ASSESSMENT GUIDE

NATIONAL DIPLOMA: MARKETING MANAGEMENT

ID 61593 - LEVEL 5 – CREDITS 243

CONDUCT A MARKETING SITUATIONAL ANALYSIS

US ID: 10041

 1
Learner Information (Please Complete this Section)
Name & Surname:
ID Number
Tel/Cellphone Number
Email Address
Assessor Name:
Tel/Cellphone Number:
Moderator Name:
Tel/Cellphone Number

Declaration
I………………………………………………………………………………………… (Assessor) hereby declare
that the information contained in the attached documentation is, to my knowledge, correct and valid.
Learner Signature: Date: Assessor Signature: Date:

Moderator Signature Date

2
 Copy of the Unit Standard

All qualifications and part qualifications registered on the National Qualifications Framework are public
property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to
sell this material for profit. If the material is reproduced or quoted, the South African Qualifications
Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY 

REGISTERED UNIT STANDARD: 

Conduct a marketing situational analysis 

SAQA US ID UNIT STANDARD TITLE
10041  Conduct a marketing situational analysis 
ORIGINATOR
SGB Marketing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
- 
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Marketing 
ABET UNIT PRE-2009 NQF NQF LEVEL CREDITS
BAND STANDARD LEVEL
TYPE
Undefined  Regular  Level 5  Level TBA: Pre-2009 5 
was L5 
REGISTRATION STATUS REGISTRATION REGISTRATION END SAQA DECISION
START DATE DATE NUMBER
Reregistered  2015-07-01  2018-06-30  SAQA 10105/14 
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2019-06-30   2022-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose
statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated
otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 

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 add value to one`s job. 
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: 

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 Gathering data relating to project from the environment
 Analysing data for the marketing situational analysis
 Draw conclusions and make recommendations 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 

Learners accessing this qualification will have demonstrated competence against the standards in the National
Certificate in Marketing, Marketing Communication or Marketing Research or Marketing management or
Customer Management or equivalent at NQF Level 4. 

UNIT STANDARD RANGE 

 Marketing including all forms of marketing communications, direct marketing and relationship marketing,
sponsorship, event marketing, sales promotions, public relations and alternative strategies.
 Media will include all electronic, print, outdoor, digital media, e-media and direct media.
 Data gathering processes including questionnaires, lists, telephonic, internet, electronic and face to face. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Gather data relating to project from the environment 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Data gathered is relevant and appropriate to the project 

ASSESSMENT CRITERION 2 
2. Data is gathered within the agreed time frames 

ASSESSMENT CRITERION 3 
3. Data gathering processes are methodical and well structured 

ASSESSMENT CRITERION 4 
4. Budget constraints are observed and remain within allocations 

SPECIFIC OUTCOME 2 
Analyse data for the marketing situational analysis 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Data processing and analysis is approached logically 

ASSESSMENT CRITERION 2 
2. Main issues and/or themes are identified 

ASSESSMENT CRITERION 3 
3. All aspects are considered including the 'big picture' scenario 

ASSESSMENT CRITERION 4 
4. Analysis of data is recorded and documented according to requirements 

ASSESSMENT CRITERION 5 
5. Presentation of data is in the agreed format and location 

SPECIFIC OUTCOME 3 
Draw conclusions and make recommendations 

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ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Conclusions drawn and made are useful, significant and appropriate 

ASSESSMENT CRITERION 2 
2. Conclusions and recommendations solve the marketing problem 

ASSESSMENT CRITERION 3 
3. Recommendation can be applied within resource limitations 

ASSESSMENT CRITERION 4 
4. Recommendations lead to a competitive advantage 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 

Providers offering learning towards this unit standard will be accredited by the Educational Training Quality
Assurance Body (ETQA) of the Services SETA and /or by The Council of Higher Education (CHE). 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 

A demonstrated understanding of: 

 A broad understanding of principles, methods and techniques for conducting marketing situational analysis.
 A broad and integrated understanding of methods and techniques for analysing data from situation analysis. 

Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
 Understand the world as a set of related systems where situational analysis results impact on the other areas
of marketing. 

UNIT STANDARD CCFO WORKING 

 Work effectively with others during the gathering of data from the environment. 

UNIT STANDARD CCFO ORGANISING 

 Organise oneself and one`s activities so that when conducting situational analyses, things run smoothly and
alternative plans exist in the event of current plans failing. 

UNIT STANDARD CCFO COLLECTING 

 Collect, evaluate, organise and critically evaluate information so that results of the situational analysis are
accurate and inline with strategy. 

UNIT STANDARD CCFO SCIENCE 

 Use science and technology to process, record and analyse data received from the situational analysis. 

UNIT STANDARD CCFO CONTRIBUTING 

 Be culturally sensitive across a range of social contexts when gathering data so that it is gathered in an
appropriate and acceptable manner. 

REREGISTRATION HISTORY 
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 

  ID QUALIFICATION PRE- NQF STATUS END PRIMARY OR

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 2009
DELEGATED QA
TITLE NQF LEVEL DATE
FUNCTIONARY
LEVEL
Level
National Certificate: TBA: Pre- 2018-
Core  20188  Level 5  Reregistered  SERVICES 
Real Estate  2009 was 06-30 
L5 
National Diploma: NQF 2018-
Core  20908  Level 5  Reregistered  SERVICES 
Customer Management  Level 05  06-30 
National Diploma:
NQF 2018-
Core  20904  Marketing Level 5  Reregistered  SERVICES 
Level 05  06-30 
Communications 
As per Learning
National Diploma: NQF 2018- Programmes
Core  61593  Level 5  Reregistered 
Marketing Management  Level 05  06-30  recorded against this
Qual 
National Diploma: NQF 2018-
Core  20896  Level 5  Reregistered  SERVICES 
Marketing Research  Level 05  06-30 
Level
Bachelor of Visual TBA: Pre- 2018-
Core  49603  Level 6  Reregistered  CHE 
Communications  2009 was 06-30 
L6 
Level
National Certificate: 2D TBA: Pre- 2018-
Elective  57611  Level 5  Reregistered  MICTS 
Animation  2009 was 06-30 
L5 
Level
National Certificate:
TBA: Pre- 2018-
Elective  66089  Human Settlements Level 5  Reregistered  CETA 
2009 was 06-30 
Development 
L5 
Level
National Certificate:
TBA: Pre- 2018-
Elective  50583  Public Service Level 5  Reregistered  PSETA 
2009 was 06-30 
Communication 
L5 
Level
National Certificate:
TBA: Pre- 2018-
Elective  49198  Social Housing Property Level 6  Reregistered  PSETA 
2009 was 06-30 
Management 
L6 

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 Assessment strategy

US ID US Title Level Credits

10041 CONDUCT A MARKETING SITUATIONAL ANALYSIS 5 5
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
Target standard will be learning towards the full qualification, or will be working within a Marketing
Group Environment, specialising in either Marketing Communication, Marketing Management, Market
Research or Customer Management, where the acquisition of competence against this standard will add
value to one`s job.
Assessment Approach
Assessment is focused on the applied competence of the learner and the relevant unit standards determine the
assessment criteria.
Summative Assessment
This is a summative assessment and assesses candidates for the following skills program/unit standard: CONDUCT
A MARKETING SITUATIONAL ANALYSIS
Learners are rated “Competent" or "Not Yet Competent”.
Assessment Team and Conditions
The collection of evidence for the purposes of this assessment will take place in either the candidate’s home-based
environment or in the classroom. The candidate will be expected to manage basic personal finance as stipulated by
the Unit Standards specific outcomes, range statements and assessment criteria.
The assessment team consists of the following:
 Evidence Collection Facilitator
 Assessor
 Internal Moderator (20% of all portfolios are moderated)
 External Moderator (20% of portfolios are moderated)
Special Assessment Needs
Special needs are dealt with in the Assessment Preparation Interview. Should the candidate present any special
needs requests, the assessment will be adjusted, provided that the fairness, validity and making sure that the
reliability of the assessment are not compromised.
In addition the knowledge test may be administered as an oral interview or as a written test depending on the
confidence and language levels of the candidates.

Assessment process
Review this assessment guide to:

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  Ensure that you understand all the requirements of the assessment in terms of evidence required to
prove competence.
 Validate the assessment instruments against the candidate’s context.
 Ensure that you have familiarised yourself with all the policies and procedures referred to in the
assessment guide.
Identify and prepare the candidate for the assessment by:
 Conducting the “Assessment Preparation Interview, Sheet” where all the details regarding the
assessment are discussed and agreed to by all parties. OR
 Provide the candidate with a letter detailing all the specifications covered in the “Assessment
Preparation Interview Sheet.”

Conduct Assessment
1. Review the assessment plan with the candidate.
2. Collect the evidence in accordance with the instrument requirements.
Please note that the checklist covers the following:
 Knowledge Questioning
 This assessment covers all the foundational competence as outlined by the specific outcomes,
range statements and assessment criteria in the unit standard and may be conducted as a written or oral
test.
Gather, record and make judgments on all the evidence.

Make assessment Decision

1. Make assessment decision and discuss the results with the learner in a face-to-face interview.
2. Ensure that your feedback is developmental and supportive in nature.
3. Advise the candidate on what action to follow in the event of a “Not-Yet-Competent”.
4. Advise the candidate on what action to take where he/she feels the need to appeal your decision.
5. Allow the candidate time to provide you with feedback relevant to the process.
6. Ensure the candidate counter-signs the “Assessment Decision” to indicate his/her agreement to the
feedback and overall score.
7. Record the candidate’s feedback in this guide and ensure that it is provided to the person responsible for
the quality assurance of assessment tools.
8. Handle any disputes and identify matter that requires contingency planning.

Review the Assessment Process

Complete the “Assessment Review” documents and submit to the assessment co-coordinator.

Assessment Confirmation

Dear: (Candidate Name & Surname)

………………………………………………………………………………………………………

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This serves as a confirmation that your “Assessment Preparation Interview” will be conducted on the
……………………………… (Date) at………………………………… (Venue)
We will discuss:
 The purpose of the assessment.
 The date, time and venue of your assessment.
 The context of the NQF.
 And select the Unit Standard against which you will be assessed.
 The credit value, level, of the unit standard against which you will be assessed.
 The assessment procedure.
 The assessment methods to be used in your assessment.
 How the evidence will be collected.
 What evidence you are required to present on the day, whether direct, historical or indirect.
 Your special requirements, whether medical or personal, that will affect the assessment procedure.
 And agree to feedback procedures.
 The moderation process.
 Appeals procedure.
 Agree to and sign the assessment plan.
Please do not hesitate to contact me should you have any further queries.

Thank you

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 Assessment Preparation Interview Sheet

DESCRIPTION YE NO COMMENTS/
S CONTINGENCY
This assessment is a formative assessment and it is based on
the outlined skills program/unit standard/s: CONDUCT A
MARKETING SITUATIONAL ANALYSIS
Your assessment evidence for the skills program/unit
standard: CONDUCT A MARKETING SITUATIONAL
ANALYSIS, and needs to be submitted on the assigned due
dates.
You will be assessed based on the outlined Unit Standards.
The assessment activities are linked to specific
outcomes/assessment criteria of the outlined Unit Standards.
To determine your competence level, the following are the
methods to be used for this assessment:
1. Knowledge questionnaire
2. Product Sampling
To be declared competent on the following skills
program/unit standard: CONDUCT A MARKETING
SITUATIONAL ANALYSIS (formative assessment), you
should have obtained at least 80% of the total mark of this
assessment.
You will be provided with detailed feedback on your
performance of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on this
assessment, you will be entitled for re-assessment
opportunity/ies.
You will be required to re-submit evidence (only for areas)
you were declared not yet competent. A date for re-
submission will be agreed with the assessor.
You will be entitled to lodge an appeal should you not be
satisfied with the assessment decision of your assessment.
You will be required to provide the assessor feedback on
assessment procedure – this is to assist in improving the
assessment practices.
Your results of assessment and portfolio of evidence

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information will not be provided to any person without your
written consent.

Declaration

I…………………………………………………………………………………………….(Learner) herewith
declare that I am ready for the assessment, that we have reviewed the assessment preparation and plan, I
understand the assessment process and I am happy that the assessment will be conducted in a fair manner.
Learner Signature: Date: Assessor Signature: Date:

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 Appeals Application

Candidate Application Date

Assessor Assessment Date
Assessment Venue

Unit Standard against

which you were CONDUCT A MARKETING SITUATIONAL ANALYSIS
assessed

What was the purpose of the

assessment?

Explain how you were assessed?

List the reasons why you disagree with

the assessment decisions.

Another Assessor
Different Assessment Instrument
Which one of the following options could
Different Assessment Method
resolve the matter?
Different Venue for Assessment
Different Time
List any special needs you may have.
Candidate signature  Date
Moderator signature Date

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 Re-Assessment Policy
The following will apply with reference to the (Insert company name) re-assessment policy:
1. When a candidate has to undergo re-assessment, he/she will be given specific feedback and guidance so
as to concentrate on areas of weakness.
2. The onus is on the candidate to communicate with the assessor to inform him/her when he/she is ready
for assessment
3. The re-assessment will take place in the same/similar situation or context and under the same conditions
4. The same assessment methods and/or instruments may be used, but the task and materials will be
different but at the same level and complexity as the previous task
5. Re-assessment can take place a maximum of 2 times per candidate, per unit standard. Any further
reassessment must be discussed with clients so as to arrive at the best solution and advice for the
learner.
6. A maximum of 3 months will be allowed in between each re-assessment, unless otherwise discussed
between the parties
7. Guidance will be given to those candidates who are unsuccessful after 3 attempts, and possible and
more suitable learning avenues will be offered to learners. Costs will be discussed with the SETA and
client and any costs incurred will be at a learners’ cost.

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 Unit Standard Alignment

Assessment Matrix: US ID: 10041

CONDUCT A MARKETING SITUATIONAL ANALYSIS NQF Level:

Unit standard ID: 10041 Credits: 5
5

Unit standard range Marketing including all forms of marketing communications, direct marketing and relationship marketing, sponsorship, event marketing, sales promotions,
public relations and alternative strategies.
 Media will include all electronic, print, outdoor, digital media, e-media and direct media.
 Data gathering processes including questionnaires, lists, telephonic, internet, electronic and face to face. 

Specific outcomes and Formative Summative Assessment Specific Outcome Date &
Delivery Methods Media Aids, Formative Assessment
assessment criteria activities Strategy Reference signature
Resources Strategy

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W

Formative Assessment Strategy Legend
= Workplace Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study

Summative Assessment Strategy Legend
T = Testimonial P = Project

Specific Outcome 1 Gather data relating to project from the environment

Outcome Range

AC1.1 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:

Data gathered is relevant and Classroom Classroom Identifying p. 8 - 14
appropriate to the project discussion. equipment
Written question
Workbook:
displaying data p. 10 12
graphically

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AC1.2 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:
Data is gathered within the Classroom Classroom Identifying p. 8 - 14
agreed time frames discussion. equipment
Written question
Workbook:
displaying data p. 10 12
graphically

AC1.3 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:

Data gathering processes are Classroom Classroom Identifying p. 8 - 14
methodical and well structured discussion. equipment
Written question
Workbook:
displaying data p. 10 12
graphically

AC 1.4 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:

Budget constraints are Classroom Classroom Identifying p. 8 - 14
observed and remain within discussion. equipment
Written question
allocations Workbook:
displaying data p. 10 12
graphically

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 Specific outcomes Formative Specific
Formative Summative
and Delivery Methods Media Aids, Assessment Outcome Date & signature
activities Assessment Strategy
assessment criteria Resources Strategy Reference

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W = Workplace

Formative Assessment Strategy Legend
Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study T=

Summative Assessment Strategy Legend
Testimonial P = Project

Specific Outcome 2 Analyse data for the marketing situational analysis

Outcome Range  

AC 2.1 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

Data processing and analysis is Classroom discussion. equipment Identifying p.15 – 29
approached logically
Representing data
Workbook:
p.13 -16

AC 2.2 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

Main issues and/or themes are Classroom discussion. equipment Identifying p.15 – 29
identified
Representing data
Workbook:
p.13 -16

AC 2.3 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

All aspects are considered Classroom discussion. equipment Identifying p.15 – 29
including the 'big picture'
Representing data
scenario Workbook:
p.13 -16

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AC 2.4 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:
Analysis of data is recorded and Classroom discussion. equipment Identifying p.15 – 29
documented according to
Representing data
requirements Workbook:
p.13 -16

AC2.5 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

Presentation of data is in the Classroom discussion. equipment Identifying p.15 – 29
agreed format and location
Representing data
Workbook:
p.13 -16

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20
 Specific outcomes Formative Specific
Formative Summative
and Delivery Methods Media Aids, Assessment Outcome Date & signature
activities Assessment Strategy
assessment criteria Resources Strategy Reference

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W = Workplace

Formative Assessment Strategy Legend
Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study T=

Summative Assessment Strategy Legend
Testimonial P = Project

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Specific Outcome 3 Draw conclusions and make recommendations

Outcome Range  

AC 3.1 Facilitation. Learner Manual, Classroom Q, W Activity 7 -8 Activity 6 Learner Guide:

Conclusions drawn and made Classroom discussion. equipment Identifying p.30 - 33
are useful, significant and
Representing data
appropriate Workbook:
p.15 – 17

AC 3.2 Facilitation. Learner Manual, Classroom Q, W Activity 7 -8 Activity 6 Learner Guide:

Conclusions and Classroom discussion. equipment Identifying p.30 - 33
recommendations solve the
Representing data
marketing problem Workbook:
p.15 – 17

AC 3.3 Facilitation. Learner Manual, Classroom Q, W Activity 7 -8 Activity 6 Learner Guide:

Recommendation can be applied Classroom discussion. equipment Identifying p.30 - 33
within resource limitations
Representing data
Workbook:
p.15 – 17

AC 3.4 Facilitation. Learner Manual, Classroom Q, W Activity 7 -8 Activity 6 Learner Guide:

Recommendations lead to a Classroom discussion. equipment Identifying p.30 - 33
competitive advantage
Representing data
Workbook:
p.15 – 17

AC 3.5 Facilitation. Learner Manual, Classroom Q, W Activity 7 -8 Activity 6 Learner Guide:

Presentation of data is in the Classroom discussion. equipment Identifying p.30 - 33
agreed format and location
Representing data

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 Workbook:
p.15 – 17

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 Critical cross-field outcomes Description

UNIT STANDARD CCFO Understand the world as a set of related systems where situational analysis results impact on the other areas of marketing. 
IDENTIFYING 

UNIT STANDARD CCFO Work effectively with others during the gathering of data from the environment. 
WORKING 

UNIT STANDARD CCFO Organise oneself and one`s activities so that when conducting situational analyses, things run smoothly and alternative plans exist in the event of current
ORGANISING 
plans failing. 

UNIT STANDARD CCFO Collect, evaluate, organise and critically evaluate information so that results of the situational analysis are accurate and inline with strategy. 
COLLECTING 

UNIT STANDARD CCFO  Use science and technology to process, record and analyse data received from the situational analysis. 
SCIENCE 

UNIT STANDARD CCFO Be culturally sensitive across a range of social contexts when gathering data so that it is gathered in an appropriate and acceptable manner.
CONTRIBUTING 

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