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BSBMKG418/.DS_Store
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BSBMKG418/Student Assessment Kit/.DS_Store
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BSBMKG418/Student Assessment Kit/BSBMKG418 SAG
v1.0.docx
Student Assessment Guide
BSBMKG418
Develop and Apply Knowledge of Marketing Communication
Industry
Student Assessment Guide – BSBMKG418.v3
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Table of Contents
Assessment Information 1
Assessment Event: Fusion Marketing Simulation 3
Task 1: Develop Knowledge of the Marketing Communications

Industry 3
1.1 Identify and access sources of information on the industry
3
1.2 Identify the industry structure and client operating
environment 3
1.3 Evaluate the organisational structure 3
1.4 Describe organisational plans 3
1.5 Obtain information on marketing communication industry
sectors 4
associations and networks 4
1.7 Obtain information on the societal role of the marketing
communication industry 4
1.8 Identify and access information on key stakeholders 4
1.9 Outline principles and practices of marketing
communications and media strategies 4
1.10 Create Information Sheet 1 4
Task 2: Identify Industry Employment Obligations and
Opportunities 5
2.1 Obtain information regarding employment obligations in the
industry 5
2.2 Obtain information regarding employment opportunities in
the industry 5
2.3 Create Information Sheet 25
Task 3: Identify Future Trends Within the Marketing
Communications Industry6
3.1 Research developments for marketing communication within
digital communications technology 6
3.2 Scope the relative impact of digital communications
technology on the industry 6
Task 4: Monitor the Industry and Share Knowledge 7
4.1 Research the current issues of concern to the industry 7
4.2 Share updated knowledge with the two stakeholders 7
4.3 Update the corporate knowledge base 7
Appendix A: Fusion Marketing Simulation 8

Fusion Marketing Simulation Background 8
Simulation Phases 10
Your Role in the Simulation 10
Phase 1: 10
Phase 2 10
Phase 3 11
Phase 4 11
Assessment Conditions for the Observation 12
Appendix B: Observation Check Sheet 13
Assessment Information
Welcome to your Student Assessment Guide for BSBMKG418
Industry. This Guide provides you with information on the
assessment particularly what you have to do and to what level
of performance.
This assessment has the following Assessment Event:
Assessment Event – Simulation: Fusion Marketing
You will complete a number of tasks associated with
researching and reporting information on the marketing
communication industry in the context of industry structure,
sectors, associations, networks, societal role, stakeholders,
employment obligations and opportunities, trends in the digital
space, and issues of concern to the industry.
This assessment centres on the Fusion Marketing case study, a
professional marketing agency with a team of professional
marketing consultants helping their clients to achieve their
marketing communication goals. You will act in the capacity of
a Marketing Communications Officer to support marketing
communication activities of the organisation.
To complete the Simulation, you will need to refer to the
following resources:
Fusion Marketing Style Guide:
Organisational Style Guide that is designed to set standards and
ensure consistency in document production. You must conform
to the standards as outlined in this document when producing

your information sheets.
Template 1 (Infosheet 1):
A word-processing template which you will use when creating
the required information sheet in Task 1.
Remember, you do not type your responses in this Student
Assessment Guide, but use the Student Assessment Workbook,
which is a separate document. This document is simply a guide
to explain what you are required to do, and by doing so, this
will assist you to perform at your best.
Please note that your responses for both assessment events can
(where appropriate) use dot point format. See below for an
example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number
of tasks that must be carried out. These are; listing the
outcomes that you want to achieve, followed by the
identification of the needs of your audience. When you have

completed these two tasks, you then check on the room you will
be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student
Assessment Workbook
· meet all the requirements listed in this Student Assessment
Guide
· your responses to the questions and tasks must be relevant,
accurate and specific
· submit your completed Student Assessment Workbook to your
Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must
provide citation.
Please be aware that your Assessor is here to provide you with
the necessary support throughout the assessment process. If you
have questions, then contact them for guidance.
Assessment Event: Fusion Marketing Simulation
In this assessment, you will undertake a number of tasks
associated with researching critical information on the
marketing communication industry and reporting to key internal
and external stakeholders of Fusion Marketing. In this
simulation, you will perform the following actions:
· research information on the industry as required
· create information sheets to regularly monitor the industry as
typical work role
· establish and maintain a corporate knowledge base
· conduct a face-to-face meeting with internal and external
stakeholders to share knowledge.
Please ensure that you familiarise yourself with this set of
requirements that underpin this simulation. This includes
understanding the background of the simulation and the criteria
you will be assessed on. These are located in the Appendix of
this document.Task 1: Develop Knowledge of the Marketing
Communications Industry
In this task you will identify and access sources of information

on the marketing communications industry, and then create the
first information sheet that covers structure and operation of the
marketing communication industry, industry sectors,
associations, networks, societal role, and key stakeholders.
R 1. identify five sources of information on the marketing
communications industry
R 2. describe the relative credibility of these sources to the
market in terms of validity and reliability
R 3. word count is approximately 75 words per description.
environment
R 1. identify five participants that form the structure of the
industry
R 2. describe their role within the industry
R 3. in your descriptions, include the relationship of these
participants with the client
R 4. word count is approximately 75 words for each description.
1.3 Evaluate the organisational structure
R 1. review the marketing department’s current structure
R 2. list three issues with this structure
R 3. recommend a more modern department structure:
· the proposed structure must be aligned to current industry
practices
· the new structure must be in line with the organisation’s
services
· describe their model including five advantages over the
existing structure
· depict the structure by inserting a hierarchy chart.
1.4 Describe organisational plans
R 1. describe the core elements of an Integrated Marketing
Communication (IMC) Plan:

· describe five core elements
· word count is approximately 20 words per description
R 2. outline the relationship between an IMC Plan and an
organisation’s business plan and marketing plan:
· identify three areas where the three plans are related
· describe this relationship
· word count is approximately 200 words.
sectors
R 1. identify five sectors in the marketing communication
industry
associations and networks
R 1. identify ten associations and networks within the marketing
communication industry
R 1. identify three societal roles of the marketing
R 2. describe these roles addressing ethical considerations
1.8 Identify and access information on key stakeholders
R 1. identify five stakeholders of Fusion Marketing that play a
key role in the marketing communication industry
R 2. these stakeholders must include both internal and external
R 3. describe these stakeholders and their roles in the industry

communications and media strategies
R 1. identify five principles of marketing communications
R 2. describe how the industry practices these principles
In this subtask, you will establish a web-based knowledge base
platform in which you will use it to update knowledge of the
marketing communications industry continuously. This is one of
your main responsibilities as your typical work role within the
organisation, that is, to set up and maintain an online
knowledge repository with the purpose of providing access to
updated knowledge to the other stakeholders.
R 1. develope an electronic filing system as the corporate
knowledge base:
· this system must be cloud based and intuitive so that all
stakeholders can use
· ensure access by all stakeholders
· had a logical hierarchical structure for each document
R 2. create the ‘Information Sheet 1’ using the template
provided (‘Infosheet 1’):
· summarise your findings from Task 1.1 to Task 1.8
· your document must conform to the standards outlined in the
Fusion Marketing Style Guide
· word count is not critical, but page count must be maximum
three A4 pages
R 3. upload the document to your corporate knowledge base
R 4. produce screen shots of your knowledge base and attach to
your Student Assessment Workbook.
Opportunities
In this task, you will identify and access sources of information
on employment obligations and opportunities in the marketing
communication industry, and then create the second information
sheet that summarises this information to other stakeholders.

industry
R 1. for each area below, identify an ‘Act’ that employees of
Fusion Marketing must comply with the industry:
· discrimination
· privacy
· intellectual property
· taxation
· safety of self and others
· fair trading and competition
· employee and employer relationship
· telemarketing
· unsolicited commercial text (SMS) message
· broadcast programs
R 2. these Acts:
· must have the correct title and date
· are currently in-force
R 3. for each Act, describe the key provisions regarding
employment obligations
the industry
R 1. identify five employment opportunities in the marketing
communications industry
R 2. list five key duties of each role in the industry
R 3. word count is not critical.
In this subtask, you will continue updating the corporate
knowledge base with information related to employment
obligations and opportunities in the marketing communication
industry.

· summarise your findings from Task 2.1 and 2.2
· word count is not critical, but page count must be maximum
two A4 pages
R 2. update the corporate knowledge base:
· upload the document to your corporate knowledge base
· maintain a logical hierarchical structure
on the developments for marketing communication within
digital communications technology to scope their relative
impact on the industry. Then, you will create the third
information sheet that summarises this information to other
stakeholders.
digital communications technology
R 1. identify a digital communications technology trend in the
following marketing communication areas:
· advertising
· content
· public relations
· customer data
· market performance
· sales and lead management
· commerce
· market visibility
· real-time marketing
R 2. describe the use of each digital communications technology

technology on the industry
R 1. summarise how the digital communications technology
trends (Task 3.1) impact the industry:
· include three positive impacts and their rationale
· include three issues of concern to the industry and their
solutions
· include and accurately interpret data and statistical
information from credible sources
R 2. word count is approximately 250 words.
knowledge base with information related to developments
within digital communications technology and their impact on
the marketing communication industry.
· summarise your findings from Task 3.1 and 3.2
· word count is not critical, but page count is maximum two A4
pages
· upload the document to your corporate knowledge base
Task 4: Monitor the Industry and Share Knowledge
In this task, you will conduct formal and informal research on
the current issues to the industry. Then, you will share these
updates with the two stakeholders and update the corporate
knowledge base.
4.1 Research the current issues of concern to the industry

R 1. conduct formal and informal research on the current issues
of concern to the industry:
· identify three issues
· these issues must be different than the ones you already
discussed in Task 3.2
· identify three solutions for each issue
R 2. create a slideshow presentation incorporating the findings
from their research:
· have a professional format
· detail each issue with a minimum of five bullet points
· detail each solution with a minimum of five bullet points
· conform to the standards outlined in the Fusion Marketing
Style Guide
· word count is not critical.
4.2 Share updated knowledge with the two stakeholders
R 1. present the research findings to the two Fusion Marketing
stakeholders:
· use the slideshow presentations prepared in Task 4.1
· cover all the three issues and their solutions
R 2. for additional requirements, refer to the Observation Check
Sheet in Appendix B
R 3. the duration of this interactive session is 20 minutes.
4.3 Update the corporate knowledge base
knowledge base with information related to current issues and
their solutions on the marketing communication industry.
· upload your slideshow presentations to the corporate
knowledge base
Appendix A: Fusion Marketing SimulationFusion Marketing

Simulation Background
Fusion Marketing is an innovative full-service marketing
agency specialises in strategic thinking, marketing, branding,
interactive solutions, and visual communication across a whole
spectrum of media – from ideation and digital strategy through
to UX, website design and development. The company is well-
known as a full service creative and market intelligence agency
driven by experienced decision makers, creative designers,
market analysts, and digital producers who work together to
assist clients achieve their business objectives.
Fusion Marketing categorises their services in three main
groups, as follows:
Fusion Marketing’s current organisational structure for the
marketing department is depicted below:
Recently, the company has recruited an experienced staff
member, a Social Media Coordinator, to the Online Advertising
department with a key focus on managing social media
advertising channels including content coordination and
community engagement. This person has been on sabbatical for
about a year due to family matters and have recently decided to
come back to the workforce.
You, as the Marketing Communications Officer working in the
Public Relations department, have the following primary
accountabilities:
· create, edit and coordinate sending of regular client content
including monthly newsletters, quarterly reports, agency
magazine, industry alerts, etc.
· assist Social Media Coordinator with creating digital content
(such as social media posts, website content, etc.) in line with
the agency’s social media and content strategy
· assist with ad-hoc communications including client
presentations, letters, speeches, seminar scripts, etc.
· create staff communications including weekly updates,
organisational events, changes in marketing policy and

procedures, and other necessary internal and external matters
· develop and maintain information sheets on key industry
related knowledge in order to continuously update staff and
clients on the current issues and trends of the industry
· provide input to improve current departmental structure.
Fusion Marketing highly values that their members of the
organisation and clients are up to date with the latest changes
and innovations in the marketing communication industry. This
is to build and maintain a dynamic learning environment which
has been closely embraced by the existing members.
As the industry is constantly changing, the newcomer and the
client feel that they need to polish their general knowledge of
the structure, organisation and function of the marketing
communication industry. They have expressed their feelings that
they need to urgently catch up with the current environment to
be better suited in their roles.
To achieve this, you have been asked by the Director of
Marketing and Communications to update the two stakeholders
on the following:
· structure and operation of the marketing communication
industry
· industry sectors, associations, networks and societal role
· key stakeholders within the industry
· employment obligations and opportunities
· current trends and issues.
Simulation Phases
This simulation is divided into the following phases:
Phase 1:
you will produce the first information sheet to update the two
stakeholders about the core marketing communications industry
framework.
Phase 2:
you will produce the second information sheet to update the two
stakeholders about the employment obligations and

opportunities relevant to the marketing communication industry.
Phase 3:
you will produce the third information sheet to update the two
stakeholders about the digital trends in the marketing
communication industry.
Phase 4:
you will monitor the issues of concern to the industry and share
updated knowledge with the two stakeholders.Your Role in the
Simulation
You will be the Marketing Communications Officer of Fusion
Marketing in the simulation. Your roles and responsibilities in
the simulation are as follows:
Phase 1:
Phase 1 occurs from Task 1.1 to 1.10. In Phase 1 your main
duties in the organisation are as follows:
· develop knowledge of the marketing communication industry
covering the following areas:
· industry structure
· operation of the industry
· organisational structure and client operating environment
· organisational plans
· industry sectors
· industry associations and networks
· societal role
· key stakeholders
· principles and practices of marketing communications and
media strategies
· produce an information sheet based on their findings to update
the two stakeholders
· establish a corporate cloud knowledge base as their typical
work role.

Note that you will produce this information sheet using the
organisational template provided – Infosheet 1 (see separate
attachment). Also, your information sheet will conform to the
organisational style guide – Fusion Marketing Style Guide (see
separate attachment).
Phase 2
Phase 2 occurs from Task 2.1 to 2.3. In Phase 2, your main
· employment obligations in the industry
· opportunities in the industry
· update the corporate cloud knowledge base as their typical
work role.
attachment) which will conform to the Fusion Marketing Style
Guide.
Phase 3
Phase 3 occurs from Task 3.1 to 3.3. In Phase 3, your main
· trends in digital communications technology for marketing
communication
· positive impacts of these trends on the industry
· issues of concern are brought by the trends
· possible solutions to these issues
· update the corporate cloud knowledge base as their typical
work role.

attachment) which will conform to the Fusion Marketing Style
Guide.
Phase 4
Phase 4 occurs in Task 4.1 to 4.3. In Phase 4, your main duties
in the organisation are as follows:
· conduct formal and informal research on current issues of
concern
· hold a meeting with internal and external stakeholders to share
their findings
· update the corporate knowledge base.
Note that in Task 4.2, you will hold a face-to-face meeting with
the two key stakeholders:
· Social Media Coordinator – the internal stakeholder
· The Client – the external stakeholder.
This meeting will have a duration of 20 minutes where you will
present your findings from Task 4.2. Note that your Assessor
will not play a role in this observation activity as they will be
observing your interaction with the stakeholders and
documenting evidence in the Observation Check Sheet provided
in Appendix B.
Assessment Conditions for the Observation
The information in this section outlines the assessment
conditions for the Observation which occurs in Phase 4, Task
4.2 and involves your interaction with two stakeholders.
Before the Observation:
· you must ensure that you have read and understood any
documents required to undertake the Observation
· you must ensure that you have read and understood all
performance requirements listed under each task
· you must ensure that you have read the requirements listed in
the Observation Check Sheet as your performance will be
judged based on these criteria (see Appendix B)
· your Assessor will inform you of the date of your Observation.

During the Observation:
· you will be interacting with the Client and Social Media
Coordinator
· it has a total duration of 20 minutes
· other students will not be observers during the session as this
will give them an unfair advantage
· these stakeholders will be role played by staff from the RTO
or other externals
· your Assessor will brief them on your topic so that they can
carry out their actions in an appropriate manner
· you cannot refer to the Observation Check Sheet while
undertaking the Observation
· your Assessor will:
· observe you individually based on the criteria in the
Observation Check Sheet
· document their observations in detail on the Observation
Check Sheet
· provide extensive written feedback
· ensure that the session will be free from distractions
· you must comply with WHS requirements
· you must demonstrate all the criteria in the Observation Check
Sheet to achieve a satisfactory result for the Observation.
If you are not successful, after the observation, the Assessor
will:
· provide written feedback on the Observation Check Sheet
explaining their justification in detail
· communicate this feedback to you
· arrange another suitable time to observe your second attempt.
·
Appendix B: Observation Check Sheet
We have provided the Observation Check Sheet for you to
prepare for your assessment with the Assessor. Remember, you
will not be able to use this Check Sheet during this session.
However, we recommend you use this as a planning tool so that
you are fully prepared for the observation.
Note that you must demonstrate all the criteria listed in the

following Observation Check Sheet to be deemed satisfactory.
Requirements:
1. Introduction:
· welcomes the stakeholders:
· has a friendly tone
· volume is appropriate
· facial expressions are appropriate
· summarises the background of this meeting:
· summary is concise
· summary is clear
· outlines the presentation:
· states clearly what they would like to present
· explains how long this will take
· seeks confirmation of this process
· uses questions to clarify accuracy of overview:
· questions are specific
· questions are relevant
2. Body:
· gives an overview of the industry:
· defines marketing communication industry
· overviews current advancements
· narrows down to the core message of the session
· summarises findings from formal and informal research:
· discusses three issues of concern
· links these to the current or emerging trends
· discusses three solutions per issue
3. Conclusion:
· summarises presentation:
· overviews what has been covered
· summarises the issues
· summarises the solutions
· wraps up the session with a closing statement
4. Communication skills:
· body language skills:
· gives eye contact to the stakeholders
· displays appropriate facial expressions

· posture is appropriate
· gestures have fit with the message
· actively listens to responses:
· provides appropriate facial expressions
· provides appropriate body language
· paraphrases understanding
· monitors non-verbal and verbal cues of the stakeholders:
· adjusts delivery accordingly to ensure understanding
· confirms their understanding
5. Slideshows:
· have a professional layout:
· content fits the margins
· content is not cluttered
· layout gives a clean and fresh feeling in general
· have a professional format:
· typography is readable and legible
· font and colour matches the tone of the presentation
· good combination of foreground and background
· have a coherent structure:
· slides are sequenced logically
· slides are easy to follow
· headings titles are descriptive
· content includes:
· an outline
· three issues of concern
· solutions of these issues
· a conclusion
Student Assessment Guide – BSBMKG418.v3
__MACOSX/BSBMKG418/Student Assessment
Kit/._BSBMKG418 SAG v1.0.docx
BSBMKG418/Student Assessment Kit/BSBMKG418 SAW
v1.0.docx

Student Assessment Workbook
BSBMKG418
Industry
Assessment – BSBMKG418.v3 Assessment Information
Welcome to your Student Assessment Workbook for
BSBMKG418 Develop and Apply Knowledge of Marketing
Communication Industry.
This Student Assessment Workbook is where you will write all
your responses for the knowledge questions and simulation
tasks. Please refer to the Student Assessment Guide for more
information.
This assessment has the following Assessment Event:
Assessment Event – Simulation: Fusion Marketing
You will complete a number of tasks associated with
researching and reporting information on the marketing
communication industry in the context of industry structure,
sectors, associations, networks, societal role, stakeholders,
employment obligations and opportunities, digital trends, and
issues of concern to the industry.
This assessment centres on the Fusion Marketing case study, a
professional marketing agency with a team of professional
marketing consultants helping their clients to achieve their
marketing communication goals. You will act in the capacity of
a Marketing Communications Officer to support marketing
communication activities of the organisation.
To complete the Simulation, you will need to refer to the
following resources:
Fusion Marketing Style Guide:
Organisational Style Guide that is designed to set standards and
ensure consistency in document production. You must conform

to the standards as outlined in this document when producing
your information sheets.
Please note that your responses for both assessment events can
(where appropriate) use dot point format. See below an example
of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a presentation, there are a number
of tasks that must be carried out. These are listing the outcomes
that you want to achieve, followed by the identification of the
needs of your audience. When you have completed these two
tasks you then check on the room that you will be conducting
the presentation in.
To Achieve Competence
To be deemed competent for this unit, you will need to meet the

following requirements:
· complete all of the questions and tasks listed in the Student
Assessment Workbook
· meet all the requirements listed in this Student Assessment
Guide
· your responses to the questions and tasks must be relevant,
accurate and specific
· submit your completed Student Assessment Workbook to your
Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must
provide citation.
Assessment Event – Fusion Marketing Simulation
In this assessment, you will undertake a number of tasks
associated with researching critical information on the
marketing communication industry and reporting to key internal
and external stakeholders of Fusion Marketing. In this
simulation, you will perform the following actions:
· research information on the industry as required
· create information sheets to regularly monitor the industry as
typical work role
· establish and maintain a corporate knowledge base
· conduct a face-to-face meeting with internal and external
stakeholders to share knowledge.Task 1: Develop Knowledge of
the Marketing Communications Industry
In this task you will identify and access sources of information
on the marketing communications industry, and then create the
first information sheet that covers structure and operation of the
marketing communication industry, industry sectors,
associations, networks, societal role, and key stakeholders.
Insert your response into the table below:
Information source
Description of credibility to the market
1.

2.
3.
4.
5.
environment
Participants
Description
1.
2.
3.
4.
5.
1.3 Evaluate the organisational structure
Insert your responses here:
1.4 Describe organisational plans
Insert your response here:

sectors
Sectors
Description of its role within the industry
1.
2.
3.
4.
5.
associations and networks
Associations and Networks
Description
1.
2.
3.
4.
5.
6.
7.
8.

9.
10.
Societal Roles
Description
1.
2.
3.
1.8 Identify and access information on key stakeholders
Stakeholders
Description of their role in the industry
1.
2.
3.
4.
5.
communications and media strategies
Principles

Practice
1.
2.
3.
4.
5.
Create your Information Sheet 1 using the template provided –
‘Infosheet 1’ as a separate attachment.
Attach the screenshots of your cloud corporate knowledge base
here:
Opportunities
on employment obligations and opportunities in the marketing
communication industry, and then create the second information
sheet that summarises this information to other stakeholders.
industry
Area
Act
Description of Key Provisions
discrimination
privacy

intellectual property
taxation
safety of self and others
fair trading and competition
employee and employer relationship
telemarketing
unsolicited commercial text (SMS) message
broadcast programs
the industry
Employment Opportunity
Key Duties
1.
·
·
·
·

·
2.
·
·
·
·
·
3.
·
·
·
·
·
4.
·
·
·
·
·
5.
·
·
·
·
·
here:
on the developments for marketing communication within

digital communications technology to scope their relative
impact on the industry. Then, you will create the third
information sheet that summarises this information to other
stakeholders.
digital communications technology
Area of Communication
Digital Communications Technology
Description of Use
Advertising
Content
Public relations
Customer data
Market performance
Sales and lead management
Commerce
Market visibility

Real-time marketing
technology on the industry
Insert your response here:
here:
Task 4: Monitor the Industry and Share Knowledge
In this task, you will conduct formal and informal research on
the current issues to the industry. Then, you will share these
updates with the two stakeholders and update the corporate
knowledge base.
4.1 Research the current issues of concern to the industry
Print and submit your slideshow presentation separate to this
Student Assessment Workbook.
Note that you can print as ‘handouts with 4 slides in one page’
rather than ‘slideshows’ to save resources.4.2 Share updated
knowledge with the two stakeholders
You will be observed in a 20 minutes meeting with the two
stakeholders. No attachment or response required here.
See Task 4.2 in your Student Assessment Guide.

4.3 Update the corporate knowledge base
knowledge base with information related to current issues and
their solutions on the marketing communication industry.
here:
For Assessor Use Only
Task Outcome Sheets
The Outcome Sheet below is for the simulation tasks that the
student is required to complete. Assessors, tick ‘S’ if the
student achieved a satisfactory outcome for an assessment task
and ‘NYS’ if the student does not meet these requirements.
Also, you are required to write comments on the quality of this
evidence under the ‘Comments’ column. For your judgement on
the student’s overall performance, tick ‘Satisfactory’ if the
student achieves a satisfactory outcome for all of the tasks or
‘Not-Yet-Satisfactory’.
Assessment Event - Simulation
Assessment Event
S
NYS
Comments
Task 1:
Develop knowledge of the marketing communications industry
Sub Task 1.1

Sub Task 1.2
Sub Task 1.3
Sub Task 1.4
Sub Task 1.5
Sub Task 1.6
Sub Task 1.7
Sub Task 1.8
Sub Task 1.9

Sub Task 1.10
Task 2:
Identify industry employment obligations and opportunities
Sub Task 2.1
Sub Task 2.2
Sub Task 2.3
Task 3:
Identify future trends within the marketing communications
industry
Sub Task 3.1
Sub Task 3.2

Sub Task 3.3
Task 4:
Update industry knowledge
Sub Task 4.1
Sub Task 4.2
Sub Task 4.3
The student’s overall performance is
Satisfactory
Not-Yet-Satisfactory
Assessor Signature:
Date:
Assessment Outcome Sheet
Student ID
Family Name
First Name
Course Code

Course Title
Unit Code
BSBMKG418
Unit Title
Industry
Assessment Outcome
Assessor, please tick and date the student’s final outcome of
this assessment:
Initial Submission
Date
Re-submission 1
Date
Re-submission 2
Date
|_| C
|_| NYC
___/___/____
|_| C
|_| NYC
___/___/____
|_| C
|_| NYC
___/___/____
Assessor’s Feedback
Assessor, please provide your comments on the student’s final
outcome of this assessment:
Assessor Full Name
Signature
Date

Receipt of Student’s Assessment
Assessor, you must provide the completed copy of this receipt
to the student as an evidence of submission of their assessment
to you.
Student ID
Family Name
First Name
Course Code
Course Title
Unit Code
BSBMKG418
Unit Title
Industry
Due Date
__/__/___
Date Received
__/__/___
Extension
Approved
Y N
Date Approved
__/__/___
Initial Submission
Re-submission 1
Re-submission 2
Assessor’s Signature

APPENDICES:ADDITIONAL DOCUMENTS:
The following is the list of documents used in an assessment:
1. Style Guide
2. Infosheet 1
3. Infosheet 2
4. Infosheet 3
Style Guide – Provided as a separate documentInfosheet 1 –
Provided as a separate documentInfosheet 2 – Provided as a
separate documentInfosheet 3 – Provided as a separate
document

Assessment – BSBMKG418.v3
Kit/._BSBMKG418 SAW v1.0.docx
BSBMKG418/Student Assessment Kit/Style Guide v1.0.docx
Approving Authority
Executive Group
Approval Date
May 2017
Advisor
Document Manager, Information Technology Department
Next Scheduled Review
May 2018
Purpose
To define and set standards in relation to document production.
Category
Information Technology – Document Production
Key Words
standard, document, production, print, template, word
processing
File Number
IT-48-3
Document Owner
Related Legislation

(document production)
· Privacy Act 1988
· Age Discrimination Act 2004
· Disability Discrimination Act 1992
· Racial Discrimination Act 1975
· Sex Discrimination Act 1984
· WHS Act 2011 and WHS Regulations 2011
· Copyright Act 1968
Table of Contents
Version Control 1
About the Style Guide 2
Purpose and Context2
How to Read the Style Guide 2
1 Document Structuring 3
2 Language 3
2.1 Plain English 3
2.2 Punctuation 4
2.3 Spelling 6
2.4 Inclusive Language 7
3 Capitalisation 7
4 Headings and Subheadings 8
5 Bulleted Lists 8
6 Numbers, Currency and Dates 9
7 Typography 10
7.1 Font, Line and Paragraph Spacing 10
7.2 Bold, Italics and Underline10
7.3 Headings and Subheadings 11
8 Layout 11
8.1 Tables 11
8.2 Illustrations and Charts 12
8.3 Page Layout 14
9 Citation and Reference List 15
9.1 In-text Citations 15
9.2 Reference List (Bibliography) 15
10 Slideshow Presentations 16

Version Control
Style Guide Manager
Contact
Approval Authority
Executive Group
Version
1.0
Created
May 2017
Review Date
May 2018
Revision History
Revision #
Approved/
Amended/
Rescinded
Date
Authority
Changes
New
Approved
01 May 2017

Executive Group
None.
About the Style GuidePurpose and Context
This style guide is designed to set standards and ensure
consistency for preparing internal materials for Fusion
Marketing in either print or electronic format. It also:
· ensures Fusion Marketing staff uses a consistent tone and style
across the organisation
· sets standards in orthography including language, grammar,
spelling, style, and punctuation in accordance to relevant
legislation
· governs document quality standards in relation to visual
composition.How to Read the Style Guide
This style guide follows a rule-example structure as shown
below:
Information:
sets the rules for the given context.
Example:
provides examples for the given context.
Information
Use apostrophe with singular nouns and personal names:
Example
· the company’s policy and procedures
· Matt’s mother was very sick.
Information
with plural nouns:
Example
· the children’s party
Information
to express time:
Example
· in eight months’ time.
Information
after acronyms:
Example

· TAFE’s budget has been increased this year by the Australian
government.
1 Document Structuring
Documents must be structured appropriately to ensure reader
understanding. The following principles must be addressed to
ensure a good document structure:
· Audience focused: documents must be specifically written
bearing in mind the target audience’s needs, cognitive capacity
and proficiency.
· Legible and readable: clear document style and layout must be
used.
· Scannable: documents must exercise effective paragraphing,
informative headings, coherent and logical breakdown of
content, and clear navigation paths.
· Visual: content must be presented visually using illustrations
to clarify meaning and ease audience understanding.2 Language
Documents must be prepared using appropriate language to
ensure effective communication, where appropriate language is
discussed in the subsequent sections of this section.2.1 Plain
English
You must:
· use simple and plain English with a formal outlook
· use short sentences to avoid ambiguity
· be clear, concise and relevant
· avoid unnecessary wording
· use everyday words and avoid jargons or ‘buzzwords’:
· expert marketer instead of growth hacker
· honest and open instead of above-board
· avoid double negatives
· don’t do anything
· avoid archaic words
· heretofore, naught, shalt
· use passive voice rather than active where possible
· The trainer helped the student (active)
· The student was helped by the trainer (passive)

· engage with the audience:
Use:
In the next task, you are required to form a team.
Instead of:
In the next task, students will form a team.
2.2 Punctuation
You must conform to the following rules of punctuation:
Punctuation
Details and Examples
Full stop
(.)
Use full stop:
· to end a sentence:
· He went to the market.
· to separate the elements of email and web address:
· www.google.com.au | [email protected]
· to express time:
· 11.15 am
· to represent decimal points in numbers and currency formats:
· 12.33
· to end a bulleted list (see Bulleted Lists)
· after abbreviations:
· Tue. (Tuesday)
· fig. (figure)
· e.g. (example)
Do not use full stop after:
· document titles
· headings and subheadings
· internationally recognised representations of units of
measurement (e.g.; kg, mm)
· acronyms (e.g.; TAFE, NSW)
Comma
(,)
Use comma:
· to prevent equivocalness:
· According to Mark, James was not good at all. two people

· According to Mark James was not good at all. one person,
unclear
· to list items:
· He bought an apple, orange, banana, watermelon, and lemon.
· to coordinate clauses, introductory statements and transitional
expressions:
· It was a fantastic event; however, it was too expensive.
· Since she can cook great food, she may become a chef too.
· For instance, Arabic coffee tastes quite strong.
· to coordinate parenthetic expressions and titles:
· On the contrary, regardless of his height, Susan jumped very
high.
· The Principal, John Citizen, requested to call for a meeting.
· in numbers with more than three digits:
· 1,000
· 10,000
Question mark
(?)
Use question mark:
· to query something or to direct a question (directly or
indirectly):
· Did you do it?
· So, that is all?
· to express a doubt:
· We expect to have a party on her November 25 (?) birthday.
Do not use question marks after:
· an indirect question:
· I was wondering, if there has been any progress on the issue.
· a sentence which has an implicit query embedded:
· I need to know how and when it could be done.
Colon
(:)
Use colon:
· to introduce a bulleted list (see Bulleted Lists)
· to introduce a series of items that belong to the same cluster:
· The following fruits are good for digestion: spinach, apricot

and plums.
· to introduce a phrase or clause that illustrates, extends or
amplifies a sentence:
· I can only say one thing about it: remarkable!
Semicolon
(;)
Use semicolon:
· to link to clauses where each clause carries a meaning as a
complete sentence:
· It was a fantastic event; however, it was too expensive.
· to connect multiple lists of items where each list uses comma
to separate its own items:
· She achieved a remarkable score in each area: jumping, 9/10;
kayaking, 8/10; weight-lifting, 8.5/10; and running, 9/10.
Exclamation mark
(!)
Use exclamation mark:
· to provide emphasis on emotions:
· No, not you again!
Parentheses
()
Use parentheses:
· to enclose additional information:
· The AFP (Australian Federal Police) has been looking for the
victim.
· In 2013, the increase was 3.4% ($0.8 million) compared to
2010.
· The 14th Prime Minister of Australia is The Right Honourable,
John Curtin (1885-1945).
Bulleted Lists
·
·
·
· use full stop at the end of the list (without using commas in
between):
· The idea of dieting relates to:

· idea 1
· idea 2.
Apostrophe
(’)
Use apostrophe:
· with singular nouns and personal names:
· the company’s policy and procedures
· Matt’s mother was very sick.
· with plural nouns:
· the children’s party
· to express time:
· in eight months’ time
· after acronyms:
· TAFE’s budget has been increased this year by the Australian
government.
Hyphens
(-)
Use hyphens:
· to clarify meaning when using words with prefixes:
· re-sign (to sign again) or resign (to quit)
· re-cover (to cover again) or recover (to improve)
· to tell the ages of people and other things:
· She has a two-year-old dog.
· with prefixes ‘co’, ‘ex’, ‘self’, and ‘all’
· co-worker, ex-president, self-motivated, and all-knowing
· to prefix ‘e’ for electronic
· e-book, e-business, e-commerce
· to link noun compounds involving prepositional phrases:
· mother-in-law
· to use compound numbers, estimates of time, fractions and
other quantities:
· two thousand three hundred forty-one dollars, one-third of
your time
· 1:10-1:15 p.m.
Ampersands
(&)

· do not use ampersands unless it forms part of a special name:
· He works at Johnson & Johnson.
Abbreviations and Acronyms
· write uncommon abbreviations and acronyms in full when
introduced first time:
· European Woman Council (EWC)
· use full stop after an abbreviation:
· e.g. (example)
· Mon. (Monday)
· add ‘s’ at the end of abbreviations or acronyms to make them
plural:
· FAQs (frequently asked questions)
· MPs (Member of Parliament)
Spacing after punctuation
· use only one character space after a punctuation:
· He was a good man. Also, his mother used to cook beautifully.
· Did you hear what he said? Did I hear him correctly?2.3
Spelling
You must:
· use Australian spelling:
· ‘ise’ instead of ‘ize’
· maximise instead of maximize
· capitalise instead of capitalize
· ‘our’ instead of ‘or’
· colour instead of color
· flavour instead of flavor
· ‘re’ instead of ‘er’
· centre instead of center
· theatre instead of theater
· ‘isation’ instead of ‘ization’
· globalisation instead of globalization
· internationalisation instead of internationalization
· ‘yse’ instead of ‘yze’
· catalyse instead of catalyze
· analyse instead of analyze
· use correct irregular plurals, for instance:

· children instead of childs
· men instead of mans
· geese instead of gooses
· set software language preferences to English (Australia):
· File Options Language Editing Language English
(Australia)
· use a spellchecker:
· File Options Proofing When correcting spelling and
grammar in Word
· refer to Macquarie Dictionary as a reference point for the
spelling of words not listed in this Guide:
www.macquariedictionary.com.au
2.4 Inclusive Language
You must:
· use inclusive language and not linguistically discriminate
based on sex, race, age, gender, ethnical background, and
physical/mental abilities
· write personal and country names, states and territories, ethnic
groups and religious affiliation in capital letters:
· Her name is Haruka Tanaka and she is from Japan.
· Indigenous, Aboriginal and Torres Strait Islander peoples
· Jamal is a Sudanese Arab and he is Christian.
· He was born in Sydney, NSW and then he moved to Brisbane,
QLD.
· You must comply with the Commonwealth legislation.
· avoid gender-specific pronouns:
· Learners must submit their assessments to their
Trainer/Assessor
· police officer instead of policeman
· refer to people with a disability:
· people with intellectual disability
· people with a vision impairment
· people with a hearing impairment
· use age-inclusive terms:
· elderly instead of old people
· young people.3 Capitalisation

You must:
· use initial capitals for positions, personal names, place names,
nationalities, and groups of people
· Chief Executive Officer – Bill Gates – Sydney – Australia –
Australian
· write company/brand names as they are commercially used
· Microsoft Excel, iPhone
· capitalise the first letters of headings/subheadings in each
section
· Section 2: World’s Greatest Economy
· capitalise special names related to inclusive language (see
section 2.4 Inclusive Language)
· capitalise government, parliament, titles, and states and
territories only in full formal titles:
· Territories can be administered by the Australian Government,
or they can be granted a right of self-government.
· The Federal or Commonwealth Government is responsible for
the conduct of national affairs.
· The Federal Court of Australia was created by the Federal
Court of Australia Act 1976 and began to exercise its
jurisdiction on 1 February 1977.
· Australia has three levels of government: federal,
state/territory and local. The federal government is the highest
level of government.
· The Parliament of Australia, officially The Parliament of the
Commonwealth of Australia but commonly referred to as the
Commonwealth Parliament or the Federal Parliament, is the
legislative branch of the Australian Government.
· The Premier of New South Wales is the head of government in
the state of New South Wales, Australia.
4 Headings and Subheadings
You must:
· use black text on a white background to maximise legibility
· conform to typography rules (see 8.3 Headings and
Subheadings)
· capitalise each word

· follow a logical hierarchy and clearly differentiate heading
levels
· use brief headings choosing informative words that give the
main idea of that particular section
· use numbered headings if cross-referencing is required
3 Findings (Heading 1)
3.1 Benefits of Drinking Coffee (Heading 2)
3.1.1 Caffeine Balance (Heading 3)
3.1.2 Eye Treatment (Heading 3)
· not use boxed headings:
This is a Boxed Heading 3: Calibri Light (Headings), 12pt,
Bold5 Bulleted Lists
You must:
· use bulleted lists to highlight significant aspects of the
information
· use correct sentence structure and punctuation:
· introduce a bulleted list by a sentence or as an extension of a
sentence attaching a colon at the end
· grammar and capitalisation must follow the same structure of
the main introductory sentence
· insert full stop only to end series
· not add and at the end of the second-last item in the bulleted
list
· use the bullets symbols as shown in the example illustration
· not indent the first level.
Example Illustration
A good writing consists of the following:
· document structuring
· language
· plain English
· punctuation
· terminating marks
· syntax

· spacing
· spelling
· inclusive language
· capitalisation
· typography.
6 Numbers, Currency and Dates
You must:
· hyphenate all compound numbers from twenty-one to ninety-
nine when used in a paragraph:
· Twenty-four people were present in the meeting yesterday.
· hyphenate non-decimal fractions in a paragraph if expressed in
words:
· I ate one-third of my bread.
· write a number in words when starting a sentence in a
paragraph:
· Forty-six people were present in the meeting yesterday.
· use numerals to represent numbers when:
· starting a sentence with a number that cannot be expressed in
words:
· $20,876 wasn’t enough to fix the building.
· 1998 was a great year.
· writing technical documents or representing statistical
information:
· Our market share has increased by 10.2% since last year.
· There were 20 women in the audience in which 8 of them were
over the age of 56.
· ensuring consistency within a body:
· There were 1,800 people attended to the meeting, where 900
people were from Sydney, 400 from Perth and the remaining
500 were from Brisbane.
· the number is lengthy:
· 2,054,999 rather than two million, fifty-four thousand, nine
hundred and ninety-nine.
· writing measurements attached to a symbol:
· We need to travel 50 km to reach home.
· According to the tomorrow’s weathercast, the temperature will

drop to 5 °C.
· expressing decimal fractions:
· We will increase the capacity to 6.95 until next month.
· using ordinals with relevant suffixes:
· I will come to visit you on the 3rd of November.
· This piece of art is from the 17th century.
· mathematical expressions in equations:
·
· express currency in the domestic market using the currency
format of ‘$#,##0.00’:
· $5,000.00
· express currency in the international market using the
currency format of ‘A$ #,##0.00’:
· A$5,000.00
· express dates in full format of ‘dd mmm yyyy’:
· 30 September 2016
· express percentages with one decimal point when showing
calculations:
· 10.8%
· express time using twelve-hour system:
· The office is open from 10.15 am to 3 pm.
· use en rule (–) when providing a range without the use of
spacing:
Grade
Code
Mark Range
Pass
P
50—65
7 Typography
This section sets the standards for typography.7.1 Font, Line
and Paragraph Spacing
You must use black text on a white background to maximise
legibility. Use Styles (Normal) for prolonged reading in body
text with the following settings:
Font type

Calibri (Body)
Font style
Regular
Font size
11pt
Font colour
Automatic (black)
Text highlight colour
No colour
Text justification
Justified (Ctrl+J)
Line spacing in paragraphs
1.15
Line spacing in dot-points
1.15
Paragraph spacing
6 pt. between paragraphs
Example:
Video provides a powerful way to help you prove your point.
When you click Online Video, you can paste in the embed code
for the video you want to add. You can also type a keyword to
search online for the video that best fits your document.7.2
Bold, Italics and Underline
You must:
· use italics for the titles of published documents, legislation,
regulations, technical terms, and foreign words:
· Refer to the latest edition of Style Manual for Authors, Editors
and Printers for more information.
· Have you read the Secret by Rhonda Byrne?
· I read the information in an article published in The Sydney
Morning Herald.
· In telecommunication, Manchester Coding is a synchronous
clock ending technique.
· We did not know the way and at the end, we found ourselves
in a cul de sac.
· use bold to increase contrast between headlines, key phrases

and body text:
Example Illustration 1
This example is to show a bold headline, Example Illustration 1.
Refer to Section 8.3 to see how bold is used for headings and
subheadings.
Example Illustration 2
Due to insufficient information, people search for interesting
words and phrases, to discover the key message.
· use underlining to show hyperlinks in a document:
Example Illustration
See more information on punctuation.
· not use bold, italics and underline for an entire sentence
· not extensively use bold, italics and underline as this will
make it difficult for readers
· not use to highlight titles of initiatives, plans, projects or
programs as these are not published documents.
7.3 Headings and Subheadings
For Word documents, you must use Styles with the following
settings for a three-level heading structure:
Heading 1: Calibri Light (Headings), 16pt, Bold
8 Layout
This section sets the standards for the elements of a document
layout.8.1 Tables
Where possible tables should be used to summarise information
conforming to the following standards:
· tables must be preceded by an introductory sentence which
briefly explains what is represented
· insert 6pt spacing between this introductory sentence and the
table
· tables must include a caption at the bottom with a number and
a brief description of the content
· table columns and/or rows must be populated with relevant
column and/or row headings
· cells must be easy-to-read incorporating appropriate amount of

space, padding, width, and height
· their size must be aligned to page margins using AutoFit
Window
· centre text vertically and align it to the left side of the cell
· when tabling numbers, centre column text horizontally and
vertically within the cell (including column headings)
· wherever possible, justify text in tables (Ctrl + J); however, if
this causes typographic anomalies, then align text accordingly
· repeat header rows if a table flows over subsequent pages
· tables must incorporate the following formal Table Style
including borders and not showing gridlines:
Column Heading 1
Column Heading 2
Table 1: This is an example of a caption
8.2 Illustrations and Charts
Images, diagrams, charts, or any other type of illustrations
should be used to depict the idea described in the text. This is to
help readers to understand the key information that is difficult
to discuss in written text. Regardless of which illustration
medium is used, the following standards must be followed:
All illustrations, when used in a text manipulation software,
must:
· be meaningful and descriptive
· be culturally inclusive and not discriminate against gender,
race, age, ethnical background, religious or cultural beliefs, and
sexual preferences
· be preceded by an introductory sentence which briefly
explains what is represented
· insert 6pt spacing between this introductory sentence and the
illustration
· be numbered for cross-referencing purposes by inserting a
caption at the bottom of the illustration, where this caption must

include a brief information describing the context
· be centre-aligned to the page
· have a professional outlook
· include in-text citation (if it’s taken from an external source)
and place it at the very end of the caption
· incorporate a suitable background colour to complement the
foreground content ensuring visibility
· be borderless and free of Picture Styles
· avoid the use of clip art objects due to low quality
· be enlarged proportionally without distorting the quality.
Charts, when included in a word processing document, must:
Chart element
Standards
colour
· must be colourful and not monochromatic
· colours must be easy to distinguish chart elements from each
other
chart title
· have a title centred above the chart
· title must be brief and informative
· use Calibri Light (Headings), 14pt, Bold with Automatic font
colour for chart title
axis
· include descriptive axis titles in both x and y axes (applicable
to column, bar and line charts)
· show axes values in either one decimal point or no decimal
point whichever is more suitable
· use Calibri (Body), 11pt, Automatic font colour for axis titles
legend
· include a legend for all charts describing all key parameters
without disrupting its readability
· use Calibri (Body), 9pt, Automatic font colour for legend
items
background
· have white background to complement the foreground content
· not include gridlines (especially column charts, bar charts and

line charts)
foreground
· be simple and clear
· not be overpopulated with content
· display units with no decimal point to increase readability (for
column, bar and line charts)
shape outline
· charts must be wrapped with a black border with a solid dash
data labels
· mandatory for pie or doughnut charts using percentage format
with one decimal point
· optional for column, bar and line charts (if used, must be
presented with only one decimal)
· use ‘Calibri (Body), 9pt, Automatic font colour’ as the font
format
presentation
· be wrapped around by a black outline to be differentiated
easily in a document
Refer to the following pages to see examples of how the most
commonly used chart types must be displayed.
Figure 1: Smart Art illustrating Software Development Life
Cycle
Figure 2: Sample column chart with design standards applied
Figure 3: Sample pie chart with design standards applied
Figure 4: Sample line chart with design standards applied8.3
Page Layout
You must conform to the following page layout standards when
presenting spreadsheet output in A4 format:
Element
Standards

Page Margins
Narrow
Top:
1.27 cm
Bottom:
1.27 cm
Left:
1.27 cm
Right:
1.27 cm
Headers and Footers
Header
1.0 cm
Footer
1.0 cm
Orientation
Portrait in general. Landscape may be used based on the output
required.
Gutter
0 cm
Gutter position
Left
Paper
A4 – 21cm x 29.7cm
Page Border

None
Page Colour
No colour
Page Background
Blank, no image
Page/Section Breaks
Main sections must start from a new page using page breaks to
ensure consistency
Header
Blank
Footer
Document Title Version #
(located at bottom-left)
Page x of y
(located at bottom-right)
9 Citation and Reference List
Any external resources incorporated in Fusion Marketing
business documents must be acknowledged by inserting in-text
citation and a reference list. Details are discussed in the
subsequent sections of this section.9.1 In-text Citations
In-text citations must:
· be placed where appropriate without distracting the reader: at
the end of a sentence before a termination mark, immediately
after the name of the author, or at the end of a paragraph
· be written based on the Harvard style
· References Style Harvard
· include:

· the name of the author
· date
· page number.
Example 1
According to Tezcan (2006, pp.122-152), good assessment tools
can help students apply their knowledge and gain more skills.
Journal Article, reference after the author
Example 2
A compliant RTO knows how to incorporate best practices in
their daily operations (Tezcan & Long, 2014, pp. 572-574).
Book,
reference before the termination mark (full stop)9.2 Reference
List (Bibliography)
Reference list must:
· be placed at the end of the document as a separate and
standalone section
· have the heading “References” formatted as Heading 1 (see
Section 8.3 Headings & Subheadings)
· be alphabetically sorted (A to Z)
· be written based on the Harvard Style.
References
Tezcan, A. & Long, M., 2014. RTO’s in Australia: Governance
and Compliance. 2nd ed. Sydney (NSW): VET Fair
Publications.
Yilmaz, T., 2006. Helping RTOs Become Compliant.
Compliance Articles, 16 May, Volume 845, pp. 122-152.
10 Slideshow Presentations
Slideshow presentations must:
· conform to all the earlier standards outlined in this Guide
· have a professional layout:
· content must fit the margins
· content must not be cluttered
· layout must give a clean and fresh feeling in general
· have a professional format:
· typography must be readable and legible

· font and colour must match the tone of the presentation
· good combination of foreground and background must be
employed
· have a coherent structure:
· slides must be sequenced logically
· slides must be easy to follow
· headings titles must be descriptive
· content must include:
· an outline
· body
· a conclusion
· include a Reference at the end of the document acknowledging
external sources
· visuals (if any) must be:
· be descriptive
· be relevant
· be appropriate
· not be offensive.
Analyse
Design
Implement
Test
Evaluate

2015-2019 Projected Sales Revenue for All Branches
Sydney 2015.0 2016.0 2017.0 2018.0 2019.0
20000.0 22000.0 24000.0 26000.0 28000.0
Brisbane 2015.0 2016.0 2017.0 2018.0 2019.0
15000.0 17000.0 19000.0 21000.0 23000.0
Melbourne 2015.0 2016.0 2017.0 2018.0
2019.0 10000.0 12000.0 14000.0 16000.0
18000.0 Perth 2015.0 2016.0 2017.0 2018.0
2019.0 30000.0 28000.0 26000.0 24000.0
22000.0
Year
Projected Sales Revenue in AUD
Total Market Share by Product
Total Change

Product 1 Product 2 Product 3 Product 4 Product 5 Product 6
Product 7 Product 8 Product 9 83600.0 79000.0
93600.0 86900.0 112000.0 121500.0 129500.0
143000.0 155300.0
Mosman's Financial Performance
Mosman 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 -
4439.159999999998 -3033.050000000003 -13388.79 -
21586.8 -22379.56 -24005.17 -34786.90000000001 -
33801.44 -27336.19 -33697.65
Year
$k
Fusion Marketing Style Guide v1.0
May 2017
Page 1 of 16
__MACOSX/BSBMKG418/Student Assessment Kit/._Style
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BSBMKG418/Student Assessment Kit/Templates/Infosheet
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__MACOSX/BSBMKG418/Student Assessment Kit/._Templates
BSBMKG418/Student Assessment Kit/~$BMKG418 SAW
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BSBMKG418/Student Assessment Kit/~$yle Guide v1.0.docx
__MACOSX/BSBMKG418/Student Assessment Kit/._~$yle
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__MACOSX/BSBMKG418/._Student Assessment Kit
__MACOSX/._BSBMKG418
Running head: TEAM ANALYSIS
1
TEAM ANALYSIS
10
Team Analysis
Student’s Name
Institutional Affiliation
Team Analysis
Overview of the team
Jamie Tech Corporation had been facing a few challenges when
it came to its network security. Due to the challenges, the
management of the organization decided to task a team of its
employees from different departments the role of designing a
firewall that is impenetrable to hackers. The organization’s
project team, having workers from different departments, was
assigned to activities for the same project. This team was to be
used only for a certain duration of time, that is until the project
of designing impenetrable firewall is completed. The functions
of the departments in the organization have been affected
negatively by hacking. This necessitated the involvement of

different individuals from more than one department. Involving
individuals from different departments made the team to be
categorized as a cross-functional team. This cross-functional
team was working under the supervision of a project manager.
All of the team members were working on the project on a part-
time basis, meaning that they only met during certain times.
Generally, project teams are always required to have the correct
combination of personality types, abilities, and skills to attain
collaborative tension. Also, there are different methods that can
be used to formulate a team. The method that was used to
formulate this project team for Jamie Tech was at the discretion
of a senior member of the company.
Identification and analysis of team Characteristics, Processes,
Issues, and Organizational Context
Team Characteristics
Jamie Tech's project team had begun its work well during the
early stages, but it faced some issues along the way. There are
some characteristics that made the team be successful during the
early stages. The first characteristic that made the team be
effective is that the team had a clear direction. There are many
times that different organizations have been in a hurry to on
with projects leading to pulling together groups of individuals
without first making the decision regarding goals as well as
desired outcomes. When there is an unclear sense about what a
team is required to attain and the manner in which as successful
result will be defined, then it becomes impossible to bring
together the right group of people to carry out a project (Fuller,
Valacich, George, & Schneider, 2017). The good thing with
Jamie Tech's team is that they had decided on team goals as
well as the desired outcomes properly. The team goals together
with desired outcomes were used for clear direction for the team
that was selected.
The second characteristic evident was the support for risk-
taking and change. Basically, good project teams are known to

support the right experimentation for change and risk-taking.
Jamie Tech's team appropriately supported risk-taking and
change. Also, in the beginning, the team properly looked in
first-time mistakes and rectified the mistakes as opportunities
for learning. The third characteristic in the team is role
definition. Each and every member of the group was assigned a
particular role. Since the team was after developing an
impenetrable firewall, the members were given detailed
orientation meant to make everyone stay on track. The fourth
characteristic that was present in the group was mutual
accountability. Every member accepted responsibility as a team
and individual. The blame game for team failure and mistakes
were kept aside, especially during the beginning phases of the
project when the group was successful. There was no waste of
time, particularly in personal justifications. Furthermore, the
team recognized its special performance and also celebrated
success as well as contributions of every team member.
Team Processes
How team members work together and interact with one another
to attain group goals is referred to as processes. Team processes
are important for the effective performance of teams. Various
firms are increasingly making use of team-based structures
when it comes to coordinating work as well as completing
projects. Consequently, it is important for team members to
understand and make good use of effective processes that lead
to high performance. Jamie Tech's team employed different
processes, especially when it came to different phases of the
project.
When the team was working towards the objectives and goals of
the project, the carried out different activities, and the activities
were part of action processes. There were a number of
activities, and the first activity was measuring progress toward
goals. The second activity was tracking the environment and

resources to make sure the things that are required will be
available. The third activity is helping other team members
carrying out their responsibilities, while the final activity was
managing the consequence of member activities. On the other
hand, when it came to all phases of teamwork (that is, before,
during, and after), the team used interpersonal processes. The
team process was used with the goal of managing the
relationships between members of the team. Some of the
interpersonal processes that were evident in the team are
developing norms and conflict management that promote
cooperation, coping with stressful demand and fostering
togetherness, and maintaining and building team member
confidence and motivation.
According to Melcher (n.d.), every set of processes are related
positively to team member satisfaction and team performance.
“The more effective a team is at setting goals, coordinating
activities, and working together, the better the team performs,
and the more satisfied members are with working as part of a
team" (LePine, Piccolo, Jackson, Mathieu, & Saul, 2008, p.
274). The effectiveness of a team and its processes are enhanced
by the use of technologies, such as virtual teams. The author
goes ahead to state that different sets of processes can be
important in situations where the performance of a team is
lagging. The project leader can look at the processes, which will
help analyze where the problem is arising. When a project
manager determines the set of processes that a team is facing
problems with, it becomes easier to determine what kind of
measures that can be taken to improve the performance of a
team.
Team Issues
As earlier stated, the performance of the team was good during
the early phases of the group. However, when the team was
nearing the completion phases of the project, there were some

issues that were experienced. These issues negatively affected
the performance of the team. Among the issues that were
experienced by the team was a communication challenge. There
was a tool failure of communication in the team.
Communication is very important when it comes to creating a
sense of camaraderie among team members (Hassell & Cotton,
2017). The approach of communication in the team, that is, how
frequently and freely team members communicate, was not
appropriate, thereby interfering with the effectiveness of the
team. The members were not talking freely to one another. The
communication challenge also meant that the members were not
comfortable to share idea and insight. Additionally, the most
crucial part of communication, which is listening, was missing
in the group. Every team members acted as if he or she knew
everything. No one was ready to listen to the ideas of others.
Listening is not only a way of finding different things out, but it
also acts as a sign of respect. Since the team members were not
willing to listen to one another, it means that there was a lack of
respect in the group.
The other issue in the team was lack of team trust. The project
team members did not trust one another. Also, some of the
members did not believe in the goals and process of the team.
This process also hampered the success of the team. The trust
issue in the team may have arisen due to the lack of open
communication or communication breakdown. Trust is believed
to be an addition of efficient communication. Since the team
members were not free to air their views and ideas, the issue of
trust emerged eventually. Even after the team managers realized
that there was a problem with trust, he did not carry out a team-
building exercise that could have put the team members in the
position of trust.
Team’s Organizational Context

There was a problem with the team’s organizational context.
The organizational context was not supportive. Some of the
things that made the organizational context not to be supportive
were the leadership and culture. The Jamie Tech's team was
under the leadership of the team manager. The team manager
tried as much as possible to make the team be great, but the
problem is that the team manager did not put conditions in place
that were meant to increase the likelihood that the team will be
effective. Since the manager failed to create a set of conditions
that operate together, it was difficult for the team to move onto
a pathway of competence that was ever increasing as one unit.
On the other hand, the culture did not encourage effective
communication in the team. Another important thing that the
culture did not encourage is trust. Most of the employees of
Jamie Tech are used to working independently. The element of
collaboration is not encouraged so much in the organization.
Dysfunction Assessment Analysis
Dysfunction assessment analysis of the team was carried out
using the five dysfunctions of a team assessment. Through the
use of the measure, the collective team behavior patterns of
team members that relate to the five dysfunctions (absence of
trust, fear of conflict, lack of commitment, avoidance of
accountability, and inattention of results) were identified. There
was a total absence of trust in the group. Due to the absence of
trust, members of the team concealed mistakes and weaknesses
from one another. Also, the members were not in a position to
ask one another for help, and also no one was willing to provide
the other with constructive feedback. All these made the team
fail to tap into or recognize the strengths and weaknesses of one
another. Fear of conflict is the second dysfunction. This element
was not present in the group since group preserved artificial
harmony. The team did not fear conflict.

Since the project was being carried out on a part-time basis,
there was a lack of commitment at some stage. Due to a lack of
commitment, some members were not willing to make decisions
in a definitive way. Ambiguity is created by a team that is not
willing to commit. There is no avoidance of accountability in
the team. This is because the team members were accountable
for their actions and other activities. It is normally argued that a
team that avoids accountability builds resentment between the
members. The final element of dysfunction is inattention to
results. Jamie Tech team is focused on results. It is only s few
challenges that are affecting the effective performance of the
team. The team members are also focused on their own careers
as well as individual objectives.
Recommendations to Improve Performance
As earlier stated, there was communication challenge in the
team. This communication challenge is also the cause of trust
issue among the team members. There are a number of things
that can be carried out to improve communication and trust in
the team. The first thing that should be carried out by the team
leader is to encourage two-way feedback. The members should
be encouraged to give constructive and detailed feedback. The
leader should provide feedback, which coaches the team
members. The feedback should not create boundaries among the
members and the leader. The other important element that can
build communication and trust is the development of team
spirit. Building the team spirit will enable the team to get on
well, and this will automatically make the members
communicate better.

Furthermore, the virtue of training should not be overlooked by
any team leader. Training takes money, effort, and time.
However, it improves interactions among team members.
Communication training also enhances the quality of work
entirely. Currently, there are many courses available that can
change positively communication skills. The courses can also
improve the ability to persuade, inform, and deliver the
message. The use of an appropriate form of communication in a
team can be made possible through training the team members.
One way through which the team can alter positively its
organizational context is through the team leader creating
conditions that increase the probability that the team will be
effective. Creating enabling conditions will launch the team
appropriately and help the team members to take possible
advantage of performance circumstances that are favorable.
There are six enabling conditions that the team leader should
have created. The first enabling condition is a real team. The
team leader should have designed a real team with clear
boundaries, interdependence, and membership of work and
stability. The second condition is a compelling team purpose.
The compelling team purpose should guide the work of the
team. The third condition is having the right people on the team.
The right people should possess the required skill, experience,
and knowledge to perform the requisite work. The fourth
enabling condition is having a clear set of norms that guide how
the team works together. The fifth condition is organizational
support, which offers the resources, time, and information that
enable a team to do its work. The final enabling condition is
competent team coaching. This kind of coaching should be
aimed at helping the team members grow their talent
individually and as a team.
References
Fuller, M. A., Valacich, J. S., George, J. F., & Schneider, C.

(2017). Information Systems Project
Management: A Process and Team Approach, Edition 1.1.
Prospect Press.
Hassell, M. D., & Cotton, J. L. (2017). Some things are better
left unseen: Toward more effective
communication and team performance in video-mediated
interactions. Computers in Human Behavior, 73, 200-208.
LePine, J. A., Piccolo, R. F., Jackson, C. L., Mathieu, J. E., &
Saul, J. R. (2008). A meta‐analysis
of teamwork processes: tests of a multidimensional model and
relationships with team effectiveness criteria. Personnel
Psychology, 61(2), 273-307.
Melcher, K. (n.d.). Teamwork processes necessary for effective
performance. Retrieved from
http://www.degarmo.com/teamwork-processes-necessary-for-
effective-performance

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