NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Business Management
Management of Marketing and
Operations
Advice and Guidance for
Practitioners
[NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Introduction
4
Guidance on Learning and Teaching Approaches
4–11
Appendix 1: SuperJam video transcript
12
Appendix 2: Quality production
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MARKETING AND OPERATIONS
Introduction
Guidance on potential learning and teaching approaches
A range of suggested potential learning and teaching approaches accompany
this guidance to support the delivery of the Management of Marketing and
Operations unit in National 5 Business Management.
The potential learning and teaching approaches focus on existing materials
available from the Education Scotland website and other web -based sources.
The suggested learning and teaching approaches are intended to support
learners in adding value to the core knowledge delivered within the s ubject
area, and to help learners develop skills of communication, investigation,
presentation, analysis and research. The suggested learning and teaching
approaches focus on learners working together, seeking opinions from others
and forming and offering their own opinions based on their research, analysis
and discussion of information given to them.
The suggested learning and teaching approaches for the Management of
Marketing and Operations unit are contained in a PowerPoint presentation
with supplementary documents and information provided where appropriate.
Hyperlinks provide key information within the exemplification presentation
and learners would benefit from access to the internet while undertaking the
learner activities.
The exemplification of learning and teaching approaches seeks to support
learning and to provide a platform for further thought, discussion,
investigation and evaluation of core and supplementary knowledge. Many of
the suggested learning and teaching approaches employ active learning
strategies in their approach.
A guide to the exemplification presentation is provided below. This
highlights the detail of each suggested approach, the knowledge required to
support the activity and the skills that may be developed. Although some of
the approaches suggest group or partner work specifically, this is at the
discretion of the practitioner and learners and, in the main, activities have
been created to be flexible in nature and to accommodate a range of working
methods. In addition, suggestion is made as to the media learners may use to
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MARKETING AND OPERATIONS
present findings or produce evidence of research from activities. This too is
open to interpretation dependant on the resources available and the choices
made by practitioners and learners.
Slide
no.
Topic
Detail and supporting knowledge
Skills
development
Management of marketing
4
Welcome to
SuperJam
5
What do
customers
want? (1)
6
What do
customers
want? (2)
Introduces SuperJam and provides a hyperlink
to the video resource from the Education
Scotland website. Learners could view the
interview with the business founder, Fraser
Doherty, and/or use the transcript of the
interview to support further activities or
research.
This slide suggests that learners could discuss
or investigate how SuperJam may have
researched their market early on or prior to the
business start-up. Learners could work in
groups or pairs to summarise the range of
methods of market research that are available
and to determine which of these methods are
primary and which are secondary. As a topic for
further discussion or research, learners could
decide how the business may have used the
market research information to support effective
decision making. As an alternative, a local
business or well-known national business could
also be used as a context for this research
and/or discussion.
Learners could use the hyperlinks to internet
survey generators to produce their own market
research questionnaire. The focus used for this
could be SuperJam, the learner’s own business
idea, or a local or familiar business. This
approach could be used with learners working
individually, in pairs or in small groups.
Supporting guidance on the content of surveys
and wording of research questions is provided
to some extent through the sites hyperlinked
here.
MARKETING AND OPERATIONS (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Listening
Literacy
Remembering
and
understanding
Working with
others
Communication
Using ICT
effectively
Analysing and
evaluating
Information
handling
Working with
others
Using ICT
effectively
Evaluation of
information
Research
Applying
knowledge
Literacy
5
MARKETING AND OPERATIONS
7
What do
customers
want? (3)
8
From launch
to decline (1)
9
From launch
to decline (2)
10
Promoting the
product (1)
6
Learners could discuss what other methods of
market research may be available in addition to
surveys. Learners could use a range of resources
to investigate the other methods of market
research available. Learners could decide on the
three methods most appropriate for either
SuperJam or their own business enterprise idea.
Learners could present their findings in an
appropriate manner, perhaps using a form of
ICT. Learners could include justification of why
they have chosen these methods.
Reflective questions are shown on this slide to
promote initial discussion on product life cycles
and/or to support more in-depth investigation of
this topic. Learners could be encouraged to
research the different stages of the product life
cycle and to provide examples for each stage
from real life. Learners could expand their
knowledge by producing diagrams of the
product life cycles for their chosen products,
perhaps for a diverse range of products to
illustrate the differences between each.
Learners could use the information on SuperJam
to produce a product life cycle diagram for the
business, indicating what stage of the life cycle
the product may occupy currently. Additional
information on product life cycles, including a
case study of Kelloggs, is provided via a
hyperlink to The Times 100 web resource.
Three hyperlinks to web resources are provided
here as an introduction to marketing and various
methods of marketing effectively. Each link
shows a guerrilla marketing stunt for a major
organisation. Learners could then engage in
finding similar examples of this type of shock
marketing using the internet, and could decide
on the most effective example, presenting this
to the group and explaining their reasons for
selecting this example, ie why is it effective
marketing? A further activity is also shown on
this slide where learners could devise their own
marketing event to promote SuperJam or their
own business enterprise.
MARKETING AND OPERATIONS (NATIONAL 5, BUSINESS MANAGEMENT)
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Thinking
Communication
Using ICT
effectively
Analysing and
evaluating
Information
handling
Communication
Using ICT
effectively
Evaluation of
information
Presentation of
information
Information
handling
Understanding
Evaluation of
information
Thinking
Understanding
Presentation of
Information
Communication
Using ICT
effectively
Evaluation of
information
Creativity
Literacy
Remembering
Understanding
Applying
MARKETING AND OPERATIONS
11
Promoting the
product (2)
12
Promoting the
product (3)
13
Brand
beautiful (1)
A link is provided here showing 200 marketing
tools. Learners could use this resource to select
the most appropriate or suitable marketing tools
for SuperJam, their own business enterprise, or
a product or local business familiar to them.
Learners could produce a mini-pitch on why the
organisation should use the marketing tools
suggested. This could support a group
discussion or individual ‘pitches’ given and
evaluated by the group.
Learners could research promotional pricing
strategies using a range of resources and find as
many different real examples of promotional
pricing as possible. This information can be
shared as a group. Learners could then produce
a group ‘top five’ of the pricing strategies they
feel are most effective and decide why this is
the case within the group. Learners could then
link the real examples of promotional pricing to
defined methods of pricing (destroyer, cost plus, competitive etc). A link is given to support
this activity showing both theory on methods of
pricing and a further activity on pricing in
marketing.
Learners could begin by researching a definition
of branding and linking this definition to an
example of a real branded product that they feel
demonstrates the key features of branding well.
This information could take the form of a short
presentation using appropriate media. As an
extension to this work, learners could also be
asked to develop a brand for their own business
enterprise and present this to the rest of the
group, inviting comment from peers in order to
evaluate the effectiveness of their new brand.
This could be undertaken using various forms of
ICT to research and present the information.
MARKETING AND OPERATIONS (NATIONAL 5, BUSINESS MANAGEMENT)
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Working with
others
Communication
Using ICT
effectively
Evaluation of
information
Thinking
Understanding
Using ICT
effectively
Evaluation of
information
Understanding
Applying
Working with
others
Communication
Working with
others
Communication
Using ICT
effectively
Understanding
Applying
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MARKETING AND OPERATIONS
14
Brand
beautiful (2)
15
Brand
beautiful (3)
16
Marketing and
ICT (1)
17
Marketing and
ICT (2)
8
Learners could further investigate the benefit s
of branding to a business organisation by using
a well-known Scottish product, for example IrnBru, Walkers Shortbread etc. Local products
could also be used as a context for this
approach.
Learners could use a variety of means to
research the brand, what it represents, its
history etc, and summarise this information
effectively to present to others if required.
Learners could be asked to review and comment
on the SuperJam brand using the company web
resource and other sources of information.
Reflective questions are provided here to
promote further investigation/discussion.
Hyperlinks also provide access to the websites
of possible competitors to SuperJam, allowing
learners to compare the brand image of each
company and comment on the effectiveness of
each.
A link to a list of marketing tools is given h ere
to allow learners to review how many of these
tools may rely on the use of ICT. Learners
could then establish how the use of ICT is of
benefit in these marketing tools and overall how
ICT can enhance marketing for an organisation.
Learners could summarise their findings using
appropriate media.
Learners could use an appropriate mode of ICT
to produce or suggest three marketing strategies
that could be employed by SuperJam, their own
business enterprise, or a local or familiar
business. For example, learners could decide to
design a direct mail leaflet using word
processing, compose a marketing email or
produce posters using desk-top publishing
software. Learners could present their
information accordingly and justify why they
have selected these methods and what benefits
they may bring to the organisation chosen.
MARKETING AND OPERATIONS (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Handling
information
Understanding
Evaluating
information
Using ICT
effectively
Evaluating
information
Using ICT
effectively
Understanding
Literacy
Thinking
Using ICT
effectively
Presentation of
information
Evaluation of
information
Understanding
Communication
Thinking
Using ICT
effectively
Presentation of
information
Literacy
Applying
Evaluation
MARKETING AND OPERATIONS
Management of operations
19
Getting it right
(1)
20
Getting it right
(2)
21
Too little or
too much? (1)
22
Too little or
too much? (2)
Learners could explore the factors to consider
when choosing a supplier or working partner for
SuperJam, their own business idea or a local
business they are familiar with. Learners could
list these factors through discussion and/or
research. This approach could be used with
learners working in pairs, small groups or a
whole group.
Learners could build on the previous approach
and collate the ideas that they have created ,
deciding through discussion what the top three
priorities are when choosing a supplier or
working partner in business. Learners could
then summarise these three factors, justifying
their reasons for selecting them. This approach
could use an appropriate form of ICT or be
conducted through discussion or debate with the
group.
Learners could explore how a business
organisation decides on the correct level of
production, basing the initial discussions on
information from SuperJam or their own
business idea. Learners may consider the
consequences of producing too many or too few
products and the possible effect this may have
on the business organisation.
Learners are introduced to the idea of stocking
products and could engage in research,
discussion or investigation as to the costs
involved in stocking products. Learners could
be guided here to think about the more detailed
costs of insurance, security and loss of stock
through damage or theft when in storage.
Learners could consider the consequences for
the business of over or under stocking products.
Reflective questions are suggested here for
additional discussion or research.
MARKETING AND OPERATIONS (NATIONAL 5, BUSINESS MANAGEMENT)
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Working with
others
Communication
Evaluation of
information
Analysis
Understanding
Thinking
Communication
Working with
others
Evaluation of
information
Using ICT
effectively
Communication
Thinking
Understanding
Evaluating
information
Problem solving
Thinking
Understanding
Problem solving
Evaluation of
information
9
MARKETING AND OPERATIONS
23
Ethical
production (1)
Hyperlinks are provided here to support initial
discussion or research by learners on what
ethical production may mean. Learners could
use this information to support further research
on ethical production practices and to find reallife examples of it.
24
Ethical
production (2)
25
Ethical
production (3)
26
Quality
production (1)
Learners could build on their previous activity
by researching an example of ethical production
in a Scottish organisation and also an example
of non-ethical production. Additionally, learners
could review local business organisations and
decide whether they practice ethical production
or not. Learners could then discuss or
summarise the benefits that ethical practice
brings to the Scottish (or local) organisation and
the impact that the non-ethical practice may
have on the organisation studied.
Learners could now direct their knowledge to
SuperJam and decide whether this company
employs ethical practices. Learners could
suggest a possible ethical practice that the
company could use and highlight the potential
benefits of this practice to the business,
summarising this information in the form of a
report to Fraser Doherty, the company’s owner.
Learners could work individually or in pairs
with this approach and could use an appropriate
media to summarise and present their
information.
A suggested exemplar activity is provided here
to introduce or support the concept of quality in
production. An additional worksheet is provided
in Appendix 2 for the practitioner’s use, with
detailed instructions included. The objective of
this approach is to engage learners in a
production process where quality will be under
scrutiny and to allow learners to develop their
ideas as to methods of quality improvement and
the impact that these may have on the
production of a business organisation.
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Reviewing
information
Evaluating
information
Using ICT
effectively
Thinking
Understanding
Applying
Using ICT
effectively
Understanding
Thinking
Applying
Problem solving
Analysing and
evaluating
Literacy
Thinking
Understanding
Applying
Problem solving
Presentation of
information
Analysing and
evaluating
Problem solving
Working with
others
Evaluating
Understanding
Applying
MARKETING AND OPERATIONS
27
Quality
production (2)
28
Technology in
production (1)
29
Technology in
production (2)
30
Technology in
production (3)
Following their practical exercise, learners
could be directed to research formal methods of
quality assurance (total quality management,
quality circles, quality control etc) and to
decide which methods would be most
appropriate to SuperJam, their own business
idea or a local business familiar to them.
Learners could summarise their ideas in a short
report or presentation, outlining the costs and
benefits of the method(s) of quality assurance
they recommend.
Learners are asked to use resources to find three
examples of technology use in production.
Learners could summarise this information
using an appropriate form of ICT. Learners
could then apply this knowledge to SuperJam
and decide where the use of technological
practices could benefit the business. This
information could be presented as a mind map ,
allowing learners to work in pairs or small
groups.
Hyperlinked information is provided in order to
support this approach and shows a summary of
technologies used in business operations.
Learners could be asked to find three real -life
examples of some of the technology practices
given in the web resource provided and to
present this information, including the costs and
benefits to the business, using an appropriate
method. Sample case studies are also provided
in the hyperlink.
Learners could apply the knowledge they have
gathered on technological practice in business
to their own business idea or to a local business
familiar to them. Learners could decide how
adopting technological practices may benefit the
organisation and also what the potential costs
may be. Learners could be guided to consider
the deeper implications of technological
practices over and above financial costs, for
example. This information could be presented in
a range of appropriate ways as directed by the
practitioner and/or learners.
MARKETING AND OPERATIONS (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Using ICT
effectively
Communication
Analysing and
evaluating
Presentation of
information
Evaluation of
information
Problem solving
Literacy
Thinking
Using ICT
effectively
Working with
others
Literacy
Using ICT
effectively
Analysing and
evaluating
Presentation of
information
Evaluation of
information
Understanding
Thinking
Problem solving
Using ICT
effectively
11
MARKETING AND OPERATIONS
Appendix 1: SuperJam video transcript
Fraser Doherty: I run a business called SuperJam. SuperJam is a range of
jams that are made entirely from fruit and fruit juice so it ’s a bit better for
you than normal jams and I sell SuperJam to the big supermarkets all over the
country.
I started SuperJam when I was about fourteen after my Gran taught me how to
make jam using her secret recipes. I just started out making jam in the kitchen
at home and selling it to the neighbours and at church fairs and farmers
markets and came up with more and more recipes until I had the whole range
of products and it grew and grew for months and months, then I decided to
leave school when I was 16 and work on the business full-time and I soon
found myself making up to 1000 jars of jam a week in my parents’ tiny little
kitchen and needless to say they were rarely getting into the kitchen to cook
their dinner and I soon had to come up with an imaginative idea in order to
move production into a factory.
Obviously as a teenager trying to set up a jam company it ’s quite difficult to
get a million pound loan from the bank to build your own jam factory so I had
to convince another jam company to work with me to let me use their factory
for a few days at a time and that was difficult and I had to visit more or less
all the jam factories in the country from the little islands off the north coast
of Scotland to the big cities of England trying to convince somebody to work
with me to produce SuperJam.
I got helped by mostly entrepreneurs who had been successful and who w ere
willing to spend an afternoon once a month just giving me advice and telling
me the lessons that they learned from setting up their own companies.
I also got a bit of help from my university, when I was at university last year
at Strathclyde and The Prince’s Trust lent me, lent me some money to help
me get things off the ground, so there’s definitely a lot of help out there if
you’re trying to start a business.
I’ve been amazed by just the number of people who are willing to give you a
helping hand and share their experiences with you, and put you in touch with
people that they think might be able to help you, so I’d definitely say that
business isn’t the ruthless, cut-throat, dog-eat-dog world that some TV
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MARKETING AND OPERATIONS
programmes make it out to be, but actually you know there’s a whole
community of people out there who are willing to help others get their idea
off the ground.
When I was about 16 I decided that I wanted to start supplying supermarkets,
which was something that no teenager had ever done before. I had to go and
convince a factory to work for me to make the jam and I had to convince
designers to work with me to design the labels and obviously I had to
convince the supermarkets to take it on.
And a 16-year-old kind of turning up at one of the biggest supermarkets in
the country and asking them if they would sell your jam is, er, quite daunting
and it takes a lot of convincing to get people to follow a teenager in trying to
set up a business, so certainly at first getting people to take my idea serious ly
was a big challenge.
When I was first trying to come up with ideas for the labels I thought it
would be really fun to create the branding around a sort of comic book theme,
you know, there’s a link between SuperJam and Superman, and I thought that
would be really funny to build on, so we came up with labels and a website
and so on based on that and even thought about having a costume for me, the
Jam Boy, to wear at the launch of SuperJam.
We spent, you know, months and months developing that and then I went
along to the supermarkets and they didn’t think it would work very well, er,
you know they felt that I’d – the whole fact that SuperJam is made entirely
from fruit, better for you than other brands of jam, generally very high
quality, would be completely lost in amongst that humour so they said for me
to just go away and simplify it and that’s what I did and we came up with the
labels that we’ve got now.
And then Waitrose agreed to take them on and try them out in all of their
shops across the country which was a huge step and was, you know, probably
one of the biggest points of my life, I guess. And, er, we didn’t know if they
would sell, but they flew off the shelves and the newspapers went, you know,
went crazy for the story and I found myself goin g on TV and, you know,
football chat shows and I was being interviewed by radio stations in Canada
and, you know, all kinds of stuff.
Tesco, one of the biggest supermarkets in the world, phoned up and asked if
they could sell my jam as well and without even needing to meet with them
they’d agreed to try it out in a few hundred of their shops .
I don’t sell very much jam online, it costs quite a lot of money to post jam,
but certainly the internet’s powerful from the point of view that anybody can
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MARKETING AND OPERATIONS
go on the internet and find out about me and my business and you know I
write a blog every week where I update people about what I’ve been doing
and, you know, thousands of people kind of log on and just follow the story
as it develops.
Starting my own business really appeals to me because I like the freedom and
the sense of being in control of my own destiny that comes from running my
own company.
I decided to leave university and work on my business full -time. I had been
studying accountancy so I kind of imagine that there are two paths that my
life could have gone, you know, one is that in five years ’ time I could be
sitting in an office with a huge accountancy firm tapping away on a computer,
and the other is that I could be running a jam business full -time, and it’s
pretty clear which one is more fun.
When I was in fifth year I really enjoyed all the business subjects and was
actually the youngest person that’s ever done Advanced Higher Business
Management in Scotland, so it was quite clear that I was going to be
interested in business later in life.
I can get up in the morning and more or less do what I want to do with my
life, you know, and running a business I’m finding hugely fun doing and
that’s an amazing thing to be doing with my life.
It’s down to you to motivate yourself to get up in the morning and go and
make the phone calls you have to make, and drive the business forward.
There’s not anybody telling you what you need to do and how you need to do
it, you have to figure it out yourself and that’s sometimes very difficult.
For me it’s not – running my own business isn’t really about making lots of
money so that I can buy a big car or a big house, and I just really love the
process of coming up with an idea and turning it into reality, so for me mone y
is not a big motivating factor.
By sharing my story with other young people, hopefully some of them might
be inspired to come up with their own ideas to start a business and I think if I
can, you know, perhaps encourage other people to think about start ing their
own business, then that’s a positive role that I could have on other people ’s
lives.
If I could go back to myself when I was just starting out, with the jam
business, I would have told myself to just stick at it and keep giving it a shot.
Not to take it too seriously, to just enjoy the fun that you ’re having and not
really worry about whether it’s going to be a big success or not, or whether
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MARKETING AND OPERATIONS
it’s going to fail, and just enjoy the learning experience and the day -to-day
fun that running a business is.
I’d say the most important thing if you’re thinking about starting a business is
that you go into it with the right attitude, er, you have to be willing to fail.
You have to go into starting your own business with the attitude that you ’re
going to learn something and you can have a lot of fun, and so I think you
just have to take a punt on it and not really worry about whether or not it ’s
going to be a success, but enjoy the process of trying to make it a success.
I guess an entrepreneur is just somebody who has an idea and just does
everything that they can to turn it into reality.
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MARKETING AND OPERATIONS
Appendix 2: Quality production
Suggested learning and teaching approach
Resources required: scissors, glue sticks, paper/card templates
Note: The templates attached here are simple examples. More complex
templates are available from www.papertoys.com.
Templates should be copied or printed onto card in order to produce
more stable models.
Using the range of cut-out templates provided, learners form production
groups and decide on how many models they will produce in the time
given. All groups should make the same model for easy comparison of
quality standards.
Before production begins, the whole group should decide on a list of
factors that will mean their models are of acceptable quality.
Groups could decide on their own methods of production or could be
allocated different methods of production according to practitioner
preference.
At the end of the production time, each group’s products should be
quality checked by a quality group made up of one representative from
each production group. This group should accept or reject models
following the quality guidelines drawn up by the whole group in advance.
The groups should then review their performance against the quality
indicators and discuss how they could improve the quality of their
production in future.
This activity could be completed twice to gauge improvements in quality
and/or more efficient production.
Discussion following this activity could centre around methods of quality
assurance or quality control,
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MARKETING AND OPERATIONS
- Could the group have employed total quality management practices
where every group member was responsible for quality at each stage
of production? Would this have had a positive or a negative effect on
their volume of output and/or the quality of each product?
- Could the group have used traditional quality control where products
are checked at the end of the production process? What impact could
this approach have had on their volume and quality of pro duction?
- What could improve the group’s product quality?
- What factors influenced the quality of the product?
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17