Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF)
Specification
BTEC specialist qualification First teaching December 2011 Issue 2
Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.
Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.
This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Roger Field
Publications Code BA033546
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing BTEC Specialist qualifications 1
What are BTEC Specialist qualifications? 1
2 Qualification summary and key information 2
QCF qualification title and Qualification Number 3
Objective of the qualification 3
Apprenticeships 3
Progression opportunities through Edexcel qualifications 3
Industry support and recognition 3
Relationship with National Occupational Standards 3
3 Centre resource requirements 4
4 Qualification structure 5
Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF) 5
5 Assessment 6
6 Recognising prior learning and achievement 7
Recognition of Prior Learning 7
Credit transfer 7
7 Quality assurance of centres 8
8 Programme delivery 9
9 Access and recruitment 10
10 Access to qualifications for learners with disabilities or specific needs 11
11 Units 12
Unit format 12
Unit title 12
Unit reference number 12
QCF level 12
Credit value 12
Guided learning hours 12
Unit aim 12
Essential resources 12
Learning outcomes 13
Assessment criteria 13
Unit amplification 13
Information for tutors 13
Unit 1: Principles of Marketing Theory 15
Unit 2: Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing 25
Unit 3: Principles of Personal Responsibilities and Working in a Business Environment 31
Unit 4: Principles of Digital Marketing 41
Unit 5: Principles of Market Research 53
Unit 6: Principles of Customer Relationships 63
Unit 7: Understanding the Relationship Between Sales and Marketing 71
12 Further information and useful publications 79
13 Professional development and training 80
Annexe A 81
Progression opportunities 81
Annexe B 83
Mapping with NVQ/competence-based qualifications 83
Purpose of this specification
This specification gives information about:
the qualification’s objective
any other qualification that a learner must have completed before taking this qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
any units that a learner must have completed before the qualification will be awarded and any optional routes
any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which a learner’s level of attainment will be measured (such as assessment criteria).
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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1 Introducing BTEC Specialist qualifications
What are BTEC Specialist qualifications?
BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks (previously known as ‘Technical Certificates’).
There are three sizes of BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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2 Qualification summary and key information
Qualification title Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF)
QCF Qualification Number (QN) 600/3575/4
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/12/2011
Age range that the qualification is approved for
14-16
16-18
19+
Credit value 15
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 116-117
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 9, Access and Recruitment)
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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QCF qualification title and Qualification Number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website (www.edexcel.com/iwantto/Pages/info-manual.aspx)
Objective of the qualification
The Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF) is for learners who work in, or want to work in, marketing, for example as a marketing assistant, market research assistant or events management assistant.
It gives learners the opportunity to:
develop knowledge related to marketing, including marketing theory, digital marketing, market research and how to manage customer relationships
learn about the legal framework in which marketing operates and also about how legislation and personal responsibilities govern behaviour in the workplace
achieve a nationally-recognised level 2 qualification.
Apprenticeships
The Council for Administration (CfA) has approved this qualification as a knowledge component for the Intermediate Apprenticeship in Marketing.
Progression opportunities through Edexcel qualifications
Learners who have achieved the qualification can progress on to the Edexcel Level 2 NVQ Certificate in Marketing and then the Edexcel Level 3 BTEC Certificate in Principles of Marketing. See Annexe A for further information.
Industry support and recognition
This qualification is supported by the Council for Administration, the SSC for marketing and other business-related areas.
Relationship with National Occupational Standards
This qualification relates to the National Occupational Standards in Marketing. The mapping document in Annexe B shows the links between the units within this qualification and the National Occupational Standards.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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3 Centre resource requirements
As part of the approval process, centres must make sure that the resource requirements listed below are in place before offering the qualification.
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to ensure the continuing professional development for staff delivering the qualification.
Centres must have appropriate health and safety policies in place.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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4 Qualification structure
Edexcel BTEC Level 2 Certificate in Principles of Marketing (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 15
Number of mandatory credits that must be achieved 10
Number of optional credits that must be achieved 5
Unit URN Mandatory units Level Credit GLH
1 D/502/9928 Principles of Marketing Theory 2 4 30
2 F/502/8206 Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing
2 2 15
3 L/601/7638 Principles of Personal Responsibilities and Working in a Business Environment
2 4 32
Unit URN Optional units Level Credit GLH
4 D/502/9931 Principles of Digital Marketing 2 5 40
5 K/502/9933 Principles of Market Research 3 5 40
6 K/503/8194 Principles of Customer Relationships
2 3 18
7 F/502/8223 Understanding the Relationship Between Sales and Marketing
3 3 21
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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5 Assessment
The table below gives a summary of the assessment methods used in the qualification.
Units Assessment method
All units Centre-devised assessment
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to give learners realistic scenarios and maximise the use of practical activities in delivery and assessment.
Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid over assessment.
Further guidance about internal assessment is on the Edexcel website. See Section 12: Further information and useful publications for further details.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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6 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy, available on the Edexcel website.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification, or awarded by a different awarding organisation, towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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7 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Edexcel quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (single click registration)
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions
2 Delivery of the qualification outside the apprenticeship
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
For further details, go to the UK BTEC Quality Assurance Handbook on our website www.edexcel.com.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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8 Programme delivery
Centres are free to offer the qualification using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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9 Access and recruitment
Edexcel’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to BTEC Specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 10.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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10 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Details on how to make adjustments for learners with protected characteristics are in the policy document Access arrangements reasonable adjustments and special considerations, which is on our website, www.edexcel.com/Policies/
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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11 Units
Unit format
Units have the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Essential resources
This section lists any specialist resources that are needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Assessment criteria
The assessment criteria specify the standard required by the learner to achieve the assessment criteria. Where brackets are used, they make clear the extent or range of a particular areas of content, while ‘egs’ are used to give exemplification.
Unit amplification
This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.
Information for tutors
This section gives tutors information on delivery and assessment. It usually contains the following sub-sections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
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Unit 1: Principles of Marketing Theory
Unit reference number: D/502/9928
QCF level: 2
Credit value: 4
Guided learning hours: 30
Unit aim
This unit gives learners an overview of how marketing works and is an introduction to the other units in the qualification.
Learners will find out about how and why markets are segmented. They will also learn about the value of marketing, including the importance of branding. Finally, they will learn about the impact of socially responsible marketing.
Essential resources
There are no special resources needed for this unit.
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Spec
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s of M
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Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
import
ance
of
def
inin
g m
arke
t se
gm
ents
□
To iden
tify
pote
ntial
tar
get
cust
om
ers
□
To a
void
was
te o
f ef
fort
and r
esourc
es in t
arget
ing
cust
om
ers
unlik
ely
to b
uy
your
pro
duct
s
□
To a
sses
s se
gm
ent
viab
ility
and e
nab
le s
egm
ent
to b
e se
lect
ed f
or
targ
etin
g (
size
, su
stai
nab
ility
, pro
fita
bili
ty,
acce
ssib
ility
)
1.2
D
escr
ibe
the
diffe
rence
bet
wee
n
mar
ket
segm
ents
and c
ust
om
er
clas
sifica
tions
□
‘Mar
ket
segm
ents
’ as
a d
efin
ed h
om
ogen
eous
gro
ups
of
cust
om
ers
likel
y to
res
pond in a
sim
ilar
and p
redic
table
way
to
mar
keting s
tim
uli
□
Cla
ssific
atio
ns
as a
way
of at
trib
uting p
articu
lar
attitu
des
/tra
its/
beh
avio
urs
to a
cust
om
er t
ype
eg A
corn
, 4
Cs,
soci
o-e
conom
ic c
lass
ific
atio
ns
1
Under
stan
d h
ow
to
segm
ent
the
mar
ket
1.3
Exp
lain
how
to c
lust
er c
ust
om
ers
with s
imila
r ch
arac
terist
ics
□
Diffe
rent
bas
es o
f cl
assi
fica
tion (
soci
o-e
conom
ic,
dem
ogra
phic
, geo
gra
phic
, psy
chogra
phic
, beh
avio
ura
l)
□
Com
bin
atio
n o
f cl
assi
fica
tions
as a
more
com
ple
te a
ppro
ach
□
Purp
ose
of
clas
sify
ing c
ust
om
ers
(to iden
tify
a
hom
ogen
eous
gro
up)
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Learn
ing
ou
tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
D
escr
ibe
how
a r
ange
of
pro
duct
s m
ay a
ppea
l to
diffe
rent
mar
ket
segm
ents
□
How
pro
duct
s ar
e diffe
rentiat
ed b
y im
age/
des
ign/p
rice
le
vel/
funct
ional
ity
□
How
consu
mer
s m
ake
dec
isio
ns
bas
ed o
n t
hei
r par
ticu
lar
nee
ds
eg p
rice
, qual
ity,
sta
tus
□
How
to t
arget
diffe
rent
cust
om
ers
eg F
ines
t ve
rus
Bas
ic
1.5
D
escr
ibe
the
import
ance
of
valid
an
d r
elia
ble
mar
keting d
ata
to
segm
enting t
he
mar
ket
□
Def
initio
n o
f ‘rel
iable
’ as
dat
a th
at is
accu
rate
, co
nsi
sten
t an
d r
eplic
able
□
Def
initio
n o
f ‘v
alid
’ as
whet
her
the
dat
a m
easu
res
what
it
is
inte
nded
to m
easu
re
□
Import
ance
of
valid
ity
and r
elia
bili
ty in m
arke
ting d
ata
(to
under
stan
d p
ote
ntial
mar
ket,
to a
sses
s ap
pro
priat
enes
s of
des
ign/a
dve
rtis
emen
ts/p
rici
ng,
to a
void
was
te o
f re
sourc
es)
1.6
Exp
lain
the
stre
ngth
s an
d
wea
knes
ses
of
diffe
rent
mar
keting d
ata
colle
ctio
n
met
hods
□
Cost
ver
sus
effe
ctiv
enes
s of prim
ary
met
hods
eg f
ace-
to-
face
inte
rvie
ws,
ques
tionnai
res,
tel
ephone
surv
eys,
inte
rnet
su
rvey
s, f
ocu
s gro
ups
□
Def
initio
n o
f se
condar
y dat
a as
dat
a al
read
y co
llect
ed w
ithin
or
outs
ide
the
org
anis
atio
n
□
Val
ue
of
seco
ndar
y dat
a in
pro
vidin
g b
ackg
round
info
rmat
ion a
nd t
rend a
nal
ysis
□
Pro
ble
ms
of
rele
vance
and r
elia
bili
ty o
f so
urc
es o
f se
condar
y dat
a
BA033546 –
Spec
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Edex
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2 C
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pec
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t qual
ific
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Pri
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s of M
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Iss
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2 –
Sep
tem
ber
2012 ©
Pea
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imited
2012
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Learn
ing
ou
tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.7
D
escr
ibe
the
use
of
Cust
om
er
Rel
atio
nsh
ip M
anag
emen
t (C
RM
) ac
tivi
ties
and s
yste
ms
□
Def
initio
n o
f CRM
as
a co
nce
pt
□
Rel
atio
nsh
ip m
arke
ting a
s a
way
of
mai
nta
inin
g a
nd
build
ing long-t
erm
rel
atio
nsh
ips
with c
ust
om
ers
□
CRM
sys
tem
s in
pra
ctic
e eg
loya
lty
card
s as
a w
ay o
f en
coura
gin
g r
epea
t cu
stom
□
CRM
sys
tem
s as
a w
ay o
f gat
her
ing m
arke
ting info
rmat
ion
□
Usi
ng C
RM
sys
tem
s to
dev
elop m
arke
ting s
trat
egie
s an
d
enco
ura
ge
bra
nd loya
lty
2.1
D
escr
ibe
the
role
of
mar
keting in
enhan
cing t
he
sale
of
pro
duct
s an
d/o
r se
rvic
es
□
The
4Ps
of
the
mar
keting m
ix (
pro
duct
, price
, pro
motion,
pla
ce)
□
The
7Ps
of
the
exte
nded
-ser
vice
mix
(pro
duct
, price
, pro
motion,
pla
ce,
peo
ple
, pro
cess
es,
phys
ical
evi
den
ce)
□
How
the
mix
is
inte
gra
ted
□
How
to u
se f
acto
rs o
ther
than
prici
ng t
o p
ersu
ade
consu
mer
s to
buy
eg u
niq
ue
selli
ng p
oin
ts,
pro
motion o
f im
age
□
How
to m
eet
cust
om
er n
eeds
and e
xpec
tations
thro
ugh
pro
motion/p
roduct
dev
elopm
ent/
dis
trib
ution d
ecis
ions
□
How
to u
se r
elat
ionsh
ip m
arke
ting t
o e
nco
ura
ge
loya
lty
2
Under
stan
d t
he
valu
e of
mar
keting
2.2
Exp
lain
the
signific
ance
of
cust
om
er loya
lty
to t
he
achie
vem
ent
of
mar
keting
obje
ctiv
es
□
Ret
ainin
g c
ust
om
ers
is les
s ex
pen
sive
than
try
ing t
o g
ain
new
ones
□
Addin
g v
alue
eg t
hro
ugh b
rand e
xten
sion/n
ew p
roduct
dev
elopm
ent
in r
esponse
to d
eman
d
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
19
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
the
role
of
per
form
ance
in
dic
ators
and e
valu
atio
n
arra
ngem
ents
□
To a
llow
per
form
ance
to b
e m
easu
red a
gai
nst
outc
om
es e
g
pla
nned
sal
es o
ver
a sp
ecific
tim
e per
iod
□
Part
of
pla
nnin
g c
ycle
(pla
n,
imple
men
t, r
evie
w,
amen
d)
□
To iden
tify
when
corr
ective
mea
sure
s m
ight
nee
d t
o b
e ta
ken
2.4
D
escr
ibe
the
fact
ors
to b
e ta
ken
into
acc
ount
when
ass
essi
ng t
he
cost
and v
alue
of
mar
keting
activi
ties
□
Cost
of
activi
ties
□
Tim
ing o
f ac
tivi
ties
□
Sch
edulin
g o
f ac
tivi
ties
to s
upport
eac
h o
ther
eg P
R a
nd
adve
rtis
ing c
ampai
gn t
o s
upport
new
pro
duct
lau
nch
□
Set
ting o
bje
ctiv
es t
o m
easu
re f
inan
cial
per
form
ance
eg
sale
s pro
motion c
ampai
gn
2.5
Exp
lain
the
signific
ance
of
bra
nd
and r
eputa
tion t
o s
ales
per
form
ance
□
How
str
ong b
rands
can a
dd v
alue
for
the
com
pan
y
□
How
dam
aged
rep
uta
tions
can s
erio
usl
y af
fect
the
valu
e of
bra
nds
3
Under
stan
d t
he
princi
ple
s of
soci
ally
res
ponsi
ble
m
arke
ting
3.1
Exp
lain
the
scope
and p
urp
ose
of
soci
ally
res
ponsi
ble
mar
keting □
In
crea
sing im
port
ance
of
soci
ally
res
ponsi
ble
mar
keting in
term
s of
corp
ora
te im
age/
corp
ora
te s
oci
al r
esponsi
bili
ty
(CSR)
□
Cat
egories
within
the
conce
pt
of
soci
ally
-res
ponsi
ble
m
arke
ting e
g f
air
trad
e, c
hild
exp
loitat
ion,
envi
ronm
enta
l co
nce
rns
□
Role
of
soci
al r
esponsi
bili
ty in m
eeting c
ust
om
er
expec
tations
□
Effec
t of
bei
ng s
een a
s so
cial
ly r
esponsi
ble
or
irre
sponsi
ble
on b
rand im
age
and s
ubse
quen
t finan
cial
per
form
ance
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
20
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Exp
lain
the
import
ance
of
invo
lvin
g s
take
hold
ers
in s
oci
ally
re
sponsi
ble
mar
keting a
ctiv
itie
s
□
Invo
lvin
g s
take
hold
ers
as a
res
ponse
to incr
easi
ng
cust
om
er a
war
enes
s of w
ider
soci
al iss
ues
□
Invo
lvem
ent
thro
ugh t
he
dis
trib
ution c
hai
n a
nd s
upplie
rs’
role
in b
ehav
ing in a
soci
ally
res
ponsi
ble
man
ner
□
Consu
ltin
g k
ey inte
rest
gro
ups
in m
arke
ting d
ecis
ions
eg
char
itie
s, e
nvi
ronm
enta
l pre
ssure
gro
ups
□
Ben
efits
of
invo
lvin
g s
take
hold
ers
eg e
nhan
cing c
orp
ora
te
imag
e
3.3
Exp
lain
how
core
val
ues
are
ex
pre
ssed
thro
ugh c
oher
ent
bra
ndin
g a
nd c
hose
n
com
munic
atio
n m
ethods
□
Use
of
languag
e eg
slo
gan
s or
pro
duct
des
crip
tions
□
Use
of
visu
al im
ages
, co
lours
and m
usi
c to
conve
y em
otion
and c
onsi
sten
cy o
f im
age/
valu
es
□
Use
of
nar
rative
eg f
ood p
roduce
rs/r
etai
lers
exp
lain
ing h
ow
an
imal
s ar
e re
ared
or
pro
duct
s gro
wn
3.4
Exp
lain
the
requirem
ents
of
soci
ally
res
ponsi
ble
mar
keting
cam
pai
gns
□
Ensu
ring a
dher
ence
to s
tandar
ds
regar
din
g p
articu
lar
soci
al
resp
onsi
bili
ties
□
Avo
idin
g m
arke
ting c
ampai
gns
that
hav
e neg
ativ
e im
pac
t eg
on h
ealth,
on t
he
envi
ronm
ent
□
Monitoring o
f per
form
ance
of
the
cam
pai
gn a
gai
nst
soci
al
resp
onsi
bili
ty o
bje
ctiv
es
□
Usi
ng m
arke
ting c
om
munic
atio
ns
to r
einfo
rce
soci
al
resp
onsi
bili
ty
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
21
Information for tutors
Delivery
This unit provides the foundation for the other units in this level 2 qualification. The focus of the unit is on how marketing is used to target customers through differentiation using the marketing mix. Case studies would help learners to apply theory in context. A range of examples would be the most effective way of doing this, incorporating different types of business in terms of size, industry and sector. Another option would be for learners to come up with a new product and to show how they would research the market, target customers, develop the marketing mix and manage the process, including CRM, in a ‘what if’ scenario. Businesses could also be invited to speak to learners about their marketing.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
For all assessment criteria, assessment evidence could be presented as a written report on a particular business or comparison of businesses.
Learning outcomes could also be covered by a written report covering some of the assessment criteria, supported by an oral or poster presentation covering the rest.
Learners could choose their own businesses to investigate or they could be given a specific scenario, depending on available resources and learners’ needs/interests.
Learning outcome 1
Learners must show they understand the importance of segmentation and the consequences of failing to segment accurately. Assessment criteria 1.1, 1.2, 1.3 and 1.4 should preferably be assessed together. The idea of segmentation and targeting through differentiation is fundamental to success in marketing so this should be the focus of the assessment.
For 1.1, learners’ explanations should include a comparison of how different specific organisations target differently.
For 1.2, 1.3 and 1.4, learners need to show that they understand that, in practice, classifications are a shorthand, or simplification, for trying to describe the target customer in a meaningful way, and that there are different ways of doing this. So a mixture of different ways approaches to classify customers is more likely to be used in practice. Learners must show some awareness not just about what the companies do but also why.
Because segmentation is based on information gathered from the market, to meet assessment criteria 1.5 and 1.6 learners should explain how companies can carry out market research to inform this process, highlighting the importance of ensuring that good quality, useful data is obtained. This could be done using information from particular businesses, although this may be difficult to obtain. However, these assessment criteria could also be covered using a practical exercise such as designing a survey for a fictitious business, which could be assessed separately.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
22
For 1.7, learners could pick a specific business, ideally one that has been used for 1.1, 1.2 and 1.3 and 1.4, to describe how it uses information to manage relationships with customers. This may be done most easily using a business that uses a loyalty card system, but other examples could be used.
Learning outcome 2
Learning outcome 2 could be assessed using the same business as in learning outcome 1 to explore how marketing activities are carried out in practice and how theory is applied. Alternatively, learners could use a fictitious business as a project, and could cover the assessment criteria by devising a business idea and explaining how they would market their product.
Because the assessment criteria follow on from those in learning outcome 1, the assessment for learning outcome 2 should allow learners to demonstrate this development.
For 2.1 and 2.5, the range of marketing mix elements and the significance of branding/reputation should be related to the chosen real or fictitious business.
Assessment criterion 2.2 is a development of 1.7, and is an opportunity to explain why customer loyalty is so important to a particular organisation.
2.3 and 2.4 introduce the management of the process and the role of performance indicators in achieving objectives. A schedule of marketing activities (particularly product development, product launch and promotional campaigns) could be used to show how this process is managed in practice.
Learning outcome 3
It may be possible to use the same business as used in learning outcomes 1 and 2 or the learners’ own business idea. If not, this learning outcome can be covered by investigating a specific business which is involved in socially responsible marketing. Examples could be a large organisation such as the Co-op or a Fair Trade brand, such as Clipper. All assessment criteria should preferably be covered in an integrated way to ensure coherence.
Learners could produce a written report on the business or a presentation.
Learners’ explanations should show that they understand what socially responsible marketing means (3.1) and they must include reference to at least three key stakeholders and the desired impact of marketing activities on these stakeholders (3.2, 3.3 and 3.4).
Indicative resource materials
Textbooks
Dibb S and Simkin L – Marketing Essentials (Cengage Learning, 2008) ISBN 9781408011508
Journals
International Journal of Marketing
Journal of Marketing
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
23
Websites
www.cim.co.uk Chartered Institute of Marketing: organisation for professional marketers.
www.marketingteacher.com Teaching resources on marketing.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
24
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
25
Unit 2: Understanding Legal, Regulatory and Ethical Requirements in Sales or Marketing
Unit reference number: F/502/8206
QCF level: 2
Credit value: 2
Guided learning hours: 15
Unit aim
This unit is about understanding an organisation’s procedures for dealing with legal, regulatory and ethical requirements relating to sales or marketing, and the legal, regulatory and ethical limits of the role.
Essential resources
There are no special resources needed for this unit.
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
26
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
an o
rgan
isat
ion’s
pro
cedure
s fo
r ra
isin
g leg
al,
regula
tory
and e
thic
al c
once
rns
□
Sourc
es o
f in
form
atio
n o
n o
rgan
isat
ional
pro
cedure
s eg
st
aff
han
dbook
□
Rel
evan
t fa
ctors
to b
ear
in m
ind (
who t
o r
aise
conce
rns
with,
met
hods
for
rais
ing c
once
rns,
whet
her
pro
cedure
s va
ry d
epen
din
g o
n n
ature
and s
erio
usn
ess
of
conce
rns)
1.2
Exp
lain
the
scope
of
legal
, re
gula
tory
and e
thic
al
requirem
ents
in s
ales
or
mar
keting
□
Sco
pe
inte
rnal
ly (
in d
ealin
gs
with c
olle
agues
)
□
Sco
pe
exte
rnal
ly (
in d
ealin
gs
with c
lients
, cu
stom
ers,
su
pplie
rs,
oth
ers
such
as
indust
ry r
egula
tors
)
1.3
Exp
lain
how
the
legal
, re
gula
tory
an
d e
thic
al r
equirem
ents
rel
ate
to t
he
busi
nes
s of
selli
ng o
r m
arke
ting
□
Legal
req
uirem
ent
to t
reat
cust
om
ers
fairly
□
Sal
es a
nd m
arke
ting a
ctiv
itie
s im
pac
ted o
n in r
elat
ion t
o
dea
lings
with c
ust
om
ers
(ter
ms
within
contr
acts
, sa
les
tech
niq
ues
, org
anis
atio
ns’
use
of
cust
om
er d
ata,
in
form
atio
n p
rovi
ded
by
org
anis
atio
ns
about
pro
duct
s an
d
serv
ices
when
mar
keting t
hem
, in
form
atio
n p
rovi
ded
to
cust
om
ers
during d
ista
nce
sel
ling,
unfa
ir p
ract
ices
)
1
Under
stan
d a
n
org
anis
atio
n’s
pro
cedure
s fo
r dea
ling w
ith leg
al,
regula
tory
and
ethic
al
requirem
ents
re
lating t
o s
ales
or
mar
keting
1.4
D
escr
ibe
inte
rnal
and e
xter
nal
so
urc
es o
f in
form
atio
n o
n leg
al,
regula
tory
and e
thic
al
requirem
ents
□
Inte
rnal
sourc
es e
g e
mplo
yee
han
dbook,
org
anis
atio
nal
polic
ies
and p
roce
dure
s, lin
e m
anag
er,
hum
an r
esourc
es
□
Ext
ernal
sourc
es e
g g
ove
rnm
ent
bodie
s, indust
ry
regula
tors
, in
dust
ry c
odes
of pra
ctic
e, t
rade
asso
ciat
ions,
sp
ecia
list
com
pan
ies
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
Exp
lain
how
an ‘et
hic
al
appro
ach’ af
fect
s org
anis
atio
ns
in t
he
sale
s or
mar
keting
envi
ronm
ent
□
How
bei
ng s
een t
o b
e et
hic
al c
an im
pro
ve im
age
and
incr
ease
busi
nes
s
□
Role
of
mar
keting in a
nsw
erin
g e
thic
al q
ues
tions
in r
elat
ion
to a
pro
duct
or
serv
ice
eg w
ho w
as invo
lved
in p
roduci
ng it,
w
her
e it w
as p
roduce
d,
what
res
ourc
es w
ere
use
d,
what
en
viro
nm
enta
l im
pac
t it h
as
1.6
Exp
lain
the
import
ance
of
contr
act
law
in s
ales
□
Rel
evan
t fe
ature
s th
at m
ust
be
pre
sent
for
a sa
les
contr
act
to e
xist
(an
offer
, an
acc
epta
nce
, co
nsi
der
atio
n)
□
What
can
inva
lidat
e a
sale
s co
ntr
act
(mis
repre
senta
tion,
dure
ss u
sed b
y sa
lesp
erso
n,
unfa
ir c
ontr
act
term
s,
inca
pac
ity
of
per
son a
ccep
ting a
contr
act,
mis
take
s in
the
contr
act,
fai
lure
to c
arry
out
term
s co
nta
ined
in t
he
contr
act)
2
Under
stan
d t
he
legal
, re
gula
tory
an
d e
thic
al lim
its
of
the
sale
s or
mar
keting r
ole
2.1
Exp
lain
the
legal
, re
gula
tory
and
ethic
al r
equirem
ents
rel
evan
t to
th
e ro
le
□
E-C
om
mer
ce R
egula
tions
and t
hei
r im
pac
t on e
mai
l m
arke
ting
□
Consu
mer
Pro
tect
ion F
rom
Unfa
ir T
radin
g R
egula
tions
and
thei
r im
pac
t on m
arke
ting
□
Dat
a pro
tect
ion leg
isla
tion a
nd its
im
pac
t on h
ow
org
anis
atio
ns
hold
dat
a on c
ust
om
ers
□
The
Equal
ity
Act
and its
im
pac
t on a
dve
rtis
ing (
nee
d t
o
avoid
unfa
voura
ble
tre
atm
ent
of
peo
ple
bas
ed o
n a
pro
tect
ed c
har
acte
rist
ic)
□
Copyr
ight
legis
lation a
nd its
im
pac
t on t
he
crea
tion o
f m
arke
ting m
ater
ials
□
Impac
t of
any
codes
of
pra
ctic
e re
leva
nt
to t
he
sect
or
eg
phar
mac
eutica
l, t
elec
om
munic
atio
ns
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
28
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
D
escr
ibe
the
pote
ntial
co
nse
quen
ces
of
not
com
ply
ing
with leg
al,
regula
tory
or
ethic
al
requirem
ents
□
For
an indiv
idual
(dis
ciplin
ary
action,
legal
act
ion)
□
For
an o
rgan
isat
ion (
legal
act
ion,
dam
age
to s
taff m
ora
le,
dam
age
to r
eputa
tion,
lost
busi
nes
s)
2.3
Exp
lain
the
import
ance
of
work
ing w
ithin
the
limits
of
the
role
, re
sponsi
bili
ties
and
auth
ority
□
Posi
tive
rea
sons
eg t
o e
nsu
re o
rgan
isat
ional
pro
cedure
s ar
e co
mplie
d w
ith,
to e
nsu
re d
ecis
ions
are
take
n b
y peo
ple
ap
pro
priat
ely
qual
ifie
d t
o m
ake
them
□
To a
void
neg
ativ
e re
per
cuss
ions
of
exce
edin
g lim
its
of
auth
ority
eg n
egat
ive
conse
quen
ces
for
org
anis
atio
n,
effe
ct
on w
ork
ing r
elat
ionsh
ips,
poss
ible
dis
ciplin
ary
action
2.4
Exp
lain
the
pro
cess
for
report
ing
legal
, re
gula
tory
and e
thic
al
conce
rns
□
A t
ypic
al r
eport
ing p
roce
ss e
g (
1)
conce
rn r
eport
ed (
2)
issu
e in
vest
igat
ed (
3)
action t
aken
if
appro
priat
e
2.5
Exp
lain
the
import
ance
of
clar
ity
of
com
munic
atio
n w
ith t
he
cust
om
er t
o e
nsu
re c
om
mon
under
stan
din
g o
f ag
reem
ents
an
d e
xpec
tations
□
Cen
tral
ity
of
clea
r co
mm
unic
atio
n in m
anag
ing c
ust
om
er
expec
tations
□
Import
ance
of
avoid
ing m
isle
adin
g m
arke
ting (
to c
om
ply
w
ith s
ales
reg
ula
tions,
to a
void
the
risk
of
inva
lidat
ing
agre
emen
ts)
□
Import
ance
of
pro
vidin
g c
lear
info
rmat
ion t
o c
om
ply
with
rele
vant
legis
lation e
g D
ista
nce
Sel
ling R
egula
tions
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
29
Information for tutors
Delivery
The delivery of this unit should be contextualised using real examples. It could focus on a single organisation or sector that is relevant to the needs and interests of learners, as long as it provides scope to cover the learning outcomes. It would be preferable, however, if delivery (in contrast to assessment) could use a range of examples drawn from different sectors.
There is considerable overlap between learning outcome 1 and learning outcome 2 and the most effective approach would be to treat them holistically. So, for example, it would be best to cover procedures for raising legal, regulatory and ethical concerns (1.1) together with the process for reporting legal, regulatory and ethical concerns (2.4). Similarly, it would make sense to deliver 1.2, 1.3, 1.6, 2.1, 2.2 and 2.5 together as they all relate to the scope and impact of legal, regulatory and ethical concerns.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
As with delivery, it would make sense to look for ways of grouping assessment criteria together so that learners can deal with several assessment criteria simultaneously.
For each assessment criterion in learning outcomes 1 and 2, evidence should focus on a single organisation. If for some reason the organisation chosen does not provide sufficient scope for the learner to meet all the assessment criteria, then a different organisation could be used where required.
For both learning outcomes, evidence could be presented as a report or handbook, written to provide guidance to new staff on these matters. Other approaches could also be used, but where possible the number of pieces of assessment evidence should be kept to a minimum to ensure that learning and assessment is coherent.
The organisation chosen will dictate the extent and nature of some of the assessment evidence produced, for example in relation to the processes and procedures for reporting concerns (1.1 and 2.4). With assessment criteria 1.6 and 2.1, learners should make clear which of the Unit Amplification is relevant to the organisation. If a bullet point is thought not to be relevant (for example if there are no e-commerce activities), learners must cover it in some other way. For example, they could present a brief report on the implications for the organisation of moving into a different area of business.
Indicative resource materials
Website
www.businesslink.gov.uk Information and advice on business, including legal issues.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
30
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
31
Unit 3: Principles of Personal Responsibilities and Working in a Business Environment
Unit reference number: L/601/7638
QCF level: 2
Credit value: 4
Guided learning hours: 32
Unit aim
This unit gives learners an understanding of number of topics connected to working in a business environment. A major part of this unit is related to the law and concerns employment rights and responsibilities, and health and safety. Learners will also explore several topics that are critical in any workplace, including effective communication, performance management, and how to deal with problems.
Essential resources
There are no special resources needed for this unit.
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
32
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
mai
n p
oin
ts o
f co
ntr
acts
of
emplo
ymen
t □
M
ain p
oin
ts in s
tate
men
t of
emplo
ymen
t (e
mplo
yer’s
nam
e,
job t
itle
, w
hen
em
plo
ymen
t beg
an,
pay
, w
ork
ing h
ours
, holid
ays,
sic
knes
s, n
otice
per
iod)
1.2
Id
entify
the
mai
n p
oin
ts o
f le
gis
lation a
ffec
ting e
mplo
yers
an
d e
mplo
yees
□
The
right
to h
ave
a m
inim
um
sta
tem
ent
of
emplo
ymen
t te
rms
□
Pro
hib
itio
n o
f unfa
ir t
reat
men
t in
work
pla
ce f
or
peo
ple
with
‘pro
tect
ed c
har
acte
rist
ics’
under
the
Equal
ity
Act
2010
□
Pay
rights
(m
inim
um
wag
e, s
ick
pay
, re
dundan
cy p
ay)
□
The
right
to p
aid t
ime
off
(holid
ay,
mat
ernity/
pat
ernity/
adoption lea
ve)
□
The
right
to m
inim
um
notice
per
iods
□
The
right
not
to h
ave
to w
ork
more
than
48 h
ours
a w
eek,
unle
ss o
pting o
ut
□
Prote
ctio
n f
rom
unfa
ir d
ism
issa
l
□
The
right
to r
eques
t flex
ible
work
ing
1
Know
the
emplo
ymen
t rights
an
d r
esponsi
bili
ties
of
the
emplo
yee
and e
mplo
yer
1.3
Id
entify
wher
e to
fin
d
info
rmat
ion o
n e
mplo
ymen
t rights
and r
esponsi
bili
ties
both
in
tern
ally
and e
xter
nal
ly
□
Inte
rnal
eg o
rgan
isat
ion m
anual
/han
dbook,
HR,
trad
e unio
n
repre
senta
tive
□
Ext
ernal
eg B
usi
nes
s Li
nk,
Citiz
ens
Advi
ce B
ure
au,
Direc
tGov,
tra
de
unio
ns
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
33
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
D
escr
ibe
how
rep
rese
nta
tive
bodie
s ca
n s
upport
the
emplo
yee
□
Role
of
trad
e unio
ns
and s
taff a
ssoci
atio
ns
eg t
o p
rote
ct
inte
rest
s of
emplo
yees
, to
neg
otiat
e w
ith m
anag
emen
t, t
o
pro
vide
legal
ass
ista
nce
□
Role
of
pro
fess
ional
bodie
s eg
to p
rovi
de
legal
advi
ce,
acce
ss t
o info
rmat
ion a
nd t
rain
ing,
support
in c
aree
r dev
elopm
ent
1.5
Id
entify
em
plo
yer
and e
mplo
yee
resp
onsi
bili
ties
for
equal
ity
and
div
ersi
ty in a
busi
nes
s en
viro
nm
ent
□
Em
plo
yer
resp
onsi
bili
ties
(to
com
ply
with e
qual
opport
unitie
s le
gis
lation,
to e
nsu
re s
taff
follo
w a
nti-
dis
crim
inat
ion p
olic
ies,
to h
ave
griev
ance
pro
cedure
s av
aila
ble
)
□
Em
plo
yee
resp
onsi
bili
ties
(to
com
ply
with leg
isla
tion a
nd
org
anis
atio
nal
polic
ies,
to r
eport
pro
ble
ms,
to t
reat
co
lleag
ues
with r
espec
t)
1.6
Exp
lain
the
ben
efits
of
mak
ing
sure
equal
ity
and d
iver
sity
pro
cedure
s ar
e fo
llow
ed in a
busi
nes
s en
viro
nm
ent
□
Incr
ease
d e
mplo
yee
satisf
action,
lead
ing t
o b
ette
r per
form
ance
□
Allo
win
g t
he
emplo
yer
to a
ttra
ct a
nd r
etai
n t
he
bes
t ta
lent
□
Allo
win
g t
he
emplo
yer
to m
ake
use
of
its
div
erse
work
forc
e to
under
stan
d c
ust
om
ers
and w
in n
ew b
usi
nes
s
□
Red
uci
ng r
isk
of
dis
crim
inat
ion c
laim
s, c
ost
s an
d b
ad
public
ity
2
Under
stan
d t
he
purp
ose
of
hea
lth,
safe
ty a
nd s
ecurity
pro
cedure
s in
a
busi
nes
s en
viro
nm
ent
2.1
Id
entify
em
plo
yer
and e
mplo
yee
resp
onsi
bili
ties
for
hea
lth,
safe
ty
and s
ecurity
in a
busi
nes
s en
viro
nm
ent
□
Em
plo
yer
resp
onsi
bili
ties
(to
mak
e th
e w
ork
pla
ce s
afe,
to
min
imis
e hea
lth r
isks
, to
pro
vide
emplo
yees
with r
elev
ant
trai
nin
g a
nd e
quip
men
t, t
o h
ave
in p
lace
hea
lth/s
afet
y/em
ergen
cy f
acili
ties
and p
roce
dure
s)
□
Em
plo
yee
resp
onsi
bili
ties
(to
tak
e ca
re o
f ow
n a
nd o
ther
s’
hea
lth a
nd s
afet
y, t
o f
ollo
w e
mplo
yer’s
hea
lth a
nd s
afet
y pro
cedure
s, t
o r
eport
acc
iden
ts a
nd h
azar
ds)
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
34
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
Exp
lain
the
purp
ose
of
follo
win
g
hea
lth,
safe
ty a
nd s
ecurity
pro
cedure
s in
a b
usi
nes
s en
viro
nm
ent
□
To c
om
ply
with leg
isla
tion
□
To m
ainta
in w
elfa
re o
f se
lf,
colle
agues
and c
ust
om
ers
□
To a
void
poss
ible
rep
ercu
ssio
ns
for
busi
nes
s of
faili
ng t
o
com
ply
eg p
rose
cution,
litig
atio
n,
dis
ruption a
nd lost
pro
duct
ivity,
sec
urity
bre
aches
2.3
Id
entify
way
s of
mai
nta
inin
g a
sa
fe a
nd s
ecure
envi
ronm
ent
in
a busi
nes
s en
viro
nm
ent
□
By
follo
win
g o
rgan
isat
ional
saf
ety
polic
ies
and p
roce
dure
s
□
By
usi
ng e
quip
men
t in
lin
e w
ith m
anufa
cture
rs’ in
stru
ctio
ns
□
By
bei
ng a
lert
to a
nd r
eport
ing p
ote
ntial
saf
ety
haz
ards
and
secu
rity
bre
aches
□
Mea
sure
s to
kee
p info
rmat
ion s
ecure
eg d
ata
and d
ocu
men
t st
ora
ge
pro
cedure
s, u
se o
f pas
sword
s, a
cces
s co
ntr
ol
pro
cedure
s fo
r vi
sito
rs
3.1
D
escr
ibe
diffe
rent
met
hods
of
com
munic
atio
n
□
Writt
en c
om
munic
atio
n e
g let
ters
, em
ails
, te
xt m
essa
ges
, post
ers
□
Spoke
n c
om
munic
atio
n e
g t
elep
hone,
fac
e to
fac
e
□
Vis
ual
com
munic
atio
n e
g t
ypogra
phy,
im
ages
, co
lour
□
Non-v
erbal
com
munic
atio
n e
g g
estu
re,
eye
conta
ct,
faci
al
expre
ssio
n,
par
alan
guag
e
3
Under
stan
d h
ow
to
com
munic
ate
effe
ctiv
ely
with
oth
ers
3.2
Exp
lain
how
to c
hoose
the
most
ap
pro
priat
e m
ethod o
f co
mm
unic
atin
g w
ith o
ther
s
□
Choosi
ng a
met
hod t
o s
uit m
essa
ge
conte
nt
(purp
ose
, fo
rmal
ity,
est
ablis
hed
conve
ntions,
one-
way
ver
sus
two-
way
com
munic
atio
n)
□
Conve
nie
nce
/pre
fere
nce
s of
mes
sage
sender
and r
ecip
ient
□
Consi
der
ing a
ny
requirem
ents
for
spee
d o
r per
man
ent
reco
rd
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
35
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.3
D
escr
ibe
way
s of
active
ly
liste
nin
g
□
List
enin
g c
aref
ully
to t
he
mes
sage
□
Payi
ng a
tten
tion t
o b
ody
languag
e an
d n
on-v
erbal
cues
□
Para
phra
sing a
nd c
larify
ing w
her
e nec
essa
ry
□
Not
inte
rrupting
4.1
Exp
lain
the
purp
ose
of
agre
eing
stan
dar
ds
for
ow
n w
ork
with
oth
ers
□
To c
larify
inst
ruct
ions,
exp
ecta
tions
and r
esponsi
bili
ties
□
To e
nsu
re w
ork
is
carr
ied o
ut
to a
ppro
priat
e st
andar
ds
□
To a
llow
tar
get
s to
be
set
and p
erfo
rman
ce m
easu
red
4.2
Exp
lain
the
purp
ose
of
taki
ng o
n
new
chal
lenges
and a
dap
ting t
o
chan
ge
□
To r
espond t
o c
han
gin
g n
eeds
of
the
org
anis
atio
n
□
To d
evel
op o
wn k
now
ledge/
skill
s an
d k
eep m
otiva
tion h
igh
□
To incr
ease
chan
ces
of
job r
eten
tion a
nd c
aree
r dev
elopm
ent
4
Under
stan
d h
ow
to
work
with a
nd
support
colle
agues
4.3
Exp
lain
the
purp
ose
of
trea
ting
oth
ers
with h
ones
ty a
nd
consi
der
atio
n
□
To m
ake
for
a m
ore
har
monio
us
work
ing e
nvi
ronm
ent
□
To m
ake
team
work
ing m
ore
effic
ient
□
To e
nco
ura
ge
open
nes
s eg
will
ingnes
s to
ask
for
hel
p o
r ad
mit m
ista
kes
5.1
Exp
lain
the
purp
ose
of
mee
ting
work
sta
ndar
ds
and d
eadlin
es
when
com
ple
ting t
asks
□
For
the
org
anis
atio
n e
g t
o m
eet
requirem
ents
of
org
anis
atio
n a
nd c
ust
om
ers,
to e
nhan
ce r
eputa
tion o
f org
anis
atio
n
□
For
self e
g t
o m
eet
targ
ets,
to b
uild
confiden
ce w
ith
colle
agues
5
Know
how
to p
lan
ow
n w
ork
and b
e ac
counta
ble
to
oth
ers
5.2
Id
entify
way
s of
pla
nnin
g o
wn
work
□
Appro
aches
to t
ask
prioritisa
tion e
g u
rgen
cy v
ersu
s im
port
ance
□
Bas
ic t
ask
pla
nnin
g s
yste
ms
eg c
alen
dar
s, t
o-d
o lis
ts
□
Proje
ct p
lannin
g t
ools
eg f
low
char
ts,
Gan
tt c
har
ts
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
36
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.3
Com
par
e w
ays
of
keep
ing o
ther
peo
ple
info
rmed
about
pro
gre
ss
□
Pros
and c
ons
of
diffe
rent
met
hods
eg m
eetings,
em
ails
, re
port
s
6.1
Exp
lain
the
purp
ose
of
continuousl
y im
pro
ving o
wn
per
form
ance
in a
busi
nes
s en
viro
nm
ent
□
To m
eet
nee
ds
of
the
org
anis
atio
n
□
To d
evel
op o
wn k
now
ledge/
skill
s an
d m
ainta
in p
erso
nal
sa
tisf
action
□
To incr
ease
chan
ces
of
job r
eten
tion a
nd c
aree
r dev
elopm
ent
6.2
D
escr
ibe
way
s of
impro
ving o
wn
per
form
ance
in a
busi
nes
s en
viro
nm
ent
□
Perf
orm
ance
man
agem
ent
(SM
ART o
bje
ctiv
es,
appra
isal
s,
dev
elopm
ent
pla
ns)
□
Form
al a
nd info
rmal
tra
inin
g a
t or
outs
ide
work
pla
ce
□
Lear
nin
g f
rom
colle
agues
eg info
rmal
lea
rnin
g f
rom
lin
e m
anag
er/c
olle
agues
, co
achin
g a
nd m
ento
ring,
work
sh
adow
ing
6
Under
stan
d t
he
purp
ose
of
impro
ving o
wn
per
form
ance
in a
busi
nes
s en
viro
nm
ent
and
how
to d
o s
o
6.3
Id
entify
diffe
rent
types
of
care
er
pat
hw
ays
that
are
ava
ilable
□
Typ
ical
car
eer
pat
hw
ays
in m
arke
ting e
g m
arke
t re
sear
ch,
adve
rtis
ing,
e-m
arke
ting,
bra
nd m
anag
emen
t, d
irec
t m
arke
ting,
public
rel
atio
ns
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
37
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
Id
entify
the
types
of
pro
ble
ms
that
may
occ
ur
in a
busi
nes
s en
viro
nm
ent
□
Proble
ms
with t
asks
eg insu
ffic
ient
tim
e/re
sourc
es,
lack
of
nec
essa
ry s
kills
, ex
cess
ive
work
load
, te
chnolo
gy
pro
ble
ms
□
Pro
ble
ms
with w
ork
ing e
nvi
ronm
ent
eg d
istr
actions,
nois
e
□
Proble
ms
with p
eople
eg d
iffe
ring c
om
munic
atio
n s
tyle
s,
per
sonal
ity
clas
hes
7.2
Id
entify
the
types
of
pro
ble
ms
that
may
occ
ur
in a
busi
nes
s en
viro
nm
ent
□
Pro
ble
ms
with t
asks
eg t
alki
ng t
o lin
e m
anag
er,
re-
prioritisa
tion o
f ta
sks,
re-
neg
otiat
ion o
f dea
dlin
es,
trai
nin
g
□
Pro
ble
ms
with w
ork
ing e
nvi
ronm
ent
or
peo
ple
eg lea
rnin
g
to d
eal w
ith n
ois
e an
d d
istr
actions
□
Pro
ble
ms
with p
eople
eg s
eeki
ng h
elp f
rom
lin
e m
anag
er o
r hum
an r
esourc
es w
hen
req
uired
, fo
llow
ing o
rgan
isat
ional
pro
cedure
s
7
Under
stan
d t
he
types
of
pro
ble
ms
that
may
occ
ur
in
a busi
nes
s en
viro
nm
ent
and
how
to d
eal w
ith
them
7.3
Exp
lain
how
and w
hen
to r
efer
pro
ble
ms
to r
elev
ant
colle
agues
□
Rec
ognis
ing w
hen
pro
ble
m h
as a
suffic
iently
neg
ativ
e im
pac
t on s
elf
or
work
that
it
should
be
refe
rred
□
Rec
ognis
ing w
hic
h c
olle
agues
can
hel
p w
ith w
hic
h p
roble
ms
□
Know
ing w
hic
h p
roble
ms
should
be
report
ed a
nd
org
anis
atio
nal
rep
ort
ing p
roce
dure
s
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
38
Information for tutors
Delivery
There are opportunities to link the delivery of this unit to other units in this qualification. For example, learning outcome 3 (which covers the theory of communication) could be taught alongside learning outcomes in units that deal with practical communication in a marketing context, such as learning outcome 5 in Unit 4: Principles of Digital Marketing.
In learning outcomes 1 and 2, learners do not need to be taught about the names and dates of key legislation, only how the legislation affects them. It would be beneficial for learners to see real examples of contracts, handbooks and policies if available.
In learning outcome 3, learners would benefit from having the opportunity to assess the effectiveness of different forms of communication using the criteria they have been taught, and also to put into practice the active listening techniques.
There are also opportunities to link the delivery of learning outcomes 4, 5 and 6 so as to take advantage of the overlap in content between them. There are opportunities for learners to apply their knowledge, for example through practical planning and prioritisation activities (assessment criterion 5.2) and in applying the principles of performance management (assessment criterion 6.2).
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
For all assessment criteria, evidence could be in writing. Alternatively, evidence could be collected orally in response to questions, with the assessor noting down learners’ answers. It may be possible to assess the unit through professional discussion, with a signed witness statement. Evidence could be based on scenarios such as staff induction or staff training. If this method is used, then the assessor should ensure that the signed statement includes sufficient detail to support the assessment decisions for all the criteria assessed in this way.
Learning outcome 1
For learning outcome 1, learners should not just simply list different legislation, procedures and representative bodies, but should relate them to a specific organisation to put them in context.
To meet 1.1 and 1.2, learners must identify four main points in a contract of employment and the legislation respectively.
To meet 1.3, learners must identify at least two internal and two external sources of information.
For 1.4, learners must describe how at least one representative body can help the employee.
To meet 1.5, learners must give at least two employer responsibilities and two employee responsibilities in relation to equality and diversity.
For 1.6, learners must relate the benefits to an organisation, using information provided by the tutor or that they have researched themselves.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
39
Learning outcome 2
It is recommended that the assessment criteria for learning outcome 2 are integrated, with learners relating their evidence to a specific organisation and job role that they have researched.
To meet 2.1, learners should not reproduce large chunks of health, safety and security information verbatim from company handbooks, but they must identify at least two employer responsibilities and two employee responsibilities.
For 2.2, learners must explain the purpose of following at least one health and safety procedure and at least one security procedure (as identified in assessment criterion 2.3). This must include reference to the possible repercussions of not following the procedures.
To meet 2.3 learners must identify three ways an employee can help maintain a safe and secure environment.
Learning outcome 3
Assessment of 3.1 and 3.2 should preferably be integrated. Learners must describe one spoken and one written method of communication, explaining when each would be appropriate. Some context for the communication should be provided by the tutor.
The best way of assessing 3.3 would be for learners to assess someone else’s active listening skills (for example a recorded interview), describing how they did or did not demonstrate the relevant skills. This need not be in a business context.
Learning outcomes 4, 5, 6 and 7
When assessing learning outcomes 4, 5, 6 and 7, tutors should look for ways of assessing criteria holistically. Particular opportunities for this exist with the following groups of assessment criteria: 4.1, 5.1, 5.2 and 5.3; 4.2, 6.1 and 6.2; 4.3, 7.1, 7.2 and 7.3. Learners could draw on their own experiences or they could interview people working in suitable roles. In all cases, they should contextualise their assignment to relate to particular job roles and organisations. In all cases, learners are not restricted to the information supplied in the Unit Amplification.
To meet 4.1, 4.2 and 4.3, learners must explain at least one purpose for each assessment criterion.
To meet 5.1, learners must explain one purpose each from the employee and organisational perspective. For 5.2, learners must identify at least two methods for planning work. For 5.3, learners must compare different ways of keeping others informed of progress, comparing the benefits and limitations of at least two different ways. These should be related to a particular scenario.
To meet 6.1, learners must explain at least one purpose of continuously improving one’s own performance at work. For 6.2, learners must describe at least three ways of improving performance. For 6.3, learners must identify at least three broad career pathways in marketing, preferably those that interest them most.
To meet 7.1 and 7.2, learners must deal with at least one problem in each of the three categories. To meet 7.3, learners could either show how they would deal with a particular problem or demonstrate that they understand the underlying principles involved in deciding how to deal with any workplace problem.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
40
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
41
Unit 4: Principles of Digital Marketing
Unit reference number: D/502/9931
QCF level: 2
Credit value: 5
Guided learning hours: 40
Unit aim
This unit gives learners an overview of digital marketing. Learners will find out about the role of digital marketing, search engine optimisation and how digital marketing devices and technology are used.
Essential resources
There are no special resources needed for this unit.
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
42
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
role
of
dig
ital
m
arke
ting w
ithin
the
ove
rall
mar
keting s
trat
egy
□
Com
monly
use
d d
igital
mar
keting d
evic
es (
com
pan
y w
ebsi
tes
and o
nlin
e ad
vert
isin
g,
emai
l m
arke
ting,
soci
al
med
ia,
mobile
phone
mar
keting)
□
Role
of
dig
ital
mar
keting t
o e
ither
lea
d a
mar
keting s
trat
egy
(prim
ary
use
of
dig
ital
mar
keting)
or
support
a m
arke
ting
stra
tegy
(supple
men
tary
use
of
dig
ital
mar
keting)
1.2
Exp
lain
the
stre
ngth
s an
d
wea
knes
ses
of
dig
ital
mar
keting □
Str
ength
s co
mpar
ed w
ith t
raditio
nal
non-d
igital
mar
keting
met
hods
eg im
med
iacy
, m
ay p
rovi
de
bet
ter
opport
unitie
s fo
r in
tera
ctio
n,
resp
onse
s ca
n b
e m
easu
red e
asily
, per
ceiv
ed t
o b
e m
ore
moder
n,
bet
ter
for
reac
hin
g a
yo
unger
dem
ogra
phic
, ca
n b
e ch
eaper
, ca
n h
ave
gre
ater
re
ach
□
Wea
knes
ses
com
par
ed w
ith t
raditio
nal
non-d
igital
m
arke
ting m
ethods
eg m
ay n
ot
reac
h t
arget
audie
nce
, m
ay
not
be
appro
priat
e fo
r th
e busi
nes
s or
pro
duct
, poss
ible
te
chnolo
gy
cost
s
1
Under
stan
d t
he
role
of dig
ital
m
arke
ting
1.3
Exp
lain
the
import
ance
of
targ
eted
dig
ital
mar
keting
□
Effec
ts o
n c
ust
om
ers
if t
arget
ed c
orr
ectly
(to d
rive
tra
ffic
to
pro
duct
or
web
site
, to
mak
e sa
les)
□
Eff
ects
on r
ecip
ients
if
targ
eted
wro
ngly
(co
st,
neg
ativ
e re
sponse
s, o
pport
unitie
s cr
eate
d f
or
com
pet
itors
)
□
Import
ance
of
usi
ng t
he
right
med
ia t
o r
each
tar
get
mar
ket
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
43
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
D
escr
ibe
the
sourc
es o
f dat
a lis
ts
for
use
in t
arget
ing c
ust
om
ers
and p
ote
ntial
cust
om
ers
□
How
to d
evel
op lis
ts f
rom
ow
n r
esourc
es e
g b
ased
on
cust
om
er r
ecord
s/en
quirie
s, r
esponse
s to
pro
motions,
prim
ary
mar
ket
rese
arch
□
Use
of
per
mis
sion m
arke
ting in t
he
dev
elopm
ent
of
cust
om
er lis
ts
□
Sourc
es o
f bought-
in lis
ts f
rom
eg m
arke
ting o
rgan
isat
ions
with s
imila
r cu
stom
er p
rofile
, m
arke
t re
sear
ch
org
anis
atio
ns,
lis
t bro
kers
1.5
Exp
lain
the
legal
req
uirem
ents
an
d im
plic
atio
ns
of
dig
ital
m
arke
ting
□
Curr
ent
legis
lation r
elat
ing t
o p
riva
cy,
consu
mer
pro
tect
ion,
conte
nt
of
dig
ital
mar
keting m
ater
ial, d
iver
sity
, co
pyr
ight
□
How
to k
eep d
igital
mar
keting a
ctiv
ity
within
the
const
rain
ts
of
legis
lation (
hav
ing a
n a
war
enes
s of
const
rain
ts,
chec
king
mat
eria
l bef
ore
it
goes
liv
e, m
onitoring d
uring c
ampai
gn,
ensu
ring s
ecure
sys
tem
s fo
r m
anag
ing c
ust
om
er d
ata)
1.6
D
escr
ibe
the
import
ance
of
dig
ital
dat
a ca
ptu
re s
yste
ms
for
dig
ital
mar
keting
□
Use
of
web
anal
ytic
s to
ass
ess
how
a w
ebsi
te is
per
form
ing
eg t
o m
easu
re t
raffic
, to
anal
yse
cust
om
er n
avig
atio
n,
to
mea
sure
conve
rsio
n r
ates
, to
tra
ck c
ust
om
er w
eb u
se o
ver
tim
e
2.1
D
escr
ibe
the
use
of
SEO
□
The
use
of
org
anic
SEO
eg u
se o
f ke
yword
s, c
ross
-lin
king,
regula
r updat
es
□
The
use
of
pay
per
clic
k SEO
2
Under
stan
d t
he
use
of
sear
ch
engin
e optim
isat
ion (
SEO
) 2.2
Exp
lain
the
import
ance
of
SEO
□
Im
port
ance
eg t
o im
pro
ve v
isib
ility
, to
incr
ease
web
tra
ffic
, fo
r co
mpet
itiv
e ad
vanta
ge
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
44
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
the
adva
nta
ges
and
dis
adva
nta
ges
of
links
to o
ther
w
ebsi
tes
□
Adva
nta
ges
of
hav
ing lin
ks t
o o
ther
web
site
s eg
cust
om
ers
can f
ind it
use
ful, b
uild
s re
lationsh
ips
with o
ther
web
site
s,
can lea
d t
o r
ecip
roca
l lin
ks a
nd t
her
eby
impro
ve s
earc
h
engin
e ra
nki
ngs
□
Dis
adva
nta
ges
of
hav
ing lin
ks t
o o
ther
web
site
s eg
tak
es
traf
fic
away
fro
m y
our
web
site
, re
sourc
e im
plic
atio
ns
of
nee
din
g t
o v
et w
ebsi
tes
for
inap
pro
priat
e co
nte
nt
and k
eep
links
updat
ed
3.1
Exp
lain
how
to u
se s
earc
h-
rela
ted inte
rnet
fac
ilities
to
enab
le t
he
iden
tifica
tion a
nd
retr
ieva
l of
targ
eted
info
rmat
ion
□
How
to u
se s
earc
h e
ngin
es e
ffec
tive
ly e
g u
se o
f m
ultip
le-
word
sea
rches
/quota
tion m
arks
/min
us
sign,
how
to r
estr
ict
sear
ches
to a
par
ticu
lar
web
site
or
dom
ain
3.2
Exp
lain
the
adva
nta
ges
and
dis
adva
nta
ges
of
diffe
rent
inte
rnet
dat
a co
llect
ion s
ourc
es
□
Public
bodie
s eg
gove
rnm
ent
dep
artm
ents
, O
ffic
e of
Nat
ional
Sta
tist
ics
□
Priv
ate
and n
on-g
ove
rnm
enta
l org
anis
atio
ns
eg m
arke
t re
sear
ch o
rgan
isat
ions,
tra
de
asso
ciat
ions
□
Poss
ible
adva
nta
ges
and d
isad
vanta
ges
of
diffe
rent
inte
rnet
so
urc
es e
g e
ase
of
acce
ss, co
st,
accu
racy
, in
dep
enden
ce,
curr
ency
3
Under
stan
d t
he
requirem
ents
of
mar
keting
rese
arch
usi
ng t
he
inte
rnet
3.3
Exp
lain
the
import
ance
of
confirm
ing t
he
accu
racy
of
info
rmat
ion r
etriev
ed f
rom
the
inte
rnet
□
To e
nsu
re info
rmat
ion is
curr
ent,
val
id a
nd r
elia
ble
□
Rep
ercu
ssio
ns
of
not
ensu
ring info
rmat
ion is
accu
rate
eg
mar
keting d
ecis
ions
mig
ht
be
bas
ed o
n f
alse
ass
um
ptions
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
45
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
escr
ibe
the
pote
ntial
use
s of
a Cust
om
er R
elat
ionsh
ip
Man
agem
ent
(CRM
) sy
stem
□
Rel
atio
nsh
ip m
arke
ting a
s a
way
of
mai
nta
inin
g a
nd
build
ing long-t
erm
rel
atio
nsh
ips
with c
ust
om
ers
□
CRM
sys
tem
s in
pra
ctic
e eg
loya
lty
card
s as
a w
ay o
f en
coura
gin
g r
epea
t cu
stom
□
CRM
sys
tem
s as
a w
ay o
f gat
her
ing m
arke
ting info
rmat
ion
□
Usi
ng C
RM
sys
tem
s to
dev
elop m
arke
ting s
trat
egie
s an
d
enco
ura
ge
bra
nd loya
lty
4.2
Exp
lain
the
import
ance
of
dat
a cl
eansi
ng
□
To e
nsu
re c
ust
om
er d
ata
is u
seab
le e
g b
y re
ctifyi
ng
inputt
ing e
rrors
, by
rem
ovi
ng inac
cura
te info
rmat
ion,
by
keep
ing c
ust
om
er c
onta
ct d
etai
ls u
p t
o d
ate
□
To c
om
ply
with d
ata
pro
tect
ion leg
isla
tion
4
Under
stan
d t
he
use
s of
dig
ital
m
arke
ting d
evic
es
and m
essa
ges
4.3
D
escr
ibe
the
use
of
dig
ital
m
arke
ting d
evic
es
□
Use
of
com
pan
y w
ebsi
tes
eg t
o p
rovi
de
info
rmat
ion a
bout
the
busi
nes
s, t
o c
omm
unic
ate
with c
ust
om
ers,
to p
rom
ote
pro
duct
s, t
o s
ell direc
tly
to c
ust
om
ers
□
Use
of
emai
l sy
stem
s fo
r co
mm
unic
atin
g w
ith c
ust
om
ers
and p
rom
oting t
he
busi
nes
s eg
em
ail new
slet
ters
, e-
cast
s
□
Use
of
mobile
phones
eg t
o p
rovi
de
info
rmat
ion,
to p
ublic
ise
offer
s, t
o a
llow
cust
om
ers
to e
nte
r pro
motions
inst
antly
□
Use
of
soci
al m
edia
eg t
o g
ener
ate
bra
nd loya
lty,
to
pro
duce
rep
eat
busi
nes
s, t
o lau
nch
new
pro
duct
s
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
46
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
D
escr
ibe
the
use
of
dig
ital
re
sponse
sys
tem
s □
U
se o
f em
bed
ded
lin
ks in e
mai
ls e
g t
o a
ctiv
ate
emai
l su
bsc
riptions,
to d
irec
t cu
stom
ers
tow
ards
web
site
s
□
Use
of
web
site
reg
istr
atio
n s
yste
ms
eg t
o a
cces
s re
strict
ed
info
rmat
ion,
to a
cces
s pro
motions,
to r
egis
ter
for
emai
l updat
es,
to e
nte
r co
mpet
itio
ns
□
Use
of
SM
S s
hort
codes
eg t
o r
espond t
o a
n o
ffer
, to
re
ques
t m
ore
info
rmat
ion,
to r
eques
t a
call
bac
k
□
Use
of
quic
k re
sponse
(Q
R)
codes
eg t
o lin
k cu
stom
ers’
m
obile
phones
direc
t to
com
pan
y w
ebsi
te,
to g
ive
cust
om
ers
direc
t ac
cess
to
additio
nal
info
rmat
ion
4.5
Exp
lain
the
adva
nta
ges
and
dis
adva
nta
ges
of
diffe
rent
trac
king s
yste
ms
□
Adva
nta
ges
of
usi
ng c
ooki
es e
g a
re s
ent
auto
mat
ical
ly,
impro
ve c
ust
om
er e
xper
ience
by
rem
ember
ing p
refe
rence
s
□
Dis
adva
nta
ges
of
usi
ng c
ooki
es e
g s
om
e use
rs h
ave
priva
cy
conce
rns,
if
blo
cked
then
web
site
funct
ional
ity
may
be
reduce
d,
can b
e use
d for
secu
rity
att
acks
□
Adva
nta
ges
of
a w
ebsi
te log-i
n s
yste
m e
g w
ork
s ev
en if
cooki
es d
isab
led,
use
ful fo
r st
oring p
erso
nal
dat
a se
cure
ly
□
Dis
adva
nta
ges
of
a w
ebsi
te log-i
n s
yste
m e
g r
equires
effort
fr
om
cust
om
ers
and s
o m
ight
be
off
putt
ing
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
47
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Exp
lain
how
to u
se a
CRM
sy
stem
□
H
ow
CRM
is
use
d in p
ract
ice
eg t
o c
aptu
re info
rmat
ion,
to
store
info
rmat
ion c
entr
ally
in a
n e
asily
acc
essi
ble
way
, to
an
alys
e dat
a, t
o a
llow
the
org
anis
atio
n t
o iden
tify
and
conta
ct p
articu
lar
gro
ups
of
cust
om
ers
5.2
Exp
lain
how
to m
ainta
in t
he
curr
ency
and a
ccura
cy o
f dig
ital
dat
abas
es
□
Use
of
active
met
hods
eg e
mai
l re
ques
ts a
nd r
emin
der
s to
ch
eck
and u
pdat
e dat
a, c
onta
ctin
g d
atab
ase
by
phone
for
verb
al c
onfirm
atio
n o
f dat
a, u
sing o
ffic
ial so
urc
es s
uch
as
censu
s or
elec
tora
l re
gis
ter
□
Use
of
pas
sive
met
hods
eg e
nco
ura
gin
g c
ust
om
ers
to c
hec
k an
d c
onfirm
that
dat
a hel
d a
bout
them
is
corr
ect,
use
of
self-c
om
ple
tion q
ues
tionnai
res,
use
of
pro
motions
whic
h
require
com
ple
tion o
f co
nta
ct d
etai
ls t
o a
ctiv
ate
5.3
Exp
lain
the
adva
nta
ges
and
dis
adva
nta
ges
of diffe
rent
dig
ital
te
chnolo
gie
s
□
Diffe
rent
dig
ital
tec
hnolo
gie
s eg
web
site
s, s
oci
al m
edia
, em
ail, m
obile
phones
□
Adva
nta
ges
and d
isad
vanta
ges
of
diffe
rent
dig
ital
te
chnolo
gie
s eg
fle
xibili
ty,
how
eff
ective
ly d
iffe
rent
tech
nolo
gie
s ca
n a
cces
s ac
tual
/pote
ntial
cust
om
ers,
opport
unity
for
cust
om
ers
to r
espond t
o m
essa
ges
on t
he
diffe
rent
dig
ital
tec
hnolo
gie
s, c
ost
of dev
elopin
g d
igital
m
essa
ges
for
diffe
rent
dig
ital
tec
hnolo
gie
s
5
Under
stan
d h
ow
to
use
dig
ital
te
chnolo
gy
for
mar
keting
purp
ose
s
5.4
D
escr
ibe
the
import
ance
of
tailo
ring m
essa
ges
to d
iffe
rent
dig
ital
med
ia
□
Why
mes
sages
nee
d t
o b
e ta
ilore
d t
o d
iffe
rent
dig
ital
med
ia
eg s
cree
n s
ize
and d
ispla
y pro
per
ties
, how
use
r in
tera
cts
with t
he
dig
ital
med
ia,
how
use
rs c
an r
espond t
o m
essa
ge
once
rec
eive
d
□
Adva
nta
ges
of
dev
elopin
g m
essa
ges
that
are
inte
roper
able
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.5
Exp
lain
the
pote
ntial
for
mar
keting t
o s
oci
al n
etw
ork
ing
site
s
□
Mai
n f
eatu
res
of
soci
al n
etw
ork
ing s
ites
eg F
aceb
ook,
Li
nke
dIn
, Tw
itte
r, Y
ouTube
□
Use
of
soci
al n
etw
ork
ing s
ites
for
mar
keting e
g c
ust
om
er
engag
emen
t, t
arget
ing e
arly
adopte
rs,
vira
l m
arke
ting,
gro
win
g c
ust
om
er b
ase,
cre
atin
g inte
rest
aro
und y
our
bra
nd/p
roduct
/busi
nes
s
5.6
Exp
lain
how
to p
reve
nt
mar
keting m
essa
ges
bei
ng
iden
tified
as
‘spam
’
□
How
diffe
rent
tact
ics
are
use
d e
g c
onfirm
ing p
erm
issi
on is
giv
en b
y re
cipie
nt,
rem
indin
g r
ecip
ient
to a
dd b
usi
nes
s to
lis
t of
‘saf
e’ c
onta
cts
so t
hat
mes
sage
is n
ot
reje
cted
by
conta
ct’s
com
pute
r se
curity
sys
tem
□
Ste
ps
that
can
be
take
n d
uring d
evel
opm
ent
and p
roduct
ion
of
mar
keting m
essa
ge
eg a
void
ing o
bvi
ous
trig
ger
word
s in
em
ail su
bje
ct lin
e, k
eepin
g c
onte
nt
frie
ndly
and
conve
rsat
ional
, not
atta
chin
g e
xecu
table
file
s, t
rial
ling
mes
sage
bef
ore
mas
s usa
ge
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
49
Information for tutors
Delivery
Most learners will have already had access to computers, mobile phones and the internet, and so they will also have been on the receiving end of a range of digital marketing. Tutors can make use of this experience when delivering the unit.
The learning outcomes for this unit are all based on understanding, which means that purely theory-based delivery could be used, but it will be more interesting for learners and result in better understanding if there are practical activities and access to digital marketing in action. This is particularly relevant for learning outcome 2, concerning the use of search engine optimisation (SEO) and learning outcome 5, the use digital technology for marketing purposes. It will add value to their experience if learners can visit organisations which are actively engaged in the use of digital technology for their marketing. Centres could also try and arrange for visiting speakers from relevant organisations. This will give learners an opportunity to ask questions about the use of digital technology in a marketing context, about the advantages and disadvantages of SEO and so on.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
For all the assessment criteria, evidence could be done in writing as reports or case studies which show how organisations use digital technology for marketing purposes. This could be achieved by focusing on a single organisation, or by collecting information from different organisations. It is also possible to cover the assessment criteria using more than one assessment approach, for example a written report together with an oral presentation, a poster presentation or by using appropriate digital media. Learners could choose their own businesses to investigate or they could be given a specific scenario or case histories.
Where explanations are required, learners should support them with evidence. Descriptions should also be in the context of application rather than purely theoretical. Suggestions for approaches to assessment are given below. These are not prescriptive and other approaches could be used.
Learning outcome 1
This learning outcome may appear to be larger than others in this unit, but it provides overarching knowledge which the learner can draw on in the other learning outcomes.
Assessment criterion 1.1 will need a context, based on the marketing strategy for either a real business or a case study. The context used for 1.1 should preferably be chosen so that it will also provide sufficient research and study opportunities for 1.2, 1.3, 1.4 and 1.6, allowing learners to say something about each of the bulleted points in the Unit Amplification. 1.2 should include both strengths and weaknesses and not just be one sided.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
50
The explanation for 1.5 could be based on the context used for other assessment criteria, or set against the digital business environment as a whole. Learners do not need to know the detail of every aspect of legislation which protects and constrains digital marketing. However, they need an awareness of how to manage digital marketing activity within legal constraints, and the consequences of ignoring current legislation.
The business or case study used in learning outcome 1 could also be used as the basis for meeting the criteria in learning outcomes 4 and 5.
Learning outcome 2
One way of meeting assessment criteria 2.1 and 2.2 would be for learners to present a case for the use of SEO, and its importance in the current and future business world, to a senior member of the business management who has low awareness or is sceptical of the need for SEO. Explaining the advantages and disadvantages for a business of having links with other websites (assessment criterion 2.3) could also be achieved through an explanation to someone who has a low awareness of this issue.
Learning outcome 3
One approach to meeting the assessment criteria in this learning outcome would be for learners to put together a proposal for using the internet to answer the needs of a market research project. Ideas for the research project could include producing market research data to support given marketing activity, to identify new markets, to quantify markets, or to establish the strength (or not) of a business or product within a given market.
The basic outline of the proposal would meet assessment criterion 3.1, and the proposal could be supported by advantages and disadvantages of using an internet- based approach (3.2), with a final explanation of how the accuracy of the information retrieved could be confirmed (3.3).
Learning outcomes 4 and 5
The business or case study used in learning outcome 1 could also be used as the basis for meeting the assessment criteria in learning outcomes 4 and 5.
Using the bullet points in the Unit Amplification as a checklist, a detailed report or case study could be put together, based on learners’ research and investigations into digital marketing in a business or organisation.
Alternatively, 4.2, 4.5, 5.3, 5.4, 5.5 and 5.6 could be presented as a report to someone who has a low awareness of digital marketing but wants to find out more about the subject and start to use digital marketing to promote and develop their business or products. Again, the bullet points in the Unit Amplification could be used as a checklist to form the basis of this report. Learners need to be familiar with the current use of digital marketing devices and messages and how they fit with the overall marketing strategy of different organisations. Learners should be encouraged to seek out and investigate a range of different digital marketing devices, so that they can begin to understand the way each is used, its strengths and weaknesses and how it influences marketing messages.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
51
Indicative resource materials
Websites
www.businesslink.gov.uk Information and advice on business, including digital marketing
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
52
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
53
Unit 5: Principles of Market Research
Unit reference number: K/502/9933
QCF level: 3
Credit value: 5
Guided learning hours: 40
Unit aim
This unit gives learners an overview of why and how to carry out market research. This includes how to decide if market research is needed and how to choose appropriate research methods, objectives and evaluation criteria. The unit also covers the principles of data collection and how to interpret and evaluate the data collected.
Essential resources
There are no special resources needed for this unit.
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
54
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
how
to iden
tify
the
nee
d f
or
mar
ket
rese
arch
and
the
sourc
es o
f ev
iden
ce t
o
support
this
□
When
res
earc
h m
ay b
e nee
ded
eg t
o iden
tify
tar
get
m
arke
ts,
to iden
tify
nee
ds
and w
ants
of
targ
et c
ust
om
ers,
to
tes
t id
eas,
to u
nder
stan
d c
om
pet
itors
bet
ter,
to
under
stan
d m
arke
t si
ze/s
truct
ure
/tre
nds
□
Sourc
es o
f ev
iden
ce t
hat
confirm
res
earc
h is
nee
ded
eg
sale
s figure
s, c
om
pet
itor
activi
ty,
obse
rved
chan
ges
in
nat
ure
of
the
mar
ket
1.2
D
escr
ibe
the
bas
is f
or
scopin
g
the
rese
arch
and iden
tify
ing
linka
ges
, in
terd
epen
den
cies
and
the
poss
ible
im
pac
t of
one
elem
ent
on o
ther
s
□
Link
with m
arke
ting o
bje
ctiv
es (
scope
of
rese
arch
dep
ends
on t
he
mar
keting o
bje
ctiv
es s
et)
□
Res
earc
h m
ay b
e ca
rrie
d o
ut
on a
ny
elem
ent
from
the
mar
keting m
ix e
g t
he
impac
t of
pro
duct
dev
elopm
ent
on
prici
ng o
pport
unitie
s
□
Mar
keting r
esea
rch a
s a
continuous
activi
ty w
hic
h a
llow
s th
e m
arke
t an
d t
he
mar
keting e
nvi
ronm
ent
to b
e sc
anned
1.3
Exp
lain
how
to
set
rese
arch
par
amet
ers,
aim
s an
d
eval
uat
ion c
rite
ria
□
Bas
ed o
n s
pec
ific
and lim
ited
aim
s to
enab
le e
ffec
tive
pro
cess
ing/a
nal
ysis
/eva
luat
ion in t
erm
s of tim
esca
les,
siz
e of
sam
ple
, an
d u
sefu
lnes
s to
the
dec
isio
n-m
akin
g p
roce
ss
1
Under
stan
d t
he
bas
is o
n w
hic
h
mar
ket
rese
arch
is
com
mis
sioned
1.4
Exp
lain
the
import
ance
of
invo
lvin
g s
take
hold
ers
in t
he
def
initio
n o
f re
sear
ch t
o b
e ca
rrie
d o
ut
□
Whic
h inte
rnal
sta
kehold
ers
can b
e in
volv
ed e
g s
ales
dep
artm
ent,
cust
om
er s
ervi
ces,
R&
D,
finan
ce
□
Ben
efits
of
stak
ehold
er invo
lvem
ent
(to h
elp t
o d
efin
e th
e purp
ose
, to
influen
ce r
esea
rch m
ethodolo
gy
use
d,
to b
ring
diffe
rent
and v
aluab
le p
ersp
ective
s to
res
earc
h d
esig
n)
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
55
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
Exp
lain
how
to e
valu
ate
diffe
rent
options
for
conduct
ing t
he
rese
arch
□
What
info
rmat
ion is
nee
ded
and w
hat
it
will
be
use
d f
or
□
What
the
bes
t m
ix o
f m
ethods
is w
ithin
const
rain
ts (
valid
ity
and r
elia
bili
ty,
tim
e/hum
an/f
inan
cial
res
ourc
es a
vaila
ble
)
□
If t
he
choic
e of
sam
ple
appro
priat
e eg
rep
rese
nta
tive
nes
s,
size
□
Cost
s ve
rsus
ben
efits
2.1
Exp
lain
how
to
set
rese
arch
obje
ctiv
es,
tim
esca
les,
budget
an
d r
esourc
e re
quirem
ents
and
succ
ess
criter
ia
□
How
to s
et o
bje
ctiv
es (
SM
ART o
bje
ctiv
es,
obje
ctiv
es lin
ked
to p
urp
ose
and d
esired
outc
om
es,
stak
ehold
er
requirem
ents
)
□
How
to s
et t
imes
cale
s (h
ow
to d
ivid
e an
d a
lloca
te t
ime
to
diffe
rent
stag
es o
f th
e re
sear
ch,
import
ance
of
build
ing in
contingen
cy t
ime,
im
port
ance
of
liais
on w
ith inte
rnal
st
akeh
old
ers
to iden
tify
when
res
ults
are
nee
ded
)
□
What
res
ourc
es a
re n
eeded
eg f
inan
cial
, st
aff,
outs
ide
agen
cies
□
How
to s
et s
ucc
ess
criter
ia in t
erm
s of
rese
arch
obje
ctiv
es
eg q
uan
tity
and q
ual
ity
of dat
a co
llect
ed,
clar
ity
of
concl
usi
ons
dra
wn
2
Under
stan
d h
ow
to
des
ign m
arke
t re
sear
ch p
roje
cts
2.2
Exp
lain
how
to s
pec
ify
the
char
acte
rist
ics
and s
ize
of
the
sam
ple
to b
e re
sear
ched
in
acco
rdan
ce w
ith t
he
rese
arch
ai
ms
and o
bje
ctiv
es
□
Import
ance
of
def
inin
g t
he
targ
et p
opula
tion
□
Char
acte
rist
ics
bas
ed o
n r
elev
ant
fact
ors
eg s
oci
o-
econom
ic/d
emogra
phic
/psy
chogra
phic
cla
ssific
atio
ns,
buye
r beh
avio
urs
/att
itudes
/opin
ions
□
What
sam
ple
siz
e w
ill y
ield
bes
t in
form
atio
n t
o b
e su
ffic
iently
accu
rate
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
D
escr
ibe
the
fact
ors
to b
e ta
ken
into
acc
ount
when
sel
ecting
rese
arch
inst
rum
ents
that
are
fit
for
purp
ose
□
Nat
ure
of
enquiry
(exp
lora
tory
ver
sus
des
crip
tive
)
□
Mar
keting/b
usi
nes
s obje
ctiv
es t
hat
will
be
info
rmed
by
the
rese
arch
□
Finan
cial
fac
tors
(ef
fici
ency
and e
ffec
tive
nes
s of
rese
arch
des
ign,
budget
const
rain
ts)
2.4
Exp
lain
how
to e
nsu
re t
he
suitab
ility
of
met
hods
chose
n t
o
conduct
res
earc
h
□
Pilo
ting o
f re
sear
ch inst
rum
ents
□
Tes
ting f
or
lack
of
bia
s
2.5
Exp
lain
the
stre
ngth
s an
d
limitat
ions
of
quan
tita
tive
and
qual
itat
ive
rese
arch
□
Quan
tita
tive
res
earc
h s
tren
gth
s (g
ives
dat
a on w
hat
hap
pen
s an
d f
actu
al d
ata,
ten
ds
to b
e re
liable
, ca
n b
e ve
ry
cost
effec
tive
and s
o a
llow
s lo
ts o
f dat
a to
be
colle
cted
quite
chea
ply
, ca
n b
e ea
sier
to p
roce
ss)
□
Quan
tita
tive
res
earc
h lim
itat
ions
(does
not
read
ily y
ield
beh
avio
ura
l fa
ctors
, oft
en e
xclu
des
rea
l-lif
e fa
ctors
and s
o
tends
to b
e le
ss v
alid
)
□
Qual
itat
ive
rese
arch
str
ength
s (c
an g
ive
‘ric
her
’ dat
a th
an
quan
tita
tive
res
earc
h t
hat
ref
lect
s re
ality
bet
ter,
suited
to
captu
ring info
rmat
ion a
bout
opin
ions)
□
Qual
itat
ive
rese
arch
lim
itat
ions
(ten
ds
to b
e le
ss r
elia
ble
, te
nds
to c
ost
more
to g
ather
usi
ng m
ore
exp
ensi
ve/l
abour-
inte
nsi
ve m
ethods,
is
more
difficu
lt t
o p
roce
ss a
s ju
dgem
ent
nee
ds
to b
e use
d t
o a
nal
yse
findin
gs)
2.6
Exp
lain
how
ris
ks inher
ent
in
mar
ket
rese
arch
may
be
addre
ssed
□
Use
of
pro
ject
-pla
nnin
g t
ools
to e
nsu
re r
esea
rch m
eets
obje
ctiv
es,
budget
s an
d t
imes
cale
s
□
Use
of
spec
ialis
t m
arke
t re
sear
ch a
gen
cies
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
57
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.7
Exp
lain
how
to e
nsu
re t
hat
re
sear
ch d
ata
colle
cted
is
valid
an
d r
elia
ble
□
Sam
plin
g m
ethods
eg s
imple
ran
dom
, st
ratified
ran
dom
, cl
ust
er,
syst
emat
ic
□
How
to d
esig
n s
urv
ey q
ues
tions
to e
limin
ate
bia
s
□
Ben
efits
of
tria
ngula
tion (
to p
rovi
de
a bal
ance
d a
ppro
ach
that
should
giv
e a
bet
ter
ove
rall
pic
ture
, to
allo
w f
or
unusu
al/u
nex
pec
ted o
utc
om
es t
o b
e pic
ked u
p)
2.8
D
escr
ibe
the
use
s of
the
rese
arch
outp
uts
□
D
ecis
ions
regar
din
g t
he
mar
ket
eg s
ize,
gro
wth
, se
gm
enta
tion
□
Perf
orm
ance
mea
sure
men
t eg
new
pro
duct
dev
elopm
ent,
new
mar
ket
dev
elopm
ent,
adve
rtis
ing c
ampai
gns
□
Str
ateg
y pla
nnin
g e
g o
vers
eas
mar
ket
entr
y, r
etal
iation t
o
com
pet
itor
activi
ty,
resp
onse
to s
take
hold
er c
once
rns
2.9
Exp
lain
how
to o
bta
in a
ppro
val
to t
he
pro
pose
d r
esea
rch
□
How
to p
ut
a pro
posa
l to
get
her
eg o
bje
ctiv
es,
reso
urc
es,
ben
efits
□
Import
ance
of
dis
cuss
ing w
ith k
ey s
take
hold
ers
eg s
enio
r m
anag
emen
t, f
inan
ce,
mar
keting s
taff
3
Under
stan
d t
he
princi
ple
s of
mar
keting d
ata
colle
ctio
n
3.1
Exp
lain
the
diffe
rence
bet
wee
n
prim
ary
and s
econdar
y re
sear
ch
and h
ow
this
aff
ects
dat
a co
llect
ion m
ethods
and
inte
rpre
tation
□
Prim
ary/
fiel
d r
esea
rch r
equires
dat
a co
llect
ion (
dat
a co
llect
ion f
ocu
sed o
n c
orr
ect
sele
ctio
n o
f re
pre
senta
tive
sa
mple
, cl
ear
obje
ctiv
es f
ocu
sed o
n p
lanned
mar
keting
outc
om
es)
□
Sec
ondar
y/des
k re
sear
ch u
ses
dat
a al
read
y co
llect
ed
(pro
vides
bac
kgro
und a
nd/o
r lo
ngitudin
al/c
ross
-sec
tional
in
form
atio
n,
not
spec
ific
ally
focu
sed o
n o
wn r
esea
rch
obje
ctiv
es)
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
58
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
D
escr
ibe
the
import
ance
of
usi
ng
rese
arch
inst
rum
ents
corr
ectly
□
To a
void
mis
take
s eg
bia
s an
d inac
cura
cies
□
To e
nsu
re c
ontinuous
rese
arch
can
be
carr
ied o
ut
to
pro
duce
acc
ura
te t
rend/c
om
par
ison d
ata
3.3
Exp
lain
the
role
of
dat
a co
llect
ion in a
mar
ket
rese
arch
pro
ject
□
To p
rovi
de
direc
t in
form
atio
n t
hat
can
be
anal
ysed
3.4
Exp
lain
how
to a
ddre
ss p
roble
ms
aris
ing in d
ata
colle
ctio
n (
eg
insu
ffic
iency
of
repre
senta
tive
sa
mple
, unre
liable
or
inva
lid
dat
a)
□
Use
of
diffe
rent
met
hods
to t
est
elem
ents
of
rese
arch
such
as
dis
trib
ution o
r va
lid c
orr
elat
ion
□
Additio
nal
res
earc
h if
pro
ble
ms
are
found e
g incr
ease
sa
mple
siz
e, r
evis
ions
to r
esea
rch inst
rum
ents
3.5
Exp
lain
the
import
ance
of
accu
rate
dat
a re
cord
ing
□
Typ
es o
f pro
ble
ms
that
can
occ
ur
with d
ata
colle
ctio
n a
nd
reco
rdin
g e
g f
ailu
re t
o t
ransc
ribe
inte
rvie
ws
corr
ectly,
co
rrupte
d d
ata
sets
□
Rep
ercu
ssio
ns
of
failu
re t
o e
nsu
re a
ccura
te d
ata
colle
ctio
n
eg o
rgan
isat
ion m
ight
bas
e ke
y st
rate
gic
dec
isio
ns
on
inva
lid r
esults
3.6
Exp
lain
mar
keting d
ata
stora
ge,
se
curity
and a
cces
s re
quirem
ents
□
Ele
ctro
nic
sto
rage
and t
he
use
of
secu
re s
yste
ms
□
Dat
a pro
tect
ion leg
isla
tion c
onsi
der
atio
ns
in r
elat
ion t
o
per
sonal
dat
a an
d s
ensi
tive
per
sonal
dat
a
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
59
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
the
volu
me
of
dat
a nee
ded
to e
nsu
re s
tatist
ical
co
nfiden
ce
□
Conce
pt
of
‘confiden
ce lev
el’ as
a m
easu
re o
f how
re
pre
senta
tive
dat
a is
□
Conce
pt
of
‘confiden
ce inte
rval
’ as
mar
gin
of
erro
r in
re
sponse
s
□
Impac
t of
sam
ple
siz
e on c
onfiden
ce inte
rval
s (i
ncr
ease
in
sam
ple
siz
e re
sults
in d
ecre
ased
confiden
ce inte
rval
)
□
Impac
t of
sam
ple
siz
e on c
onfiden
ce lev
el (
incr
ease
in
sam
ple
siz
e re
sults
in h
igher
confiden
ce lev
el)
4.2
Exp
lain
how
to e
valu
ate
the
qual
ity,
rel
iabili
ty a
nd v
alid
ity
of
mar
ket
rese
arch
dat
a
□
Scr
eenin
g o
f dat
a fo
r in
valid
res
ponse
s
□
Corr
elat
ions
of
sim
ilar
ques
tions
to c
hec
k co
nsi
sten
cy
□
Chec
king f
or
contr
adic
tory
res
ponse
s
□
Chec
king f
or
unusu
al/o
utlie
r re
sponse
s
4.3
D
escr
ibe
the
use
(s)
of
mar
ket
rese
arch
□
W
hat
mar
ket
rese
arch
can
be
use
d t
o m
easu
re (
beh
avio
ur,
ch
arac
terist
ics,
poss
essi
ons,
att
itudes
/opin
ions)
□
Mai
n t
ypes
of
dat
a th
at c
an b
e gen
erat
ed (
nom
inal
, ord
inal
, in
terv
al)
4
Under
stan
d t
he
princi
ple
s of
mar
keting d
ata
inte
rpre
tation a
nd
eval
uat
ion
4.4
Exp
lain
the
applic
atio
n,
stre
ngth
s an
d w
eakn
esse
s of
diffe
rent
dat
a an
alys
is m
ethods
□
Import
ance
of
usi
ng a
met
hod a
ppro
priat
e fo
r ty
pe
of
dat
a
□
Str
ength
s an
d w
eakn
esse
s of
mea
sure
s of
centr
al t
enden
cy
and d
isper
sal (m
ean,
mode,
med
ian,
range,
sta
ndar
d
dev
iation)
□
Use
of
table
s/gra
phs
to p
rese
nt
dat
a
□
How
to a
nal
yse
qual
itat
ive
dat
a by
cate
gorisi
ng a
nd
freq
uen
cy c
ounts
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
60
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.5
Exp
lain
the
use
of
stat
istica
l to
ols
to iden
tify
tre
nds,
cau
ses
and c
orr
elat
ions
in m
arke
ting
dat
a
□
Diffe
rence
bet
wee
n p
osi
tive
and n
egat
ive
corr
elat
ions
□
Use
of
corr
elat
ion t
o e
stab
lish s
tren
gth
of
rela
tionsh
ip
bet
wee
n t
wo v
aria
ble
s eg
thro
ugh d
ata-
min
ing
□
How
exp
erim
enta
l dat
a ca
n b
e co
llect
ed t
o e
stab
lish
causa
tion e
g m
easu
ring im
pac
t of
diffe
rent
price
s on s
ales
vo
lum
e
□
Why
stat
istica
l to
ols
are
use
d t
o c
hec
k fo
r st
atis
tica
lly
signific
ant
causa
l re
lationsh
ips
□
Why
it is
use
ful to
cal
cula
te t
rends
from
tim
e se
ries
dat
a (t
o
show
direc
tion c
lear
ly b
y el
imin
atin
g f
luct
uat
ions,
to a
llow
fo
reca
stin
g into
the
futu
re)
4.8
Exp
lain
the
stre
ngth
s an
d
wea
knes
ses
of
diffe
rent
dat
a ev
aluat
ion m
ethods
□
Str
ength
s of
dat
a ev
aluat
ion m
ethods
eg c
an p
rovi
de
info
rmat
ion a
bout
rela
tionsh
ips
bet
wee
n d
iffe
rent
variab
les,
so
me
met
hods
can g
ener
ate
clea
r vi
sual
rep
rese
nta
tions
□
Wea
knes
ses
of
dat
a ev
aluat
ion m
ethods
eg t
ype
and
dis
trib
ution o
f dat
a m
ay n
ot
be
suitab
le f
or
a giv
en d
ata
eval
uat
ion m
ethod,
som
e dat
a ev
aluat
ion m
ethods
may
not
be
suitab
le f
or
smal
l dat
a se
ts
4.9
Exp
lain
the
bas
is o
n w
hic
h t
o
reac
h c
oncl
usi
ons
as t
o t
he
use
fuln
ess
of
the
rese
arch
□
Whet
her
dat
a pro
vided
suffic
ient
info
rmat
ion t
o m
eet
the
rese
arch
obje
ctiv
es
□
Whet
her
res
earc
h a
ided
mar
keting d
ecis
ions
as p
lanned
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
61
Information for tutors
Delivery
This unit should be delivered after Unit 1: Principles of Marketing Theory.
Although this unit is about the theory rather than the practice of market research, providing learners with an opportunity to carry out a small scale research project would help them to better understand the theory. This is particularly important in, for example, research design where the pitfalls of choosing inappropriate or badly-designed research instruments can seriously affect outcomes.
For 4.1, learners are not required to know how to calculate the volume of data needed to ensure statistical significance as formulas can be used to do this, but they do need to be taught about the key concepts of confidence levels, confidence intervals and sample size effects. Similarly, 4.4 and 4.5 require learners to know about the tools/methods rather than being able to use them.
When delivering 4.6, tutors should choose at least two different data evaluation methods (for example cluster analysis, factor analysis) that are relevant to the needs of their learners. The actual advantages and disadvantages taught will depend on the techniques.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
An appropriate assessment approach would be for learners to design a market research project based on a real or imaginary company. The need to cover theory-based criteria will also require some written explanation of how the process was undertaken and some management issues (such as obtaining agreement).
Learning outcome 1
This learning outcome is concerned with establishing the need for market research and what the scope and limits will be.
Assessment criteria 1.1, 1.2, 1.3 and 1.4 could be based on a real situation or a scenario. Precisely what the scope is (1.2) and what links and interdependencies there are depends on the particular research project planned. The choice of situation/example needs to allow learners to say something about each of the bullet points in the Unit Amplification for 1.1-1.4.
1.5 deals with choice of options for carrying out the research so all aspects of this criterion must be covered.
Learning outcome 2
This follows from learning outcome 1 and would be best approached through designing a market research project. This could be based on the one explored for learning outcome 1.
Assessment criteria 2.1, 2.2, 2.3, 2.8 and 2.9 need to cover what is to be researched, why it is to be researched, how it fits into overall corporate strategy, how objectives and how parameters are set, and how the research would be resourced. Specific aspects (such as objectives, resources, populations, stakeholders) will determine the extent of coverage of the Unit Amplification for these assessment criteria.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
62
At this point assessment criterion 4.3 could also be covered to show how the findings will be used and also 4.7 in terms of how the results are intended to be used to make marketing decisions.
Assessment criteria 2.4, 2.5, 2.6 and 2.7 deal with the implementation of market research and how to ensure accurate, reliable and valid results are obtained so as to make sound marketing decisions. This section would preferably include the research proposal and an explanation of how risks and potential problems of undertaking research would be minimised or mitigated against.
For 2.4, 2.5 and 2.6, measures to ensure that the research mix is appropriate must be explained. For 2.5, this needs to include an explanation of the role of qualitative and quantitative research and factors which must be taken into account (at least three in each case). It is important that 2.4 is fully covered, especially the need to pilot surveys and how to avoid bias in the results.
Learning outcomes 3 and 4
Within a research proposal, justification of the choice of methods and methodology could be used to show how research theory underpins practice in order to cover the assessment criteria in learning outcome 3.
Assessment of learning outcome 4 can be linked to the research proposal. So for example, learners can explain the volume of data that will need to be collected (4.1), how the quality, reliability and validity of the data will be evaluated (4.2), which (of at least two in each case) analysis/tools/evaluation methods will be used and why (4.4, 4.5 and 4.6). The nature of the data will determine the coverage of the Unit Amplification for these assessment criteria.
Indicative resource materials
Textbooks
Proctor T – Essentials of Marketing Research (Financial Times/Prentice Hall, 2000) ISBN 0273642006
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
63
Unit 6: Principles of Customer Relationships
Unit reference number: K/503/8194
QCF level: 2
Credit value: 3
Guided learning hours: 18
Unit aim
This unit teaches learners about customer relationships. The first part of the unit is about how to understand customers, their needs and wants. The remainder of the unit focuses on how organisations act on this understanding to manage relationships with customers.
Essential resources
There are no special resources needed for this unit.
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
64
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
the
import
ance
of
under
stan
din
g c
ust
om
ers’
wan
ts
and n
eeds
□
The
diffe
rence
bet
wee
n n
eeds
and w
ants
□
Conse
quen
ces
of
faili
ng t
o m
eet
nee
ds
and w
ants
eg f
allin
g
sale
s, b
rand s
witch
ing,
dam
age
to im
age
1.2
Exp
lain
the
role
of
segm
enta
tion
in iden
tify
ing c
ust
om
ers’
lik
ely
wan
ts a
nd n
eeds
□
What
seg
men
tation is
□
How
nee
ds-
bas
ed s
egm
enta
tion c
an b
e use
d t
o iden
tify
nee
ds
and w
ants
1.3
D
escr
ibe
the
fact
ors
that
m
otiva
te c
ust
om
ers
to b
uy
□
Sta
ges
of
purc
has
e beh
avio
ur
(pro
ble
m/n
eed r
ecognitio
n,
info
rmat
ion s
earc
h,
eval
uat
ion o
f options,
purc
has
e dec
isio
n)
□
Prac
tica
l fa
ctors
that
influen
ce d
ecis
ion e
g p
rice
, fe
ature
s,
relia
bili
ty
□
Em
otional
fac
tors
that
influen
ce d
ecis
ion e
g s
tatu
s, p
eer
pre
ssure
□
Rel
evan
ce o
f M
aslo
w’s
hie
rarc
hy
of
nee
ds
1
Under
stan
d
cust
om
ers
and
thei
r nee
ds
1.4
Exp
lain
the
import
ance
of
seek
ing c
ust
om
er f
eedbac
k on
per
form
ance
, pro
duct
s an
d/o
r se
rvic
es
□
To h
elp iden
tify
pro
ble
ms/
issu
es t
o r
esolv
e to
mee
t cu
stom
er n
eeds
□
To s
how
cust
om
ers
that
thei
r opin
ions
are
valu
ed
□
To c
om
par
e org
anis
atio
nal
per
form
ance
in r
elat
ion t
o
com
pet
itors
□
To iden
tify
cust
om
ers
who a
re a
t risk
of
leav
ing
□
To h
elp p
lan a
nd d
esig
n f
utu
re m
arke
ting a
ctiv
itie
s
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
65
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
an o
rgan
isat
ion’s
m
arke
ting o
bje
ctiv
es a
nd
activi
ties
□
Obje
ctiv
es f
or
all el
emen
ts o
f th
e m
arke
ting m
ix (
new
pro
duct
dev
elopm
ent/
sale
s/dis
trib
ution d
ecis
ions)
□
Poss
ible
mar
keting a
ctiv
itie
s eg
adve
rtis
ing,
onlin
e m
arke
ting,
sponso
rship
, direc
t m
ail, p
ublic
rel
atio
ns
2.2
Exp
lain
the
import
ance
of
dev
elopin
g c
ust
om
er s
ervi
ce
pla
ns
and c
ust
om
er r
elat
ionsh
ip
pla
ns
□
Role
and im
port
ance
of
cust
om
er r
elat
ionsh
ip p
lans
(to
man
age
cust
om
er r
elat
ionsh
ips,
to m
eet
cust
om
er n
eeds
and e
nco
ura
ge
loya
lty,
to a
llow
an o
rgan
isat
ion t
o t
arget
re
sourc
es a
t m
ore
pro
fita
ble
cust
om
ers)
□
Role
and im
port
ance
of
cust
om
er s
ervi
ce p
lans
(to m
ake
clea
r to
cust
om
ers
what
they
can
exp
ect,
to p
rovi
de
use
ful
info
rmat
ion t
o c
ust
om
ers
such
as
conta
ct d
etai
ls,
to e
nsu
re
staf
f kn
ow
what
is
expec
ted o
f th
em)
2.3
D
escr
ibe
an o
rgan
isat
ion’s
sy
stem
for
rela
tionsh
ip
man
agem
ent
□
What
cust
om
er info
rmat
ion is
colle
cted
and h
ow
it
is u
sed
□
What
tec
hnolo
gy
syst
ems
are
use
d
2.4
D
escr
ibe
an o
rgan
isat
ion’s
cu
stom
er c
are
pro
gra
mm
e □
Pu
rpose
and f
eatu
res
of
the
org
anis
atio
n’s
cust
om
er c
are
staf
f tr
ainin
g p
rogra
mm
e
2.5
D
escr
ibe
the
syst
em f
or
com
munic
atin
g w
ith c
ust
om
ers
□
Met
hods
and p
urp
ose
of
com
munic
atio
n
□
Sta
ff invo
lved
in c
om
munic
atio
n
2.6
Exp
lain
the
import
ance
of
a co
nsi
sten
t le
vel of
serv
ice
□
Role
of
a co
nsi
sten
t le
vel of
cust
om
er s
ervi
ce in m
eeting
cust
om
er e
xpec
tations
□
Rep
ercu
ssio
ns
of
failu
re t
o en
sure
consi
sten
cy e
g
dis
satisf
ied c
ust
om
ers,
rep
uta
tional
dam
age,
lost
sal
es
2
Under
stan
d a
n
org
anis
atio
n’s
re
sponse
s to
cu
stom
er
rela
tionsh
ips
2.7
Exp
lain
the
link
bet
wee
n
cust
om
er s
atis
fact
ion a
nd s
ales
gro
wth
□
Eff
ects
of
hig
h lev
els
of
cust
om
er s
atis
fact
ion (
repea
t busi
nes
s fr
om
exi
stin
g c
ust
om
ers,
new
cust
om
ers
attr
acte
d
by
reco
mm
endat
ions/
reputa
tion)
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
66
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.8
Exp
lain
the
import
ance
of
usi
ng
cust
om
er f
eedbac
k to
enhan
ce
per
form
ance
, pro
duct
s an
d/o
r se
rvic
es
□
To iden
tify
pro
ble
ms
and iss
ues
that
nee
d t
o b
e re
solv
ed
□
To e
nsu
re c
ust
om
ers
can s
ee t
hat
the
org
anis
atio
n is
liste
nin
g t
o t
hem
□
To e
nco
ura
ge
loya
lty
and r
educe
ris
k of
cust
om
ers
leav
ing
3.1
Exp
lain
the
conce
pt
and
princi
ple
s of
rela
tionsh
ip
man
agem
ent
□
Mai
nta
inin
g a
nd b
uild
ing c
ust
om
er r
elat
ionsh
ips
to
max
imis
e lo
ng-t
erm
val
ue
of
the
cust
om
er
□
Under
stan
din
g a
nd m
eeting c
han
gin
g c
ust
om
er n
eeds
and
wan
ts
3.2
Exp
lain
the
import
ance
of
keep
ing p
rom
ises
mad
e to
cu
stom
ers
□
Build
s co
nfiden
ce a
nd e
nco
ura
ges
continued
cust
om
□
Rep
ercu
ssio
ns
of
failu
re t
o k
eep p
rom
ises
(m
ajor
sourc
e of
cust
om
er d
issa
tisf
action,
loss
of
trust
)
3.3
Exp
lain
the
import
ance
of
bal
anci
ng c
ust
om
ers’
nee
ds
with
those
of
the
org
anis
atio
n
□
Import
ance
of
mee
ting c
ust
om
ers’
nee
ds
to r
etai
n a
nd w
in
busi
nes
s
□
Import
ance
of
mee
ting o
rgan
isat
ion’s
ow
n n
eeds
eg t
o
mak
e bes
t use
of
limited
res
ourc
es,
to o
per
ate
effici
ently,
to
max
imis
e re
turn
s
3
Under
stan
d t
he
princi
ple
s of
cust
om
er
rela
tionsh
ip
man
agem
ent
3.4
Exp
lain
the
import
ance
of
keep
ing c
ust
om
ers
info
rmed
of
pro
gre
ss,
pro
ble
ms,
iss
ues
and
the
actions
under
take
n in
support
of
them
□
Import
ance
of
keep
ing c
ust
om
ers
info
rmed
of
pro
gre
ss,
pro
ble
ms,
iss
ues
and a
ctio
ns
eg t
o m
anag
e cu
stom
er
expec
tations,
to m
inim
ise
cust
om
er f
rust
ration,
to
dem
onst
rate
a p
roac
tive
appro
ach t
o c
ust
om
er r
elat
ions
□
Import
ance
of
expla
inin
g s
olu
tions
to p
roble
ms,
rat
her
than
ex
cuse
s
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
67
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.5
Exp
lain
how
to
iden
tify
added
va
lue
that
could
be
offer
ed t
o
cust
om
ers
□
Use
of
cust
om
er f
eedbac
k an
d b
ehav
iour
anal
ysis
to iden
tify
w
hat
cust
om
ers
valu
e
□
Dev
elopin
g p
roduct
s/ad
din
g s
ervi
ces
to e
nhan
ce v
alue
and
enco
ura
ge
furt
her
cust
om
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
68
Information for tutors
Delivery
This unit lends itself to the use of real world case studies. It is recommended that examples used show how organisations relate to their customers through customer relationship management systems.
Customer relationship management (CRM) is often thought to relate to large-scale organisations, especially in the retail and services industries, but the principles underpinning CRM are also important for smaller businesses where customer relationships are managed less formally, for example a hairdressers or vegetable box delivery business. CRM also applies to organisations that may not have paying customers, for example national and local governmental organisations. The important point here is the idea that building and maintaining customer relationships is part of an overall strategy to ensure business survival and success. For this reason it would be advisable for learners to investigate a range of different types of organisations.
In relation to assessment criterion 2.4, the term ‘customer care programme’ should be understood as referring to training programmes in how to deliver good customer care that organisations provide to their staff.
There are links with other units. In particular, customer relationship management in learning outcome 3 overlaps with assessment criteria 4.1 and 5.1 in Unit 4: Principles of Digital Marketing.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Evidence for this unit could be provided using a written report. It could also include an oral or poster presentation.
Learner work should preferably include evidence of how one or more real organisations manage customer relationships to demonstrate application of theory in context. For learning outcome 2, the assessment criteria should ideally be restricted to one organisation.
Learning outcome 1
Assessment criteria 1.1, 1.2 and 1.4 could be linked to relate to a specific organisation or to several organisations. For 1.3, examples should be given of at least two emotional and two practical factors for a named product or service.
Learning outcome 2
This learning outcome is about how a named organisation develops and maintains customer relationships. How learners approach this will vary according to their choice of organisation so it must be one which will allow the learner to meet the assessment criteria. How much of the Unit Amplification for each assessment criterion is covered will also depend on the organisation chosen.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
69
Assessment criterion 2.1 sets the scene. Learners should provide a brief description of the organisation’s marketing objectives and activities. In 2.2 they must describe the use of customer relationship plans and customer service plans, preferably linking them with how they help the organisation to meet its marketing objectives. This could be through any or all of the marketing mix elements, according to the choice of organisation. Assessment criteria 2.6, 2.7 and 2.8 would fit well here as the ‘why’ of good customer service, before moving on to the ‘how’ which is dealt with in 2.3, 2.4 and 2.5.
Learning outcome 3
Learning outcome 3 covers the importance of customer relationship management in the marketing of products or services. Assessment should preferably use examples drawn from one or more organisations to discuss the principles of CRM. This gives the learner an opportunity to discuss the main purpose of CRM (3.1), how it fits in with long term goals, the need for the business to be profitable and the ongoing nature of customer relationships (3.2, 3.3 and 3.4). For 3.5, the learner must give at least one example of how added value opportunities might present themselves through the management of customer expectations.
Indicative resource materials
Textbook
Anderson K Kerr C – Customer Relationship Management (McGraw Hill, 2002) ISBN 0071379541
Journal
Journal of Relationship Management
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BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
71
Unit 7: Understanding the Relationship Between Sales and Marketing
Unit reference number: F/502/8223
QCF level: 3
Credit value: 3
Guided learning hours: 21
Unit aim
This unit gives learners an understanding of the relationship between sales and marketing in business. It covers the impact of organisational structures on sales and marketing. It also includes how sales and marketing can work together and the problems that can occur. Finally, the unit deals with the impact of sales and marketing on product development.
Essential resources
There are no special resources needed for this unit.
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
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ue
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tem
ber
2012 ©
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rson E
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Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
the
feat
ure
s of
diffe
rent
org
anis
atio
nal
str
uct
ure
s □
H
iera
rchic
al (
top d
ow
n r
eport
ing t
hro
ugh t
he
line,
oft
en
funct
ional
ly d
efin
ed,
centr
alis
ed d
ecis
ion m
akin
g)
□
Mat
rix
(sep
arat
e units
whic
h m
ay b
e div
isio
nal
, m
ore
flex
ible
and a
uto
nom
ous,
dec
entr
alis
ed d
ecis
ion-m
akin
g)
□
Flat
str
uct
ure
s (w
ide
span
of co
ntr
ol, f
ewer
rep
ort
ing lin
es,
easi
er d
ecis
ion m
akin
g,
limited
by
size
of
the
org
anis
atio
n)
1
Under
stan
d t
he
impac
t of
diffe
rent
org
anis
atio
nal
st
ruct
ure
s on s
ales
an
d m
arke
ting
funct
ions
1.2
Exp
lain
the
effe
ct o
f diffe
rent
org
anis
atio
nal
str
uct
ure
s on
sale
s an
d m
arke
ting f
unct
ions
and t
hei
r per
form
ance
□
Com
munic
atio
ns
effe
ct (
how
diffe
rent
stru
cture
s af
fect
how
quic
kly
dec
isio
ns
about
sale
s an
d m
arke
ting c
an b
e co
mm
unic
ated
, how
diffe
rent
stru
cture
s af
fect
the
abili
ty o
f se
nio
r st
aff
to s
tay
in t
ouch
with r
ealit
y on t
he
gro
und)
□
Contr
ol ef
fect
(how
diffe
rent
stru
cture
s en
able
or
inhib
it t
he
sale
s an
d m
arke
ting f
unct
ions
in t
erm
s of
dec
isio
ns
and
auth
ority
)
2
Under
stan
d t
he
inte
rfac
e bet
wee
n
sale
s an
d
mar
keting
funct
ions
2.1
Exp
lain
the
role
and
resp
onsi
bili
ties
of
sale
s per
sonnel
□
Iden
tify
ing s
ales
opport
unitie
s
□
Clo
sing s
ales
□
Ach
ievi
ng s
ales
tar
get
s
□
Sal
es p
lannin
g
BA033546 –
Spec
ific
atio
n –
Edex
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evel
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ertifica
te s
pec
ialis
t qual
ific
atio
n in
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nci
ple
s of M
arke
ting –
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ue
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tem
ber
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tion L
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2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
Exp
lain
the
role
and
resp
onsi
bili
ties
of
mar
keting
per
sonnel
□
Iden
tify
ing m
arke
ting o
pport
unitie
s
□
Car
ryin
g o
ut
mar
keting r
esea
rch
□
Iden
tify
ing a
nd im
ple
men
ting p
roduct
dev
elopm
ent
opport
unitie
s
□
Mar
ket
dev
elopm
ent
in n
ew o
r ex
isting m
arke
ts
□
Pro
motional
role
s eg
adve
rtis
ing,
PR a
nd s
ales
□
Dis
trib
ution a
ctiv
itie
s
2.3
D
escr
ibe
area
s of
syner
gy
bet
wee
n t
he
sale
s an
d
mar
keting f
unct
ions
□
Sal
es a
s par
t of
the
pro
motional
mix
to e
nco
ura
ge
purc
has
e an
d s
ales
obje
ctiv
es
□
Direc
t in
tera
ctio
n b
etw
een s
ales
sta
ff a
nd t
he
cust
om
er
use
d t
o info
rm m
arke
ting d
ecis
ions
eg g
aps
in t
he
mar
ket
or
pro
duct
dev
elopm
ent
opport
unitie
s
2.4
D
escr
ibe
the
ben
efits
of
colla
bora
tive
work
ing t
o t
he
per
form
ance
of
an o
rgan
isat
ion
□
Sal
es s
taff c
an p
rovi
de
insi
ghts
into
cust
om
er n
eeds,
ex
pec
tations
and p
urc
has
ing b
ehav
iour
to info
rm s
trat
egy
□
Sal
es s
taff
can
iden
tify
opport
unitie
s fo
r pro
duct
or
mar
ket
dev
elopm
ent
□
Ben
efits
of
allo
win
g s
ales
sta
ff t
o h
ave
input
into
mar
keting
stra
tegy
(more
effec
tive
str
ateg
y, m
ore
motiva
ted s
ales
st
aff)
2.5
Exp
lain
pote
ntial
cau
ses
of
fric
tion b
etw
een t
he
sale
s an
d
mar
keting f
unct
ions
□
Diffe
rence
s bet
wee
n s
hort
er-t
erm
sal
es o
bje
ctiv
es a
nd
longer
-ter
m m
arke
ting o
bje
ctiv
es e
g s
ales
sta
ff w
ant
to
offer
dis
counts
to c
lose
the
dea
l
□
Lack
of
under
stan
din
g o
f sp
ecific
sal
es c
onditio
ns
by
mar
keting f
unct
ion,
eg loca
l m
arke
t co
nditio
ns
□
Are
as o
f co
nflic
t ar
isin
g f
rom
ove
rlap
pin
g d
ecis
ion-m
akin
g
resp
onsi
bili
ties
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
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Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.6
D
escr
ibe
mutu
ally
acc
epta
ble
so
lutions
to iden
tified
sourc
es o
f fr
iction
□
Invo
lvem
ent
of
sale
s per
sonnel
in m
arke
ting d
ecis
ion
mak
ing a
nd p
lannin
g
□
Est
ablis
hin
g r
egula
r co
mm
unic
atio
ns
bet
wee
n t
he
funct
ions
so t
hat
fin
e tu
nin
g t
o loc
al p
lannin
g c
ould
be
done
□
Reg
ula
r updat
es p
rovi
ded
to info
rm s
ales
per
sonnel
about
thei
r ro
le in a
chie
vem
ent/
pro
gre
ss o
f m
arke
ting o
bje
ctiv
es
□
Cla
rify
ing a
nd a
gre
eing a
reas
of
resp
onsi
bili
ty a
nd a
uth
ority
w
her
e th
ese
ove
rlap
3.1
D
escr
ibe
the
pro
duct
dev
elopm
ent
pro
cess
□
G
ener
atin
g idea
s fo
r new
pro
duct
s or
impro
vem
ents
to
exis
ting p
roduct
s
□
Eva
luat
ion a
nd s
cree
nin
g t
o t
ry o
ut
diffe
rent
idea
s
□
Feas
ibili
ty a
nd b
usi
nes
s an
alys
is e
g f
inan
cial
/cap
acity
□
Product
dev
elopm
ent,
tes
ting a
nd lau
nch
3.2
Exp
lain
the
role
of
sale
s an
d
mar
keting in t
he
pro
duct
dev
elopm
ent
pro
cess
□
Iden
tifica
tion o
f opport
unitie
s or
gap
s in
the
mar
ket
from
cu
stom
er e
xper
ience
□
Exp
lora
tion o
f new
idea
s an
d t
esting t
he
mar
ket
3.3
Exp
lain
the
mar
ket
feat
ure
s an
d
tren
ds
rela
ting t
o a
pro
duct
or
serv
ice
□
Mar
ket
size
(cu
rren
t an
d p
revi
ous)
□
Mar
ket
gro
wth
(st
age,
rat
e an
d p
ote
ntial
)
□
Exi
stin
g a
nd p
ote
ntial
com
pet
itors
□
Mar
ket
posi
tion
3
Under
stan
d t
he
impac
t of
sale
s an
d m
arke
ting o
n
pro
duct
dev
elopm
ent
pro
cess
es
3.4
D
escr
ibe
the
char
acte
rist
ics
and
ben
efits
of
a pro
duct
or
serv
ice
□
Char
acte
rist
ics
(des
crip
tive
fea
ture
s of
the
pro
duct
or
serv
ice)
□
Ben
efits
(what
the
pro
duct
or
serv
ice
can d
o f
or
the
cust
om
er)
BA033546 –
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Edex
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evel
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ertifica
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ialis
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nci
ple
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arke
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ue
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ing
ou
tco
mes
Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.5
Exp
lain
the
wan
ts a
nd n
eeds
of
an o
rgan
isat
ion’s
cust
om
er b
ase
□
Wan
ts a
s su
bje
ctiv
e (c
om
ing fro
m p
revi
ous
exper
ience
, m
arke
ting a
ctiv
itie
s, r
ecom
men
dat
ions
of
oth
ers,
em
otional
purc
has
e)
□
Nee
ds
as o
bje
ctiv
e (p
ract
ical
, ra
tional
purc
has
e)
□
Bas
ed o
n r
esea
rch into
pre
vious
purc
has
e beh
avio
ur
and
inte
ntions
for
futu
re p
urc
has
e
3.6
D
escr
ibe
how
to p
repar
e a
busi
nes
s ca
se f
or
a pro
duct
or
serv
ice
□
Finan
cial
fac
tors
(co
sts
and p
roje
cted
ret
urn
s)
□
Mar
keting f
acto
rs (
is t
her
e a
viab
le m
arke
t? w
ho is
the
targ
et m
arke
t?)
□
Product
ion/o
per
atio
ns
(is
ther
e ca
pac
ity
and/o
r ex
per
tise
in
pro
duct
ion/o
per
atio
ns?
)
□
Pers
onnel
fac
tors
(ar
e th
ere
staf
fing iss
ues
that
nee
d t
o b
e dea
lt w
ith?)
□
Plan
nin
g (
pre
dic
ted s
ales
volu
mes
, tim
esca
les
and
obje
ctiv
es)
3.7
D
escr
ibe
how
to f
ore
cast
sal
es o
f a
pro
duct
or
serv
ice
□
Curr
ent
busi
nes
s en
viro
nm
ent
eg P
EST f
acto
rs,
tren
ds
in
purc
has
ing b
ehav
iour
□
Exi
stin
g c
ust
om
er n
um
ber
s an
d t
urn
ove
r
□
Ave
rage
sale
s fo
r ea
ch c
ust
om
er e
ach m
onth
□
Det
erm
inin
g t
rends
from
pro
ject
ion o
f ex
isting d
ata
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arke
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ue
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.8
Exp
lain
the
import
ance
and u
se
of
cust
om
er f
eedbac
k in
rel
atio
n
to p
roduct
dev
elopm
ent
□
Giv
es info
rmat
ion a
bout
cust
om
er s
atis
fact
ion a
nd
dis
satisf
action w
ith c
urr
ent
pro
duct
□
Pro
vides
val
id (
real
-life)
info
rmat
ion a
bout
cust
om
er
exper
ience
s
□
Use
for
impro
ving p
roduct
des
ign/i
den
tify
opport
unitie
s
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
77
Information for tutors
Delivery
This unit deals with the practicalities of managing the sales process as well as the recognition of the sales function within the broader marketing context. The key point to be emphasised in the delivery of this unit is the interdependence between these functions.
Ideally, this unit will be delivered using a mix of theory-based learning together with the use of real-life experience of the selling environment or relevant case studies.
Learning outcomes 1 and 2 deal with general theory about sales and marketing and their context within the organisation. Learning outcome 3 will, ideally, be delivered using examples of the exploration of customer needs and wants, and meeting these, using specific organisations as case studies.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
One or more written reports would be an obvious choice of assessment vehicle for this unit, but alternatives could be used such as a mixture of written work and oral presentation.
Learning outcome 1
This learning outcome could be evidenced using a report describing organisational structures and their features and how the sales and marketing functions are affected by the structure. This would include how organisational structure can facilitate or inhibit the management and performance of sales and marketing (1.1 and 1.2). Knowledge should preferably be demonstrated with reference to one or more specific organisations.
Learning outcome 2
This learning outcome deals with what sales and marketing staff do and how their roles are connected. A single report covering all the assessment criteria could be produced, starting with their roles (2.1 and 2.2), followed by how they work together (2.3), the benefits of doing so (2.4), the problems that can occur (2.5) and how these can be solved.
Learning outcome 3
The most effective way of evidencing this learning outcome might be to base it on one or more real-life examples which deal with the successful development of products or services in response to customer needs and wants. Learners should be encouraged to discuss their choice with their tutor to make sure it is appropriate and sufficient. Assessment criteria 3.1, 3.2, 3.3, 3.4, 3.5 and 3.8 can be covered in an integrated way as shown below.
The first section of the report could include an explanation of the market features and trends as listed in 3.3. This would include a competitor analysis which could include one of a number of possible models, such as Porter’s 5 forces analysis and positioning maps.
BA033546 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Principles of Marketing – Issue 2 – September 2012 © Pearson Education Limited 2012
78
An explanation of how customer needs and wants are met by the product or service could be included in the next part covering 3.4 and 3.5. How customer feedback is used in product development and the role of sales and marketing staff in this process could be covered together by integrating 3.2 and 3.8. These can then be contextualised in the description of each stage of the product development process (3.1).
3.7 is about the forecasting process so this could be approached by carrying out a forecast based on an existing product or service or a ‘what if’ scenario if all the information (such as sales data) is not available. The Unit Amplification needs to be covered fully to describe the basic steps to go through in forecasting sales.
The completion of assessment criteria 3.1-3.5 and 3.7 will then inform the preparation of a business case for 3.6 which is the culmination of the product (service) development process. Again, a real example, including recommendations of what could have been done differently, if necessary, will allow theory to be applied.
Indicative resource materials
Textbook
Jobber D and Lancaster G – Selling and Sales Management (Financial Times Press, 2009) ISBN-10: 0273720651
Journals
Journal of Marketing Management
Journal of Sales and Marketing Management
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12 Further information and useful publications
For further information about the qualification featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may monitored for quality and training purposes) or visit our website (www.edexcel.com).
Related information and publications include:
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Publications on the quality assurance of BTEC qualifications are on our website at: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to: www.edexcel.com/resources/publications/home.aspx.
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13 Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues, including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building Functional Skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website www.edexcel.com/training. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
Our customer service numbers are:
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Edexcel may monitor calls for quality and training purposes.
The training we provide:
is practical – ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
81
An
nexe A
Pro
gre
ssio
n o
pp
ort
un
itie
s
Thes
e ar
e ex
ample
s of
pro
gre
ssio
n o
ppor
tunitie
s to
oth
er E
dex
cel qual
ific
atio
ns
rele
vant
to t
he
mar
keting s
ecto
r.
Level
Gen
era
l q
uali
fica
tio
ns
(G
CS
Es,
GC
Es)
an
d
Dip
lom
as
BTEC
Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
B
TEC
Sp
eci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
3
Edex
cel Le
vel 3 P
rinci
pal
Le
arnin
g in B
usi
nes
s,
Adm
inis
trat
ion a
nd F
inan
ce
Edex
cel G
CE in A
pplie
d
Busi
nes
s
Edex
cel G
CE in B
usi
nes
s Stu
die
s
Edex
cel BTEC N
atio
nal
Aw
ard/C
ertifica
te/D
iplo
ma
in
Busi
nes
s (Q
CF)
Edex
cel BTEC L
evel
3
Cer
tifica
te in M
arke
ting (
QCF)
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Mar
keting (
QCF)
2
Edex
cel Le
vel 2 P
rinci
pal
Le
arnin
g in B
usi
nes
s,
Adm
inis
trat
ion a
nd F
inan
ce
Edex
cel G
CSE in A
pplie
d
Busi
nes
s
Edex
cel G
CSE in B
usi
nes
s Stu
die
s
Edex
cel BTEC F
irst
Aw
ard/C
ertifica
te/D
iplo
ma
in
Busi
nes
s (Q
CF)
Edex
cel BTEC L
evel
2
Cer
tifica
te in M
arke
ting (
QCF)
Edex
cel Le
vel 2 N
VQ
Cer
tifica
te in M
arke
ting (
QCF)
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
82
Level
Gen
era
l q
uali
fica
tio
ns
(G
CS
Es,
GC
Es)
an
d
Dip
lom
as
BTEC
Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
B
TEC
Sp
eci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
1
Edex
cel Le
vel 1 P
rinci
pal
Le
arnin
g in B
usi
nes
s,
Adm
inis
trat
ion a
nd F
inan
ce
Edex
cel G
CSE in A
pplie
d
Busi
nes
s
Edex
cel G
CSE in B
usi
nes
s Stu
die
s
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
83
An
nexe B
Map
pin
g w
ith
NV
Q/
com
pete
nce
-base
d q
ualifi
cati
on
s
The
grid b
elow
map
s th
e kn
ow
ledge
cove
red in t
he
Edex
cel BTEC L
evel
2 C
ertifica
te in P
rinci
ple
s of
Mar
keting a
gai
nst
the
under
pin
nin
g
know
ledge
of
the
Edex
cel Le
vel 2 N
VQ
Cer
tifica
te in M
arke
ting.
Cen
tres
can
use
this
map
pin
g w
hen
pla
nnin
g h
olis
tic
del
iver
y an
d a
sses
smen
t ac
tivi
ties
.
KEY
#
indic
ates
par
tial
cove
rage
of
know
ledge
in t
he
NVQ
unit
A b
lank
spac
e in
dic
ates
no c
ove
rage
of
the
know
ledge
BTEC
Sp
eci
alist
un
its
NV
Q u
nit
s
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
1
Colle
ct a
nd o
rgan
ise
mar
ket
rese
arch
dat
a #
#
#
2
Contr
ibute
to m
easu
ring t
he
mar
keting r
esponse
#
#
3
Work
with o
ther
peo
ple
in a
busi
nes
s en
viro
nm
ent
#
#
4
Impro
ve o
wn p
erfo
rman
ce in a
busi
nes
s en
viro
nm
ent
#
5
Contr
ibute
to c
onduct
ing d
irec
t m
arke
ting
cam
pai
gns
#
#
6
Use
dig
ital
and s
oci
al m
edia
in m
arke
ting c
ampai
gns
#
#
7
Anal
yse
com
pet
itor
activi
ty
#
8
Support
the
co-o
rdin
atio
n o
f an
eve
nt
BA033546 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Pri
nci
ple
s of M
arke
ting –
Iss
ue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
84
BTEC
Sp
eci
alist
un
its
NV
Q u
nit
s
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
9
Dat
abas
e so
ftw
are
(L1)
10
Web
site
soft
war
e (L
1)
11
Bes
poke
soft
war
e (L
1)
12
Pres
enta
tion s
oft
war
e (L
1)
13
Usi
ng c
olla
bora
tive
tec
hnolo
gie
s (L
1)
14
Dat
abas
e so
ftw
are
(L2)
15
Web
site
soft
war
e (L
2)
16
Bes
poke
soft
war
e (L
2)
17
Pres
enta
tion s
oft
war
e (L
2)
18
Usi
ng c
olla
bora
tive
tec
hnolo
gie
s (L
2)
19
Word
pro
cess
ing s
oft
war
e (L
2)
20
Dev
elop c
ust
om
er r
elat
ionsh
ips
#
#
21
Des
ign a
nd p
roduce
docu
men
ts in a
busi
nes
s en
viro
nm
ent
22
Plan
and o
rgan
ise
an e
vent
23
Co-o
rdin
ate
an e
vent
sb29
0812
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alis
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BA03
3546
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oM_I
ssue
_2\B
A033
546_
BTEC
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1
Publications Code BA033546 September 2012 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 egistered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121