BSBMKG603 Manage the marketing process Learner Assessment Pack


BSBMKG603 Manage the marketing process
Learner Assessment Pack
V3.0_June 2019
Evidence recorded Evidence Type/ Method of assessment Evidence Submitted
Unit Assessment 1 Unit Knowledge Assessment (UKA) Yes / No
Unit Assessment 2 Unit Skill Assessment (USA) Yes / No
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CONTENTS
UNIT OVERVIEW ……………………………………………………………………………………………………………………………………… 3
Unit Description ……………………………………………………………………………………………………………………………………… 3
ASSESSMENT EVIDENCE ……………………………………………………………………………………………………………………………. 4
PERFORMANCE EVIDENCE ………………………………………………………………………………………………………………………………….. 4
KNOWLEDGE EVIDENCE …………………………………………………………………………………………………………………………………….. 4
ASSESSMENT CONDITIONS …………………………………………………………………………………………………………………………………. 4
AQF SPECIFICATIONS FOR ASSESSMENTS ………………………………………………………………………………………………………………… 4
Knowledge ……………………………………………………………………………………………………………………………………………… 5
Skills ……………………………………………………………………………………………………………………………………………………… 5
Application …………………………………………………………………………………………………………………………………………….. 5
ACSF SPECIFICATIONS AND FOUNDATION SKILLS ……………………………………………………………………………………………………….. 5
ASSESSMENT REQUIREMENTS ……………………………………………………………………………………………………………………………… 5
SUBMITTING ASSESSMENTS ………………………………………………………………………………………………………………………………… 6
PRIOR TO ASSESSMENT ……………………………………………………………………………………………………………………………………… 6
ASSESSMENT OUTCOMES …………………………………………………………………………………………………………………………………… 6
RE-ASSESSMENT ……………………………………………………………………………………………………………………………………………… 6
ASSESSMENT APPROACH …………………………………………………………………………………………………………………………………… 6
PLAGIARISM AND REFERENCING …………………………………………………………………………………………………………………………… 7
GROUP OR TEAM WORK …………………………………………………………………………………………………………………………………….. 7
REASONABLE ADJUSTMENT ………………………………………………………………………………………………………………………………… 7
COMPETENCY ASSESSMENT ………………………………………………………………………………………………………………………………… 8
ACCESS AND EQUITY ………………………………………………………………………………………………………………………………………… 8
RECOGNITION OF PRIOR LEARNING ……………………………………………………………………………………………………………… 8
TRAINING RESOURCES ……………………………………………………………………………………………………………………………………….. 8
ASSESSMENTS …………………………………………………………………………………………………………………………………… 9
1. CASE STUDY BASED PROJECT REPORT WITH PRESENTATION TASK …………………………………………… 20
REQUIRED RESOURCES: ……………………………………………………………………………………………………………………………. 20
2. WRITTEN TEST ……………………………………………………………………………………………… ERROR! BOOKMARK NOT DEFINED.
ASSESSMENT 1: ………………………………………………………………………………………… ERROR! BOOKMARK NOT DEFINED.
CASE STUDY BASED PROJECT REPORT WITH ROLE PLAY AND PRESENTATION TASKS ……. ERROR!
BOOKMARK NOT DEFINED.
APPENDICES …………………………………………………………………………………………………………………………………………..27
APPENDIX: 01 …………………………………………………………………………………………………………………………………………… 28
Case study …………………………………………………………………………………………………………………………………………. 28
APPENDIX: 02 …………………………………………………………………………………………………………………………………………… 29
SCENARIO: 1 & 2 …………………………………………………………………………………………………………………………………… 29
APPENDIX: 03 …………………………………………………………………………………………………………………………………………… 31
MARKETING PERFROMANCE REPORT ………………………………………………………………………………………………………. 31
APPENDIX: 04 …………………………………………………………………………………………………………………………………………… 32
COACHING PLAN TEMPLATE …………………………………………………………………………………………………………………… 32
APPENDIX: 05 …………………………………………………………………………………………………………………………………………… 33
PRESENTATION EVALUATION FORM ………………………………………………………………………………………………………… 33
APPENDIX: 06 …………………………………………………………………………………………………………………………………………… 34
MEETING MINUTES TEMPLATE ……………………………………………………………………………………………………………….. 34
APPENDIX: 07 …………………………………………………………………………………………………………………………………………… 35
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RESEARCH LINKS FOR STUDENTS …………………………………………………………………………………………………………….. 35
UNIT OVERVIEW
BSBMKG603 Manage the marketing process
UNIT DESCRIPTION
This unit describes the skills and knowledge required to strategically manage the marketing process
and marketing personnel within an organisation.
It applies to senior personnel who are responsible for managing the overall marketing process of an
organisation, and for managing marketing personnel. Typically they manage a portfolio of products
or services across the organisation, rather than a single product or a few products.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
ELEMENT PERFORMANCE CRITERIA
Elements
describe the
essential
outcomes.
Performance criteria describe the performance needed to demonstrate
achievement of the element
1. Manage the
marketing
process
1.1 Manage marketing effort to ensure it is directed towards areas of greatest
potential for the organisation
1.2 Manage integration of marketing, promotional and sales activities in
accordance with strategic marketing objectives
1.3 Monitor product, distribution, pricing and marketing communication policies
according to market movements, marketing plan objectives and organisational
requirements
1.4 Use marketing metrics to monitor overall marketing progress against
performance targets, ensuring activity, quality, cost, and time requirements are
met
2. Manage
marketing
personnel
2.1 Communicate strategic marketing objectives across the organisation in ways
suited to levels of knowledge, experience and specific needs of personnel
2.2 Identify and agree roles, responsibilities and accountabilities of staff and
contractors involved in all elements of marketing effort
2.3 Develop communication strategy to ensure personnel responsible for each
element in the marketing mix work together to meet organisation’s marketing
objectives
2.4 Provide mentoring, coaching and feedback to support individuals and teams
to achieve agreed objectives and use resources to required standard
2.5 Identify individual and team performance, and instigate corrective action
promptly to safeguard marketing outcomes
3. Evaluate
and improve
strategic
marketing
performance
3.1 Analyse marketing outcomes, review strategic objectives and marketing
metrics, and revise if required
3.2 Analyse successes and performance gaps considering cause and effect, and
use this to improve strategic performance
3.3 Analyse over-performance against targets for trends and set new targets
3.4 Analyse changes in market phenomena, and identify and document their
impact on strategic marketing objectives
3.5 Document review of marketing performance against key performance
indicators in accordance with organisational requirements
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ASSESSMENT EVIDENCE
To achieve competency in this unit a student must demonstrate their ability to complete tasks
outlined in elements and performance criteria of this unit in the context of the job role, and:
PERFORMANCE EVIDENCE
Evidence of the ability to:
 monitor marketing performance across an organisation by comparing performance against
key performance indicators
 effectively communicate marketing objectives to relevant personnel in accordance with
organisation requirements
 provide feedback, mentoring and coaching to staff
 capitalise on over-performance or minimise under-performance against marketing
objectives.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
KNOWLEDGE EVIDENCE
To complete the unit requirements safely and effectively, the individual must:
 summarise economic, social and industry directions, trends and practices
 outline different organisational structures, roles, responsibilities and policies
 describe own/relevant industry product and service knowledge
 explain principles of marketing, strategic analysis and strategic management
 summarise statistical and data evaluation techniques to measure marketing performance.
ASSESSMENT CONDITIONS
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the business development – marketing
field of work and include access to:
 office equipment and resources
 interaction with others
 case studies and, where possible, real situations.
Assessors must satisfy NVR/AQTF assessor requirements.
AQF SPECIFICATIONS FOR ASSESSMENTS
AQF Specifications for Assessments in Advanced Diploma Qualifications:
This assessment is set in accordance with the criteria for AQF Level 6. As stated in the AQF
specification for the Advanced Diploma qualifications must be designed and accredited to enable
graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application
of knowledge and skills specified in the level 6 criteria and the Advanced Diploma descriptor.
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Students at this level will have specialised knowledge and skills for skilled/paraprofessional work
and/or further learning.
KNOWLEDGE
Students at this level will have broad theoretical and technical knowledge of a specific area or a
broad field of work and learning.
SKILLS
Students at this level will have a broad range of cognitive, technical and communication skills to
select and apply methods and technologies to:
• analyse information to complete a range of activities
• interpret and transmit solutions to unpredictable and sometimes complex problems
• transmit information and skills to others
APPLICATION
Students at this level will apply knowledge and skills to demonstrate autonomy, judgement and
defined responsibility in contexts that are subject to change and within broad parameters to provide
specialist advice and functions.
ACSF SPECIFICATIONS AND FOUNDATION SKILLS
The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core
Skills Framework (ACSF) as well as the employability skills identified by employers as critical for
effective performance in the workplace.
Foundation skills encompass both the core skills of reading, writing, oral communication, numeracy
and learning as described by the Australian Core Skills Framework (ACSF), and the Employability
Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and
specialist skills. The foundation skills for this unit are located in the Unit Outline Booklet and have
been addressed in the assessment as part of the performance criteria for this unit.
ASSESSMENT REQUIREMENTS
To demonstrate competence in this unit, students must undertake all tasks in this assessment
booklet and complete them satisfactorily and in addition, also satisfactorily complete the role play
assessment, including demonstrating communication skills during the practical activities. If the
student does not answer some questions or perform some tasks satisfactorily and therefore is
deemed to be ‘Not Competent’, they may be asked supplementary questions or given alternative
activities to determine competence. After the student has demonstrated consistency in performance,
the student is to be awarded this unit.
Should the student still be deemed ‘Not Competent’, the student should be offered the opportunity
to undertake a supplementary assessment or appeal the result.
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SUBMITTING ASSESSMENTS
Students should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual assessment
tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due
date and extensions due to illness will require a medical certificate. Extensions must be confirmed
by the Academic Manager in writing.
PRIOR TO ASSESSMENT
Your trainers will advise you of your rights before and after the assessments including the right to
appeal.
They will provide you with all relevant information relating to the assessments prior to
commencement and of the appeals procedure that can be utilised if the Student wishes to appeal
against the assessment outcome or make a complaint.
ASSESSMENT OUTCOMES
There are two (2) outcomes of assessments: ‘Satisfactory’ and ‘Not Satisfactory’ (requires more
training and experience).
Students will be awarded a Competent grade on completion of the unit when the Trainer/Assessor
is satisfied that the Student has completed all assessments and has provided the appropriate
evidence required to meet all criteria. If the Student fails to meet this requirement, he or she will
receive the result of Not Yet Competent and will be eligible to be re-assessed.
Trainers must provide detailed written feedback. If the student is deemed as Not Yet Competent,
they will give suggestions for improvement and ask students to resubmit their material and/or redo
their assessment.
RE-ASSESSMENT
Students will be allowed one (1) attempt at submitting an assessment task, and the submission must
be within the timeframe of the unit of competency.
Students who require re-assessment, whether within or beyond the delivery timeframe of a unit or
due date of an assessment, unless it is due to medical reasons, will be given the opportunity to
request an additional time to resubmit and in this time they can request a mentoring session if
required. Students will be charged a re-assessment fee.
ASSESSMENT APPROACH
The assessment tasks to be completed are described in this booklet. The results of the assessments
will be written on the Assessment Summary for this unit.
The Trainer/Assessor will advise students when to commence the assessments, when they must
have them completed and if any specific resources are required. They will also advise students the
date and place for the role play assessments, as required.
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PLAGIARISM AND REFERENCING
Students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or
paraphrased from another source, must be acknowledged with “quotation marks” around the relevant
words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc.
must be provided in alphabetical order by author’s surname (including author’s full name, name of
document/ book/internet etc. and year and place of publishing) or may be included in brackets in the
text.
GROUP OR TEAM WORK
In some cases, you will be required to work on a project in small groups, and your trainer will allocate
you to a group to work as a team. You may even be allocated a particular role. If you are working
as part of a group, you will still be required to submit your assessment individually, and your
performance will be assessed on an individual basis. Therefore, you must keep and submit with your
assignment a record of the specific contribution you have made to the project, as well as keep notes
of team meetings to include in your final submission.
REASONABLE ADJUSTMENT
RTOs and Trainers/Assessors are obliged by law to make reasonable adjustment to ensure
maximum participation of students with disability in teaching, learning and assessment activities.
This includes:
• ensuring that course activities are sufficiently flexible;
• providing additional support where necessary; and
• offering a reasonable substitute within the context of the course where a student cannot
participate
Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability
Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless
making the adjustment would impose an unjustifiable hardship on the person’. Reasonable
adjustment as it applies to participation in learning and assessment activities may include:
• customising resources or activities within a training package or accredited course;
• modifying a presentation medium;
• providing additional support;
• providing assistive or adaptive technologies;
• making additional information accessible both before enrolment and during the course; and
monitoring these adjustments to ensure that the student’s needs continue to be met
An individual’s access to the assessment process should not be adversely affected by restrictions
placed on the location or context of assessment beyond the requirements specified in the training
package. Reasonable adjustments can be made to ensure equity in assessment for people with
disabilities. Adjustments include any changes to the assessment process or context that meet the
individual needs of the person with a disability, but do not change competency outcomes.
When assessing people with disabilities, trainers are encouraged to apply good practice assessment
methods with sensitivity and flexibility. Consider and make adjustment for the characteristics of the
students, particularly language and literacy needs.
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COMPETENCY ASSESSMENT
To be assessed as competent students must, under the guidance of qualified Trainer/Assessors,
provide evidence which demonstrates that they can perform to the necessary standard. An
assessment of competence requires students to consistently and over time demonstrate the skills,
attitude and knowledge that enable confident completion of workplace tasks in a variety of situations.
In judging evidence, the Trainer/Assessor must ensure that the evidence is:
 Authentic: the student’s own work and the declaration of authenticity is signed
 Valid: directly related to the unit of competency
 Reliable: is consistently interpreted and assessment results are comparable irrespective of
the assessor conducting the assessment.
 Current: reflects the student’s current capacity
 Sufficient: Students are required to complete both written assessments and practical tasks.
Assessments require, according to the specifications in the unit, that evidence is captured
over a period of time and in a variety of different means. The assessment mapping ensures
that all aspects of competency have been satisfied.
ACCESS AND EQUITY
Students are requested to speak with you their trainer/assessor if they require assistance with
access and equity concerns.
RECOGNITION OF PRIOR LEARNING
If a student can demonstrate that s/he has the skills and knowledge within this unit, they should
speak to their trainer/assessor about this and apply for recognition of prior learning.
TRAINING RESOURCES
The student will have access to the following:
 AIE Student Workbook
 PowerPoint presentation
 Learner Assessment Pack (LAP)
 Access to a computer, the Internet and word-processing system such as MS Word.
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UNIT ASSESSMENT PLAN
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment part.
Evidence recorded Evidence Type/ Method of assessment Evidence Submitted
Unit Assessment 1 Unit Knowledge Assessment (UKA) Yes / No
Unit Assessment 2 Unit Skill Assessment (USA) Yes / No
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UNIT ASSESSMENT 1
UNIT KNOWLEDGE ASSESSMENT (UKA)
STUDENT TO COMPLETE AND SUBMIT
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STUDENT INSTRUCTIONS:
You are required to demonstrate the knowledge you have gained from undertaking BSBMKG603
Manage the marketing process unit of competency.
 All questions must be answered correctly to be completed satisfactorily.
 All knowledge assessments are untimed and are conducted as open book (this means
student can refer to textbooks or any resources).
 Student may handwrite/use computers to answer the questions.
 This assessment task may be completed in a classroom, at home, learning management
system (i.e. Moodle), or independent learning environment.
 You must complete all questions unassisted by the assessor or other personnel but may refer
to reference material as needed.
Submission details
 The Assessment Task is due on the date specified by your trainer. Any variations to this
arrangement must be approved in writing by your trainer.
 Fill out and attach the Assessment Submission form to the documents you are submitting
to be marked.
 Please answer each question on a separate page provided and clearly indicate the
question number at the top of the page.
 The Trainer/Assessor may further prompt and question in order to receive answers of
appropriate quality or if further clarification is required and to validate authenticity of your
submitted work.
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Please answer all of the following questions.
1. What types of market trends & developments may have potential impact on organisation’s
business. (25-75 words).
2. Briefly discuss the impact of economic, social and industry directions, trends and practices on
marketing functions of the above café business which is willing to introduce organic food products.
(25-75 words)
3. You are an entrepreneur running a small bakery shop in Mount Druitt and your accountant
recently recorded the bakery’s cake sales for the last two financial years in the following manner:
2017-2018
No. of cakes sold: 150
Sales Value: $30
Average unit value: $ 15
Average unit profit: $ 20
Average age group of customers buying cakes from the bakery:
B/w 10 – 30 = 55%
B/w 31 – 40 = 35%
B/w 41 – 60 = 10%
2018-2019
No. of cakes sold: 100
Sales Value: $35
Average unit value: $ 20
Average unit profit: $ 25
Average age group of customers buying cakes from the bakery:
B/w 10 – 30 = 70%
B/w 31 – 40 = 22%
B/w 41 – 60 = 8%
a. Briefly analyse the above information in terms of the trends it reveals. (25-35 words)
b. Based on the above brief analysis, identify new marketing opportunities for this bakery.
(25-75 words)
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4. Below is given a list of stakeholders to be involved in the café research project. The research
project is mainly aimed at investigating the pros and cons of introducing organic food at café.
Against each stakeholder, in the context of the project, identify the expected roles and
responsibilities of these stakeholders.
Stakeholder Their expected roles
(in the context of the project)
Owner
Café Manager
Accountant
Marketing Manager
5a. Make a list of two (2) internal and two (2) external stakeholders who can be seen participating
in the marketing plan aimed at introducing organic food at café business.
b. Against each stakeholder identify a role they can play in the plan’s implementation and
their responsibilities.
Internal Stakeholder Role in implementation Responsibility
1 – Shareholders…
employees

2 – Management
External Stakeholder
1 – Media
2 – Government
6a. There may be more than one person involved for the success of the marketing plan. List three
(3) who you would see as being critical to this success. (30-50 words)
b. Against each stakeholder, identify their objectives, performance measures, role played and
responsibility towards that success. The person may be marketing or non-marketing personnel.
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Objectives Performance
Measure Role Played Responsibility
1 – Customer/Client

2 – Employees

3 – Supplier

7. Do your research and summarize industry competitors, including products offered and potential
buyer markets, for a product of your choice. (50-100 words)
8. For the following products, list down their main features benefits. One example has already been
given.
Product Features Benefits
Mobile phone Integrated Email application We can check emails
wherever we are. We can
keep in touch with our
customers when we are on
the move
Computer
Sports car
Financial reporting software
Childcare centre
9 a. Briefly explain what ‘monitoring’ means to an organisation. (20-40 words)
b. Explain how an organisation would implement monitoring strategies thus ensuring successful
achievement of its marketing plan. (25-75 words)
10. Mention at least five sets of information data that is used in the quantitative interpretation of
comparative market analysis process while considering redevelopment or withdrawal of products?
(40-60 words)
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11. Complete the following matrix. First one has been done as an example.
Marketing objectives: Recommended promotional activities:
To increase the advertising budget by
10%
Use multiple advertising channels such as print, and
social media
To offer more options to clients
To make the job duties clearer to all
staff
To remove misconception about the
company’s faulty products
To make customers aware of the green
and sustainable practice at work
To introduce web marketing
12. For a store like 7 Eleven, propose any three (3) relevant store’s marketing objectives and
briefly outline how your proposed marketing objectives would support the store’s overall business
objectives of increased revenues. (60-100 words)

13. Define the following terms: (10-25 words each)
conversion rate of leads
to sales
net response rate of a
survey
normal distribution
probability curve
sampling
RFM Analysis
lifetime value of
customers
net present value of
customers
14. How do the companies analyse the qualitative data results to determine the success of their
marketing activities? (25-75 words)
15. What information can be measured and documented as a part of marketing performance
review against the Key performance Indicators and to ensure marketing effort is directed towards
organisational objectives? (25-50 words)
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16. Describe value chain analysis as a technique to manage the integration of marketing,
promotional and sales activities. (25-75 words)
17. Describe the decisions companies make regarding their individual product and services,
product lines, and product mixes while planning and monitoring marketing policies. (25-75 words)
18. Provide an example of different types of marketing metrics to conduct a marketing performance
review and brief explanation of each metrics. (40-80 words)
19. Outline the communications process and the steps to communicate strategic marketing
objectives across the organisation. (25-50 words)
20. Communicating with the “team” is an important step that ensures individuals work together to
meet organisational marketing objectives. What would you consider as discussion points at team
meetings in regards to marketing? (25-75 words)
21. Describe the concepts of Mentoring and Coaching along with the steps to be carried out to
perform these functions. (25-50 words)
22. How you will measure individual and team performance, and instigate corrective action
promptly to safeguard marketing outcomes. (25-50 words)
23. List down three different approaches commonly used by marketers to analyse marketing
outcomes in terms of determining and describing the total market for a product or service.
(25-75 words)
24. Briefly explain the following three relevant marketing metrics commonly used to analyse online
marketing performance. (10-20 words each).
 Total Visits
 Specific Traffic Channel
 Bounce Rate
 Cost Per Lead
25. Explain Fish-bone or Cause and Effect analysis as a performance gap analysis and risk
identification tool. (25-50 words)
26. Explain Situation analysis as a tool to judge the performance against the industry trends and to
set new targets? Explain with example. (25-75 words)
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27. Below is given a Matrix on KPIs set and achieved for one of the sales staff in a busy retail
clothing store. Briefly comment on the over-performing and under-performing areas against set
targets. What new targets you would propose in the light of your analysis. Also, list down at least
three performance improvement strategies for this staff. (40-80 words in total)
KPIS
Jan Feb Mar Apr May June
Increase in sales by 5% every month – KPI
Agreed: 2 dresses every month (Base, starting
point, is 20 dresses)
20 22 24 26 28 30
Actual target achieved: 10 7 9 18 15 24
Zero customer complaints – KPI Agreed: Zero
complaints
0 0 0 0 0 0
Number of customer complaints lodged (Sales
related):
2 5 7 12 11 15
Positive, above 85% score, customer feedback
on customer surveys: KPI Agreed: Above 85%
>85% >85% >85% >85% >85% >85%
Actual Target Achieved: 75% 50% 45% 42% 35% 30%
2% increase in online ordering by customers
every month: KPI Agreed: 05 online ordering
every month
05 10 15 20 25 30
Actual Target Achieved: 15 25 38 44 59 73
28. Explain the term ‘Trend Analysis’. List examples of various trends which are part of determining
the market changes and developments. (25-50 words)

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UNIT ASSESSMENT 2
UNIT SKILLS ASSESSMENT (USA)
STUDENT TO COMPLETE AND SUBMIT
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STUDENT INSTRUCTIONS:
This assessment project is to be completed in addition to the learning and assessment activities you
complete in class. The project is designed to assess the skills required to strategically manage the
marketing process and marketing personnel within an organization (simulated business called
‘Houzit’).
 If you are not sure about any aspect of the assessment or would like to discuss your particular
needs, please speak to your trainer.
 Your trainer will tell you the date you need to submit your assignment.
 You need to complete all parts and submit them together by the due date.
 This project assignment is to be completed using the “Houzit” case study. It is included in
the “Appendix: 01”.
 The checklist table will identify the records that you are required to prepare and submit (as
a single submission).
 Your assignment must be typed (in 12 point type on A4 paper) and you need to complete an
Assessment Cover Page.
 Make sure you keep a copy of your assignment before you hand it in to your trainer
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1. CASE STUDY BASED PROJECT REPORT WITH PRESENTATION TASK
This project assignment is to be completed using the “The Houzit” case study. It is included in the
“Appendix: 01”. Overall, the assessment requires students to apply their skills and knowledge to
manage the market performance in relation to the organization’s strategic direction and marketing
objectives. The assessment has three parts and the details are provided below:
Part 1: In this part you are required to develop a management plan for provided marketing
information to monitor and review its progress after a period of time. You will also need to delegate
roles to individuals within the organisation, establish and use KPIs to assess progress, and
communicate information about marketing activities as required. This part entails a presentation task
as well.
Part 2: In this task you are required to develop a plan for the coaching and mentoring of staff involved
in the marketing activities. Included in your plan will need to be descriptions of how you intend to
provide feedback and instigate corrective actions to staff who are working with you to fulfil marketing
objectives. This part provides learners with the opportunity to participate in a role-play activity to
coach an identified staff in one of the given scenarios.
Part 3: In this task you are required to review the implementation and progress of a marketing plan,
based on the established plan and metrics.

REQUIRED RESOURCES:
 The “Houzit” case study.
 All relevant templates such as:
o Meeting Minutes Template &
o Coaching Plan Template
 Presentation Evaluation Form
 Research Links (Appendix: 07)

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Part 1. Marketing Plan management
In this part you are required to develop a management plan for provided marketing
information to monitor and review its progress after a period of time. You will also need to
delegate roles to individuals within the organisation, establish and use KPIs to assess
progress, and communicate information about marketing activities as required.
Assessment description
As part of this task, you will need to ensure that you understand the mission and strategic
objectives of your organisation, in particular the marketing objectives and legislation
requirements. Such legislation requirements would cover areas such as: copyright laws,
privacy laws, Trades Practices Act, Direct Marketing Code of Practice and defamation
laws. You will need to develop plans for managing the marketing activities for the
organisation, with specific attention paid to the integration of marketing and sales activities
and the delegation of roles and responsibilities to individuals and teams within the
organisation. You will need to develop materials to communicate the marketing objectives
and management processes for the marketing plan for a range of staff and stakeholders,
and will need to monitor and review the progress of the marketing objectives over time. An
understanding of relevant economic, social and industry directions, trends and practices
will be required to assist completion of the assessment.
Tasks
Task A:
Using the case study information provided in Appendix: “1”, develop a management plan
for the marketing activities being conducted within the simulated business organisation.
This should include information under the following headings:
1. Marketing activities: Review proposed marketing activities and accompanying
information to identify and describe three activities that show the potential for the
organisation (within the established marketing objectives). In your review, briefly
outline some steps you would take to ensure your marketing efforts are directed
towards areas of greatest potential for the simulated business. (125-175 words)
2. Integration of organisational activities: Discuss with your classmates or trainer
and prepare a brief summary describing how the range of marketing, promotional
and sales activities (detailed in the provided case study information) can be
integrated to ensure the achievement of the established marketing activities. (100-
200 words)
3. Monitor progress: Outline Monitoring strategy to monitor the product, distribution,
pricing and marketing communication policies in relation to market changes,
marketing plan objectives and organisational requirements. Monitoring progress
would also involve an evaluation of statistical and data techniques to measure
marketing performance. (100-200 words)
Apex Institute of Education BSBMKG603 – Learner Assessment Pack V3.0_June 2019 | CRICOS: 03156M Page 22 of 37
4. Distributing and pricing: Review the proposed models for distribution and pricing
of product, and describe how this should be adjusted to allow for the market
fluctuations (as identified in the case study). Provide a plan for how distribution and
pricing can be monitored over time, in relation to market changes and adjustments
in organisational requirements (as described in the case study), to create monitoring
reports for your organisation. (100-250 words)
5. KPIs: Provide a plan for how progress (using the metrics of return-of-marketinvestment and market share) can be measured against performance targets, to
ensure that marketing requirements are being met. (100-150 words)
6. Delegation: Develop draft staffing proposals for the delegation of roles and
responsibilities for various marketing activities and efforts within your organisation.
(50-100 words)
Task B
Arrange a meeting with your Assessor/Trainer who will role play CEO of the simulated
business. Discuss with your assessor the information you have gathered about the
proposed marketing activities and your management plan. In particular you should discuss
and agree on the proposed delegation of roles and responsibilities, draft developed while
answering Q.6 above, for marketing efforts described in your management plan. Record
your meeting discussion using the Meeting Minutes Template provided in Appendix:
“06“.
Task C
Briefly outline in no more than 150 words the communication strategies to be put in place
to assist individuals in working together to achieve marketing objectives.
Task D : Role Play ; Presentation Task
As the Marketing Manager for Houzit you must deliver a presentation to your classmates,
who will be role playing as your colleagues and your trainer, who will be role playing as the
CEO of Houzit.
The purpose of the presentation is to effectively communicate marketing objectives to
relevant personnel within the organisation. In your presentation be sure to highlight the
delegations which you have formed in Part 1 (6) and ensure that the presentation is suited
to the knowledge and experience level of your colleagues. Conduct a short 5-minute
presentation, followed by a brief 5 minutes Q & A session, to your colleagues.
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Important instructions to students:
Please refer to Appendix 05 on Presentation Evaluation Form. Your Assessor will be
evaluating your presentation using the same Evaluation Form.
You MUST PROVIDE POWERPOINT SLIDES to your Trainer one day before your
presentation date. Any submission mode is acceptable – email or in person.
Power point slides should be attached with the assessment work as an evidence for
implementing your proposed Training Plan document.

Your assessor will be looking for:
● Your professional conduct that promotes trust with the targeted audience
● Adjustments in your interpersonal communication style to meet the organization’s
cultural diversity and ethical environment
● Your explanation and discussion on desired outcomes of the presentation with the
target audience
● Use of presentation aids, materials, and examples to support target audience
understanding of key concepts and central ideas
● Monitor non-verbal and verbal communication of participants to promote attainment
of presentation outcomes
● Use of persuasive communication techniques to secure audience interest
● Providing opportunities for participants to seek clarification on central ideas and
concepts, and adjust the presentation to meet participant needs and preferences a
plan that includes procedures
● Summary of key concepts and ideas at strategic points to facilitate participant
understanding
● How you handled Q & A session
PART 1: Your assessor will be looking for:
Before you hand in Part 1, use the checklist below to make sure you have completed all
the tasks and have included all relevant information. I have
● Submitted Management Plan covering points 1-6 within word limits assigned against
each point;
● Had a meeting with the assessor and submitted Meeting Minutes document using
the template provided;
● Submitted brief outline on the communication strategies as asked in task C.
● Delivered presentation by following the guidelines provided in task D above and also
submitted PowerPoint slides a day before my presentation day.
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Part 2. Staffing Support Plan
In this task you are required to develop a plan for the coaching and mentoring of staff
involved in the marketing activities. Included in your plan will need to be descriptions of
how you intend to provide feedback and implement corrective actions with staff who are
working with you to fulfil marketing objectives.
Assessment description
As part of this task, you will need to ensure that you understand the mission and strategic
objectives of your organisation, in particular any guidance given by these or other policy
and procedure documents on staff interactions and staff training. Your plan will need to
establish strategies for coaching and mentoring staff, providing feedback and when
necessary, implementing corrective actions to ensure that marketing objectives are being
met. Legislative requirements will also need to be addressed. Such legislation
requirements would cover areas such as: copyright laws, privacy laws, Trades Practices
Act, Direct Marketing Code of Practice and defamation laws.
Tasks
Task A:
Using the case study information provided in Appendix: “2”, develop a Staffing Support
Plan, of no more than 400 words in total, for supporting individuals and work teams with
their delegated roles and responsibilities within your organisation.
This should include information under the following headings:
 Strategies: specific strategies for mentoring and coaching of staff throughout the
period of the proposed marketing activities
 Resources: models for assessing use of resources provided to attain required
marketing outcomes
 Feedback: a model and mechanism for providing feedback to staff throughout the
process
 Performance: a process to be used for identifying weaknesses in individual and
team performance (in meeting the requirements of the marketing objectives for the
delegated marketing activities) and instigate corrective actions when required.
Task B:
Using your above developed Staffing Support Plan, review the two scenarios provided in
Appendix: “02” and complete the following activities:
● Activity 1: Arrange a meeting with your assessor who will role play an individual
identified in Scenario 1. Provide one-on-one coaching to the identified individual
(Your Assessor) to assist him in achieving the required marketing outcomes. Submit
your Coaching Plan using the Coaching Plan Template provided in Appendix:
“04”. Your Trainer will observe your performance during the coaching session using
the following Observation checklist.
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Observation Checklist for Coaching Session
Student No & Name
Did the student:
Satisfactory
Assessor’s Notes Yes No
Role-play: Coaching Session
Identify the performance issue  
Allow the employee time to think before replying
to questions  
Use body language cues to help put the employee
at ease
 
Acknowledge the employee during the coaching
session using positive feedback
 
Provide constructive feedback to the employee
during the session
 
Provide strategies for continuous improvement for
the employee
 
Provide counselling to staff about the
consequences if this problem continues
 
Provide feedback to reinforce excellence in
performance
 
Assessor’s name Assessor’s
signature
Date
● Activity 2: Using the information in Scenario 2 ‘Tony’, describe the performance todate of the individual, and describe the corrective actions you could take to ensure that
marketing outcomes continue to be achieved. (100-200 words).
PART 2: Your assessor will be looking for:
Before you hand in Part 2, use the checklist below to make sure you have completed all
the tasks and have included all relevant information. I have:
● Submitted Staffing Support Plan within word limits assigned for the whole Task A;
● Delivered a coaching session and submitted the Coaching Plan using the Coaching
Plan Template provided;
● Submitted my response to Task B Activity 2.
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Part 3: Marketing performance report
In this task you are required to review the implementation and progress of a marketing
plan, based on the established plan and metrics.
Assessment description
Read the case study information provided in Appendix: 03, and understand the marketing
objectives for the organisation. You will need to analyse and measure progress of the plan
against established KPIS, and review targets for the next phase of the marketing plan.
Data evaluation techniques to measure marketing performance should be demonstrated
be the learner.
Students will need to have read case study material contained within the previous parts of
the assessment to assist development of Part 3 answers.
Procedure
Using the case study information provided in Appendix: 03, detail the outcomes of ongoing
marketing activities to develop a marketing performance report. The report, 200-300 words
in total, should follow the three headings below:
1. Analysis: analyse the marketing outcomes, changes in marketing and calculated
marketing metrics (ROMI and market share). Describe the changes required to meet
strategic objectives.
2. KPIs: Explain any success or performance gaps in the case study as measured
against the KPIs mentioned earlier. Identify what you believe are the causes and
effects of any successes or gaps. Describe marketing outcomes and how you could
improve strategic performance.
3. Targets: for any identified over-performances (against targets), describe the trends
and reasons for these, and set new targets for the next 12–18 months.
PART 3: Your assessor will be looking for:
Before you hand in Part 3, use the checklist below to make sure you have completed all
the tasks and have included all relevant information. I have
● Submitted answers to Q.1-3 within word limits assigned for the whole task.
Apex Institute of Education BSBMKG603 – Learner Assessment Pack V3.0_June 2019 | CRICOS: 03156M Page 27 of 37
APPENDICES
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APPENDIX: 01
CASE STUDY
You are the marketing manager for a chain of home-ware stores in Brisbane called Houzit. The
marketing plan for the 15 Houzit stores was developed over 12 months ago and you are actively
engaged in implementing the strategies to achieve the marketing objectives. Specifically, you are
instigating those marketing activities that meet the marketing objectives of a 12% market share
(up from 11%) and an increase in sales by 8.5% over last year’s result. No expansion stores are
planned during this phase of consolidation and on average the stores achieved $24,680 per week
for the year.
The next six months of the marketing plan calls for increased marketing to match the growth in
seasonal demand that occurs during this period. In particular, you should focus on magazine
advertising and PR, together with in-store promotions and web based promotions.
You are assisted in the marketing role by Marie and Tony. Marie manages the advertising/PR while
Tony is a specialist search engine optimiser and webpage designer. You enjoy taking responsibility
for the in-store promotions because it keeps you connected with the key personnel and the trends
in merchandise category sales. Lamberts-consulting are also a preferred supplier of market
research, marketing audits and marketing consultancy.
The market for home-wares in Brisbane is estimated last year at $175 million per annum with an
anticipated growth rate of ten percent in the coming year.
The next six-month campaign is designed to take advantage of the seasonal growth in bathroom
fittings and mirror categories with linkages to the other two categories of Houzit: bedroom fittings
and decorative items.
Some of the leading home-ware magazines are selling advertising space with the opportunity of a
PR write up in their magazine and website. You see this as a key driver in achieving the marketing
objectives because you are aware that your major competitor is slashing their advertising budget
and putting what they have into sponsorships.
It is planned that the in-store displays will feature these advertising visuals and links the featured
products with other areas in Houzit’s assortment. At the same time, the company’s web page will
also carry the advertising visuals on the home page and will use the PR copy in article marketing
on popular article content sites. The webpage will be targeted towards the key words found in the
PR article and featured in the advertising of ‘stylish bathroom’ and ‘exotic mirrors’. These
keywords will also be secured via pay-per-click traffic directing.
All advertising, PR and in-store displays will carry the web address line of ‘Find us at
www.houzit.com’. To date, the webpage has simply been about company and product information
with no opportunity for customers to order and pay online. This is one area that Lamberts
Consulting has recommended to the board as an area that should be considered in the distribution
channel options. You have been asked to fit this into the plans over the next six months.
Lamberts have also alerted the company to the fact that the strong Australian dollar was making
their imports cheaper to buy, putting pressure on the local suppliers to match prices. As a result,
some of your competitors have signalled a drop in the retail price of their quality imported homewares. Imports were usually an area of high margins for the company and any loss there could be
a serious issue. Monitoring both the Australian dollar and competitor prices has been set as a
priority for the coming six months.
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The board has set a benchmark of 15% of new sales generated as an appropriate customer
acquisition cost. This is a KPI that the board wants monitored along with the market share
percentage.
APPENDIX: 02
SCENARIO: 1 & 2
You know from experience that the marketing and promotional activities you have planned for
Houzit are going to put pressure on your team. However, you accept this as the nature of the
business, and you have developed strategies to help the team achieve the marketing objectives in
the most efficient and effective way. Both your key personnel in this plan, Marie (Advertising/PR)
and Tony (Website) have expressed ambitions to pursue a career in company management. You
agree to help them by providing coaching and mentoring when you see attitudes, skills or
knowledge levels that could help them achieve their ambitions.
You have also set up a formal weekly meeting to discuss the KPI results generated from the
accounting information system and their individual reports. You also use this meeting to
emphasise the concept of team achievement and that financial resources should be allocated to
the greatest need. You also address where they can achieve the greatest return that is in line with
the marketing objectives.
You make a habit of taking them on store visits so their role does not isolate them from personnel
and products on the front line of the business. Another strategy you employ is to cc them on all
emails that affect the whole marketing group, apart from the private and confidential
correspondence.
Scenario 1: Coaching and mentoring
Marie achieved outstanding results in her university degree. However, her lack of ‘real world’
experience makes her uncertain and she lacks confidence to make decisions. You have agreed to be
her coach and mentor. She has come to you recently for help and discussed with you a significant
range of issues she wanted help with.
She has often commented that having you as a coach has given her a safe place to off load some
issues that bothered her and a place where she can get unbiased, confidential support. She is also
appreciative of you when you provide her with opportunities to further develop skills she already has
particularly in areas of advertising. She is a keen learner and wants to learn new skills as they relate
to marketing. She has especially asked for more knowledge in web design and web marketing but
every approach to Tony has been rejected flatly, sometimes with what seems like distain.
One of the most important aspects of the coaching and mentoring for Marie is the opportunity to get
a fresh perspective on ideas and to seek out advice, suggestions and options from an experienced
person like you. This is particularly important for her in how she gets PR happening in the most
effectively way.
She often comments that another thing she gets out of your coaching and mentoring is that she gets
to know her boss better which promotes a more team based approach to problems.
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Scenario 2: Tony
Tony’s approach to the job is quite different to Marie. He is not a keen learner of other forms of
marketing apart from internet marketing which he often calls ‘the future of marketing”. He sees his
knowledge as his own intellectual capital and is never keen to share it with anyone. His teaching
method is full of jargon and he shares knowledge at a speed that makes learning even more difficult.
He often presents ideas for internet market that would certainly boost traffic to the site but which
you believe are unethical under the company’s ethical standards. So, you don’t approve them.
This rejection of some of his ideas sees him less keen to participate on more general marketing
activities like store visits. In your mind, Tony needs to correct his attitude if he is to perform his job
effectively.
It has recently come to your attention via a Lambert Consultant consultation, that the company’s
website has links to a home business that Tony’s friend operates in providing installation services for
company purchased products. You have not given Tony approval to make this link, and decide to take
corrective action on this and other issues related to Tony.

Apex Institute of Education BSBMKG603 – Learner Assessment Pack V3.0_June 2019 | CRICOS: 03156M Page 31 of 37
APPENDIX: 03
MARKETING PERFROMANCE REPORT
Lamberts-Consulting provides you with a report on the home-wares market in Brisbane six months
later. Their latest estimate is that the market for home-wares in the Brisbane market is $199
million per annum up from $175 million per annum last year. The predicted growth was 10% for
this year. Lamberts said that the large increase in interstate migration was increasing the building
activity and consequently the home-wares sector. Lambert expects this trend to continue for at
least the next five years.
You print a copy of the latest store averages and note that the average weekly sale for the 15
Brisbane stores has grown to $28,200 per week per store. Expectation was 8.5% growth on
$24,680 per week per store. Market share was targeted at 12%.
You also check the latest market expenditure report to see the amount of money invested in
marketing activities to get the stores to this new level. You note the following expenditure over
the past six months
Advertising $250,000, PR $30,000, in-store promotions $60,000, internet marketing $100,000.
You believed that the extra expenditure in web marketing was justified in preparation for the online merchandise sales that will be included in the next marketing period. You also believe that
there is a need for the company to shift more of its marketing budget into web marketing activities
in line with the industry trends.
With a growing market you believe that by maintaining market share the company will get solid
and controllable growth. Pushing for increased market share in a growing market could cause
customer service and management issues.
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APPENDIX: 04
COACHING PLAN TEMPLATE
General Information

Training/Coaching Name: Trainer:
Duration: 01 full day Email Address:
Expected Outcomes(s):
What will participants gain from this session?
Training/Coaching Session Description:
How will you achieve these outcomes?
Training/Coaching Session
Element, Goal(s)
&
Indicator(s)
Identify from the
curriculum which
element(s),
goal(s) and/or
indicator(s) are
covered.
Activity
In each box, describe each
activity that you plan to run
or ran in this training
session.
Materials
What do
you need
to run the
activity?
Time
How
much
time is
required?
What are
participants
doing?
Do, Reflect,
Generalize,
Apply
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APPENDIX: 05
PRESENTATION EVALUATION FORM
Presenter:
Date:
Unit Name and No

Presentation Effectiveness Criteria (Please √ as appropriate)
To what extent did the presentation
represent the following features? Yes Needs
Work No Comments
1. Purpose communicated clearly.
2. Organized and easy to follow.
3. Presenter exhibited a good understanding
of topic.
4. Presenter was well-prepared.
5. Presenter spoke clearly/effectively
6. Time for presentation used effectively.
7. Slides enhanced presentation.
8. Presenter responded effectively to
audience questions and comments.
9. Presentation was done in a way that
engaged audience.
10. Summarizes key points at the close
11. Uses visual aids when appropriate
12. Did the student demonstrate professional
conduct that promotes trust with the
targeted audience?
13. Did the student adjust his/her own
interpersonal communication style to
meet the organization’s cultural diversity
and ethical environment?

Apex Institute of Education BSBMKG603 – Learner Assessment Pack V3.0_June 2019 | CRICOS: 03156M Page 34 of 37
APPENDIX: 06
MEETING MINUTES TEMPLATE
Meeting started at xx:xx:xx AM/PM
Main points discussed
Decisions taken
Documents provided / Circulated
Next meeting

DATE:
xx/xx/xxxx
TIME: xx:xx A.M./P.M.
LOCATION MEETING
TYPE
MEETING
CALLED BY TIME KEEPER
SCRIBE
ATTENDEES
ABSENTEES
Apex Institute of Education BSBMKG603 – Learner Assessment Pack V3.0_June 2019 | CRICOS: 03156M Page 35 of 37
APPENDIX: 07
RESEARCH LINKS FOR STUDENTS
Assessors note:
Please advise your students that there are links and information they can research on
the following links:
Some possible businesses for use as application examples may be found in the
exporting case studies on websites such as the NSW Business Chamber
http://www.nswbusinesschamber.com.au/
Agribusiness in a Global Environment. http://www.ais.msstate.edu/age/
Example country analysis reports from websites such as The Human Rights and
Business Project http://www.humanrightsbusiness.org/070_country_risk.htm
or Political Risk Services (PRS) http://www.prsgroup.com/ could be used to create
class discussion allowing learners to develop their own market analysis reports.
https://detwww.det.nsw.edu.au/tsss/edusyssupport/cis/unitguide/poliguid/index.htm
Australian Anti-Discrimination Laws:
https://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/AustraliasAnti-Discrimination-Law.aspx
Australian Direct Marketing Association
https://www.accc.gov.au/public-registers/authorisations-and-notificationsregisters/authorisations-register/australian-direct-marketing-association-admarevocation-and-substitution-a90876
Austrade
http://www.austrade.gov.au/
Australian Customs Service
http://www.customs.gov.au
Has a section providing customs related information for intending exporters
Australian Exporters
http://www.australianexporters.net/
Provides information and links to intending exporters.
Australian Export Online (Export61)
http://www.export61.com
Australian Marketing Institute (AMI)
www.ami.org.au
Australian Market and Social Research Society (AMSRS)
www.amsrs.com.au/
Australian Wine and Brandy Corporation
http://www.wineaustralia.com
A federal government website providing information about the export of wine and
spirits from Australia
Australian Wine Research Institute (AWRI)

Welcome

Provides detail about exporting wine, including various regulatory considerations
under the Information Services menu
Apex Institute of Education BSBMKG603 – Learner Assessment Pack V3.0_June 2019 | CRICOS: 03156M Page 36 of 37
Aware – a commercial marketing intelligence consultancy
http://www.marketing-intelligence.co.uk/resources/competitor-analysis.htm
Topics in Statistical Data Analysis by Professor Hossein Arsham
http://home.ubalt.edu/ntsbarsh/stat-data/Topics.htm
This site offers information on statistical data analysis. It describes time series analysis, popular
distributions, and other topics. It examines the use of computers in statistical data analysis. It
also lists related books and links to related Web sites.
World Bank
http://www.worldbank.org/
Information about many countries, but tends to focus on developing and third world
coutries
World Trade Organisation (WTO)
http://www.wto.org/
This website contains a vast amount of information including a specific set of
resources for students
Bnet – Forecasting & sales
http://search.bnet.com/index.php?q=competitor+analysis
Bnet research centre
http://findarticles.com/p/articles/mi_m0FNP/is_11_40/ai_75452742
E-business review article, E-commerce alive and well in the new New Economy by
Molly Prior, DSN Retailing Today, June 4, 2001
Business Development Bank of Canada (BDC)
http://www.bdc.ca/en/about/events_publications/AnnualReport/Key_perfomance_i
ndicators_objectives.htm?iNoC=1
This page gives the BDC’s reporting of Key performance objectives against targets
Business.gov.au
http://www.business.gov.au
Business Victoria
http://www.business.vic.gov.au/BUSVIC/STANDARD//pc=PC_50275.html
Data Analysis Australia
http://www.daa.com.au/home/
e-competitors.com
http://www.e-competitors.com/
EXPORT911 is a business and educational website focusing on international business.
The site provides in-depth information on export-import marketing, management,
letters of credit, export cargo insurance, shipping, logistics, manufacturing,
purchasing, bar codes, and many more aspects.
International Trade Forum
http://www.tradeforum.org/
The International Trade Forum is the magazine of the International Trade Centre
(ITC). It focuses on trade promotion and export development, as part of ITC’s
technical cooperation programme with developing countries and economies in
transition. The magazine is published quarterly in English, French and Spanish. The
International Trade Centre (ITC) is the joint technical cooperation agency of the
United Nations Conference on Trade and Development (UNCTAD) and the World
Trade Organization (WTO).
NSW Business Chamber
http://www.nswbusinesschamber.com.au/
Apex Institute of Education BSBMKG603 – Learner Assessment Pack V3.0_June 2019 | CRICOS: 03156M Page 37 of 37
The NSW Business Chamber provides businesses with the information, advice,
products and services they need to grow and stay competitive. Click the Business
Globally for International marketing information. The site also has case studies which
could be used as the basis for assessment tasks or in –class activities.
NSW Small Business
http://www.smallbiz.nsw.gov.au/smallbusiness/
Provides information from the NSW government on various small business issues. It
has a menu link Exporting which provide a range of information for intending
exporters, focussing on small business. This site also includes a current monthly
calendar of NSW Exporting Events, that could provide class excursion possibilities.
Privacy Laws in Australia
https://www.oaic.gov.au/privacy-law/
Political Risk Services (PRS)

Home

Political Risk Services publishes 100 Country Reports that monitor the risks to
international business over the next five years. Some information is available for free
downloading after registering.
SmallBiz.nsw.gov
http://www.smallbiz.nsw.gov.au/NR/rdonlyres/52F423CD-9A84-42FF-9517-
D933A49C32F2/0/RiskManagement3.pdf
Small Business NSW government – this web address takes you to the Smallbiz pdf
booklet No 3
Small Business Exporters Network (SBEN)
http://www.exporters.sbdc.com.au
West Australian government website designed to assist small business exporters.
Provides a range of information and links.Tasneem Suliman Joosub
The Free Library
http://www.thefreelibrary.com/
A large and free database of articles on many topics. Browse the indexes, or use the
search function to find a range of relevant articles, including risk management.

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