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TEACHING PORTFOLIO
A portfolio submitted in fulfilment of the requirements for
Teaching Development Programme
By
Dylan Cromhout
(30081491)
Junior Lecturer
In the Faculty of Business
At the Cape Peninsula University of Technology
October 2013

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Declaration
I certify that the contents of this portfolio to be my own and original work and that all sources
have been accurately reported and acknowledged.
……………………………
D. Cromhout 1 October 2013
Junior Lecturer
Marketing Department
Extended Curriculum Programme
Faculty of Business
Cape Town Campus
Cape Peninsula University of Technology
cromhoutd@cput.ac.za
072 625 1010

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TABLE OF CONTENTS
Declaration ii
Table of Contents iii
Appendices iv
1. TEACHING AND LEARNING 1
1.1 Introduction 1
1.2 Lesson Planning 1
1.3 Technology Enhanced Teaching and Learning 2
1.4 Interactive Lectures, Case & Research Based Learning 4
1.5 Problem Based Learning 4
1.6 Academic Literacy 5
1.7 Community Engagement 5
1.8 Other Teaching Elements 6
2. ASSESSMENT 7
2.1 Introduction 7
2.2 Summative Assessment 7
2.3 Formative & Continuous Assessment 8
2.4 Problem Based Learning Assessment 9
2.5 Online Assessment 10
2.6 Use Of Language In Assessment 12
3. CONCLUSION 13
4. BIBLIOGRAPHY 14

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APPENDICES
Appendix A: Generic Formative Class Exercise 15
Appendix B: Digitised Management 3B Programme 16
Appendix C: Student-Lecturer Agreement 17
Appendix D: Video Of Lecture 19
Appendix E General Essay Feedback 20
Appendix F: Example Of Student Consultation Notes 22
Appendix G: Retail Management Video Lectures 23
Appendix H: Large Group Lesson Plan 24
Appendix I: Small Group Lesson Plan 25
Appendix J: One Week’s Lesson Plans For Marketing 1 27
Appendix K: Clicker Question & Answer Example 29
Appendix L: Black Board Video Lectures 34
Appendix M: Dropbox Video Lectures & Notes 35
Appendix N: Facebook Group – Accounting Group B 36
Appendix O: Facebook Group – Marketing 1 ECP 37
Appendix P: Wordpress Video Blog Post 38
Appendix Q: Students Comments & Lecturer Feedback 39
Appendix R: Real Life Case Study For Food Industry Marketing 40
Appendix S: Case Study (For Small Groups In Class Or As Homework Task) 46
Appendix T : Marketing Oriented Problem Based Learning Exercise 52
Appendix U: Concept Dictionary – Positioning 57
Appendix V: Non-Funded Service Learning Programme 58
Appendix W: Community Engagement Proposal 63
Appendix X: Summative Assessment Rubric Example 68
Appendix Y: Case Study – Groups At Home 70

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Appendix Z: Case Study – Individual In Class 73
Appendix AA: Multiple Choice – Individual In Class 76
Appendix AB: Essay Questions – Individual In Class 82
Appendix AC: Scenario-Based Questioning 83
Appendix AD: Scenario Based Questions – Implemented 85
Appendix AE: Marketing Oriented Objectively Structured Practical Evaluation 88
Appendix AF: Turning Point Results By Participant Example 90
Appendix AG: Interactive Assignment Feedback Through Email 91
Appendix AH: Interactive Assignment Feedback Through Blog Comments 92
Appendix AI: Digital Assessment Of Blog Using A Rubric 93
Appendix AJ: Use Of Language In Assessment – Examples 95
Appendix AK: Complex Assessment Terms “Dictionary” 96
Appendix AL: Example Of Moderated Test & Memorandum 100
Appendix AM: Example Of A Moderated Communication Script (Includes Questions Paper
And Memorandum) 113
Appendix AN: Moderation Form Of A Generic Communication Cluster Test 126
Appendix AO: Reflection On PBL Workshop 127

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1. TEACHING AND LEARNING
1.1. INTRODUCTION
This section covers my approach to and understanding of teaching and learning and starts
off with my views on lesson planning. It then continues with my reflections on technology
enhanced teaching and learning; interactive lectures, case & research based learning;
problem based learning, and academic literacy. This section ends with my thoughts and
experiences of community engagement and specifically service learning
1.2. LESSON PLANNING
Through the TDP I have learnt the importance of planning for specific sections of work and
individual lectures, especially when it comes to areas that the students struggle with. I have
also learnt that a lesson can be so much more than simply regurgitating information from a
textbook. It can be fun and interactive while at the same time encouraging deep level
learning and accomplishing the needed outcomes. However, combining content with
creativity and collaboration while still accomplishing effective learning cannot happen
spontaneously; it needs to be planned. The reason for this is that there is a limited amount of
time in which each lesson can take place. Therefore in order to accomplish effective learning
dynamically, each element needs to be planned, scheduled and prepared beforehand.
One way to begin the planning process is with a lesson plan mind map. I have developed
two such mind maps, one for a Large Group Lesson as well as one for a Small Group
Lesson (see Appendix H & I respectively for both these lesson plans).
Note: What I think is important to note is the difference between a lesson and a topic. The
mind maps that I have developed cover a specific topic, namely, Positioning. This topic,
although one, will take more than one lesson to cover. In future, what I will do is create a
topic mind map for each of the major sections of content and then develop individual lesson
plans (which usually cover individual concepts) and assessment plans to accomplish each
topic plan.
During the TDP we were shown that for a lesson plan to be effective it needs to cover certain
elements, namely, Learning Outcomes, Rationale, Teaching and Learning Activities, Exit
Level Outcomes, Content, Formative Assessment, and Summative Assessment. I believe

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this is called “constructive alignment,” i.e. making sure that what is in the syllabus is what is
taught, and what is assessed. I have appreciated learning this way of developing a lesson
(or topic) plan as I can see the value that it holds for ensuring constructive alignment while at
the same time allowing for creativity and practical application (see Appendix J for an
example of 1 week’s worth of an individual lesson/concept plans).
1.3. TECHNOLOGY ENHANCED TEACHING AND LEARNING
I have been quite amazed by all the different technological methods and tools that are
available to aid teaching and learning. Although I was aware of many, I certainly did not
realise the power of them all. Some of those that were new to me were Black Board,
Clickers, Digital Story Telling, and the Kahn Academy. Clickers were an especially exciting
discovery for me. The way they can be used to generate participation, assess knowledge,
and also facilitate learning is wonderful. Although CPUT does not have that many Clicker
sets, I still plan to book them for a session or two this year (see Appendix K for an example
of a clicker Power Point presentation that I used to teach the concept of brand differentiation
during a recent interactive session. It includes an example of the questions as well as the
actual results from the class on 30 July 2013. Also see Appendix D for a video of this class
in which I use video clips as a teaching and formative assessment tool).
Learning how to use Black Board effectively has also really aided my teaching. Because of
it, I was able to create a solution for a Cape Town class that was running behind their
Bellville counterpart. To help them catch up, I recorded the last three lectures that I gave on
the Bellville campus and then uploaded them to Black Board (see Appendix L). This way, the
students could watch the videos in their study week and so be adequately prepared for their
assessment. Granted, it is not the most ideal situation, but it solved a problem that was out
of mine and the students control and ensured that both the Cape Town and Bellville group
completed the syllabus. To make the work available to students who were not familiar with
Black Board I also uploaded the videos to Dropbox (an online storage tool - see Appendix
M). This way the students were able to access the work from anywhere. Additionally, I
uploaded all the notes from the semester so that the students who for some reason did not
have all the notes, could download them in order to prepare for the exams.
I also enjoyed learning how tools that I was aware of and use everyday could be leveraged
to aid teaching and learning, like the use of Facebook pages for informal discussions and
Google Docs for Research Supervision. I have already encouraged both my first year

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classes to set up Facebook groups and have been interacting with them on it this past
semester (see Appendix N & O).
Additionally, I have also made use of Wordpress as a teaching tool. Because I have dabbled
in Website Development I already had a fair understanding of Wordpress before I began
lecturing. So, when I started teaching, it was one of the first tools that I started using to aid
teaching and learning (see Appendix P & Q). Before I knew about Black Board I used it as a
subject management system. I placed up notes, links to relevant websites, posts about
subject content, posts for administration purposes (like informing students of a test date),
getting students to engage with me and one another, getting students to engage with
content for marks, and various other things. The Wordpress site that I used for this purpose
in 2011 for a Sales Promotion and Management class can be viewed at the following web
address: http://marketmanage.wordpress.com/. Additionally, I like how the use of a tool like
Wordpress can teach students additional skills that they could use in the workplace. Many
organisations and businesses have company blogs and websites that run on the Wordpress
platform. Thus, becoming familiar with Wordpress at a university level can aid the student in
getting employment one day.
Another element of Technology-Enhanced Teaching and Learning (TETL) that I have found
very helpful is its usefulness in organising programme material. For example, through simple
digital filing technology I have been able to move a part time subject that I teach for the
Horticulture department from a paper-based system to an entirely digital platform. All the
course content now fits onto a small DVD disc and can easily be distributed and shared
amongst students and staff (See Appendix B for a DVD disc containing the electronic
version of the Management 3B programme that I developed in the first semester of 2013.
This comprehensive database includes Power Point presentations covering each topic, topic
relevant handouts relating to the horticulture industry, class exercises for application
purposes, industry relevant videos, a project brief with accompanying material, two tests and
an exam with memorandums, additional resources, and notes for the lecturer covering the
correct implementation of each module and each class).
On the whole, TETL is definitely the way forward for us. Students are using technology daily,
so we as lecturers need to be familiar with what is out there so that we can engage with this
new digital generation effectively. I look forward to a lot more ‘experimentation’ with regards
to technology-enhanced teaching and learning in future.

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1.4. INTERACTIVE LECTURES, CASE & RESEARCH BASED LEARNING
I enjoy interacting with my students. It is one of the great things about being a teacher. I try
to encourage as much interaction as possible. For this reason I often ask the class questions
or even ask specific individuals what they think. I think it is very important for students to be
active participators in class as it helps their ability to process the content as well as grow
their confidence in the subject.
Through the TDP I have seen how powerful Case Studies can be for facilitating discipline
specific class interaction. I remember doing case studies when I studied marketing. I also
remember them adding a lot of value to my learning of the marketing discipline. The one’s
that I enjoyed the most were those that taught me to apply the theory we were learning while
at the same time growing my general knowledge about the world of business and marketing.
We would often do cases on local companies like Pick n Pay, FNB, Nashua, as well as
international companies such as Ikea, Microsoft, Mercedes Benz, and Samsung. These
types of cases were my favourite. I developed one such a case study on Famous Brands for
a B-Tech Marketing 1 class in the Consumer Science department. The students enjoyed
getting to grips with marketing in an industry that they were familiar with, namely, the food
industry (see Appendix R).
For my fist year marketing class I have decided to develop a case study that is not real. The
reason for this is that it is not easy to find a real-life case that will serve each learning
outcome, and therefore I decided to apply my creative abilities to develop an appropriate
case that could stir up some good conversation in the area of Marketing Positioning.
Additionally, most online articles are written in a fairly high level of English and also use a lot
of jargon - so I thought to develop one that used simpler language (see appendix S –
includes evidence of multiple attempts as well as correspondence between myself and
another colleague).
1.5. PROBLEM BASED LEARNING
I am really grateful to have learnt about Problem Based Learning. I think it could definitely
work for Marketing students and have reflected on this briefly (see Appendix AO). I like the
way that it takes students deeper into a specific subject and encourages them to draw on
many forms of discipline knowledge.
I have developed a PBL exercise that could be used towards the end of the first year
marketing syllabus (see Appendix T). I really enjoyed developing it and look forward to

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implementing it. I believe that it will help students integrate the work that they have learnt
and also facilitate creativity and problem solving in the context of their discipline. It will in
many ways be one of their first “challenges” as new marketers.
1.6. ACADEMIC LITERACY
I have been encouraged by the professional way that AL was considered during the TDP. I
enjoyed learning about how I as a lecturer can help develop AL amongst my students in my
discipline areas. I liked learning about new tools that I can use to help facilitate AL like Multi-
Lingual Glossaries and Concept “Dictionaries” for lack of a better word - tools that help
explain complex academic terms in ways that the students can understand. I have even
started developing such a Concept Dictionary (list of concept terms and a simple
explanation) for Marketing that I hope to add to as time goes by (see Appendix U).
It is true that we are dealing with a new type of student, one that is literate, but not
necessarily in the traditional ways. They are socially and technologically literate, something
we as “traditionals” are not always. For this reason, I believe that if we consider the strengths
that our students do have, and work with them, we can help them grow new ‘literacies.’ It is
our job to help balance them so that they can go into the working world with a well-rounded
education. That means accepting the realities of our student’s social and demographic
situations and developing new methods and strategies to bring out the best in them.
1.7. COMMUNITY ENGAGEMENT
I have always tried to involve SL in my teaching. When I started lecturing in 2011, I
developed a non-funded SL programme for my part time Public Relations and Visual
Merchandising course. They needed to find a local food retailer and serve them with PR and
VM services to help improve their businesses. The students really enjoyed it (even though it
was a lot of work) and I believe that the businesses also benefited (please see Appendix V
for a write up of their project brief as well as the marks Rubric).
During the TDP, I was introduced, for the first time, to the funded form of SL. Because my
experience had historically been with non-funded programmes I assumed that that is all
there was. However, I was pleasantly surprised to discover that this was not the case, and
that CPUT actually has a SL department that worked with lecturers in developing suitable
programmes and funding suitable partners. It was encouraging to hear that CPUT is
supporting these types of initiatives with such enthusiasm. Through correspondence with this
department, and in particular with Hanlie Dippenaar, I have developed a draft SL proposal

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for the Marketing department (see Appendix W – includes correspondence between Hanlie
and myself in the form of comments that are displayed in text boxes). In it I have outlined
exactly what I foresee for the running of an SL programme in the hopes of supporting local
business with marketing support while at the same time facilitating a wonderful learning
experience for the students.
In future, I definitely look forward to developing and implementing many more SL
programmes for the benefit of my students and the local business community.
1.8. OTHER TEACHING ELEMENTS
Mutual respect: From the get-go I treat students as adults. I try to encourage them to respect
me as an adult (and fellow human) and also to respect one another as such. For this reason
I try to emulate what respectful behaviour looks like by treating them with respect. My hope
is that they will learn from me through osmosis and adopt this behaviour. This also relates to
punctuality. For example, if students are going to be late they need to inform me about it by
sms or email. Otherwise they are not allowed to enter the class (see my Student-Lecturer
agreement in Appendix C for more of the values I encourage in the classroom).
Feedback: I believe that I have underestimated the importance of feedback. Upon reading a
fellow colleagues Ad Hominem promotion portfolio I discovered the following piece very
enlightening:
“I believe that to cement the learning process, timely feedback must be given to reinforce the
knowledge in the students’ minds... My philosophy is simple, the sooner students receive
feedback, the easier it is for them to establish the areas that need work. I also continuously
provide the students with feedback in terms of their marks as the semester progresses,
which are placed on the attendance registers which are circulated in class” (Duffet, 2012: 3).
For this reason, I plan to be diligent in giving my students feedback on their work as quickly
as possible (see Appendix E for an example of some general feedback I recently gave my
communication students on their essay assignments. See Appendix F for an example of the
notes from a recent consultation with a student).

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2. ASSESSMENT
2.1. INTRODUCTION
This section starts off by looking at summative assessment, and then moves on to formative
& continuous assessment. It further takes a look at the use of problem based learning
assessments and online assessment, and concludes with considering the use of language in
assessment.
2.2. SUMMATIVE ASSESSMENT
Through the TDP I have learnt that summative assessment can be done in many different
ways. I have especially enjoyed learning how to use all forms of assessment as a teaching
tool. I have also enjoyed learning that on the whole, with regards to summative assessment,
we are moving away from the accumulation of isolated facts (rote learning), to the
application and use of knowledge; and from assessment that is separate from teaching, to
assessment that is integrated with teaching and learning. The key is to get students away
from being experts at theories in the textbook to being experts at applying the knowledge in
real life contexts in an integrated way.
Something important that we learnt about evaluating summative projects is the use of
rubrics. I had been introduced to rubrics before the TDP, and had even been using them, but
I did not really know all the theory behind using them. Personally, I like how rubrics have a
multi-faceted function. They give students a good picture of what is expected of them, while
at the same time ensuring a simple, transparent and fair evaluation process for the lecturer.
For this reason, students can almost determine exactly what type of mark they would get
based on how much effort they put into each area of the rubric. This empowers the students
to apply themselves in the way that suits their situation in order to get the marks that they
desire. At the end, there can be no fingers pointed because students knew exactly what the
criteria were for getting good, average or poor marks. I usually like to combine a rubric with
an example of a very good project (from previous years). This gives students a reference
point to work from and gives them an example to follow. Some students take it upon
themselves to develop something better than the example (in which case their project
becomes the example for future classes).

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I have developed many rubrics that serve as outlines for student performance as well as
evaluation (see Appendix X). This particular rubric is used to assess the personal blogs of
3rd
year Public Relations students in the Consumer Science: Food and Nutrition department.
It is a very simple rubric that outlines all the various areas that they need to have covered
before the end. Each area is covered in a practical class in a computer lab in an in depth
way. I take all the students through the process of setting up a blog and help each of them
do so. The process of excelling in each of the areas is then left up to them.
Additionally, the main form of assessment used at CPUT is the end-of-term test. I have
developed a few of my own tests and have also been involved with the Communication
cluster in the development and collaborative marking of generic tests (see Appendix AL for
an example of a test that I have developed with the accompanying memorandum; Appendix
AM for a moderated marketing script, and Appendix AN for an example of a moderation form
for a generic Communication cluster test).
2.3. FORMATIVE & CONTINUOUS ASSESSMENT
I have enjoyed learning how a formative assessment not only assesses but also acts as a
very powerful teaching and learning tool. It encourages deeper learning and application of
content. At times, the allocated marks simply serve as a guideline as to how many points are
expected or to which depth the students are required to answer or develop material. This
creates an environment where we (the students and I) are working together instead of me
just lecturing and them just remaining passive listeners. Formative activities allow them to
take ownership of their learning and really get their hands dirty.
Through the TDP I have learnt about various forms of tools that can be used to assess on a
formative level and how those tools assess different areas of understanding. Some of the
types of formative assessment tools that I have used or enjoyed learning about are as
follows:
Case study - groups in class: this is where students read (or watch) a case and then discuss
answers to various questions related to the case (see Appendix A & S)
Case Study – groups at home: I have either given students a case study in class or placed
one on black board for them to download. With some I have given extra material to aid them
in answering the questions effectively (see Appendix Y).

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Case Study – Individual: this I have administered in the form of a small class test where the
students must answer questions that relate to a case study in a limited time (see Appendix
Z).
Multiple Choice – Individual: I have implemented a few different multiple choice tests and
have changed the way I administer them over the last few months. I now print out a
memorandum for each student so that they can mark their own test once they have
completed it. This promotes immediate learning and growth using the test (see Appendix
AA).
Long essay type questions in small test – Individual: these I design to emulate the type of
questions that they could get in an exam. They also get a limited time to complete the
questions in class. After taking them in, I hand out a different test to each student with the
memorandum so that they can mark one of their peers’ tests. After marking it, they give a
total and then need to sign at the bottom. Once they are done they need to give it back to
the person who’s test it is. Should the person have any queries regarding the marking, they
then get a chance to discuss the marks with the person who marked it and argue any
discrepancies they may notice. – This really promotes a level of taking ownership of their
work as peer evaluators and moderators (see Appendix AB).
I plan to develop these assessment tools further and look forward to trying out other forms of
formative assessments in future.
2.4. PROBLEM BASED LEARNING ASSESSMENT
I like the idea of problem-based assessment (PBA). It makes assessment a lot more
interesting and encourages students to think deeper and broader by having to apply their
work to a real life context. It also follows on quite nicely from PBL method of teaching.
In the TDP we learnt about two different types of PBA’s, namely Scenario Based
Questioning (SBQ) and Objectively Structured Clinical/Practical Examinations
(OSCE/OSPE). To get to grips with SBQ we had to develop a simple scenario and a set of
questions that start off at a lower level of cognitive development and move higher as the
questions proceed (see Appendix AC – includes first and second attempts as well as
comments from a colleague). This was a good exercise in that it encouraged us to apply
what we had learnt while also getting feedback from another colleague in the TDP. The
feedback I got was very helpful and I worked the suggestions into the 2nd
version of the
question.

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I was so encouraged by the SBQ concept that I was inspired to add one into a Management
exam that my 3rd
year Horticulture students wrote this past semester (see Appendix AD).
Although it is not a conventional SBQ it is quite a nice one because the scenario grows as
the students proceed further along, so, building on the story and encouraging them to give
more information. In some ways, it is a combination of SBQ and a PBL Case Study. I
enjoyed setting up this question and on the whole the students did quite well in answering it.
I’m not sure if they liked the question or not, but I’m sure they appreciated the real life
context that it provided for their somewhat theoretical answers.
As for OSPEs, they are generally not associated with business disciplines. As mentioned in
the TDP they are used extensively in the medical field and work very well to assess a
student’s ability to perform effectively in different scenarios by using real-life “role play” so to
speak. I have done a basic search for the use of OSPEs in business, and on the surface
there is nothing on the topic. A more extensive search (particularly of journals) may yield
better results. However, after thinking about it a little, I believe that it can be used in the
business field. For this reason I have developed a broad outline of a potential Marketing-
Oriented OSPE (see Appendix AE). In order for it to be workable, much work will need to go
into developing the “storyline” for the various characters involved. I believe though that it
could be facilitated by a department of lecturers who all take on the role of one of the people
in the story. Additionally, it could be widened to other departments in the business like
finance, law, IT, etc and so include the possibility for lecturers who specialise on those
various aspects to be a part of the OSPE. However, as mentioned, this will require input
from a few lectures and will probably work best with more mature students who need to learn
to consult. In the marketing department these would be B-Tech marketing students.
2.5. ONLINE ASSESSMENT
I will use the term “technology-enhanced assessment” (TEA) in this document when referring
to “Online Assessment.”
What I like about TEA is that it can speed up the submission and marking process. Black
Board is a good example of a system that allows for this. I was glad to have learnt how to
administer assignments and receive submissions through BB. The fact that you can see who
has handed in and who has not is also a great feature. I have not yet experimented with it
yet, but plan to do so in the future.

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As previously mentioned I enjoyed learning about clickers and how they can be used to
encourage participation by every student in a fun and interactive way. I also enjoyed learning
about how they can be used to assess formally by using the unique codes of each clicker.
The only problem was that it did not always register every click and for that reason it is not a
credible form of summative assessment. However, it can certainly be used for formative
assessment purposes. I plan to experiment with a recent clicker session I did where I asked
each student to write down the identity code of their clicker. This would then enable me to
compare the clicker ID with the relevant answers that the student gave and so determine
how effectively each student answered (see Appendix AF for a snapshot from a report of the
recent clicker session that would be used to do such a calculation).
I have also used Wordpress to enhance formative assessment, especially in my Consumer
Science classes. Once, I put up videos about Marketing and Management and asked
students to comment on the videos with their thoughts about what each one was (see
Appendix P & Q). This worked very well and many students came onto the course blog to
watch the videos and comment.
Another way that I use Wordpress is for summative assessment. All my 3rd
year Public
Relations students need to develop food-related blogs (as referred to in the Summative
Assessment section) and manage it for a period of four months. Each students needs to set
up their blog in the way illustrated to them in class and then develop blog posts to be posted
every week for 16 weeks. The idea is that they manage the blog as their own bit of internet
retail and use it to express their thoughts and feelings about food while at the same time
developing their professional image online. It serves as a great marketing tool for future
employment and can also help them practice and sharpen their food writing skills. Besides
those that have been mentioned, there are also many other benefits that this assessment
achieves. One student that I had in 2012 still has an active blog that can be viewed here:
http://allaboutlovingfood.wordpress.com/
I make comments on their blogs and also email them suggestions (see Appendix AG & AH).
At the end of the 16 weeks I assess their blogs digitally in a rubric (see Appendix AI) and
then upload the marks. This is a completely digital assessment and makes use of absolutely
no traditional channels. The lectures are all digital, as are the notes. The actual projects are
all digital, and the marking is all done digitally in word documents.

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2.6. USE OF LANGUAGE IN ASSESSMENT
I have generally taken for granted that students understand the wording we use in
assessments. Probably because they are normal words used in the English language and
because I understand them and use them all the time. However, I have realised that I cannot
assume that students will understand them. They may know the words, but that does not
mean that they understand what they mean. This can often mean that students, who know
their work, are unable to answer questions correctly because of a lack of understanding of
the terms used in the question itself. This is sad, and should try and be avoided at all costs.
Students should not be disadvantaged because of a lack of vocabulary. For this reason I am
very glad that this reality has been brought to my attention through the TDP.
I have now decided to be more careful of the wording I use in assessments. I now try to
simplify it as much as possible, and in places that no other term can be used, I give an
explanation in brackets (see Appendix AJ). It is important to realise that we are not testing
vocabulary (even though it is important), but knowledge of content. Therefore, each student,
no matter what their background, should have a fair chance of sharing their content
knowledge in an assessment. We should not try to “catch students out” by using words that
are unnecessarily difficult. We need to be aware of the type of students we are dealing with
and have grace for the situation that most students find themselves in. We need to be
cognisant of the cultural and societal realities in South Africa and accommodate students
from every language and background as much as possible. One such way is through the use
of Multi-Lingual Glossaries, and what I am calling “Complex Term Dictionaries.” A complex
term dictionary is something that explains complex terms that are often used in
assessments. I have developed such a “dictionary” for use in the 1st
year marketing course
(see Appendix AK) and am looking forward sharing it with my students. I would like to add to
the list as I go forward in my teaching career and so build up a comprehensive dictionary
that can be used by students at all levels of their studies in the field of Marketing. This I
believe can be a helpful resource for future students at CPUT, and I trust that my other
colleagues will also be motivated to invest in it.

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3. CONCLUSION
On the whole, I believe that we as lecturers need to be humble in our approach to teaching.
We should realise that teaching is taking what you get and making something grow from it. A
good teacher, just like a good horticulturist can work with any type of seed in any type of soil
in any type of conditions, because he/she knows what to do to fix the issues and ensure that
life is produced. They know what to add and what to subtract to see that seed germinating
and producing flowers and ultimately fruit. May we as teachers also have this professional
approach and be confident in our abilities as creative, problem solving, life cultivating
individuals and teams.

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4. BIBLIOGRAPHY
1. Duffet, R.G. 2012. Teaching Portfolio: A portfolio submitted in fulfilment of the
requirements for Ad Hominem Promotion. Cape Peninsula University of Technology.
Cape Town. [16 January 2012]
2. Steenkamp, P.K. 2010. Teaching Portfolio: A portfolio presented to the Faculty of
Business of the Cape Peninsula University of Technology in partial fulfilment of the
requirements for the Distinguished Teacher Award 2010. Cape Peninsula University
of Technology. Cape Town. [30 July 2010]

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APPENDIX A
GENERIC FORMATIVE CLASS EXERCISE
Marketing 1 Class Exercise
Topic: Positioning
Concepts Covered: Targeting, Positioning Strategy, Differentiation.
Harley Davidson Positioning Exercise
After watching the Harley Davidson (HD) Video answer the questions that follow in groups of three.
1. Which segment of the motorbike market does HD target?
2. Describe/ Profile the typical Harley Davidson owner?
3. Give five words that define HD’s positioning.
4. What unique features distinguish a HD from another motorbike?
5. How do HD differentiate themselves from their competitors? (List the competitors and
determine what how they are all positioned and then compare HD to them.)

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APPENDIX B
DIGITISED MANAGEMENT 3B PROGRAMME
See the DVD disc at the back of the printed document
Once the disc has loaded, the programme files can be found in the folder entitled
“Appendix B – Digitised Management 3B Programme (2013)”

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APPENDIX C
STUDENT-LECTURER AGREEMENT
In any relationship it is vital that both sides have a clear understanding of their roles and expectations
of the other. For this reason, it is only helpful for us to agree upon these aspects from the beginning of
our journey together.
Ultimately, what I would like is a constructive and positive environment that can facilitate the most
optimal learning environment for everyone involved. As your lecturer I am committed to your success
as a young adult and upcoming professional. For that reason I would like to use this contract as a way
for us to establish the grounds upon which we can build our relationship together. It is my desire to
serve you and I can only do that if we are truly in united in one spirit to achieve the ultimate goal:
ensuring that you are ready for the working world.
Lecturer Responsibilities
 To respect the privacy and boundaries of my students.
 To be on time for lectures, and to notify the class representative if I am running late.
 To be well prepared for every class.
 To be motivated, enthusiastic and passionate about the subject.
 To give reasonable time to study for tests.
 To give assessments that are of a reasonable standard and in line with university policy.
 To give constructive, open, and honest feedback to completed assessments.
 To organise work, notes and subject administration in a coherent and meaningful fashion.
 To deliver lecturers and facilitate learning in a professional and effective way.
 To evaluate student’s continuously and inform them of their progress.
 To prepare students for their assessments effectively.
 To develop/ ensure that assessments are fair and
 To motivate and inspire students to be quality learners.
 To be available for consultation times and any other academic queries and support. (At
specific times of the day and week)
 To provide insight and guidance concerning academic and career elements.
 To listen to students struggles and try to accommodate them where possible.
I, ___________________________________, agree to adhere to the above mentioned
responsibilities to the best of my ability for the year of _________.
Date_________________________
Signature
____________________________________

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Student Responsibilities
 To treat myself, my peers and my lecturer with courtesy and respect....always!
 To be on time for class, apologise upon entry if late, and notify the lecturer should they not be
able to attend.
 To be passionate about my subject and
 To make the utmost effort to complete class work and all assessments well.
 To keep up to date with the course work by coming to class, completing all the activities.
 To prepare for class by reading he appropriate sections in the textbook before class.
 To attend all classes and participate in all class activities with enthusiasm.
 To complete work with ethical and honest integrity.
 Students will not commit plagiarism - pass off someone else’s work as their own -
 To support other students in helpful in assisting other student
 To take communicate effectively with the spoken and written language.
 To learn from mistakes and
 To be honest about what I have and have not done.
 To respect the lecturers leadership and authority within the bounds of the subject.
I, ___________________________________, agree to adhere to the above mentioned
responsibilities to the best of my ability for the year of _________.
Date_________________________
Signature
____________________________________

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APPENDIX D
VIDEO OF LECTURE
See the DVD disc at the back of the printed document
The Videos can be found in the folder entitled
“Appendix D – Video of Lecture”
OR
Go to the following Dropbox link to view or download the videos online
https://www.dropbox.com/sh/nzvdtkxwi9s8kmh/UjHTtTmpy2

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APPENDIX E
GENERAL ESSAY FEEDBACK
Academic Essay
In general, you have completed the assignment fairly well. You have included in text citations and
have also attempted a bibliography. Well done for this!
Introduction
It is important that it is not like a speech introduction (like where you say “I will be talking about....”).
Instead, you need to introduce it with your argument statement: “Effective communication by financial
administrators is key to the success of organisations,” or with a story/ statistic that relates to and leads
into your argument statement.
Story Example: Mary recently graduated from CPUT as a financial manager and has been working at
Tiger Brands for the last three months. After noticing a discrepancy in the books related to marketing
costs she considers going to her manager to inform him about it. However, if she is correct, it could
mean that the marketing manager has been using finances incorrectly and could possibly mean that
he will be fired. This is a very sensitive situation and will need to be handled with much care. She
realises that if this haphazard spending does not cease, it will jeopardise the organisation’s
profitability.
Statistic Example: In a recent survey it was discovered that the top 10% of businesses in South Africa
have all hired financial administrators that can communicate effectively (Moolman, 2012:4).
Structure
With many of your essays, I am not sure where your introduction ends and where your body starts. It
is important to plan your essay effectively by dividing it into various sections. Here is an example of
structure planning.
Introduction
Effective communication in the workplace
Communication Barriers in the workplace
Intercultural communication in the workplace
Communication between managers and staff in the workplace
Financial administration and communication in organisations
How financials impact the organisation’s success
The importance of communicating financials effectively
Conclusion
You then flesh out (adds words to) your structure by writing various paragraphs to cover each section.
This will ensure that your essay covers all the needed topics and also has a relevant progression.

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Quotations and other references.
Many of you have just placed quotes into the essay randomly. There was no strategic thought about
how it fits into your argument. Some quotes might not even suit your argument. In those situations
you should not use them. Only use references that actually add “weight” to your argument. They need
to support what you are saying. The essay is not just about putting in a lot of quotes, but actually
creating a compelling argument.
Therefore your essay needs to FLOW!!!! It cannot just be random different pieces of information
connected to communication and financial administrators. Start somewhere, lead it into a body, and
then finish it off. It needs to have what is known as a “golden thread” flowing through the document.
Remember: Think about it as a lawyer would.
Usually a lawyer takes a stand point (makes an argument or case) that his client is innocent. Then
proceeds to prove his case using various points which he supports with evidence. This is the same for
writing because the writer takes a specific stand on a topic and then makes various points which
he/she backs up with references from various sources (evidence). The key is that the argument must
flow and that the reader must be convinced just like the judge must be convinced. Therefore, the
points and evidence must be strung (linked) together effectively to create compelling story/ argument.
You need to convince me of your case!!!!
Bibliography: Many of you have not followed the correct Harvard referencing technique. This is
unacceptable. You need to simply just use the same technique as what is displayed in your hand out
notes. Just copy the style and use the information from your sources.
Some of you made smaller mistakes. Some of them I have noted with my red pen. Like a lack of
spacing, incorrect punctuation, no full stop, etc. Make sure that your referencing is correct!
Professional appearance: Make sure that the document is typed in Arial 12, 1.5 line spacing as
indicated on the brief. Also, make sure that the front page is neat and that your name and student
number are also printed. Some of you have used funny, swirly type fonts. This is not acceptable. You
need to use professional lettering in all academic writing.
Edit your work: I highly recommend that you read through your work to make sure that it is all
correct, and then that you give it to someone who is better at English and writing and ask them to
check it for you as well. This will help you correct errors that you maybe did not see. And it will greatly
improve your writing as well as your ultimate mark.

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APPENDIX F
EXAMPLE OF STUDENT CONSULTATION NOTES
STUDENT NAME
Background: Comes from the Eastern Cape. In 2004 she moved to Cape Town and currently stays
with her aunt, cousins and sisters. She went to high school here in Khayalitcha. Had business studies,
accounting, consumer studies, and maths literacy. Did well in Matric but did not do well in Accounting.
Reason for Study: Because her siblings studied at CPUT. Decided to study marketing because it
seemed interesting. It was her first choice. HR was her second.
CPUT Experience: She is enjoying being at CPUT, but has not met many friends yet.
Study Environment: No noise, but not always enough time to study because she has many chores.
She needs to cook and clean up. She ends up doing work after class in the afternoons at CPUT.
Finding Marketing: Is finding marketing a bit hard. It is interesting but difficult.
Performance:
29 43 29 29 19 45 10
Is quite inconsistent. Seems to be a problem with her day to day studying. Puts in about 2 hours a day
to study, but all this time is not necessarily used to study marketing. She says that the inconsistency
can be due to that she thinks she is being lazy at times, but is not sure why.
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Improved quite dramatically, which is good. When she fails something, she usually tells herself that
she can do better. So that is what happened here. She says that she sometimes does not understand
the work. She says she does understand when I explain in class but not always when she reads the
textbook. She says that she does not really study with others.
Study Method: First reads a chapter and then tries to summarise it. Says that summaries are not
really working for her. She usually just keeps reading and reading.
Study Time & Improvement: Can put time in on Saturdays. Will need to put more effort into her
studies. Good idea for her to form a study group with others in the class and study with them for tests
.
Goals: Wants to get 80%. Thinks she can definitely get 60%. So that is the goal.

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APPENDIX G
RETAIL MANAGEMENT VIDEO LECTURES
See the DVD disc at the back of the printed document
The videos can be found in the folder entitled
“Appendix B – Digitised Management 3B Programme (2013)”
Click on the following folders to get to the videos:
1. Appendix B – Man 3B Programme
2. Material
3. #T2 – Retail Management
4. Videos
5. Video Lectures
OR
Go to the following Dropbox link to view or download the videos online
https://www.dropbox.com/sh/oiba1qs87uc6twd/QWq66eRn_L

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APPENDIX H
LARGE GROUP LESSON PLAN

30. 25
APPENDIX I
SMALL GROUP LESSON PLAN

31. 26

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APPENDIX J
ONE WEEK’S LESSON PLANS FOR MARKETING 1
SEMESTER 2 – WEEK 1 (22 – 26 AUG)
TUESDAY 23 AUG
Goal 1: Go through test
Give each student their test back and go through the test and memo so that they can see where they
made errors.
Goal 2: Project Hand ins
Take in Target Market Assignment
Tell them how to hand in Marketing Plan Project.
Goal 3: Confirm consultation times for week.
Tell the students that you would like to see each of them for 30 minutes in the week and send around
a roster with potential slots in which they need to come and see me.
Things to discuss:
- Where they come from (Background)
- Reason for choosing to study marketing
- Progress thus far
- How they did in the test
- Goals for the term
Preparation
Go through page 202 – 207 LO1 – LO4
Multiple Choice Test will be written on it in first 15 minutes of class.
*Copy pages 201-207 for the students...
THURSDAY 25 AUG
Write Test – 15 questions, 30 minutes.
Discuss questions and answers – use time to teach.
Watch Harley Davidson video.
Complete class exercise in groups.
Harley Davidson Positioning Exercise
After watching the Harley Davidson (HD) Video answer the questions that follow in groups of three.
6. Which segment of the motorbike market does HD target?

33. 28
7. Describe/ Profile the typical Harley Davidson owner?
8. Give five words that define HD’s positioning.
9. What unique features distinguish a HD from another motorbike?
10. How do HD differentiate themselves from their competitors? (List the competitors and
determine what how they are all positioned and then compare HD to them.)
FRIDAY 26 AUG
Goal 1: Student presentations
Students to present their target market strategies for the “green product.”
5 minutes x 10 groups = 50 minutes. (1 period)
Goal 2: Complete Harley Davidson Exercise
20 minutes to complete.
Discuss for 20 minutes.
Homework
Determine in which groups the 5 ungrouped students will be in.
Remind about completing Workbook for Monday at 12 pm – cut off time on blackboard.
Tell them to read next section of the work for a test on Tuesday.

34. 29
APPENDIX K
CLICKER QUESTION & ANSWER EXAMPLE
To view the commercials that each of the clicker questions are about, please see the folder entitled
“Appendix K - Video Commercials” on the DVD disc. Alternatively, part 2 of the video lecture in
Appendix D can be viewed to see the students watching the videos and then voting for the correct
answer.

35. 30

36. 31

37. 32

38. 33

39. 34
APPENDIX L
BLACK BOARD VIDEO LECTURES

40. 35
APPENDIX M
DROPBOX VIDEO LECTURES & NOTES
To view any of these videos or notes, please go to:
https://www.dropbox.com/sh/oiba1qs87uc6twd/QWq66eRn_L

41. 36
APPENDIX N
FACEBOOK GROUP – ACCOUNTING GROUP B

42. 37
APPENDIX O
FACEBOOK GROUP – MARKETING 1 ECP

43. 38
APPENDIX P
WORDPRESS VIDEO BLOG POST

44. 39
APPENDIX Q
STUDENTS COMMENTS & LECTURER FEEDBACK
To Ssee more responses please go to the following web page:
http://marketmanage.wordpress.com/2011/07/17/introduction-to-marketing/

45. 40
APPENDIX R
REAL LIFE CASE STUDY FOR FOOD INDUSTRY MARKETING
Famous Brands enters entry-level
market
02 November 2011 07:41, by Famous Brands
Launches Blacksteer Home of Shisanyama venture.
In its first foray ever into the mass-based entry-level market, Famous Brands has developed a custom-built offering designed
to capture the appetites of LSM 3 to 6 consumers. Menu items include pap and vleis, boerewors, Russian sausages, stews,
flame grilled and fried chicken, burgers, mash, chips, soft serve ice-cream and a range of carbonated soft drinks. Price
points are under R20 (twenty Rand) and the ‘tummy-fill’ factor is paramount to this offering. Blacksteer Home of
Shisanyama’s pilot restaurant, situated in Jules Street in Malvern, has met with very favourable consumer response since
opening last week. The franchisee, Peaceful Ngcube, is a former long-standing employee of Famous Brands.
Chief Executive Officer, Kevin Hedderwick says, “Our Blacksteer Home of Shisanyama (Blacksteer) venture is a revelation
for Famous Brands. The Group has never directly participated in the LSM 3 to 6 market segment in a meaningful and
focused manner, but in line with our ambition to constantly innovate and broaden our portfolio offering, we have identified
this sector as one with vast potential. Developing our new concept has demanded a totally new mind-set in terms of site
selection, trading format, the look and feel of the brand, its core offering, pricing, procurement, and how we will market it.”
“While consumers in the LSM 3 to 6 category have limited disposable income, they do buy ‘out of home’ meals on a regular
basis, and these meals are often the main meal of the day. Despite the limited individual spend, the sheer volume of the
target market is enormous,” Hedderwick notes.
In 2010 Famous Brands acquired the trademarks and franchise agreements of Blacksteer - restaurants which have either
closed, or the Group has converted, or is in the process of converting to an alternate and appropriate Famous Brands’
brand. “The Blacksteer vehicle was thus available for use,” comments Hedderwick. “The imagery of the black steer is
extremely powerful and its association with flamed grilled red meat is obvious. We have adopted the best elements of the
original branding and revitalised them for this purpose.”
Shisa nyama is a Zulu phrase meaning to ‘burn the meat’. In many South African townships the term is used to describe an
informal braai where friends come together near a butchery, to grill meat on an open fire.
Hedderwick says, “This offering positions us in both the lower-end branded food service category as well as the ‘unbranded’
sector which includes operators ranging from street vendors and informal traders to traditional food retailers selling hot
meals. Our research shows that consumers will gravitate to an offering that is fresh, has home-cooked flavour, and is
quickly and hygienically prepared. We have taken those elements and combined them with an appealing, sociable setting
centred around communal seating and eating. We are cognisant that one should not underestimate this market’s awareness
of brands which combine value with quality, and our ambition is to build a strong brand that is top of mind and delivers on
that value quality offering.”
“The key elements of Blacksteer’s business model are compelling: including low set-up costs, low rentals, and limited
staffing. The trading format is primarily Quick Service take-away with limited seating, catering for customers seeking a
convenient, substantial meal. Restaurants will be situated in urban areas where there is a high concentration of LSM 3 to 6
workers,” he notes.
Hedderwick says the new venture has an important empowerment component. “Blacksteer’s offering, market niche and low
start-up costs, (in the order of R500 000), position the business favourably for investment by black entrepreneurs with finite
capital but a keen insight into the LSM 3 to 6 market.”
Franchisee, Peaceful Ngcube, says, “I was on the team that researched this new concept and when it came to appointing a
franchisee, I put my hand up. Having a share in this business is a dream come true. My focus is on growing this restaurant
and ensuring it delivers. In the long term I’d like to own three or four Blacksteer’s restaurants, but right now we must make a
success of this one.”

46. 41
Val Bourdos, Managing Executive, Brand Development, who headed up the team responsible for this project comments,
“Our extensive research into the Blacksteer’s Home of Shisanyama concept has ensured that this offering is well targeted,
and brings to consumers an authentic, local experience underpinned by the standard franchise disciplines for which Famous
Brands is recognised.”
Hedderwick concludes, “We are tremendously excited about the prospects for this new brand.”
Famous Brands' portfolio includes Steers, Wimpy, Debonairs Pizza, FishAways, Mugg & Bean and Brazilian Café, among
others.
http://www.moneyweb.co.za/moneyweb-industrials/famous-brands-enters-entrylevel-market
Instructions: Read the Article and then answer the questions that follow in groups two. See the attachment
below for information necessary to answer question 5. Write down your answers on one piece of paper that
has both your names and your students numbers at the top.
Questions
1. Determine which growth strategy Famous Brands is using and motivate your answer. (3)
2. Which marketing orientation Famous Brands has applied in the development of its new brand?
Explain your answer. (3)
3. Discuss the how Famous Brands has planned to “capture the appetites of” (target) the LSM 3-6
segment in South Africa? (4)
4. How do you believe this is a clever “strategic move” for Famous Brands with regards to Social and
Demographic factors in South Africa? Motivate. (4)
5. Draw a BCG matrix and plot at least 5 of the brands in the Famous Brands portfolio (Remember to
indicate their position and size). (6)
TOTAL: 20 Marks

47. 42
Additional Elements: Famous Brands Performance 2011
Like on Like (or Like-for-like) sales only takes into consideration sales that were achieved from businesses or products that
were part of the companys stable the previous year. Should the business have opened any new business or introduced any

48. 43
new products, sales from them will not be included. In this case, Wimpy UK sales were not included because this was the
first year that these stores started operating. The same goes for any new stores in any of the other brands. So these like-on-
line figures are calculated for 1861 (total stores) – 111 (new stores) = 1750 stores.

49. 44
MEMORANDUM
Question 1
Determine which growth strategy Famous Brands is using and motivate your answer. (3)
Model Answer
Market Development: Even though Blacksteer is a new type of food-outlet, Famous brands is in the business of
restaurants, so opening another one would not be considered product development, even though is offers a
new range of food products. Up until the introduction of Blacksteer, Famous Brands has mostly focused on the
higher LSM’s with food outlets in the affluent urban areas of cities and towns. The case mentions that “The
group has never participated in the LSM 3-6 market segment in a meaningful and focused matter.” Blacksteer
is a clear move to develop a new market that has not previously been focused upon.
Question 2
Which marketing orientation Famous Brands has applied in the development of its new brand? Explain your
answer. (3)
Model Answer
The Marketing concept (consumer orientation): This concept is based on identifying, understanding, and
satisfying the needs of consumers. And Famous Brands has found a market who’s needs are currently not
being met. They have realised that consumers in LSM 3-6 are currently unnerved on a commercial fast-food
level. And for that reason they have developed Blacksteer to cater for that need. This can be seen in the case
by what Hedgewick says “...consumers gravitate to an offering that is fresh, has home-cooked flavour, and is
quickly and hygienically prepared. We have taken those elements and combined them with an appealing,
sociable setting centred around communal seating and eating.”
Question 3
Discuss the how Famous Brands has planned to “capture the appetites of” (target) the LSM 3-6 segment in
South Africa? (4)
Model Answer
In terms of Demographic factors, LSM 3-6 are rural South Africans with an average monthly income of R2 267 –
R5 755. This group has access to running water and electricity, televisions, radios, kitchen appliances, and
many own cellphones. Although many do not take part in outdoor or extracurricular activities most spend
their evenings at home in front of the T.V and therefore often do purchase fast foods. Hedderwick mentions
that “while many consumers in the LSM 3-6 category have limited disposable income, they do buy ‘out of
home’ meals on a regular basis, and these meals are often the main meal of the day.”
The fact that Blacksteer developed a menu to suit the appetites and wallets (price points are under R20) is also
very clever, especially considering that there are so many of them in South Africa. Blacksteer offers this
segment a convenient and affordable time saving, family centred quality food service with meals that are
unique and desirable by African cultures. that “include pap and vleis, boerewors, Russian sausages, stews,
flame grilled and fried chicken, burgers, mash, chips, soft serve ice-cream and a range of carbonated soft
drinks,” as mentioned by the article.

50. 45
The name and branding is also very appropriate for this market. As mentioned by the article, “Shisa nyama is a
Zulu phrase meaning ‘to burn meat” which is relates to this target segment because “In many South African
townships the term is used to describe and informal braai where friends come together near a butchery, to
grill meat on an open fire.” Additionally, as noted by Hedderwick, “The imagery of the black steer is extremely
powerful and its associations with flame grilled red meat is obvious.” These are important factors to this
segment and it is a clever move for Famous Brand to brand it in such a way that will appeal and relate to the
target market.
Question 4
How do you believe this is a clever “strategic move” for Famous Brands with regards to Social and
Demographic factors in South Africa? Motivate. (4)
Model Answer
On a social level the role of families and working woman is changing. The rise of double income families means
that people have more money and less time. For this reason, having access to good quality fast-food is
desirable for African families in South Africa. And considering that the African (black) segment is more than
70% of the population (most being LSM3-6) a fast-food outlet like Blacksteer should do well. And this, not
because they have large amounts of disposable income, but because, as Hedderwick notes “...the sheer
volume of the target market is enormous.”
The generations most likely to be Blacksteer’s primary customer are Baby Boomers and Generation X who
both like convenience. Many Baby Boomers have families with children that are either still at high school or
studying. For this reason, many would appreciate affordable and convenient meal options that are flavourful
and similar to what they are used to. In terms of Generation X, many are young working professionals that
either live at home with their parents still (and therefore have extra disposable income) or they are married
(or living a married lifestyle). For this reason, many would purchase a take away meal for lunch or for the
evening meal.
The Black Diamond market should also not be forgotten. This segment, although in LSM7-10 often live by their
families in the townships (LSM3-6) over the weekend. Some even live in the townships because their families
live there and they are used to the culture. Because Black Diamonds have a large amount of disposable income
and have grown up eating township food they will most likely purchase from Black Steer outlets as well.
Question 5
Draw a BCG matrix and plot at least 5 of the brands in the Famous Brands portfolio (Remember to indicate
their position and size). (6)
1 mark for each correct placement and 1 mark for a correctly drawn BCG matrix.

51. 46
APPENDIX S
CASE STUDY (FOR SMALL GROUPS IN CLASS OR AS HOMEWORK TASK)
Evidence # 1A: First Letter to Colleague
Hi Rodney
As you know I am doing this teaching development programme.
For the latest assignment I must develop a case study that will give the students a real life scenario to
work through in small groups. The idea is to generate different questions that will give them different
levels of learning. Some shallower, some deeper.
The other part of the assignment is to ask one of my colleagues to give me feedback on it and then
make changes.
So, I was wondering if you would do the honours. You are the only person I know here who will be
completely honest. One or two paragraphs would suffice.
Just to note, it has been written at a very basic level. I guess I took the level of my students into
account while writing it.
I have attached it for your convenience.
Thanks
Dylan
--
Dylan Cromhout
Cape Peninsula University of Technology
Faculty of Business
Marketing Department: Junior Lecturer
P O Box 652, Cape Town, 8000
South Africa
Telephone (w): 021 460-3072
E-mail: cromhoutd@cput.ac.za

52. 47
Evidence # 1B: Case Study – First Draft
Marketing Case Study – Duplex Fisheries
Mr Duplex runs a small fish shop in Kuilsriver in Cape Town. It has been running for roughly 25 years
and has really become an established business in the local Kuilsriver area. He is known far and wide
for providing fresh fish and chips that is good value for money.
Recently, a large new housing complex was built very close to hi store. As it was being built he
thought that there would surely be a lot of new customers coming to his shop once all the people start
moving in. However, what he failed to notice was that a Fish Away’s was also being built right across
road from the complex.
Three months later the complex was complete and almost all the flats had been filled up with people.
He knew it was only a matter of time before his new customers started streaming in. However, 2
months later, not one new customer had entered his store; only his older more loyal customers
continued purchasing from him. He just could not understand why. So he went for a walk to think
about what he could do. As he came around the corner of the block of flats he saw before him the
reason for his troubles, the new Fish Aways shop.
So, in order to determine what was going on, he went across the road to order some fish and chips
from Fish Aways and evaluate their service for himself. As he walked in he noticed that the shop was
very clean and neat and that the staff were all dressed in uniforms. He noticed that they had big
menus that were above the counter that gave a list of all of the different meals that they offered as
well as their prices. Another element he noticed was that they had a poster up with a competition that
said that if anybody liked their Facebook page they would get up to 10% discount on their next meal
and stood a chance to win a trip to Greece for two. Another thing he noticed was that they had loyalty
cards for their customers so that after 20 meals they got the next one absolutely free.
He ordered a normal hake and chips. It came in a branded package and smelled quite good. He sat
down and tried the food. It was ok, but definitely not as nice as his fish that he fried in his special
batter that had been passed down from his great grandfather. He also noticed that although the meal
was a bit cheaper than his, the pieces were not as big as the ones that he gave. All in all, he still could
not understand why people were not purchasing from his store. It might look pretty, but the actual fish
and chips was not nearly as good as his.
Questions
1. Can you help Mr Duplex by telling him why people are not buying from his store?
2. Please explain the important lesson that Mr Duplex has learned concerning scanning his
environment?
3. Determine the impact of the tools that Fish Aways was using to engage with their customers
concerning how they relate to the latest social trends?
4. Please analyse Mr Duplex’s business and determine which bases he could use to differentiate
his business effectively from Fish Aways?
5. Develop a small marketing plan that will help Mr Duplex gain more customers.

53. 48
Evidence # 2: Feedback from Colleague
Dear Dylan
Overall, a reasonably good case study that includes a mix of comprehension, problem-solving and
application of theory! Two grammatical errors to correct: second paragraph, first line: "to hi store",
should be "to his store." Fifth paragraph, second line "It was ok, should be "It was okay".
Constructive feedback:
The purpose and outcome of the assessment needs to be given and explained to the students.
No instructions were given, i.e. if this case study was given to the students without you saying
anything, would they know what to do? For example, the following could be inserted: " Read the case
study in order to answer the following questions on .... (then state the purpose of the case study?)."
It was also not clear whether the case study needed to be completed in class (if so, how much time
did the students have?) or whether it could be taken home (if so, then when was the due date)? Also
is it an individual task or could they complete it in groups? The students also need to be informed
whether they are permitted to use their textbook and/or they allowed to do additional research (using
other books and the Internet).
How many marks is each question worth? This would given an indication of the depth of information
the students need to provide in their answers.
You also need to inform the students as how they will be given feedback. No memorandum was
supplied!
Question on 4 was not clear in terms of which "bases"? Do you mean "segmentation bases"?
Otherwise, the questions were of a good standard!
Kind regards
Rodney Duffett
Cape Peninsula University of Technology
Faculty of Business
Marketing Department: Senior Lecturer
P O Box 652, Cape Town, 8000
South Africa
Telephone (w): 021 460-3072
E-mail: duffetr@cput.ac.za

54. 49
Evidence # 3A: Reply to Feedback from Colleague
Hi Rodney
Thanks for the feedback. I really appreciate the time you took to put this together. I know how busy
you are...
I have taken it all into consideration and reworked it. I have also added a memorandum for the
convenience of the lecturer using the case as it is designed to be completed in class and then handed
in/ or possibly even discussed in class, depending on the time available.
Concerning your question regarding bases: they are "differentiation" bases which I do mention. The
case is designed to assess "positioning" knowledge.
I also changed the case a little bit so that it had more of a positioning slant. Additionally I also
changed some of the questions to assess from a positioning stand point.
Please find it attached to see how I have reworked things.
Thanks again for your feedback. It was very helpful.
Kind Regards
Dylan
--
Dylan Cromhout
Cape Peninsula University of Technology
Faculty of Business
Marketing Department: Junior Lecturer
P O Box 652, Cape Town, 8000
South Africa
Telephone (w): 021 460-3072
E-mail: cromhoutd@cput.ac.za

55. 50
Evidence # 3B: Case Study – Second Draft
Marketing Case Study – De Nobrega Fisheries
Please read the following case study and then answer the questions that follow in groups of 3 in
class. You may use your textbook. Write your answers on one piece of paper and include the names
of all your group members.
Mr De Nobrega, a Portuguese South African runs a small fish shop in Kuilsriver in Cape Town. It has
been running for roughly 25 years and has really become an established business in the local
Kuilsriver area. He is known far and wide for providing fresh fish and chips that is good value for
money.
Recently, a large new housing complex was built very close to his store. As it was being built he
thought that there would surely be a lot of new customers coming to his shop once all the people start
moving in. However, what he failed to notice was that a Fish Away’s was also being built right across
road from the complex.
Three months later the complex was complete and almost all the flats had been filled up with people.
He knew it was only a matter of time before his new customers started streaming in. However, 2
months later, not one new customer had entered his store; only his older more loyal customers
continued purchasing from him. He just could not understand why. So he went for a walk to think
about what he could do. As he came around the corner of the block of flats he saw before him the
reason for his troubles, the new Fish Away’s shop.
In order to determine what was going on, he went across the road to order some fish and chips from
Fish Away’s and evaluate their service for himself. As he walked in he noticed that the shop was very
clean and neat and that the staff were all dressed in uniforms. He noticed that they had big menus
that were above the counter that gave a list of all of the different meals that they offered as well as
their prices. Another thing he noticed was that they had loyalty cards for their customers so that after
20 meals they got the next one absolutely free. Lastly, he noticed a poster advertising a competition
that said that if anybody liked their Facebook page and gave in their most recent completed loyalty
card they would stand a chance to win a trip to Portugal for two.
He ordered a normal hake and chips. It came in a branded package and smelled quite good. He
serves his meals wrapped up in white paper – just like all the independently run fisheries. He sat
down and tried the food. It was okay, but definitely not as nice as his fish that he fries in his special
batter that had been passed down from his great great grandfather who opened their first family fish
shop in Portugal many years ago. He also noticed that although the meal was a bit cheaper than his,
the pieces were not as big as the ones that he gave. All in all, he still could not understand why
people were not purchasing from his store. It might look pretty, but the actual fish and chips was not
nearly as good as his.

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Questions
1. Can you help Mr De Nobrega by telling him why the new people in the complex are not buying
from his store? (1)
2. Explain the important lesson that Mr De Nobrega has learned concerning scanning his
environment? (2)
3. Determine the impact of the tools that Fish Away’s was using to engage with their customers.
Also make reference to how they relate to the latest social trends? (3)
4. Considering his new competition, analyse Mr De Nobrega’s business and determine which
base he could use to differentiate his business effectively from Fish Away’s. (3)
5. Identify which base he could use to position his offering effectively in the mind of consumers.
Explain your answer. (3)
6. Develop 3 potential slogans that he could use in marketing communications (advertising) to
promote this positioning? (3)
Total: 15

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MEMORANDUM
Question 1
Can you help Mr De Nobrega by telling him why people are not buying from his store? (1)
Model Answer
None one the new people knew about his shop.
Question 2
Please explain the important lesson that Mr De Nobrega has learned concerning scanning his
environment? (2)
Model Answer
Mr De Nobrega did not know that there was a new fish shop right across the road of the complex. If
had he done some environmental scanning around the time that the complex was finished built, he
would have known that there was a new competitor store.
Question 3
Determine the impact of the tools that Fish Away’s was using to engage with their customers. Also
make reference to how they relate to the latest social trends? (3)
Model Answer
Fish Aways was using a range of new tools that were very modern and innovative. Using visual
merchandising elements like large colourful menu boards works well to attract customers into the
store. (1 mark) Additionally, the use of a loyalty card to encourage on-going purchases by loyal
customers is a good way to encourage long-term consistent purchases (1 mark). Social trends are
revealing that more people are using the Internet and Fish Away’s did well to jump onto this trend by
connecting their competition to Facebook (1 mark). In general, Fish Away’s was using many modern
and socially relevant tools to engage with customers.
Question 4
Considering his new competition, analyse Mr De Nobrega’s business and determine which base he
could use to differentiate his business effectively from Fish Away’s. (3)
Model Answer
Product Differentiation – Features (1 mark): It is clear that Duplex Fisheries serve better tasting meals
in larger portions (1 mark). The “special batter” is also something that he can use to differentiate his
offering just like Coka Cola uses its special recipe to differentiate Coke from other cola drinks. (1
mark)
Question 5
Identify which base he could use to position his offering effectively in the mind of consumers. Explain
your answer. (3)
Positioning Base – Attribute (1 mark): Even though they offer cheaper options at Fish Aways it can be
assumed that there will be customers who are in search of a more “authentic” fish and chips
experience (large portion of fish and chips served wrapped up in white paper/ newspaper). (1 mark)

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Thus, with a combination of the “family heritage” attribute that comes down the family tree all the way
from Portugal, a place famous for its Fish and Chips, and the renowned large portions in white paper/
newspaper attribute, it is recommended that he position his offering on this “authentic” fish and chips
experience. (1mark).
Question 6
Develop 3 potential slogans that he could use in marketing communications (advertising) to promote
this positioning? (3)
Model Answer
Tastes just like Portugal
For your authentic Fish and Chips experience
Fresh Fish, in true Portuguese fashion

59. 54
APPENDIX T
MARKETING ORIENTED PROBLEM BASED LEARNING EXERCISE
Read from right to left, and row for row.

60. 55

61. 56

62. 57
APPENDIX U
CONCEPT DICTIONARY - POSITIONING
Competitive Advantage: An advantage over competitors gained by offering consumers greater value, either
through lower prices or by providing more benefits that justify higher prices.
Product Position: The way the product is defined by consumers on important attributes – the place the
product occupies in consumers' minds relative to competing products.
Differentiation: is the process of identifying 'something' that is different about a firms products to
competitors', and also important to and desired by consumers.
Consider a basket ball team scenario. If there were two teams planning to play against each other,
and one team was all tall people and the other was all short, which team would have the
advantage?
The tall one of course. They would have the advantage over their competitor.
Let’s look at a few examples to help you understand this one. There are many brands all around
us, and many of them are known for something specific. That which they are specifically known
for can be considered their “product positioning” – the place that the product holds in the mind
of the consumer. Here are a few examples:
Volvo: Safety BMW: Performance
DHL: Fast Mc Donald’s: Cheap and Fast
Steers: High Quality (Real) Burgers Capitec: Cheap
In other words, to develop a “product Positioning” a marketer must first differentiate it (i.e. find
something that is different about the product). To find points of differentiation, marketers must
think through the customer's entire experience with the company's product or services. Let us
look at an example:
A bank has many different “touch points” in which the customer will engage with the back. Let’s
look at a few.
You see bank advertising, drive to bank, try to find parking, wait in queue, engage with sales
consultant or tellers, sign many forms, get card, bank money. Then go to ATM, engage with keys
and prompts, draw money, get air time. Go online, connect to internet banking, add beneficiaries,
pay beneficiaries. Get credit card, get letters from back with bank statement, call in to bank call
centre with regards to credit card, or when card has been stolen, etc.
At all these “touch points” the bank can choose to differentiate themselves. For example: Have
more sales consultants and tellers to speed up banking process, have one card for all accounts
(Capitec). Have lots of parking available. Have an integrated ATM which allows you to draw and
bank money. Allow you to make payments and pay traffic fines at ATM (FNB). Have solid internet
banking security (ABSA). Have easy to use and fast internet banking (FNB). Speed up ease of
getting a loan. And so on and so forth.

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APPENDIX V
NON-FUNDED SERVICE LEARNING PROGRAMME
PROJECT (70%)
Support a local fresh food restaurant or store with Visual Merchandising services.
Section 1 – Retail Fresh Food Store Observation Report
Your job is to develop a visual report on a local retail food store. You will have to come and present in
class. Photo’s, Video, pictures and other visual elements will be very important. Ideas: Deli, Coffee
shop, Bistro, Take-Away stores (Not a large chain store)
This assignment will be done in groups of either 2 or 3. Find a local food retailer by the 17th
of Feb.
You must first get clearance from your lecturer before you can use the business. Need the owners
name, contact details and a photo of the store, as well as a written motivation as to why you would
like to use them. Then you take note of all the different things that they do and write them down.
You also take photos of the store, the food stands, the signage, the displays, and so on. You also do
interviews with the owner or person in charge of VM and you ask them question related to their store
and their VM strategies. You ask them what works best and why. A list of questions will be given to
you closer to the time.
This will be a Power-Point Presentation report with an accompanying document explaining each slide.
You will have to come and present your findings in class. You will be marked for both the written
report and your presentation.
First due:
• One page hand in.
• At the top your group names.
• Then a photo of the store.
• Below the photo, the contact details of the owner and the address of the store.
• Beneath that, an introduction to the store and a motivation as to why you chose it.
Section 2 – Store Layout Planning
Please do a rough drawing of the current layout of your store from a top view. Clearly name each
section. Give a short paragraph on what you think is good and what you think does not work and why.
Then do a new drawing of the way you would change the layout. Can all be in pencil, pen, kokies, etc.
Does not have to be typed. About two pages should suffice.
Section 3 – Design a Visual Merchandising Handbook for your retail outlet

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Design an in depth visual merchandising handbook for your retail outlet. It should include all
information that we have covered in a summarised form. It should be tailored to your store. It should
include photos of your store as well as pictures of VM techniques that you recommend for certain
areas of the store.
Due Date: Friday 1 June with a 5min presentation.
PROJECT: EVALUATION OF VISUAL MERCHANDISING RESTAURANT CONSULTING %
Visual Merchandising Audit
VM Report Good (4 - 5) Fair (3) Poor (0 - 2)
Company Information Introduces the business well,
does well to inform why the
business is being used.
Includes address and contact
details.
Introduces the business
fairly well, does fairly well
to inform why the business
is being used. Includes
address and contact details.
Introduces the business
poorly, does poorly to
inform why the business is
being used. Does not
Includes address and contact
details.
5
Audit Content Covers every area of the VM
checklist. Goes into depth and
explains situation well.
Includes photos and other
visual elements.
Covers somewhat every area
of the VM checklist. Goes
into some depth and
explains situation fairly well.
Includes photos and other
visual elements.
Covers an area of the VM
checklist. Goes into no depth
and does not explain
situation well. Does not
includes photos and other
visual elements.
5
Recommendations Recommendations are relevant
and realistic. Covering every
area of the VM checklist.
Recommendations are fairly
relevant and fairly realistic.
Covering almost every area
of the VM checklist.
Recommendations are
neither relevant not
realistic, or are not included.
Does not covering every
area of the VM checklist.
5
Checklists All checklists are fully
completed. Audit content
coincides with checklists. All
are attached to assignment.
Some checklists are fully
completed. Audit content
coincides somewhat with
checklists. Almost all are
attached to assignment.
No checklists are fully
completed. Audit content
does not coincides with
checklists. None are
attached to assignment.
5
Shop Layout Both the current shop layout
and recommended shop layout
is neatly drawn and motivated.
Each element is accurately
labelled.
Both the current shop layout
and recommended shop
layout is fairly neatly drawn
and somewhat motivated.
Each element is accurately
labelled.
Neither the current shop
layout not the
recommended shop layout is
neatly drawn. Element are
not accurately labelled.
5
Total
25
Oral presentation Good (3) Fair (2) Poor (0 - 1)
Content
Interesting, relevant, well
prepared (no reading),
organised and structured
Reasonably interesting,
relevant, organised and
structured, little reading
Uninteresting, irrelevant,
inaccurate, lots of reading,
unorganised, unstructured 3

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Audience reach
Established rapport, a well
structured PP, good eye
contact, no distracting
mannerisms, confident
Some rapport, a fair PP,
some eye contact, few
distracting mannerisms,
reasonably confident
No/little rapport, eye
contact and confidence,
weak/no PP, many
distracting mannerisms
3
Language
Fluent, good vocabulary, no
colloquialisms, correct
grammatical composition
Relatively fluent, fair
grammatical composition,
few colloquialisms
Broken fluency, poor
grammatical composition,
many colloquialisms 3
Speech and voice
Good tempo, annunciation
and emphasis of key points,
very audible
Reasonable tempo,
annunciation and
emphasis, fair audibility
Very fast tempo, weak
annunciation and no/little
emphasis, poor audibility 3
Overall Effort
Shows creativity, high
energy, enthusiasm,
knowledge of info, good
impression
Shows some creativity,
moderate energy, some
enthusiasm, some
knowledge of info, fair
impression
Shows low creativity, low
energy, low enthusiasm,
low knowledge of info, not
good impression
3
15
Visual Merchandising Handbook
Technical details Good (4) Fair (2 - 3) Poor (0 - 1)
Structure All sections, logical flow, apt
subheadings, contents page,
correct front matter
Most sections, reasonable
flow, some subheadings, few
errors in front matter
Some sections, poor flow,
few/no subheadings, many
errors in front matter 4
Language Correct spelling, no
grammatical errors, academic
language
Few spelling and
grammatical errors, fair
language (some slang)
Many spelling and
grammatical errors, inapt
language (colloquialisms) 4
Professional appearance High quality print, correct
page/heading numbering,
uniform font size/style
Apt quality print; few errors
in page/heading numbering,
mainly uniform font
size/style
Poor quality print,
page/heading numbering
omitted or incorrect,
inconsistent font size/style
4
12
Referencing Good (6 - 7) Fair (4 - 5) Poor (0 - 3)
In-text referencing Correct use of HRT, no
omissions
Few errors applying HRT,
few omissions
Incorrect use of HRT, many
omissions
8
Introduction Good (4 - 5) Fair (3) Poor (0 - 2)
Introduction To Visual
Merchandising
A good introduction to Visual
Merchandising and its
importance for a restaurant.
Well written, too the point,
effective.
A fair introduction to Visual
Merchandising and its
importance for a restaurant.
Fairly Well written, fairly too
the point, fairly effective.
A poor introduction to Visual
Merchandising and its
importance for a restaurant.
Poorly written, not too the
point, not effective.
5
Conclusion
I good conclusion that clinches
the entire document leaving
the reader with an overall
good impression of visual
merchandising.
I fair conclusion that
somewhat clinches the
entire document leaving the
reader with an overall good
impression of visual
merchandising.
I poor conclusion that leaves
much to be desired in terms
of clinching the entire
document leaving the reader
with an overall poor
impression of visual
merchandising.
5
10

66. 61
Retail Store Design Good (4 - 5) Fair (3) Poor (0 - 2)
Branding, Image, and
Exterior [Info]
Section is covered aptly with
the relevant information.
Nicely written in such a way
that is easy to understand.
Section is covered fairly
aptly with the relevant
information. Somewhat
nicely written in such a way
that is easy to understand.
Section is not covered aptly
with only the bare minimum
of the relevant information.
Poorly written and not easy
to understand.
5
Branding, Image, and
Exterior [visuals]
Section made practical and
visual through the relevant
visual elements. Creativity.
Section made somewhat
practical and visual through
the relevant visual elements.
Creativity.
Section not made practical
or visual through the
relevant visual elements. No
creativity.
5
Design, Layout, and
Shopping Experience
[info]
Section is covered aptly with
the relevant information.
Nicely written in such a way
that is easy to understand.
Section is covered fairly
aptly with the relevant
information. Somewhat
nicely written in such a way
that is easy to understand.
Section is not covered aptly
with only the bare minimum
of the relevant information.
Poorly written and not easy
to understand.
5
Design, Layout, and
Shopping Experience
[visuals]
Section made practical and
visual through the relevant
visual elements. Creativity.
Section made somewhat
practical and visual through
the relevant visual elements.
Creativity.
Section not made practical
or visual through the
relevant visual elements. No
creativity.
5
Displays: Windows and
In-store [info] Section is covered aptly with
the relevant information.
Nicely written in such a way
that is easy to understand.
Section is covered fairly
aptly with the relevant
information. Somewhat
nicely written in such a way
that is easy to understand.
Section is not covered aptly
with only the bare minimum
of the relevant information.
Poorly written and not easy
to understand.
5
Displays: Windows and
In-store [visuals]
Section made practical and
visual through the relevant
visual elements. Creativity.
Section made somewhat
practical and visual through
the relevant visual elements.
Creativity.
Section not made practical
or visual through the
relevant visual elements. No
creativity.
5
In-store Fixtures,
Fittings, and Product
Handling [info]
Section is covered aptly with
the relevant information.
Nicely written in such a way
that is easy to understand.
Section is covered fairly
aptly with the relevant
information. Somewhat
nicely written in such a way
that is easy to understand.
Section is not covered aptly
with only the bare minimum
of the relevant information.
Poorly written and not easy
to understand.
5
In-store Fixtures,
Fittings, and Product
Handling [visuals]
Section made practical and
visual through the relevant
visual elements. Creativity.
Section made somewhat
practical and visual through
the relevant visual elements.
Creativity.
Section not made practical
or visual through the
relevant visual elements. No
creativity.
5
Menu, Signage, POS,
Ticketing, etc [info]
Section is covered aptly with
the relevant information.
Nicely written in such a way
that is easy to understand.
Section is covered fairly
aptly with the relevant
information. Somewhat
nicely written in such a way
that is easy to understand.
Section is not covered aptly
with only the bare minimum
of the relevant information.
Poorly written and not easy
to understand.
5
Menu, Signage, POS,
Ticketing, etc [visuals]
Section made practical and
visual through the relevant
visual elements. Creativity.
Section made somewhat
practical and visual through
the relevant visual elements.
Creativity.
Section not made practical
or visual through the
relevant visual elements. No
creativity.
5

67. 62
Virtual Visual
Merchandising [info]
Section is covered aptly with
the relevant information.
Nicely written in such a way
that is easy to understand.
Section is covered fairly
aptly with the relevant
information. Somewhat
nicely written in such a way
that is easy to understand.
Section is not covered aptly
with only the bare minimum
of the relevant information.
Poorly written and not easy
to understand.
5
Virtual Visual
Merchandising [visuals]
Section made practical and
visual through the relevant
visual elements. Creativity.
Section made somewhat
practical and visual through
the relevant visual elements.
Creativity.
Section not made practical
or visual through the
relevant visual elements. No
creativity.
5
60
VM Workbook
The Visual Merchandising for Food Workbook is correctly filled in and signed by the owner of the store.
20
Final Mark 150

68. 63
APPENDIX W
COMMUNITY ENGAGEMENT PROPOSAL
Topic: Marketing Strategy
When designing a marketing strategy it is very beneficial for students to work with an example. This
can either be simulated in the form of a made up case, or it could be a real life situation. Considering
that many small and micro businesses could benefit from the development of a marketing strategy, it
is suggested that a service-learning programme be set up to facilitate such a process between the
students and the local SMME community.
Goals
 To allow students to apply their theoretical knowledge to a real life situation.
 To give them the opportunity to work in teams (just as they would in the real world).
 To function as a small outsourced “marketing department” for an SMME client.
 To encourage business support and development amongst students in Cape Town.
 To serve local small businesses with useful strategic marketing planning.
 To give local businesses extra exposure to students and the world of marketing.
 To give a select service provider the opportunity to “give back to” and support the higher
education and SMME communities.
 To give students the ability to network and learn from a service learning partner in their field of
study.
Programme
Phase 1 – Situation Analysis
Students will get into teams of three and be paired with a small or micro business. It will be the task of
the students to discover as much as they can about the business, its industry, its customers, and
other relevant situational elements. This will require the students to:
1. Do interviews with the owner of the business
2. Research the Internet for information about competitors and the industry
3. Do observation research of the local market and nearby competitors
4. Interview or observe customers
5. Develop a situation analysis report
Hanlie: Interesting!
Dylan: I’m glad you like it...

69. 64
This document will be handed in for purposes of progress monitoring by the lecturer and discussion
with the local service provider.
Learning Outcomes
 Gather data from the environment that will have an impact on Marketing.
 Analyse data for the marketing situational analysis.
 Draw conclusions and make recommendations.
 Explain the nature and the extent of the competitive environment.
 Develop a customer profile regards to relevant social and demographic factors.
 Correctly develop a SWOT analysis for a business.
Phase 2 – Marketing Strategy
Once the situation analysis has been discussed a marketing strategy can be developed to align with
what was found and capitalise on any opportunities. The marketing strategy process will be as
follows:
1. Develop SMART Marketing Objectives
2. Segment the market of the business
Hanlie: Do they choose their groups, or do you allocate groups?
Dylan: Well, it usually works better if they choose their own groups. They know who they work best with.
Hanlie: I agree!
Hanlie: Do you give them the business or do they have to find one?
Dylan: This depends on the situation. Maybe the external partner has a database of business that they would
like us to work with. Alternatively we could advertise and ask businesses to apply to be a part of the
programme. Lastly, we could charge students to find a business in their local community.
Hanlie: And then you check whether a good choice, I suppose?
Dylan: Absolutely. Each business will need to be approved by the lecturer before the students can work with
them. This ensures that an appropriate business is chosen. One that will work for the project and not be “out
of their league” so to speak. Also, the business needs to have some form of need. If they are already too
established what help could the students possibly give them.
Hanlie: Good! Does each student get a specific section to do, or must they decide how to divide the task?
Dylan: They should decide how they divide it. It is part of the learning progress.
Hanlie: Maybe just indicate how the mark allocation is divided.
Dylan: A Rubric will be provided that allocates exactly how many marks each section is worth.

70. 65
3. Determine which segment/s should be targeted and design a targeting strategy
4. Develop a positioning strategy
This aspect of the plan will then be handed if for progress monitoring by the lecturer and discussion
with the local service provider.
Learning Outcomes
 Set SMART marketing objectives that flow from the conclusions drawn in the Situation
Analysis and give a platform from which to develop a marketing strategy.
 Correctly follow and apply the market segmentation steps. Thoroughly explain each step.
 Develop a clear and correct strategy for selecting target segments.
 Recommend relevant segments and explain the meaning and importance to the business of
each.
 List the important product/brand attributes and determine the businesses differentiation
variables.
 Determine the competitive advantage of a business and develop a unique selling proposition
(USP).
 Select and explain an overall positioning strategy.
 Draw a consumer preference and product/brand Positioning Map and explain relevant
conclusions.
Phase 3 – Marketing Mix Strategy
The development of a marketing strategy leads into the development of a marketing programme or
marketing mix strategy. This will allow the business to capatalise on the opportunities found and
ensure sales and growth. It involves with following:
1. Product/ Service Strategy
2. Pricing Strategy
3. Place/ Distribution Strategy
4. Promotional Strategy
Once this section has been completed, a complete marketing strategy document should be handed in
as a first draft. This document will be marked by the lecturer and will be discussed thoroughly with the
community service provider.
Learning Outcomes
 Product is defined in terms of the customer value hierarchy and usage classification.
 Product items, lines, and mixes (if any) are developed and explained.

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 Brand Strategy developed and explained.
 Packaging illustrated (drawing) and explained.
 Strategy for the introductory phase of the PLC well developed.
 Price objectives realistically determined.
 Product pricing steps followed and set.
 Channel has been successfully chosen and considerations concerning the factors that
influence channel choice have been well explained (channel strategy).
 Distribution intensity has been determined and channel structure considered.
 Elements concerning getting the product to consumers effectively and affordably have been
discussed in length.
 An integrated marketing communications plan is effectively developed and all steps have been
considered thoroughly.
 AIDA and the hierarchy of effects have been effectively considered in relation to the
introductory phase of the PLC.
 All elements in the communications mix (Adv, PR, SP, PS) have been considered and a
strategy for each has been discussed.
 A communication campaign is developed with accompanying objectives.
 An example of an advert element (T.V, Billboard, Magazine ad, or poster) has been well
designed to show the creativity and appeal of the brand, product, or service.
 Advertising appeals and execution styles are explained.
 An additional informational communication element (Website, brochure, catalogue, etc) has
been designed to communicate theoretical elements of the brand, product, or service.
Phase 4 – Final Hand in and Presentation
Once the various changes have been made to the draft, a final document will be developed.
Additionally the students will need to develop a Power Point Presentation that conveys the central
elements of the plan. The final plan will need to be handed in a week before the presentation date.
The presentation will need to be discussed with the local service provider before the presentation is
delivered. All the businesses will be invited to the presentations in order to hear and see what
strategies the student teams have designed to help grow their businesses.
Hanlie: So, lecturer will do quality control here?
Dylan: Yes.
Hanlie: This sounds great!
Dylan: 