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Pearson LCCI Level 3 Certificate in

Customer Experience and Communications(ASE20204) TEACHER’S GUIDE

PearsonKAO TwoKAO ParkHarlowEssex CM17 9NA

And associated companies throughout the world

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© Pearson Education Limited 2019

Author: James Innerd

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Contents

1. Specification 5

2. Content 8

1. The customer environment 92. Customer behaviour and buying decisions 113. Customer research 144. The customer experience journey 165. Communications fundamentals 186. Corporate communications 237. Producing and testing communications 268. Challenges, risks, legal and ethical considerations 28

3. Assessment 31

Assessment summary 31Assessment objectives 32Performance Descriptors 33Command words 34Item types 35Mark schemes 36Model answers 36Constructing a mock examination paper 40

4. Resources 43

Support resources 43Supplementary resource suggestions 43

Introduction

Pearson LCCI Level 3 Certificate in

Customer Experience and Communications(ASE20204)TEACHER’S GUIDE

Welcome to the Teacher’s Guide for Pearson LCCI Level 3 Certificate in Customer Experience and Communications (ASE20204). We are delighted that you are interested in teaching this new qualification in the LCCI Marketing suite. We have provided this free resource written by subject experts to support your delivery of the specification. It was created to support both new and existing LCCI teachers and is based on the content of the specification. It is essential that you familiarise yourself with the full requirements of the specification. This guide is purely for support purposes and is not designed to be a substitute for the specification itself.

We encourage you to check the Pearson website for further information about LCCI qualifications.

https://qualifications.pearson.com/en/qualifications/lcci.html

5 PEARSON LCCI LEVEL 3 CERTIFICATE IN CUSTOMER EXPERIENCE AND COMMUNICATIONS (ASE20204): TEACHER’S GUIDE

1 Specificationoverview

All of the new specifications have been designed in the same way to allow for comparability and ease of understanding across the LCCI portfolio.

Here you can see an example of how the content in the new specifications are organised.

Pearson LCCI Level 3 Certificate in Customer Experience and Communications (ASE 20204) Specification – Issue 1 – September 2018 © Pearson Education Limited 2018

2

Knowledge, skills and understanding

Content

To prepare students for the final assessment of this qualification, the following content must be covered.

1. The customer environment

Subject content What students need to learn

1.1 Customers Knowledge and understanding of types of customers and their importance to marketing communications and to the wider organisation.

• External customers:

o business-to-business (B2B)

o business-to-government (B2G)

o business-to-consumer (B2C).

• Internal customers:

o directly connected to an organisation (usually internal to the organisation) and are typically

- employees – colleagues for whom one department or individual performs a service for another to help satisfy external customers

- stakeholders – other individuals or groups within a business who have an interest in the company (owners, shareholders and management).

• Customer experience that is critical in influencing an organisation’s success:

o competitive advantage

o increased sales

o increased profits

o customer retention

o organisational growth

o sustainability

o organisational reputation.


The content is broken down into topic headings. In this example, the topic heading can be seen at the top of the page, labelled 1. The customer environment.

Each topic heading is divided into subject content and are labelled with numbers. In this example, the subject content is shown on the left of the table, labelled 1.1 Customers.

The subject content is further subdivided into specific content items that students need to learn and will be assessed in the examination. These items are preceded by a rider statement (discussed later in this section) and the specific content is shown as bulleted lists. The solid bullet points indicate what students need to know and the hollow bullet points indicate the specific content required. From the above, one example that learners need to know is External customers, which can be broken down further to cover business-to-business (B2B), business-to-government (B2G) and business-to-consumer (B2C).

Note: Many of the new specifications have a content topic on legal and ethical considerations. Please note that when teaching this topic, although learners must be aware of relevant legislation, regulations and codes of practice, the specific names, dates and sections of these will not be assessed in the examination.

Rider statementsEach subject content area has a heading followed by a rider statement. The rider statements in the specification outlines the breadth and depth of the content. It details what the student needs to know and/or be able to demonstrate in the examination. It will be expressed in sentence case (not bullet points) and will be followed by the specific content to support the statement to which it relates. In the previous example you saw when exploring the specification structure and format, the rider statement can be clearly seen at the top right of the table:

Knowledge and understanding of types of customers and their importance to marketing communications and to the wider organisation.

SpecificationterminologyIn order to understand the breadth and depth of what needs to be taught and learned, the below provides a brief explanation of each of the typical terms which can be found in the rider statements for this qualification.

In the Level 3 Customer Experience and Communications specification, two are used:

KnowledgeRider statements which start with the word ‘knowledge’ are likely to require learners to memorise certain key facts which provide the basis of further exploration in other sections of the specification.


Understand/UnderstandingRider statements which start with the word ‘understand’ are likely to require learners to define key concepts or explain what is meant by a term. There is likely to be a need to describe in terms of providing an account or working through the steps/stages in a process, for example understand the stages of the customer journey and the core elements of a marketing communications plan.


2 Content

This qualification is split into eight content (topic) areas. These content areas can be found on the ‘Specification at a glance’ page of each specification. For this qualification, the content areas are:

1. The customer environment2. Customer behaviour and buying decisions3. Customer research4. The customer experience journey5. Communications fundamentals6. Corporate communications7. Producing and testing communications8. Challenges, risks, legal and ethical considerations

In this section, there is an overview of each content area which provides a summary of the approach that could be taken when teaching the content. This introduction is then followed by a table which covers:

• The outcomes of each subject content area which learners will need to know once the topic is complete• Suggestions of the different ways in which teachers can approach the teaching/delivery of each specific content area• Suggestions around the types of activities which teachers could deliver in class or set as homework to test the learner’s knowledge

on each specific content area.


Thecustomerenvironment

In commencing Topic 1, it would be useful for your learners to have a broad understanding of the scope and scale of this qualification and consider providing a brief overview of the specification content and how the learners will be assessed. This would provide a useful context to the topics.

It’s always useful to start the teaching programme by focusing upon the experience of the learners. In this topic, you could ask them to consider their most recent interaction with technology in purchasing and/or exploring social media and considering the organisational view to why specific product promotion/advertising is evident.

In this topic, students will consider the importance of the types of customers, their importance to marketing communications and to the wider business organisational context and the interactions between the business and its customers.

Students will be able to understand external and internal customers, who they are and how they connected to an organisation to help satisfy their needs. Consequently, the type of customer and their experience is critical in influencing the way an organisation interacts to be successful and can create valid measures, e.g. competitive advantage, increased sales, customer retention, growth and the organisational reputation.

A customer-focused organisation works to understand its customer characteristics and what drives purchases and how this will underpin any marketing strategy and plan. Based on the research material to help identify potential customers, stimulate awareness, attract, acquire and retain customers.

1


Specificcontent

Outcomes Suggestedteaching Activities

1.1 Customers

At the completion of this section of the specification learners will have:

Knowledge and understanding of types of customers and their importance to marketing communications and to the wider organisation.

1. Prepare a presentation on the different types of customers and how customer experience is crucial in the success of an organisation (as covered in the specification).

2. Ask learners to prepare examples of differing types of customers and draw out from the discussion their importance to marketing communications and the wider organisation.

3. Teacher to complete a summary of the main learning points completed in the topic and map against the specification to ensure all the points are covered. Ask targeted questions to confirm understanding.

Learners commence an on-going glossary of recording key terms with definitions.

Learners to find examples of differing products for different customer types and consider how these affect digital marketing communications and record discussion outcomes.

Participate in class discussion using their own experiences of being in differing customer interactions and consider the implications to marketing communications.

Watch tutor selected extracts from TV programmes, social media tools and websites to experience the customer interaction with organisations and the communications medium used.

Homeworktips• Revision for short test.• Update glossary of terms.


Customerbehaviourandbuyingdecisions

Having completed Topic 1, learners will now have a clear understanding of customers and the rationale for having marketing strategies and objectives.

In this topic, learners will consider customer, behaviour, influences and motivations, by considering the difference between customers and consumers, what influences customer behaviour including political, cultural, personal beliefs, emotions and values, which affects the perceptions of what a customer believes about a product/service and subsequent business attitudes and loyalty. To introduce customer motivations and Maslow’s hierarchy of needs.

In addition, students will be introduced to the customer purchasing decision process to understand how customers identify their preferred choice, the speed and complexity of purchase, buying cycle and how it may change according to motivations, external influences and the marketing communication.

Creating links between the different topics within the specification is also important and in terms of communications, the link with customers (all stakeholders) is particularly important with regards to the needs and interests of the different buying/purchase decisions.

2


Specificcontent


2.1 Customer behaviour fundamentals and motivations


Knowledge and understanding of customer, behaviour, influences and motivations.

1. Start the topic by reinforcing the main learning points from the previous topic.

2. Tutor to present the key differences between customers, consumers and organisational perspective.

3. Learners to research examples of the different influences on customer behaviour in the purchasing process. This could include their perceptions, attitudes, emotions, economic situation, reviews etc. (as outlined in the specification). Learners will be required to review the material found and present their findings.

4. Teacher to follow on from this with a classroom discussion on influences on customer behaviour, ensuring to explore each of the influences (as outlined in the specification).

5. Teacher prepared presentation on Maslow’s hierarchy of needs. Ask learners questions on this to consolidate understanding.

Learners continue their on-going recording of a glossary of key terms with definitions.

Two groups to seek and review what affects customer behaviour, one for each perspective and to present the findings.

HomeworktipsPrepare the group material and retain own log of what you found individually to use/submitted in the discussions.


2.2 Customer decision-making process


Knowledge and understanding of customer-buying decision roles and the customer-buying cycle.

1. Teacher presentation on the main aspects of the customer decision-making process and the customer buying cycle (as covered in the specification).

2. Learners could then look at the various buying-decision roles and consider in differing situations/scenarios, the importance and implications of each in the process.

3. Follow this with a classroom discussion around the points stated above to consolidate learner understanding.


Complete differing scenarios identifying roles in the purchasing process and the impact on the organisation.

Complete worksheets on the potential impact of poor role performance on business objectives in a variety of settings.

HomeworktipsLearners to complete a teacher prepared worksheet on the customer buying cycle, matching the stages with the descriptions given.

Learners will need to think of an example of when they have undertaken the customer buying cycle, identifying all the stages and their decision-making process. Present this at the next classroom lesson.


Customerresearch

It is likely that the content covered in this part of the specification will not be as familiar to the learners as some of the other themes covered in the previous topics. This will be particularly true for those learners who are not currently engaged in the world of work. However, in those classes with a mixture of those in work and those yet to enter employment, there will be opportunities for those in work to explain how the business policies covered in this topic are applied in a practical setting.

It would be a good idea to commence this topic by looking at the fundamentals of market research and the overall techniques, methods and tools available to conduct such research. Focussing on the quantitative and qualitative methods and the associated primary and secondary data collection tools.

The learners should then be able to link the data collection and sources of data to the particular research methods and be able to seek digital versions of data collection/creation methods, sources and tools, as per the specification.

In addition, learners will need to understand how such research data is used and why it is important for organisations to measure the success of marketing activities, using key metrics and performance indicators. Based on the data and research conducted, they should be able to select data in a given context to interpret the success of customer/market orientated research and provide recommendations.

3


Specificcontent


3.1 Types and methods of research


Knowledge and understanding of the purpose, areas, types and methods of customer research and the ability to interpret and understand graphical presentations of research findings.

1. Begin this topic by explaining to learners the purpose of market research, followed by the areas, types and the methods and tools used for this.

2. Hold the discussion on research methods and then develop the discussion to explore primary and secondary data sources (as covered in the specification).

3. Teacher led session on how these data sources can be accessed and suggestions for the best way to interpret and understand graphical presentations of research findings.

4. Teacher to provide the class with a range of graphs from different businesses who have conducted customer research. As a class, they need to interpret what the findings indicate, highlighting any key trends they can determine from the graphs and anything else that they feel is relevant.

(Note: If some of the learners are already engaged in the world of work, they could be asked to make individual presentations on the research methods and data sources used by their companies).


Classroom discussion on the differences and purpose of the two main approaches to research data collection -quantitative and qualitative with suitable examples.

HomeworktipsLearners to create a list of primary and secondary methods of data collection and identify the advantages and disadvantages of each.

Class discussion on above task at the next lesson.


Thecustomerexperiencejourney

Having completed Topics 1-3, students will now have a clear understanding of the nature of customers and the needs for a business to understand its customers and the external business environment.

In this topic, students will consider the importance of the customer experience journey, the stages involved in this and the implications for marketers. Namely, attract, acquire, engage and develop, serve and subsequently keep, build and maintain customer relationships through good communications and a customer focused provision to support the brand, and if required manage the exit process.

In addition, building upon the above, understanding how the customer journey works and its purpose through mapping, the factors to consider in customer journey mapping and the purchasing life cycle management to meet all stakeholder goals and objectives.

4


Specificcontent


4.1 The customer experience journey

4.2 Customer journey mapping


Knowledge and understanding of the customer experience journey.

Knowledge and understanding of customer journey mapping.

1. Begin this topic by explaining to the learners the nature of the customer experience journey.

2. Focus on each aspects of the different stages and explore the implications for marketers (as covered in the specification).

3. Building on 1 and 2 above, a teacher led session on how the customer journey can be mapped and the factors to consider (as covered in the specification).

4. Group discussion on the customer experience journey and customer journey mapping.

5. Teacher to summarise the main customer journey experience characteristics and the need to map and guide the customer’s participations.


Classroom discussion on the stages of the customer journey, the implications for marketing and customer journey mapping.

HomeworktipsLearners to create examples of a customer journey against set terms with definitions.


Communicationsfundamentals

Students will now have a clear understanding of the customer concepts and rationale for having marketing strategies and objectives to meet customer needs. The tutor should ensure the links between the different topics within the specification for topic 5 are logically introduced to emphasise the importance of each.

It is advisable to commence this topic by looking at the core elements of a marketing communications plan and how it is typically influenced by, or included in, a wider marketing plan.

Learners will need to understand:

• the 4As (KOTLER) in the context of the 4Ps and how they are used to develop an effective marketing communications plan• the five core elements that make up the marketing communications mix and how these can be integrated within

organisations• customer engagement and response models and how these influence the development of marketing communications• evaluating the wider business issues that may influence the development of an effective marketing communications plan• the various media used in successful communications delivery.

Learners should also understand the implications of the different media and their effectiveness in getting a marketing message across to targeted groups.

For this topic, work-like scenarios are an effective way of delivering this aspect of the teaching programme. For example, the students could be asked to identify the specific marketing and communications strategies, differing key concepts, methods and medium to be used in various scenarios.

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Specificcontent


5.1 Marketing communications plan

At the completion of this section of the specification learners will be able to:

Understand the core elements of a marketing communications plan and how it is typically influenced by, or included in, a wider marketing plan.

1. Learners to research the core elements of a marketing communications plan, processes involved and consider how these are used in practice.

2. Teacher to present a short outline of the influences on the wider marketing and organisational plan and objectives.

3. Learners to revisit the outcome from 1 above, and adjust as directed by possible influences explored in 2 above.

4. Teacher to summarise the main points gained from each activity above.


Research the core elements of a marketing communications plan and explore how it may work in practice.

Engage in classroom discussion; feedback to class around items 1 and 3.

Note-taking from teacher presentation on items 1 and 3 and prepare responses to various situations – these could be tutor set.

HomeworktipsRevise the essential elements and business areas for a marketing communications plan.


5.2 Informing a marketing communications plan


Understand the 4As in the context of the 4Ps and how they are used to develop an effective marketing communications plan.

Following on from 5.1, the next stage is to understand the 4As in the context of the 4Ps and how they are used to develop an effective marketing plan.

1. Working in small groups define and discuss the difference between alignments of the 4As and the 4Ps.

2. Learners share their ideas with the rest of the group.

3. Teacher-led presentation on how these are used to develop an effective marketing communications plan (as covered in the specification).


Small group discussion and classroom presentation on the 4As and the 4Ps.

Note-taking from teacher presentation and in groups examine in detail the 4As and the 4Ps.

HomeworktipsUpdate glossary of terms.

Learners to devise a marketing communications plan for a company of their choice, ensuring to cover all elements learnt from topic 5 so far.

5.3 The marketing communications mix


Understand the five core elements that make up the marketing communications mix and how these can be integrated within organisations.

Following on from 5.1 and 5.2, the next stage is to understand the five core elements that make up the marketing communications mix and how these can be integrated within organisations.

1. Teacher-led presentation on the core elements of the marketing communications mix and ideas of how these can be incorporated within businesses.

2. Class discussion on the teacher presentation, to ensure learners understand the five core elements and can share their ideas with the rest of the group.

3. Teacher to summarise the key learning points to consolidate understanding (as covered in the specification).

Small group research, discussion and classroom presentation on examples of the core elements being used in given scenario settings.


Learners to devise a marketing communications mix for a company of their choice, ensuring to cover all five core elements.


5.4 Customer engagement and response


Understand customer engagement and response models and how these influence the development of marketing communications.

Following on from 5.1 to 5.3, the next stage is to examine AIDA as the customer engagement and response model.

1. Teacher-led presentation on response models and AIDA (as covered in the specification).

2. Small group presentation and class discussion on AIDA, so learners can share their ideas with the rest of the group.

3. Teacher to summarise the key learning points to consolidate understanding (as covered in the specification).

Students to explore how each aspect of AIDA is used by customers and contribute to a class discussion.


Learners to choose a product of their choice (this can be existing or a new product entirely). Using AIDA, they are to devise an effective advertisement for this that could be used in a real-life context to communicate with customers.

5.5 Evaluating the wider business environment


Understand and evaluate wider business issues that may influence the development of an effective marketing communications plan.

Following on from 5.1 to 5.4, the next stage is to investigate the wider business issues that may influence the development of an effective marketing communications plan.

1. Teacher-led presentation on market dynamics (as covered in the specification).

2. Small group presentation and class discussion on market dynamics, so learners can share their ideas with the rest of the group.

3. Teacher-led presentation to consolidate understanding of the product and brand life cycles and how this effects the marketing communications plan.

Students to explore the product life cycle and for each component, find examples of products in that stage. Seek to ascertain the possible marketing communications used at that point and present to the class.


Revise the content covered so far in sections 5.1 to 5.5, in preparation for a class test.


5.6 Communications media


Understand the various media used in successful communications delivery.

1. Teacher-led presentation on the various media used in successful communications delivery – print, broadcast, news, digital and face-to-face (as covered in the specification).

2. Class discussion on the different media used, to ensure learners understand these and how to apply these depending on different contexts. Learners share their ideas with the rest of the group.

3. Teacher-led presentation to consolidate understanding of the various communications medium.

Provide learners with examples of different products/services and ask them which communication channels are best to use, highlighting the reasons why.


Students to find further examples of communications media suitable for a given range of products/message distribution.

Prepare for a mock examination.


Corporatecommunications

Students will now have a clear understanding of the customer communications marketing strategies and objectives to meet/maintain customer needs. However, this section will explore the key elements of corporate communications, and differences between internal and external communication functions and the associated stakeholders.

It is advisable to commence this topic by looking at the core elements of corporate communications and develop the learning to encompass the key aspects of the communication process across the business and the impact on customers.

Following on from this, learners will need to understand the impact of corporate identity on an organisation’s image and reputation.

They should understand the implications of the brand images and their effectiveness in getting a marketing message across to specific/targeted groups.

For this topic, work-like scenarios are an effective way of delivering this aspect of the teaching programme. For example, the students could be asked to explore various corporate communications and branding and identify this against specific marketing communications strategies.

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Specificcontent


6.1 Corporate communications fundamentals


Understand the key elements of corporate communications, and differences between internal and external communication functions.

1. Start by reinforcing the main learning points from the specification for this topic.

2. Students to research examples of internal and external stakeholders.

3. Research the types of material used to communicate with differing stakeholders and ascertain its specific purpose. For example, this could include promotional leaflets, websites, literature from own workplace, annual reports, social media campaigns and advertisements. Learners will be required to review the literature with regards to message, intended audience, content and purpose.

4. Teacher-led session to build upon 1-3 above, explaining the key elements of corporate communications and differences between internal and external communication functions.

5. This could be followed-up by a short scenario, in which students must identify formal and informal communications from different business functions. They will need to identify the similarities and differences in the communications, bearing in mind the different audiences but with the aim that the same information needs to be conveyed.

Students continue their on-going recording of a glossary of key terms with definitions.

Review of business literature to identify whether it should be used to communicate with internal or external stakeholders.

Work in pairs to identify the main material used for communication and identify their respective advantages and disadvantages.

HomeworktipsComplete a series of work-based scenarios to identify internal and external communications and the characteristics in each.


6.2 Corporate Identity


Understand the impact of corporate identity on an organisation’s image and reputation.

1. Tutor-driven session to explain the necessity for a corporate identity, how this can be achieved and the way it can be created.

2. Students to present research findings of different examples of corporate identity.

3. Tutor to explain the importance of corporate identity and the impact it has on the perceived image and reputation of the company.

Students to find examples of different ways corporate identity can be created (as covered in the specification). For example, corporate logos, visual style (font, colours, photography), signage, stationery etc.

HomeworktipsLearners to research the corporate identity used by two organisations of their choice.

They will need to decide which organisation has the better corporate identity and the reasons why.

They will need to be able to explain what the other organisation needs to do to improve its corporate identity, to ensure it is adding value and enhancing the image and reputation of the company.

Learners to present this to the class in the next lesson.


Producingandtestingcommunications

Having completed Topic 6, students will now have a clear understanding of the internal and external communication functions. In this topic, students will consider the importance of communication in business, looking particularly at the interactions between the business and its customers.

Students will explore how brand and communication guidelines are developed and implemented, using examples as to how an organisation will present its marketing communications of a brand, goods or services. For example, you could ask them to consider different ‘messages’ communicated by a range of different businesses to promote their brand. This could lead on to the students completing research and making presentations on aspects such as brand image and corporate ethos.

The teaching programme should look at how to apply the communications production process in given contexts, using the stages of the process – media selection, communication production, creation, review to final sign-off (as detailed in the specification).

Students will then be expected to understand the importance of feedback through the review and testing stages, the impact this has on the ownership and final assessment of the outcome and the approval and sign-off.

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Specificcontent


7.1 Brand and communication guidelines

7.2 Producing Communications

7.3 Testing Communications


Understand how brand and communication guidelines are developed and implemented.

Understand and be able to apply the communications production process in given contexts.

Understand and be able to apply the methods used to test communications in given contexts.

1. Teacher presentation on the main areas students need to learn (as detailed in the specification).

2. Tutor and students to explore how brand and communication guidelines are developed and implemented.

3. Students to create a set of communication guidelines for the branding of a given company, ensuring to explore the various elements (as detailed in the specification).

4. Students will then be expected to participate in activities to follow the stages of the communications production process in a set scenario/context. Create examples of how an organisation could present its marketing communications of a brand, goods or services.

5. Teacher-led discussion on the methods used to test communications (as detailed in the specification).

6. On completion of this topic, students are to reflect on the nature of customers as integral parts of marketing and organisational strategic activity in a holistic way.

Research communication and brand guidelines, to find exemplars of the requirements.

In groups, students to perform a branding exercise for a given company (set scenario).

The group to show that they have generated an output using suitable guidelines and followed them through the communications production stages to a final tested outcome.


Students to design a logo and strapline for a new product of their choice.


Challenges,risks,legalandethicalconsiderations

In the final section, learners will look at relevant challenges, risks, legal and ethical considerations and their impact on customer experience and communication activities. They will look at the challenges and risks that impact marketers, for example advertising overload, potential barriers to communication, cultural differences, technology etc. They then consider legal issues and their impact and importance on customer experience and communication activities, for example buyers’ rights, defamation and trade description. Finally, the concepts of working ethically, which will cover Corporate social responsibility (CSR).

Please note: Whilst learners must be aware of relevant legislation, regulations and codes of practice, they will not be assessed on their specific names, dates and sections.

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Specificcontent


8.1 Challenges and risks for marketers


Know and understand types of challenges and risks associated with the customer experience and communications.

1. Learners to review the different types of challenges and risks associated with the customer experience and communications process and consider how these are used to measure success/performance.

2. Teacher to present a short outline overview to summarise the risks for marketers.

3. Group discussion on the risks identified in 1 and 2 above.

4. Teacher presentation to summarise the challenges and risks associated with the customer experience and communications process.


Engage in classroom discussion; feedback to class around item 1.

Note-taking from teacher presentation in item 4 and prepare responses to various challenges to digital marketing activities (could be tutor set situations).

HomeworktipsComplete exam-type questions.


8.2 Legal issues and considerations

8.3 Working ethically


Understand legal issues and their importance when developing and implementing a customer experience or communication plan.

Understand the concepts of working ethically and its importance when developing and implementing a customer experience and communication plan.

1. Working in small groups, learners to discuss what they understand to be legal issues on customer experience and communication activities. Learners share their ideas with the rest of the group.

2. Teacher-led presentation on the legal issues and the concepts and importance of working ethically, which will cover corporate social responsibility (CSR) in developing and implementing a customer experience and the associated communication plan (as detailed in the specification).

3. Learners presented with a series of outcomes relating to the various legal and ethical issues around the customer experience and the communications plan, including where possible consequences for non-compliance. For example, consider issues that may occur if a product, brand or service descriptions are false, misleading, inaccurate and the implications of this on the company.

4. Teacher to summarise the key findings and ask questions to the class to consolidate understanding.


Small group discussion and classroom presentation on legal and ethical working requirements.

Note-taking from teacher presentation and in groups examine in detail the different legal and ethical issues.


Revise for full-mock examination.


3 Assessment

Assessment summaryLCCI are practical, vocational qualifications that equip learners with the skills and knowledge needed to enter and thrive in the workplace. The new assessments have been designed to include real-life contextualised scenarios that learners can apply in their careers. Our assessments are externally marked by Pearson to safeguard confidence and ensure that standards are comparable.

Pearson LCCI Level 3 Certificate in Customer Experience and Communications (ASE 20204) Specification – Issue 1 – September 2018 © Pearson Education Limited 2018

1

Specification at a glance

The Pearson LCCI Level 3 Certificate in Customer Experience and Communications (ASE 20204) consists of one externally-examined paper.

Title: Pearson LCCI Level 3 Certificate in Customer Experience and Communications

• Externally assessed. 100% of the total qualification

Overview of content

• The customer environment

• Customer behaviour and buying decisions

• Customer research

• The customer experience journey

• Communications fundamentals

• Corporate communications

• Producing and testing communications

• Challenges, risks, legal and ethical considerations

Overview of assessment

• One written, externally-set and marked paper, contributing 100% of the overall grade of the qualification.

• The examination will be 3 hours.

• The examination will consist of 100 marks.

• There are multiple-choice and short-response questions that total 30 marks.

• There are contextualised and case-study questions, that include 9-mark and 12-mark extended response questions, that together total 70 marks.

• Students will be graded Pass/Merit/Distinction. A result of Fail will be recorded where students do not achieve the required marks for a Pass.


Within the examination, candidates will be required to answer ALL of the questions in the paper. For this paper, there are five questions at Level 3 which the students are required to answer. Each paper includes a variety of question types, which will be discussed later in the section.

Details regarding the assessment opportunities and the examination dates available for this qualification can be found on the Pearson website.

Assessment objectivesWhat are assessment objectives? They describe the types of thinking skills required of learners when answering the questions in the examinations.

There are four assessment objectives for this qualification:

Assessment Objectives Definition % of qualification

AO1 Memorise Demonstrate knowledge of the principles of the customer experience and marketing communications.

36

AO2 Demonstrate understanding Demonstrate understanding of relationships between marketing communications, customers and their experiences.

40

AO3 Analyse/evaluate information Analyse information or data and evaluate plans and activities in a marketing context. 12

AO4 Make connections Make connections, apply and integrate marketing and communications principles and concepts to make supported judgements or to create plans and reports.

12

Total 100




Performance DescriptorsPearson award candidates at three different grades: pass, merit and distinction. When making judgements on grade boundaries, Pearson create and use performance descriptors. These are used to identify what we expect learners to be able to achieve at a level of ability.

Pearson only publish the pass and distinction descriptors to outline the upper and lower end of grade ability. These can be found at the end of each specification and have also been provided for you below for this qualification.

Grade Descriptor

Pass Students will have a sound understanding of key terms, processes and methodologies and will be able to recall and apply knowledge in familiar situations.

They will be able to select and interpret data and apply knowledge of communications plans and strategies in given situations, making some decisions on valid applications and impact.

They will be able to define and communicate key aspects of customer experience and communications processes, selecting appropriate actions in more simple and familiar contexts.

They will have a sound understanding of the use of communications materials in given marketing sectors.

They will be able to produce simple/descriptive reports on the effectiveness of customer experience and communications activities within familiar contexts.

They will be able to relate the use of customer experience and communications processes and modern products to users and purposes.

Distinction Students will be able to synthesise knowledge of communications methodologies, the processes used to target customers, bringing together understanding of technologies and strategies.

They will be able to apply understanding of customer experience and communications processes to complex contexts.

They will show depth of knowledge and development of understanding of customer experience and communications processes and technologies in different situations, being able to make effective judgements based on analysis of given information.

They will be able to compare techniques, processes and products, and evaluate alternatives against defined criteria.

They will be able to produce evaluative reports on the effectiveness of customer experience and communications activities within familiar/unfamiliar contexts and provide justified recommendations.

They will be able to create customer experience and communications proposals, define objectives and apply knowledge to make informed justifications and conclusions in familiar/unfamiliar contexts.


Command wordsThere are several key words that will be used consistently by Pearson in the assessments. These are typically called command words and are used to signal to learners how to structure their responses and ensure they are rewarded for demonstrating the necessary skills required in the question.

Each question will only have one command word. These are the command words that may appear in the examination. Please note that the list below will not be used in every paper/session and is for guidance only. This same list can also be found at the back of each specification.

Command or term

Definition

Give, State, Name

Learners provide an accurate piece of information.

Identify Learners indicate the main features or purpose of something, and/or are able to select relevant information from stimulus material.

Define Learners give a definition of a term or phrase.

What is meant by

Learners provide an extended definition that must contain two separate points.

Describe Learners give an account of something, such as steps in a process or characteristics. The response should be developed, but does not require justification or reasoning.

Explain Learners provide reasoning to justify or exemplify a point. The response should be developed using linked points.

Analyse Learners interpret data looking at potential reasons for trends and summarising findings.

Discuss Learners consider different aspects of a topic, how they interrelate, and the extent to which they are important.

Evaluate Learners draw on varied information, themes or concepts to consider aspects such as strengths or weaknesses, advantages or disadvantages, alternative actions and relevance or significance and ultimately provide a substantiated judgement/conclusion.

Create, Develop

Learners prepare copy or plan based on given stimulus, drawing out the key elements from the context.

Prepare Learners use given stimulus to produce materials, showing understanding of the key features and purpose.

Report Learners use given stimulus to explore different themes or concepts suggesting reasons or effects and recommending actions.


Item typesIn addition to the command words, the examination papers also include a variety of different item types. Each type may be recognisable by the number of marks that the question is worth and the command word that may be used. There are four different item types used in the assessments across the LCCI Marketing and Business qualifications, which are outlined below:

1. Closed responseThese types of questions are where learners must select from a range of options. They are closed because the range of options presented to the learners are limited. Examples of these questions are multiple-choice (MCQ) or multiple-response (MRQ) question types. MCQs are worth 1 mark and MRQs 2 marks.

Command words: Which, What, When, Why, How

2. Short open responseThese types of questions are where learners are expected to provide a short response in a few words or a short sentence. The learner is likely to be recalling knowledge or identifying something that has been presented to them in the stimulus of the question. Each question is likely to be worth 1-3 marks.

Command words: Define, Give, Identify, Name, State

3. Medium open responseFor these question types, learners are expected to present more than one linked point or expand on their idea in some way. These types of questions are likely to be worth 2-6 marks.

Command words: Describe, Explain, Complete, What is meant by

4. Extended open responseThese question types are the hardest and are worth the most marks. Here learners are required to engage with stimulus material (such as a contextualised scenario), to develop a complex response that could be approached in multiple ways. Each question is worth 6 or more marks. These types of questions are marked differently from the other item types and use a levels-based mark scheme (LBMS), which is discussed in further detail below.

Command words: Analyse, Assess, Create, Discuss, Develop, Evaluate, Prepare, Report, Proofread, Sense check, Draw

PLEASE NOTE: Not all of the above command words for each item type are applicable for all qualifications. The exact command words used in each qualification are detailed in the specification.


Mark schemesThere are two types of mark schemes allocated to different types of questions in the examination:

1. Points-based mark schemeAll closed, short open response and medium open response questions will be marked using a points-based mark scheme. These types of questions are marked using allocated marks for a specific number of points.

2. Levels-based mark scheme (LBMS)Extended open response questions are marked using a levels-based mark scheme, which consists of two parts: indicative content and levels-based descriptors.

The indicative content reflects specific content-related points a learner might make to answer the question. The level-based descriptors articulate the skills learners are likely to demonstrate when answering the question. The levels represent the progression of these skills.

When marking these questions, the examiner will evaluate the candidates’ response based on the indicative content for that specific question and apply the descriptor, to identify the number of marks that should apply. When using a levels-based mark scheme, the ‘best fit’ approach should be used.

Model answersThe following model answers relate to the questions in the Sample Assessment Material for the Pearson LCCI Level 3 Certificate in Customer Experience and Communications, which can be accessed via the Pearson website.

(i) Multiple choice question (Question 1(e) in the Sample Assessment Material)

A customer’s situation and characteristics will influence how they spend.

Which one of the following is a customer characteristic? Select one option. (1)

A Place of workB Buying motivationsC Brand imageD Economic climate



The correct answer is B – Buying motivations

Learners will have covered in 2.1 (Customer behaviour fundamentals and motivations) a range of customer characteristics, which identifies different ways customers make purchasing decisions.

(ii) Multiple response question (Question 1(j) in the Sample Assessment Material)

Give the two missing stages of the Customer Journey. (2)

1. . . . . . . . . . . . . . . . . . . . .2. Acquire3. Engage and develop4. Serve5. . . . . . . . . . . . . . . . . . . . .6. Refer7. Exit

The answer is Attract and Keep

Learners will have covered in 4.1 (The customer experience journey), the stages of the customer journey. This question requires them to identify two missing stages of that process.

(iii) Factual response question (Question (1a) in the Sample Assessment Material)

Define the term ‘Business to Business’. (1)

Answer: Where businesses sell products/services to other businesses.

Commentary on learner response:

This is a good clear common definition of B2B.


(iv) Two-mark open-ended questions (Question (1h) in the Sample Assessment Material)

State the difference between customer needs and customer wants. (2)

Sample learner response:A customer needs an essential thing (1), and a customer needs a desirable thing (1)

Commentary on learner response:This is a good answer because it makes two linked points. Firstly, the need for essential goods/things and secondly, the wants being things non-essential/desired.

(v) Extended response open-ended questions (Question 3 (a), (b) and (c) in the Sample Assessment Material)

Company name: The Cross

Products: Food and beverages

Size: One restaurant

• The Cross has developed an extensive children 's menu which offers exciting nutritious foods that are very popular with parents.

• Compared to other restaurants, The Cross is competitively priced and inexpensive.

• The Cross has an enclosed and supervised play area and has children's entertainers in the restaurant.

• The Cross has just been named as the third most child-friend ly restaurant in the region.

• The restaurant owners wish to use this award to promote its products and services in order to attract more customers from further away.

• The Cross is looking to increase revenue by using additional marketing communications with in a limited budget.

• The restaurant has its own social networking page but does not have its own website.

• The Cross aims to increase its customer base and profits with in 6 months with measurement points at months 2 and 4.

Table giving details of a Restaurant.


(a) Explain how Product and Price, of The 4Ps, could be used to develop effective marketing communications for The Cross. (4)

Answer as outlined in the sample assessment material mark scheme

• Product used to convey nutritious benefits of food (1) so that customers are attracted to the restaurant (1)• Play area provides a safe environment for children (1) so that parents can relax (1)• Strong reputation for being child-friendly (1), which means parents feel confident their children are welcome (1)• Price used to compete with similar restaurants (1) to offer value for money (1)• Inexpensive menu encourages repeat visits (1), which builds customer loyalty/longer customer life cycle (1)

Other reasonable responses will be accepted.

(b) Explain how advertising and sales promotions could help The Cross achieve their objectives. (4)


• Advertising raises awareness of/understanding of restaurant offer (1) because/as it becomes more visible to families (1)• Sales promotions attract customers (1) because they add perceived additional value/discounts (1).

Other reasonable responses will be accepted.

(c) Develop a marketing communications plan for The Cross in terms of the following headings: Strategy, Objectives, Budget, Tactical Delivery, Timelines, Return on investment. (12)


The restaurant will have to create a suitable marketing communications plan with the following key responses included:

• Tactical delivery.• Considers selling points of restaurant.• Appropriate channels.• Types of media.• Methods of delivering communications.• They could run a social media campaign to generate more/wider-reaching online engagement.


• Do a local radio/press campaign to raise awareness of The Cross/print flyers to deliver further away/recommend-a-friend scheme.

• Convey key messages.

Total for Question 3 = 20 marks

Constructing a mock examination paperIt is recommended that students gain experience of answering the type of questions they will be required to answer in the examination.

In constructing mock examination questions, teachers are strongly advised to refer to the Sample Assessment Material for this examination which provides examples of the types of questions and the format of the paper, all of which have been covered in the first part of this Guide. The mock paper should resemble the SAM to include the following:

• the same number of MCQs• ensuring the paper reflects the range of AOs• ensuring even coverage of specification topics• ensuring even spread of different question types and marks per section

Students should be briefed on:

• The types of questions which will appear in the examination• How they should approach each type of question used in the examination e.g. the idea of linking together key points in their

responses• The level of detail expected in each type of examination question

The following questions are examples of the types of questions which could be included in a mock examination paper.

1. State question

State the difference between customers and consumers. (2)

Answer: A customer is the purchaser of the goods and services, whereas a consumer is the user of the goods and services, but may have not purchased them.


2. Extended open-response questions

The following example of an open-ended response question has been annotated to show how the guidance on devising open-ended response questions can be applied.

Karen is employed as a Marketing Consultant for RESULT. She has been asked to explain to the company LET’s Go the options available to assist them with conducting market research into seeking new markets for their off-road bicycles. Karen will need to outline the processes involved when considering market research, the options available and provide her expertise in this area.

(a) Explain the areas of possible research for LET’s Go and the possible range of data that will be available for future marketing policy construction. (6)

(b) Discuss six Primary and/or Secondary sources of research and how it may be gathered. (6)

(c) Explain the research process and assess how it may be used for LET’s GO, in respect of the product and possible customers. (6)

Sample answers to open-response questions

(a)

The consultant would be expected to explain to LET’s Go the different types of customer/consumer’s that may be targeted for the product and suggest that initial data should be collected around the volumes, geographical distribution (in the area to be targeted), and the subsequent demographics and socio-economics. From this data, more focused research can be commissioned to explore the potential customer/consumer beliefs, perceptions and depth of knowledge around the products, possible customer/consumer attitudes and buyer behaviour motivations for bicycles.

Other research could be conducted to assess historical data around past buying behaviour and trends for possible new opportunities to target customer/consumers through social media, to gauge future buying behaviour and predicting possible outcomes/sales.

(b)

Sources of research material are the links between the methods and the data needed to analyse the outcomes to make future recommendations. In effect, they are linked to the research methods and fall into two categories – Primary and Secondary.


Primary is where new research is conducted that does not exist already. This can include surveys, questionnaires, user testing, A/B split testing and polls. If more detailed data is required, more specific sources can be used to gather primary data via focus groups, interviews, pilot studies and customer/consumer reviews.

Secondary sources of data originate from existing research material already available through other sources, mostly formal documents, in-house data and statistics (internal to the organisation), government statistics and other existing research published outcomes (external to the organisation). The most common being government statistics/data/reports, the internet and an organisations’ annual reports and accounts.

(c) Conducting customer research:

The research process is a logical sequence of actives focussing on providing the outcome material that fits with the research objective. The process being:

• decide research objectives• type of information required – facts, figures• information already owned or needs to be commissioned• conducting the research – in-house or via third-party research companies• timing of research – before, during, after purchase• information sources• cost of research

From conducting the above, the client will receive the research data and subsequent analysed information to make their judgement on what is possible and/or viable. The tools/methods and data demands will be agreed through the above process and the final analysis will be determined, so that the overall research considers bicycle usage/customer volumes data gathered on potential market, e.g. size, sustainability, demographics etc. based on the right selection methods to meet the research objective.

This question is marked using a levels-based mark scheme.


4 Resources

Support resourcesNew materials are being developed to support the delivery and understanding of the new LCCI qualifications.

As well as this Teacher Guide, a free digital coursebook is also provided to guide both teachers and students through the content in the specification and provide information on each topic area, examination tips, short case studies and practice questions to test learners’ knowledge.

For centres and teachers, Pearson offers training to teachers on standards of delivery and preparing students to meet the assessment requirements. We offer different types of training:

• Face-to-face implementation and launch events to help centres to understand the qualifications and share best practice to deliver the qualifications effectively, and

• Feedback events to help centres gain feedback on past examination papers to understand specific areas of the exams where candidates have difficulties with, to enable teachers to tailor their delivery to meet student needs and requirements.

Supplementary resource suggestionsThe following textbooks are referenced in the table below:

BTEC National Business Student Book 1 (2016) – PearsonConsumer Behaviour (Schiffman, Kanuk, Hansen) (2011) – PearsonPrinciples of Marketing (Kotler, Armstrong) (2016) – PearsonMarketing Communications (Fill) (2009) – PearsonBusiness Research Methods (Bryman, Bell) (2003) – Oxford UniversityMeeting Customer Needs (Smith) (1997) – IMFAn Introduction to Business Strategy (Morden) (1999) – McGraw Hill

The following specialist websites are useful sources of information on all the topics covered in the specification:

https://www.businessballs.comhttps://www.gov.uk/government/organisations/information-commissioner-s-officehttps://www.businesslink.gov.uk


https://digitalmarketinginstitute.com/en-gbhttps://www.asa.org.ukhttps://www.bbc.co.uk/copyrightaware/what-ishttps://www.gov.uk/intellectual-property-an-overview

Specification Textbook Reference

Topic 1: The customer environment

1.1 Customers BTEC National Business Student Book 1 (2016) – Pearson

Unit 14 Pages 301-302

https://www.youtube.com/watch?v=HdgJhhgkxNwhttps://www.youtube.com/watch?v=tPv2zZiV1rI


Topic 2: Customer behaviour and buying decisions

2.1 Customer behaviour fundamentals and motivations

BTEC National Business Student Book 1 (2016) – Pearson

Consumer Behaviour (Schiffman, Kanuk, Hansen) (2011) – Pearson

Unit 14 Pages 318-319

Chapter 5 Pages 97-121 and Chapter 6 Pages 25-152

https://www.youtube.com/watch?v=eodzL0_psMU

2.2 Customer decision-making process


Chapter 4 Pages 62-91

https://www.youtube.com/watch?v=LynHPp5Ejr8https://www.youtube.com/watch?v=zPFeoNkZYGc


Topic 3: Customer research

3.1 Types and methods of research

Business Research Methods (Bryman, Bell) (2003) – Oxford University


Chapter 1 Page 3, Chapter 13 Page 347, Chapter 26 Page 660

Unit 2 Pages 72-79, Unit 22 Pages 365-370

https://www.youtube.com/watch?v=apm0wH9HU0Y



Topic 4: The customer experience journey

4.1 The customer experience journey

Meeting Customer Needs (Smith) (1997) – IMF Chapter 2 Pages 10-28 and Chapter 13 Pages 167-180

https://www.youtube.com/watch?v=hDFHe9BbuWo

4.2 Customer journey mapping

Meeting Customer Needs (Smith) (1997) – IMF Chapter 2 Pages 10-28 and Chapter 13 Pages 167-180

https://www.youtube.com/watch?v=A2LFJF1SUBg


Topic 5: Communications Fundamentals

5.1 Marketing communications plan


Chapter 10 Page 286

https://www.youtube.com/watch?v=W1-7at9V5gghttps://www.youtube.com/watch?v=EOGxQKo7PCM

5.2. Informing a marketing communications plan



https://www.youtube.com/watch?v=EmJjBdWykYs

5.3 The marketing communications mix

Principles of Marketing (Kotler, Armstrong) (2016) – Pearson


https://www.youtube.com/watch?v=iOFlrrr6YPY

5.4 Customer engagement and response



https://www.youtube.com/watch?v=EAkPdSEXqeshttps://www.youtube.com/watch?v=pQFXm0zuJco


5.5 Evaluating the wider business environment



Unit 2 Page 80

Chapter 13 Pages 341-361Chapter 14 Pages 365-381

https://www.youtube.com/watch?v=872b9yTd600https://www.youtube.com/watch?v=_26E6QR_hmU

5.6 Communications media




Topic 6: Corporate Communications

6.1 Corporate communications fundamentals



https://www.youtube.com/watch?v=gF6MoHnQthA

6.2. Corporate Identity Principles of Marketing (Kotler, Armstrong) (2016) – Pearson


https://www.youtube.com/watch?v=0D74Oipbc5ghttps://www.youtube.com/watch?v=Uo069lyZn_Y


Topic 7: Producing and testing communications

7.1 Brand and communication guidelines

An Introduction to Business Strategy (Morden) (1999) -McGraw Hill

Chapter 2 Page 425

https://www.youtube.com/watch?v=sYQIMii1FIIhttps://www.youtube.com/watch?v=7JZ1v-VwTXg

7.2 Producing Communications



https://www.youtube.com/watch?v=d0EevV-ex74


7.3 Testing communications


Marketing Communications (Fill) (2009) – Pearson



https://www.youtube.com/watch?v=sCGZJe5BXyk


Topic 8: Challenges, risks, legal and ethical considerations

8.1 Challenges and risks for marketers



https://www.youtube.com/watch?v=UtGHN5-u98M

8.2 Legal issues and considerations



https://www.youtube.com/watch?v=uDgT-w2qhuEhttps://www.youtube.com/watch?v=b9H3C9SWDeAhttps://www.youtube.com/watch?v=64H5qti9xfAhttps://www.youtube.com/watch?v=9yPy5JgK1PU

8.3 Working ethically Principles of Marketing (Kotler, Armstrong) (2016) – Pearson

Chapter 6 Page 191Chapter 15 Page 520

https://www.youtube.com/watch?v=UWUYTX8K89o

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