FACILITATOR’S GUIDE

NATIONAL DIPLOMA: MARKETING MANAGEMENT

ID 61593 - LEVEL 5 – CREDITS 243

CONDUCT A MARKETING SITUATIONAL ANALYSIS

US ID: 10041

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Facilitator Guide Information
The purpose of this Facilitator Guide is to assist facilitators in delivering training sessions, related to the following
skills program/unit standard, CONDUCT A MARKETING SITUATIONAL ANALYSIS and is intended for use
by the accredited Training Providers, for the following qualification: NATIONAL DIPLOMA: MARKETING
RESEARCH ID 20896 - LEVEL 5 – CREDITS 243
US ID US Title Level Credits
10041 CONDUCT A MARKETING SITUATIONAL ANALYSIS 5 5

Facilitation Methodology
The programme is very practical and aims to provide practical tools and skills for adult learners. The methodology
should ensure that:
 The learning environment is physically and psychologically comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the learner and facilitator.
 The experience of participants is acknowledged and drawn on in the learning programme.
 Facilitation, rather than teaching, is used to allow participants to participate fully.
 The facilitator balances the presentation of new material, debate and discussion in such a way that the
outcomes of the module are met, while ensuring that all participants are valued and is able to contribute to
the learning process.
 The learning will be problem-oriented, personalized and accepting of participants’ needs for self-direction
and personal responsibility.
 The module presented in a way that allows a participant to participate fully in the language of their choice.
 The facilitation process accommodates participants who may not be literate, or who are not literate in
English.
The contact session uses a participatory methodology. This is appropriate for adult audiences who come with a wide
range of experiences and skills. It also accommodates a broader range of learning styles. Some techniques that
can be used include:
Method Description
Structured Participants engage with a complex game or activities that represent real-life situations that
learning they may encounter in the course of their work as a Ward Committee member.
experience

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Case study This is a realistic story or real-life situation that has taken place, in which participants need to
apply their knowledge and skills to practice how they can deal with the issues presented.
Group work Participants work on tasks in their groups and report their findings back to plenary.
Lecture The facilitator presents a short talk (maximum of 10 minutes) to introduce a new subject, to
provide details, or to wrap up a session.
Discussion This is a free exchange of ideas or experiences on a particular topic. It may be between the
facilitator and the participants or between the participants.
Brainstorming Participants generate a number of ideas on a particular subject or question. It may be used to
gather different opinions or to find out what participants know about a particular topic.
Role-play Participants are asked to act out a scenario where each participant plays a particular role. A
role-play may be used to illustrate how people respond in different situations.
Panel discussion This is a planned presentation by one or more experts. It may be followed by a discussion
session or a round of questions.

Resources may include, but not limited to:

 White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)

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Time Contact/ Facilitation Time 24 Hours/3 Days
Theory 7 Hours
Practical 17 Hours
Assessments 3 Hours
Workplace Application TIme 56 Hours/7 Days

Facilitator’s Checklist & Training Aids

Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the equipment, documents
and training aids for a successful session.
Tick/Cross
Preparation:
Yes No
Qualification Knowledge – I have familiarised myself with the content of the applicable
qualification
Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the
applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with
ease
Application knowledge – I understand the programme matrix & have prepared for programme
delivery accordingly
Contextualisation – I have included information which is specific to the commodity and practices
related to the commodity
Ability to respond to learners background & experience – I have studied the learner
demographics, age group, experience & circumstances & prepared for programme delivery
accordingly
Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme
delivery to create a motivating environment with real commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision & mission of the
workplace & have prepared my programme delivery, reporting & administrative tasks accordingly.
Equipment check:
Learner guides x 1 per learner

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Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence

Time Frames

Total time allocated Theoretical learning Practical learning time

(hours) time allocated (hours) allocated (hours)
Complete Program
(including summative 50 hours 15 hours 35 hours
assessment)

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Briefing Session: Day 1
Start with an “ice-breaker”, and eventually discuss the global outcome of the learning units with learners and
emphasize the assessment process.
Topics:
 Ice Breaker
 Course expectations
 Assessment Criteria
 Learner’s Responsibilities
Training Ground Rules
Discuss the training session ground rules with learners to avoid disturbance during the session, and topics may
include:
 Learning Units estimated time
 Ethical behavior
 Cellular phones – (off/silent)
 Breaks – (tea, lunch….)
Write down the training session ground rules and keep them posted in the classroom for the duration of the session.
Discuss the Learning Outcomes introduction with the learners and ensure the following:
 All learners participate in the discussion by asking them relevant questions.
 Learners complete the activity in their learner workbooks.

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 Learner Workbook Memoranda (Model Answers)

Learning Unit 1 US: 10041, NQF LEVEL 5 WORTH 5 CREDITS

CONDUCT A MARKETING SITUATIONAL ANALYSIS

This unit standard is a core standard and forms part of the qualification, National
Diploma and is registered at Level 5 on the National Qualifications Framework
(NQF). Learners working towards this standard will be learning towards the full
qualification, or will be working within a Marketing Environment, specialising in
either Marketing Communication, Marketing Management, Market Research or
Customer Management, where the acquisition of competence against this standard will
Unit Standard
add value to one`s job.
Purpose
This standard will also add value to learners who are starting their own business and
recognises that Marketing forms an integral component of any business.
The qualifying learner is capable of:
 Gathering data relating to project from the environment
 Analysing data for the marketing situational analysis
 Draw conclusions and make recommendations

 Learners accessing this qualification will have demonstrated competence against

Learning Assumed to the standards in the National Certificate in Marketing, Marketing Communication
be in Place or Marketing Research or Marketing management or Customer Management or
equivalent at NQF Level 4.

SESSION 1
GATHER DATA RELATING TO PROJECT FROM THE ENVIRONMENT
SO 1

Learning  1. Data gathered is relevant and appropriate to the project

Outcomes  2. Data is gathered within the agreed time frames
(Assessment  3. Data gathering processes are methodical and well structured
Criteria)

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  4. Budget constraints are observed and remain within allocations

Activit
y
1
Explain what does it means by collecting data
Essentially, collecting data means putting your design for collecting information into operation. You’ve decided
how you’re going to get information – whether by direct observation, interviews, surveys, experiments and testing,
or other methods – and now you and/or other observers have to implement your plan. There’s a bit more to
collecting data, however. If you are conducting observations, for example, you’ll have to define what you’re
observing and arrange to make observations at the right times, so you actually observe what you need to. You’ll
have to record the observations in appropriate ways and organize them so they’re optimally useful. Recording and
organizing data may take different forms, depending on the kind of information you’re collecting. The way you
collect your data should relate to how you’re planning to analyze and use it. Regardless of what method you decide
to use, recording should be done concurrent with data collection if possible, or soon afterward s, so that nothing
gets lost and memory doesn’t fade.
Activit
y
2
State other excellent possibilities to conduct data graphing, visual inspection for analysis besides statistical
procedures
There are other excellent possibilities for analysis besides statistical procedures, however.  A few include:
 Simple counting, graphing and visual inspection of frequency or rates of behavior, events, etc., over time.
 Using visual inspection of patterns over time to identify discontinuities (marked increases, decreases) in the
measures over time (sessions, weeks, months).
 Calculating the mean (average), median (midpoint), and/or mode (most frequent) of a series of
measurements or observations.  What was the average blood pressure, for instance, of people who
exercised 30 minutes a day at least five days a week, as opposed to that of people who exercised two days a
week or less?
 Using qualitative interviews, conversations, and participant observation to observe (and track changes in)
the people or situation.  Journals can be particularly revealing in this area because they record people’s
experiences and reflections over time.
 Finding patterns in qualitative data.  If many people refer to similar problems or barriers, these may be
important in understanding the issue, determining what works or doesn’t work and why, or more.

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Activit
y
3
Give at least 5 data-generation techniques

 Interviews
 Questionnaires
 Expert panels
 Delphi technique
 Brainstorming sessions
 Field and windshield surveys

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 SESSION 2
ANALYSE DATA FOR THE MARKETING SITUATIONAL ANALYSIS
SO 2

 1. Data processing and analysis is approached logically

Learning
 2. Main issues and/or themes are identified
Outcomes
 3. All aspects are considered including the 'big picture' scenario
(Assessment
 4. Analysis of data is recorded and documented according to requirements
Criteria)
 5. Presentation of data is in the agreed format and location

Activit
y
4
Explain what Quantitative data is
Quantitative data refer to the information that is collected as, or can be translated into, numbers, which can then be
displayed and analyzed mathematically. Qualitative data are collected as descriptions, anecdotes, opinions, quotes,
interpretations, etc., and are generally either not able to be reduced to numbers, or are considered more valuable or
informative if left as narratives. As you might expect, quantitative and qualitative information needs to be analyzed
differently.
Activit
y
5
State some examples of quantitative data as they are typically collected directly as numbers
QUANTITATIVE DATA
As we’ve discussed, quantitative data are typically collected directly as numbers.  Some examples include:
 The frequency (rate, duration) of specific behaviors or conditions
 Test scores (e.g., scores/levels of knowledge, skill, etc.)
 Survey results (e.g., reported behavior, or outcomes to environmental conditions; ratings of satisfaction,
stress, etc.)
 Numbers or percentages of people with certain characteristics in a population (diagnosed with diabetes,
unemployed, Spanish-speaking, under age 14, grade of school completed, etc.)

Activit
y

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 6
Explain the reason of collecting and analyzing data for your evaluation

 The data can show whether there was any significant change in the dependent variable(s) you hoped to
influence. Collecting and analyzing data helps you see whether your intervention brought about the desired
results
o The term “significance” has a specific meaning when you’re discussing statistics.  The level of
significance of a statistical result is the level of confidence you can have in the answer you get. 
Generally, researchers don’t consider a result significant unless it shows at least a 95% certainty that
it’s correct (called the .05 level of significance, since there’s a 5% chance that it’s wrong).  The level
of significance is built into the statistical formulas: once you get a mathematical result, a table (or the
software you’re using) will tell you the level of significance.
o Thus, if data analysis finds that the independent variable (the intervention) influenced the dependent
variable at the .05 level of significance, it means there’s a 95% probability or likelihood that your
program or intervention had the desired effect.  The .05 level is generally considered a reasonable
result, and the .01 level (99% probability) is considered about as close to certainty as you are likely to
get. A 95% level of certainty doesn’t mean that the program works on 95% of participants, or that it
will work 95% of the time.  It means that there’s only a 5% possibility that it isn’t actually what’s
influencing the dependent variable(s) and causing the changes that it seems to be associated with.
 They can uncover factors that may be associated with changes in the dependent variable(s). Data analyses may
help discover unexpected influences; for instance, that the effort was twice as large for those participants who
also were a part of a support group. This can be used to identify key aspects of implementation.
 They can show connections between or among various factors that may have an effect on the results of your
evaluation.  Some types of statistical procedures look for connections (“correlations” is the research term)
among variables.  Certain dependent variables may change when others do.  These changes may be similar –
i.e., both variables increase or decrease (e.g., as children’s proficiency at reading increases, the amount of
reading they do also increases).  Or the opposite may be observed – i.e. the two variables change in opposite
directions (as the amount of exercise they engage in increases, peoples’ weight decreases).  Correlations don’t
mean that one variable causes another, or that they both have the same cause, but they can provide valuable
information about associations to expect in an evaluation.
 They can help shed light on the reasons that your work was effective or, perhaps, less effective than you’d
hoped.  By combining quantitative and qualitative analysis, you can often determine not only what worked or
didn’t, but why.  The effect of cultural issues, how well methods are used, the appropriateness of your approach
for the population – these as well as other factors that influence success can be highlighted by careful data
collection and analysis.  This knowledge gives you a basis for adapting and changing what you do to make it
more likely you’ll achieve the desired outcomes in the future.
 They can provide you with credible evidence to show stakeholders that your program is successful, or that
you’ve uncovered, and are addressing limitations. Stakeholders, such as funders and community boards, want

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 to know their investments are well spent. Showing evidence of intermediate outcomes (e.g. new programs and
policies) and longer-term outcomes (e.g., improvements in education or health indicators) is becoming
increasingly important to receiving – and retaining – funding.
 Their use shows that you’re serious about evaluation and about improving your work.  Being a good trustee or
steward of community investment includes regular review of data regarding progress and improvement.
 They can show the field what you’re learning, and thus pave the way for others to implement successful
methods and approaches.  In that way, you’ll be helping to improve community efforts and, ultimately, quality
of life for people who benefit.

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SESSION 3
DRAW CONCLUSIONS AND MAKE RECOMMENDATIONS
SO 3

Learning  1. Conclusions drawn and made are useful, significant and appropriate
Outcomes  2. Conclusions and recommendations solve the marketing problem
(Assessment  3. Recommendation can be applied within resource limitations
Criteria)  4. Recommendations lead to a competitive advantage

Activit
y
7
Identify and discuss how you would draw conclusions and making recommendations
The explanations will relate here
Drawing conclusions and making recommendations
With respect to the marketing planning function, marketing research helps to identify potential threats and
opportunities, generates alternative courses of action, provides information to enable marketing managers to
evaluate those alternatives and advises on the implementation of the alternatives. Too often marketing research
reports chiefly comprise a lengthy series of tables of statistics accompanied by a few brief comments which verbally
describe what is already self-evident from the tables. Without interpretation, data remains of potential, as opposed to
actual use. When conclusions are drawn from raw data and when recommendations are made then data is converted
into information. It is information which management needs to reduce the inherent risks and uncertainties in
management decision making.Customer oriented marketing researchers will have noted from the outset of the
research which topics and issues are of particular importance to the person(s) who initiated the research and will
weight the content of their reports accordingly. That is, the researcher should determine what the marketing
manager's priorities are with respect to the research study. In particular he/she should distinguish between what the
manager:
· must know
· should know
· could know
This means that there will be information that is essential in order for the marketing manager to make the particular
decision with which he/she is faced (must know), information that would be useful to have if time and resources
within the budget allocation permit (should know) and there will be information that it would be nice to have but is
not at all directly related to the decision at hand (could know). In writing a research proposal, experienced
researchers would be careful to limit the information which they firmly promise to obtain, in the course of the study,
to that which is considered 'must know' information. Moreover, within their final report, experienced researchers
will ensure that the greater part of the report focuses upon 'must know' type information.

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Activit
y
8
Explain the importance of marketing research

Marketing research helps to identify potential threats and opportunities, generates alternative courses of action,
provides information to enable marketing managers to evaluate those alternatives and advises on the implementation
of the alternatives. Too often marketing research reports chiefly comprise a lengthy series of tables of statistics
accompanied by a few brief comments which verbally describe what is already self-evident from the tables. Without
interpretation, data remains of potential, as opposed to actual use. When conclusions are drawn from raw data and
when recommendations are made then data is converted into information. It is information which management needs
to reduce the inherent risks and uncertainties in management decision making. Customer oriented marketing
researchers will have noted from the outset of the research which topics and issues are of particular importance to
the person(s) who initiated the research and will weight the content of their reports

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