Unit 6 – Marketing strategyDELIVERY GUIDEVersion 1

Cambridge TECHNICALS LEVEL 3

BUSINESS

ocr.org.uk/business

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CONTENTS

Introduction 3

Related Activities 5

Key Terms 6

Misconceptions 7

Suggested Activities:

Learning Outcome (LO1) 8

Learning Outcome (LO2) 11

Learning Outcome (LO3) 13

Learning Outcome (LO4) 15

Learning Outcome (LO5) 17

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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.

OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.

We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.

Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email resources.feedback@ocr.org.uk.

Please note The activities suggested in this Delivery Guide MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.

Assessment guidance can be found within the Unit document available from www.ocr.org.uk. The latest version of this Delivery Guide can be downloaded from the OCR website.

UNIT AIMTo ensure that resources are used effectively and the right customer is targeted, businesses must carefully plan their marketing activities. To be successful, marketing activities have to be coherent and coordinated and the marketing strategy plays a key role in achieving this.

In this unit, you will learn about how businesses set different marketing objectives. You will appreciate why segmenting the market is a key activity when planning a marketing strategy as well as the different marketing strategies a business can consider and the tools they use.

You will consider the changing use of digital marketing and the benefits of branding for businesses.

You will consider the different approaches to marketing, for example, when taking a new product to an existing market or entering a totally new market with a new product. You will then be able to use business tools to propose a marketing strategy.

You can build on your skills by studying the other Marketing units in this qualification. If this unit is studied alongside the other marketing units, this will inform your plan and pitch for a marketing campaign.

OPPORTUNITIES FOR ENGLISH AND MATHS SKILLS DEVELOPMENT AND WORK EXPERIENCEWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. We have also identified any potential work experience opportunities within the activities. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.

English Maths Work

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Unit 6 Marketing strategy

LO1 Understand the purpose of marketing strategies

LO2 Understand factors influencing marketing strategies

LO3 Understand digital marketing

LO4 Know what benefits branding can generate for businesses

LO5 Be able to use business tools to propose marketing strategies

To find out more about this qualification please go to: http://www.ocr.org.uk/qualifications/cambridge-technicals-business-level-3-certificate-extended-certificate-foundation-diploma-diploma-05834-05837-2016-suite

2016 Suite• New suite for first teaching September 2016

• Externally assessed content

• Eligible for Key Stage 5 performance points from 2018

• Designed to meet the DfE technical guidance

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This unit (Unit 6) Title of suggested activity Other units/LOs

LO1 Objectives in marketing Unit 5 Marketing and market research LO1 Understand the role of marketing in businesses

Health issues Unit 6 Marketing strategy LO5 Be able to use business tools to propose marketing strategies

LO2 Types of marketing strategy Unit 5 Marketing and market research LO1 Understand the role of marketing in businesses

Product life cycle differences Unit 7 Marketing campaign LO2 Understand the elements of the marketing mix

Lego Unit 5 Marketing and market research LO1 Understand the role of marketing in businesses

LO3 Impacts of digital marketing Unit 7 Marketing campaign LO3 Understand how digital marketing is used and the impact it has on businesses and their customers

Help – digital marketing Unit 7 Marketing campaign LO3 Understand how digital marketing is used and the impact it has on businesses and their customers

e-CRM Unit 7 Marketing campaign LO3 Understand how digital marketing is used and the impact it has on businesses and their customers

LO5 My SWOT Unit 1 The business environment LO8 Be able to assess the performance of businesses to inform future business activities

A business SWOT Unit 1 The business environment LO8 Be able to assess the performance of businesses to inform future business activities

Ansoff Unit 6 Marketing strategy LO1 Understand the purpose of marketing strategies

STEEPLE Unit 1 The business environment LO6 Understand the external influences and constraints on businesses and how businesses could respond

The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Business units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.

RELATED ACTIVITIES

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KEY TERMSExplanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Branding A business creating a unique name and subsequent image for a particular product or service in the eyes of a consumer.

Digital marketing How businesses market their products or services using any form of digital channels or media in order to reach consumers.

Digital native A person who has been brought up in the age of technology.

Digital tribes A ‘community’ who share a common interest through a digital means.

e-CRM Electronic customer relationship management is the method that businesses use through technologies such as email, websites, chat rooms, forums and other channels via the internet.

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Some common misconceptions and guidance on how they could be overcome

What is the misconception? How can this be overcome? Resources which could help

There is one marketing strategy Learners by completing this unit will be exposed to the many different theories and tools that businesses will use in order to contribute to their overall marketing strategy.

Strategy Tools: Mapping Out Your Best Possible DirectionMind Toolshttps://www.mindtools.com/pages/main/newMN_STR.htmWeb pages detailing 128 strategy skills and techniques that can be used to understand the competitive environment, identify options, set strategic priorities and deliver a business strategy.

Market segmentation is just about dividing up the market

Learners need to be aware that understanding the target markets within market segmentation is a key consideration when understanding this aspect of a marketing strategy.

Your target marketThe Marketing Donuthttp://www.marketingdonut.co.uk/marketing/marketing-strategy/your-target-marketAdvice on identifying target markets and segmenting customer base.

The marketing mix is the chosen business tool used by most businesses

Learners will learn about several different business tools which are used in business in order to create an effective marketing strategy. These include Ansoff matrix, Boston matrix, Porter’s generic strategies, SWOT and STEEPLE analysis.

Each website listed in the accompanying column will enable learners to both learn and understand the specific business tools, which could then be demonstrated within their related unit tasks.

Choose a pricing strategyThe Marketing Donuthttp://www.marketingdonut.co.uk/marketing/market-research/benchmarking/choose-a-pricing-strategy

Porter’s Five Forces: Assessing the Balance of Power in a Business SituationMind Toolshttps://www.mindtools.com/pages/article/newTMC_08.htm

SWOT analysisThe Marketing Donuthttp://www.marketingdonut.co.uk/marketing/marketing-strategy/swot-analysis

STEEP Analysis ArchivePESTLE Analysishttp://pestleanalysis.com/category/steep-analysis/

MISCONCEPTIONS

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SUGGESTED ACTIVITIESLO No: 1

LO Title: Understand the purpose of marketing strategies

Title of suggested activity Suggested activities Suggested timings Also related to

Objectives in marketing Learners could be asked to write a list of the most common marketing objectives that a business may set itself. Once the list is compiled, learners could write down specific targets (two or three) for each of the objectives. Learners may want to relate these targets to a specific business to give further focus. The results of the activity could then be discussed as a group to give all learners a full understanding of the completed task.

30 minutes Unit 5 LO1

Why SMART helps Learners could write a blog or article which focuses on why businesses in general benefit from SMART marketing objectives. The learner writing could focus on three different types and sizes of business in the local area which highlight the similarities and differences between their SMART objectives.

1 hour

What’s the target? Learners could be given a list of different products and services which they initially have to research and identify the target market. The list could include:

• Archipelago Restaurant – http://www.archipelago-restaurant.co.uk/ • Wolsey Lodges – http://www.wolseylodges.com/• Event Tech Live – http://www.eventtechlive.com/• Bluestone National Park Resort – http://www.bluestonewales.com/• Sainsbury’s – https://www.sainsburys.co.uk/• Another World Adventures – http://www.anotherworldadventures.com/• The Big Bang UK Young Scientists & Engineers Fair – https://www.thebigbangfair.co.uk/• Anki Overdrive – https://anki.com/en-gb

Once learners have identified the target markets, they could then divide the market into different segments in order for the businesses to market their products and services more efficiently in terms of their marketing activities. What would learners advise each business to do in terms of its marketing activities when targeting its customers? Learners could write emails to three of the businesses’ marketing departments describing their ideas.

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Title of suggested activity Suggested activities Suggested timings Also related to

Health issues ScenarioJohn had worked for many years at an organic food shop which specialised in unusual herbs and spices for natural healing and culinary purposes as well as selling the more traditional health food products. He was aware that most customers who purchased the herbs and spices only required a small amount, but the shop only sold items in standard pre-prepared amounts of a certain weight. John wondered if this could change. He went to the managers of the business. He suggested some new marketing strategies: letting customers purchase the required amount in weight of herbs and spices that they wanted. He also suggested providing pre-prepared packs of spices for popular culinary dishes such as chicken tikka marsala, chicken chow mein, coq au vin etc, for customers who want the convenience of everything needed to create a home cooked meal being measured out, saving time. The managers liked his ideas.

Considering Johns’ suggestions, learners could think of their own examples of how this health food shop could implement some different marketing strategies to ensure that it continues to be a successful local business. Learners should consider market penetration, market development, product development, diversification, cost leadership and differentiation.

30 minutes Unit 6 LO5

Approaches to marketing Learners could create a presentation which focuses on the two main approaches to marketing. The presentation should explain the type of approach, general information of how businesses use this approach and a variety of different examples of how this is used in several different sized businesses, such as a small, local business compared to a large multinational business. These links could be used to gain more understanding of the concept:

Marketing: Approaches, Meaning, Definitions and FeaturesSmriti Chandhttp://www.yourarticlelibrary.com/marketing/marketing-approaches-meaning-definition-and-features/25848/Article reviewing old and new approaches to marketing.

Learn These Four Classic Approaches to Marketing CampaignsMarketingProfs LLChttp://www.marketingprofs.com/opinions/2012/23580/learn-these-four-classic-approaches-to-marketing-campaignsBlog setting out four common approaches to marketing campaigns today.

4 Steps for a More Strategic Approach to Content MarketingDMNhttp://www.dmnews.com/content-marketing/4-steps-for-a-more-strategic-approach-to-content-marketing/article/287201/Article on smart approaches to content marketing.

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Title of suggested activity Suggested activities Suggested timings Also related to

What makes it ‘niche’? Learners could watch these clips from The Travel Show broadcast on the BBC. Both ideas could appeal to niche markets.

Snow camping in the Austrian AlpsBBChttp://www.bbc.co.uk/programmes/p03lc17xThis introduces the idea of an organised snow camping trip.

Aiming high with bossaballBBChttp://www.bbc.co.uk/programmes/p03kkxsgThis clip introduces the sport of bossaball.

Learners could investigate a variety of different ‘niche markets’ in order to identify the unusual aspects that make the products or services ‘niche’ in terms of appealing to a small segment of the market.

They could consider products and services in health, technology and leisure time pursuits such as travel and sport.

All investigations could then be shared with the rest of the group.

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SUGGESTED ACTIVITIESLO No: 2

LO Title: Understand factors influencing marketing strategies

Title of suggested activity Suggested activities Suggested timings Also related to

Types of marketing strategy Learners could read this case study:

Marketing strategyBusiness Case Studieshttp://businesscasestudies.co.uk/business-theory/marketing/marketing-strategy.html#axzz433aGyTOCIntroduces the general concepts relating to marketing strategies..

Learners could then write down the main points that the article highlights in terms of marketing strategy. Using the main points raised in the article, learners could then focus on a new local business and write some notes that someone conducting an advisory meeting may use in relating to marketing strategies.

30 minutes Unit 5 LO1

Product life cycle differences Individually, learners could research and consider the following examples of products that are associated with certain businesses and identify where they would currently place them on a product life cycle:• Fairy Liquid• Popchips Potato Chips• Kiddylicious Blueberry Wafers• DreamBone• Weetabix• Apple Watch.

In pairs, using the product life cycle information, learners could then discuss the types of marketing activities which they would recommend to the businesses, in order to form part of a marketing strategy. The activities should be different according to the position on the product life cycle.

1 hour Unit 7 LO2

What to do next? Learners could create an article based upon the different markets that businesses could enter, develop or expand in terms of their business operations. The article should inform businesses about domestic and overseas markets, and business to business and business to consumer markets, giving marketing strategy examples where appropriate.

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Title of suggested activity Suggested activities Suggested timings Also related to

Go local Learners could read this article:

50 Local Marketing StrategiesCPC Strategyhttp://www.cpcstrategy.com/blog/2012/08/50-local-marketing-strategies/Gives businesses ideas of how to utilise their local markets to market their business.

Using the information, learners could consider how this advice might be used by the following businesses:• bakery specialising in unusual breads• children’s entertainer• small local garden centre• recruitment agency• mobile pet groomer.

Learners could consider how this information could form part of a new marketing strategy for each of the businesses, ensuring that examples of specific marketing activities are described.

30 minutes

The changes in the UK weather

The UK has suffered a variety of different weather disasters over the past few years such as the flooding in Cumbria, Yorkshire, Lancashire, Scotland and the Somerset Levels. The weather has directly impacted on business and subsequently the tourist industry.

Learners could consider how hotels, bed and breakfasts, and restaurants in these areas will try to overcome these unlikely weather events in order to rebuild their businesses. Learners could research the impact of floods on these areas and consider how contingency planning and changes in consumer demand could form part of a marketing strategy for businesses who rely on the tourist industry.

1 hour

Lego Learners could view this clip :

Lego’s Long-term Strategy for Successtutor2uhttp://www.tutor2u.net/business/blog/legos-long-term-strategy-for-success This is a short video of the CEO of The Lego Group being interviewed abour the continued success of the brand.

Learners could be asked to identify from the clip how the Lego brand has continued to build upon its worldwide success in terms of its marketing strategies. Their findings could form part of a group discussion.

30 minutes Unit 5 LO1

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SUGGESTED ACTIVITIESLO No: 3

LO Title: Understand digital marketing

Title of suggested activity Suggested activities Suggested timings Also related to

Impacts of digital marketing Learners could complete a presentation on how the introduction of digital marketing has impacted on two contrasting large retail businesses. Learners could research the different methods that have been introduced, the implications in terms of costings and employment, and the success or failure of these strategies, for the business.

1 hour Unit 7 LO3

‘Kiva’ and Amazon Learners could watch and read the following article and accompanying video:

Meet the Robots Shipping Your Amazon OrdersTimehttp://time.com/3605924/amazon-robots/Article reporting Amazon’s introduction of the ‘Kiva robot’ into some of its warehouses in America.

Learners could complete a group discussion on the implications and direct impacts of introducing such technology into its UK operations. They could individually decide if they consider it to be a good strategy or not, for this type of business.

30 minutes

How social media can help business

Learners could research a variety of different local, national and international businesses, focusing on the similarities that the businesses have in terms of their social media interactions. Learners could write a blog which investigates and comments on the impact of social media forums and how these specific businesses can use social media to form part of their marketing strategies.

1 hour

Help – digital marketing Learners could read the following article:

Which Digital Marketing Options Best Fit Your Business?Mozhttps://moz.com/learn/local/digital-marketing-optionsIdentifies the most common forms of digital marketing that businesses use to promote to and reach consumers.

Using the information, learners could produce a ‘beginners guide’ to be targeted at new businesses who are not familiar with how to use digital marketing as part of their marketing strategy and the associated positive impacts that it can have on a business.

1 hour Unit 7 LO3

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Title of suggested activity Suggested activities Suggested timings Also related to

How to turn negatives into positives

Having focused on the positive aspects of digital marketing, learners should investigate the downside of social media. Researching on the internet, learners could investigate examples of when social media has affected a business directly and how and if such businesses have overcome these negative experiences. All research could be shared with the group in order for learners to gain a real understanding of the impacts of and solutions to such issues.

30 minutes

e-CRM Learners could be given the following statement to consider:

e-CRM is important to fulfil the marketing strategies of an organisation.

Using this statement, learners could investigate how local businesses use e-CRM to their advantage whilst fulfilling their marketing strategies. The results could be shared as a group.

30 minutes Unit 7 LO3

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SUGGESTED ACTIVITIESLO No: 4

LO Title: Know what benefits branding can generate for businesses

Title of suggested activity Suggested activities Suggested timings Also related to

Brand image Learners could be given a list of 20 different products and services, which could include for example:• Games consoles• Mobile telephones• Crisps• Fizzy drinks• Sports wear• Trainers.

Learners could then be asked to write down a ‘brand’ next to each product or service. The answers could then be shared and discussed with the group with the aim being to identify if learners name the same brand. The outcome is to enable learners to see the power of ‘the brand’ for business.

30 minutes

Brand power Learners could research the brand of Cadbury or Kellogg’s, both of which have been key brands in the business world over many years. Learners could investigate how they consider these businesses have maintained their positioning in the market and have built on their customer trust and loyalty.

Learners could watch past advertisements and research on different websites in order to reach their own conclusions with regard to the continued success of branding. Learners could complete a presentation, report or article on their findings.

1.5 hours

Which to purchase? In pairs, learners could be given a particular product or service that could be purchased in a supermarket for them to investigate in terms of its unique selling points. The aim is to try and gain an insight into why we purchase the brand that we do. An example could be given of the product ‘baked beans’. There are many different types produced by different brands such as Heinz, Branston and supermarket own brands, including Tesco, Asda, Waitrose, Sainsbury’s, Morrisons, Marks and Spencer, Aldi and Lidl. Within each brand there will also be different options such as can size, low sugar, reduced salt, organic etc.

• What are the USPs of all the different types? • Why do consumers purchase the ones that they do? • How do these businesses ’add value’ to their products for customers?

Learners could share their findings with the group.

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Title of suggested activity Suggested activities Suggested timings Also related to

Fairtrade Ethical trading has been a key element of consumer concern since some businesses were ‘exposed’ in various media reports for unfair trading and unethical employee working conditions and pay. Negative media attention can impact upon the continued success of a business.

The Fairtrade brand is well known and can be identified on many products from chocolate to flowers in different retailers. Fairtrade is important to some consumers because of their beliefs and values that they associate with the brand that they choose to purchase. Learners could research Fairtrade on the website:

What is Fairtrade?Fairtrade Foundationhttp://www.fairtrade.org.uk/en/what-is-fairtrade Overview of the Fairtrade brand and values.

Learners could write an article aimed at 14-year-olds to inform the target market about Fairtrade from its values, the business and Fairtrade products and to assess the impact of Fairtrade.

1 hour

Powerful brands Learners could be shown this website:

The World’s Most Valuable BrandsForbeshttp://www.forbes.com/powerful-brands/list/#tab:rankDetails the world’s most powerful brands according to Forbes.

Learners could contribute to a group discussion based upon their thoughts regarding the brands that are listed on the website.

• Are the learners surprised by some of the brands? • Do they agree with Forbes? • Would they add any more brands to the list?

30 minutes

Gaining consumer trust Learners could investigate how a variety of different companies with well-known brands have had to change as a result of negative media attention in order to rebuild consumer ‘trust’. Learners could present their findings to the group in order to share their findings.

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SUGGESTED ACTIVITIESLO No: 5

LO Title: Be able to use business tools to propose marketing strategies

Title of suggested activity Suggested activities Suggested timings Also related to

My SWOT A SWOT analysis is an important tool that can be used to help focus both individuals and business. Learners could visit the following website article to find out more about SWOT:

SWOT Analysis: Discover New Opportunities, Manage and Eliminate ThreatsMind Toolshttps://www.mindtools.com/pages/article/newTMC_05.htmExplains how the SWOT analysis process can be used for individuals at work.

Using the information, learners could complete a simple SWOT analysis on themselves and discuss their findings with another individual within the group. As a whole group, they could then discuss how this strategy could help with their continued studies.

30 minutes Unit 1 LO8

A business SWOT Learners could read the following website article, which is based upon a SWOT analysis:

SWOT analysis – Strengths, Weaknesses, Opportunities and ThreatsShell LiveWirehttp://www.shell-livewire.org/swot-analysis/It explains the method and how it can be applied to a business asking a variety of different questions.

Using this website, learners could then conduct a SWOT analysis on the school or college that they attend, considering the strengths, weaknesses, opportunities and threats. Alternatively, learners could do SWOT analyses of organisations with which they have a work placement. The results could then be discussed as a group.

30 minutes Unit 1 LO8

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Title of suggested activity Suggested activities Suggested timings Also related to

Ansoff The Ansoff matrix is a tool used by businesses to develop marketing strategies. It focuses on product development, market penetration, market development and diversification.

What is the Ansoff Matrix?Ansoff Matrix Guidehttp://www.ansoffmatrix.com/Provides a clear guide to the Ansoff matrix.

The Ansoff Matrix: Understanding the Risks of Different Options MInd Toolshttps://www.mindtools.com/pages/article/newTMC_90.htmExplains how useful the Ansoff matrix can be in business.

Using this knowledge, learners could consider the Coca-Cola brand. Within the business, the Coca-Cola Company owns a large variety of different brands. Learners could identify several brands and use the Ansoff matrix tool in order to develop a marketing strategy for several products. Learners could write a report to the marketing department that explains their findings and any suitable suggestions that they consider would be appropriate for the Coca-Cola brand.

1 hour Unit 6 LO1

Boston matrix The Boston matrix is another useful tool that businesses use in order to focus and develop their marketing strategies. Learners could find out more using this website:

Boston Matrix and Product Portfoliostutor2Uhttp://www.tutor2u.net/business/reference/boston-matrix-and-product-portfoliosExplains the purpose of the Boston matrix and how it can be used in business.

Using this knowledge, learners could produce a Boston matrix for any well-known fast-food franchise. The results could be shared with the rest of the group with learners explaining their reasoning.

30 minutes

Porter’s generic strategies Learners could read the following article:

Porter’s Generic Strategies: Choosing Your Route to SuccessMind Toolshttps://www.mindtools.com/pages/article/newSTR_82.htmIntroduces the concept of Porter’s generic strategies model.

Using the information, learners could investigate this theory using a variety of different successful online businesses. Learners could write an article identifying how and why these businesses have been successful using this model.

1 hour

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Title of suggested activity Suggested activities Suggested timings Also related to

STEEPLE Learners could read the following website article :

Difference between STEEP and STEEPLE AnalysisPESTLE Analysishttp://pestleanalysis.com/steep-and-steeple-analysis/Explains the different elements of a STEEPLE analysis which can form part of a business’s marketing strategy.

Learners could apply this concept to a local leisure centre that is looking at changing its current catering arrangements for customers, which could include a licenced bar area. In pairs, learners could complete both a SWOT and STEEPLE analysis to be presented to the group with their thoughts and ideas for the future.

1.5 hours Unit 1 LO6

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