I declare that:

· I am submitting work in this assignment that is my own, except where acknowledgement/s of sources are made.

· I was explained the Units of competence, elements and performance criteria which I studied during the course and provided with adequate resources which enable me to complete this assessment.

· The assessment tasks, assessment criteria and assessment due date(s) for this course were explained.

· I was advised and I am aware of IIBIT’s Policies and Procedures including the Assessment Policy and the Assessment Appeals Process.

· I have been advised am aware of how to access my Record of Results.

Signature of student: ___________________________ Date:_____________________

Assessor Acknowledgment of receipt

Sign: _______________________Date: __________________

Please tick if the learner completed all the required evidences. Assessor to ensure the evidence supplied is enough to demonstrate satisfactory performance.

Did the learner

Mapping

1st

2nd

S

NS

S

NS

Activity 1

Student must use the information from his/her report to develop a marketing plan using the template provided by the assessor. Ensure student clearly demonstrate how the student’s marketing plan meets legal and ethical requirements. The student may also presume any information that has not been provided in the case study.

1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4

Activity 2

When the student has completed his/her marketing plan send it to the CEO (the assessor). In the email invite the CEO and management team to a meeting where the student will present the marketing plan.

1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4

Activity 3

Student must present his/her Marketing Plan at the meeting with the CEO and management team. The assessor will organise at least two other students to play the role of the management team and to listen to the student’s presentation and ask questions and provide input.

1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4

Activity 4

At the meeting, the student will need to explain each part of the marketing plan and seek input and feedback. The purpose is to obtain approval of the plan.

1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4

Activity 5

During the meeting the student will need to demonstrate effective communication skills including:

· Presenting his/her ideas clearly and concisely

· Asking questions to find out student’s team’s views

· Responding to these questions

· Active listening skills to confirm and clarify information.

1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4

Activity 6

Following the meeting, student must update the marketing plan with any feedback provided and email the final version to the CEO (the assessor).

1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4

Performance Evidence

Evidence of the ability to:

· devise, document and present a marketing plan including:

· evaluation of marketing opportunity options

· marketing strategies that utilise existing strengths and opportunities and develop resources and expertise as needed to meet objectives

· marketing tactics that are legal, ethical, achievable and can be reviewed

· costs, scheduling, responsibilities and accountabilities for tactics

· strategic use of marketing approaches and marketing mix

· rationale for objectives and chosen strategies and tactics

A.3

· adjust marketing plan in response to feedback from key stakeholders and disseminate for implementation

A.3

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

· summarise organisational structure, products and services and overall strategic and marketing objectives

A.3

· explain processes to ensure marketing strategies, approaches and marketing mix align to organisation’s objectives and are legal, ethical and achievable

A.3

· outline the legislative and regulatory context of the organisation as relevant to the marketing plan

A.3

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Did the Student:

Reading

· Accesses information from a range of sources and accurately analyses and evaluates complex information relating to the marketing process

A.3

Writing

· Uses a range of writing styles to articulate complex concepts and ideas

· Revises and edits documents based on feedback

· Uses appropriate formats and grammatical structures to present information logically for different audiences

A.3

Oral Communication

· Uses appropriate language and non-verbal features to explain and present information to a range of personnel

· Uses active listening and questioning to elicit feedback

A.3

Numeracy

· Analyses and manages complex information relating to timelines, targets and budgets

A.3

Navigate the world of work

· Works autonomously making high level decisions to ensure organisational objectives and regulatory requirements are met

· Understands own legal and ethical rights and responsibilities

A.3

Interact with others

· Selects and uses appropriate conventions and protocols when communicating with diverse internal and external stakeholders to seek feedback or share information

· Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals

A.3

· Get the work done

· Accepts responsibility for planning and sequencing complex tasks and workload to meet timelines

· Uses problem-solving processes to identify key information and issues, evaluate alternative strategies, anticipate consequences and consider implementation issues and contingencies

A.3

1st Attempt (Trainer to Tick)

Assessment Outcome:

( Satisfactory

( NOT Satisfactory

2nd Attempt (Trainer to Tick)

Assessment Outcome:

( Satisfactory

( NOT Satisfactory

Trainer Comments