BSBMKG523 Integrated Marketing Plan Assignment Brief

Integrated Marketing Plan Assignment Brief

BSBMKG523 Integrated Marketing Plan Assignment Brief

Unit Summary

This unit describes the skills and knowledge required to identify and evaluate the range of marketing communication options and media, to design an integrated marketing communication plan, and to develop a marketing communication brief and creative brief reflecting client needs and preferences.
It applies to individuals working in a supervisory or management marketing or advertising role, within a marketing or advertising team or media organisation.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

How to Conduct these Assessments

It is important that prior to conducting this assessment, the assessor undertakes the following:

Prior to conducting the assessment

  • Read the assessment task as detailed throughout this document
  • Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
  • Read the assessor instructions and checklist prior to commencing the assessment
  • Ensure the workplace (or simulated environment) is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
  • Make suitable modifications to the workplace if required to allow all tasks to be observed

Conducting the assessment

  • Establish and oversee the evidence gathering process to ensure remains valid, reliable, fair and flexible
  • Advise the student when to commence the assessment
  • Observe the student undertake the tasks as outlined
  • Record your observations in the assessor checklist
  • Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
  • Where a checklist point is not appropriate, write "N/A" in the space provided
  • Gather supporting documentation where available and appropriate (as evidence)
  • Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment
  • Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else
  • If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see.
  • Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided

Making the decision

  • The student needs to be deemed satisfactory in the full unit to gain competency.
  • If you are in doubt, gather further evidence to help guide your decision.
  • Assess the students on what you see during the assessment period, not on actions before or after the assessment.
  • Use both the checklist and your professional competency to determine the final outcome for the student.
  • If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment.

After the assessment

  • Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.
  • Provide the student with:
    • Clear and constructive feedback based on the assessment decision
    • Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.
    • An opportunity for reassessment if appropriate or requested by the candidate
    • Information on appeal process as applicable to your organisation
  • Where the students performance is deemed satisfactory, provide the student with a copy of the completed checklist, ensuring the comments section is completed.
  • Where the students performance is deemed not-satisfactory - provide a copy of the comments / feedback, but not the checklist. This is to ensure the assessment remains valid on re-assessment.
  • Record and report the assessment outcome as per WIT’s procedures

Assessment 1 – Student Information

This information is to be handed to each student to outline the assessment requirements.
For this assessment, you are required to identify and evaluate the range of marketing communication options and media, to design an integrated marketing communication plan, and to develop a marketing communication brief and creative brief that reflect client needs and preferences.
Using the marketing plan you developed in BSBMKG609 Develop a marketing planyou are to:

  • Determine marketing communication requirements
  • Develop a marketing communication brief
  • Design the integrated marketing communication strategy

1. In determining marketing communication requirements, you are to write a report which must cover the following points:

  • the marketing communication purpose and objectives with your client
  • the client and product information
  • a review of the outcomes of previous marketing communication with the client
  • confirmation of the budget allocation with the client

2. In developing a marketing communication brief you must include:

  • a client profile
  • purpose statement
  • objectives that reflect client needs
  • marketing communication objectives  in measurable terms
  • specific guidelines on what is to be accomplished by the marketing communication
  • key characteristics, competitive factors and the market situation facing the product or service
  • a summary of information on the target audience
  • legal and ethical constraints

This brief will be the basis upon which your marketing communication strategy will be developed.

3. In designing the integrated marketing communication strategy, you must include:

  • purpose statement
  • definition of the target audience
  • analysis of the product or service
  • legal and ethical constraints
  • marketing communication functions and media vehicles chosen, with rationale for each
  • creative brief for the media options
  • schedule for the creative work
  • budgetary allocation for each media vehicle

You should also:

  • Discuss marketing communication options appropriate for the marketing communication brief
  • Critically analyse the advantages and disadvantages of each marketing communications variable and media vehicles for the product or service
  • Determine media characteristics that match the requirements of the brief
  • Analyse media consumption habits for primary and supplementary marketing media among target audiences
  • Evaluate media styles as they relate to brand character of the product or service being marketed
  • Compare the advantages and disadvantages of selecting multiple media in a media plan
  • Develop and apply criteria for selecting multiple media combinations

In order to be deemed competent in this assessment, you must provide evidence of your ability to:

  • Produce an integrated strategic marketing communication plan for presentation to a client, including:
    • purpose statement
    • definition of target audience
    • analysis of product or service
    • legal and ethical constraints
    • marketing communication functions and media vehicles chosen, with rationale for each
    • creative brief for media options
    • schedule for creative work
    • budgetary allocation for each media vehicle

Assessment 1 – Assessor Instructions

These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Students have been provided with the following information: For this assessment, you are required to identify and evaluate the range of marketing communication options and media, to design an integrated marketing communication plan, and to develop a marketing communication brief and creative brief that reflect client needs and preferences.

Using the marketing plan you developed in BSBMKG609 Develop a marketing planyou are to:

  • Determine marketing communication requirements
  • Develop a marketing communication brief
  • Design the integrated marketing communication strategy

1. In determining marketing communication requirements, you are to write a report which must cover the following points:

  • the marketing communication purpose and objectives with your client
  • the client and product information
  • a review of the outcomes of previous marketing communication with the client
  • confirmation of the budget allocation with the client

2. In developing a marketing communication brief you must include:

  • a client profile
  • purpose statement
  • objectives that reflect client needs
  • marketing communication objectives  in measurable terms
  • specific guidelines on what is to be accomplished by the marketing communication
  • key characteristics, competitive factors and the market situation facing the product or service
  • a summary of information on the target audience
  • legal and ethical constraints

This brief will be the basis upon which your marketing communication strategy will be developed.

3. In designing the integrated marketing communication strategy, you must include:

  • purpose statement
  • definition of the target audience
  • analysis of the product or service
  • legal and ethical constraints
  • marketing communication functions and media vehicles chosen, with rationale for each
  • creative brief for the media options
  • schedule for the creative work
  • budgetary allocation for each media vehicle

You should also:

  • Discuss marketing communication options appropriate for the marketing communication brief
  • Critically analyse the advantages and disadvantages of each marketing communications variable and media vehicles for the product or service
  • Determine media characteristics that match the requirements of the brief
  • Analyse media consumption habits for primary and supplementary marketing media among target audiences
  • Evaluate media styles as they relate to brand character of the product or service being marketed
  • Compare the advantages and disadvantages of selecting multiple media in a media plan
  • Develop and apply criteria for selecting multiple media combinations

In order to be deemed competent in this assessment, you must provide evidence of your ability to:

  • Produce an integrated strategic marketing communication plan for presentation to a client, including:
    • purpose statement
    • definition of target audience
    • analysis of product or service
    • legal and ethical constraints
    • marketing communication functions and media vehicles chosen, with rationale for each
    • creative brief for media options
    • schedule for creative work
    • budgetary allocation for each media vehicles

Assessment 2 – Student Information

This information is to be handed to each student to outline the assessment requirements.

Part A

For this assessment, you are required to select and recommend media for your marketing strategy. The media vehicles that you select must match the requirements of the marketing brief for the product or service in your marketing plan.
You must also recommend primary and secondary marketing media that meet target audience preferences and ensure the recommended media meets the brief, your client’s requirements and legal and ethical constraints.
This information must be provided in form of a report.
The report must be done on MS word. When you have completed the report, it must be printed and submitted along with this assessment and other projects.

Part B

For this assessment, you are required to develop a design brief for your chosen media.

Your brief must include:

  • consumer language
  • a pitch or appeal  for the product or service that meets client requirements
  • supporting information required for consumer understanding of the product or service in the brief
  • budget for creative work, consistent with the overall marketing budget
  • deadline for creative work that is consistent with the overall media schedule in the brief

Assessment 2 – Assessor Instructions

These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Students have been provided with the following information:

Part A

For this assessment, you are required to select and recommend media for your marketing strategy. The media vehicles that you select must match the requirements of the marketing brief for the product or service in your marketing plan.
You must also recommend primary and secondary marketing media that meet target audience preferences and ensure the recommended media meets the brief, your client’s requirements and legal and ethical constraints.
This information must be provided in form of a report.
The report must be done on MS word. When you have completed the report, it must be printed and submitted along with this assessment and other projects.

Part B

For this assessment, you are required to develop a design brief for your chosen media.

Your brief must include:

  • consumer language
  • a pitch or appeal  for the product or service that meets client requirements
  • supporting information required for consumer understanding of the product or service in the brief
  • budget for creative work, consistent with the overall marketing budget
  • deadline for creative work that is consistent with the overall media schedule in the brief

This project will be undertaken in the following format:

Classroom / Simulated environment.  These assessments must

  • As outlined in the TAE10 Training Package Glossary, “”Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:
    • technical skills
    • underpinning knowledge
    • generic skills such as decision making and problem solving
    • workplace practices such as effective communication.”
  • If role plays are required, the assessor must ensure all ‘actors’ or ‘participants’ perform in a professional manner - reflecting an actual workplace. Participants are to be informed of their expected involvement.
  • If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions - etc.
  • Each student must dress appropriately and professionally in line with workplace standards
  • Relating their project to their current or preferred vocational direction
  • Business models should be as realistic as possible, and documentation provided to the student should be as close as possible to what they would need to disseminate in a real work environment.
  • Use the RTO as a base business OR the business structure (opportunity) as outlined below

Assessment 3 – Assessor Instructions

  • Set a date for this written assessment.
  • Advise students of the topic and how the assessment will be marked.
  • Set up room with a gap between each student (staggered formation recommended)
  • Set ground rules including no phones, talking, books, etc.
  • Pass a copy of the assessment to each student (Ensure the answers have been deleted from the students copy)
  • Allow time for reading and questions before commencing assessment.
  • Once assessment has commenced, no communication between students is allowed.
  • If students repeatedly talk, or are caught cheating, they are to be removed from the classroom, and reported to student administration.  Mark the assessment tasks as “incomplete”
  • Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO LEAD. We are assessing the students, not you!
  • Once completed, mark the assessment accordingly. Refer to the sample answers as direction on expected student responses
  • In the event that a question is not answered correctly, discuss the response with the candidate to determine if the student did not know the answer, or did not understand the question.
  • In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.