BSBMKG608

ASSESSMENT TASK -1

Q1.

Answer : Marketing objectives help your business move forward. Typically, they are specific, easy to
measure, possible to achieve, not too ambitious, and designed with a time frame. Successful marketing
objectives are formulated and written in a prescribed way to secure the desired results. For example,
"Increase market share by 15% within the next six months."

There are several important goals of marketing objectives:

• Target Markets: Many goods have the greatest chance for sales in highly specific markets and
demographics. But target markets often shift. “Because what the data results show is not
aligned with who the client believes their demographic is, they have to adjust,” said Latimer.
• Brand Recognition: A typical goal of a marketing objective is to improve brand recognition
among a target demographic or to lay the foundation for a cold call to specific individuals or
businesses. Also, consider market saturation. In this situation, there is a lot of competition and
little apparent room for growth. In a saturated market, it is critical to do things differently than
others in the category to achieve results.
• Increase Revenue: The ultimate aim of marketing objectives is to boost company revenue. To
reach this goal, it’s common to employ all the marketing techniques that work with a particular
audience.

Q2.

Answer : Goals are part of every aspect of business/life and provide a sense of direction, motivation .
Interpersonal Intelligence. Interpersonal intelligence refers to the ability of a person to relate well with
people and manage relationships. It enables people to understand the needs and motivations of those
around them, which helps strengthen their overall influence. People with interpersonal intelligence, a
clear focus Leading by Example .Leadership is a process in which an individual influences the behavior
and attitudes of other people. Leading by example helps other people see what lies, and clarify
importance. By setting goals for yourself, you are providing yourself with a target to aim for. A SMART
goal is used to help guide goal setting. SMART is an acronym that stands
for Specific, Measurable, Achievable, Realistic, and Timely. Therefore, a SMART goal incorporates all of
these criteria to help focus your efforts and increase the chances of achieving your goal.

SMART goals are:

• Specific: Well defined, clear, and unambiguous

• Measurable: With specific criteria that measure your progress toward the accomplishment of
the goal
• Achievable: Attainable and not impossible to achieve
• Realistic: Within reach, realistic, and relevant to your life purpose
 • Timely: With a clearly defined timeline, including a starting date and a target date. The purpose
is to create urgency.

SMART Goal – Specific

Goals that are specific have a significantly greater chance of being accomplished. To make a goal
specific, the five “W” questions must be considered:

1. Who: Who is involved in this goal?

2. What: What do I want to accomplish?
3. Where: Where is this goal to be achieved?
4. When: When do I want to achieve this goal?
5. Why: Why do I want to achieve this goal?

Q3.

Answer : The Ansoff Matrix was developed by Igor Ansoff and initially published in the Harvard Business
Review. It is a core business strategy tool, taught in business schools to MBA students and utilised
throughout businesses globally.
Ansoff suggested that there were effectively only two approaches to developing a growth strategy;
through varying what is sold (product growth) and who it is sold to (market growth). When combined
with the Ansoff Matrix detailed above, it delivers four strategic options, each with a differing level of
risk. Let’s now look at these in turn.
The lowest risk strategy is for a company to sell its existing products into existing markets as it knows its
customers, has established channels and so on. This strategy Ansoff termed ‘Market Penetration’. This is
only possible where markets are still growing, or where organisations are prepared to use other
elements of the marketing mix (such as price discounting and additional promotional activity) to
penetrate the market at the expense of competitors.
The second strategic option in the Ansoff Matrix is to develop new products for existing markets
(customers), through a ‘Product Development’ strategy. Here the ‘Product’ and ‘Promotion’ elements
of the marketing mix will change (as a minimum), so the risk is higher than market penetration. The
success of this strategy is dependent on the organisation being able to effectively conduct research and
insight into their customer and market needs as well as their own internal capabilities and competencies
for driving innovation.
The third strategic option involves taking existing products into new markets using a ‘Market
Development’ strategy. This is also considered to be risker than market penetration as it can be difficult
to understand the complexities of new markets. Key changes in the marketing mix are likely to be
‘Place’, with consideration of new channels and routes to market, as well as ‘Promotion’, through
promoting to new target segments.
The final strategy in the Ansoff Matrix is ‘Diversification’, which is developing new products for new
markets. This is seen as the riskiest strategy of all four, as the organisation is moving into an unfamiliar
market. However, this risk can be mitigated by undertaking ‘related’ diversification and it could have the
potential to gain the highest returns.
Q4.

Answer : Marketing strategy :

A digital marketing strategy is the “why” behind your marketing. Every piece of marketing collateral or
content you create will be informed by your central strategy.

Basically, marketing strategy is a reflection of your short-term and long-term business strategy. Your
marketing strategy should also be a distillation of your brand values, voice, mission and messaging. For
example, if your business aims to scale up quickly, the strategic marketing vision you develop will
support that objective, perhaps by focusing on consumer acquisition or ramping your online presence.

A good marketing strategy will encompass your unique selling proposition, all that your business hopes
to achieve and its brand identity.

Marketing plan

Your marketing plan is the “how” to your strategy’s “why”. Ideally, a marketing plan should be just that
– a plan of action for how you will execute on your strategy to accomplish marketing goals, and by
extension, business goals.

The process of creating a marketing plan is about addressing the real-world steps you will take to create,
promote, track and measure your marketing campaigns, programs and assets. The workflows, tactics
and procedures you develop will provide a roadmap for making your strategy actionable.

Q5.

Answer : Michael Porter's Generic Strategies are a useful framework for organisations to identify a
potential niche in which they can gain a competitive advantage in any industry. Michael Porter's Generic
Strategies are a useful framework for organisations to identify a potential niche in which they can gain a
competitive advantage in any industry.
The Generic Strategies

Each of these is an example of a Generic Strategy , as coined by Porter. They are referred to as generic
as they can be applied to products, services across all industries, and in organisations of a variety of
sizes. These initial strategies as described by Porter were: Cost Leadership (cheap, no
expenses), Differentiation (unique or premium products) and Focus (a specialised service or market). He
later sub-divided Focus into two different strategies: Differentiation Focus (unique strategy
differentiation in a focused market) and Cost Focus (lower costs in a focused market).

Cost Leadership

This strategy generally consists of an organisation attempting to gain a market share by appealing to
cost-conscious or cost-restricted customers or consumers. Therefore, it is the aim of the organisation to
become the lowest-cost producer in their chosen industry. Although any organisation will aim to
remove any unnecessary costs, those employing this strategy prioritise lowering all overheads.

Often, this can be achieved through mass-production of products, allowing the organisation to exploit
the economies of scale; however, costs can be cut during many stages of the production process. This
will allow the organisation to sell products or services for around or below the average price for the
industry, and as a result of cost-limitation will achieve the greatest profits. These mass-produced
products will often be very standard, and will exhibit little-to-no differentiation.

Differentiation

The general focus of differentiation -led organisations is to make their products different or more
attractive than any other within the industry to achieve a competitive advantage. These organisations
generally target larger markets and focus on differentiation on a much wider scale within the industry
than would a cost-led company.

The methods of achieving differentiation can vary broadly across industries, products and services;
however, it can involve various features, functionality, durability, and also how the brand and the
product are marketed to achieve an image which customers value. When designing products, the
organisation will focus on various criteria considered by consumers within the industry, and will then
orient themselves uniquely to meet those criteria.

Cost Focus

Cost-focus refers to organisations who seek to develop a lower-cost advantage, but only within a small
market segment. These products will generally be basic, vaguely similar to the average market-leading
products (though more popular products can be charged at a higher price) and will be acceptable to a
sufficient number of customers in order to make a profit.

An example would be budget food items or other household tools stocked only by small, local
supermarkets. Another would be a low-cost regional airline which focusses only on specific routes.
These products are often referred to as "me too's".

Q6.
Answer: Market development and market penetration were two of four distinct company growth
strategies identified by Igor Ansoff in a 1957 "Harvard Business Review" article. Product development
and product diversification were the other two. Market development is the use of an existing product
or service offering to attract new customer market, whereas market penetration is an effort to dig
deeper within an existing marketplace.

Market penetration is the least risky of the four growth strategie. It involves additional marketing or
more assertive sales efforts to penetrate more deeply into an existing customer base. Increased
market share is a common marketing objective of companies using this strategy.

Adding more convenient business locations or remote locations may also help you access more
customers in the existing market.

Market Penetration Challenges

Market penetration has limitations. At some point, the marketplace becomes saturated, meaning that
almost all customers with interest in your product or service have been satisfied by you or an existing
customer. At some point, the additional customers you gain through more investment in marketing
don't provide enough return on investment to justify continuing with this strategy. Aggressive market
penetration through competitive advertising methods may help attract some customers, but it can
also lead to responsive attacks from competitors and, potentially, legal issues if you make untrue
claims in the ads.

Market Development Opportunities

Companies often brainstorm multiple target market segments when developing a marketing plan. The
first segments targeted with advertising are the ones you feel provide the best potential for
profitability. As long as you have other potential markets, you can grow through market development.
This is especially true when competitors haven't already targeted the new potential market.

You could add stores in new geographic regions with little to no competition. A catalog retailer could
buy a third-party mailing list targeting new customer types to develop beyond its existing customer
mailing list.

Market Development Challenges

The major risk of market development is that it typically requires capital investment in expansion,
either to build new locations or to expand marketing efforts to new territories. If the new opportunity
doesn't pay off, the company wastes capital and resources it could have invested in other strategies.

A company may also spread itself too thin by expanding into new markets. A local lawn service
provider, for instance, may struggle to satisfy existing clients if he expands the business too far and
has difficulty getting all of the work completed in a timely manner.
Q7.

Answer : A balanced scorecard is a strategic management performance metric used to identify and
improve various internal business functions and their resulting external outcomes. Balanced scorecards
are used to measure and provide feedback to organizations. Data collection is crucial to providing
quantitative results as managers and executives gather and interpret the information and use it to make
better decisions for the organization.

Accounting academic Dr. Robert Kaplan and business executive and theorist Dr. David Norton first
introduced the balanced scorecard. The Harvard Business Review first published it in the 1992 article
"The Balanced Scorecard—Measures That Drive Performance “. Both Kaplan and Norton took
previous metric performance measures and adapted them to include nonfinancial information

The balanced scorecard model reinforces good behavior in an organization by isolating four separate
areas that need to be analyzed. These four areas, also called legs, involve learning and growth, business
processes, customers, and finance.

The balanced scorecard is used to attain objectives, measurements, initiatives, and goals that result
from these four primary functions of a business. Companies can easily identify factors hindering
business performance and outline strategic changes tracked by future scorecards.

Q8.

Answer : A) Return on Investment (ROI) is a performance measure used to evaluate the efficiency of an
investment or compare the efficiency of a number of different investments. ROI tries to directly
measure the amount of return on a particular investment, relative to the investment’s cost. To calculate
ROI, the benefit (or return) of an investment is divided by the cost of the investment. The result is
expressed as a percentage or a ratio.

B) How to Calculate ROI

The return on investment formula is as follows:

ROI = Current Value of Investment−Cost of Investment/ Cost Of Investment

"Current Value of Investment” refers to the proceeds obtained from the sale of the investment of
interest. Because ROI is measured as a percentage, it can be easily compared with returns from other
investments, allowing one to measure a variety of types of investments against one another.

Q9.

Answer: Primary forecasting techniques help organizations plan for the future. Some are based on
subjective criteria and often amount to little more than wild guesses or wishful thinking. Others are
based on measurable, historical quantitative data and are given more credence by outside parties,
such as analysts and potential investors.
The Delphi Technique

The RAND Corporation developed the Delphi Technique in the late 1960s. Using this technique, a
group of field experts responds to a series of questionnaires. The experts are kept apart and unaware
of each other.

The results of the first questionnaire are compiled, and a second questionnaire based on the results of
the first is presented to the experts, who are then asked to reevaluate their responses to the first
questionnaire. This questioning, compilation and re-questioning continues until the researchers have
a narrow range of opinions.

Scenario Writing to Generate Different Outcomes

In scenario writing, the forecaster generates different outcomes based on different starting criteria.
The decision-maker then decides on the most likely outcome from the numerous scenarios presented.
Scenario writing typically yields best, worst and middle options.

Business startups often use scenario writing to generate financial projections covering best-, likely-
and worst-case income and expense scenarios, since they don’t have an established track record to
present to funders and potential partners.

The Subjective Forecasting Approach

Subjective forecasting allows forecasters to predict outcomes based on their subjective thoughts and
feelings. Subjective forecasting uses brainstorming sessions to generate ideas and to solve problems
casually, free from criticism and peer pressure. These sessions are often used when time constraints
prohibit objective forecasts. Subjective forecasts are subject to biases and should be viewed
skeptically by decision-makers.

Time-Series Forecasting

Time-series forecasting is a quantitative forecasting technique. It measures data gathered over time
to identify trends. The data may be taken over any interval: hourly, daily, weekly, monthly, yearly or
longer. Trend, cyclical, seasonal and irregular components make up the time series.

The trend component refers to the data's gradual shifting over time. It is often shown as an upward-
or downward-sloping line to represent increasing or decreasing trends, respectively. Cyclical
components lie above or below the trend line and repeat for a year or longer. The business cycle
illustrates a cyclical component

Q10.

Answer: Survey and Judgement Forecasting Techniques

The most important thing to understand before forecasting is that a forecast is really just a judgment
made by someone. Some techniques rely more on judgment than others, however, and they are
 generally known as judgment techniques. These techniques include customer surveys, expert
opinions, customer intention survey, and estimates by salespeople.

Channel and Customer Surveys: In some kinds of markets, such as business to business markets,
research companies tend to ask customers how much they are likely to spend on given products in a
given time period. The answers are used to make a forecast. The research companies will then sell the
research to companies. Sometimes the companies will conduct their own surveys to produce their
own forecasts. These surveys are generally better at determining the market potential than the sales
potential. They are, therefore, market potential forecasting methods. After all, a consumer probably
knows what they’ll buy, but isn’t always so sure of which brand they’ll buy from.

Q11.

Answer : A) SWOT analysis examines four areas in the business environment:

• Strengths: Identify the advantages that your business has over the competition.
• Weaknesses: Be honest about the weaknesses in your operations.
• Opportunities: Identify the external trends that you can take advantage of.
• Threats: Assess the outside conditions that may be obstacles and have a negative impact on business.

A PESTLE analysis is used to evaluate the outside factors that affect a business:

• Political: Determine how the current direction of the political parties may influence business
development and growth.
• Economic: Examine the effects of interest rates, taxes, the stock market, consumer confidence and
other economic metrics.
• Social: Acknowledge the changes in lifestyles, advertising targets, ethics, demographics and culture.
• Technology: Evaluate your company's current technology. Is it up-to-date?
• Legal: Anticipate any new laws and regulations that can impact your operations.
• Environment: Identify the environmental factors that should be considered.

Why Use SWOT and PESTLE Analyses?

SWOT and PESTLE analyses are used to make a systematic and thorough evaluation of a new business
or project. The process gives decision-makers a better awareness and understanding of the changes
that may occur and the impact that these changes may have on their business.

While a SWOT analysis focuses on a company's internal strengths and weaknesses, a PESTLE analysis
concentrates on the external factors. Using both methods together produces a comprehensive
evaluation of a project.

B) Most people assume that SWOT and PEST are completely different things. In reality, SWOT and PEST
are used together in strategic analysis.

SWOT stands for Strenghts, Weaknesses, Opportunities, and Threats, and it is used to identify what
external and internal factors can affect the future direction and success of a business.
 PEST stands for the Political, Environmental, Social, and Technological Factors that can affect a business.
It is complementary to SWOT in that it used to precisely explore the external Opportunities and Threats
that affect the chances of a business strategy being successful.

Q12.

Answer: Under federal and state laws, it is against the law for employers to discriminate employees and
job applicants, or allow discrimination and harassment to occur within their organisations.
In NSW, employers must not treat job applicants and employees unfairly or harass them because of
their:

• age
• career's responsibilities
• disability
• homosexuality
• marital or domestic status
• race
• sex (including pregnancy and breastfeeding)
• transgender status

It is also against the law to treat people unfairly or harass them because of the age, disability,
homosexuality, marital or domestic status, race, sex or transgender status of any relative, friend or
colleague of a job applicant or employee.

Q13.

Answer : Australia has one national law for fair trading and consumer protection - the Australian
Consumer Law (ACL).

The Australian Competition and Consumer Commission (ACCC) - often referred to as "the A triple C" -
is the Australian Federal Government's national agency dealing generally with competition matters.
The ACCC promotes competition and fair trade in the market place to benefit consumers, business
and the community. It also regulates national infrastructure industries.

Marketing Communications professionals planning campaigns in Australia should read a short

summary of the Australian Consumer Law from a business perspective, published by the Australian
Federal Government. They should also read the ACCC's Advertising and Selling Guide for business.

Warranties and Guarantees

Marketing professionals need to pay particular attention to consumer guarantees, which are covered
in Australian Consumer Law. These relate to marketing because they cover the topic of what is
promised or described in marketing to customers before a purchase is made.
Q14.

Answer:

1. Members shall conduct their professional activities with respect for the public interest.

2. Members shall at all times act with integrity in dealing with clients or employers, past and
present, with their fellow members and with the general public.
3. Members shall not intentionally disseminate false and misleading information, whether written,
spoken or implied nor conceal any relevant fact. They have a duty to maintain truth, accuracy
and good taste in advertising, sales promotion and all other aspects of marketing.
4. Members shall not represent conflicting or competing interests except with the express consent
of those concerned given only after full disclosure of the facts to all interested parties.
5. Members, in performing services for a client or employer, shall not accept fees, commissions or
any other valuable consideration in connection with those services from any other than their
client or employer except with the consent (express or implied) of both.
6. Members shall refrain from knowingly associating with any enterprise which uses improper or
illegal methods in obtaining business.
7. Members shall not intentionally injure the professional reputation or practice of another
member.
8. If a member has evidence that another member has been guilty of unethical practices it shall be
their duty to inform the Institute.

Q15.

Answer : Research your customers and competition.

Use market research to analyze your customers and competitors on multiple levels. This will help you
evaluate whether the demand for a product/service is real, and whether expanding into a potential new
market is worthwhile for your company.

Identify consumers segments that share common characteristics such as age, gender, education,
income, occupation, and place of residence, or softer variables such as lifestyle and values. Also consider
consumer motivation. What "job" is the customer trying to get done? What barriers may be constraining
consumption?

Knowing who your key competitors are and assessing their strengths and weaknesses can also illuminate
specific growth strategies and ways to differentiate your products and services.
 ASSESSMENT TASK- 2

Boutique Build Australia

Executive Summary

Established in 2014, Boutique Build Australia is a building company specialising in the design and build of
high quality designer homes for the Sydney metropolitan and surrounding areas.

Our vision to be the best home builder in Australia drives everything we do from the friendly greeting
we give to customers at our display centre to our supplier relationships and to our employees’
professional development.

Vision
To be the best quality home builder in Australia.

Our values are:

Core values underpinning our activities are:

• Quality
• Innovation
• Leadership
• Respect
• Honesty and Reliability

Strategic Analysis Report :

Key strategies:

To be well led, high performing, profitable and accountable

 • Ensure that all financial operations, performance indicators and results support the strategic
policies
• Identify new and expand existing sources of revenue
• Achieve profits of at least 10% per annum.

Build high quality residents to meet customer needs and aspirations

• Increase sales of homes in current Sydney market by 10% per annum over the next three years.
• Establish a presence in Queensland and build at least 100 new homes in Brisbane and the
Sunshine Coast during the period of the Strategic Plan.
• Research and plan for the launch of new innovative, environmentally friendly homes

Continue building deeper customer relationships

• Customer-centred practice, with a focus on meeting their total needs for a high quality home
• Strengthen the skills of our people, to better support customers
• Drive innovation to better meet customer demands

Attract, engage and develop the best staff

• Continuing the drive to a customer centred, high performance workforce and culture

• Strengthening the skills of our people, to better support customer needs

• Empowering innovation and responsiveness to change

o Improving our marketing and advertising

o Continually improving the quality of service given to clients
o Maintaining effective communication channels with all stakeholders to ascertain industry
requirements and then develop products and manage services accordingly
o Continually improving communication channels with all our stakeholders, ensuring a flow of timely
and accurate information to facilitate effective planning and decision making
o Targeting identified growth markets with planned, market appropriate campaigns employing a
variety of promotional strategies and advertising mediums
o Offering attractive fee structures to our clients
o Continually improving the skills, knowledge and effectiveness of Boutique Build Australia through our
commitment to training and development
o Regularly reviewing the effectiveness of all our operations and making improvements when and
where necessary
▪ America, the Middle East and Africa will grow moderately with Western Europe seeing the lowest
growth.
▪ Eastern Europe and Russia are expected to expand construction by 100% primarily led by Poland
and Russia by 2020.
▪ China is expected to become the world’s leading construction market by 2018 with a construction
output of $2.5 trillion.Continuing to enhance the diversity of our workforce.

The Market characteristics & conditions

The construction industry had been facing a stagnant phase in recent times, however experts
predict a turn around, providing real opportunities in the sector.

Although much of the construction industry is expected to see real growth in the coming 12
months, it is the residential building sector that should experience the most.

The Housing Industry Association (HIA) recently released the summer 2015 edition of its National
Outlook and announced that this year would see a new record of homes commenced.

According to the statistics, a record 195,936 new dwelling commencements are forecast in
2014/15 – a 7.7 per cent growth on the previous year. It is also important to note that this
represents the third year in a row where residential construction has improved – a vital part of the
overall Australian economy.

Although 2014 saw a rise in overall numbers, a significant portion of building approvals never
started- sparking further opportunities when these begin in 2015.

Project Managers, Structures Forepersons and Commercial Contract Administrators will be at the
top of any wish list for construction businesses this year.

Although a number of states are set for an increase, the Sunshine State to experience the most
growth.

The Queensland Government is providing support by offering first home buyer/builder grants as
well as easier procedures for development application approvals.
 If you are to compare all the major industries of Australia – construction, manufacturing,
engineering and mining – construction is the only one that is expected to see real growth in the
coming years.

Globally it is expected that the construction industry will grow from $7.2 trillion to over $12
trillion.

The global construction industry has a number of challenges and opportunities according to a
recent report by Global Construction Perspectives and Oxford Economics. A number of factors are
expected to affect outcomes:

▪ Countries’ decisions with respect to carbon reduction, climate change, waste disposal, clean
technology and renewables?
▪ Emerging economies in general are expecting large population increases in the coming decade
creating demand for construction activity whereas population growth in developed countries
will be flat.
▪ Relatively speaking developing countries are expected to grow at 2 to 3% per year and
emerging countries at 6 to 7% per year.
▪ Emerging countries currently represent about 35% of global construction output and this is
expected to increase to 55% by 2020.
▪ The key area of construction growth in emerging countries will be infrastructure: transport,
energy, social infrastructure, schools, hospitals, government accommodation, water, defense
infrastructure and natural resources. These projects are expected to increase by 130% in
developing countries by 2020 but by only 20% in developed countries.

Among st developed countries North America is will see the highest growth rate mostly in
residential construction which will grow at double digits annually. South and Central

o In the future, trends in technology, particularly information technology (IT), may be the greatest
driver of change in the building and construction industry. Electronic tendering and documentation,
data communication, virtual design, shared project data and databases, construction automation,
and energy management will have a significant impact on industry practices. Those parties that are
slow to react to these trends will have difficulty in remaining competitive.
 Marketing Strategic Priorities

Key strategies:To be well led, high performing, profitable and accountable

•Ensure that all financial operations, performance indicators and results support the strategicpolicies

•Identify new and expand existing sources of revenue

•Achieve profits of at least 10% per annum. Build high quality residents to meet customer needs and
aspirations

•Increase sales of homes in current Sydney market by 10% per annum over the next three years.

•Establish a presence in Queensland and build at least 100 new homes in Brisbane and theSunshine
Coast during the period of the Strategic Plan.

•Research and plan for the launch of new innovative, environmentally friendly homes Continue
building deeper customer relationships

•Customer-centred practice, with a focus on meeting their total needs for a high quality home

•Strengthen the skills of our people, to better support customers

•Drive innovation to better meet customer demands Attract, engage and develop the best staff

•Continuing the drive to a customer centred, high performance workforce and culture

•Strengthening the skills of our people, to better support customer needs

•Empowering innovation and responsiveness to change

•Continuing to enhance the diversity of our workforce.

We plan to develop our market share by:

•Improving our marketing and advertising

•Continually improving the quality of service given to clients

•Maintaining effective communication channels with all stakeholders to ascertain industry

requirementsand then develop products and manage services accordingly

•Continually improving communication channels with all our stakeholders, ensuring a flow of timely
andaccurate information to facilitate effective planning and decision making

•Targeting identified growth markets with planned, market appropriate campaigns employing a variety
ofpromotional strategies and advertising mediums

•Offering attractive fee structures to our clients

Legal and Ethical Requirements

Code of Ethics :

All staff should act with honesty, sincerity and integrity in their approach to their work for the Boutique
Build Australia. All staff should behave with integrity and fairness in all business, professional and
personal relationships.

Staff should not knowingly or recklessly support any information which is confidential, or make any
statement which they know is misleading , false or deceptive to a colleague, client, or to the general
public.

While Boutique Build Australia must observe the terms and conditions of their employment, staff cannot
be required to be complicit in any illegal act. If advised, instructed or encouraged to engage in unlawful
activity, they must decline and report the matter to a line manager.

Conflicts of Interest :

Boutique Build Australia staff should both be and appear to be free of any interest (financial or
otherwise) which might be regarded as being in conflict or incompatible with their integrity and
objectivity.

Independence is the cornerstone of the objectivity. Both external and internal parties have a need for
the credibility of information and action in relation to the boutique activities.

Boutique Build Management at all substantive level seeks credibility and accountability in information
and in the activities of all of the staff. Management must be careful to apply and attitude of
professionalism within the bounds of commercial confidentiality and should remain independent in fact
as well as independent in appearance.

Accordingly, Boutique Build Australia Staff should recognize and avoid situations which may affect their
integrity and objectivity by:

16.1
 • Being cautious of undue benefits in the course of their employment.
• ensuring Boutique Build Australia facilities or property, information or resources are used in the
best interests of the Boutique community.

Risk Management Plan

The following section identifies the associated risks in pursuit of our strategic objectives and how we will deal with
them.

Risk Australian government changing policy in relation to industry

Accepting policy change will be a constant factor to manage An understanding of this should
be instilled in all staff Develop ability to foresee and react quickly to change Maintain effective
communication channels with stakeholders Diversification of source markets Develop product
range

Related to Strategic Objectives: All

Risk Significant drop in cash flow

Identify operating costs as per future plans and past performance Identify available finance
available Efficient invoicing and debt recovery Accurate income projections Close monitoring
of expenditure Arrange overdraft facilities Scenario planning

Related to Strategic Objectives: All

Risk Failure to recruit planned number of clients

High quality delivery of all services Swift reaction to feedback Skilled motivated staff Attractive
fee structures Effective market research Monitor performance Take early corrective action if
not meeting targets/ expectations Maintaining effective relationships with clients Maintaining
effective communication channels with all stakeholders

Related to Strategic Objectives: All

Risk The world recession and the domino effect

Diversification of target market Target markets with strong growth forecasted Monitor the
economic trends Regularly review performance in line with anticipated market conditions
Develop culture of accepting continual change React quickly to change Scenario planning
Maintaining effective communication channels with all stakeholders

Related to Strategic Objectives: 1, 2

Risk Changes to Acts and other relevant legislation

Emphasis on professional, ethical practices with all stakeholders Staff training Leading by
example Policy implementation and monitoring Effective communication channels with all
stakeholders Ability to manage change Managing available finance for re-investment
Related to Strategic Objectives: All

Student Assessment Tool

 BSBMKG608
Develop organisational marketing
objectives

Student Name Manoj

Student ID Number AEC413

Version 2.1
Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Student ID AEC413
Student name Manoj
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course code
Course name Advanced diploma of marketing and communication
Unit code BSBMKG608
Unit name Develop organisational marketing objectives

Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to  Online submission via Learning
trainer/assessor Management System (LMS)

☐ By Australia Post to RTO ☐ Any other method

_________________________________________________
(Please mention here)

Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced
any sources used in my submission. I understand that a false declaration is a form of
malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ____________Manoj____________________

Date: __16__/___07__/_______20_______

Assessment Plan
To demonstrate competency in this unit, you must be assessed as satisfactory in each of the following
assessment tasks.

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed

Trainer/Assessor
Signature
Assessment Conditions

Unit purpose/application

This unit describes skills and knowledge required to determine strategic change requirements and
opportunities; and to develop, implement and evaluate change management strategies.

It applies to managers with responsibilities that extend across the organisation or across significant parts
of a large organisation. They may have a dedicated role in human resources management, human
resources development, or work in a strategic policy or planning area.

The unit takes a structured approach to change management and applies to people with considerable
work experience and organisational knowledge.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

What the student can expect to learn by studying this unit of competency

• Identify change requirements and opportunities

• Develop change management strategy
• Implement change management strategy

Training and assessment resources required for this unit of competency

The student will have access to the following:

• Learner guide
• PowerPoint presentation
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:

• Access to a computer, the Internet and word-processing system such as MS Word

• An operational business environment to implement the learning plan
• Computer technology and documentation as required
• Codes of practice and standards issued by government regulators or industry groups
Submission instructions

Your trainer/assessor will confirm the assessment submission details for each assessment task.

Academic integrity, plagiarism and collusion

Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the
work of others while developing your own insights, knowledge and ideas.
As a student, youare required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass
them off as your own by failing to give appropriate acknowledgement. This includes material sourced
from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which
includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the
author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
 • Allow someone else to write or edit yourwork (without RTO approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work, please refer to the RTO’s policy on Academic Integrity, plagiarism
and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion, as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action.

Other Important unit-specific Information

N/A

Unit outcome

• This unit is not graded, and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• The final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).

Prerequisite/s

Nil

Co-requisite/s

Nil

Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation skills
essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

• Australian Human Rights Commission Act 1986

• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and the Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.

AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information

For further information about this unit go tohttps://training.gov.au/Training/Details/BSBINN601

Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment
task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the
student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and
quality assurance department/administration department in your RTO for continuously
improving our assessment and student resources.

Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At
its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.

If students have not received proper feedback, they must speak to the Academic coordinator.

For more information, please refer to The One international College Student Handbook.
Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the
assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment
Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with
your request for anextension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of
this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about how it is delivered or
assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without a
disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix”
to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department
for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to
the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background
 Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the
 Limited study student’s experience
skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in an
accessible format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
  Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to the physical environment, e.g. installing
lever taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in an accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to the physical environment, e.g. installing
lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:

• Written Questions

Assessment task description:

• This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
• The Unit Knowledge Test is comprised of fifteen (15) written questions.
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task.
• You will receive your feedback within two weeks - you will be notified byyour Trainer/Assessor
when results are available.

Applicable conditions:

• This knowledge test is untimed and are conducted as open book tests (this means you are able
to refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 • As you complete this assessment task,you are predominately demonstrating your written skills
and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this
is yourown work.

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and
require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.

Location:

• This assessment task may be completed in a learning management system (i.e. Moodle) or an
independent learning environment.
• Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.

Instructions for answering written questions:

• Complete a written assessment consisting of a series of questions.

• You will be required to correctly answer all the questions.
• Do not start answering questions without understanding what is required from you. Read the
questions carefully and critically analyse them for a few seconds, this will help you to identify
what is really needed.
• Your answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
• Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful; quantity is not quality.
• Be careful to use non-discriminatory language. The language used should not devalue, demean,
or exclude individuals or groups on the basis of attributes such as gender, disability, culture,
race, religion, sexual preference or age. Gender-inclusive language should be used.
• When you quote, paraphrase, summarise or copy information from the sources you are using to
write your answers/research yourwork; you must always acknowledge the source.

How your trainer/assessor will assess yourwork?

• This assessment task requires the student to answer all the questions.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome is
Not Yet Competent (NYC).
 • Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will
be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your Knowledge for the following:

• Knowledge to identify the strategic development needs of an organisation and explain the
necessity to review organisational policies and practices against strategic objectives.
• Knowledge to monitor the external and internal environment to identify the events that impact
the achievement of organisational change objectives using PESTLE.
• Knowledge to identify and outline the major operational change requirements due to the
performance gaps among employees, business threats and management decisions.
• Knowledge to review and prioritise change requirements or opportunities with relevant
leaders/managers.
• Knowledge to identify the questions that need to be consulted with stakeholders to assist in the
identification of major change requirements and opportunities.
• Knowledge to identify the primary and secondary cost components of change management and
identify barriers to change using risk analysis.
• Knowledge to explain the distinct phases and components of the change management process.
• Knowledge to obtain approvals from relevant authorities to confirm the change management
process.
• Knowledge to mention the benefits of correctly implementing organisational change and initiate
distinct steps to set up training plan.
• Knowledge to implement tactics to implant changes in an organisation.
• Knowledge to monitor and review the change management strategy.

Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions:

• This is an individual assessment.

• The purpose of this assessment task is to assess the students’ knowledge essential to lead and
manage organisational change in a range of contexts and industry settings.
• To make full and satisfactory responses,you should consult a range of learning resources, other
information such as handouts and textbooks, learners’ resources and slides.
• All questions must be answeredto gain competency for this assessment.
 • You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the
incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe Acrobat/reader
• Learning management system
QUESTION 1
Discuss the purpose of setting marketing objectives (Maximum 50 words).

QUESTION 2
Discuss each component of the acronym SMART in relation to marketing objectives (Maximum 150
words).

QUESTION 3
Discuss the Ansoff matrix and its application to developing marketing objectives (Maximum 100 words).

QUESTION 4
Explain the difference between a marketing strategy and marketing objectives (Word limit 100).

QUESTION 5
Explain Porter’s model of competitive advantage and its relationship to marketing strategy and setting
objectives (Maximum 100 words).

QUESTION 6
Explain differences between the marketing strategies of market penetration, market development,
product development and diversification (Maximum 200 words).

QUESTION 7
Explain the balanced scorecard approach and its usefulness in assessing organisational performance
(Maximum 100 words).

QUESTION 8
a. Define the term return on investment.
b. Outline how return on investment.is calculated.
(Word limit 100 in each response)

QUESTION 9
Describe four statistical methods and/or forecasting techniques that can be used to evaluate marketing
opportunities (maximum 250 words).

QUESTION 10
Briefly describe one method for forecasting market growth rate(word limit 50).

QUESTION 11
a. Explain the purpose of a SWOT analysis and a PEST analysis
b. Discuss at least 2 differences between each.
(word limit 100 to each responses).
QUESTION 12
As a Senior Marketing Manager responsible for a team of staff, outline the anti-discrimination legislation
you would need to adhere to. Provide one example of how you would implement legislation in daily
practice.

QUESTION 13
Outline key legislation and regulations that apply to the marketing industry in Australia. Provide at least
three examples.

QUESTION 14
Briefly describe the importance for marketers to abide by the provisions of the Australian Marketing
Institute Code of Professional Conduct (word limit 70).

QUESTION 15
Describe one aspect of this Code that is important in relation to identifying marketing opportunities.
Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code BSBMKG608
Unit name Develop Organisational marketing objectives
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:

Second attempt:

Student Declaration • I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
• I have provided references for all sources where the
 information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
• All appeal options have been explained to me.
Student Signature Manoj
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Project (UP)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the
assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment
Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with
your request for anextension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of
this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about how it is delivered or
assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without a
disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix”
to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department
for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to
the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable) whether
English-  Reading language, literacy and numeracy are likely to impact on the
Speaking  Writing assessment process
Background
 Cultural  Use methods that do not require a higher level of language or
background literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical application
 Flexibility through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the field
assessment after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment
skills takes account of the student’s needs
 Provision of information or course materials in an accessible
format.
 Changes in teaching practices, e.g. wearing an FM microphone
to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-taker
for a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
 classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the student’s
 Numeracy individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  provision of information or course materials in an accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM microphone
to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note taker
for a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 2 – Unit Project (UP)
Assessment type:

• Unit Project (UP) – Project report

Assessment task description:

• This is the second (2) assessment task you have to successfully complete to be deemed
competent in this unit of competency.
• This assessment task requires you to complete a project report.
• You must complete a comprehensive project report based on the given case study to
successfully complete this project.
• You will receive your feedback within two weeks - you will be notified by your trainer/assessor
when results are available.
• You must attempt all activities of the project for your trainer/assessor to assess your
competency in this assessment task.

Applicable conditions:

• This project is untimed and are conducted as open book tests (this means you are able to refer
to your textbook).
• You must complete and submit a project report.
• Word limit to complete project report 1000-1200 words.
• You may handwrite/use computers to answer the criteria of the project.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment task, you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this
is your own work.

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and
require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.
Location:

• This assessment task may be completed in an independent learning environment or learning

management system.
• Your trainer/assessor will provide you with further information regarding the location of
completing this assessment task.

General Instructions for attempting the project report:

• You will identify change requirements and prepare a project report in this assessment task.
• The report must be based on given case study.
• You will be expanding the knowledge and skills acquired during the previous assessment task.
• Instructions to complete the project report is provided within the assessment task.
• You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?

• This assessment task requires the student to successfully complete and submit a project.
• Answers must demonstrate the student’s understanding and skills of the unit.
• You will be assessed according to the provided performance checklist/ performance criteria.
• Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/
performance criteria with this assessment task to ensure that you have successfully completed
and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is
Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will
be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

• Skills to identify the strategic change requirements analysing the organisational and strategic
plan.
• Skills to review existing policies and practices to identifyareas of concerns where changes are
required and potential impact of not implementing the changes
• Skills to monitor the external environment and identify the trends that impact the achievement
of organisational objectives.
• Skills to identify the major change requirement with managers due to performance gaps,
business opportunities or threats.
 • Skills to review and prioritise change requirements.
• Skills to identify future opportunities and weaknesses using a SWOT analysis.
• Skills to consult with relevant groups and individuals for input into the change process.
• Reading skills to collect, review, interpret/understand and analyse/review text-based business
information from the given case study.

Assessment Task 2 - Unit Project (UP)

Instructions to complete this assessment task:

• Please write your responses in the template provided.

• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the
incorrect words with one or two lines and rewriting the correct words.
• The premise of the project must be closely related to the previous assessment task.
• This submission must be well presented and follow the guidelines and instructions provided.
• Please follow the format as indicated in the template section below.
 • One of the most important steps that you can take: proofread your project.
• The project report must be of 1000-1200 words in length, using 11-point font, double-spaced,
and must include a cover page, table of contents, introduction, body, summary or conclusion,
and works cited.
• Appropriate citations are required.
• All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe Acrobat/reader
• Learning management system

Assessment Instructions:
Boutique Build Australia was established in 2014 and is a boutique building company based in Sydney that
specialises in the design and build of high-quality designer homes for the Sydney metropolitan and
surrounding areas.
The company has been operational for three years and employs a number of staffs including CEO,
Operations Manager, Marketing Manager, Administration Officer, Site Manager and two sales consultants.
The company has recently developed a Strategic Plan as part of a new focused approach to the business.
There is a strong emphasis on green building services. The Strategic Plan will also be used to formulate a
marketing plan, as to date, limited investment and staff time have been put into marketing. As the
importance of the marketing function has recently been recognised, the role of Marketing Manager (your
role) has only recently been established. The CEO has also indicated it may be possible to recruit a new
marketing officer to assist with marketing functions.

To date, most business is generated through word of mouth. The company has a website, which has also
generated some business. Note at the beginning of the key a SEO expert was employed with the objective
of increasing web traffic by 20%. The most recent data about customers visiting the website during the
preceding six months is as follows:

Jan Feb March April May June

Number of website visits 20 30 30 35 40 50
Number of email enquiries from
10 15 30 45 60 70
customers about products

The company has also placed a number of advertisements in local community newspapers. The CEO has
indicated that during the time that the advertisement was placed (three times over three consecutive
weeks), there were a number of enquiries about the company’s products and services but not leads. The
CEO is unsure that this is the right medium for the company’s target group who are high income earners,
seeking homes that are stylish, innovative and of high quality.
Currently about 1% of total revenue is spent on marketing. The company’s total revenue for the financial
 year 2014 – 2015 was $2,000,000 and gross profit was $400,000. Marketing costs to date comprise of
ongoing website maintenance and the newspaper advertisements referred to. The CEO recognises that he
is committed to spending more on marketing and has indicated that the percentage could rise up to 3%
depending on your recommendations. Note, research shows that competitors are spending at least 5% of
their budget on marketing.
Regarding awareness of the company, recent market research conducted showed the following:
▪ 4 out of 30 customers interviewed recognised the Boutique Building Australia name.

Complete all of the activities:

1. Conduct a strategic analysis and identify marketing objectives.
▪ Review the case study information and Boutique Build's Strategic Plan so that you can conduct
a strategic analysis and a review of marketing performance. Use this analysis to identify
marketing opportunities and develop marketing objectives for the company.
You will need to complete all of the tasks below and develop a report using the template
provided by your assessor. Later you will present your report to the management team for
discussion.
▪ Your report must address:
− An overview of the company’s mission, vision and values, key products and services as well
as strategic objectives and operational priorities as set out in the Strategic Plan.
− An assessment of the company’s current situation and the range of factors impacting on the
company’s directions and targets. Use the information included in the SWOT analysis and
market conditions to inform your assessment. Ensure your analysis includes an outline of
key market opportunities and strengths and weakness of current products and services.
− An assessment of the company’s legal and ethical requirements in relation to marketing.
− An assessment of the company’s marketing performance, including current marketing
activities and positioning and effectiveness in relation to previous marketing objectives. You
will also need to calculate the marketing return on investment for the figures provided. You
may use examples of marketing plans and strategies and market analysis contained within
these plans to assist you in in developing your performance review. A range of plans that
can be used as examples are included at www.mplans.com
− Investigation of at least three potential marketing opportunities for the company based on
your strategic analysis and marketing performance review including an outline of each
opportunity that discusses:
▪ Alignment with the company's objectives and goals and the objectives and goals
described in the Marketing Plan
▪ Overall benefits to the business of pursuing the opportunity
▪ Anticipated effect of the marketing opportunity on sales, profitability, growth and
market share.
▪ Estimated effect on return on investment. This should be an approximate estimate
taking into account how much the likely cost of the opportunity would be against
anticipated return.
▪ How market conditions impact on the marketing opportunity
▪ How any external factors such as technological or legal factors may affect the
marketing opportunity
▪ Risks associated with the marketing opportunity.
– Identification of at least two suitable marketing objectives based on your strategic analysis,
marketing performance review and identification of marketing opportunities. The objectives
 you recommend must be SMART objectives and you must explain how the objectives you
recommend are achievable and realistic for the company in terms of marketing budget and
staff resources. In recommending each of the marketing objectives, you should also explain
how they link to the organisation’s strategic vision and values, how they meet legal and
ethical requirements as well as the company's strategic objectives.
– Identification of suitable performance indicators that can be used to measure each of the
marketing objectives you have identified.
• Submit your completed report to the management team (your assessor) with a covering memo
or email that includes a summary of the purpose of the report and inviting the management
team to a meeting to discuss the proposed marketing objectives.
2. Conduct meeting
▪ Present your report to the management team (your assessor)to seek input and agreement on
the proposed marketing objectives. Ensure you take printed copies of your report to the meeting
for all of the participants.
▪ At the meeting, you are required to:
− Provide an introduction to the meeting, clearly stating the purpose of the meeting.
− Provide a very brief overview of the mission, vision, purpose and value of the company
− Explain the key points from the briefing paper, including your strategic analysis and review
of marketing performance, the proposed marketing opportunities and marketing objectives.
− Seek input and approval for the proposed marketing objectives and the performance
indicators.
▪ During the meeting you will be required to demonstrate effective communication skills including:
− Speaking clearly
− Responding to questions
− Using active listening techniques to confirm or clarify information, including the
management team’s satisfaction or otherwise with the process.
▪ The management team (your assessor) will provide you with feedback, which you must use to
update your marketing objectives. Submit your updated marketing objectives to the
management team (your assessor).
3. Develop a risk management plan
▪ Develop a marketing risk management plan using the template that has been provided. The
purpose of the risk management strategy is to identify and document risks for the marketing
opportunities that you have identified, as well as the risk control measures. Each section of the
template must be completed.
▪ Submit your completed plan to your assessor.
Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Project (UP)
Student and Trainer/Assessor Details
Unit code BSBMKG608
Unit name Develop organizational marketing
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
50.1 50.2
Date: _______(day)/ _______(month)/ ____________(year)
50.3

Feedback to Student First attempt:

Second attempt:

50.4

Student Declaration • I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
• I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I
 can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
• All appeal options have been explained to me.
Student Signature Manoj
Date
Trainer/Assessor Name 51.1

Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
51.2
Signature
Date
51.3
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

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 Index of comments

16.1 Some parts of Strategic analysis report are missing. Refer to template provided from review of marketing
performance up to recommended marketing objectives

50.1 07

50.2 08

50.3 2020

50.4 Some parts of Strategic analysis report are missing. Refer to template provided from review of marketing
performance up to recommended marketing objectives

51.1 Maria Castro

51.2 mc

51.3 07.08.20

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