BSBADV602 Develop an Advertising Campaign

BSB60215 Advanced Diploma of Business 
Unit of Competency :  BSBADV602 Develop an Advertising Campaign 
ALTEC College

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1. Introduction

Welcome to the learner’s guide for this unit of competency for the qualification BSB60215 Advanced Diploma of Business. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

  • Provide you with information on delivery schedule and plan of this unit
  • Ensure the you understand how students will be assessed in this unit
  • Provide information on assessment methods, strategies, and evidence requirements
  • Provide information on learning activities and assessment tasks
  • List resources which may assist in student learning and assessment tasks

This unit also incorporates Foundation Skills that are embedded within the competency elements.

2. Unit Overview

This unit describes the skills and knowledge required to develop an advertising campaign in response to an advertising brief, including clarifying and defining campaign objectives, preparing the advertising budget, and scheduling.

It applies to individuals working in a senior advertising management or account management role within an advertising or media organisation.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

  • Define campaign objectives
  • Prepare advertising budget
  • Develop schedule for proposed advertising activities

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

This unit has a NO prerequisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the

Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.

3. Competency Standards

This unit is derived from the Business Service training package BSB for the qualification BSB60215 Advanced Diploma of Business.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.

They can also be viewed at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.

AQF Descriptor

The Advanced Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of an Advanced Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

  • Analyse information to complete a range of activities
  • Interpret and transmit solutions to unpredictable and sometimes complex problems Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Element

Performance Criteria

1. Define campaign objectives

1.1 Clarify advertiser’s purpose and objectives from the advertising brief and use these to set objectives for the advertising campaign

1.2 State campaign objectives in measurable terms and identify nature and extent of what advertising is to accomplish

1.3 Ensure campaign objectives are feasible, given constraints of time, budget, product and market factors

1.4 Ensure campaign objectives take into consideration factors which may affect consumer responses

1.5 Ensure campaign objectives meet legal and ethical requirements

2. Prepare advertising budget

2.1 Assess and specify research resource requirements for the advertising campaign

2.2 Assess and specify resource requirements for range of media options, creative and production services

2.3 Justify resources allocated to each component of advertising campaign and ensure they are sufficient, in relative terms, to achieve campaign objectives

2.4 Ensure overall budget meets requirements of the advertising brief

3. Develop schedule for proposed advertising activities

3.1 Confirm campaign length and timing from the advertising brief

3.2 Identify service providers with required expertise and negotiate their costs and availability

3.3 Base the choice of service providers on merit and value for money and ensure selection meets legal and ethical requirements

3.4 Ensure time allowed in schedule to meet creative, media and production requirements is sufficient to achieve advertising objectives

3.5 Include milestones for monitoring progress and expenditure against budget, and for evaluating campaign effectiveness in the schedule

Performance Evidence

Evidence of the ability to:

  • Develop an advertising campaign which meets the advertiser’s purpose and objectives as specified in

the advertising brief, including:

  • Specified timelines for task completion o Resource requirements
  • Budgetary allocations and justifications.

Knowledge Evidence

The following knowledge must be assessed as part of this unit:

  • Explain principles of effective advertising for different markets
  • Describe contents of advertising briefs
  • Define what is meant by industry, services, products and organisation
  • Outline and describe ethical requirements relevant to the advertising industry
  • Identify organisational products or services
  • Explain principles and purposes of advertising, consumer behaviour, and influences on buyer behaviour
  • Identify and give an overview of key provisions of relevant legislation, codes of practice and national standards affecting business operations.

4. Delivery Plan

Delivery is in the form of instructor‐led, classroom‐based training sessions supported by simulated learning and/or project sessions. Within the class room environment, delivery is supported by classroom‐based activities, tasks, lectures and structured lessons. Strategies for classroom‐based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a class‐room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class‐room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real‐life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

  • Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in‐class activities and tasks are planned
  • On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency
  • This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners
  • The learners have the responsibility to maintain the required attendance and participate in all the inclass activities and assessment/project tasks to be able to develop the required skills and knowledge.
  • The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
  • On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right‐hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.

The following topics are covered in the classroom training sessions. The topics for this unit include;

Lesson

Topics

Activities

1‐2

Unit overview, assessment process, assessment conditions, resources Key definitions and concepts

Understanding advertising: Key concepts and history

Advertising in the digital age: Formal and informal medium

Role and impact of social media

Social media advertising

What does a campaign mean?

Examples of advertising campaigns

Ethical issues in advertising: Cases

Relevant laws, codes and regulations: Australian context

Advertising Federation of Australia

Australian Communications and Media Authority

Australian Competition and Consumer Commission

Australian Performing Right Association

Commercial Radio Australia

Free TV Australia

Research two of the largest advertising agencies in Australia: Provide examples of their

work

Research two controversial advertising campaign and

discuss ethical issues involved: Takes notes

3‐4

Objectives for the advertising campaign:

Changing attitudes

Increasing awareness of a product, service, brand or idea

Increasing knowledge about a product or service

Increasing response to a product or service from a particular demographic group

Reinforce positive disposition to a brand

Factors which may affect consumer responses:

Affluency, Age, Culture, Disability, Gender, Lifestyle, Marital status, Values

Legal and ethical requirements:

Cultural expectations and influences

Ethical principles

Legislation: Anti‐discrimination, consumer protection, copyright

Policies and guidelines

Regulations and fair trading laws

Social responsibilities such as protection of children, environmental issues Societal expectations

Principles of effective advertising for different markets

Principles and purposes of advertising, consumer behaviour and influences on buyer behaviour

Map a realistic process of developing an advertising campaign: Draw a flow chart/tree

diagram

Research and list legislations and codes that apply for running an advertising

campaign.

Discussion: Cases of advertising ethical breach

5‐6

Developing an advertising brief

Identifying resources

Setting advertising budgets

Obtaining approvals

Implementation: Strategies and actions plans

Research resource requirements:

Attitude surveys

Desktop research

Experiments or market testing on a segment of the market Group interviews

Practice: Develop an advertising brief for a product of

your choice.

Prepare: A sample budget for the brief you created. Compare within your group

Indirect research such as depth or focus group interviews, projective questioning, association tests

Interviews (face‐to‐face and telephone)

Observation

Panel research

Questionnaires

Quota sampling

Retail audits (to determine brand share)

Sampling

Specialised research such as 'mystery shoppers' Surveys

Discussion: creative and production services: What they mean in the digital

age?

Video: Awardwinning campaigns

7‐8

Common office equipment and software to develop an advertising campaign

Developing budgets and schedules

Campaign length and timing from the advertising brief

Media options: Advantages and disadvantages of;

Aerial advertising, Billboards

Cable and satellite television

Cinema

Direct mail

Exhibitions and trade fairs

Podcast

Point‐of‐sale

Radio

Sponsorship

The press

Video games

Social media

Selecting the right media: Target audience access and relevance

Discuss: Which media appeals to your most and why? Compare your answers with other group members and take

notes

Develop a samples

advertising schedule

9

Managing an advertising campaign

Monitoring budgets

Evaluating performance

Meeting legal and ethical requirements

Analysing advertising impact: sales/business/leads

Activity: Using a Gantt Chart

10

Review and revision

Student Q&A

Unit Evaluation and feedback

Assessment follow up

Suggested Learner Resources

Avery J. and Yount D., 2015, Advertising Campaign Planning: Developing an Advertising‐Based Marketing Plan, Melvin & Leigh

Kotler P.T, Keller K.L., 2015, Marketing Management, Prentice Hall

Drewniany, B.L. & Jewler, A.J., 2014, Creative Strategy in Advertising, 11th Edition, International Edition, Wadsworth Cengage Learning

Other Resources

How To Develop A Successful Advertising Campaign: http://www.smalltownmarketing.com/developing_successful_ad_campaigns.html

How to Design an Advertising Campaign:

http://smallbusiness.chron.com/design‐advertising‐campaign‐18597.html

Best Advertisement ever‐Winner of Best Ad 2014:

https://www.youtube.com/watch?v=K9vFWA1rnWc

Top 10 Commercials of 2016:

https://www.youtube.com/watch?v=WMZChujwrBs

Most controversial Ads of all time:

http://www.nydailynews.com/life‐style/controversial‐ads‐time‐gallery‐1.1714547

10 SHOCKING Advertisements That Caused Controversy:

https://www.youtube.com/watch?v=Q7h‐CpzLffc

Referencing:

Harvard Referencing Generator:

http://www.harvardgenerator.com/

Misc. Videos and Online Channels

Khan Academy Channel

https://www.youtube.com/user/khanacademy

#Education

https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g

TED Talks

https://www.youtube.com/user/TEDtalksDirector/channels

Massachusetts Institute of Technology Channel

https://www.youtube.com/user/MIT

Google for Education

https://www.youtube.com/user/eduatgoogle

Referencing Guide

Harvard Referencing Generator:

http://www.harvardgenerator.com/

http://www.citethisforme.com/au/referencing‐generator/harvard

5. Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

  • To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements
  • To provide feedback to the learners/trainees indicating the areas of improvement and professional development
  • To measure the effectiveness of the delivery plan and evaluate the learning outcomes

The required assessment criteria are provided in each assessment task for learner’s information.

Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

  • Written Assessment Tasks
  • Practical/Analytical Tasks
  • Test/Examinations
  • Projects
  • Observation
  • Integrated Assessment

The WrittenAssessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in‐class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.

The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.

Observation forms part of in‐class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

  • Workplace Verification through RPL application
  • Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

#

Assessment Task/Activity

Type

Assessment Method

1

Case Study: Air Asia

Individual

Written

2

Design and Present an Advertising Campaign

Individual

Written & Observation

3

Knowledge Test

Individual

Test

These assessment tasks/activities have been described in detail in the following section.

Task schedule to be advised by trainer/assessor based on the lesson and session plans.

6. Assessment Tasks

Assessment Task 1: Case Study: Air Asia

Assessment Task

Case Study: Air Asia

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 1.2, 1.4

Also, addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

In this task, you will be analysing an advertising campaign of a case organisation. Air Asia, the Malaysian budget airline is selected for this task. Read the following case and answer the given questions.

Case: Air Asia

AirAsia Berhad is a Malaysian low‐cost airline headquartered near Kuala Lumpur, Malaysia. It is the largest airline in Malaysia by fleet size and destinations. AirAsia operates with the world's lowest unit cost of US$0.023 per available seat kilometre (ASK) and a passenger breakeven load factor of 52%. AirAsia has consistently been named as the world's best low cost carrier for 8 years in a row in international travel and airline awards, including the latest award for 2016.

AirAsia used Facebook as a complete end‐to‐end marketing channel to help shift brand perception and drive sales. Because of the popularity of video content in Asia, the airline ran its first major branding campaign in early 2015 using short video stories to instil confidence in the brand.

To reach the right people efficiently, it split its audience into specific segments, and targeted each segment with customised creative and ad copy. For example, it targeted people who had bought an AirAsia ticket after the Indonesia plane incident in December, people who had not bought an AirAsia ticket since the incident, and high‐value AirAsia advocates separately. AirAsia used Facebook’s reach and frequency tool to control the number of times people saw the video ads over 4 weeks and measured brand metrics during its campaign with a Nielsen Brand Effect study.

Results were impressive, according to Facebook's case study, generating 30x return on ad spend with its own CRM data and with 20% of video viewers watching the entire video.

Further information on the campaign can be found at:

https://www.facebook.com/business/success/AirAsia#u_0_h

Task:

Read the above case study and answer the following questions. Answers must be in your own words (not a copy and paste). Where used, external sources must be cited using the Harvard referencing system.

  1. What was the purpose of the Air Asia campaign?
  2. What were the objectives that Air Asia wanted to accomplish? Discuss the three specific customer segments that were used to achieve these objectives.
  3. What made the advertisements effective for Air Asia? Explain the likely influence the campaign had on buyer behaviour.
  4. Briefly describe five key media products/tools used in the campaign. Which customer profiles were targeted in the campaign?

Ensure that you have access to case and campaign details prior to undertaking this task. In addition to the case link, hard copies will be provided in the session.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

  • Answered all the case study questions
  • The answers are within the context of the case situation/organisation and reflect understanding of an advertising campaign using social media
  • Answers demonstrate an understanding of the nature of business, product, and target audience of the case organisation
  • Campaign purpose was clearly identified and discussed
  • Campaign tools/products were each identified and described for their purpose and use
  • The business situation and needs at the time of the campaign are reflected in the campaign purpose identified
  • Described how the airline used different customer profiles to reach across different segments with differing creative
  • Three specific segments were identified and discussed
  • Segments identified are consistent with campaign purpose and objective
  • Target customer profiles based on the segments were clearly identified and listed
  • Described how the airline used customer data and Facebook’s tools to identify target groups/profiles
  • Tools and strategies to collect and analyse date on buyer behaviour are clearly articulated
  • Discussed the factors impacting on efficacy of the ads and campaign for the airline
  • The answers reflect an understanding of underlying principles of effective advertising for target markets/segments
  • Demonstrated understanding of key factors that impact on buyer behaviour Used own words and provided substantive answers to the questions

Submission Guidelines

Submit:

  • Written answers (clearly and legibly hand‐written or word processed

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the teacher/assessor.

Ensure that the all the work is submitted along with an “Assignment Cover Sheet” signed by you. Assignment

Cover Sheet is provided at the end of this guide and can also be obtained from college’s reception or website.

Assessment Task 2: Design and Present an Advertising Campaign

Assessment Task

Design and Present an Advertising Campaign

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4,

3.5

Also, addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

An advertising campaign is a coordinated series of linked advertisements with a single idea or theme. An advertising campaign is typically broadcast through several media channels. It may focus on a common theme and one or few brands or products or be directed at a particular segment of the population. (Business Dictionary, 2017).

From the 80/20 rule to chunking, from baby‐face bias to Ockham's razor, and from self‐similarity to storytelling, there are numerous design principles that equally apply to advertising campaign design. A sound advertising campaign must be based on campaign objectives.

In this role‐play assessment task, you will be designing an integrated advertising campaign (i.e. combining at least three media) for a given case organisation. You may also use the profile/context of your previous or current workplace with appropriate management permissions (if you will be using workplace data). Discuss your choice of organisation with your trainer/assessor. For the purpose of this task, you will assume the role of a Creative Designer, assigned the task to develop and implement an advertising campaign. Your trainer/assessor will play the role of your Creative Director.

Organisation/Context:

The Tasmanian Honey Company began in 1978 as the concept of Julian Wolfhagen, a beekeeper with a profound passion for Tasmania, its wild forests and the honey that they produce. Today it employs more than a dozen staff and export pure, beautifully packaged honey. The company’s success has largely been built on their passion for, and their commitment to the production of wild and uncompromised leatherwood honey, which they consider as the distillate of the wilderness. Julian was involved with bees as a child, however a reacquaintance with bees and honey via a bottle of mead shared around the fire on a cold winter’s night, planted an inspirational “seed” that was to grow into what is now the Tasmanian Honey Company.

The company has perfected the art of creating a fine, soft candied honey that is easy to drizzle, and has wonderful mouth feel. It is wild honey, sourced from a pristine environment and packaged with minimal handling.

With the growing reputation and demand for its products, the Company wishes to launch its products nationally and has therefore approached an advertising agency to develop an effective campaign; in particular, using the social media.

Task:

Assume that the company has approach your agency and asked to develop an Advertising campaign. You have been provided with a brief and assigned the task to develop a full campaign under supervision of Creative Director (trainer/assessor role‐play).

You may use examples of campaign templates provided in the class or from public domain sources. However, all external sources should be cited using the Harvard Referencing System. There is no fixed format of the plan. However, it is expected that you will cover the following points in your plan in this part of the project;

  • Organisational profile
  • Product profile
  • Campaign needs (e.g. Justification)
  • Campaign goals and objectives
  • Campaign strategy and KPIs (measure effectiveness)
  • Estimated costs and budgets
  • Expected benefits
  • Required resources and technical requirements
  • Media plan and advertising schedule
  • Legal and ethical requirements and guidelines

Retain all documentation and copies of reference documents for your next Assessment Task.

Presentation: 20 Minutes

Present your campaign plan to the class audience, assuming them as the organisational stakeholders. Allow for questions, provide answers (maintaining the role play and cultural sensitivities), and take notes.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work;

  • Used appropriate context and references for the task
  • Selected an appropriate organisation to provide the required context and illustrate business needs
  • Defined product features and justified the need for running a marketing campaign
  • Campaign justification is realistic and based on real‐life market situation/trends
  • Campaign goals are specific, measurable, achievable, realistic, and time bound
  • Developed appropriate strategies towards achieving the stated objectives
  • Strategies include an integrated solution for running the campaign across diverse mediums
  • Media/Medium selection is justified and consistent with campaign objectives
  • Media plan reflects real‐life/realistic context and provides a cohesive schedule across various medium
  • Media plan is consistent with campaign timeline (objectives)
  • Adequate research is demonstrated in gathering information about different media and their requirements (e.g. format, costs)
  • Estimated costs for running the campaign over the designated period and provided budgets for marketing activities
  • Cost assumptions are realistic and supported/justified by expected returns to the company
  • Illustrated expected returns to the company in both quantitative and qualitative terms against perceived costs
  • Campaign resources are identified and costed within the cost‐benefit analysis
  • Specific technical requirements (e.g. web or social media technology) are illustrated with examples
  • Made references to relevant legislative requirements and highlighted ethical considerations for

implementation of marketing objectives

  • Cited all external references using an appropriate referencing system
  • All relevant ideas, concepts, and theories covered with clear explanation, and with clear perspective and context
  • Prepared a structured presentation
  • Maintained the given role and interacted appropriately with the audience
  • Presentation was structured, and covered all aspects of the plan
  • Maintained a positive body language and eye contact with the audience
  • Demonstrated communication and interactive skills in communicating with the trainer/assessor and audience in the role play
  • Evidence of consistency, synthesis and logical presentation of concepts throughout the work

Submission Guidelines

Submit:

  • Written campaign plan in hard and electronic copies with an assignment cover sheet § Presentation slides and notes

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Copyright and Intellectual Property: You must adhere to copyright and intellectual property requirements of respective organisations if using a real‐life product; and especially the product or brand name. Ideally, you should conceive an imaginary product that has no relationship to any existing products. Discuss with your trainer/assessor if any doubts.

Assessment Task 3: Knowledge Test

Assessment Task

Knowledge Test

Schedule

TBA

Outcomes Assessed

Performance Criteria:

Underpinning Knowledge

Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

This is a closed book test and must be undertaken in presence of an assessor. All the questions must be answered.

Duration: 1 Hour

Assessment criteria

Student work will be assessed based on the following criteria. Students have also been provided with the assessment criteria in the “Learner’s Guide” to ensure that they cover all the task requirements. The same criteria are used in the checklists in Section 8 (Student Competency Records) to record assessment outcome.

The following criteria must be addressed for this task;

  • Test completed as per the given instructions and conditions
  • All the questions are attempted and answered
  • Answers are consistent with model answers and demonstrate the required depth of knowledge for this unit of competency

The following must be collected and submitted as an evidence along with the checklists and competency record sheet (Section 8).

Submission Guidelines

Student to submit;

  • Completed Test paper

Use the test paper given below or copies as provided by the trainer/assessor.

Knowledge Test: Test Paper

Test Paper: BSBADV602 Develop an Advertising Campaign

Assessment Task 3

Student Name

Student ID

Faculty/School

Group

Trainer

Date

Q1. Explain principles of effective advertising for different markets.

Q2. Describe contents of typical advertising briefs.

Q3. Outline and describe ethical requirements relevant to the advertising industry

Q4. explain principles and purposes of advertising, consumer behaviour, and influences on buyer behaviour

Q5. Briefly describe the purpose and relevance of the following laws and legislations to advertising in your own words;

Anti‐discrimination legislation

Consumer protection laws

Copyright legislation

Privacy laws

Trades practices act

End Test

7. Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

  • Language, literacy and numeracy (LLN)
  • Assistive technology
  • Additional materials or tutorials
  • Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

  • Personal support services, e.g. a reader, Auslan interpreter, a scribe
  • assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
  • modifying the presentation method, e.g. visual, oral, print, electronic
  • adjustments to timeframes, e.g. providing materials prior to class, extended time limits
  • adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

  • Formal training (conducted by industry or educational institutions in Australia or overseas)
  • Work experience
  • Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

  1. Present evidence of their achievement; and/or
  2. Undertake a challenge test; and/or
  3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.