FACILITATOR”S GUIDE

NATIONAL DIPLOMA: MARKETING MANAGEMENT

ID 61593 - LEVEL 5 – CREDITS 243

US ID: 10042
LEAD A TEAM OF MARKETERS AND SERVICE PROVIDERS

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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, LEAD A TEAM OF MARKETERS AND SERVICE PROVIDERS 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
LEAD A TEAM OF MARKETERS AND SERVICE PROVIDERS
10042 5 10

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

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learning they may encounter in the course of their work as a Ward Committee member.
experience
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 160 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)

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US: 10042, NQF Level 5 Worth 10 Credits
Learning Unit LEAD A TEAM OF MARKETERS AND SERVICE PROVIDERS

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.
Unit Standard
This standard will also add value to learners who are starting their own business and
Purpose
recognises that Marketing forms an integral component of any business.
The qualifying learner is capable of:
 Setting objectives for marketing team
 Coaching marketing staff to be able to achieve objectives
 Monitoring performance of marketing staff against targets
 Providing feedback on performance
 Taking corrective action as needed

 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.

Complete the following formative activities as per requirements

Session 1 Setting objectives for a marketing team

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 SO 1

Learning  1. Marketers and service providers set objectives within the organisational framework
Outcomes  2. Marketers and service providers set objectives, which are specific, measurable, and
(Assessment achievable.
Criteria)  3. All stakeholders are consulted within the process of setting objectives

Activity

Describe the marketing process

Marketing is the delivery of customer satisfaction at a profit as a means by which to attract new customers by
promising superior value, and to keep current customers by delivering satisfaction. Creating customer value and
satisfaction are at the very heart of modern marketing thinking and practice. Industry is a customer satisfying
process not a goods producing process.
Many people think of marketing only as selling and advertising however selling and advertising are only the tip of
the marketing ice-berg. Marketers act as the customers’ voice within the firm and marketers are responsible for
many more decisions than just advertising or sales:

- Analyse industries to identify emerging trends.

- Determine which national and international markets to enter or exit.

- Conduct research to understand consumer behavior.

- Design integrated marketing mixes – products, prices, channels of distribution, and promotion
programs.

Marketing is therefore a social and managerial process by which individuals and groups obtain what they need and
want through creating and exchanging products and value with others.

This process can be described in terms of 2 concepts specifically:

1) Relationship Marketing
Describes the placing an emphasis on building, maintaining, and enhancing long-term relationships with customers,
suppliers, travel trade intermediaries, and perhaps even competitors.

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 2) Strategic Alliances
Special long-term marketing relationships formed between two or more organizations, or between an
organization and one or more other types of organizations.

Activity
2
Define and describe market strategy development

The marketing strategy refers to a selection of a course of action from among several alternatives that involves specific
customer groups, communication methods, distribution channels, and pricing structures. It is sculpted from the
marketing objective which is a measurable goal that an organisation attempts to achieve for a target market within a
specific time period, typically one year. The marketing strategy is a combination of target markets and marketing
mixes, which are defined as;

A target market is a market segment selected by a organisation for marketing attention. Market segmentation involves
dividing customers into groups (market segments) with common characteristics.

A marketing mix includes those controllable factors that have been chosen to satisfy customer needs. The eight
controllable factors are product, price, place, promotion, packaging, programming, partnership, and people.

Marketing Strategy Development refers to the recognition and evaluation of an opportunity with regard to:

- Market size and potential

- Key competitors
- Choose target market
- Develop objectives and Marketing Mix Strategy for each opportunity
- Choose Marketing mix elements
Comparing actual results to previously determined goals or benchmarks.  One measure of success might be
meeting a goal for planning or program implementation, for example.
Activity
3
Identify and define the different market strategies
Marketing strategies are different for different types of organisations with regard to size and position within an
industry.

Market Follower Strategies

Conscious Parallelism - Similar products, prices

- Avoid unprofitable segments

Market Niche- - Specialise in a very small group of customers

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 - Concentrated segmentation strategy

Market Leader Strategies

Increase Size of Total Market - Product- Market Growth Strategies

Protect Market Share - Fortification

- Assortment of brands, sizes

- Innovation

Best defense is a good offense - Counteroffensive

Increase Market Share

Market Challenger Strategies

 Frontal Attack - Out-innovate leader

 Flanking/Bypass Attack
 Find a new market segment
 Price Discount Strategy
 Cheaper Goods Strategy
 Prestige Goods Strategy
- Attack where leader is not looking
- Buyers are sensitive to price
Works if leader does not cut price
- Lower quality but much lower price
-Vulnerable to still cheaper goods
- Increase both quality and price

An important component to developing a marketing strategy is analysing the competitors the organisation is up
against for the market. This is a process that involves identifying key competitors; assessing their objectives,
strategies, strengths and weaknesses, and reaction patterns; and selecting which competitors to attack or avoid.

However, it is important that an organisation does not concentrate on its competitors to the
extent that it loses touch with the customers.

Activity
4
Define and identify different market channels

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A marketing channel is a set of practices or activities necessary to transfer the ownership of goods, and to move
goods, from the point of production to the point of consumption and, as such, which consists of all
the institutions and all the marketing activities in the marketing process. A marketing channel is composed of
different institutions that facilitate the transaction and the physical exchange and is a useful tool for management.

There are basically 4 types of marketing channels, briefly described as:

Direct Selling

Direct selling is the marketing and selling of products directly to consumers away from a fixed retail location.

Modern direct selling includes sales made through the party plan, one-on-one demonstrations, and personal contact
arrangements as well as internet sales.

Selling Through Intermediaries

A marketing channel where intermediaries such as wholesalers and retailers are utilised to make a product available
to the customer is called an indirect channel. There are several types of intermediaries that operate in a particular
channel system.

The most indirect channel you can use is used when there are many small manufacturers and many small retailers
and an agent is used to help coordinate a large supply of the product.

Intermediaries make distribution and selling processes more efficient as they offer supply chain partners more than
they could achieve on their own. Such as:

- Market Exposure
- Technical Knowledge/Information Sharing

- Operational Specialisation

- Scale of operation

Dual Distribution

Dual distribution describes a wide variety of marketing arrangements by which the manufacturer or wholesalers uses
more than one channel simultaneously to reach the end user.
They may sell directly to the end users as well as sell to other companies for resale. Using two or more channels to
attract the same target market can sometimes lead to channel conflict.

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Reverse Channels

If you've read about the other three channels, you would have noticed that they have one thing in common -- the
flow. Each one flows from producer to intermediary (if there is one) to consumer. Third is indeed the traditional
role.

Technology, however, has made another flow possible. This one goes in the reverse direction and may go -- from
consumer to intermediary to beneficiary. An example would be someone making money from the resale of a product
or recycling.

Activity
5
Discuss the factors affecting market channel selection

Before even evaluating specific marketing channel options, marketers must start by:

 Analysing the customer;

 Establishing channel objectives; and
 Specifying distribution tasks.

Once the specific channel tasks have been determined, the evaluation and selection process can begin.

There are four bases for channel alternatives, these are mainly:

Number of Levels

Channels can range in levels from two to several (five being typical). The two-level channel (producer to consumer)
is a direct channel and is possible only if the producer or customer is willing to perform several of the tasks
performed by intermediaries.

The number of levels in a particular industry might be the same for all the companies in that industry by virtue of
tradition. In some industries, this dimension is more flexible and subject to rapid change.

The type of product dictates the number of marketing channels to use. For example, a perishable item must get to the
consumer on a timely basis; therefore the marketing channels would have to be as short and direct as possible.

Intensity at Each Level

Once the number of levels is decided, the channel manager must determine the actual number of channel
components involved at each level. How many retailers and wholesalers in a particular market should be included in

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the distribution network? Although there are limitless possibilities, the categories below describe the general
alternatives:

 Exclusive distribution
 Intensive distribution
 Selective distribution

Types of Intermediaries

The objective is to gather enough information to have a general understanding of the distribution tasks these
intermediaries perform. Based on this background information, several alternatives will be eliminated.

Having identified several possible alternative channel structures, the marketing manager is now at a place where he
or she can evaluate these alternatives with respect to a set of criteria. Organisational factors, environmental trends,
reputation of the reseller, experience of reseller are few examples.

Roles of marketing channel in marketing strategies:

- Links producers to buyers.

- Performs sales, advertising and promotion.

- Influences the firm's pricing strategy.

- Affecting product strategy through branding, policies, willingness to stock.

- Customises profits, install, maintain, offer credit, etc.

Activity
6
What is Market Communication?
Marketing communications are messages and related media used to communicate with a market. They are the tools
firms used to relate the benefits, positioning and characters of their brands to consumers so as to:
– Create brand awareness
– Craft a brand image
– Elicit brand responses
– Facilitate a stronger consumer-brand connection
Activity
7
Identify and discuss the different modes of marketing communication.
Advertising
Advertising is the communication relayed from companies to persuade an audience to purchase their products. This
communication is usually through various forms of paid media -- TV and radio commercials, print ads, billboards

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and more recently, product placement. Adverts are placed where advertisers believe they will reach the largest, most
relevant audience. Commercial businesses use advertising to drive the consumption of their product.
Crafting advertising messages to reach the target segment is essential to Marketing Communication plans.
Different types of messages match up with the corporate image, branding and market segment preferences.
Advertising may use elements such as humor, fear and taste to appeal to audiences. The more appealing the
advertising, the more likely it will be to catch the attention of market segment members.
The model of Clow and Baack clarifies the objectives of an advertising campaign and for each individual
advertisement. The model postulates six steps a consumer or buyer moves through when making a purchase:

1) Awareness
2) Knowledge

3) Liking

4) Preference

5) Conviction

6) Purchase

Sales promotion

Sales promotion is one level or type of marketing communication aimed either at the consumer or at the distribution
channel (in the form of sales-incentives). It is used to introduce new product, clear out inventories, attract traffic,
and to lift sales temporarily. It is more closely associated with the marketing of products than of
services. Fundamentally, however there are three basic objectives of promotion. These are:

1) To present information to consumers as well as others.

2) To increase demand.

3) To differentiate a product.

Sales promotions can be directed at either the customer, sales staff, or distribution channel members (such
as retailers). Sales promotions targeted at the consumer are called consumer sales promotions. Sales promotions
targeted at retailers and wholesale are called trade sales promotions. Some sale promotions, particularly ones with
unusual methods, are considered gimmicks by many.

Sales promotion includes several communications activities that attempt to provide added value or incentives to
consumers, wholesalers, retailers, or other organizational customers to stimulate immediate sales.

These efforts can attempt to stimulate product interest, trial, or purchase. Examples of devices used in sales
promotion include coupons, samples, premiums, point-of-purchase displays, contests, rebates, and sweepstakes.

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Events and experiences

Events and experiences are a marketing strategy that directly engages consumers and invites and
encourages consumers to participate in the evolution of a brand. Rather than looking at consumers as passive
receivers of messages, engagement marketers believe that consumers should be actively involved in the production
and co-creation of marketing programs, developing a relationship with the brand.

Consumer Engagement is the ultimate point in which a brand and a consumer connect in order to offer a true
experience related to the brand's core values. It is a long term connection that must be enhanced over time.

For decades, consumers would simply watch a commercial or look at a print ad that advertisers produced. That’s
one-way communication and doesn't qualify as engagement. Two dimensional (two-way) communications where
consumers participate, share, and interact with a brand create the engagement crucial to business and personal
success.

Two-dimensional communication and engagement is where "both giver and receiver are listening to each other,
interacting, learning and growing from the process”.

Three dimensional engagements, on the other hand, are not just a conversation, but connection to a purpose that
transforms all in the process.

Public relations and publicity

Public relations are within a field concerned with maintaining the public image for companies, governments,
political parties or individuals. The public relations industry uses different channels, or communication tools, to pass
its message across to the public. Mastery of a varied array of communication tools is essential to achieve different
PR objectives and reach different audiences.

Public relations protect the brand and corporate image by creating publicity that builds a positive impression of the
company and by reducing the impact of negative events related to the business. Public relations activities include
contributing to charities, sponsoring events and promoting environmental responsibility.

Publicity, on the other hand, is the deliberate attempt to manage the public's perception of a subject. The subjects of
publicity include people (for example, politicians and performing artists), goods and services, organizations of all
kinds, and works of art or entertainment.

Publicity is the act of attracting the media attention and gaining visibility with the public, it necessarily needs the
compliment of the media it cannot be done internally because it requires the attention of the publicist and it is the

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publicist that carries out publicity while PR is the strategic management function that helps an organization
communicate, establish and maintain relation with the important audiences, It can be done internally without the use
of media. Publicity draws on several key themes including birth, love, and death. These are of particular interest
because they are themes in human lives which feature heavily throughout life.

Tools of Public Relations and Publicity:

o Internet

The Internet is one of the most powerful communication tools available for public relations campaigns. It is
relatively inexpensive and allows a Public Relations campaign to quickly target a specific range of individuals.
Internet tools available to public relations communicators include targeted website advertising, blog sponsorship and
social networking. Targeted advertising is arguably the most popular way for a PR firm to reach public audiences
due to its ease of use. All you need to do is design the ads and place them on desired advertising platforms.
However, the price for such advertising can be costly if there is high competition for the targeted audience. Optimal
use of this particular method requires updating target sites with interesting content on a regular basis.
o Traditional Media

Traditional media, including newspapers, magazines, television and radio, is on the defensive as public relations
campaigns migrate to the virtual world of the Internet. 

For Public Relations campaigns, traditional media presents a way to reach older, more conservative audiences whose
trust in old media is far higher than that of the Internet. Newspaper ads and TV commercials, while skipped over by
many people, can still increase brand recognition and strengthen market position of the advertised company.
o Sponsorship

Sponsorship is an effective communication tool for public relations campaigns. Sponsoring a sports team or a
popular event can greatly boost any PR campaign, delivering a message that the Public Relations provider is not
only anxious about placing ads in the media, but also does not shy away from giving money to worthy causes.

Personal selling

Personal selling occurs where an individual salesperson sells a product, service or solution to a client. Salespeople
match the benefits of their offering to the specific needs of a client. Today, personal selling involves the
development of longstanding client relationships.
In comparison to other marketing communications tools such as advertising, personal selling tends to:
 Use fewer resources and pricing is often negotiated.
 Products tend to be fairly complex (e.g. financial services or new cars).

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  There is some contact between buyer and seller after the sale so that an ongoing relationship is
built.
 Clients and prospective clients need specific information.
 The purchase tends to involve large sums of money.

Direct marketing
Direct marketing is a sales method through which advertisers approach potential customers directly with products or
services. Amongst its practitioners, it is also referred to as Direct Response Advertising. In most cases, the goal is to
inform customers of products or services that they may need without waiting for customers to initiate contact.
Particularly online, the practice has received a lot of criticism when it comes to personal privacy and data tracking.
The practice is nevertheless very successful, however, which motivates many marketers to continue despite the
possible risks and downsides.

Types of Direct Marketing

Three main types of direct marketing include:

- Telemarketing: 
This is direct marketing that involves calling people at home or work to ask for donations, an opinion, or
for sales purposes.
- Email Direct Marketing: 
This form of direct marketing targets consumers through their Email accounts. Email addresses can be
harvested from websites, forums, or purchased. Some companies require you to receive announcements to
use their websites.
- Direct Mail Marketing: 
Advertising material sent directly to home and business addresses.

Other types of direct marketing include: distributing flyers; door-to-door solicitations; curbside stands; FAX
broadcasting; television marketing (i.e., infomercials); coupon ads in print media; and voice mail
marketing.
Activity
8
What are market objectives?
Industry is a customer satisfying process not a goods producing process. It is therefore important how you choose to
redefine your organisation.
The objectives of the go to market plan are the goals that a company aims to accomplish, the motivators that drive
the employees and management team forward. Ideally a firm should focus on a few realistic goals such as to grow
sales or maximize profits. Having too many objectives lead to the lost of business focus and inefficient allocation of
resources. They should also be clearly defined and measurable. Establishing marketing objectives require long term

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vision and a good understanding of the market trends. They represent the foundation on which the strategies and
tactics are defined..

A company's marketing objectives for a particular product might include increasing product awareness among

targeted consumers, providing information about product features, and reducing consumer resistance to buying the
product.

When setting objectives it is very important to ensure that your objectives are; specific, measurable, achievable, and
realistic and time specific, or SMART for short. The "SMART" approach allows you to effectively manage your
marketing activities and importantly be able to determine how successful they have been and whether they have
delivered the particular benefits sought.

The "SMART" approach is explained to illustrate how you address each area;

 Specific –

are your objectives stated in a way that is precise about what you are hoping to achieve?

 Measurable –

Can you quantify each objective, i.e. can you use a unit of measure such as market share in percentage
or dollars or other to provide a way to check your level of success?

 Achievable –

Are your objectives reasonable in terms of what you can actually achieve or are you setting your
sights too high?

 Realistic –

Do you have sufficient employees and resources to achieve the objectives you have set; if you don't
then they are likely to be unrealistic?

 Time specific –

When are you hoping to achieve these objectives, you need to define a timing plan with target timing for
each specific objective?

As an example, ABC stationary supplier sells its goods to newsagents across the country and they want to boost
revenue for their product range. To detail this objective more clearly, we could define it using the "SMART"
approach as follows:
To gain 30% market share for stationary by 2011.

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 Specific - need to understand the latest preferences of customers in the identified segments and
appropriately target each stationary item such as pens, exercise books, rulers, and calculators to maximise sales
volumes.

 Measurable - current market share is 20%, will set a target of 30% market share, meaning we need an extra
10%, market share amounts can be established based by monitoring the overall value of sales in terms of Rands.

 Achievable - ensuring technical competency and commitment of all personnel involved in the development
and implementation of strategy. This can range from having an experienced and knowledgeable marketing team to
capable sales staff. Access to funding is also necessary for the acquisition of extra stock to fulfill increased
demand.

 Realistic - the objective is realistic as the marketing resources are in place to conduct the segmenting and
targeting exercise and access to the extra stock required

 Time Specific - the increase in market share is to be achieved within 12 months; a regular progress update
will be taken every month to track level of success.

Activity
9
Discuss the linking of objectives to marketing strategies
Your marketing objectives should also be consistent with and indicate the priorities of the organisation. This means
that objectives should flow from the mission statement of your business, towards the financial objectives and to the
rest of the marketing plan. 

For Example, ABC Garden Centre has as part of its strategic plan a goal to grow the business by diversifying its
product range, with the specific financial objective of achieving a 10% growth in overall sales which means an extra
R75,000 in revenue.

A linked marketing objective could be to add pre-packaged garden soil as a new complementary product line to be
offered with plant sales. To grow the business as per the strategic goal and meet the financial objective of R75,000
in extra sales, it has been calculated that a total of 7,500 bags will need to be sold at their selling price of R10 each.

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 Session 2
Coach marketing staff to be able to achieve objectives
SO 2

 1. Coaching plans are developed and selected in consultation with relevant individuals
 2. Coaching initiatives are planned and in the required format and within scheduled
Learning
timeframe
Outcomes
 3. Coaching is matched to the individuals goals, needs and objectives
(Assessment
 4. Coaching is linked to the workplace skills plan
Criteria)
 5. Coaching is implemented in an environment conducive to learning and performance
improvement

Activity
10
Define a market team and its responsibilities
Your sales and marketing team has a substantial influence on the profitability of the business. You have to define
roles that reflect the strengths of your products and assign responsibilities for achieving the sales performance
required by the company. When your marketing strategy builds on the roles taken on by the members of your team,
they can set achievable targets and take responsibility for meeting their objectives.

The Marketing Team in essence has three main responsibilities, these being:

- Create a marketing and sales plan

- Assist in the plan’s implementation
- Monitor its implementation and help make midcourse adjustments where needed
-
Keeping these responsibilities in mind will help you structure and use the team effectively.

Once the team has developed the overall marketing strategy, each team member is responsible for implementing a
corresponding marketing plan for the areas of his responsibility. These responsibilities include deciding on the
promotional material for his market segment and pricing. In each case, the responsibilities of the marketing manager
include ensuring overall cohesion to prevent inconsistent pricing among the market segments and contradictory
promotions.

The team has to work together to preserve the overall company image while meeting the requirements of each
market segment to the maximum extent possible. Strategic marketing planning is not fun. When it comes to deciding
what direction the company should be heading everybody has a different opinion. That being said, a well-defined go

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 to market strategy plays a crucial role in how the business is performing, and it all starts with defining clear
marketing objectives, effective strategies and realistic tactics to accomplish them.
Clearly defined objectives may also provide direction for your employees in terms of what to achieve and in what
period. They also serve as motivators for your employees by creating an attainable challenge that they can to strive
achieve.

Activity
11
Define coaching and identify its major functions
Organisations are made up of individuals and are moving from a hierarchical to a team Structure. Coaching is an
influencing, helping, instructing, motivating, leading and collaborative process and professional support system
focusing on the developmental of the individual. It involves a relationship rooted in mutual respect and rapport. It is
anchored in constructive, respectful language and endorses rather than diminishes people's skills and abilities. It
assists individuals and teams to focus on possibilities and eliminate limitations. It helps people overcome obstacles
to their success, including their attitudes, beliefs and behaviours. Perhaps even more importantly it provides a model
for giving and receiving constructive feedback.

Major Coaching Functions

- Give advice

- Provide guidance

- Provide support

- Give confidence

- Promote greater competence

Activity
12
Identify and discuss steps in the coaching process
Managers need to be able to maintain performance standards, be certain people are following policies and
procedures, and hit individual and team targets—through other people.

1. Identify the Opportunity

There are five ways to identify opportunities.

– Anytime a new team member comes on board.

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 – You (manager) are off-site

– The individual appears to be too dependent on you and other team members.

– When changes take place in the workplace.

– New processes, policies, procedures implemented.

– A team member is failing, or is displaying the behavior to potentially to fail.

These different opportunities may arise due to a new need or out of taking on a new job or project that requires a
new skill, or they may come out of a performance review or be identified after a mistake occurs. Multiple
opportunities arise for people on your team, and it is your job as a manager to prioritize those needs to keep others
on your team from getting overwhelmed by the possibilities. Jot down some opportunities that you see for yourself
or for others in your workplace. Are you the right person to point out these needs? What is the best way to do so?

2. Picture the Desired Outcome

Once the opportunity is identified, it is important to take the time and pinpoint what the situation will look like when
the gap is filled. This is the step that many people skip or don’t develop fully, which can lead to confusion,
misunderstanding, and frustration for everyone.

One of the most important concepts in coaching is having a vision or end goal in mind. Without that, people often
lose sight of the importance of making the needed changes. How we create this picture of what is possible is the
central component of this step in the coaching process.

People with a clear vision of the end result of coaching tend to move in that direction more quickly than those
without. It is crucial that both the coach and the trainee own the goal. Without that sense of ownership, coach or
trainee may lose motivation. We focus on motivation and buy-in even more in the next step of the process, but this is
where direction and motivation really begin.

3. Establish the Right Attitudes

How well you really know your team may determine how quickly you know if you have the right trainee for the job
and are able to gage their motivation. This step is a critical part of the process of effective coaching. Without it, you
spend a great deal of your time just overcoming resistance.

You often hear that people resist change. It isn’t true. People resist being changed when they: Don’t see the need,
don’t want to do it, believe that the change is not possible for them.
In this step, you should focus on some of the skills required to cut resistance and move through the coaching process
with less friction. These skills are: Leadership, communication, building trust, getting commitment vs. compliance.

4. Provide the Resources

In order for a coaching process to be successful, it is important the appropriate resources available. This includes
time and, most importantly, a personal commitment to succeed from everyone. Other resources may include money,

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equipment, training, information, and upper level buy-in and support. Ensure that the appropriate resources are in
place and available. Nothing is a frustrating as being promised something and then not getting it. It can make
everyone feel like they have been set up to fail.

5. Practice & Skill Development

Once the resources are in place and the correct skill set has been identified, explained, and demonstrated, it is now
time for the trainee to practice and apply what has been learned.

For knowledge to evolve into a skill, you must practice it and perfect the skill with the help of a coach, who can
ensure that you are practicing the new skill and not the old habit. Practice also allows the coach to identify strengths
and opportunities for improvement, such as:

- How to encourage others to success

- How closely to monitor and when to let go
- How to hold others accountable for progress

6. Reinforce Progress
Making progress is one thing, but without a way to reinforce and maintain it, people may quickly go back to their
old habits. One of the biggest fallacies managers hold on to is the assumption that if people know something, they
will do it. People don’t do what they know; they do what they have always done.

Try to use these strategies to reinforce learned skills: Empowering people to get results after they have learned new
skills, Giving the right kind of feedback, Following up, Handling nonperformance issues, Handling mistakes and
people who get off track

7. Reward
One of the best ways to cement growth and progress is to reward it. Rewarded behavior is repeated, and what gets
repeated becomes habit. But change can be uncomfortable.

That is why people often revert to their habits if reinforcement and reward are not motivating forces. Habit is
stronger than knowledge. To ensure that change happens quickly and is kept in place as long as needed, celebration
and reward are important.

Some of the skills you put into coaching in this step of the process are: Praise and recognition, Positive feedback
techniques, Recognizing people’s strengths and accomplishments, Having the right credibility and impact in the
delivery.

Activity
13

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Identify the key principles for successful coaching

A good coaching relationship is essential for successful objective achievement, and the coach must strive to be:
 Trusting and collaborative.
 Willing to listen in order to understand.
 Looking for positive aspects of the employee.
 Understanding that coaching is done with the employee, not to the employee.
- The employee is the source and director of change.
- The employee is whole and unique.
- The coach is the facilitator of the employee’s growth.

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 Session 3
Monitor performance of marketing staff against targets
SO 3

 1. Competence of individuals and teams is assessed against agreed standards and

objectives and within agreed procedures and timeframes
 2. Selected evaluation methods are relevant, fair and known to the individual or team
Learning being assessed
Outcomes  3. Monitoring of performance is done in a manner which is based on establish methods
(Assessment  4. Collected information is complete, accurate, current and agreed with the individual or
Criteria) team
 5. Performance is recorded in the agreed format
 6. Monitoring and assessment individuals and teams is provided on an on-going basis to
agreed timeframes

Activity
14
Identify and discuss the different methods of monitoring against quantifiable objectives
Monitoring performance against quantifiable objectives
 Methods: Sales reports
Deadlines met
Error reports
Accuracy reports
Documents
Proposals
Plans
Budget forecasts

Activity
15
Identify and discuss the different methods of monitoring against qualitative objectives

The difficulty arises when these are the only monitoring methods a manager uses because most jobs aren’t just about
the ‘what’, they’re also about ‘how’ your employee’s do their job. About; how they work as a team member, how
they work with customers how they deal with problems, how they deal with change and so on. In short,
their behaviours.
If you only monitor the ‘what’ of the job you will only be monitoring half of the job. And if you only monitor half of
the job then possibly that’s the only half that the employee will feel it’s worth focusing on!

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Here are three ways of Monitoring performance against behavioural objectives:

Observation
Observation is taking a planned approach to watching your employee ‘in action’. The idea is that you plan to
observe the specific behaviours that you have described in your performance objectives. For example, if you have
agreed that a performance objective for team work is ‘offering help to team members’ and ‘contributing to team
meetings’ then those are the specific behaviours you plan to observe. So it’s about;

- looking at the performance objectives you’ve agreed that relate to behavioural elements of the job and then
- planning how you will observe those behaviours e.g. paying particular attention to the employee’s
behaviour in the next team meeting.

Report back
Report back is about your employee reporting back to you on their performance. This is a really useful technique
where the employee is responsible for evidencing their performance against the objectives you’ve agreed upon.

A good example would be if you had an agreed a performance objective from ‘effective time management’ which
included ‘takes action to manage interruptions’. Then the employee would simply report back to you with some
examples of when they had taken action to manage interruptions.

Feedback
Feedback is about getting feedback from people on the employee’s performance. This could be from;

- customers
- suppliers
- team members
- other departments

It’s important that you only look for feedback;

a) As agreed between you and the employee and

b) Described in the performance objectives.

For example, an objective related to ‘Client Servicing’ is ‘Client feedback reflects a high level of satisfaction ’. This
is the feedback you and/or your employee would focus on collecting.

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 Activity
16
Identify and discuss the methods of improving team performance

Many managers and business owners mistakenly fear that reducing employee stress requires reducing productivity or
creating a "country club" atmosphere, which in today's marketplace could be fatal. Nothing could be further from the
truth.

When organizations manage in ways that bring out the best in people, they also reduce employee stress. That's why
most of Fortune magazine's "100 Best Companies to Work For" are industry leaders and enjoy high employee
productivity. Employees in these companies are both happy and extremely productive.

The key to maximizing productivity while minimizing stress is understanding the factors that influence whether
someone working very hard will feel stressed out and burnt out, or whether they will feel motivated, excited, and
committed. Scientific research on stress, combined with best practices of high performance companies offers clear
clues about the key factors that determine whether employees will be stressed out or energized by workplace demands.

- Set departmental goals but individualize them for each marketer.

Illustrate how their individual accomplishments will help the department and the company as a whole. Then identify
their unique behavior/value traits to motivate them to accomplish those goals with their unique cognitive approach.
This will provide the mental incentive for them to perform.
Provide examples of how their mind and skill sets will help them accomplish the goals and then;

- Praise them in departmental meetings when the intermediate goals are accomplished.
This reinforces the value on their individual capacities, which a marketer values above all else. Why?
Because it positions that individual marketer as someone with unique values and establishes their credibility with
other team members.

- Don’t micromanage your marketers.

The one common trait of marketers is that they enjoy making their own decisions, and having the freedom to create
and achieve their goals their way. Let them do that outside of the normal training and developmental sessions (which
are a must). Give them the freedom to make mistakes so they will learn and develop competency more rapidly.

- Deal with issues and problems immediately.

Marketers envision themselves as problem solvers — out there leading the pack in ways others cannot. As a
manager, if you do not develop an atmosphere of openness and willingness, you are not addressing a key element of

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the marketer’s personality — communication. According to research for our executive guide, marketers are 19%
more communicative than the average person — talk to them and let them talk.

- Tell them you want them to succeed and how they can obtain advancement/promotion.
A wise man once said: “Where there is no vision, the people perish!” This is especially true of marketers. They pride
themselves on vision and success. When a manager does not provide a career path or vision, it is only a matter of
time before your marketer finds one — somewhere else.

- Instill the team spirit in each member of your department.

Marketers are independent by nature, especially those specialists who are highly analytical and objective. To lead
people, sometimes you must walk behind them, giving them their moment to shine. You can accomplish that if you
don’t care who gets the credit. Help each member create their own identity and show them how that identity helps
make up a dynamic team.

- Be consistent and fair.

While each marketer is going to be unique and require a different verbal and mental approach to management, be
consistent in the way you deal with departmental and individual issues. Praise publically and counsel/reprimand
privately. Use your knowledge of their individual dynamics to the max. Understand their motivations and use those
motivations to make your department excellent.

In closing, a cohesive and effective team balances the conflicting demands of its sales and marketing environment to
achieve a common approach, with each team member taking responsibility for achieving the targets for his market
segment. When a team member does not meet objectives for a particular segment, the role of other team members is
to offer support to help improve performance. While each team member takes responsibility for his work, an
effective team defines success as the meeting of all team targets. Such an integrated team effort improves overall
sales and marketing performance and promotes team cohesiveness.

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 Session 4
Monitor performance of marketing staff against targets
SO 4

 1. Competence of individuals and teams is assessed against agreed standards and

objectives and within agreed procedures and timeframes
 2. Selected evaluation methods are relevant, fair and known to the individual or team
Learning being assessed
Outcomes  3. Monitoring of performance is done in a manner which is based on establish methods
(Assessment  4. Collected information is complete, accurate, current and agreed with the individual or
Criteria) team
 5. Performance is recorded in the agreed format
 6. Monitoring and assessment individuals and teams is provided on an on-going basis to
agreed timeframes

Activity
17
Identify and discuss types of feedback

You’ve likely heard that the feedback you deliver should be balanced. What people typically also suggest is that you
provide a balance of positive and negative feedback. This advice is only half-right.

It’s an understandable misunderstanding because people think there are only two types of feedback, when in fact there
are four:

- Negative feedback
Corrective comments about past behavior. These are things that didn’t go well.

- Positive feedback
Affirming comments about past behavior. These are things that went well and need to be repeated.

- Negative feed forward

Corrective comments about future behavior. These are things that don’t need to be repeated next
time.

- Positive feed forward

Affirming comments about future behavior. These are things that would improve performance in the
future.

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The distinction that is largely missing for most people is the focus on the future or feed forward. As you begin to
understand the power of balancing both positive and negative input with observations about the past (which can’t be
changed) and advice for the future (which can be changed), you have a new paradigm within to operate and interact
with employees.

Activity
18
Discuss the principles of effective feedback

Feedback can come from many different sources: managers and supervisors, measurement systems, peers, and
customers just to name a few. However feedback occurs, certain elements are needed to ensure its effectiveness:

Specificity

Feedback works best when it relates to a specific goal. Establishing employee performance expectations and goals

before work begins is the key to providing tangible, objective, and powerful feedback. Telling employees that they

are doing well because they exceeded their goal by 10% is more effective than simply saying "you're doing a good

job."

Timeliness

Employees should receive information about how they're doing as timely as possible. If improvement needs to be

made in their performance, the sooner they find out about it the sooner they can correct the problem. If employees

have reached or exceeded a goal, the sooner they receive positive feedback, the more rewarding it is to them.

Manner

Feedback should be given in a manner that will best help improve performance. Since people respond better to

information presented in a positive way, feedback should be expressed in a positive manner. This is not to say that

information should be sugar-coated. It must be accurate, factual, and complete. When presented, however, feedback

is more effective when it reinforces what the employee did right and then identifies what needs to be done in the

future. Constant criticism eventually will fall upon deaf ears.

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 Session 5
Monitor performance of marketing staff against targets
SO 5

 1. Competence of individuals and teams is assessed against agreed standards and

objectives and within agreed procedures and timeframes
 2. Selected evaluation methods are relevant, fair and known to the individual or team
Learning being assessed
Outcomes  3. Monitoring of performance is done in a manner which is based on establish methods
(Assessment  4. Collected information is complete, accurate, current and agreed with the individual or
Criteria) team
 5. Performance is recorded in the agreed format
 6. Monitoring and assessment individuals and teams is provided on an on-going basis to
agreed timeframes

Activity
19
Define corrective action and its importance

It is important that you learn the most effective methods to handle corrective actions, and what actions you should take
as a supervisor so as to have an understanding of the appropriate time and ways to use a corrective action and to learn
the types of corrective actions available to managers but also to understand the supervisors responsibilities, during the
corrective process.

A disciplinary action is guided towards misconduct such as theft, or violence, whereas a corrective action is based on
performance (how the employee performs their duties). The easiest way to think about it is:

Corrective Action = Performance

Disciplinary Action = Misconduct

The concentration of this particular learning unit is on Corrective Action.

Activity
20
Discuss the corrective action process

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All employees are expected to meet performance standards and behave appropriately in the workplace. Corrective
action is a process of communicating with the employee to improve unacceptable behavior or performance after
other methods such as coaching and performance appraisal have not been successful.

The goal is to guide the employee to correct performance or behavior by identifying the problems, causes
and solutions, not to punish the employee. If there is no improvement or if there are repeat occurrences, correction
action may be appropriate. In general, corrective action should be progressive, i.e., beginning with the lowest severity
action before employing actions of more severity. In this aspect of the business, strictness should be exercised very
carefully. It should be stringent enough to troubleshoot the problem and to identify what (and eventually) who caused
it. While doing so, the action must be clearly directed at the improvement of the product and the team.

Taking corrective action is one of the three essential activities of the control process. If the process is measured and
the results don't meet company standards, then the process needs to be altered so that it can meet organizational
goals

One key aspect of taking corrective action is problem solving. A manager needs to be able to understand the
contributing factors of a problem, how they impact key processes, and how to find a workable solution. Once that
solution is formulated, it is important to determine how to effectively implement it.
Attempts at corrective action are often unsuccessful due to failures in the problem-solving process. This can be
because not all of the information is available for the decision maker to ascertain the true problem.

Another reason why an error can occur in the decision-making process is that the decision maker has a stake in the
process and may not want to admit an error in his or her department.

A third reason why a decision-making process may result in an incorrect solution is that the decision maker was
never properly trained in how to analyze a problem.

Once a method of corrective action is determined, it needs to be implemented as soon as possible. Then an analysis
of the effectiveness of the solution should be scheduled. This way if the corrective action doesn't create the expected
results, further action can be taken before the organization falls even further behind in meeting its goals.

A company may want to discuss a problem and optional corrective measures with stakeholders. Employees,
customers, or vendors may have a unique perspective of the problem that management lacks, and this perspective
can lead to a more effective solution some learning.

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