Business to Business (B2B) Marketing

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© TAFE NSW – Higher Education
Subject Guide
Subject Code:
Subject Name:
BUMAR301A
Business to Business (B2B) Marketing
Version Date: 10 Feb 2021
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 3
Contents
Contents …………………………………………………………………………………………….. 2
1. Introduction ………………………………………………………………………………………. 3
1.1. Subject overview …………………………………………………………………………………….3
1.2. Pre-requisites…………………………………………………………………………………………3
1.3. Co-requisites………………………………………………………………………………………….3
1.4. Credit points………………………………………………………………………………………….3
1.5. Subject duration ……………………………………………………………………………………..3
2. Subject learning outcomes………………………………………………………………………… 4
3. Assessment ……………………………………………………………………………………….. 4
4. Subject schedule ………………………………………………………………………………….. 4
5. Recommended reference materials……………………………………………………………….. 6
5.1. Prescribed texts………………………………………………………………………………………6
5.2. Recommended readings …………………………………………………………………………….6
5.3. Online resources……………………………………………………………………………………..6
6. Additional information ……………………………………………………………………………. 6
6.1 Subject grading ……………………………………………………………………………………….6
6.2 Submission requirements/late submission procedure……………………………………………..7
6.3 Student conduct and academic standards ………………………………………………………….7
6.4. Approaches to teaching and learning……………………………………………………………….8
Appendix 1 – Assessment Details ……………………………………………………… 10
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 3
1. Introduction
1.1. Subject overview
In this unit students study the characteristics and importance of contemporary business-to-business
(B2B) markets in an Australian business environment.
Students will learn to differentiate between strategies for addressing end consumers, and strategies
that address diverse wants and needs of a range of business enterprises. They will examine the role
of e-commerce and logistics in management of the supply chain, and evaluate and critically analyse
other considerations for developing value-based propositions for their customers.
Finally, students will examine a range of B2B marketing issues and problems and propose solutions
using appropriate marketing tools.
1.2. Pre-requisites
You must have successfully completed the following subject before attempting this subject:
None
1.3. Co-requisites
To maximise your learning in this subject, you must complete the following subject at the same time
as attempting this subject:
None
1.4. Credit points
This subject is worth 10 credit points.
1.5. Subject duration
Weekly face to face contact hours are 4 hours per week over 12 weeks.
• Workshops 4 hpw
In addition, students are expected to undertake 6 hours per week of private study in order to
achieve the subject learning outcomes.
Subject Guide: BUMAR301A B2B Marketing
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2. Subject learning outcomes
At the end of this subject students will be able to:
1. Contrast business and consumer buying behaviour and critically examine strategies for the
selection, segmentation, and targeting of business markets.
2. Assess B2B marketing concepts and strategies for diverse business clients including (but not
limited to) the agri-business, reseller and government sectors.
3. Assess how pricing of goods and services is undertaken for business markets.
4. Evaluate the application of e-commerce, logistics practice and supply chain management in
delivering value to customers in business markets.
5. Analyse the nature and characteristics of communication tools and media and their
contribution to the business promotional mix.
6. Evaluate the essential elements of a business value-based proposition.
3. Assessment
The table below summarises assessment requirements for this subject. Further details about
assessment requirements including submission requirements and grading criteria are provided in the
Appendices of this Subject Guide as well as on the subject Moodle.
Assessment Event
Due Date
Learning
Outcomes
Assessed
Weighting
1. Business report
Week 4
1, 4, 6
15%
2. Group marketing plan report Week 12 2, 3, 4, 5 35%
3. Group presentation (individual
components, reflection &
assessment)
Week 12 2, 3, 4, 5 15%
4. Applied Report Week 13-15* 1, 2, 4, 6 35%
* This will be a submission document, during an announced 4.5 day assessment period.
Subject Guide: BUMAR301A B2B Marketing
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4. Subject schedule
The weekly schedule below must be read in conjunction with information provided on the subject
Moodle.
WEEK NO:
TOPICS AND ACTIVITIES
Week 1
Overview of Business to Business (B2B) marketing
This topic explores the unique aspects of B2B marketing, key groups and the key
differences from Business to Consumer (B2C) marketing.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 1)
Loh, J 2019 ’The state of B2B marketing in 2019: it’s a jungle sometimes’,
<https://www.marketingmag.com.au/hubs-c/feature-b2b-marketing-jungle/>.
Workshop activities:
As a class:
• Form groups of 4-5 and create a group name. You will be working in this
group for all 12 weeks.
In assessment groups:
• Discuss questions on p. 23 of Hutt (2014)
• Communicate a unified response for each response to the larger group for
comparison
• Refer to Appendix 2A handout and using the categories provided,
interpret and convert the common B2C products into a B2B product by
indicating both the intended consumer and the intended use of the
product.
• Compare your groups results with other groups
• Discuss with your group how this topic is relevant and can be applied to
the project
Week 2 Organisational buying behaviour
The how and why of organisational buying. The buying process and group
influences, the buying centre and evaluation methods & criteria.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 2)
Bonoma, T 2006, ‘Major Sales: Who Really Does the Buying?’,
<https://hbr.org/2006/07/major-sales-who-really-does-the-buying>.
Ice, E 2017, ‘Milennial buyers to make 75% of B2B purchasing decisions this year’,
<https://www.marketingmag.com.au/news-c/b2b-marketing-outlook/>.
Subject Guide: BUMAR301A B2B Marketing
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WEEK NO:
TOPICS AND ACTIVITIES
Workshop activities:
In your assessment groups:
• Discuss questions on p. 45 of Hutt (2014)
• Communicate a unified response for each response to the larger group for
comparison
• Refer to Appendix 2B handout, find one or more Australian example(s) of
stage influence relating to your assigned stage(s)
• Present your findings via informal discussion to the rest of the groups
• Discuss with your group how this topic is relevant and can be applied to
the project. Identify project tasks to be completed and set dates.
Week 3 Customer relationship management, segmentation and estimating demand
The critical importance of customer relation management and developing
relationship strategies. Segmentation. Measuring demand, and performance &
profitability.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapters 3 & 4)
Workshop activities:
In your assessment groups:
• Discuss questions on p. 69 & p. 90 of Hutt (2014)
• Communicate a unified response for each response to the larger group for
comparison.
• Refer to Appendix 2C handout. Read the brief descriptions of the sales
staff in the handout and decide which would be the best assignment of
salespersons to each account. Justify your responses and refer to a
relevant section of Hutt (2014).
• Present your findings via informal discussion to the rest of the groups.
• Discuss with your group how this topic is relevant and can be applied to
the project. Review project tasks completed.
Week 4 Strategic perspectives, planning and global markets
The decision making process, evaluating opportunities. The importance &
interplay of corporate, business level and functional levels in planning strategies.
The key drivers in globalisation strategies, coordination, leadership and alliances.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapters 5 & 6)
Glencore Australia 2021, <http://www.glencore.com.au>.
Workshop activities:
In your assessment groups:
• Discuss questions on p. 114 & p. 132 of Hutt (2014)
Subject Guide: BUMAR301A B2B Marketing
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WEEK NO:
TOPICS AND ACTIVITIES
• Communicate a unified response for each response to the larger group for
comparison
• Refer to Glencore Australia’s agribusiness strategy. You group will be
allocated one or more components of the strategic marketing plan.
Discuss two aspects that interest your group and justify why these aspects
are prominent and/or interrelated.
• Present your findings via informal discussion to the rest of the groups.
• Discuss with your group how this topic is relevant and can be applied to
the project. Review project progress. Draft due in week 6.
Week 5 Managing products for business markets
Building corporate brands, equity and premium strategies. Developing awareness
and value. Product policies, positioning and the life cycle.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 7)
Wirthwein, C 2015, ‘3 Key Areas Where a Strong Corporate Brand Adds Value,
<https://www.entrepreneur.com/article/243704>.
Workshop activities:
In your assessment groups:
• Discuss questions on p. 153 of Hutt (2014)
• Communicate a unified response for each response to the larger group for
comparison
• Decide on a BSB product. (e.g. cloud technology, solar power, scanning
technology)
• Using products at varying levels of problem solving and involvement,
determine the movement of those products through the diffusion of
innovation, and detail which products are likely to be bowling alley,
tornado or main street and over what period of time?
• Present your findings via informal discussion to the rest of the groups.
• Discuss with your group how this topic is relevant and can be applied to
the project. Progress draft due next week.
Week 6 Managing services for business markets
The solution centred perspective to service offerings. The special challenges in
developing effective & profitable solutions. Packaging the concept & benefit
delivery. Hybrid approaches.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 8)
Maechler, N et al. 2016, ‘Improving the business to business customer experience’,
< http://www.mckinsey.com/business-functions/marketing-and-sales/our
insights/improving-the-business-to-business-customer-experience>.
Subject Guide: BUMAR301A B2B Marketing
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WEEK NO:
TOPICS AND ACTIVITIES
Workshop activities:
In your assessment groups:
• Discuss questions on p. 177 of Hutt (2014)
• Communicate a unified response for each response to the larger group for
comparison
• Decide on a service experience that all team members have in common
• Refer to Appendix 2D handout.
• Complete the handout based on your team’s collective experiences with a
common service provider.
• Share and compare results with the other groups emphasizing the
relationship between the weighting rankings, customer satisfaction and
loyalty.
• Discuss with your group how this topic is relevant and can be applied to
the project
Week 7 Managing innovation and new industrial product development
Patterns of strategic behaviour – induced & autonomous. Technology and
innovation models. The product development process and rapid environmental
change.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 9)
Oracle n.d., <https://www.oracle.com/au/index.html>.
Sarner, A 2016, ‘5 hot areas for B2B marketing‘,
<https://www.forbes.com/sites/gartnergroup/2016/09/22/5-hot-areas-for-b2b
marketing/2/#22781e6d5dbc>.
Workshop activities:
In your assessment groups:
• Discuss questions on p. 196 of Hutt (2014)
• Communicate a unified response for each response to the larger group for
comparison
• Decide on a service experience that all team members have in common
• Review the Oracle Australia website and identify an example of product
innovation
• Decide as a group whether this is a sustaining (incremental) or disruptive
innovation to the market and also the clients business, and justify your
decision.
• Make a 2 minute informal presentation as a group on your findings.
• Discuss with your group how this topic is relevant and can be applied to
the project. Ensure tasks allocated are documented and communicated
to all group members.
Week 8 Managing business channels
Subject Guide: BUMAR301A B2B Marketing
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WEEK NO:
TOPICS AND ACTIVITIES
The design and management of business marketing channels. Utilising direct &
indirect, the integration of e.channels. Process & administration. Channel
member motivation.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 10)
Marketing Magazine 2019, ’The B2B/C convergence – vendors must consider
sentiment in an experience-driven world’, <https://www.marketingmag.com.au/hubs
c/sponsored-marketo-experience-convergence/>.
Workshop activities:
In your assessment groups:
• Discuss questions on p. 216 of Hutt (2014)
• Communicate a unified response for each response to the larger group for
comparison
• Decide on another (different) service experience that all team members
have in common
• Create a life cycle map for the service your team has selected. Rank each
step in the experience life cycle on a scale of 1-3 based on its significance
to the customer experience.
• Re-read the passage on p. 158 of Hutt (2014) titled “Applying the
customer experience map”
• Discuss what the relative value of the customer experience is compared to
the value of the resultant service. (e.g. experience with
telecommunications call centre to get assistance for a problem vs the
correction to the problem)
• Share and compare results with other groups.
• Discuss with your group how this topic is relevant and can be applied to
the project. Ensure tasks allocated are documented and communicated
to all group members.
Week 9 Supply chain management
The unique role of SCM in business marketing. Its source as competitive
advantage. Integrating marketing, sales & logistics. The critical nature of
integration of channels and logistical process.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 11)
Martyn, P 2016, ‘Tell me something I don’t know’,
<https://www.forbes.com/sites/paulmartyn/2016/12/29/five-supply-chain
predictions-for-2017/#707a7ebf7370>.
Workshop activities:
In your assessment groups:
• Discuss questions on p. 237 of Hutt (2014)
Subject Guide: BUMAR301A B2B Marketing
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WEEK NO:
TOPICS AND ACTIVITIES
• Communicate a unified response for each response to the larger group for
comparison
• Exercise: Design pathways using intermediaries and their value
contribution
• Discuss what the relative value of the pathway is compared to the value of
the resultant service.
• Share and compare results with other groups.
• Discuss with your group how this topic is relevant and can be applied to
the project. Ensure tasks allocated are documented and communicated
to all group members.
Week 10 Pricing strategies
The key determinants in pricing, the buyers’ perception, value benefit analysis and
place in marketing strategy and the product life cycle. The nature of competitive
pricing, attacks, their response & bidding approaches.
Pre-reading:
Banker, S 2017, ‘Price Optimization Finally Becomes A Supply Chain Tool’,
<https://www.forbes.com/sites/stevebanker/2017/02/26/price-optimization
finally-becomes-a-supply-chain-tool/#2ca689b11d12>.
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapter 12)
Workshop activities:
In your assessment groups:
• Discuss questions on p. 258 of Hutt (2014)
• Explain the difference between economic value, commodity value, and
differentiation value. Provide examples.
• Communicate a unified response for each response to the larger group for
comparison
• Exercise: Use of competitive bidding in e-commerce at *nsw.gov.au.
• Select one potential impact and discuss how this can impact business
development
• Share and compare results with other groups.
• Discuss with your group how this topic is relevant and can be applied to
the project. Ensure tasks allocated are documented and communicated
to all group members.
Week 11 Communicating with the business market & marketing performance
measurement
Advertising, promotion and use of social media. Evaluating effectiveness. Sales
force management & personal selling. Marketing control systems & integration
with business performance metrics.
Pre-reading:
Hutt, MD & Speh, TW 2014, Business Marketing Management, Europe Ed., South
Western, Cengage Learning, Mason, Ohio. (Chapters 13 & 14)
Subject Guide: BUMAR301A B2B Marketing
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WEEK NO:
TOPICS AND ACTIVITIES
Workshop activities:
In your assessment groups:
• Discuss questions on p. 290 of Hutt (2014)
• Why might a business consider exhibiting at a trade show? Provide
examples.
• Communicate a unified response for each response to the larger group for
comparison
• Exercise: Evaluate use of social media in promotional and communication
activity mapped to the B2B buying process.
• Select one potential impact and discuss how this can impact business
development
• Share and compare results with other groups.
• Discuss with your group how this topic is relevant and can be applied to
the project. Ensure tasks allocated are documented and communicated
to all group members.
Week 12 Assessment 2 – Group Presentation due this week
All presentations to be done in class and presentation and reflection to be
uploaded to moodle
Assessment 3 – Group Report due this week
All reports to be uploaded to Moodle via Turnitin
The core focus this week will be for the group presentation of the group report.
All groups should be ready to present first at the beginning of the workshop. Late
attendance will mean a zero mark. The order of presentations will be randomly
selected by the teacher during the workshop.
Assessment 4 Workshop
Week 13 Study Week
Assessment 4 scheduled
Week 14/15 Examination Week: (Refer to the TAFE NSW Higher Education examination
timetable)
Assessment 4 scheduled
Subject Guide: BUMAR301A B2B Marketing
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5. Recommended reference materials
5.1. Prescribed texts
Hutt, MD & Speh, TW, 2014, Business Marketing Management, Europe Ed., South-Western, Cengage
Learning, Mason, Ohio. ISBN 9781408093719
5.2. Recommended readings
A list of readings to support weekly topics is provided here and on the subject moodle.
Adamson, B & Spenner, P 2016, ‘Avoid these common B2B content marketing mistakes’, Harvard
Business Review Digital Articles, pp. 2-4, EbscoHost.
Bachikirov, A A 2016, ‘Organizational buying behavior in non-Western contexts’, Advances in
Business-Related Scientific Research Journal, vol. 7, no. 1, pp. 1-11, EbscoHost.
Cooper, R G & Edgett, S J 2012, ‘Best practices in the idea-to-launch process and its governance’,
Research Technology Management, pp.43-54, EbscoHost.
Cooper, R G 2013, ‘Where are all the breakthrough new products: using portfolio management to
boost innovation’, Research Technology Management, September-October pp.25-33, EbscoHost.
Desmet, B 2016, ‘The Impact of strategy on supply chain and forecasting’, Foresight, Fall pp.4-11,
EbscoHost.
Friend, S B 2011, ‘Buyer-seller relationships within a multisource context: understanding customer
defection and available alternatives’, Journal of Personal Selling & Sales Management, vol.XXXI, no.4
Fall, pp. pp.383-395, EbscoHost.
Gagnon, E 2016, ‘The marketer’s action plan (MAP): six steps to developing effective marketing plans
in B2B marketing programs’, International Management Review, vol. 12, no. 2, pp.56-59, EbscoHost.
Katona, Z & Sarvary, M 2014, ‘Berkeley-Haas case series: Maersk Line: B2B social media – “It’s
communication, not marketing”’, California Management Review, vol. 56, no. 3, Spring, EbscoHost.
Lingqvist, O, Plotkin, C L & Stanley, J 2015, ‘Do you really understand how your business customers
buy?’, McKinsey Quarterly, 1st Quarter, no. 1, pp.74-85, EbscoHost.
O’Sullivan, D & Abela, A V 2010, ‘Proving marketing success pays off!: marketing performance
measurement and its effects on marketing’s stature and firm success’, GfK MIR, vol. 2, no. 2, pp.42-
49, EbscoHost.
Ronchi, S 2011, ‘Collaborative markets in B2B relationships’, Supply Chain Forum, vol. 12, no. 3,
pp.22-34, EbscoHost.
Subject Guide: BUMAR301A B2B Marketing
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Schultz, D E 2017, ‘Lost in the B-to-B time warp: calling all superheroes: a plea to redefine B-to-B
marketing and communication for the 21st century’, Marketing Insights,
<https://www.ama.org/publications/MarketingInsights/Pages/lost-in-the-b-to-b-time-warp.aspx>.
Schultz, R J, Schwepker, C H & Good, D J 2012, ‘An exploratory study of social media in business-tobusiness selling: salesperson characteristics, activities and performance’, Marketing Management
Journal, Fall pp.76-89,
<https://pdfs.semanticscholar.org/2488/1df28f8d920a71c980f76e33c4ae152bc50a.pdf>.
Sood, S C & Pattinson, H M 2012, ‘21st Century applicability of the interaction model: does
pervasiveness of social media in B2B marketing increase business dependency on the interaction
model?’ Journal of Customer Behaviour, vol. 11, no. 2, pp.117-128, EbscoHost.
Theron, E & Terblanche, N S 2010, ‘Dimensions of relationship marketing in business-to-business
financial services’, International Journal of Market Research, vol. 52, no. 3, EbscoHost.
Tompkins, J 2014, ‘Parting the ways for supply chain excellence: segmenting the flow of goods often
improves service and reduces costs’, Industrial Engineer, May, pp. 34-39.
Woodcock, N 2011, ‘Social CRM as a business strategy’, Database Marketing & Customer Strategy
Management, vol.18, no.1, pp. 50-64, < https://link.springer.com/article/10.1057/dbm.2011.7> .
5.3. Online resources
Forbes 2019, Forbes Media LLC, <https://www.forbes.com>.
Marketing & sales insights 2019, McKinsey Insights, < http://www.mckinsey.com/businessfunctions/marketing-and-sales/our-insights>.
Entrepreneur Asia Pacific 2019, <https://www.entrepreneur.com>.
Marketing 2017, Niche Media, < https://www.marketingmag.com.au/?s=b2b>.
BSB Marketing 2019, < https://www.b2bmarketing.net/en-gb/resources/articles>.
Brafton: Fuel your brand 2019, Brafton, <https://www.brafton.com/glossary/business-to-business-b2bmarketing/>.
6. Additional information
6.1 Subject grading
Grades for individual assessment events and the subject as a whole are awarded as follows.
High Distinction: marks ranging from 85 to 100%
Subject Guide: BUMAR301A B2B Marketing
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Where the student has demonstrated highly original, relevant and sophisticated applications of
research, appraisal, enquiry and evaluation techniques resulting in innovative concepts that
challenge existing conventions in the field of study.
Distinction: marks ranging from 75 to < 85%
Where the student has demonstrated a high level of performance indicating depth and breadth in
research, appraisal, enquiry and evaluation with broad application of knowledge of theoretical
concepts, and applied analytical thought.
Credit: marks ranging from 65 to < 75%
Where the student has undertaken an innovative and creative interpretation of assessment briefs,
and has provided evidence of extended research and inquiry applied to assessment tasks.
Pass: marks ranging from 50 to < 65%
Where the student has met all requirements of assessment briefs to a satisfactory level.
Fail: marks under 50%
Where the student has not demonstrated satisfactory performance in assessment tasks or has failed
to meet subject requirements.
Fail: Failure of a must pass event
Where the student has an overall mark for subject at a passing level, but has not demonstrated
satisfactory performance in an event deemed a must pass event, resulting in failure of the subject as
a whole. ‘Fail’ is reported for the subject on the Transcript of Academic Record.
Fail: Withdrawn
Where the student withdraws from the subject on or after the final assessment due date or end of subject
examination date. ‘Fail’ is reported on the Transcript of Academic Record.
6.2 Submission requirements/late submission procedure
Your teacher will advise you of the format required for each assessment task and the format for
submission, which may be electronically.
Each assessment task must include a cover sheet, with a signed declaration indicating that the work
is your own work and has not been previously submitted. If you are submitting your assessment via
TurnItIn, you do not need to include a separate cover sheet.
Assessments that are not submitted on the due date will attract a marking penalty of 5 per cent of
the total marks for the assessment event for each day the assessment is late, to a maximum of 10
days, or a maximum result of 50 per cent. Assessments submitted later than 10 days after the due
date will not be marked unless the student has an approved extension or has successfully applied for
special consideration.
Additional assessment information, including provisions for special circumstances and misadventure,
requests for an extension of the assessment due date or to resubmit an assessment or sit an exam at
Subject Guide: BUMAR301A B2B Marketing
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a later date, can be found in the TAFE NSW Higher Education Assessment policy and procedures
which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.3 Student conduct and academic standards
TAFE NSW Higher Education encourages high standards of professional behaviour and academic
conduct. You must conduct all work associated with this course in a manner that is environmentally,
socially and culturally responsible, so as not to cause harm or disrespect to the environment, people
or their values and beliefs.
You shall hold confidential all information about any specific organisation and their business or
business activities, which may be divulged in the process of a work placement, lecture or tutorial,
including lectures given by industry guest lecturers.
It is the policy of TAFE NSW Higher Education that respect and acknowledgement is given to
intellectual property created by academics, writers, practitioners and other students whose work is
cited in your submissions, or used to illustrate them. It is therefore important to use the Harvard
citation system and include a bibliography with every submission, to acknowledge the intellectual
property of others that you have used to support your own proposals or position. Penalties apply for
plagiarism and other forms of academic misconduct.
Further information about academic conduct can be found in the TAFE NSW Higher Education
Academic Integrity and Honesty policy and procedures which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.4. Approaches to teaching and learning
6.4.1. Methods of teaching and learning
Teaching methods for this subject will include:
• workshops
• guest lecturers and/or site visits
• online presentations
Learning activities may include:
• independent and/or group research activities
• role-plays
• group discussions
• case studies and situational analysis
• work-based practical activities
• team projects
• online forums
Resources will include:
• online learning materials
• websites
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• readings
• textbooks
• videos
• podcasts
You will need:
• a computer for research, online communication and collaboration, to create documents and
to complete assessment requirements
6.4.2. Expected attendance
• In addition to attending lectures, tutorials and other learning activities, you are expected to
undertake self-directed private study including reading, practical application of theoretical
knowledge, and completion of assessment tasks.
• If you are unable to attend class-based learning activities you should notify the teacher
and/or tutor and access the relevant learning materials to make up the missed class through
private study.
• If you are unable to attend a class during which an assessment activity is scheduled, you
must provide a medical certificate as evidence of your inability to attend class. Your teacher
will advise you of alternative assessment requirements.
6.4.3. Supplementary learning activities
You are expected to:
• complete any pre-reading specified prior to attending classes
• access resources on the subject Moodle and elsewhere as advised by the subject teacher.
6.4.4. Student resource requirements
Students will need to purchase the subject text:
Hutt, MD & Speh, TW, 2014, Business Marketing Management, Europe Ed., South-Western, Cengage
Learning, Mason, Ohio. ISBN 9781408093719
The book is available as a hard copy via the usual sources new and used, and also as a download.
This the Europe edition, but other versions are reasonably similar.
Your teacher will advise you of any additional equipment or resources you will need for the
completion of this subject.
Subject Guide: BUMAR301A B2B Marketing
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Appendix 1 – Assessment Details
Assessment event 1 – individual business report
Due: Week 4 Word limit: 1,000 words
This assessment will focus on business buyer behaviour and relationship management, covered during weeks 1 – 3. The format required is a business
report.
You are to select an aged care provider in Australia. It is recommended you avoid the larger providers (such as Bupa, Opal, Allity, Regis, Estia and Japara).
This is a target account, you are an ‘out’ supplier. They are considering a modified re-buy of an entering product that your business already provides to
other customers. You will need to conduct research into the buying behaviour, policy and influence and develop a business strategy response.
Develop a strategy to win their business, utilising the B2B theory provided in Hutt Ch 1 -3.
Outline:
• Identify and briefly profile the target account and detail your scope.
• Identify and select key aspects of the theory that allow you to create key marketing strategic elements that will help deliver you this target
business.
• Do not attempt to outline a whole strategy, carefully select that which you wish to develop.
Important Note. A description of theory is not sufficient – rather demonstration through application of a selected strategy component.
• There is no right or wrong strategy, you will be assessed on your understanding of the theory by its application in your strategy, and so provide
critical analysis.
• Identify, analyse and critique the strategy / strategies employed.
• You are permitted to develop/make assumptions of fact (omitted or outside of the case study material, but not contrary to provided facts) that
allow you to demonstrate your knowledge better. For example, around buying centre influence.
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Written submissions should be a maximum of 1,000 words in length, professionally presented, with supporting visuals including diagrams, sketches, photos
and other relevant illustrations. This report should also draw on theoretical readings in addition to the textbook, all referencing to be from credible sources.
TAFE NSW HE Harvard AGPS referencing is required. Provide a List of References. The assessment is to be uploaded to the Turnitin section on the Moodle
with a cover sheet.
A reminder to everyone that self-plagiarism (using your own material) is still plagiarism.
Please note that all assessments must be uploaded to the Moodle, which sets a time and date stamp. Submission is required as per standard stated
methods, which is normally to the Moodle (for most subjects through turnitin), unless the teacher advises you otherwise in writing. Please note
submission of assessments after the due time incurs a 5% penalty per day, for each day late. No submissions are accepted after 10 days late. Extension
applications must follow approved procedure.
Note that the Rubric Marking Guides for Assessment 1 and 2 are the same, except for the italicised bold font elements and that Assessment 2 is a group
assessment. This provides consistency in understanding of requirements and feedback.
TAFE NSW Higher Education – Rubric marking guide assessment 1 – individual business report
Subject name
Subject code
Student name & ID
Campus
Assessment No & name
% Weighting
Date Due
Criteria
Fail
0 – 49%
Pass
50 – 64%
Credit
65-74%
Distinction
75-84%
High Distinction
85 – 100%
Mark/Criteria
Weighting
Response (35% weighting)
Response word count not
within 10% of required word
limit.
Overall response
demonstrates a lack of basic
understanding.
A large number of relevant
aspects of theory are
absent.
Scope of report is present and
reasonably clear.
The examined issue is partially
clear and in focus.
We have some unnecessary
content.
Overall response
demonstrates a basic
Scope of report is clear and
clearly defined.
The examined issue is mostly
clear and in focus.
We have little unnecessary
content.
Overall response
demonstrates a good
understanding via the
Scope of report is sound and
complete, and clearly defined.
The examined issue is clear
and in focus.
We have no unnecessary
content.
Overall response
demonstrates an insightful
Scope of report is sound and
complete, and clearly defined.
The examined issue is
completely clear and in focus.
We have no unnecessary
content.
Overall response
demonstrates a truly excellent
and insightful understanding
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Some required sections are
missing completely.
OR
Missing partially and
remainder covered with
insufficient depth.
Executive Summary missing.
We have a disproportionate
number of direct quotes.
Inadequate response to the
task set.
understanding via the
inclusion of selected evidence.
Relevant aspects of theory
are evident but with some not
required descriptive content.
Some required sections are
covered in sufficient depth.
Executive Summary covers
unnecessary aspects and few
aspects of the key findings.
We have very few direct
quotes.
inclusion of selected
evidence.
Relevant aspects of theory
are evident without not
required descriptive content.
Most required sections are
covered in sufficient depth.
Executive Summary covers
most aspects of the key
findings.
We have no direct quotes.
understanding via the
inclusion of selected evidence.
Relevant aspects of theory are
evident and complete without
any not required descriptive
content.
All required sections are
covered in precise and
sufficient depth.
Executive Summary is
complete and covers concisely
the key findings with almost
no unnecessary elements.
We have no direct quotes.
via the inclusion of selected
evidence.
All relevant aspects of theory
are evident and complete
without any not required
descriptive content.
All required sections are
covered in precise and perfect
depth.
Executive Summary is
complete and covers concisely
the key findings with no
unnecessary elements.
We have no direct quotes.
Analysis (35% weighting)
A lack of analysis and
application to the
underlying theory.
The identified issues and
influences have an
inadequate level of analysis.
Fails in major part to
adequately develop and
integrate the argument in a
coherent and logical
manner.
Inclusion of descriptive
content is in excess of 75%
of aspects core (report
body) to the approach
applied.
The analysis of the application
of the underlying theory is
reasonably developed in
places and covers a few of the
key aspects.
The identified issues and
influences have an adequate
analysis of them.
Develops and integrates the
argument in places in a
coherent and logical manner.
Inclusion of descriptive
content is mainly limited to
less than 50% of aspects core
(report body) to the approach
applied.
The analysis of the
application of the underlying
theory is thoughtfully
developed and covers many
key aspects.
The identified issues and
influences are in part
insightful and there is an
adequate analysis of them.
Develops and integrates the
argument in a coherent and
logical manner.
Inclusion of descriptive
content is mainly limited to
less than 25% of aspects core
(report body) to the
approach applied.
The analysis of the application
of the underlying theory is
thoughtfully developed and
covers all key aspects.
The identified issues and
influences are insightful and
there is a detailed analysis of
them.
Develops and integrates the
argument in a highly coherent
and logical manner.
Inclusion of descriptive
content is entirely limited to
less than 25% of the entire
report.
The analysis of the application
of the underlying theory is
without flaw and thoughtfully
developed and covers all key
aspects.
The identified issues and
influences are extremely
insightful and there is a
detailed analysis of them.
Develops and integrates the
argument in an extremely
coherent and logical manner.
Inclusion of descriptive
content is entirely limited to
less than 25% of the entire
report.
/x%
Research & Referencing
(20% weighting)
No in text referencing OR
direct quotes not correctly
quoted OR no reference list.
The referencing is inadequate
and does not support the
content.
Referencing is well
integrated and supports
most of the introduced
material.
Referencing is very well
integrated. Multiple sources
are used to assist the
development of the report
and demonstrate a close
Referencing is very well
integrated. An extremely
wide range of materials are
researched and sourced to
support the developing report
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
An inadequate level of
research incorporating less
than 6 different credible
sources. Note that only
sources represented
adequately as credible will
be numbered.
A good level of research
incorporating at least 6
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
A good level of research
incorporating at least 8
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
relationship throughout with
the material.
A wide and thoughtful
research approach is evident,
incorporating at least 10
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
at each and every salient point
without fail.
There are in excess of 10
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
Organisation & Structure
(10% weighting)
Poor sentence structure and
paragraph construction.
A lack of flow, and difficulty
to comprehend in major
part.
Note that comprehension
and expression difficulties
will also impact marking
across all four of the criteria.
The report can be understood
and a reasonable attempt has
been made to logically
develop an argument.
Language and use of words is
not clear, or layout and
formatting may be incorrect,
there may be frequent but not
an excessive amount of
spelling errors.
Note that comprehension and
expression difficulties will also
impact marking across all four
of the criteria.
The report has a good
sequence in development
and is easy to follow.
It is well written with few
spelling or other
typographical errors. It flows
well, with logical formatting.
The report is of a high
standard that is well thought
through, and demonstrates a
superior use of language,
word choice plus sentence &
paragraph structure.
There are no format issues
and shows a closely proofed
document of a high academic
standard.
An exceptionally well written
report that consistently
demonstrates an excellent
grasp of the English language.
There are no format issues
and shows a closely proofed
document of an extremely
high academic standard.
/x%
Teacher name & signature:
Date:
Total marks (%)
/100%
Comments:
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Assessment event 2 – group B2B marketing plan report
Due: Week 12 Word Limit: 3,500 words
A group assignment to develop a business to business marketing plan. A template for the plan is provided below. Groups should be 3 – 4 students
depending on class size.
Your business should be a Small to Medium Enterprise (SME) based in Australia. It is recommended that it is a new niche target market and the product
should be existing, rather than new.
Note: Each student is required to submit a copy of the marketing plan written report which has been completed by the group.
Your report should include:
• A cover page, which contains a report title, group name, list all group members and a word count.
• A one page executive summary on a separate page up front (included in word count). This should state all the key findings. It is designed to allow
busy executives to be able to have a good understanding of the major issues without reading the whole report.
• A marketing plan as per the template provided below.
• A recommendation (not a summary) that demonstrates the sustainable competitive advantage.
• A one page (only) feasibility analysis of the viability of the plan (include as an addendum, consider as separated from the plan, but in one
document). This is not included in your word count, but be concise and do not exceed one page.
Written submissions should be a maximum of 3,500 words in length, professionally presented, with supporting visuals including diagrams, sketches, photos
and other relevant illustrations. This report should also draw on theoretical readings in addition to the textbook, all referencing to be from credible sources.
TAFE NSW HE HarvardAGPS referencing is required. Provide a Bibliography as well as your List of References. The assessment is to be uploaded to the
Turnitin section on the Moodle with a cover sheet.
As this is a group assessment each group member is required to submit a peer reflection for each team member of the group for the written marketing
plan. This is to be uploaded into the submission area of the Moodle in Week 12.
Marketing Plan Template (refer to Ch.5)
• Executive Summary
• Introduction
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
• Situational Market Analysis
• Research * (see important note below)
• Opportunity & Objectives
• Customer interface * (see important note below)
• Core strategy * (see important note below)
• Strategic resources* (see important note below)
• Value Network * (see important note below)
• Recommendation
• A feasibility analysis – separate from the plan (but include as one document as an addendum)
* Important Note: That for each initiative (ie each type of research study, interface, resources and networking) the method of implementation, the method
of monitoring (of performance, process and the method of evaluation, and then a method of continuous improvement should be included.
embedded in each of these sections.
A reminder to everyone that self-plagiarism (using your own material) is still plagiarism.
Please note that all assessments must be uploaded to the Moodle, which sets a time and date stamp. Submission is required as per standard stated
methods, which is normally to the Moodle (for most subjects through turnitin), unless the teacher advises you otherwise in writing. Please note
submission of assessments after the due time incurs a 5% penalty per day, for each day late. No submissions are accepted after 10 days late. Extension
applications must follow approved procedure.
Note that the Rubric Marking Guides for Assessment 1, 2 and 4 are the same, except for the italicised bold font elements and that Assessment 2 is a
group assessment. This provides consistency in understanding of requirements and feedback.
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
TAFE NSW Higher Education – Rubric marking guide assessment 2 – group B2B marketing plan report
Subject name
Subject code
Student name & ID
Campus
Assessment No & name
% Weighting
Date Due
Criteria
Fail
0 – 49%
Pass
50 – 64%
Credit
65-74%
Distinction
75-84%
High Distinction
85 – 100%
Mark/Criteria
Weighting
Response (35% weighting)
Response word count not
within 10% of required word
limit.
Overall response
demonstrates a lack of basic
understanding.
A large number of relevant
aspects of theory are
absent.
Some required sections are
missing completely.
OR
Missing partially and
remainder covered with
insufficient depth.
Executive Summary missing.
We have a disproportionate
number of direct quotes.
Inadequate response to the
task set.
A feasibility analysis report
is missing or is inadequate
in covering some of the key
elements.
Scope of report is present and
reasonably clear.
The examined issue is partially
clear and in focus.
We have some unnecessary
content.
Overall response
demonstrates a basic
understanding via the
inclusion of selected evidence.
Relevant aspects of theory
are evident but with some not
required descriptive content.
Some required sections are
covered in sufficient depth.
Executive Summary covers
unnecessary aspects and few
aspects of the key findings.
We have very few direct
quotes.
A basic feasibility analysis
report is included covering
some of the key elements.
Scope of report is clear and
clearly defined.
The examined issue is mostly
clear and in focus.
We have little unnecessary
content.
Overall response
demonstrates a good
understanding via the
inclusion of selected
evidence.
Relevant aspects of theory
are evident without not
required descriptive content.
Most required sections are
covered in sufficient depth.
Executive Summary covers
most aspects of the key
findings.
We have no direct quotes.
A feasibility analysis report
is included and is covers
most of the key elements.
Scope of report is sound and
complete, and clearly defined.
The examined issue is clear
and in focus.
We have no unnecessary
content.
Overall response
demonstrates an insightful
understanding via the
inclusion of selected evidence.
Relevant aspects of theory are
evident and complete without
any not required descriptive
content.
All required sections are
covered in precise and
sufficient depth.
Executive Summary is
complete and covers concisely
the key findings with almost
no unnecessary elements.
We have no direct quotes.
A feasibility analysis report is
included and is covers all of
Scope of report is sound and
complete, and clearly defined.
The examined issue is
completely clear and in focus.
We have no unnecessary
content.
Overall response
demonstrates a truly excellent
and insightful understanding
via the inclusion of selected
evidence.
All relevant aspects of theory
are evident and complete
without any not required
descriptive content.
All required sections are
covered in precise and perfect
depth.
Executive Summary is
complete and covers concisely
the key findings with no
unnecessary elements.
We have no direct quotes.
A feasibility analysis report is
included and is covers all of
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
the key elements in a
thoughtful manner.
the key elements in a
thoughtful manner that
demonstrates deep insight.
Analysis (35% weighting)
A lack of analysis and
application to the
underlying theory.
The identified issues and
influences have an
inadequate level of analysis.
Fails in major part to
adequately develop and
integrate the argument in a
coherent and logical
manner.
Inclusion of descriptive
content is in excess of 75%
of aspects core (report
body) to the approach
applied.
The analysis of the application
of the underlying theory is
reasonably developed in
places and covers a few of the
key aspects.
The identified issues and
influences have an adequate
analysis of them.
Develops and integrates the
argument in places in a
coherent and logical manner.
Inclusion of descriptive
content is mainly limited to
less than 50% of aspects core
(report body) to the approach
applied.
The analysis of the
application of the underlying
theory is thoughtfully
developed and covers many
key aspects.
The identified issues and
influences are in part
insightful and there is an
adequate analysis of them.
Develops and integrates the
argument in a coherent and
logical manner.
Inclusion of descriptive
content is mainly limited to
less than 25% of aspects core
(report body) to the
approach applied.
The analysis of the application
of the underlying theory is
thoughtfully developed and
covers all key aspects.
The identified issues and
influences are insightful and
there is a detailed analysis of
them.
Develops and integrates the
argument in a highly coherent
and logical manner.
Inclusion of descriptive
content is entirely limited to
less than 25% of the entire
report.
The analysis of the application
of the underlying theory is
without flaw and thoughtfully
developed and covers all key
aspects.
The identified issues and
influences are extremely
insightful and there is a
detailed analysis of them.
Develops and integrates the
argument in an extremely
coherent and logical manner.
Inclusion of descriptive
content is entirely limited to
less than 25% of the entire
report.
/x%
Research & Referencing
(20% weighting)
No in text referencing OR
direct quotes not correctly
quoted OR no reference list.
An inadequate level of
research incorporating less
than 6 different credible
sources. Note that only
sources represented
adequately as credible will
be numbered.
The referencing is inadequate
and does not support the
content.
A good level of research
incorporating at least 6
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
Referencing is well
integrated and supports
most of the introduced
material.
A good level of research
incorporating at least 10
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
Referencing is very well
integrated. Multiple sources
are used to assist the
development of the report
and demonstrate a close
relationship throughout with
the material.
A wide and thoughtful
research approach is evident,
incorporating at least 15
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
Referencing is very well
integrated. An extremely
wide range of materials are
researched and sourced to
support the developing report
at each and every salient point
without fail.
There are in excess of 15
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Organisation & Structure
(10% weighting)
Poor sentence structure and
paragraph construction.
A lack of flow, and difficulty
to comprehend in major
part.
Note that comprehension
and expression difficulties
will also impact marking
across all four of the criteria.
The report can be understood
and a reasonable attempt has
been made to logically
develop an argument.
Language and use of words is
not clear, or layout and
formatting may be incorrect,
there may be frequent but not
an excessive amount of
spelling errors.
Note that comprehension and
expression difficulties will also
impact marking across all four
of the criteria.
The report has a good
sequence in development
and is easy to follow.
It is well written with few
spelling or other
typographical errors. It flows
well, with logical formatting.
The report is of a high
standard that is well thought
through, and demonstrates a
superior use of language,
word choice plus sentence &
paragraph structure.
There are no format issues
and shows a closely proofed
document of a high academic
standard.
An exceptionally well written
report that consistently
demonstrates an excellent
grasp of the English language.
There are no format issues
and shows a closely proofed
document of an extremely
high academic standard.
/x%
Teacher name & signature:
Date:
Total marks (%)
/100%
Comments:
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Assessment event 3 – presentation of plan (individual components, reflection & assessment)
Due: Week 12 Duration: 10-15 minutes
The presentation during class time of the group assignment Assessment Event 3, which is due at the end of Week 12. Each group will make a 10 – 15 minute
presentation (maximum 15 minutes) of their report to the rest of the class. Appropriate visual and tangible aids should be utilised to support your
presentation.
Whilst the report is a group assignment, students will be given an individual mark for the presentation and their self-reflection document. It is important
that group members share the presenting of the information and each team member participates equitably in the presentation. Each student will be
marked individually on their portion of the presentation and should present the work they completed for the report. A simple criteria has been included in
the rubric to include the assessment of the reflective element of the assessment.
This presentation will focus on communicating the information in the report in the form that would be acceptable to present to the Board of Directors of
the organisation. The class group and teacher who will act as the Board of Directors so the group will need to be prepared to answer questions or provide
further information at the conclusion of the presentation.
Each student is to submit a personal reflection of their experience in the project group. The document should be no more than two pages and should
include the following:
– Overview of group effectiveness discussing what worked well and challenges the group may have experienced
– Outline the areas of responsibility undertaken for the project and reflect upon your own individual learning process.
– Reflect on the overall group project experience and outline what changes or improvements you would undertake for future group projects.
The presentation file and reflection document is to be submitted via the moodle prior to the presentation class.
A reminder to everyone that self-plagiarism (using your own material) is still plagiarism.
Please note that all assessments must be uploaded to the Moodle, which sets a time and date stamp. Submission is required as per standard stated
methods, which is normally to the Moodle (for most subjects through turnitin), unless the teacher advises you otherwise in writing. Please note
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
submission of assessments after the due time incurs a 5% penalty per day, for each day late. No submissions are accepted after 10 days late. Extension
applications must follow approved procedure.
<Marking criteria and/or grading rubric>
TAFE NSW Higher Education – Assessment event 3, rubric marking guide presentation of plan (individual components,
reflection & assessment)
Subject name
Subject code
Student name & ID
Campus
Assessment No & name
% Weighting
Date Due
Criteria
Low
0 – 49%
Low/Medium
50 – 64%
Medium
65-74%
Medium/High
75-84%
High
85 – 100%
Mark/Criteria
Weighting
Voice and integrated
media delivery
(weighting 20%)
The student mumbles or
several elements cannot
be heard by the
audience.
The student makes no or
very limited attempts to
communicate effectively.
(delivery F2F or digital)
The audience has no
difficulty hearing most
elements of the
presentation.
The student makes a
reasonable attempt to
communicate effectively.
(delivery F2F or digital)
The student’s voice is
clear, with some aspects
of tone or modulation,
audience members can
clearly hear all elements
of the presentation.
The student makes a
good attempt to
communicate effectively
using good integration of
media delivery.
(delivery F2F or digital)
The student uses a strong
voice, modulation and
tone that all audience
members can hear.
The student makes a
strong attempt to
communicate effectively
using a strong integration
of media delivery.
(delivery F2F or digital)
The student demonstrates
exceptional speaking skills.
The student makes an
excellent attempt to
communicate effectively
using a high quality
integration of media
delivery.
(delivery F2F or digital)
/x%
Interaction
(weighting 25%)
The student reads the
presentation and very
limited eye contact,
OR
The student uses some eye
contact, but refers to
notes for a significant
The student maintains
eye contact most of the
time, still refers to notes
The student maintains
engaging eye contact with
the audience, and does not
use any notes.
The student maintains
excellent and engaging eye
contact with audience for
the entire presentation
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
reads most of the
presentation.
The student makes no or
very limited attempts to
use other interactive
techniques.
(delivery F2F or digital)
proportion of the
presentation.
The student uses some
other interactive
techniques.
We have an opening that
has some engagement
aspects.
(delivery F2F or digital)
but only very
occasionally.
The student makes good
use of other interactive
techniques.
We have a good use of
story or other creative
openings and an attempt
at a bridge.
(delivery F2F or digital)
The student makes strong
use of other interactive
techniques.
We have a highly engaging
use of story or other
creative openings with a
good bridge.
(delivery F2F or digital)
and does not use any
notes.
The student makes
excellent use of other
interactive techniques.
We have a captivating and
highly engaging use of
story or other creative
openings with a good
bridge.
(delivery F2F or digital)
Organisation, message
focus and knowledge
(weighting 25%)
No obvious planning or
sequence of information
is demonstrated,
OR
we are confused as to the
story and any idea of our
journey.
The student does not
articulate their ideas or
answer questions about
the subject.
We have no focus or
effective message(s).
We have no takeaway
and/or a call to action.
We have no clear ending
or conclusion.
The information is partially
organised, but we have an
understanding of
sequence.
The student does not
seem entirely comfortable
with the content, and
answers only rudimentary
questions.
We have some focus but a
limited or diluted impact in
communication of
effective message(s).
We have a takeaway
and/or a call to action.
The information is in a
logical sequence and we
understand our journey
and what comes next.
The student explains the
concept well and answers
questions, but fails to
elaborate and/or link
elements.
We have a good focus
and understanding of
about 3 key messages
with a solid impact in
their clear
communication.
We have a strong
takeaway and/or a call to
action.
The information is in a
logical sequence and we
understand our journey
and what comes next.
The student explains the
concept well and answers
all questions, with
explanations and
elaboration and good
linking of elements.
The information is in a
logical, well-planned and
interesting sequence.
We have a strong focus
and understanding of 3 key
messages with a very solid
impact in their clear
communication.
We have a very compelling
takeaway and call to
action.
The information is in a
logical, well-planned,
interesting and engaging
sequence.
The student explains the
concept thoroughly and
answers all questions, with
detailed explanations and
elaboration and excellent
linking of elements.
We have an exceptional
focus and understanding
of 3 key messages with a
very solid impact in their
clear communication.
We have an outstanding
and very compelling
takeaway and call to
action.
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Audio/visual media –
selection and effective
employment
(weighting 20%)
Audio/visual aids are not
used or are ineffective.
Little or no effort in
development.
Planning is not evident
OR
the integration and
execution are very
disjointed.
Audio/visual aids are used.
The audio/visual employed
flows well and enhances
the delivery impact.
There is evidence of some
media planning,
integration and execution.
Audio/visual aids partially
support the presentation.
The audio/visual
employed flows well and
enhances the delivery
impact.
There is evidence of good
planning, integration and
execution of two or more
media.
Audio/visual aids used
appropriately to support
the presentation.
The audio/visual employed
flows well and enhances
the delivery impact.
There is conclusive
evidence of quality
planning, integration and
execution of two or more
media.
Audio/visual aids are used
effectively to add further
or deeper information to
support the presentation.
The audio/visual employed
flows well and enhances
the delivery impact.
The quality planning,
integration and execution
of two or more media is
exceptional.
/x%
Self-reflection
(weighting 15%)
Demonstrates little depth
in the analysis & personal
insights of the marketing
plan development,
presentation process and
group dynamics.
Writing shows a standard
level of analysis and critical
evaluation of personal
insights across all aspects
of the marketing plan
development,
presentation process and
group dynamics.
Writing shows a
thoughtful level of
analysis, some self
perception and critical
evaluation of personal
insights across all aspects
of the marketing plan
development,
presentation process and
group dynamics.
Writing shows a highly
developed and thoughtful
level of analysis, self
perception and critical
evaluation of personal
insights across all aspects
of the marketing plan
development, presentation
process and group
dynamics.
Writing shows a highly
developed and deeply
thoughtful level of
analysis, self-perception
and critical evaluation of
personal insights across all
aspects of the marketing
plan development,
presentation process and
group dynamics.
/x%
Teacher name & signature:
Date:
Total marks (%)
/100%
Comments:
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Assessment event 4 – individual applied business report
Due: Week 13-15 Duration: 4.5 days
The analysis of a contemporaneous issue in terms of a very specific scoped task. It will require the research of the issue in terms of the specified task and
then the applied learning of core subject material.
2000 words (very concise). Business report format
Time allowed 4.5 days from posting online of the assessment task until submission, period to commence on a Thursday 9am, due Monday 11.30pm. All via
moodle. This will be set for a timing to be announced shortly after release of the exam schedule, occurring during weeks 13 to 15 (with these allocated
weekdays if practicable but not confirmed at this time).
The Assessment will be a take home applied report, requiring detailed research. It will be of a complexity and size consistent with a 35% weighting –
so be warned to clear sufficient time in your diary!
The focus will mainly consider the non-assessed components of our subject – generally the focus will be away from, or only partially relate to the
elements in Assessments 1 to 3.
This report is in lieu of an exam. No late entries, a 100% penalty applies for late submissions.
Note that the Rubric Marking Guides for Assessment 1, 2 and 4* are the same, except for the italicised bold font elements and that Assessment 2 is a
group assessment. This provides consistency in understanding of requirements and feedback.
* There may be some minor changes to the rubric to reflect assessment content, but it will be minor changes (similar in scale to the variation between Assessments 1 and 2).
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
TAFE NSW Higher Education – Rubric marking guide assessment 4 – individual applied business report (exam)
Subject name
Subject code
Student name & ID
Campus
Assessment No & name
% Weighting
Date Due
Criteria
Fail
0 – 49%
Pass
50 – 64%
Credit
65-74%
Distinction
75-84%
High Distinction
85 – 100%
Mark/Criteria
Weighting
Response (35% weighting)
Response word count not
within 10% of required word
limit.
Overall response
demonstrates a lack of basic
understanding.
A large number of relevant
aspects of theory are
absent.
Some required sections are
missing completely.
OR
Missing partially and
remainder covered with
insufficient depth.
Executive Summary missing.
We have a disproportionate
number of direct quotes.
Inadequate response to the
task set.
Scope of report is present and
reasonably clear.
The examined issue is partially
clear and in focus.
We have some unnecessary
content.
Overall response
demonstrates a basic
understanding via the
inclusion of selected evidence.
Relevant aspects of theory
are evident but with some not
required descriptive content.
Some required sections are
covered in sufficient depth.
Executive Summary covers
unnecessary aspects and few
aspects of the key findings.
We have very few direct
quotes.
Scope of report is clear and
clearly defined.
The examined issue is mostly
clear and in focus.
We have little unnecessary
content.
Overall response
demonstrates a good
understanding via the
inclusion of selected
evidence.
Relevant aspects of theory
are evident without not
required descriptive content.
Most required sections are
covered in sufficient depth.
Executive Summary covers
most aspects of the key
findings.
We have no direct quotes.
Scope of report is sound and
complete, and clearly defined.
The examined issue is clear
and in focus.
We have no unnecessary
content.
Overall response
demonstrates an insightful
understanding via the
inclusion of selected evidence.
Relevant aspects of theory are
evident and complete without
any not required descriptive
content.
All required sections are
covered in precise and
sufficient depth.
Executive Summary is
complete and covers concisely
the key findings with almost
no unnecessary elements.
We have no direct quotes.
Scope of report is sound and
complete, and clearly defined.
The examined issue is
completely clear and in focus.
We have no unnecessary
content.
Overall response
demonstrates a truly excellent
and insightful understanding
via the inclusion of selected
evidence.
All relevant aspects of theory
are evident and complete
without any not required
descriptive content.
All required sections are
covered in precise and perfect
depth.
Executive Summary is
complete and covers concisely
the key findings with no
unnecessary elements.
We have no direct quotes.
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Analysis (35% weighting)
A lack of analysis and
application to the
underlying theory.
The identified issues and
influences have an
inadequate level of analysis.
Fails in major part to
adequately develop and
integrate the argument in a
coherent and logical
manner.
Inclusion of descriptive
content is in excess of 75%
of aspects core (report
body) to the approach
applied.
The analysis of the application
of the underlying theory is
reasonably developed in
places and covers a few of the
key aspects.
The identified issues and
influences have an adequate
analysis of them.
Develops and integrates the
argument in places in a
coherent and logical manner.
Inclusion of descriptive
content is mainly limited to
less than 50% of aspects core
(report body) to the approach
applied.
The analysis of the
application of the underlying
theory is thoughtfully
developed and covers many
key aspects.
The identified issues and
influences are in part
insightful and there is an
adequate analysis of them.
Develops and integrates the
argument in a coherent and
logical manner.
Inclusion of descriptive
content is mainly limited to
less than 25% of aspects core
(report body) to the
approach applied.
The analysis of the application
of the underlying theory is
thoughtfully developed and
covers all key aspects.
The identified issues and
influences are insightful and
there is a detailed analysis of
them.
Develops and integrates the
argument in a highly coherent
and logical manner.
Inclusion of descriptive
content is entirely limited to
less than 25% of the entire
report.
The analysis of the application
of the underlying theory is
without flaw and thoughtfully
developed and covers all key
aspects.
The identified issues and
influences are extremely
insightful and there is a
detailed analysis of them.
Develops and integrates the
argument in an extremely
coherent and logical manner.
Inclusion of descriptive
content is entirely limited to
less than 25% of the entire
report.
/x%
Research & Referencing
(20% weighting)
No in text referencing OR
direct quotes not correctly
quoted OR no reference list.
An inadequate level of
research incorporating less
than 6 different credible
sources. Note that only
sources represented
adequately as credible will
be numbered.
The referencing is inadequate
and does not support the
content.
A good level of research
incorporating at least 6
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
Referencing is well
integrated and supports
most of the introduced
material.
A good level of research
incorporating at least 10
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
Referencing is very well
integrated. Multiple sources
are used to assist the
development of the report
and demonstrate a close
relationship throughout with
the material.
A wide and thoughtful
research approach is evident,
incorporating at least 15
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
Referencing is very well
integrated. An extremely
wide range of materials are
researched and sourced to
support the developing report
at each and every salient point
without fail.
There are in excess of 15
different credible sources.
Note that only sources
represented adequately as
credible will be numbered.
/x%
Organisation & Structure
(10% weighting)
Poor sentence structure and
paragraph construction.
A lack of flow, and difficulty
to comprehend in major
part.
The report can be understood
and a reasonable attempt has
been made to logically
develop an argument.
Language and use of words is
not clear, or layout and
formatting may be incorrect,
The report has a good
sequence in development
and is easy to follow.
It is well written with few
spelling or other
typographical errors. It flows
well, with logical formatting.
The report is of a high
standard that is well thought
through, and demonstrates a
superior use of language,
word choice plus sentence &
paragraph structure.
An exceptionally well written
report that consistently
demonstrates an excellent
grasp of the English language.
There are no format issues
and shows a closely proofed
/x%
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Note that comprehension
and expression difficulties
will also impact marking
across all four of the criteria.
there may be frequent but not
an excessive amount of
spelling errors.
Note that comprehension and
expression difficulties will also
impact marking across all four
of the criteria.
There are no format issues
and shows a closely proofed
document of a high academic
standard.
document of an extremely
high academic standard.
Teacher name & signature:
Date:
Total marks (%)
/100%
Comments:
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Appendix 2 – Templates
Appendix 2A
SURGICAL SUPPLIES
FINANCIAL SERVICES
SPARK PLUGS
FORK LIFTS
INSURANCE
LAPTOP COMPUTERS
SECURITY SYSTEMS
AIRPLANES
GRAPES
STEEL DRUMS
CHEMICALS
SHIPPING
TRAVEL SERVICES
PAINT
LIGHT FIXTURES
CARBONATED BEVERAGES
CORN
SMARTPHONE
ADVERTISING AND
MARKETING SERVICES
ASPHALT PAVING
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Appendix 2B
STAGE
________________________
Marketing Activity/Influence
Suggested content that would specifically influence this stage in the buying process:
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Appendix 2C
REP A
REP B
REP C
Current assignment
A Top 20% customer
(see Figure 3.3)
A Middle 60% Customer
(See Figure 3.3)
A Bottom 20% Customer
(See Figure 3.3)
Cost to serve
Low cost to serve
Varies
High cost to serve
Closing the deal
30%
40%
40%
Education
BA in Industrial Psychology
Jumps industries and company for
pay.
Some unrelated sales experience,
Experience
Limited to current position
BS in Business/Marketing
Recent MBA graduate with technical
undergraduate degree
Years of service to
the company
25 yrs
5 yrs
1 yr
Years of service to
the account
15 yrs
3 yrs as inside sales

Salary and
commission
Subject Guide: BUMAR301A B2B Marketing
© TAFE NSW – Higher Education Page | 13
Appendix 2D
STEP ONE: Agree on a common service provider and form a collective opinion to respond to the following:
Provide an overall level of loyalty to the service provider (high, average, low) Support.
Provide and overall level of customer satisfaction with the customer service provider. (high, average, low) Support.
STEP TWO: CREATE A WEIGHTED RANKING SYSTEM TO EVALUATE THE SERVICE DIMENSIONS
DIMENSION
DESCRIPTION
Weight of
Importance
Column must add
to 1.0
Evaluation of the
Service
Total (A*B)
Reliability
Delivering on promises
Responsiveness
Being willing to help
Assurance
Inspiring trust and confidence
Empathy
Treating customers as individuals
Tangibles
Representing the service
physically
OVERALL WEIGHTED RANK

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